Category: schools

After two or three months of frustrated looking, I finally traced the inspiration behind our failed schooling—and the bizarre sexualization of elementary school children along with the intellectual degradation of subject matter to its likely historic origins.

A discovery I am eager to share with you—with this admonitory warning: the trail I followed goes through such complicated intellectual terrain that to expound upon it comprehensively would require a full-length, scholarly book to recover all its nuances and interconnections, work I lack the physical strength to perform for the moment, in my paralyzed state.

But even a sketchy account, such as I am about to give you, will reduce the stressful pressure of asking who? For what reason? And how?

Shortly after the Russian revolution had succeeded, Lenin called a secret meeting in Moscow in 1922 of leading leftists to discuss a way to further Marxist/Communist interests internationally by undermining the cultural strength of targeted countries.

From this meeting the decision emerged to locate a forge of international trouble-makers at the University of Frankfurt in northern Germany, which became known as “The Frankfurt School”. Its guiding strategy was to organize intellectuals to cause de-moralizing acts of mischief which tended to attack the particular cultural pride of target nations.

The campaign against America, for example, was to encourage mass immigration in order to dilute national identity, to stimulate and exacerbate racial arguments, to attack, through law and media propaganda, any distinction between the genders, and to prematurely awaken lustful sexual appetites among young children by introducing pornography into school curricula , in hopes this would:

1) seduce the young away from intellectual concentration

2) to divide the young from their parents’ values, and

3) to spread moral confusion through the culture, discrediting authority as

“old-fashioned” (if in matters of sex, then possibly everywhere else too!)

4) to challenge Christian teaching.

Hitler’s government expelled the Frankfurt conspirators from Germany in the 1920s. Its personnel and seditious agenda left Frankfurt and resettled wholesale in New York City subsidized by the Rockefeller Foundation where its professors resumed employment at Columbia University where it proselytized left-leaning colleagues there and throughout the “Ivy League,” one of whom, George S. Counts threw down the Frankfurt gauntlet in 1932 with a prophetic book, Dare the Schools Build a New Social Order. It’s answer…yes!!  The Frankfurt projects next attempted (successfully) were named by journalists, “The Sexual Revolution” and “Women’s Lib”.

The structure of our bad schools pretending to be education comes to us, as you know, from Germany and from the hands of some world-famous philosophers responding to demands of politicians for a way to make the subject-citizenry reliably obedient.

The solution adopted was to force the children of oncoming generations into isolated confinement with loyal political employees, loyal to the political leader, to be taught collective habits and to lose the ability to criticize and rebel—to be schooled like fish, instead of educated to think independently.

Germany at the time, in the first quarter of the 19^th century, was tending toward a system of governance known as socialism, (or under influence of another German thinker, Karl Marx, communism), a scheme to invent an entirely new system of governance, based on ideas from the culture of finance, which pitted social classes against one another and led, ultimately, to dominance of the laboring classes. Communist theory, as taught in Marx’s magnum opus, Das Kapital, led to a ringing rhetorical call to revolt, “The Communist Manifesto,” which became the banner of many violent insurrections against authority which rocked Europe in the year, 1848, signaling an enormous revolution in Russia at century’s end ultimately establishing a communist dictatorship, the Soviet Union. This alarmed traditional governors worldwide, fearful of a similar transformation of their own citizenries. Marx’s ideas had enormous influence on public thinking everywhere. This type of thinking eventually transformed schooling in

America quite radically, leading to a collapse in what economist, Adam Smith, called “educational schooling,” in his capitalist classic, Wealth of Nations. Their strategies hurt personalized learning  as collective institutions (“schools”) attempted to deliver individual intellectual training of a caliber equivalent to that expected by private academies for the children of the prosperous classes.

The great movement to dumb-down the fare of common schools originated with a bizarre group of very radical German intellectuals in the city of Frankfurt, home of the world’s original fast food, “the frankfurter” or hot dog (so called because through the 1920s it was often made with dog meat).

This group of college professors was dedicated to discovering ways to cause social change of a profound sort—revolution. Whether against governments of left or right was a matter of indifference to them. The efficient engineering of change was all that mattered to them.

Among the first principles they developed was that two institutions – the church and the family– stood in the way of social change and would have to be destroyed, or weakened.  This alone was enough to make the Frankfurt School unpopular and unwelcome among traditional governors.

• A simple answer to a lumpen question:
• TAKE YOUR CHILDREN OUTTA SCHOOLS NOW!!! THOSE AREN’T ANYTHING BESIDES INDOCTRINATION LABS,,, AND UNFORTUNATELY THESE LABS HAVE YOUR CHILDREN TO PERFORM TEST UPON!!!