True US History
The Origin of Compulsory Schooling
By Various with comments by Ron
Jan 18, 2013 - 1:16:10 AM

The Origin of Compulsory Schooling


“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 rural folk.  We shall not try to make these people or any of their children into philosophers or men of learning or of science.  We are not to raise up among them authors, orators, poets, or men of letters.  We shall not search for embryo great artists, painters, musicians.  Nor will we cherish even the humbler ambition to raise up from among them lawyers, doctors, preachers, statesmen, of whom we now have ample supply."

- Rev. Frederick T. Gates, Business Advisor to John D. Rockefeller Sr., 1913 [1]

The current American school system took root around the turn of the century. In 1903, John D. Rockefeller founded the General Education Board, which provided major funding for schools across the country and was especially active in promoting the State-controlled public school movement.

The General Education Board was not interested in encouraging critical thinking. Rather, its focus was on organizing children and creating reliable, predictable, obedient citizens.  As award-winning former teacher John Gatto puts it, “school was looked upon from the first part of the 20th Century as a branch of industry and a tool of governance.”   The Rockefellers, along with other financial elite and their philanthropic organizations (such as the Gates, Carnegies, and Vanderbilts) have been able to mold society by funding and pushing compulsory state schooling for the masses.

Here’s a timeline to show the radical shift in education and the influence of the financial elite.

Pre 1840: Literacy Rates High, Schools Predominantly Private and Locally Controlled

Up until the 1840’s, the American school system was mainly private, decentralized, and home schooling was common. Americans were well educated and literacy rates were high.

1852: Massachusetts Passes First Mandatory Attendance Law

1902: John D. Rockefeller Creates the General Education Board

At the ultimate cost of $129 million, the General Education Board provided major funding for schools across the nation and was very influential in shaping the current school system.

1905: Carnegie Foundation for the Advancement of Teaching is Founded

1906: NEA Becomes a Federally Chartered Association

1913: Frederick T. Gates, Director of Charity for the Rockefeller Foundation, Writes “In our dream…the people yield themselves with perfect docility to our molding hand”

Frederick T. Gates wrote in The Country School of Tomorrow, Occasional Papers Number 1:

“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 rural folk.  We shall not try to make these people or any of their children into philosophers or men of learning or of science.  We are not to raise up among them authors, orators, poets, or men of letters.  We shall not search for embryo great artists, painters, musicians.  Nor will we cherish even the humbler ambition to raise up from among them lawyers, doctors, preachers, statesmen, of whom we now have ample supply."

1914: National Education Association (NEA) Alarmed by the Activity of the Carnegie and Rockefeller Foundations

At an annual meeting in St. Paul Minnesota, a resolution was passed by the Normal School Section of the NEA. An excerpt stated:

“We view with alarm the activity of the Carnegie and Rockefeller Foundations—agencies not in any way responsible to the people—in their efforts to control the policies of our State educational institutions, to fashion after their conception and to standardize our courses of study, and to surround the institutions with conditions which menace true academic freedom and defeat the primary purpose of democracy as heretofore preserved inviolate in our common schools, normal schools, and universities.”

1917: NEA Reorganizes and Moves to Washington DC

The NEA is the largest labor union in the U.S., representing public school teachers and other school faculty and staff. It generally opposes merit pay, school vouchers, accountability reforms, and more.

1918: Every State Requires Students to Complete Elementary School

1932: “Eight Year Study” – Largely funded by Carnegie Corporation of New York and the General Education Board

This laid the groundwork for education reform and the schooling system we have today.

1946: Rockefeller Foundation grants the General Education Board $7.5 billion

1953: Reece Committee of the US House of Representatives Reveals Agenda of Carnegie Endowment and Rockefeller Foundation on Education

It seems incredible that the trustees of typically American fortune-created foundations should have permitted them to be used to finance ideas and practices incompatible with the fundamental concepts of our Constitution. Yet there seems evidence that this may have occurred.”

-Norman Dodd, Director of Research, Special Committee to Investigate Tax-Exempt Foundations, 1954 [2]

1968: Edith Roosevelt’s Article “The Foundation Machine” Indicts Carnegie Funded Textbooks

Carnegie funded “Programmed Textbooks” were distributed to “culturally deprived areas.” Edith Roosevelt stated that “these young children are being indoctrinated with a pattern of anti-social ideas that will completely and violently alienate them from the mainstream of American middle-class values.”

1979: US Department of Education Created

1986: Carnegie Teaching Panel Charts New Teacher Framework & Provides $900,000 in Grants for Reforms

2003: 14% of American Adults are Illiterate

The National Assessment of Adult Literacy (NAAL) administered tests which revealed 14% of US residents would have extreme difficulty with reading and written comprehension. In 2003, some 30 million American adults had Below Basic prose literacy, 27 million had Below Basic document literacy, and 46 million had Below Basic quantitative literacy.

Related Links:

[1] Frederick T. Gates, "The Country School of Tomorrow," Occasional Papers, no.1 (New York: General Education Board, 1913), p. 6.


Ron's Comments:

A limited  timeline of some historical events tells you virtually nothing about the REAL Talmudic conspiracy to control US education and dumb down the Amerikkan population.

Wilhelm Wundt created the modern version of so-called scientific psychology by drawing together earlier thinking but his real achievement was in establishing his laboratory at Leipzig University in 1875 and attracting students who would subsequently spread his theories all over the US and Europe.

Wundt’s theories had great appeal for the Rothschilds and would have suited their plans for humanity perfectly. Wundt asserted that humans are devoid of spirit and self-determinism (and hence free will) and that man is just the sum of his experiences. This atheistic, materialist philosophy dominated his approach to study of the human psyche. Indeed in practical terms he virtually denied the existence of the psyche and this enabled him to reduce the study of "man" to an external, physiological examination of stimulus and response. He said:

`The situation-response formula is adequate to cover learning of any sort, and the really influential factors in learning are readiness of the neurones, sequence in time, belongingness and satisfying consequences.'
[Pintner, al., An Outlineof Educational Psychology, rev.ed.(New York: Barnes & Noble,1934), 79.

In truth, nascent Wundtian psychology adherents were cosseted and nurtured with Jewish money so that they might form part of the new priesthood that would man the 20th century materialist Khazarian Crusade and Corporatist Inquisition designed to crucify all heretics and destroy all heresies that sought to improve humanity's consciousness and quality of life against the wishes of the Rothschild and Rockefeller led global bankster cabals.

a prime protege of this Jewish money was John Dewey who stated in`My Pedagogic Creed' :

The school is primarily a social institution. Education being a social process, the school is simply that form of community life in which all those agencies are concentrated that will be most effective in bringing the child to share in the inherited resources of the race, and to use his own powers for social ends.

Moreover public schools must `take an active part in determining the social order of the future … according as the teachers align themselves with the newer forces [?!] making for social control of economic forces.'
[Quoted in Allen, Gary, "Hands off our Children," American Opinion, XVIII,No, 9 (October, 1975), 3.]

So, teachers MUST align themselves to the "new" forces making for social control of economic forces. Righttt! Gotcha! No worries mate. She'll be apples. And WHAT, exactly, are the "inherited resources of the race" that schools are to BRING the child to share? Free range slavery? Excessive, Pavlovian eating and habits of
social intercourse
? consumerism? Using "own powers" to ensure (compete for) a place at the "social" feeding trough?

For Dewey, as for Wundt, man was an animal, alone with his reactions, and entirely dependent upon experiential data. He believed that teachers were not instructors, but designers of learning experiences on the Pavlovian model. Dewey promoted and implemented the inter-changeability of psychology and education and is regarded as the Father of the abomination that is American Education today. BUT he had help. James McKeen, Francis Galton, James Mark Baldwin, Andrew C Armstrong, Charles Judd, James Earl Russell, Frank & Charles McMurray, and Edward Lee Thorndike (who reckoned that:`psychology was the science of the intellect, character and behaviour of animals, including man' and who spent 30 years at Columbia Teachers College “teaching” that philosophy to huge numbers of "teachers") and others.

Thorndike equated children with the rats, monkeys, fish, cats and chickens upon which he experimented in his laboratory and was prepared to apply what he found there to learning in the classroom. He extrapolated "laws" from his research into animal behaviour which he then applied to the training of teachers; who then took what they had learned to every corner of the US and ran their classrooms, curricula, and schools on the basis of this new "educational" psychology.

In his book `The Principles of Teaching based on Psychology' (1906), Thorndike defines the art of teaching thus:

`… the art of giving and withholding stimuli with the result of producing or preventing certain responses. In this definition the term stimulus is used widely for any event which influences a person, -- for a word spoken to him, a look, a sentence which he reads, the air he breathes, etc., etc… the aim of the teacher is to produce desirable and prevent undesirable changes in human beings by producing and preventing certain responses…'

Thorndike based social conditioning of individuals on what he called the "law of effect". This thinking favours a society that operates more on the basis of fear and gratification than on the basis of reason or responsibility. Apparently this "schooling" has led children to expect to receive what is pleasurable, and what they desire, because they have learned in school that what is pleasurable is good, and what isn't pleasurable, isn't good. This is the legacy of the stimulus-response teaching developed by Thorndike and transmitted to hundreds of thousands of teachers through the medium of "educational" psychology inculcated at the Columbia Teachers’ College in New York.

Before "educational" psychology swamped the field, good behaviour was considered its own reward; and the idea of rewarding a child for behaving like a human being would only occur to someone who supposed that a child is essentially (ie only) an animal and would have seemed like an open invitation to blackmail to any sensible 19th century parent.

Thorndike, like Dewey and other Wundtians, thought that man is just a social animal that must learn to adapt to his environment, instead of learning how to ethically adapt the environment to suit his needs and those of society. Individual evolvement and development of individual abilities has to give way to social conformity and adaptation under today's Wundtian inspired education systems. Modern education systems have thus largely become factories for the production of "well-adjusted" (ie psychically conditioned, socially engineered) children and citizens.

The real agenda of the Wundtians and their hidden bankster and corporatist sponsors was revealed by Thorndike:

`Subjects such as arithmetic, language, and history include content that is intrinsically of little value. Nearly every subject is enlarged unwisely to satisfy the academic ideal of thoroughness. That the typical school overemphasises instruction in these formal, academic skills as a means of fostering intellectual resources … is a justifiable criticism. …Elimination of unessentials by scientific study, then, is one step in improving the curriculum.'
Thorndike, Edward L., and Arthur Gates, ‘Elementary Principles of Education’ (New York: Macmillan, 1929), 308.[quoted by Lionni  op cit p36 – p45].

Thorndike stated the three main functions of the elementary school as follows:

(1) to provide for each child six years of experience designed to enable him to make at each step in the period adjustments to the most essential phases of life … To adjust this general education to each child requires a considerable degree of specialisation in accordance with individual differences. Consequently the elementary school has a second function, namely:
(2) to determine as accurately as possible the native intellectual capacities, the physical, emotional, temperamental, recreational, aesthetic, and other aptitudes of children. Since some pupils will find it necessary or advisable to enter a vocation in the middle teens, a third function is essential in some degree, namely:
(3) to explore the vocational interests and aptitudes of pupils and to provide some measure of vocational adjustment for those who will leave school at the earliest legal age. (Ibid. 310) [See also Lionni, Ibid. p 37-46]

Foster Gamble is not going to tell you these things because he is part of the Canaanite cabal and merely masquerading as a would-be friend of the ignorant masses.



Dumbing Down US Education: Part II – Wundtian Psychology & Rockefeller Finance. See:

Paolo Lioni, The Leipzig Connection (Sheridan, OR: Heron Books, 1993).

New World Order Education: Useful Engines in the “One World Schoolhouse” See:

New World Order Education: Useful Engines in the “One World Schoolhouse”. See:

The Crisis of Education in America: "How to Become a Serf". See:

Exposed! Public Education is Indoctrination. See:

Mindsets, Personal Paradigms and Human Evolvement after Stasis. See:

Lies told to Children predispose them to Welfarism – the lie that turns Adults into Children. See:

‘Dumb and Dumber: Are Americans Hostile to Knowledge? See:

Getting Ready for the Paradigm Shift What is Singularity University? See:

The Technocratization of Public Education. See:

Breaking The Zombie Programming: We Can Become Conscious! See:

10 Modern Methods of Mind Control. See:

Valerie Strauss, "$1.1 Million Plus Gates Grants: “Galvanic” Bracelets that Measure Student Engagement," Washington Post, 11 June 2012,

Diane Ravitch, "Just When You Thought It Couldn’t Get Crazier,”, 9 June 2012,

PBS NewsHour, "Melinda Gates on the Importance of Evaluations in Shaping Effective Teachers," 4 June, 2012,

General Education Board, Occasional Papers, Issues 1-9, New York, 1913, 6,

Erich Fromm, Escape From Freedom (New York: Avon, 1969 [1941]), 276.

Midget Minds and Lost Cojones. See:

More families are deciding that school’s out – forever. See:

Valedictorian Speaks Out Against Schooling in Graduation Speech. See:

US Kids Represent Psychiatric Drug Goldmine. See:

Social Networking, Virtual Friends and the Erosion of the Social Fabric of Modern Society. See:

Will Life Be Worth Living in 2,000 AD? - Weekend Magazine Article July 22, 1961. See:

Toronto High School Principal Dennis Prager's Speech to Students and Faculty, on the first day of classes in 2012. See:

Student speaks out over Harvard University’s annual ‘Incest-Fest’ party. See:

The Jewish hand behind Internet - Google, Facebook, Wikipedia, Yahoo!, MySpace, eBay...See:

Bill Gates and the Pansexual Agenda. See:

They're mainstreaming pedophilia. See:


The Radical Homosexual Movement Is Run By Jews. See:

Radical homosexual agenda invading public schools. See:


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