itsthepathocrats
12-08-2008, 03:14 PM
Who are the real "movers and shakers" of the educational establishment? Who initiates and funds our educational studies? Who has all the solutions to our educational woes? Who stands at the schoolhouse door with check in hand waiting to lure us onto the educational-reform bandwagon? The answers to these questions may surprise you.
http://www.faithchristianmin.org/articles/teb.htm
Aaron M. Sargent, a lawyer specializing in anti-subversive work and investigations affecting American education, testified that a movement began in the U.S. shortly before the turn of the century, closely related to Fabian socialism. According to Mr. Sargent, a group of American radical intellectuals organized an attack upon patriotism, "challenging basic American Philosophy founded on the doctrine of natural law." Sargent attributed the new revolutionary philosophy to the teachings of John Dewey. In fact, Sargent referred to Dewey as "a gift from the gods to the radicals".
Mr. Sargent pointed out that the period under discussion was one of growing intellectual radicalism, citing the statement of Professor Von Mises that socialism does not spring from the people but is a program instigated by special types of intellectuals 'that form themselves into a clique and bore from within and operate that way..It is not a people's movement at all. It is a capitalizing on the people's emotions and sympathies and skillfully directing those sympathies toward a point these people wish to reach'. (Ibid. 31)
"The President and Treasurer of the Carnegie Corporation of New York not only endorsed but lauded the call to socialism...."
Miss Kathryn Casey (http://query.nytimes.com/gst/fullpage.html?res=9406E1D9163BF936A15754C0A9679482 60), legal analyst of the Reece Committee, filed a detailed report on the foundations' activities in regard to education. This information was included in the Reece Committee's Final Report on Relations Between Foundations and Education. Excerpts from the Final Report include:
The Carnegie Corporation of New York had contributed a total of $41,237,711 to the National Education Association, the Progressive Education Association, the American Council of Education, perhaps the major part of their sustenance in the early years...She (MS. Casey) concluded that these organizations have operated to the end of producing uniformity in teaching, teacher-training and administrative practices in education and that the Carnegie Corporation must have approved this work. (The Reece Committee Final Report on Relations Between Foundations and Education," The Freeman Digest, p. 17.)
The Carnegie Foundation gave considerable attention to the place, relationship and function of the secondary and primary schools as well. This was done largely through the National Education Association and the Progressive Education Association, to which other foundations have also contributed heavily. Some of the strange things which have happened in the secondary and primary educational fields can be traced directly to the influence of these two organizations. (Ibid. P.18.)
From 1928 to 1933 the Carnegie Corporation of New York provided heavy aggregate financing ($340,000) to the American Historical Society...for the production of a study by its Commission on Social Studies whose final report- "Conclusions and Recommendations" includes the following:
As to the specific form which this 'collectivism,'...is taking and will take in the future...it is by no means clear or unequivocal. It may involve the limiting...of private property by public property, extended and distributed among the masses...Almost certainly it will involve...compulsory as well as voluntary cooperation of citizens in the conduct of the complex national economy, an..enlargement of the functions of government, and an increasing state intervention in fundamental branches of economy previously left to the individual discretion and initiative--a state intervention that in some instances may be direct and mandatory and in others indirect and facilitative.
If historical knowledge is any guide, these tensions, accompanied by...popular opinion, public policy, and the fortunes of the struggle for power, will continue until some approximate adjustment is made between social thought, social practice, and economic realities, or until society, exhausted by the conflict and at the end of its spiritual and inventive resources, sinks back into a more primitive order of economy and life..." (Ibid. P.20)
http://www.faithchristianmin.org/articles/teb.htm
Aaron M. Sargent, a lawyer specializing in anti-subversive work and investigations affecting American education, testified that a movement began in the U.S. shortly before the turn of the century, closely related to Fabian socialism. According to Mr. Sargent, a group of American radical intellectuals organized an attack upon patriotism, "challenging basic American Philosophy founded on the doctrine of natural law." Sargent attributed the new revolutionary philosophy to the teachings of John Dewey. In fact, Sargent referred to Dewey as "a gift from the gods to the radicals".
Mr. Sargent pointed out that the period under discussion was one of growing intellectual radicalism, citing the statement of Professor Von Mises that socialism does not spring from the people but is a program instigated by special types of intellectuals 'that form themselves into a clique and bore from within and operate that way..It is not a people's movement at all. It is a capitalizing on the people's emotions and sympathies and skillfully directing those sympathies toward a point these people wish to reach'. (Ibid. 31)
"The President and Treasurer of the Carnegie Corporation of New York not only endorsed but lauded the call to socialism...."
Miss Kathryn Casey (http://query.nytimes.com/gst/fullpage.html?res=9406E1D9163BF936A15754C0A9679482 60), legal analyst of the Reece Committee, filed a detailed report on the foundations' activities in regard to education. This information was included in the Reece Committee's Final Report on Relations Between Foundations and Education. Excerpts from the Final Report include:
The Carnegie Corporation of New York had contributed a total of $41,237,711 to the National Education Association, the Progressive Education Association, the American Council of Education, perhaps the major part of their sustenance in the early years...She (MS. Casey) concluded that these organizations have operated to the end of producing uniformity in teaching, teacher-training and administrative practices in education and that the Carnegie Corporation must have approved this work. (The Reece Committee Final Report on Relations Between Foundations and Education," The Freeman Digest, p. 17.)
The Carnegie Foundation gave considerable attention to the place, relationship and function of the secondary and primary schools as well. This was done largely through the National Education Association and the Progressive Education Association, to which other foundations have also contributed heavily. Some of the strange things which have happened in the secondary and primary educational fields can be traced directly to the influence of these two organizations. (Ibid. P.18.)
From 1928 to 1933 the Carnegie Corporation of New York provided heavy aggregate financing ($340,000) to the American Historical Society...for the production of a study by its Commission on Social Studies whose final report- "Conclusions and Recommendations" includes the following:
As to the specific form which this 'collectivism,'...is taking and will take in the future...it is by no means clear or unequivocal. It may involve the limiting...of private property by public property, extended and distributed among the masses...Almost certainly it will involve...compulsory as well as voluntary cooperation of citizens in the conduct of the complex national economy, an..enlargement of the functions of government, and an increasing state intervention in fundamental branches of economy previously left to the individual discretion and initiative--a state intervention that in some instances may be direct and mandatory and in others indirect and facilitative.
If historical knowledge is any guide, these tensions, accompanied by...popular opinion, public policy, and the fortunes of the struggle for power, will continue until some approximate adjustment is made between social thought, social practice, and economic realities, or until society, exhausted by the conflict and at the end of its spiritual and inventive resources, sinks back into a more primitive order of economy and life..." (Ibid. P.20)