Indoctrinating Our Children to Death

Purchase Indoctrinating Our Children to Death

December assignment:

  • Read the first 100 pages

January assignment:

  • Read to end of book

Discussion Topics with Links

Camp Constitution Downloads

Foundations Learning Center – Matthew’s Substack

Study Guide

Origins and Indoctrination in American Public Education

This guide reviews the key historical figures, ideological underpinnings, and systemic issues
concerning the current American public education system, drawing on the source material.

I. Historical Origins and Foundational Ideology

  • A. The Genesis in Collectivism
  1.  New Harmony
    • Description: A defunct communist commune established in Indiana in the 1820s.
    • Significance: Its quick failure led advocates (Owenites) to believe the problem was that inhabitants had not been properly socialized and “educated” to be collectivists from childhood.
  2. Robert Owen
    • Description: Welsh Utopian who founded New Harmony and explicitly rejected Christianity and private property.
    • Significance: Advocated for a national education system focused on the “formation of character”. His ideas influenced the totalitarian Prussian system.
  3. The Prussian Model
    • Description: The first national education system based on statist ideals (education of the state, by the state, and for the state).
    • Significance: Included mandatory schooling and segregation of children by age. This system became the model for Massachusetts and later the U.S..
  4. Horace Mann
    • Description: Ambitious lawyer and politician who imported the Prussian model to Massachusetts, establishing the first state “Board of Education” in 1837.
    • Significance: His goal was rooted in collectivism, intending to “equalize the conditions of men” and eradicate poverty. He also worked to destroy the Christian roots of education in the state.
  • B. Early American Education Contrast
  1. Old Deluder Satan Act (1640s) escription: Early North American education laws mandating literacy.
    • Contrast: Founded on the belief that Satan’s chief project is to “keep men from the knowledge of the Scriptures,” requiring reading ability to prevent deception rooted in ignorance of the Bible.

II. Progressive Takeover and Ideological Foundations

  • A. John Dewey and Humanism
  1.  John Dewey
    • Description: Founding father of the “progressive” public education system.
    • Goal: Sought to fundamentally transform the U.S., arguing education must bring about a “new social order” that looked more like the Soviet Union. He advocated for total state control of education.
  2. Humanist Manifesto (First)
    • Description: A religious document signed by Dewey.
    • Key Tenets: Asserted the universe is “self-existing and not created” and fused atheism with a devotion to socialism and collectivism.
  3. Religious Transformation
    • Concept: Dewey and his allies established a “religion of secularism” (humanism) in public schools by rejecting God, thereby undermining the belief that rights are inalienable and “endowed by their Creator”.
  • B. Marxist Infiltration and Funding
  1. The Frankfurt School
    • Description: A group of Marxist thinkers promoting “cultural Marxism” who migrated to the U.S. in the 1930s, attaching themselves to Columbia University’s Teachers College with help from Dewey and Rockefeller family funding.
    • Goal: The destruction of traditional religion, sexual morality, and the family.
  2. Major Foundations (Rockefeller, Ford, Carnegie)
    • Role: Poured money into universities to finance the promotion of internationalism, moral relativism, socialism, and collectivist ideas in education.
    • Ultimate Goal (According to Norman Dodd): To use their grant-making power to “so alter life in the United States that it could be comfortably merged with the Soviet Union”.

III. Academic and Behavioral Transformation

A. Undermining Literacy and Rigor

  1. The “Whole Word” Method
    • Description: A method of teaching reading that trains children to treat words as pictographs (sight words) rather than phonetic characters.
    • Significance: Resurrected by John Dewey. It was pushed because academic rigor (the 3 Rs) produced independent individualists, whereas Dewey advocated that children needed to be properly socialized to become functional members of the collective.
  2. Common Core
    • Description: National standards imposed via federal “bribe” money.
    • Critique: Produced “significant negative effects” academically and accelerated the shift toward far-left “social justice” education.

B. Social Engineering and Surveillance

  1. Social and Emotional Learning (SEL)
    • Description: The contemporary mechanism designed to transform children’s values, attitudes, beliefs, and behavior.
    • Goal: To instill radical values (Marxism, critical theory, etc.) to achieve a more “equitable, just, and productive society”.
  2. Big Data and Surveillance
    • Mechanism: Programs like SEL track children’s “affective” (attitude/feeling) characteristics using technology (e.g., “facial expression camera,” “posture analysis seat”).
    • Purpose: To create predictive models of student behavior and determine whether “interventions” are needed to coerce desired government-mandated attitudes.
  3. Critical Race Theory (CRT)
    • Description: An outgrowth of the Frankfurt School’s critical theory.
    • Function: Seeks to divide citizens into “oppressed” and “oppressor” classes based on race, teaching America is “systemically racist.” Its proponents view it as a tool to “divide and conquer” America.

IV. Destruction of the Family Unit

  1. Alfred Kinsey
    • Description: Sexual revolutionary whose fraudulent pseudo-science (based on data collected by pedophiles who abused hundreds of children) laid the foundation for modern sex education.
    • Claim: Posited that children are “sexual beings” from birth and need early, explicit sex education.
  2. Comprehensive Sex Education (CSE)
    • Goal: CSE, promoted by organizations like SIECUS (Sex Ed for Social Change), aims to promote promiscuity, reject moral absolutes, and “divest parents of their moral authority”.
    • Philosophical Basis: Revolutionary thinkers believed that destroying the familial transmission belt of values allows Marxism to take root on the blank canvas created by the destruction of the old order.

V. Recommended Action / Alternatives

  1. Mass Exodus from Government Schools
    • Rationale: The system is not “broken” but is successfully accomplishing its original goal of separating children from God and family, making reform futile. The only true long-term solution is a mass exodus.
  2. Home Education / Christian Education
    • Rationale: Home-educated students perform significantly better academically and socially. True education is rooted in “the fear of the Lord” as the “beginning of knowledge and wisdom”.
  3. Dismantle the System
    • Goal: To “rip the destructive government-school monopoly out by the roots and start again from scratch”, as all government education is inherently religious and unconstitutional.

Timeline of Events

…and Ideological Shifts in American Public Education

17th Century

  • 1640s: Massachusetts Puritans passed the “Old Deluder Satan Act,” requiring universal literacy so citizens could read the Bible and resist deception.

1800-1830s: Collectivist Origins

  • 1800s (Early): Americans were likely the most literate people on the planet. Education was dominated by homeschooling and free-market options.
  • 1813: Robert Owen, a Welsh Utopian who rejected Christianity and private property, published essays on education, influencing the King of Prussia to create the first national education system (the Prussian model).
  • 1820s: Owen established the failed communist commune “New Harmony” in Indiana. Its failure convinced Owenites that mandatory state education was needed to socialize children into collectivism from birth.
  • 1837: Horace Mann and his wealthy backers launched their plan in Massachusetts, establishing the first state “Board of Education” based on the Prussian model. Mann began working to destroy the Christian roots of education.
  • 1837 (Concurrent): Mann oversaw the introduction of the “whole word” method for teaching reading in Boston schools.
  • 1840s: Boston schoolmasters publicly exposed and repudiated the whole-word (look-say) method as “quackery,” limiting its initial damage.

Late 19th Century: The Rise of Dewey

  • 1857: The National Education Association (NEA) was founded.
  • 1898: John Dewey argued in his essay “The Primary Education Fetich” that primary education should de-emphasize the 3 Rs (reading, writing, arithmetic) in favor of socialization and collectivism.
  • Late 1800s/Early 1900s: The Rockefeller General Education Board provided millions to advance Dewey’s educational quackery. Dewey later resurrected the discredited whole-word method.

1900-1950s: Marxism and Humanism Institutionalized

  • 1923: The Marxist Frankfurt School (Institute for Social Research) was established in Germany, promoting “cultural Marxism” aimed at destroying traditional religion, sexual morality, and the family.
  • 1929: John Dewey published glowing reports about the Soviet system’s success in instilling a “collectivistic mentality” through education.
  • 1932: Dewey became the “honorary life president” of the NEA.
  • 1933: Dewey signed the first Humanist Manifesto, rejecting God while embracing collectivism and socialism.
  • 1934: The Frankfurt School migrated to the U.S. and attached itself to Columbia University’s Teachers College with aid from Dewey and Rockefeller money.
  • 1940s (Late): The fraudulent pseudo-science of the Kinsey Reports was published, laying the foundation for modern explicit sex education.
  • 1943: The NEA established the “War and Peace Fund” to lobby for a global “board of education” and world government.
  • 1945: The United Nations Educational, Scientific, and Cultural Organization (UNESCO) was formed, with the goal of weaponizing education to advance globalism and socialism.
  • 1950s (Early): The U.S. Congress commissioned the Reece Committee to investigate major foundations (Rockefeller, Ford, Carnegie), finding they supported subversion and aimed to merge the U.S. with the Soviet Union through control of education.

1960s-2000s: Federalization and Decline

  • 1962/1963: U.S. Supreme Court rulings banned prayer and Bible reading in public schools, effectively establishing a “religion of secularism” (humanism).
  • 1964: SIECUS (now “Sex Ed for Social Change”) was founded, emerging from the Kinsey Institute to promote explicit sexuality education in schools.
  • 1965: The Elementary and Secondary Education Act (ESEA) was signed, opening the floodgates of federal funding and control over K-12 education.
  • 1979: The cabinet-level U.S. Department of Education was established, cementing federal control.
  • c. 1980: The modern homeschooling revolution began its major resurgence in the U.S..
  • 1980: Howard Zinn published “A People’s History of the United States,” a fake history widely used in schools to promote anti-American narratives.

21st Century: Modern Indoctrination and Crisis

  • 2000s-2010s: Federally funded reports revealed that nearly half of Americans were near functional illiteracy.
  • 2010s: The Obama administration, aided by Gates funding, imposed Common Core standards nationwide using “bribe” money and arm-twisting. This standardized “dumbing down” and aligned U.S. education with international schemes.
  • 2012: The U.S. Department of Education published briefs detailing the use of Big Data and Learning Analytics to collect intimate behavioral data on children and “predict future behavior and interest”.
  • 2020: The CCP virus pandemic forced school closures, causing the U.S. homeschooling population to balloon from 3 million to over 55 million children. Global organizations like the WEF and UNESCO began pushing for the permanent acceleration of AI and techno-utopian education.
  • 2021: The Biden administration proposed injecting Critical Race Theory (CRT) and the debunked “1619 Project” ideology into classrooms via federal grants. U.S. Attorney General Garland ordered the FBI to target concerned parents speaking out at school board meetings.

Collectivist Origins of American Public Education

Bibliography with Links