Allright, here we go.

This one link is very important to this topic. There is a wealth of information here, in 10 parts.

I will post only Part 7.

This is a little long, but it is worth reading, for those who care about the truth.

//////////////

Archived Editions from The E-Files - The Truth About Education

/////////

Part 7

THE HISTORY OF FOUNDATIONS' INTERVENTION IN EDUCATION is well-documented in three books: "The Cloning of the American Mind" by Beverly Eakman, "The Deliberate Dumbing Down of America" by Charlotte Iserbyt, and "The Underground History of American Education" by John Taylor Gatto. The information in this E-File comes mostly from these books. They show that the foundations from their start took control of or heavily influenced American education in teacher training and certification, student testing, the accreditation of educational institutions, funding of behavioral research, organization of universities, development of curricula, writing of textbooks, writing of standards, definition of educational goals, use of psychological techniques, drafting and passage of education legislation, funding of activist groups, promotion of centralization of education in Washington, and more. The foundations understand that by controlling education, they can control society.

Other sources for this E-File are "Writing Off Ideas" by Randall G. Holcombe, "Foundations: Their Power and Influence" by Rene Wormser, and "The Color of Truth" by Kai Bird (concerning the Ford Foundation.)

E.D. HIRSCH SUPERBLY DESCRIBED IN "THE SCHOOLS WE NEED" the educational fads that have resulted from decades of top-down, forced adoption of social engineering disguised as education (project method, cooperative learning, etc.) Hirsch's book is recommended for anyone who wants to understand the problems with modern curriculum and teaching methods. But, Hirsch does not discuss that it is the foundations who have and continue to promote this social engineering.

SOME EDUCATION/FOUNDATION HISTORY:

1895: Rockefeller endowed the University of Chicago at which John Dewey served as head of the combined departments of philosophy, psychology and pedagogy. Rockefeller also funded a laboratory for Dewey to study psychological principles and experimental techniques of learning. Rockefeller also contributed millions to the National Committee for Mental Hygiene, the goal of which was to prevent mental illness, focusing on elementary and secondary schools. The philosophy was that "mental illness hinged on faulty personality development in childhood and that personality development should supersede all other educational objectives. Stress was seen as the chief culprit, and parents and other authority figures as the second….The primary thrust of stress-reduction was to eradicate the "reactionary" criteria of authoritarianism, in particular, self-reliance and the work ethic, in favor of peer consensus and interdependence." (Eakman)

1896-1920: "A small group of industrialists and financiers, together with their private charitable foundations, subsidized university chairs, university researchers, and school administrators, and spent more money on forced schooling than the government itself did…In this laissez-faire fashion a system of modern schooling was constructed without public participation." (Gatto).

1905: The Carnegie Foundation for the Advancement of Teaching (CFAT) was founded to define and expand the standard of professional education. Eakman said that CFAT "is the most influential Carnegie entity for education" and "is the key to a long-standing partnership with the federal government."

1913: Rockefeller Foundation set up the predecessor to General Education Board. This was to further the Foundation's stated goal of "social control". Director of Charity Frederick Gates wrote, "…In our dream, we have limitless resources, and the people yield themselves with perfect docility to our molding hand. The present educational conventions fade from our minds; and, unhampered by tradition, we work our own good will upon a grateful and responsive folk. We shall not try to make these people or any of their children into philosophers or men of learning or science…"

1917: By this year, Gatto said, "the major administrative jobs in American schooling were under the control of "the Education Trust": representatives of Rockefeller, Carnegie, Harvard, Stanford, University of Chicago, and the National Education Association. The chief end, wrote Benjamin Kidd, was to "impose on the young the ideal of subordination." Gatto called Andrew Carnegie, J.P. Morgan, John D. Rockefeller, and Henry Ford "The Four Architects of Modern Forced Schooling" who thought that modern industry needed "workers who know nothing".

1921: Carnegie founded The Psychological Corporation, with J.McKeen Cattell as president. Cattell wrote, "… whatever else people have thought over the years that the various Carnegie organizations were contributing to education, their mission, as stated, has been "to promote the extension of applied psychology." (Eakman).

1925: Rockefeller Foundation set up The International Bureau of Education, formerly known as The Institute Jean-Jacques Rousseau, which later became part of UNESCO.

1933: Rockefeller Foundation began a comprehensive national program to allow "the control of human behavior". Schooling would figure prominently in the design.

1933-1941: Carnegie Corporation funded the Eight-Year Study that laid the groundwork for many of the education "reforms" and innovations we are now encountering. This study was foundational to the outcome-based education of today.

1934: Carnegie Corporation funded "Conclusions and Recommendations for the Social Studies". Professor Harold Laski said: "At bottom and stripped of its carefully neutral phrases, the report is an educational program for a Socialist America." The report concluded that the educational system "must adjust its objectives, its curriculum, its methods of instruction, and its administrative procedures to the requirements of the emerging integrated order."

1944: Carnegie Corporation funded with $250,000 a study of problems of southern black Americans. A Carnegie committee reviewed applicants to perform the research, and selected Swedish socialist economist Dr. Gunnar Myrdal. He wrote "An American Dilemma", which became very influential in subsequent racial integration actions. Wormser wrote, "In "An American Dilemma", Dr. Myrdal libeled and insulted the American people unmercifully." Myrdal said Americans had a "nearly fetishistic cult of the Constitution."

1946: Carnegie Corporation funded the Educational Testing Service of Princeton, New Jersey.

1947: Rockefeller Foundation funded the creation of the Tavistock Institute for Human Relations, which joined with Kurt Lewin's Research Center for Group Dynamics at the University of Michigan. They created techniques now used in educational and other social settings (see E-File Number Six re: Dialectical Education).

1950s: "By the mid-1950s, the term "child-centered (or student-centered) curriculum" had worked its way into American educational lexicon, thanks to one of the Carnegie Foundation's presidents, testing mogul Ralph Tyler." (Eakman) Tyler was closely associated with Louis Raths, later to team up with Sidney Simon to create "Values Clarification" in the 1970s, used to free students to form opinions about controversial or sensitive subjects independent of their parents or other authority.

1953: The Reece Committee began to investigate tax-exempt foundations. It found that Carnegie Endowment trustees had decided they should get control of education and the social sciences in the U.S. to prevent a return to the way of U.S. life before the war (decentralized, individualistic, family-centered.)

1955: Rockefeller Foundation funded Marcuse's "Eros and Civilization", which "became the founding document of the sixties counterculture. It was pressed into the hands of student anti-war activists, bringing the Frankfurt School's messianic revolutionary mission to all the American colleges and universities, beginning with Columbia's Teachers' College…Although the Frankfurt School/Institute for Social Research started with Comintern support, over the next 30 years it obtained funding from, among others, the Rockefeller Foundation." (Eakman) (see E-File Number Six re: Frankfurt School).

1958: Wormser wrote his book about his findings as general counsel to the Reece Committee. He said that foundation grants had become so important that college and university presidents couldn't "afford to ignore the opinions and wishes of the executives who distribute foundation largess." Much research depended on the support by grants. Foundations could control what research was done through the selection of grantees and the rejection or approval of suggested subjects and methods of research. Wormser found the foundation/government "interlock" made it impossible to criticize the foundations without being distorted, slanted, discredited and ridiculed by the media.

1964: Carnegie Corporation appointed Ralph Tyler chair of the Committee on Assessing the Progress of Education, which became in 1969 the National Assessment of Educational Progress (NAEP). Now funded by the federal government, NAEP, which "tracks conformity to government-generated goals" (Iserbyt), is widely used in the U.S.