Pledge of Allegiance

Our Public Education System

Most of us have never learned to think properly. Instead, during our schooling years, we were taught to memorize things and our grades were determined by our ability to absorb and retain what we read in the text books given to us by unwitting scholarly folk. Those that had the temerity to question the validity of what was written in those books were quickly put down, and if they persisted, they were labeled as misfits and cast aside.

Today’s students are taught formulas derived from “laws” but rarely invited to explore the reasons why those formulas reflect the observable universe or how they function. Only the what is to be learned and remembered. Since the students rarely ask why or how, the books and their authors eventually attain a sacred nature, in much the same way our ancestors must have held reverence for the holy books and men of the temple. We don’t ask questions – we don’t think. Instead, we accept the words of authorities as gospel. And now we’ve come to the ultimate fait accompli, where any attempt to question an established doctrine results in ridicule or disdain, much like the sin of blasphemy.

What we experienced as an education should be considered indoctrination.

But here’s the kicker – It was done on purpose! A critically thinking public is too difficult to manage. But docile, dumbed-down members of society are easily controlled and melded into cogs for the machine.

If that sounds too much like a “conspiracy theory,” you’re invited to explore this rabbit hole. Once you see it, you won’t be able to un-see it because it will be so obvious – and you’ll also begin to understand why you’ve never seen it before.

The American Education System’s Roots


Underground History of American Education w/ John Taylor Gatto – Full 5hr Discussion

Or view parts 1-5 separately…
1, 2, 3, 4, & 5.

And for an extended/enlightened panel discussion on this interview …

Peace Revolution episode 041: The Ultimate History Lesson with John Taylor Gatto (Hour 1 + Commentary and Analysis)
Peace Revolution episode 042: The Ultimate History Lesson with John Taylor Gatto (Hour 2 + Commentary and Analysis)
Peace Revolution episode 043: The Ultimate History Lesson with John Taylor Gatto (Hour 3 + Commentary and Analysis)
Peace Revolution episode 044: The Ultimate History Lesson with John Taylor Gatto (Hour 4 + Commentary and Analysis)
Peace Revolution episode 045: The Ultimate History Lesson with John Taylor Gatto (Hour 5+ Commentary and Analysis)
[Reference notes & links to the panel discussion are available here.]

How the teaching of American History was changed – and why – Norman Dodd

They then decided that the key to the success of these two operations lay in the alteration of the teaching of American history. So they approached four of the then most prominent teachers of American History in the country, people like Charles and Mary Beard1. And their suggestion to them is, would they alter the manner in which they present this subject? And they get turned down flat.

So they then decide that it’s necessary for them to build, “our own stable of historians”. And then they approach the Guggenheim Foundation, which specializes in fellowships, and say, “When we find young men in the process of studying for doctorates in the field of American History, and we feel they are of the right calibre, will you grant them fellowships on our say so?” And the answer is yes. So under that condition, eventually they assemble 20. They take these 20 potential teachers of American History to London and there they’re briefed on what’s expected of them when, as, and if they secure appointments in keeping with the doctorates they will then have earned. And that group of 20 historians eventually becomes the nucleus of the American Historical Association.

[Excerpt from]

Norman Dodd On Tax Exempt Foundations

Norman Dodd was the Director of Research in 1953 for U.S. Congressman B. Carroll Reece Special Committee on Tax Exempt Foundations (The Reece Committee)

Norman Dodd interview with Edward Griffin – key points:

  • Initially secured a position in a New York bank but after the crash of 1929, he realized that the banking institutions were practicing unsound policies and recommended change. Unable to elicit any changes, he resigned.
  • Norman Dodd became the Director of Research for the Reece Committee in 1953. In that capacity, Dodd oversaw the investigations into whether or not tax-exempt foundations and organizations were using their resources toward achieving goals by using un-American or unconstitutional processes.
  • Dodd’s research and investigations found that some of the larger foundations had sought, and been successful in gaining control over the content of American education.
  • Dodd personally met with Rowan Gaither, president of the Ford Foundation, in New York. Gaither admitted:
    • Policies at the Ford Foundation were all made by people who have experience with the OSS during the war, or the European Economic Administration after the war.
    • In policy making, directives which we follow emanate from the White House.
    • In response to such directives, “we shall use our grant-making power so to alter life in the United States that it can be comfortably merged with the Soviet Union.”
  • In response to inquiries to the Carnegie Endowment for International Peace, Dodd received an offer to allow one of his staff members to sift through all the foundation’s meeting minutes since its inception. Catherine Casey, a practicing attorney in Washington and a member of Dodd’s staff, was selected for the task. After two weeks, Casey came back with startling information:
    • In 1908 the trustees of the Carnegie foundation discussed means by which they could alter the life of an entire people. They concluded that war was the best means to achieve such a goal.
    • The trustees then asked how they could get America into a war, to which they concluded that they must control the State Department. And to do that, they must control the “diplomatic machinery” of the United States, which they sought to do, according to the meeting minutes.
    • America’s involvement in World War I happened in 1917. The Carnegie foundation’s meeting minutes record a self-congratulatory language in the success of getting their war efforts achieved, but a telegram was sent to President Wilson, cautioning him “to see that the war does not end too quickly.”
    • After the war, the minutes reflect a desire to prevent the American public from a “reversion” back to the way things were before the war. They decide the best way to do this was to control education in the United States.
    • They “partnered” with the Rockefeller Foundation with the task of revising the educational system. The Rockefeller Foundation would deal with the teaching of domestic studies, while the Carnegie foundation would handle the international side. They would then focus on revision of how history is taught.
    • They approach the existing leaders in education to gain support, but fail.
    • They decide to create their own “stable of historians.”
    • They get the Guggenheim foundation, which specializes in fellowships, to agree to grant fellowships to their “stable of historians.” This group becomes the nucleus of the American Historical Association.
    • Towards the end of the 1920s, the Carnegie foundation grants $400,000 to the American Historical Association for a study on what America can look forward to in the future. The result of this study was a 7-volume report which concludes that the future of the United States belongs to COLLECTIVISM administered with characteristic American efficiency. (That became the guideline for higher education in the US.)
  • Democratic committee member, Representative Wayne Hays was an opponent to the goals of the Reece committee. Even though Dodd had much success in easing Hays’ attitude, eventually it was Hays that was successful in halting further investigations, and shutting down the committee hearings.
  • All throughout the committee’s activities, Dodd was frequently attacked by the media and framed as anti-semitic.
[See more information on the Reece Committee hearings & report.]

More information available at this Dropbox.


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