ZeroHedge – one of the most informative websites in existence, both in content and in comments presented.
Within the comments are some good insights into the true history of post-WWii that most people never have heard of, including the following comment by reader2010:
Read or download the book, Deliberate Dumbing Down of America
Charlotte Thomson Iserbyt, former Senior Policy Advisor in the U.S. Department of Education, blew the whistle in the `80s on government activities withheld from the public. Her inside knowledge will help you protect your children from controversial methods and programs. In this book you will discover:
From: International World History Project – Edited By: Robert Guisepi
World History From The Pre-Sumerian Period To The Present
A Collection Of World History Related Essays, Documents, Maps and Music
"Oh human race, born to fly upward." "Wherefore at but a little wind does thou so easily fall?" – Dante
Gatto, a former teacher, left the classroom the same year in which he was named New York State Teacher of the Year. He announced his decision in a letter titled "I Quit, I Think".
Using anecdotes gathered from thirty years of teaching, Gatto presents his view of modern compulsion schooling, describing a "conflict between systems which offer physical safety and certainty at the cost of suppressing free will, and those which offer liberty at the price of constant risk". Gatto argues that educational strategies promoted by government and industry leaders for over a century included the creation of a system that keeps real power in the hands of very few people.
From the book's Introduction:
"... Underground History isn’t a history proper, but a collection of materials toward a history, embedded in a personal essay analyzing why mass compulsion schooling is unreformable. The history I have unearthed is important to our understanding; it’s a good start, I believe, but much remains undone."
"... what I’m trying to describe [is] that what has happened to our schools was inherent in the original design for a planned economy and a planned society laid down so proudly at the end of the nineteenth century."
Russ Kick offers this in summary:
"In other words, the captains of industry and government explicitly wanted an educational system that would maintain social order by teaching us just enough to get by but not enough so that we could think for ourselves, question the sociopolitical order, or communicate articulately."
No one in America today is better qualified to report on the true condition of our government education system than John Taylor Gatto, the now-famous educator who spent 26 years teaching in six different schools in New York City and quit because he could no longer take part in a system that destroys lives by destroying minds
In 1990 the New York “Senate named Mr. Gatto New York City Teacher of the Year. The speech he gave at that occasion, “The Psychopathic School,” amounted to a devastating indictment of public education (reprinted in The Blumenfeld Education Letter, May 1991, under the title “Why Schools Don’t Educate”). In 1991 Mr. Gatto was named New York State Teacher of the Year, at which occasion he gave a speech, “The Seven-Lesson Schoolteacher,” so insightful of the wrong-headedness of public education that it will probably become a classic in educational literature.
Johannes Sturm (1507–89) was a German scholar and educator. He founded (1537) and directed for more than 40 years the Strasbourg Gymnasium. His system of graded readings and classes shaped the course of studies of European secondary schools. He wrote a number of Latin textbooks. The most important of his works on education was his Book on the Right Method of Founding Schools for Literary Education (1537).
The term was derived from the classical Greek word “gymnasium,” which was originally applied to an exercising ground in ancient Athens. Here teachers gathered and gave instruction between the hours devoted to physical exercises and sports, and thus the term became associated with and came to mean an institution of learning.
This use of the term did not prevail among the Romans, but was revived during the Renaissance in Italy, and from there passed into the Netherlands and Germany during the 15th century. In 1538, John Sturm founded at Strassburg the school which became the model of the modern German gymnasium. In 1812, a Prussian regulation ordered that all schools which had the right to send their students to the university should bear the name of gymnasia. By the 20th century, this practice was followed in almost all German states, in Austria and in Russia.