The surrender to modern education: brainwashing

The surrender to modern education: brainwashing

by Jon Rappoport

January 17, 2015

“There is a movement to make children into social animals, but not just that. The objective is to make them good social animals, and better than good—the best and most wonderful, special, special, special social animals… and in the process, to cherish them, to profess great love for them—when love is ALREADY a given. When you pile sloppy sentiment on top of what is already naturally there, you’re selling a child a grotesque counterfeit, and he knows it. He either invents his own false sentiments, in order to have a role in the farce, or he rebels at a deep level. Either way, he’s confused. He doesn’t understand these insane overreaching adults.” (The Underground, Jon Rappoport)

It may be hard for today’s parents to believe, but millions of children in America came through the public education system in the 1940s and 50s, and learned the basics—without a shred of cheery happy rainbow goo-goo decorations and slogans on the walls of classrooms.

Learning as seduction did not exist. Learning as “get the child interested” didn’t exist.

It wasn’t important or necessary to “uplift the child.”

Audio-visual aids were entirely absent.

Nor were teachers concerned with producing little humanitarians. There was no instruction in “getting along” or “relationships.” Or “cooperation.”

No values of any kind were taught. They were learned at home and on the playground, without the presence of teachers.

Children who misbehaved to the point of disrupting the classroom were sent away. Warned, suspended, expelled. Otherwise, behaviorism didn’t exist.

Social agendas? Political agendas? Medical agendas? Psychological agendas? Sex education? Group projects? Expressing feelings? Sharing? Never heard of it.

Teachers taught their subjects. Students learned. That was the beginning and end of school.

Reading, writing, math. No grading on a curve.

There was very little nasty competition. Students wanted to achieve (or they didn’t). They knew how well they were doing by learning the material, and by test grades.

The text books were old-fashioned. Many were used, second-hand. Publishers hadn’t yet invented the scam of peddling new books with “new formulations and methods” every few years.

A text book covered a subject in obvious small increments. New concept introduced; many student exercises, designed to illustrate the concept in action. Then, next new concept, with exercises. And so on.

The teacher would explain each new concept, and show how it worked on the blackboard. The whole class would do some of the relevant exercises from the book.

The remaining exercises would be done as homework. The next day: turn in the homework for grading. Take a quiz on yesterday’s lesson. Go on to a new lesson.

The teachers managed to supervise this process without complaining that it wasn’t creative, without having a nervous breakdown.

Creativity and imagination for the students? This was launched through gaining the rock-solid ability to read a book. A student would read a novel on his own and travel to another world.

Education was simple, straightforward. Yes, it was hard work, and yes, there were deficiencies, particularly in the study of history, and in the absence of instruction in logic, but all in all it worked.

It was understood, in every classroom, that sufficient numbers of drills, exercises, and tests were necessary for learning to take place. There was no way around it.

“We need more money” wasn’t an excuse or a compliant or a justification for failure to teach.

If a student got Fs, he repeated the grade, or went to summer school to catch up. No one was graduated on the basis of mere attendance.

“Self-esteem” didn’t exist. Children weren’t “special.” They certainly weren’t “world citizens.”

Again, no one taught values. That would have been considered meddling. Brainwashing.

The Matrix Revealed

By the 1940s, the agenda of the Carnegie and Rockefeller Foundations had certainly taken hold. There was no instruction in the Constitution. There was no instruction in individual citizenship in a Republic. All that had been wiped out. Courses in art and music were pathetic shadows of the real thing.

Nevertheless, learning took place. Students achieved. They gained confidence. They weren’t viewed as little mind-control objects. Socialization wasn’t a goal.

In my public school, a student could choose to study Latin, beginning in the 7th grade. No one blinked or thought it was strange. It was understood that if you really wanted to understand English, you took Latin.

Then, in the 1960s, a shift occurred. It was planned. Schools (and willing parents) took on the job of teaching children to be good people. That was the prime mission. Learning was a secondary goal. After all, “saving the world” required more good people.

There was just one problem. Children didn’t want to become good people. They wanted to be what they were. They wanted to learn, play, explore, imagine. Children didn’t have a natural social agenda. They hadn’t sprung from the womb with a full-blown ideology. “Greatest good for the greatest number” wasn’t their constant companion.

That devious program (who decides what the greatest good is?) belonged to educators and parents and bureaucrats and foundations and technocrats and Globalists.

Parents were the worst offenders, because they were the closest to their children. They had the greatest impact. If they weren’t really about giving their children freedom and responsibility and power, if they were really interested in creating little living models…they wreaked havoc.

Let’s face it, it’s a dumbshow. Populated by moral tricksters. Opportunists. “How can we intervene and show children how to get along, how to be kind and generous and tolerant and blind to differences between people? How can we educate them to want a better world? How can we blunt their natural curiosity and substitute a perception of vague endless equality? How can we make them into mind-controlled angels? How can we manufacture planetary citizens? Surely, this what children want to be. They just don’t know it. So we’ll bring it out in them.”

The word “educate” comes from the Latin. Duco: I lead. E or ex: Out of, from. To lead from. To educe, “bring out something latent.”

Pretending to educe a fabricated and synthetic quality of “goodness” from children by teaching it and imposing it is a recipe for disaster. It might save the planet, but then the planet would become the Home of the Androids.

Make good little androids, suffer the consequences.

War, at every level.

Jon Rappoport

The author of three explosive collections, THE MATRIX REVEALED, EXIT FROM THE MATRIX, and POWER OUTSIDE THE MATRIX, Jon was a candidate for a US Congressional seat in the 29th District of California. He maintains a consulting practice for private clients, the purpose of which is the expansion of personal creative power. Nominated for a Pulitzer Prize, he has worked as an investigative reporter for 30 years, writing articles on politics, medicine, and health for CBS Healthwatch, LA Weekly, Spin Magazine, Stern, and other newspapers and magazines in the US and Europe. Jon has delivered lectures and seminars on global politics, health, logic, and creative power to audiences around the world. You can sign up for his free emails at or OutsideTheRealityMachine.

31 comments on “The surrender to modern education: brainwashing

  1. I shared this article on my facebook page with the following comment:

    “If you are 70, you will find this interesting. If you are older, you will find it troubling. If you are between 50 and 70 you will find it odd. If you are younger than 50, you will be totally clueless what he is saying and, maybe, quite angry that he said it. If you have any leadership aspirations or responsibilities, especially if you are a teacher or preacher or a position in government at any level, you will find it revolutionary and therefore dangerous.”

    • If you don’t mind, I will copy and paste your comment onto my Facebook to ensure people get the point clearly the way you’ve said it about different age groups who read this.

    • Barbara says:

      I’m in the 50 to 70 age group and it’s how I remember it at school. Not odd at all. How old are you and why do you think people my age would think it was odd?

      • arcadia11 says:

        it is an invalidating statement intending to rigidly categorize
        or incapacitate others and cause them to feel less than he is and
        less-than in general.

        thanks for responding.

      • Tom_12 says:

        I’m with you on this one. I do not think it odd. That educational system that Jon describes “put” a man in Space and some stuff on the Moon.

        But if you want to sell a lot of books to kids then you need to modernize the educational system none-stop. Because each new edition is so much better and more expensive and useless than the last edition. Publisher wins, kids lose and the parents are in debt.

  2. It saddens me,deeply, the see what common core is doing,
    Jon, im sure you’ve been there, to the point the mind is so aware of things, one does not know what to say. Reading your writing a long time sir. My God what you have endured.
    Thank you for you.

    • Eileen K. says:

      It saddens me also, since I had my education in private Christian academies in both primary and secondary levels; learned the basics – reading, writing, math – and I also learned local English (that, by just listening). I also learned history, both in primary and secondary school, along with Latin, French, and the sciences.
      Common core is a complete fraud; it throws traditional learning out the window and turns the young into automatons, reminiscent of Communist nations. The USSA is fast becoming a Communist nation, similar to the now defunct USSR. This nation and Russia have switched ideologies, and this is absolutely disastrous, as well as unnecessary. The nation must return to its roots as a Constitutional Republic and return education to the states and local communities.

      • Tom_12 says:

        I come from that educational system. The Catholic Educational system was top of the line in the 60-70’s. Then it was slowly killed off.

  3. From Québec says:

    The only goal for this education is to manufacture obedient slaves that will either fight the Elites wars or will willingly go to Fema camps to be killed by psychopats murderers who want the world all to themselves.

    “I warn you that when the princes of this world start loving you it means they are going to grind you up into battle sausage.”
    ― Louis-Ferdinand Céline

  4. Dave Flang says:

    What is really rigged is the stupid government schools producing stupid students that are really brain dead. Atheist education costs tax payers over $6,000 per student while private, home and Christian costs $1,000 per student. The atheist NEA wouldn’t dare to compare test scores for there failing losers against the scores of students from a real education.

    Legally Stupid Play List, Randy Murray, former teacher who was fired for not passing students failing his English class

    In Chapter 8, Murray writes how the Orwell approach is in the public schools today.

    Police State USA: How Orwell’s Nightmare is Becoming our Reality

    The Seven Deadly Sins of Public Education

    * Whole Language/Learning 1600 words by 4th grade. Phonics 24,000 words by 4th grade.
    * Holistic Grading
    * Failure ignored to protect self-esteem.
    * Learning Disability Labels
    * Assumed minorities not capable based on a low test score.
    * Learning Styles Labels
    * Laziness protected
    * Group Learning
    * AG student surrounded by LDLs who copy answers during test.
    * Thematic Visualization
    * Play and draw without learning.
    * Block Scheduling
    * Class time reduce from 135 hours to 75.

    34 School shooters/school related violence committed by those under the influence of psychiatric drugs

    Now the schools are using the mouse and cheese method.


  5. omanuel says:

    There are encouraging signs now that Climategate will soon be resolved and we will finally reap the benefits that Lord Aston promised mankind ninety-two years ago:

    • omanuel says:

      From Dec 1922 until Jan 2015 = 92 years ago, Aston promised mankind had at his disposal “powers beyond the dreams of scientific fiction.” See the last paragraph of Lord Aston’s 1922 Nobel Lecture.

  6. Centinel2012 says:

    Reblogged this on Centinel2012 and commented:
    A good analysis of whats wrong with government controlled education.

  7. Sherlock says:

    Today, imagination and curiosity are rewarded with doses of Ritalin.
    We are living in a left-brained society with schools producing more left-brained individuals.

    Even their IQ tests don’t really measure imagination, creativity, intuition, etc.
    For example, the answer in the following question could be any of the 4 listed.(with a good explanation).”One of these things doesn’t belong. Which is it?.”Computer”, “Typewriter”, “Cell phone”, “Post-it notes”.

    Unfortunatly, for every tests, you must always give the answer they want. If I know that “Post-it notes” is the answer wanted, I guess the reason is because I have been “left brained” by the system.

  8. theodorewesson says:

    It keeps getting worse,…

    Meet The Classroom Of The Future

    • From Québec says:

      Good Grief! Dozen of WiFi laptops close to young kids at school? This is criminal. These kids will die young with cancer.

      • theodorewesson says:

        Oh yeah, you’re right! I forgot about that fact. Just that fact alone! Never mind the “teaching” talked about in the article!

      • ozziethinker says:

        Is this a subliminal “pop” at Tesla’s ether electricity?

        The “New Age” has been attacking “technology” from conception. That was courtesy of “Satanist” Alice Bailey.

        If Wi-Fi does act as the catalyst to trigger our dormant internal funguses, it will be the fault of the frequency…

  9. ozziethinker says:

    I read comments and only “blame game” resounds. Nevertheless, not without virtue.

    We see as we have always seen (certainly after all the mystery schools were abolished in favour of reductionism) profiling and cognitive programing.

    It I said, you atomic tables are crap and do nor work, even this “cultured audience” would throw a wobbly. Atomic tables are great at expressing reductionism, but has anyone ever challenged whether, say, ALL Iridium is the same. Ah, but if Iridium is “sometimes” different that reality you all know and love crashes in heap – the bubble is burst!

    You and they have become prisoners of reductionist diktat. Science tables now have a greater hold than the Bible. That’s the problem, when push comes to shove, no one (or next to no one) can think “outside the box”.

  10. The Author says:

    Reblogged this on Reality Bytes and commented:
    I am reblogging this not because I necessarily agree with it but because I want to answer it in my next post and it will be easier to understand my answer if you have read it…

  11. drketedc says:

    Some changes are good. I’m glad beating children is no longer practiced in schools. Unfortunately, browbeating and bullying still exists. I also like the idea of innovations to help kids who see the world differently. The trouble is, these tricks have taken over. I don’t like government schools, anyway. That’s why I homeschooled. If the teachers aren’t accountable to reason, how can they teach the kids? As long as they follow the indoctrination syllabus, they keep their jobs. Who cares if kids can think?

    I was a kid during this change. They jettisoned Latin for things like pollution studies ( from a political, not science, perspective.) It was all build upon emotion.

    I like this article, but disagree with many comments touting how a Christian education makes it all better. That just trains one to be subservient to the rulers of a religion. Government or a religion. Take your pick. Some religious schools do a better job than State schools, but the religion part is irrelevant. The success has more to do with the approach and the ability to kick out disruptors. If we had a free market for education we could choose which type of school we want and the best ones for our kids. So simple.

  12. The Bartleby – Project. …..

    “But to go to school in a summer morn,
    O! It drives all joy away;
    Under a cruel eye outworn,
    The little ones spend the day
    In sighing and dismay.”

    -William Blake

  13. Greg O. says:

    I feel sorry for kids these days that are forced to occupy a completely schizophrenic learning environment. Their heads are filled with noble sounding platitudes like, “Follow Your Dream” and “You Can Be Anything You Want”, while at the same time they live under “zero tolerance” rules and “speech codes” that stifle their inborn curiosity.

    The idiotic Self Esteem mythology guarantees that the bar remains set to the lowest common denominator. Authentic learning and critical thought has no chance to flourish in under this mental lock-down, not to mention the constant threat of REAL lock-down (prison terms are now used to describe grade schools!).

    I’ve had conversations with young people where they were at a loss when it came to discussing common ideas with anything resembling original thought. Kids are bound to be psychologically crippled at the end of their twelve year sentence.

  14. henry says:

    I realized in junior high school (1970’s) that the school was doing psychological experiments on the students. They would put one class that contained both the smart kids and the problem kids. They did not say it was an experiment but all of my other classes were peaceful. The mixed class had temper tantrums, fights, and boredom.

    In high school, the experiments were more sophisticated: They would teach one set of historical facts in the beginning of the year and a different set of historical facts towards the end of the year. Few kids said anything about the conflict. Perhaps they did not notice them.

    After I got out graduate school, I realized that I didn’t know what was going on. America is the land of the free and home of the brave where you can’t fight city hall. You have the right to remain silent but if you don’t testify, under penalty of perjury, against yourself via a 1040 then you go to prison. There are obvious conflicts here but very few people see the conflict.

  15. engelsfrance says:

    Just to offer some hope…i wanted to let you know some schools…even public schools in the US, are applying the IB program…which is more than a bilingual program…it is a whole education philosophy, based on student initiative, own research and reflexion, curiosity…..i have been teaching biology on an ib program for 1 year and had to follow and validate an ib training…the final evaluation for students and teacher is an international evaluation, it is a wonderful program…even if kids (and teachers) are working a lot, they enjoy it thanks to the mix of freedom and boudaries….
    Ib stands for international baccalaureate

    • Mick says:

      englesfrance, you’re kidding right? IB, especially the Pyp primary years program, is about as communist and socialist as you can get in an educational framework. The IB program emphasizes group think and consensus, with feelings, attitudes and principles (ie morals) the core basis of the whole program.

      IB is not academic in any sense of the word and it even encourages a UN style mock hearing. They criticize democratic capitalism while encouraging communism and dictatorships. Anything coming out of UNESCO and the UN has got to be new world order indoctrination. For you to think otherwise you must’ve also been re-educated at IB teacher training.

      Read about it here

      • arcadia11 says:

        thanks for supplying the reality factor –
        as the praise and offer of hope through un common core
        character and intellect annihilation of our children via mandatory
        indoctrination attendance made me feel temporarily ill.

        i got better….

      • Mandy says:

        Yep, our naive PYP teachers are pushing this critical thinking aspect together with global citizenship, most parents see right through it, it’s all lies fed to them by IBO. The younger teachers go for this wishy washy IB stuff because it gives them a way out of teaching core academics, which they had trouble with at school. Their purpose is now save the world and not educate your kids.

    • Mitchel says:

      Engels, the founder of communism and socialism espousing the benefits of an IB education, nuff said!

  16. Mick says:

    And for those parents that think a traditional Christian education is immune to IB, think again. Like a domino affect, one by one, many of the traditionally better performing Christian schools are converting to the new religion of IB and its PYP, MYP and Diploma. One Christian school takes the leap and dozens follow, before you know it there aint a decent traditional school left in your town.

    With most Christian school teachers not actually practising Christians and the Principals brought up in the same educational framework as regular public school teachers, the reasons these school turn to IB is obvious. They’ve been hoodwinked to accept NWO under the guise of the international citizenship agenda and make a better world, but don’t realize they’ve given up their own values in favour of UN moral relativism and passing this on to unsuspecting students and parents.

    We have many Christian schools in our area that are now in a state of confusion about what they teach, what they stand for and whether they should impart UN morals on these children. Some have made the transition quite smoothly, while others have encountered smart, knowledgeable parents and are having a rough time.

    The litmus test is to ask your Principal for a copy of the IB curriculum that was prepared specifically for your school and approved by IBO, then you can see how horrendous the objectives of IB really are. Most won’t give it to you.

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