LOT'S WIFE..Turn around..look back...see with new eyes

Tuesday, April 19, 2011


We have the current American public school system because the Prussians (Germans) were defeated by Napoleon at the battle of Jena in 1806.

 The King of Prussia decided that the reason why the battle was lost was that the Prussian soldiers were thinking for themselves on the battlefield instead of following orders.

At that time the Prussian philosopher, Johann Gottlieb Fichte (1762-1814), was very much in vogue. He promoted the state as a necessary instrument of social and moral progress. He said, "The schools must fashion the person, and fashion him in such a way that he simply cannot will otherwise than what you wish him to will."


Using this basic philosophy prescribing the “duties of the state”, combined with John Locke’s view (1690) that “children are a blank slate” and lessons from Rousseau on how to “write on the slate”, Prussia established a three-tiered educational system that was considered “scientific” in nature.

Work on this system began in 1807 and was in place by 1819. The new Prussian system defined for the child what was to be learned, what was to be thought about, how long to think about it and when a child was to think of something else.

This model was eventually responsible for educating 92% of Prussian children. Another 8% were educated privately

The national school system was reinforced by King Frederick William III Children aged seven to fourteen had to attend school, and parents who did not comply could have their children taken away.

If they met government standards private schools could exist. Teachers had to be certified, and high-school graduation examinations were necessary to enter the learned professions and the civil service.

The schools imposed an official language to the prejudice of ethnic groups living in Prussia. The purpose of the system was to instill nationalism in demoralized Prussia and to train young men for the military and the bureaucracy.

 This model for compulsory education was also a response to the industrial revolution. Nationalism actually became relevant and nations needed their citizens to think alike.

Early in American history, education was mainly a private, free-market activity — no compulsory attendance laws, and no school taxes. That system produced, at the time, a very literate, independent-thinking, self-reliant people.

In 1814, the first American, Edward Everett, went to Prussia to get a PhD. He eventually becomes governor of Massachusetts.

Over the next 30 years or so, numerous American dignitaries came to Germany to earn degrees (a German invention). Horace Mann, instrumental in the development of educational systems in America, was among them.

Those who earned degrees in Germany came back to the United States and staffed all of the major universities.

In 1850, Massachusetts and New York utilize the system, as well as promote the comforting concept that “the state is the father of children.”

 Horace Mann’s sister, Elizabeth Peabody (Peabody Foundation) saw to it that after the Civil War, the Prussian system (taught in the Northern states) was integrated into the conquered South between 1865 and 1918.

Most of the “compulsory schooling” laws designed to implement the system were passed by 1900. By 1900, most PhD’s in the United States were trained in Prussia.

In order to make sure that the independence for communities to hire their own teachers would cease, the Carnegie group instituted the concept of “teacher certification” – a process controlled by the teaching colleges under Carnegie and Rockefeller control.

One of the reasons that the self-appointed elite brought back the Prussian system to the United States was to ensure a like-thinking work force to staff the growing industrial revolution.

One of the prime importers of the German “educational” system into the United States was William T. Harris, from Saint Louis. He brought the German system in and set the purpose of the schools to distance children from parental influence and that of religion.

He preached this openly, and began creating “school staffing” programs that were immediately picked up by the new “teacher colleges”, many of which were underwritten by the Rockefeller family, the Carnegies, the Whitney’s and the Peabody family. The University of Chicago was underwritten by the Rockefellers.

Just as the Prussian system was intended to unify Germany, the American educators' goal was to create a national culture out of the disparate subcultures that comprised the country in that period. (Catholic immigrants were a prominent target.) "To do that," children would have to be removed from their parents and from inappropriate cultural influences."

The current modern public school curriculum also comes directly from the Prussian system. American educators imported three major ideas from Prussia.

The first was that the purpose of state schooling was not intellectual training but the conditioning of children "to obedience, subordination and collective life."

Second, whole ideas were broken into fragmented "subjects," and school days were divided into fixed periods "so that self-motivation to learn would be muted by ceaseless interruptions."

Third, the state was posited as the true parent of the children.

The public schools are intended to create complacent "good citizens" — not necessarily independent thinkers. The growth in government power since the advent of public schools is hard to ignore.

Earlier in the century there were “school boards” in every town. Between 1932 and 1960, the number of school boards dropped from 140,000 to 30,000. Today there are about 15,000

Unlike our ancestors' private schools, the public schools sought to produce citizens who looked to government to make important decisions for them and solve societal problems.

America was a literate country before the importation of the German educational system. It was more literate than it is today. The textbooks of the time make so much allusion to history, philosophy, mathematics, science and politics that they are hard to follow now.

The bottom line is, according to the model, the public schools are working just as they were designed.

If we do not like what they have achieved, then we have to junk the Prussian system and move toward an education based on the American principles of free markets and individual liberty. Mere reform is not enough. We need to re-separate school and state. That's the only sure way to revitalize education, families, and the American spirit. We need to step out of the box and shift the paradigm.


  1. Excellent! That's exactly what I said when we put Adelina into school, too early in my opinion. She'll learn to lay down and roll over soon enough.

    That blog also goes right along with Rich Dad's Conspiracy of the Rich...our public schools teach us to be workers. They don't teach us to manage our money well, only well enough to pay taxes.

    One book I read said that that's what The US Constitution did as well (gasp). It gave us enough freedoms to feel free but not to really BE free.

    Maybe I'll actually do my homework on Montessori Schools...

  2. @la partera: yep. my #1 Daughter never went to preschool, my #2 went 1day ( 2hrs) a week at age 4. both kids could read before kindergarten. they didn't learn THAT in preschool. I TAUGHT THEM. i am SO grateful my kids are in special schools for the gifted..event tho its run thru the public ISD, its a completely different curriculum and it's so much better than regular school. some homeschooling always has to be done... the kids that don't some out of public school complete SHEEP are the ones whose parents did not turn over their entire education to the govt. teach your kids to question EVERYTHING they learn in school.

  3. I teach at a Christian preschool. Years ago I thought that little ones were better off staying at home with their parents. Now I'm not so sure, though a lot of that all depends on the school and the parents.

    I think our preschool is good for a lot of these kids because it gets them doing real activities instead of sitting in front of the TV or video games. Some of the parents have the car DVD all ready to go for when we put the kids in the car after school - sad. We see others get right onto their cell phones as soon as they pull away, missing the opportunity to engage with their child who has been gone all day.

    It is also good for some of these kids who get every little thing they want at home and have not had to learn that the entire world doesn't revolve around their every whim. When they have to learn how to socialize and share and get along with 9 other children in their class, they start to learn how to not be the complete center of their own universe. Yet they also get lots of love too, building relationships and friendships..

    I also think it is good for them to learn that there is an authority, one worthy of their respect, and that they are expected to submit to the authority when called for. God created the world with order, and if they can learn to submit to their earthly authorities, that can carry over into their relationship with God, employment, other structured relationships as well. Again, some of these children are the boss at home and need to learn this.

    Most importantly to me, as their teacher in a Christian preschool I have the opportunity to help bring them up with a Christian world view and a Christian faith. If the public schools are indoctrinating our children with a particular secular view, I hope to instill a Christian foundation into these lives that will maybe help to counter what they will get later after they leave us.

    In many ways, I guess we are trying to do what maybe parents could be doing at home, but they often don’t or can’t because of jobs, no other siblings around to share or play with, or other various reasons. So I try to be the best “substitute parent” I can be while these kids are in my charge. And I tell you what, with all the state regulations we have to follow, these kids are much safer at school that most homes. The regulations that must be followed for safety purposes are incredible – it is just a shame there is a need for so many of them.

    So I guess what I am saying, bottom line, is that a child being in a school that tries to teach them a particular culture and to be good citizens and to obey authority etc. isn’t necessarily bad, depending on what culture that is, what values those are, and who they are taught to look toward as their authority. Still, the best scenario is probably a good parent who trains up his/her child in the way he/she should go, according to the particular bents of their individual children and their strengths and weaknesses. A school can only do so much in bringing out the best potential in each individual child when there is a class full

    I’ve said way more than I intended – could have quite the conversation about all this!

  4. What is not mentioned is Progressivism; the Hegelian conceit.

    Thought secular, Progressivism has been a Religion since its founding.

    Compulsory schools are the official church of the state; the official religion of the national government.

    This is why we see such virulent acrimony directed at competing religious schools and discussion of competing religions, secular and non.

    From the McCormick Heiress, to the other scions of the American presbytery, these Hegelian were deeply involved in fantasy mysticism and magical thinking about utopian world government and the perfection of progressive man under socialism.

    There has been made an official religion of the United States. It is the secular religion of utopian progressivism and the church of compulsory schooling used to daily conscript and indoctrinate children according to the official catechism of the government.

  5. You know, Donna, Jesus wasn't a Christian.

    How can your students become whole in their Christian faith if you are merely involved in a competitive indoctrination?

    We need thinking, faithful, competent Americans or our nation will not be here much longer.

    Much of western history from the time of the lyrically promiscuous Apostle Paul involves repeating scenarios of Christians trapped under various schemes of feudal tyranny and authoritarianism. On balance, one can argue that "Christianity the Institution" has been a recurring parasitism of orthodoxy itself unfaithful to the teachings of the historical Jesus.

    This further argues why the extremely wealthy Victorian-ear Presbyterians found it so very easy to co-opt the authoritarian affects of institutional Christianity and foist same into an orthodoxy of compulsory schooling so "those other children" could be made obedient and indoctrinated to perform a life of supplication before their Progressive betters.

    One may take credit for being nice, but this is a very ugly business. The serial mistreatment of our children by forced conscription and psychological deconstruction is a hideous thing.

    How does one be nice with integrity when innocent children sit as inmates in dayprison when they have committed no crime?

  6. "children sit as inmates in dayprison when they have committed no crime? " Well stated Willem...my sentiments exactly...thank you for your thoughts and for reading.....