The Devil Behind The School System, Medical System & HBCU's

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Saw some of this brother's stuff posted on here and I had to share this after seeing some videos.


John D. Rockefeller. Chief cac of modern america

“In our dreams, people yield themselves with perfect docility to our molding hands. The present education conventions of intellectual and character education fade from their minds and unhampered by tradition we work our own good will upon a grateful and responsive folk. We shall not try to make these people or any of their children into men of learning or philosophers, or men of science. We have not to raise up from them authors, educators, poets or men of letters, great artists, painters, musicians, nor lawyers, doctors, statesmen, politicians, creatures of whom we have ample supply. The task is simple. We will organize children and teach them in a perfect way the things their fathers and mothers are doing in an imperfect way.


~ First mission statement of the J.D. Rockefeller-endowed General Education Board in 1906

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No one amassed more wealth more quickly than J.D. Rockeller through his oil interests. In the early 1900’s he amassed the equivalent of $663 billion in today’s dollars.

Other emergent industrialists created great wealth for themselves with legendary names like J.P. Morgan, Carnegie, Mellon, Guggenheim,Vanderbilt, Peabody and Ford. Today we know them by the foundations they created, totaling over $550 Billion in todays dollars, and by their vast corporate holdings and businesses (Chase Bank, Ford Motor Company, J.P. Morgan Bank, Rockefeller Center, Carnegie Hall, etc.).


With their incredible sudden wealth also came enormous tax bills. Their solution was to create for themselves, with the help of bought politicians, tax-exempt non-profit organizations or NGO’s. In 1900, there were 21 corporate NGO’s and by 1990, some 50,000 had spawned. Through the creation of the NGO’s not only could they shelter wealth but were also able develop a new science called “Scientific-Social Engineering” to influence federal, state and local politicians and the public at large for their own wishes,desires and needs.

Through newly created social propaganda campaigns, created by the likes of Walter Lipmann and Edward Bernays, the Fathers of Marketing and Propaganda respectively, they were able to regularly sell the public at will on the idea that their NGO’s were solely philanthropic and for the good of all.

These ‘Titans of Industry’, as the PR men dubbed them, were at the top and the planned to stay at the top for generations to come. Their strategy was to keep the working middle class from ever rising to power through controlling of the public education systems in the United States. When you are at the top you spend a lot of time and money making sure you stay at the top and the last things these Robber Barons would allow is for the uprising of the middle class into their hierarchy.

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At the same time as Henry Ford was developing the assembly line for mass quantity automobile production, J.D. Rockefeller was extracting and selling ever greater quantities of oil to be used in automobiles. It is a little known fact, possibly due to Rockefeller’s influence as to our U.S. history, that the first Model A’s and T’s that came off the Ford assembly lines had a simple switch where the autos could run on either alcohol or gasoline. This was because at the time, in the early 1900′s, we were and Agrarian Society, with few gas stations across the country. Ford’s cars allowed drivers to be able to get alcohol fuel from farms across the country.


When J.D. Rockefeller could not convince Mr. Ford to produce his cars to run only on oil, he along with Joseph Kennedy, (JFK and RFK’s Father) manufactured the era of Prohibition in the 1920′s so that every new car would be forced to run on his oil and he used his newly created PR firms to sell the country that Prohibition was solely a social issue.

In 1936, Rockefeller’s Standard Oil of California, Firestone Tires, General Motors and Mack Trucks created the fictitious ”United Cities Motor Transport Company” which succeeded in buying up most electric trains in cities from Seattle to Philadelphia so that everyone would then have to use personal automobiles for transportation.

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In 1954, a special Congressional Committee investigated the interlocking web of tax-exempt foundations to see what impact their grants were having on the American people

. The Reece Committee, as it became known, stumbled onto the fact that some of these foundations had embarked upon a gigantic project to rewrite American history and incorporate it into new school text books.


Norman Dodd, the Reece committee’s research director, found, in the archives of the Carnegie Endowment for International Peace, the following remarkable statement of purpose:

“The only way to maintain control of the population was to obtain control of the education in the U.S. They realized this was a prodigious task so they approached the Rockefeller Foundation with the suggestion that they go in tandem so the portion of education which could be considered domestically oriented would be taken over by the Rockefeller Foundation, and the portion which was oriented to international matters be taken over by the Carnegie Endowment.”

Dodd proceeded to show that the Ford Foundation, Rockefeller Foundation, and Carnegie Endowment were using funds excessively on projects at Columbia, Harvard, Chicago University and the University of California, in order to enable oligarchical collectivism.

Dodd further stated:

“The purported deterioration in scholarship and in the techniques of teaching which, lately, has attracted the attention of the American public, has apparently been caused primarily by a premature effort to reduce our meager knowledge of social phenomena to the level of an applied science.”

Mr. Dodd’s research staff had discovered that in 1933-1936, a change took place which was so drastic as to constitute a revolution.”

The Reece Commission also indicated conclusively that:

• The responsibility for the economic welfare of the American people had been transferred heavily to the Executive Branch of the Federal Government.
• That a corresponding change in education had taken place from an impetus outside the local community.
• That this “revolution” had occurred without violence and with the full consent of an overwhelming majority of the electorate.

Mr. Dodd stated that this revolution “could not have occurred peacefully or with the consent of the majority, unless education in the United States had been prepared in advance to endorse it.”

According to Mr. Dodd, grants given to these Foundations had been used for:

– Training individuals and servicing agencies to render advice to the Executive branch of the Federal Government.

– Directing education in the United States toward an international view-point and discrediting the traditions to which it (formerly) had been dedicated.

– Decreasing the dependency of education upon the resources of the local community and freeing it from many of the natural safeguards inherent in this American tradition.

– Changing both school and college curricula to the point where they sometimes denied the principles underlying the American way of life.

– Financing experiments designed to determine the most effective means by which education could be pressed into service of a political nature.”

Mr. Dodd cited a book called “The Turning of the Tides”, which documented the literature from various tax-exempt foundations and organizations like UNESCO, showing that they wished to install a centralized World Government.

The Reece Commission quickly ran into a buzzsaw of opposition from influential centers of American corporate life. Major national newspapers hurled scathing criticisms, which, together with pressure from other potent political adversaries, forced the committee to disband prematurely without action.[/QUOTE/
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“Schools were designed by Horace Mann and others to be instruments of the scientific management of a mass population.” John Taylor Gatto author of “Weapons of Mass Education”

The advent of compulsory education in the United States originated out of Prussia, which was within the area of modern Germany today. The Prussian Monarchy divided the education system into three groups: those who were to make policy: those who would assist the policy makers, the engineers, doctors, lawyers and architects; and the rest would be the common laborers.

The Rockefeller-endowed Lincoln Experimental School at Columbia Teachers College was the testing ground for Harold Rugg’s series of textbooks, which moved 5 million copies by 1940 and millions more after that. In these books Mr. Rugg advanced this theory:

“Education must be used to condition the people to accept social change… The chief function of schools is to plan the future of society.” Like many of his activities over three vital decades on the school front, the notions he had put forth in The Great Technology (1933), were eventually translated into practice in urban centers. He advocated that the major task of schools be seen as “indoctrinating” youth, using social “science” as the “core of the school curriculum” to bring about the desired climate of public opinion. Some attitudes Rugg advocated teaching were reconstruction of the national economic system to provide for central controls and an implantation of the attitude that educators as a group were “vastly superior to a priesthood” and to “create swiftly a compact body of minority opinion for the scientific reconstruction of our social order”.

Charlotte Thomson Iserbyt, former Senior Policy Advisor in the Office of Educational Research and Improvement (OERI) in the U.S. Department of Education during the Reagan Administration recited in her excellent book, “The Deliberate Dumbing Down of America” a speech Congressmen John M. Ashbrook delivered before Congress on July 18, 1961 entitled, “The Myth of Federal Aid to Education without Control” (Congressional Record: pp. 11868-11880):

“That there was any doubt of the Federal bureaucrats’ intentions in this matter was laid to rest with the discovery of a Health, Education, and Welfare publication, “A Federal Education Agency for the Future”, which is a report of the Office of Education, dated April 1961… I feel that its pronouncements are a blueprint for complete domination and direction of our schools from Washington. The publication was not popularly distributed, and there was some difficulty obtaining a copy.

Fifty-six pages of findings contain recommendations which call for more and more Federal participation and control and repeatedly stress the need for Federal activity in formulating educational policies. It recommends a review of teacher preparation, curriculum and textbooks. It calls for an implementation of international educational projects in cooperation with UNESCO in the United Nations and ministries of education abroad”. (page 62)

Alot of things i didn't know about