Long before the threat that is Common Core, the left plotted the systematic takeover of public education. The video below reveals how and when this really took place. Hint: most people slept through it, and sent their kids through it anyway. They still do.
One the one hand, it is silly to speak of the “takeover” of public education by the leftists. Public education was founded by socialists with the intent of turning out a socialist product. It is still run on a socialist model: the government owns the means of production, controls the means of production with minimum titular input from the public; it is unionized, and it is funded by property taxation. This is all directly out of Marx’s Communist Manifesto.
Public education was created and built in this fashion. So in this sense, the “takeover” of education was really just a long-term mopping-up operation. The video below reveals when the big leftists got really serious about mopping up. It was far more important than Common Core, and Common Core is a mere symptom of this larger problem that is the socialistic models in which we are entrenched and invested personally, and the massive forces which use that against us and against our freedom.
The video is an interview of Norman Dodd conducted by G. Edward Griffin (author of The Creature from Jekyll Island). Dodd was the director of research for the Reece Committee—an “un-American activities” research committee to investigate large tax-exempt foundations in 1952–1954. Dodd was advanced in age when the interview was conducted, making the recording of this information urgent at the time. Due to his age, he is not as lucid as we would like, but he is far from incoherent. The information is solid, even if not eloquent.
Things get interesting around the 16-minute mark. There are two major concerns Dodd reveals: 1) the advocacy for war for social reasons, and 2) the takeover of the education system. I will address the war claims (which are very serious) separately. For now, consider Dodd’s revelation about the large endowments’ plan to take over the educational system. According to him, the Carnegie and Rockefeller, et al, endowments planned “to orient our educational system away from the support of the principles embodied in the Declaration of Independence and implemented in the Constitution.”
He continues: “What we uncovered was the determination of these large endowments through their trustees to actually get control over the content of American education.”
Griffin then asks Dodd about his conversation with Rowan Gaither, who at the time of the investigation was the president of the Ford Foundation. Dodd reveals that Gaither told him “off the record” that the foundation had often been under directives from the White House (FDR and Truman), and was so at the very moment to this effect:
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.
Gaither then went on to refuse Dodd’s request that he make this public: “We wouldn’t think of such a thing.”
From a discussion and investigation of the Carnegie Endowment, Dodd reveals that the roots of this activity go all the way back before WWI, and they were self-conscious. The Carnegie Trustees telegraphed Woodrow Wilson encouraging him not to let the war end too quickly: they wanted serious upheaval and reorganization of American life in place first.
Once the War ended, the Trustees’ “interest shifts over to prevent what they call a reversion of life in the United State to what it was prior to 1914 when World War I broke out.” Dodd drops this bomb:
They come to the conclusion that to prevent a reversion we must control education in the United States. And they realize that is a pretty big task . . . too big for them alone, so they approach the Rockefeller Foundation with the suggestion that: that portion of education that could be considered domestic be handled by the Rockefeller Foundation, and that portion which is international should be handled by the Endowment.
They then decide that the key to the success of these two operations lay in the alteration to the teaching of American history.
They approached four of the most prominent historians in the nation with the proposal to revise the story, but were turned down flatly. So they used their money simply to bypass the professors’ prestige and “build our own stable of historians.” They approached the Guggenheim Foundation, which specialized in fellowships, to fund young scholars from their own perspective. They funded twenty Ph.Ds., briefed them on what was expected of them, and used them to found the American Historical Association. At the end of the 1920s, they gave the AHA $400,000 ($5.5 million today) to write a study of our history in such a manner as to indicate our nation’s future.
The seven-volume product concluded, according to Dodd: “The future of this country belongs to collectivism administered with characteristic American efficiency.”
Now I have argued many times now that Common Core is a side issue. Public schooling as a leftist tool in general is the bigger issue. As long as those socialist indoctrination centers remain and Christians use them, Christians will watch as federal program after federal program takes greater control and steals their children, generation after generation.
Common Core is nothing less than the latest of these programs, following hard and in the same vein as Papa Bush’s America 2000, Clinton’s Goals 2000, W’s No Child Left Behind, and Obama’s Race to the Top—all just modern manifestations of what Dodd reveals began with Carnegie and others in the early 20th century.
You think repealing Common Core in your state will stop the problem? Think again. As long as the larger infrastructure of public schooling remains powerful, there will be something else. There always is. To repeal Common Core is remove one stripe from the skunk. The stink remains.
Repeal Common Core, and the system remains. Send in your children and the globalists and freedom haters still win. You will lose the generation, but you will smile thinking you did them a favor. You may even revise your own ethics and values to comport with the new outlook reflected in your compromised children. You will be complicit in the larger plan.
The question is to you, Christian parent: Are you going to be part of the next generation of socialist indoctrinators? Will you give them your children? Will you perpetuate the plan?
Or will you stand to stop it?
I recommend watching the whole video for yourself: