I have actually searched under these keywords before, as well as many others regarding education.

It is amazing what you can learn on the internet.

From Norman Dodd's testimony on Regionalism. Dodd was the chief investigator for the Reece committee, which was a Congressional committee in the 1950s which investigated tax free foundations and their influence on government,

26 years later Dodd testified in State hearings on Regionalism. Dodd's background was finance and banking, but he was honest, so he was not a very good banker. His resume can be learned by watching, or reading his interview from 1981, shortly before his death.

Now, finally, we are in a war. Eventually, the war is over, and the Trustees turn their attention, then, to seeing to it that life does not revert in this country to what it was prior to 1914; and they hit upon the idea that in order to prevent that reversion, they must control education in this country. They realized that that is a perfectly tremendous, really stupendous and complex task – much too great for them alone. So they approached the Rockefeller Foundation, with the suggestion that the task be divided between the two of them.

The Carnegie Endowment takes on that aspect of education which is a domestic in its relationship. These two run along in tandem that way, disciplined by a decision – namely, that the answer lies entirely in the changing of the teaching of the history of the United States. They then approached the... five of the then most prominent historians in this country with the proposition that they alter the manner of the teaching of the subject, and they get turned down flatly; so they realized then they must build their own stable of historians, so to speak.

They approach the Guggenheim Foundation, which specializes in Fellowships, and suggest to them that when they locate a relatively young potential historian, will the Guggenheim Foundation give that person a Fellowship, merely on their say-so... and the answer is, they will.

Ultimately, a group of twenty are so assembled, and that becomes the nuclei of the policies which emanate to the American Historical Association. Subsequently, around 1928, the Carnegie Endowment granted to the American Historical Association $400,000 in order to make a study of what the future of this country will probably turn out to be and should be. They came up with a seven-volume set of books, the last volume being a summary and digest of the other six. In the last volume, the answer is as follows:

"The future belongs to the United States..... the future in the United States belongs to collectivism administered with characteristic American efficiency".

And that becomes the policy which is finally picked up and manifests itself in the expression of collectivism all along the line, of which the dividing of this country into regions, using all of the logic which supports the ultimate idea that in order that regional government, in turn, be effective, there must be a new Constitution of the United States.

That is the background, gentlemen, of this very serious question with which you all are now wrestling. I felt that, possibly, that might tend to help a little bit as you take on this high responsibility, which is tremendous. You must have been thoroughly impressed with the complexities which arrive and confront you if you do not go at this problem in terms of the origin of the idea and the real purpose behind that idea; and skipping all the way over to try to distill a system, or a working plan, whereby our society can cope with these complexities, such as they exist today. I am very appreciative of the opportunity to be with you. I wanted to make these points as brief as possible...

Regional Governance | Norman Dodd Testimony on Regionalism

Now, the chief council for the Reece committee was named Rene Wormser. After the committee made it's final report, Wormser wrote a book titled, oddly enough, "Foundations: Their Power and Influence."

This next segment is long, but it is VERY IMPORTANT.

Yet, when a committee of five members was appointed to conduct the foundation investigation, Mr. Reece found that, of the four others appointed with him, three had been selected from among members of the House who had voted against the investigation.

The key agent in Rockefeller efforts to break up the investigation was Congressman Wayne Hays of Ohio, a member of the Committee. During the inquiry, two tennis-shoe types decided to play Agatha Christie and began trailing Hays. They discovered that he went to the same Washington hotel for a closed luncheon on a specific day each week. Dressing as cleaning women, the ladie investigated and established that Hays was reporting to representatives of several major foundations. Rene Wormser comments in Human Events on the Hays' tactics,

Mr. Hays showed himself exceptionally adept at disruption. For example, in one session of 185 minutes, he resorted to constant interruption 246 times. He refused to obey rules of the committee. He insulted and vilified witnesses, counsel to the committee and committee members themselves. His intransigence finally caused a termination of the hearings.

The brazen Congressman Hays even explained the purpose of his conduct to Counsel Wormser. Mr. Wormser noted in his book, Foundations: Their Power and Influence:

". . . Mr. Hays told us one day that 'the White House' [Eisenhower] had been in touch with him and asked him if be would cooperate to kill the committee."

Because of limited time, staff, and money, the Reece Committee was forced to concentrate its investigation on various Rockefeller and Carnegie foundations, and on the huge Ford Foundation. The Committee found that one of the first areas into which John D. invested his money was education. Daddy Oilbucks put his assistant, Fred Gates, in charge of his General Education Board. Gates tipped the Rockefeller philosophy on education in the Board's Occasional Paper No.1;

" In our dreams we have limitless resources and the people yield themselves with perfect docility to our molding hands. The present educational conventions fade from our minds, and unhampered by tradition, we work our own good will upon a grateful and responsive rural folk. "

Later, the General Education Board expanded horizons to take into its "molding hands" the city folk at well. To this end the Rockefeller and Carnegie foundations, which often had interlocking directorates and many times acted in unison, began in the early Thirties to back John Dewey and his Marxist educationalists with enormous amounts of money.

As Rene Wormser observes:

"Research and experimental stations were established at selected universities, notably Columbia, Stanford, and Chicago. Here some of the worst mischief in recent education-was born. In these Rockefeller-and-Carnegie established vineyards worked many of the principal characters in the story of the suborning of American education. Here foundations nurtured some of the most ardent academic advocates of upsetting the American system and supplanting it with a Socialist state.... "

The Carnegie and Rockefeller foundations had jumped into the financing of education and the social sciences with both Left feet. For example, the foundations (principally Carnegie and Rockefeller) stimulated two-thirds of the total endowment funding of all institutions of higher learning in America during the first third of this century. During this period the Carnegie-Rockefeller complex supplied 20 % of the total income of colleges and universities and became in fact, if not in name, a sort of U.S. Ministry of Education. The result was a sharp Socialist-Fascist turn. As Rene Wormser, Counsel for the Reece Committee, reports:

"A very powerful complex of foundations and allied organizations has developed over the years to exercise a high degree of control over education. Part of this complex, and ultimately responsible for it, are the Rockefeller and Carnegie groups of foundations. "

These foundations were, by way of grants amounting to hundreds of millions of dollars, responsible for the nationwide acceptance of avowed socialist John Dewey's theories of 'progressive' education and permissiveness -the products of which have been marching on our college campuses for the past two decades.

Traditionalist teachers, who had been strongly resisting Deweyism, were swamped by education propagandists backed with a flood of Rockefeller-Carnegie dollars. At the same time the National Education Association, the country's chief education lobby, was also financed largely by the Rockfellers and Carnegie foundations.

It, too, threw its considerable weight behind the Dewey philosophies. As an NEA report maintained in 1934:

"A dying laissez-faire must be completely destroyed and all of us, including the "owners," must be subjected to a large degree of social control."

Since America's public school system was decentralized, the foundations had concentrated on influencing schools of education (particularly Columbia, the spawning ground for Deweyism), and on financing the writing of textbooks which were subsequently adopted nationwide. These foundation-roduced textbooks were so heavily slanted in favor of socialism that Wormser concluded:

"It is difficult to believe that the Rockefeller Foundation and the National Education Association could have supported these textbooks. But the fact is that Rockefeller financed them and the N.E.A. promoted them very widely."


and then the coup de gras

[i]Little wonder that Reece Committee Counsel Wormser says evidence compiled during and after the Reece investigation of foundations:

"...leads one to the conclusion that there was, indeed something in the nature of an actual conspiracy among certain leading educators in the United States to bring about socialism through the use of our school systems... "


The Rockefeller File: Chap. 4, The Power of Foundations by Gary Allen

So, here we have both the chief investigator and the chief council of a Congressional Committee telling us that there was a conspiracy by the foundations to take control of education in the US?

Now, what are the odds that Congress appointed 2 CONSPIRACY WHACKOS TO BE THE CHIEF INVESTIGATOR AND THE CHIEF COUNCIL OF A CONGRESSIONAL COMMITTEE ?

What are the odds?

Because of this control of education, the recent generations have been lied to all their lives. If it were not for the internet, the future of freedom would already be lost.

Is there something wrong with me to think this is one of the most important issues in the US today?

This is a serious problem.

Socialists know their views aren't acceptable to people who are used to other types of societies. That's why they believe that growing or raising believers is the only way to engrain their beliefs into society.

They believe that Public Schools are their best tool in developing Socialism by training children to think their way. They use the "How to catch wild pigs" lesson on anyone else who is pliable enough to fall for their tactics. The Global Warming hoax is just one big Socialist movement.

They believe that molding young impressionable minds is easier then attempting to convince adults that Socialism is a more desirable way of life.

Glenn Beck received a phone call from a listener a few months back and the caller plainly stated that he was a member of a Socialist organization bent on turning America.....the last free nation that has not converted.

Some would say to us that know this is happening....that we're just being the typical paranoid Americans.....or those that will admit it is happening tell us that we have nothing to fear from Socialism. Problem is...if Socialism is so great why has America been leading the world in productivity for so long?

Socialism removes the incentive to excell by punishing exceptionalism. It's like giving everyone a "C" on a test regardless of how many corrects answers you received on that test.

__________________


“The only thing standing between Joe Biden and the presidency is his mouth.”

- Michele Malkin

nice précis thank you.

__________________
We few, we happy few, we band of brothers;
For he to-day that sheds his blood with me
Shall be my brother; be he ne'er so vile....

Sigh.

No single person or entity controls the education system in the US. Each state runs its schools independently from the other states.

__________________
So many cowards.

You know who you are.

Except for those pesky tests and catering to the lowest denominator to get their federal handouts.

It didn't happen overnight.

Each state has teachers and administrators that have gone through our system of Liberal minded colleges and universities.

Their similar mindset opened the way for new doctrines and new ways of teaching history, sociology, civics...etc.

Anyone who teaches outside of acceptable curriculum is shown the door.

__________________


“The only thing standing between Joe Biden and the presidency is his mouth.”

- Michele Malkin

The tests are, for the most part, administered at the state level. Yes, there are some nationwide tests, but they are not mandated by the federal government.

And, I think that you'll find that the financial impact of complying with those few federal regulations (ADA, special ed, etc.) is nowhere near made up by the "handouts" that schools receive.

__________________
So many cowards.

You know who you are.

Sigh.

How much reading have you done on the topic?

Did you even bother to read my original post?

Do you know anything about the Reece Committee and Wormser?

Can you tell me a single way that the foundations have taken control of education? A single organization that was set up by the foundations which influences education policies?

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.

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

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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.

CONTINUED........

1965: Carnegie Corporation and Ford Foundation awarded a grant to Terry Sanford, ex-governor of N. Carolina, to create a new venture in "cooperative federalism". This became the Education Commission of the States (ECS). The purpose was to bring "some degree of order out of this chaos" (referring to education policy-making in the states).

1965: Eakman noted: "Francis Keppel, another Carnegie Foundation president, author of "The Necessary Revolution in American Education", documented the Carnegie Foundation's role in creating, writing and passing the Elementary and Secondary Education Act of 1965 (ESEA), the mother of all boondoggles which was again reauthorized by Congress in 1994." (Eakman) The legislation was written primarily to be indefinitely expandable. ESEA brought in education labs, early childhood education, social workers and child psychiatrists in schools, data collection, community education, bilingual education, ethnic heritage programs, etc.

1966: McGeorge Bundy became president of the Ford Foundation, "determined to use Ford's $3.7 billion in assets to leverage change in America". He had $200 million a year to give to whomever he wished. Between '66 and '79, he spent much on long-established civil rights organizations such as NAACP and SLCC, but also funded groups promoting black nationalism. Bundy was inspired by the Carnegie-funded Gunnar Myrdal study. (Bird).

1968: Ford Foundation gave over $500,000 to the Southwest Council of La Raza, $2.2 million for the Mexican-American Legal Defense and Education Fund (MALDEF), and a grant to the Mexican American Youth Organization (MAYO). The president of MAYO, Jose Angel Gutierrez, gave speeches criticizing "gringos" and advocating eliminating their influence by killing them if necessary. Members of MAYO frequently went to Cuba, and disseminated pro-Castro propaganda to Mexican-Americans back home.

1968: Carnegie Corporation financed controversial textbooks in Project Read for culturally-deprived areas, produced by Behavioral Research Laboratories in Palo Alto, California. These inflammatory (excuse the pun) books contained phonics lessons in which a picture depicted a burning torch touching a porch. A student was to note how "torch" rhymed with "porch" (one example of several). Critics feared that children would be indoctrinated in anti-social ideas.

1968: Ford Foundation funded "Agenda For the Nation", which recommended replacing the high school diploma with a Certificate of Mastery, implementation of outcome-based education, etc. It was a forerunner of the later National Center of Education and the Economy and SCANS, the restructuring of the economy and education to the German and Soviet-style School-to-Work model (see E-File Number One.)

1969: By this year, Bird wrote, "Bundy was clearly putting Ford money into the pockets of people who described themselves as social activists, progressives and agents of radical change." Holcombe wrote: "The Ford Foundation also supported the National Student Association (NSA), which was not in fact an association of students at all but an interest group that confronted faculty and students in an attempt to change campus policies. Through the NSA, the Ford Foundation financed the campus rebellion that was a visible part of 1960s social activism." Jeffrey Hart, quoted by Holcombe, said that the Ford Foundation supported those "who spouted the most extreme rhetoric, who presented the most exotic appearance, who were foundations of anti-white racism…"

1969: NAEP was initiated. It collected background information from students, teachers and administrators. It called for the periodic assessment of students at ages 9, 11, 13 and 17, in the subject areas of reading, writing, math, science, citizenship, U.S. history, geography, social studies, art, music, literature, computers, and career/occupational development.

1976-1980: Rockefeller Foundation and others supported the "community schools" project, which laid out "still another plan for a vastly larger role in education on the part of the federal government, including regional and county health system working with local education agencies…replacing parents as primary caregivers and doling out expensive social services to entire families, including health clinic services, managed care, case management services for at risk, screening for medical, personality, mental counseling and treatment, rehabilitation services, home visitations to assess parenting skills, and expanded special education services for all kids." (Eakman)

1979: Rockefeller Foundation with others funded a series of four books written by John Goodlad in which he proposed a program in which all students take a core curriculum until age 16, then graduates, then enters a new 4th phase of education which would combine work, study and community service. The books were provided to all 50 state school superintendents. Iserbyt said, "This provides an accurate picture of the role played by the tax-exempt foundations and the federal government in the restructuring/social engineering of American society and schools to accommodate the perceived needs of the 21st century."

1981: The president of the Rockefeller Foundation and many church, business, university, media, union, NGO, and government leaders took part in The President's Task Force on Private Sector Initiatives. It was created to make partnerships between the public and private sector. Iserbyt writes, "This totally new and un-American concept of partnerships has been readily accepted by our elected officials who ignore its roots in socialism and its implications for the discontinuation of our representative form of government and accountability to the taxpayers. Under the "partnership" process determining responsibility when something goes wrong is like pinning Jello to the wall."

1983: Educational Testing Service took over the contract of administering NAEP. This gave Carnegie Corporation and Carnegie Foundation for the Advancement of Teaching control over the direction and content of American education as a whole, and individual state education policy making in particular.

1985: Carnegie Corporation negotiated education agreements with the Soviet Academy of Science. These produced an agreement to exchange computer specialists involved in the improvement of elementary and secondary education. This was a first step toward cooperation among educational reformers from a number of countries, including Britain and Japan. (More U.S./U.S.S.R. agreements were signed in 1989).

1985: Carnegie Corporation created the Carnegie Forum on Education and the Economy, a multi-million dollar initiative designed to help chart U.S. education policy during the next ten years. It became the NCEE, future promoter of School-to-Work (see E-File Number One).

1986: Carnegie Corporation awarded two major grants, totaling nearly $900,000 to forward the recommendations of the Carnegie Task Force on Teaching as a Profession. This solidified the methodology which teachers would be required to use in order to obtain board certification. It also developed assessments for use in the future. Task Force members included officials from business, unions, and government.

1988: A seminar on the federal role in education was held at the Aspen Institute. Sponsored by Carnegie Corporation, Ford Foundation, Rockefeller Brothers Foundation, Hewlitt Foundation, and The Primerica Foundation, it reviewed research provided by the Carnegie-funded NCEE and the Office of Educational Research and Improvement of the USDOE. Participants discussed the transformation of the American economy, skill trends in employment by occupation, what students need to learn, who should learn, when they should learn, how the skills should be taught, the structure of industries, human capital supply and demand, and the federal role in education and the economy.

1989: Rockefeller Foundation, Sieman's Corporation, and Merrill Lynch funded The New American Schools Development Corporation, which presented a report to the Governors' Conference with the suggestion that big business should foot the bill to fund 6,000 new American schools. At this conference, governors put together task forces to make sure that the national Goals 2000 agenda would be promoted in their states.

1990: Carnegie Corporation, Control Data Corporation, John D. and Catherine T. MacArthur Foundation, American Express Foundation, ARCO Foundation, and BellSouth Foundation funded the creation of a "Road Map" for restructuring state education systems. This was performed by the Carnegie-and Ford-funded Education Commission of the States (ECS) and the National Governors' Association, and included many STW features.

1990: Carnegie Corporation's David Hornbeck delivered a paper called "Technology and Students at Risk of School Failure." It promoted goals such as the use of technology, integration of knowledge, performance-based assessments, rewards and sanctions, and involvement of corporations in education. Hornbeck said The Business Roundtable has vital interest in American public education.

1991: Secretary of Education Lamar Alexander, under President Bush (Sr.), wrote America 2000 Plan", designed to implement Carnegie Corporation's restructuring agenda. This promoted the idea of a year round, 6 a.m. to 6 p.m. school, for children 3 months to 18 years.

1992: Rockefeller Foundation, Lauder Foundation, Exxon Education Foundation, Karen and Tucker Anderson, and Chase Manhattan Bank funded the Center for Educational Innovation, a project of the Manhattan Institute for Policy Research. This developed ideas on choice in education, including vouchers.

Did I read your initial post?

No.

Delusional rantings hurt my head after more than a few sentences.

However, I've worked in education. I have firsthand experience.

I just don't believe in the Illuminati. Call me crazy.

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So many cowards.

You know who you are.

No, you are not crazy, you just have been conditioned all of your life and are now unable to recognize the truth when you see it.

I never mentioned the illuminati, but this is a typical response from someone who is unable to think for himself.

Do you enjoy having others tell you what to think?

I love how people claim I am wrong, but then ADMIT THEY DIDN'T EVEN BOTHER TO READ WHAT I SAID.

Talk about brainwashed.

A post consisting 2 pages of dates and random events is not worth my time.

You do presume to know much about me, though.

__________________
So many cowards.

You know who you are.

I do know much about you.

You are a typical American who dismisses any information that doesn't fit your current world view.

You dismiss all conspiracies, refusing to even consider the possibility that they "might" be true, because you have been conditioned all your life to do so.

I have talked to dozens of teachers in the last 10 years, talked to them about the Reece committee, Dodd and Wormser and guess how many of these teachers knew who Dodd and Wormser were?

If you guessed zero, then good guess.

I would bet that less than 2% of all public school teachers know who these two men were.

What makes me want to puke, is the fact that teachers are some of the most closed minded people on the planet.

There are many exceptions, thank God, but for the most part, public school teachers are not much more than drones.

I posed verifiable information in my original post from the chief investigator and the chief council from a CONGRESSIONAL INVESTIGATIVE COMMITTEE, yet you come along and say.........

Delusional rantings hurt my head after more than a few sentences.

However, I've worked in education. I have firsthand experience.

I just don't believe in the Illuminati. Call me crazy.

This post