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G. Edward Griffin: The Future is Calling - The Future is Calling Part One PDF Print E-mail
Commentary/Politics - Guest Commentaries
Written by G. Edward Griffin   
Tuesday, 12 May 2009 14:20


THE REAL PURPOSE OF MODERN EDUCATION
In 1932, the Commission released its first report entitled A Charter for the Social
Studies in the Schools, which proclaimed its goals. This was followed in 1934 by its
Conclusions and Recommendations. Here are a few examples from that report. Please note
that, while this was written in the style of academic literature, it was created to the precise
specifications of those who paid the bill. It must not be overlooked that, although these men
held doctorates in history, they were writers for hire. They undoubtedly believed in the
desirability of collectivism – that’s the reason they were chosen in the first place. Their
mission, however, was, not to write past history objectively, but to present it in such a way
as to create attitudes so as to influence future history.  In other words, they viewed
themselves as social engineers and were propagandists for their benefactors. 
The commission could not limit itself to a survey of text-books, methods of
instruction and schemes of examination, but was compelled to consider the
conditions and prospects of the American people as a part of world civilization now
merging into a world order. ... The American civilization is passing through one of
the great critical ages of history, is modifying its traditional faith in economic
individualism and is embarking on vast experiences in social planning and control.
...
Under the moulding influence of socialized processes of living ... there is a
notable waning of the once widespread popular faith in economic individualism; and
leaders in public affairs, supported by a growing mass of the population, are
demanding the introduction into economy of ever-wider measures of planning and
control. ... Cumulative evidence supports the conclusion that, in the United States as
in other countries, the age of individualism and laissez faire in economy and
government is closing and that a new age of collectivism is emerging. ...
Almost certainly it will involve a larger measure of compulsory as well as
voluntary cooperation of citizens in the conduct of the complex national economy. A
corresponding enlargement of the function of government and in increasing state
intervention in fundamental branches of economy previously left to individual
discretion. ... The actually integrating economy of the present day is a forerunner of
a consciously integrated society in which individual economic actions and individual
property rights will be altered and abridged. ...

The emerging economy will involve the placing of restraints on individual
enterprise, propensities, and acquisitive egoism in agriculture, industry and labor and
generally on the conception, ownership, management, and use of property.  ...
Organized public education ... is now compelled, if it is to fulfill its social
obligations, to adjust its objectives, its curriculum, its methods of instruction and its
administrative procedures to the requirements of the emerging integrated order. ...
From this point of view, a supreme purpose of education in the United States ... is
the preparation of the rising generation to enter the society now coming into being.1
If you have been puzzled by the bizarre results of government controlled education
since World War II, please go back and read that summary again. Many exposés have been
written about progressive education, the demise of national pride, and the dumbing down of
America, but none do a better job explaining it than the words of the founders themselves.
These Conclusions and Recommendations were not unanimously endorsed by the
sixteen-member commission. Several of the group refused to sign because they thought the
concepts were too radical. Others had no problem with the concepts but disliked the
recommended curriculum. Their minority dissent, however, was of little consequence and
soon forgotten. 
Reactions outside academia were more dramatic. Headlines in the New York Times
blasted: “Collectivist Era Seen in Survey, Transition from Individualist Age Under Way.”
The New York Herald Tribune carried a similar story. An editorial in the New York Sun on
May 23 was entitled “Propaganda in Education.” The following year, the Philadelphia
Evening Bulletin carried a story entitled “Breeding Communism.”2 
In spite of a few outbursts of public indignation, the news value of this story soon
faded, and Progressive Education continued a steady, unchallenged march of conquest over
public education, while being quietly funded from behind the scenes by the Carnegie
Endowment Fund and other powerful tax-exempt foundations under the appearance of
philanthropy. 
Now let’s go to the words of Norman. Dodd, as he described these events before our
cameras in 1982. He said: 
This group of twenty historians eventually formed the nucleus of the
American Historical Association. Then toward the end of the 1920’s the Endowment
grants to the American Historical Association $400,000 [a huge amount of money in
those days] for a study of history in a manner that points to what this country can
look forward to in the future. That culminates in a seven-volume study, the last
volume of which is a summary of the contents of the other six. And the essence of the

last volume is, the future of this country belongs to collectivism, administered with
characteristic American efficiency.3

Now we must turn off our time machine for a few moments and deal with this word
collectivism. You are going to hear it a lot. Especially if you delve into the historical papers
of the individuals and groups we are discussing, you will find them using that word over and
over. Although most people have only a vague concept of what it means, the advocates of
collectivism have a very clear understanding of it, so let’s deal with that now.

1 Point of order, Professor Counts: Property rights ARE human rights. (Author)
1  Quoted by Baldwin, op. cit., pp. 137 – 140.
2 Quoted by Ronald W. Evans, The Social Studies Wars; What Should We Teach the Children? (New York: Teachers
College Press, 2004), p. 58.
3  The complete transcript of Mr. Dodd’s testimony may be downloaded at no charge from the web site of Freedom
Force International, www.freedom-force.org. The video from which this wmay be obtained from The Reality Zone web site, www.realityzone.com.