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The following are a set of excerpts from the ebook ‘The Deliberate Dumbing Down of America’ byCharlotte Iserbyt available free athttp://www.deliberatedumbingdown.com/index.html. ‘CharlotteThomson Iserbyt, former Senior Policy Advisor in the U.S. Department of Education, blew thewhistle in the `80s on government activities withheld from the public.’ ________________________________________________________________________________ 1874 As briefly stated by Thorndike himself, psychology was the “science of the intellect, character,and behavior of animals, including man.” To further excerpt The Leipzig Connection’s excellenttreatment of Thorndike’s background:
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Thorndike was the first psychologist to study animal behavior in an experimental psychology laboratory and (following Cattell’s suggestion) apply the same techniques tochildren and youth; as one result, in 1903, he published the book EducationalPsychology. In the following years he published a total of 507 books, monographs, andarticles. Thorndike’s primary assumption was the same as Wundt’s: that man is ananimal, that his actions are actually always reactions, and that he can be studied in thelaboratory in much the same way as an animal might be studied. Thorndike equatedchildren with the rats, monkeys, fish, cats, and chickens upon which he experimented inhis laboratory and was prepared to apply what he found there to learning in theclassroom. He extrapolated “laws” from his research into animal behavior which he thenapplied to the training of teachers, who took what they had learned to every corner of theUnited States and ran their classrooms, curricula, and schools, on the basis of this new“educational” psychology. In The Principles of Teaching Based on Psychology (1906),Thorndike proposed making “the study of teaching scientific and practical.” Thorndike’sdefinition of the art of teaching is
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the art of giving and withholding stimuli with the result of producing or  preventing certain responses. In this definition the term stimulus is used widelyfor any event which influences a person—for a word spoken to him, a look, asentence which he reads, the air he breathes, etc., etc. The term response isused for any reaction made by him—a new thought, a feeling of interest, a bodily act, any mental or bodily condition resulting from the stimulus. The aimof the teacher is to produce desirable and prevent undesirable changes inhuman beings by producing and preventing certain responses. The means at thedisposal of the teacher are the stimuli which can be brought to bear upon the pupil—the teacher’s words, gestures, and appearance, the condition andappliances of the school room, the books to be used and objects to be seen, andso on through a long list of the things and events which the teacher can control1896 PSYCHOLOGY by John Dewey, the father of 'progressive education' was published.(University of Chicago Press: Chicago, 1896). This was the first American textbook on the
 
“revised” subject of education. Psychology would become the most widely-read and quotedtextbook used in schools of education in this country. Just prior to the publication of his landmark  book, Dewey had joined the faculty of the Rockefeller-endowed University of Chicago as head of the combined departments of philosophy, psychology and pedagogy (teaching). In that same year,1895, the university allocated $1,000 to establish a laboratory in which Dewey could apply psychological principles and experimental techniques to the study of learning. The laboratoryopened in January 1896 as the Dewey School, later to become known as The University of ChicagoLaboratory School. Dewey thought of the school as a place where
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his theories of education could be put into practice, tested, and scientifically evaluated….…Dewey… sought to apply the doctrines of experience and experiment to everyday lifeand, hence, to education... seeking via this model institution to pave the way for the“schools of the future.” There he had put into actual practice three of the revolutionary beliefs he had culled from the new psychology: that to put the child in possession of hisfullest talents, education should be active rather than passive; that to prepare the child for a democratic society, the school should be social rather than individualist; and that toenable the child to think creatively, experimentation rather than imitation should beencouraged.20th Century: Seventy years later, the carefully laid plans to change America from a sovereign,constitutional republic with a free enterprise economic base to just one of many nations in aninternational socialist (collectivist) system (New World Order) are apparent. Only a dumbed down population, with no memory of America’s roots as a prideful nation, could be expected to willinglysuccumb to the global workforce training planned by the Carnegie Corporation and the John D.Rockefellers, I and II, in the early twentieth century which is being implemented by the UnitedStates Congress in the year 1999.1902 The general Education Board (GEB) was incorporated by an act of the United StatesCongress. Approved January 12, 1902, the General Education Board was endowed by Mr. John D.Rockefeller, Sr., for the purpose of establishing an educational laboratory to experiment with earlyinnovations in education.1913 John D. Rockefeller, Jr.'s Director of Charity for the Rockefeller Foundation, Frederick T.Gates, set up the Southern Education Board (SEB), which was later incorporated into the GeneralEducation Board (GEB) in 1913, setting in motion “the deliberate dumbing down of America.” TheCountry School of Tomorrow: Occasional Papers No. 1 (General EducationBoard: New York, 1913)written by Frederick T. Gates contained a section entitled “A Vision of the Remedy” in which hewrote the following:
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Is there aught of remedy for this neglect of rural life? Let us, at least, yield ourselves tothe gratifications of a beautiful dream that there is. In our dream, we have limitlessresources, 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 tomake 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 wecherish even the humbler ambition to raise up from among them lawyers, doctors, preachers, politicians, statesmen, of whom we now have ample supply.1914 A resolution was passed by the normal school section of the National Education Association atits annual meeting in St. Paul, Minnesota in the year 1914. An excerpt follows:
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We view with alarm the activity of the Carnegie and Rockefeller Foundations—agenciesnot 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 trueacademic freedom and defeat the primary purpose of democracy as heretofore preservedinviolate in our common schools, normal schools, and universities.1918 Carnegie and Rockefeller Foundations planned the demise of traditional education in 1918.Rockefeller’s focus would be national education; Carnegie would be in charge of internationaleducation.1921 The late Professor Carroll Quigley of Georgetown University described the CFR as “a frontfor J.P Morgan and Company in association with the very small American Round Table Group.”Quigley further commented:
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The board of the CFR have carried ever since the marks of their origin…. There grew upin the 20th century a power structure between London and New York which penetrateddeeply into university life, the press, and the practice of foreign policy…. The American branch of this “English Establishment” exerted much of its influence through fiveAmerican newspapers (New York Times, New York Herald Tribune, Christian ScienceMonitor, Washington Post, and the late lamented Boston Evening Transcript).Arthur Schlesinger, Jr., penned a tome entitled A Thousand Days in 1965 in which he wrote that
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the New York financial and legal community was the heart of the Americanestablishment….Its front organizations [were] the Rockefeller, Ford and Carnegiefoundations and the Council on Foreign Relations.1922 On December 15, 1922 The Council of Foreign Relations endorsed world government.1925 The International Bureau of Education, formerly known as the Institute Jean-JacquesRousseau, was established in 1925 with a grant from the Rockefeller Foundation. The Bureau
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