Continuation of: Hey Teacher: Leave Those Kids Alone!

This article is a continuation of Chapter 4 of Mind Control: World Control - The Encyclopedia of Mind Control by Jim Keith

The beginning of the chapter can be found Here:

In the middle of the last century a member of the secret Skull and Bones society, following in the Prussian tradition, set in motion an American educational revolution that has subverted the entire system toward the goals of the New World Order. That man was Daniel Coit Gilman, first president of Johns Hopkins University and of the Carnegie Institution. Gilman studied Hegelian philosophy at the University of Berlin in 185455. Also at the University of Berlin during this time was the earlier mentioned Wilhelm Wundt, who was key in applying Hegelian-styled psychology to the world.

Gilman came from a family of Bonesmen and, after he returned from Germany, in 1856 became treasurer of Skull and Bones. Simultaneously, Gilman became assistant librarian at Yale, and was appointed to the position of head librarian two years later.
During the same period Skull and Bones covertly took over the administration of Yale University, with the presidency of the school from that period forward turned over to a succession of illuminized Bonesmen. According to The Iconoclast (October 13, 1873),
"They have obtained control of Yale. Its business is performed by them. Money paid to the college must pass into their hands, and be subject to their will. No doubt they are worthy men in themselves, but the many whom they looked down upon while in college, cannot so far forget as to give money freely into their hands. Men in Wall Street complain that the college comes straight to them for help, instead of asking each graduate for his share. The reason is found in a remark made by one of Yale's and America's first men: 'Few will give but Bones men, and they care far more for their society than they do for the college.' The Woolsey Fund has but a struggling existence, for kindred reasons... Here, then, appears the true reason for Yale's poverty. She is controlled by a few men who shut themselves off from others, and assume to be their superiors..."
Gilman met with Frederick T. Gates, who ran Rockefeller's foundations, and he implored him to set up the Southern Educational Board, merging the Slater and Peabody funds. Gilman called the foundation the General Education Board—signaling his intentions. The organization was later renamed The Rockefeller Foundation. [2]
Gilman was the first president of Johns Hopkins University, and he carefully chose for the faculty members from the Skull and Bones and other groups of the Hegelian stripe. Among those was G. Stanley Hall, the first of Wundt's American students to make a mark. Hall's training in Leipzig was paid for by a loan from a member of Scroll & Key, sister society to Skull and Bones at Yale. In Leipzig, Hall immersed himself in Hegelian-inspired psychological studies taught by materialist psychologists like Hartmann, Helmholtz, and his greatest influence, Wundt. Returning to America in 1883, he took over the psychological laboratory at the new Johns Hopkins, and started the American Psychological Association and the American Journal of Psychology. According to Hall, "The psychology I taught was almost entirely experimental and covered for the most part the material that Wundt had set forth in the later and larger edition of Physiological Psychology." [3]
In 1889 Hall was chosen as the first president of the newly established Clark University in Worcester, Massachusetts. Hall was the mentor of one of the most influential names in American education of this century: John Dewey.
Dewey studied under Hall at Johns Hopkins, moving on to teach at the universities of Michigan and Minnesota. Another major influence upon Dewey was the Hegelian philosopher George Sylvester Morris, who had received his doctorate from the University of Berlin. According to Dewey, echoing the sentiments of his Prussian mentors,
"There is no god, and there is no soul. There are no needs for the props of traditional religion. "With dogma and creed excluded, then immutable truth is also dead and buried.
"There is no room for fixed, natural law or permanent moral absolutes." [4]

Dewey published the first American textbook on Hegelian philosophy as applied to the Wundtian psychological innovations in his book Psychology. In 1895 he joined the faculty at the Rockefeller-funded University of Chicago, heading the philosophy, psychology, and teaching departments, and establishing an education laboratory called the Dewey School, later known as the Laboratory School of the University of Chicago.
Dewey followed the Wundtian example in his insistence that education was not the teaching of mental skills such as reading and writing, but in the channeling of raw experiences to the evolving mind of the child; a sort of psychic Skinner's box version of education. The traditional role of the teacher as educator was replaced by the teacher as shrink, socializer, eugenicist and herald of the coming world superstate. Dewey believed that the purpose of public schools was to "take an active part in determining the social order of the future... according as the teachers align themselves with the newer forces making for social control of economic forces." [5]

Dewey also remarked that "The school is primarily a social institution. Education being a social process, the school is simply that form of community life in which all those agencies are concentrated that will be most effective in bringing the child to share in the inherited resources of the race, and to use his own powers for social ends. Education, therefore, is a process of living and not a preparation for future living." [6]

For Dewey, the issue was always how the child related to the State, rather than how the State related to the child.
Another student of Wundt, who was to prove to be perhaps the most successful popularizer of the new psychology that abolished the psyche, was James McKeen Cattell. Cattell was Wundt's assistant in Leipzig in the years 1883-86, receiving his Ph.D. from the grand old man in 1886. Lecturing in Cambridge in 1887, Cattell met and was converted to Social Darwinism by Darwin's cousin, the English psychologist Francis Galton, the man responsible for the popularization at the beginning of this century of the science of eugenics and selective breeding.
In 1887 Cattell established at the University of Pennsylvania a psychological laboratory of the Wundtian mold, then moved on in 1891 to head the new psychology department at Columbia University. Cattell was tremendously influential in disseminating the new overtly materialistic psychology, and did so by establishing a host of magazines, including The Psychological Review, Science, Scientific Monthly, and School and Society. He also published reference works including American Men of Science, Leaders in Education, and The Directory of American Scholars, an effective strategy for screwing Wundtian-school psychologists into the mainstream of American thought.
Another of Cattell's questionable feats was the abolition of the use of phonics methods for teaching reading. Cattell popularized the "Look-Say" method of teaching reading, a technique that according to some sources had been invented by Thomas Hopkins Gallaudet for teaching the deaf. Although Gallaudet was not a member of Skull and Bones, two of his sons attended Yale and were initiated into the secret society.
Following upon the insight of Gallaudet in teaching the deaf, Cattell came to the conclusion that the direct memorization of words would increase literacy if applied to normal students. Experience in subsequent years has not proven this to be the case, obviously, and one byproduct of Cattell's advocacy of the "Look-Say" theory is that as we approach the 21st century millions of American adults cannot read or write at all.
The whole story about Gallaudet may in fact be a sanitization of what actually happened. Educator John Taylor Gatto attributes the "Look-Say" method to the Prussian system of schooling, where this system of not-teaching-reading was used essentially to disadvantage all but the privileged class. Gatto says, "So they figured out that by replacing the alphabet system of teaching reading we teach sounds. (The Prussian System was a whole sentence system, rather than a whole word system. You memorize whole sentences.) If they could get the kids and keep them from reading well for the first six and seven years, then it didn't matter after that. They had broken the link between printed information." [7]
Possibly the most effective Trojan horse for injecting the Wundtian theory of man-as-machine into the American educational establishment was an individual, James Earl Russell, who studied under and received his doctorate from Wundt in 1894. Russell became dean of the New York College for the Training of Teachers, which he would run for thirty years while heavily weighting its faculty with practitioners of the Wundtian school, at the same time turning it into the largest institution for the training of teachers in the country. Another luminary in the shrink-wrapping of American education was Edward Lee Thorndike, who studied with Wundtians Armstrong and Judd at Wesleyan University, graduating in 1895. Thorndike moved on to Columbia University, where he specialized in studying animals in "puzzle box" mazes, finally finding his niche at Teachers College under Russell.
According to Thorndike, teaching was "The art of giving and withholding stimuli with the result of producing or preventing certain responses. In this definition the term stimulus is used widely for any event which influences a person,—for a word spoken to him, a look, a sentence which he reads, the air he breathes, etc. etc. The term response is used for any reaction made by him, —anew thought, a feeling of interest, a bodily act, any mental or bodily condition resulting from the stimulus. The aim of the teacher is to produce desirable and prevent undesirable changes in human beings by producing and preventing certain responses. The means at the disposal of the teacher are the stimuli which can be brought to bear upon the pupil, —the teacher's words, gestures, and appearance, the condition and appliances of the school room, the books to be used, and objects to be seen, and so on through a long list of the things and events which the teacher can control." [8]
Thorndike further stated,
"Studies of the capacities and interests of young children indicate the advisability of placing little emphasis before the age of six upon either the acquisition of those intellectual resources known as the formal tools —reading, spelling, arithmetic, writing, etc. —or upon abstract intellectual analysis...
"Despite rapid progress in the right direction the program of the average elementary school is too narrow and academic in character. Traditionally the elementary school has been primarily devoted to teaching the fundamental subjects, the three R's, and closely related disciplines... Artificial exercises, like drills on phonetics, multiplication tables, and formal writing movements, are used to a wasteful degree. Subjects such as arithmetic, language, and history include content that is intrinsically of little value. Nearly every subject is enlarged unwisely to satisfy the academic ideal of thoroughness. That the typical school overemphasizes instruction in these formal, academic skills as a means of fostering intellectual resources... is a justifiable criticism... Elimination of unessentials by scientific study, then, is one step in improving the curriculum." [9]
The emphasis by Thorndike and his fellows on the "socialization" of the student—in fact the subjugation of the student to the social order—as opposed to the teaching of specific skills, is another factor that has led to a general breakdown of literacy in the United States, while at the same time providing no noticeable increase in the ability to socialize—in fact, obviously the contrary.
Thorndike believed that, "Education is interested primarily in the general interrelation of man and his environment, in all the changes which make possible a better adjustment of human nature to its surroundings."
This is another important aspect of Thorndike's and all of the other latter-day Wundtians' philosophies. Man is an animal who must adapt to the environment, that is, the social system and political regime, rather than adapting the environment to his own vision. Man is to be conditioned to accept the circumstances that he finds himself in, not learn to change them. Again, the controlling elite have no qualms about changing society or the environment to conform to their own whims—even if it takes 'dozing a rainforest—it is only the rebellious public-schooled who must have the devastating defect of individuality brainwashed out of them. The socialization techniques used by the Wundtians create robots, not sociable people.
Working out of the Teachers College at Columbia University and the later-established Lincoln School, and dependent upon a steady infusion of Rockefeller money, the major lights in the field of Wundtian psychology, including Thorndike, Cattell, Russell, and Dewey, kick-started "educational" psychology, remaking the face of American schooling. And many of these disciples of Wundt were very straightforward in proclaiming that the purpose of educational psychology was the creation of a New World Order.
By the 1950s the Teachers College was indisputably the most powerful force in education in America, with approximately one third of all school presidents and deans, and one fourth of all American teachers accredited there. It must have been reassuring to the Rockefellers and their ilk to see that materialistic psychology and education had won, and was now accepted as the norm in American school systems.

END NOTES:
1. Gatto, John Taylor, "Origins & History of American Compulsory Schooling," an interview conducted by Jim Martin, Flatland magazine number 11
2. Sutton, Antony C., America's Secret Establishment. (Billings, Montana: Liberty House Press, 1986); Mullins, Eustace, The Curse of Canaan. (Staunton, Virginia: Revelation Books, 1987)
3. Hall, G. Stanley, Cited in Sutton
4. Dewey, John. Cited in Ralph A. Epperson. The New World Order. (Tucson, Arizona: Publius Press, 1990)
5. Lionni; Sutton; Dewey, John. Quoted in Allen, Gary, "Hands off our Children!," American Opinion, volume XVIII, No. 9, October, 1975
6. Dewey, John, My Pedagogic Creed, cited in Sutton
7. Gatto
8. Thorndike, Edward L., The Principles of Teaching Based on Psychology. (New York: A.G. Seiler, 1925)
9. Thorndike, Edward L., and Arthur I. Gates, Elementary Principles of Education. (New York: Macmillan, 1929)