Public Schools, the Fixation of Belief, and Social Control

Public Schools, the Fixation of Belief, and Social Control


The advent of compulsory public schooling in the West is often viewed as a sign of progress, a development which granted all individuals an equal opportunity to become educated, cultivate one’s cognitive faculties, and improve one’s position in life. But this optimistic view is not shared by all. Rather many who have studied the history of public education have concluded that its primary role, from the beginning, was not to uplift and enlighten, but to act as a form of social control. The great American writer H.L. Mencken encapsulated this view: “The most erroneous assumption is to the effect that the aim of public education is to fill the young of the species with knowledge and awaken their intelligence… Nothing could be further from the truth. The aim of public education is not to spread enlightenment at all; it is simply to reduce as many individuals as possible to the same safe level, to breed and train a standardized citizenry, to put down dissent and originality. That is its aim in the United States, whatever the pretensions of politicians…and that is its aim everywhere else.” The roots of compulsory education reach back to Ancient Greece where Spartan children were taken from their parents and housed in military schools under the ideal of cultivating total obedience to the Spartan state. The more modern form of compulsory public schooling, however, originated in the 16th century. In 1524, Martin Luther, a primary figure in the Protestant Revolution – which amounted to a rejection of the Roman Catholic Church in favor of the Bible as the sole authority of truth – wrote a letter to the German leaders of the time, urging them to Institute a mandatory schooling system. Luther’s letter reads as follows: “I maintain that the civil authorities are under obligation to compel the people to send their children to school… If the government can compel such citizens as are fit for military service to bear spear and rifle… and perform other martial duties in time of war, how much more has it a right to compel the people to send their children to school, because in this case we are warring with the devil, whose object it is secretly to exhaust our cities and principalities of their strong men.” Luther understood that compulsory schooling could be used to indoctrinate young minds into the Lutheran Church, and sought to use State power to achieve this end. As a result of his pleadings, numerous German states created the first modern public schools. In many ways Martin Luther can be thought of marking the birth of the modern schooling system. Not only was he the first advocate of compulsory schooling, but his conviction that the State should use its power to indoctrinate its citizens into a specific worldview, helped stimulate in Germany a climate of increasing subjugation to the State. The great historian Lord Acton wrote of Martin Luther that he “impressed on his party that character of political dependence, and that habit of passive obedience to the State.” Another important step in the rise of modern public schooling arose under King William I of Prussia who ruled from 1713 to 1740. Integral to the maintenance of Prussia’s powerful army during his reign was the national compulsory schooling system he established in 1717, the First of its kind in Europe. Subsequent schooling reforms throughout the 18th century built on this foundation and paved the way towards the development of what came to known as the factory model of schooling. In her book Raising a School, Rena Upitis, the former Dean of Education at Queen’s University in Canada, explained some of the features of the factory model of schooling, which continues to be the dominant model of public schooling in the West today: “In factory schools, teaching—like the buildings—tends to be boxlike and linear. Transmission teaching dominates: standing at the front of the classroom, the teacher transmits knowledge to the students. This kind of teaching works best when the teacher can see everyone at once, and so, classrooms are created as a series of boxes, the most pervasive example being one of double-loaded classrooms down a single long hallway.” The factory model of schooling emphasizes standardization of teaching, testing, and learning rates, respect for authority over the exploration of truth, and uniformity and orthodoxy over innovation and progress. This schooling model developed by the Prussians was so efficient at inculcating into its citizens a worldview which benefited the Prussian State, that in the 19th century educational reformers in the United States caught wind of it, and quickly sought to implement it in their home country. Both Calvin Stowe, one of the leading American professional educationists in the 19th century, and Horace Mann, dubbed by historians as the “Father of the American Public School System”, traveled to Prussia to investigate their schooling system firsthand. Upon their return both lobbied heavily, and successfully, for the adoption of factory model schools in the United States. Under the influence of Mann, Stowe, and other educational reformers, many American states quickly began to develop state-sponsored compulsory schooling systems which crowded out the prevailing system of private and philanthropic schools already in existence. In 1852 Massachusetts was the first to adopt such a system, and by 1900 practically all the states had followed. Compulsory schooling elsewhere in the West followed a similar trajectory and timeline. In 1900 every country in Europe had established compulsory schooling except for Belgium, which followed in 1920. England, after much opposition, implemented compulsory schooling in the late 19th century. And Canada quickly accompanied America in implementing a system based on the factory model developed in Prussia. Many of the educational reformers who influenced the development of compulsory schooling were not looking to stimulate innovation, invention and the development of ideas to promote social prosperity, but were in search of an effective means of social control and social engineering. Ellwood Cubberley, Head of Stanford’s School of Education and influential reformer, for example, wrote in his 1916 book Public School Administration: “Our schools are, in a sense, factories, in which the raw products (children) are to be shaped and fashioned into products to meet the various demands of life. The specifications for manufacturing come from the demands of twentieth-century civilization, and it is the business of the school to build its pupils according to the specifications laid down.” William Torrey Harris, the United States Commissioner of Education in the late 19th century, and steadfast believer that the child was the absolute property of the government, wrote in his book The Philosophy of Education: “Ninety-nine [students] out of a hundred are automata, careful to walk in prescribed paths, careful to follow the prescribed custom. This is not an accident but the result of substantial education which, scientifically defined, is the subsumption of the individual.” Frederick Taylor Gates, business advisor to John D. Rockefeller, who in 1903 founded the General Education Board which provided major funding for schools and was a big supporter of state-controlled compulsory schooling, wrote in his 1913 book “The Country School of Tomorrow”: “In our dream…the people yield themselves with perfect docility to our molding hand… 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 from 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, politicians, statesmen, of whom we now have ample supply… For the task that we set before ourselves is a very simple as well as a very beautiful one: to train these people as we find them for a perfectly ideal life just where they are… an idyllic life under the skies and within the horizon, however narrow, where they first open their eyes.” To keep the student confined to a narrow horizon, or in the words of Mencken, to use compulsory schooling to “breed and train a standardized citizenry, to put down dissent and originality”, was the goal of many of the most influential educational reformers. To understand just how efficient the factory model of schooling was and continues to be, at achieving this goal on a mass scale, we can turn to an interesting essay titled “The Fixation of Belief” by the prominent philosopher Charles Sanders Peirce. In the essay Peirce explained how it was possible “to fix belief, not in the individual, but in the community”, via what he called the “method of authority”: “Let the will of the state act, then, instead of that of the individual. Let an institution be created which shall have for its object to keep correct doctrines before the attention of the people, to reiterate them perpetually, and to teach them to the young; having at the same time power to prevent contrary doctrines from being taught, advocated, or expressed. Let all possible causes of a change of mind be removed from men’s apprehensions. Let them be kept ignorant, lest they should learn of some reason to think otherwise than they do. Let their passions be enlisted, so that they may regard private and unusual opinions with hatred and horror.” One would be hard pressed to think of a better system for fixing belief for the purpose of breeding and training a standardized citizenry, than the factory model schooling system, in existence in the West since the late 19th century. As Ivan Illich wrote in his book, Deschooling society: “School is the advertising agency which makes you believe that you need the society as it is.” It is not surprising that a study of 400 eminent 20th century men and women, detailed in the book Cradles of Eminence, found that three out of every five of them “had serious school problems”. Those individuals who yearn to push boundaries, explore and create ideas, invent, and innovate, will not easily bend to a system which attempts “to put down dissent and originality”. Albert Einstein, for example, found schooling so suffocating – requiring in his words “the obedience of a corpse” – that upon passing an exam he had previously failed, he found he had no desire to think about scientific problems for an entire year. Ignoring for a moment the sinister motives which lay behind the development of factory model schooling in the West, its inadequacy as an institution is conditioned upon its tendency to not only fail to stimulate curiosity, but to inhibit or even stamp out altogether the natural curiosity exhibited by all children. Stuck within the confines of what Rena Upitis described as “Windowless concrete containers, surrounded by barbed wire fences – looking more like prisons than schools”, students are for the most part not encouraged to explore, create, and cultivate independence, but to sit down, listen, and accept at face value whatever is being taught. We’ll conclude with a passage from John Taylor Gatto, former New York City and New York state teacher of the year, who upon resigning out of frustration over the faults he believed to be embedded in the very essence of modern schooling, wrote a series of books on the history and nature of compulsory schooling. The following is a short passage from his book Dumbing us Down: The Hidden Curriculum of Compulsory Schooling, in which he makes a sharp distinction between what today is called schooling, and what an education should really consist of: “Whatever an education is, it should make you a unique individual, not a conformist; it should furnish you with an original spirit with which to tackle the big challenges; it should allow you to find values which will be your road map through life; it should make you spiritually rich, a person who loves whatever you are doing… it should teach you what is important: how to live and how to die.”

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About the Author: Emmet Marks

92 Comments

  1. Its very disappointing that schools wanted to control and use people as social experiments. Its funny how even now the damage is irreversible. Not a good time for anyone. People just learn the hard way.

  2. I learned nothing in elementary or high school, everything I know I though myself! Then again I had eyes to see the scam when I was very young and by high school I could see all the garbage they were trying to fill or heads with. Didn't want to go to college since I knew at that time it was just a money funnel and there was really no purpose beyond that if you didn't know what profession you wanted to go into. I also could see that society was not yet awake and it was hard to open their eyes [my parents] to this as I am on the oldest boundary of the millennial age group. I am now in my early 30's and try everything to educate mt soon about the indoctrination system I am forced my law to send him to.
    In SoCal it is really hard to afford living so I can't homeschool. I MUST work to help support the household. Otherwise we would be on the streets with the other thousands living in a tent city under a freeway overpass! Be careful USA California is coming to a state near you!

  3. It's to create drones barely smart enough to keep the wheels turning and maintain the rulers in their elevated position I.E. maintain the status quo.

  4. "When I think back
    On all the crap I learned in high school
    It's a wonder
    I can think at all…" Paul Simon….American poet and musician

  5. Over 9k people up voted this video, you'd think they understand the content and the message being conveyed. I'm willing to bet money of those over 9k people, 9k still believe we live on a spinning ball traveling damn near at the speed of sound endlessly through space. Not realizing how programming the mind actually works. You ask for proof of this profound belief and all you get is parroting of the teaching they were taught. Yet, they don't see how that within itself is a severe problem.

  6. “It is no coincidence that governments everywhere want to educate children. Government education in turn is supposed to be evidence of the states goodness and concern for our well-being.
    The real explanation is less flattering.
    If the governments propaganda can take root as the children grow up, those kids will be no threat to the stain apparatus.
    They’ll fasten the chains to their own ankles. “
    Lew Rockwell of The Von Mises Institute

  7. So now I curse that raven's fire
    You made me hate, you made me burn
    He laughed aloud as he flew from eden
    You always knew, you never learn
    The crow no longer sings to me
    Like Martin Luther
    Or Pericles…

  8. Now I understand why “The Blue Angel” (the film that made Dietrich a major star) was so rough on Professor Rath (“Unrath”, which means “garbage” in German), and the same with the Professor in “All Quiet on the Western Front” who spent his time indoctrinating the young men to be future soldiers and who the main character’s complete disillusionment was the primary thing that made Hitler ban the film in Germany in 1931.

  9. Great to learn about the history of conformed brainwashed students. Similar to what I’ve been saying in my videos. However your research is spectacular.

  10. This sounds like my whole life story in a nutshell and it just fucking pisses me off that a system like this was allowed to get away with this shit for so long!

  11. Ole school:
    K-12
    Baby sitting
    Maybe learn 3 “R’s”
    Hopefully make some friends
    Hopefully stimulate further interests

    New school:
    Group think

    Deduction:
    Home school

  12. Think and study for oneself teach and speak truth to power all knowledge sacred to the universe is sincerely yours and all of you will find the passion,happiness,beauty,peace, understanding,enlightenment and harmony of all known

    Peace to you all

  13. There are always pros and cons in everything. Looking at the positives, education gives us the knowledge on what we want to do in our live. Educations is good for people who are a genius in a specific field such as maths and science. Doctors and surgeons need a bachelor's degree, without it, who is going to do the job? It has also been found that an extra year of schooling reduces crime rate. Watching your video, because I'm pro free speech, it's good to look at pros and cons in everything in life

  14. Should Luther have left the church to blindly indoctrinate?
    What do you think society would become without a literate population?

  15. In other words, in an imperfect "evolving" society, everything will become more imperfect until it is totally corrupt. There is no room for any imperfection in an interactive human social community, everything matters while at the same time life is a paradox where nothing really does. But suffering matters at the time of ones suffering so we have a responsibility to treat life like it does matter. 🤔

  16. my first and only school from pre school kindergarten and through to 8th grade was St. Lukes LUTERAN School, in Westminister, Ca. there was once an incident where an old Caribbean islander was striking the sign in the front of the school because the name 'Saint' Luke's sounded CATHOLIC to him and therefore was an oxymoron paradox and abominAtion so with cane he did whack the signage. … until Pastor Ghellor went out and simply explained that Saint Matthew, Saint Mark, Saint Luke, and Saint John, were the primary four gospels that lutherans base christian understanding of Jesus Upon and the letters of paul and letters to churches is what composes the new festament which LUTHOR wanted to have power of the Catholic church in so far as blah blah blah. .. … .. . – and you saw the old man straighten up and present the cane to pastor Ghellor to allow him to smite his head should the pastor choose and instead he pushed the cane down and away and pulled the old man closer and bowed his head and began to pray for him to have the ignorance lifted from his eye and his mind …. and everytime that man walked by he was always trying to say stuff in his thick accent "do wan fuh mahn bee gehttin heereein fer nwa gertiinea mon heere mon" and my friend said "i thought you had to go to school, how did he never have to go?" and i said " no he did, just yesterday Pastor ghellor Schooled him"

  17. Why is the quality of life so much better in countries with advanced public schooling systems apposed to those with poor quality education?

  18. This is BS! Until the Democrats got a hold of the education system, Children were taught to learn and grow as individuals.. How do you think America became so great? It doesn't matter what history says about other countries. The white skinned Americans have only existed for 250 years. This is what the Dems are doing.

  19. Doesn’t this assume that all teachers and admin within the public schools have the same ideologies? Maybe a bit extreme?

  20. We the people need to control the water, sewer and electricity as well… The things we depend on to keep us clean and healthy.. These things should not be used to control us…

  21. Why is it that despite so many who agree with the sentiments of this video, little is being done to change the system? I guess the implementors have succeded and we are unwilling or unable to challenge them?

  22. This is the best video I've ever watched on youtube. If I won the lottery, I would make lots of free private schools. School ruined my childhood, especially teachers.

  23. This video is spot on, I was home schooled, and then I homeschooled my kids too, and everyone should take their children out of public schools.

  24. I dislikes school. Yes I passed. But I did my own studies at home. I would get an encyclopedia or dictionary and do my own thesis papers on topics ranging from people to birds.

  25. In my life there have been several periods of intense learning. They all coincided outside the public education system.
    Though I would love to criticize the school system in order to justify some flaws in my pursuit of knowledge. I must be fair and conclude that the current public school system, at least in the Netherlands, is an acceptable solution.
    Most people just can't operate outside a strict regime that enforces things like learning or discipline. But that is a whole 'nother story.

  26. I love how he skipped right over the bible at the beginning because religious books are the origional form of "public" "education" But I love this video. Thank you for the accumulation of this knowledge.

  27. Here we all are; stumbling upon this video. Acquiring this knowledge brought forth to us. What shall we do with it?

  28. It's probably both good and bad. Most teachers want to teach everything, but there are mandatory requirements and also some ideologically conservative teachers. But to say it's all bad is stretching the truth.

  29. Libril idiology is not education ,it a form of brainwashing parents…it's communism and a threat to American children….

  30. the government judicial system, copy and paste
    c o p copy and paste
    that dudes smoking pot, lets get em, copy that, over

  31. I'm so glad I subscribed to this channel. I listen as I walk to work and then think about what I heard all night as I do my mindless job. The comments are as interesting as the content as well.

  32. Chicago teachers are on strike & it's a blessing really. My kid got to stay with me & I didnt have to worry about excuses absences whilecwe went to museums & were out in nature.

  33. I struggled at school (grammar school) as the majority of the teachers failed to inspire me. One in particular was very boring, used to dictate notes to us from a book whilst looking out of the window. He frequently lost his place and had to ask where he'd got to. I would never have got into university and managed to get a military engineering apprenticeship and from there a decent career. School is not for everyone and even back then (70's) I could sense that some teachers were trying to project their views onto us. Of course it appears to have gotten much worse since then. It's all too evident that very few independent thinkers have been produced over the last few decades, just look at society these days too many just accept what the media and authorities project despite how ludicrous it is. We've never had such accessibility to information these days yet the majority of people fail to utilise that access to seek out the facts for themselves.

  34. Public schools made America a powerhouse. It leveled the playing field but is much maligned by those that have benefitted from it.

  35. Intellectual elitist commenting on public education what rubbish and nonsense. Today people are the most informed in history but leave it to elitist to constantly bitch and moan. Chomsky is such a sanctimonious elitist.

  36. I agree!!!! Common core. Is one way to dumb down our children!!!!!! Let's get back to educate our children!!!! Common core is being back by many corrupt org. !!!!!!

  37. This is true but finding school very boring and constricting is not sufficient alone to be a great thinker. For most students that just means you do not have the ability to understand and or function.

  38. I wish all students ,parents , and teachers could see this video. Students are obedient , parents want a baby sitter , teachers want a job. Since the advent of the internet , Why have schools? Any questions?

  39. Before this happed our IQ’s where increasing….

    I knew I was smarter than most & it frightened people the same age as me with the amount of knowledge I had.

  40. Compulsory schooling at its core is not inherently stifling of adventurous minds, yet the factory model currently employed damages and regresses youth with the ideals of twentieth century capitalists and dictators. A critical reform is in dire need if society is to benefit from standardized education.

  41. We rely on science because it provides concrete answers. Science saves lives, and improves living conditions. We have the science of Behaviorism, and Behavioral-Psychology. These scientific systems have fully explained the Human Condition. The old systems of Religion, and philosophy are long obsolete. They failed miserably, and have been replaced. This fact has NOTHING to do with "modern Art", and the degeneration of Western Culture. Science IS Western Culture!

  42. Once your going is pass reading , writeing and arithmetic .
    Geography and history plus a few other things, your on dangerous grounds because now, indoctrination comes into play.
    You no longer are teaching how to think, you are teaching what to think. What to think is not
    Education it's indoctrination .
    If you teach the great works that western civilization is bulid on is one thing, if you teach your countrys history is one thing, but is you teach the over throw of your goverment , your Religion and your way of life , Dont call it education it's indoctrination and treason.

  43. Today with in your school system is a poisonous reasoning that our way of life is somehow a wrong and sets forth what they think is a better.
    However this system they set forth is GODLESS, there is only the Brotherhood of man with out the fatherhood of GOD. There are on morals , there is no ultimate truth
    Values and morals are set by the market place not the monastery.
    No respect is given to any difference in men, not land, blood, bread or GOD.

  44. Schooling is compulsory, not public schooling. You have the option to home school or sell private education. Fuck off.

  45. Ole 'Dewey' and his decimal system got the template for our public schools from his buddies, the Bolsheviks in Russia. To get God out of our schools and turn them into raging commies/fascists!!

  46. My two step daughters tell me they are in a class all day that gives no work and the teachers are usually stoned out of their minds. I have no issue with people who wish to smoke marijuana. What I do have a problem with is the perpetual wheel.
    When one generation graduates, assessments are made on the next as befitting the times.
    When humans realize they no longer need school and system…… one day humanity, one day!

  47. 10 year old me: Why do we go to school?
    Teacher: To prepare you for adult life.
    Me: Then why don’t we learn how to drive a car or get a job or pay bills?
    Teacher: Because.
    Me: Because why?
    Teacher: Because I said so!

  48. To say there is an ample supply of artists is to not have traveled deep in the art world. The skill ceiling in art is infinite and the possibility's endless.

  49. Wonderful video. It help explains my problems in public school. I was a mediocre student gradewise, in part because I was poor and lived in such circumstances that I lacked many of the resources to be a good factory product. I often lack even a pencil, or nickel notebook, nor even decent shoes or clothes. Among my poor working class peers I was average and comfortable… felt liked by all. In my upbringing outside of school were many other priorities.
    I had it fixed in my mind that I could never be equal to the higher classes.
    However, unbeknownst to me, I was getting a great eduction by osmosis from people around me and from free resources. I am intensely curious by nature. Almost everything can make me interested… I a way, I might be called a butterfly seeking as many different flowers to sample. One great resource I discovered, in this regard, was the free public library. Here I could literally break all the boundries of assigned textbooks for children.
    I spent many hours on my own in my town's little library finding all sorts of wonderful world's not really revealed in school. I especially love science topics of all kinds.
    Long story short, I was a poor factory product but at the same time a rather unique creature…. who was helped by a number of teachers to aspire upward for better things in life.
    I the course of raising a family, I managed over years to earn a BS, MS, and DSW from reputable universities.
    Factory schooling works for society and for many people. But, I am very happy that a basic reject of this system, things worked out the way they did.
    I want to give special thanks to select numbers of teachers, neighbors, peer friends, employers, and especially LIBRARIES and LIBRARIANS for helping me into a great life for me and my family.
    P.S. I am 86 yo Mexican-American raised in a broken family by my dad and several stepmothers. I witnessed numerous things children should not and also wonderful things that more priveldged people can never know.
    Lastly, AMERICA is one Hell of a wonderful country to grow up in… it's streets are literally strewn with gold!!!

  50. The result of "factory" education is the ability to make yourself do the thing you have when it ought to be done, whether you like it or not.

  51. In this channel: i've found my greatest justifier – for why we need to act upon endeavoring onward; with the further developing of the free-of-charge volunteer solution which "so far" – "I alone" – am in the process of developing
    . (I could use some help) "it takes a village "sized" population" to create the example of a better way to utilize this NON Money empowered NON Money over-lorded – a way of life on/of this Earth.
    This is a proposed method for pre-designing your own specifications into your own "future" well accommodated, well provisioned – way-of-life (((requiring and allowing NO use of MONEY within the pre-purchased (fellow population owned) tract of land's pre-designated borders.
    (by simply utilizing the internet for collaboration) by sharing and then developing your ideas (at a specialized website "designed to pre-segregate" (future population "size limited" groups) into cohesive free-of-charge provisions systems managers – ((who understand the benefits of allowing themselves to be automatically placed)) – amongst a fellow population – ((of natural provisions systems nurturing "focused people.")) Who came together via a proposed website – to pre-design the necessary systems of governance and local population's grounds maintenance – specifically regarding what "you believe to be" – "will be necessary" governance factors and provisioning systems methods – adequate to abundantly supply and best serve – to properly govern a localized population -who can function to be adequately contented – in their self designed continual use of – self comprised lists" of specifications derived – daily chores to accomplish "inspired" – and thus provisioned – way-of-life.
    As for me I have designed a one-size-fits-all Earthquake Flood and Extreme weather resistant modular kit building (in the form of a modest sized home integrated within the structure of a GreenhouseHome) designed to be the tool necessary for helping an entire localized population – to procure an ample supply of the continuous growing of quality organic produce – while also – each fellow member of the population (who've signed the contract stating they will do their portion of accomplishing) the daily accomplishing "of their portion" of the necessary daily duties and chores "required" to adequately govern and provision such a predominantly free-of-charge way-of-life. And as for my prefered way of life (self governed method of governance) there will be no currptable Leaders allowed (No leaders at all – Not withstanding the "spiritual leadership" of The Word of The Holy Bible (& our King Jesus) for the basic guidelines of how to calibrate our moral compass in order to have continually strive to have cohesive companionship while achieving a continual adequacy of production of provisions – by way of our – self-governed **"true consensus voting" derived method – of not needing any fellow population type "physical" (curruptable) Leaders. **married couples – (no behind the scenes of the issue – gender based conspiring allowed) – perpetrators of such conspiring "may be voted out" of the of the fellow population -"fellow household in tow" – and given a fair portion from the ostracisation/relocation fund. With which to re-establish themselves – "in the money empowered world – of slavery to money generation systems" – which such types of conspirators – against their fellow humanity – deserve.

  52. With this information I've found an ally. And my understanding of my world view became Vindicated

  53. Public schooling is part Marxism, Catholicism ( Luther seems to be clinging to his catholic presuppositions on this topic), and feminism.

  54. I dropped out of school…I thought I failed so I went to College..

    And dropped out again after realising I had succeeded the first time 😂😅✊

  55. I always hated schools… And teachers also hated me and still do to this day because I wasn't obedient and pointed errors in their reasoning which was passed as truth because of what the government want to pass as truth.

  56. This is what leftists have been doing to children in the west for decades. This is why we have a generation (Millennials) of indoctrinated, dummies who think being a slave under socialism and communism is a good thing. The left has truly dumbed America down.

  57. Education should also teach us how to ask questions and critically think. The Prussian Indoctrination System aimed to teach students just enough to run the machines, but not enough to question authority…

  58. What about education that specializes it education around the person and specialise the classroom how the person learns best? Also why not make the classrooms smaller and have more classrooms? And the classrooms based on how the people learn best? And welcome creativity in the classroom?

  59. This is why you dont only leave the schooling just to the public schools teach your children things outside of school as well beyond what they teach in the school.

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