THE EDUCATION INDUSTRIAL COMPLEX: A BRIEF HISTORY OF THE AMERICAN PUBLIC EDUCATION RACKET and the RISE of the CHARTER SCHOOL MAFIA
BRONZEVILLE PRESS NEWS SERVICE
THE THOMPSON POST
POSTED Oct. 11, 2016 3:45PM
It was never about educating or teaching. It has always been about “testing,” and relegation by way of regulation from coerced legislation; all for the financial gains of privatization. To that end, in the next ten years there may be no public school system to speak of. The central problem with the American Public Education System is not ‘slow kids,’ or lack of financial resources. To the contrary, for Wall Street interests, public education is the new oil.
According to a Forbes magazine feature story, ‘Charter School Gravy Train Runs Express to Fat City’ by Addison Wiggin, the present and foreseeable future of education as an institution, belongs to, “…dozens of bankers, hedge fund types and private equity investors…investing in for-profit education companies…”
According to the latest numbers there are more than 6000 privately owned charter schools operating in 30 states. Beyond the money, however, are the even larger implications of social engineering disguised as education, designed to cement a permanent sub class. The social term known as “model citizen” has more implications than one may realize. Some people don’t like to hear it but these implications are Eugenics-based in nature and financed in substance. This ain’t Margaret Sanger’s Eugenics!
The simple fact of the matter is that there has never been any genuine intent to “educate” black children, or brown children, or– believe or not, white children, by the American Public Education System–or it’s city-subsidiaries. The system was in fact designed to control the populace, to be subservient and docile. Today it’s all about mass fortune at the expense of children and families. Denial is a bitch. White denial is worse. It’s time to come clean about America’s Public Education System; after all, it’s been 178 years now– 178 years of “social engineering,” not “education.”
It may shock many of you to know that, believe it or not, the public education system in America isn’t very “American” at all. It is in fact based on, first, a Prussian (pre-Germany) model, and later a Russian model. Both models were designed for control, not enlightenment. In this context we examine the rise of the system and its purposeful support entities from inception.
Up until about 1918, the area of Europe known today as Germany was called Prussia. This part of the world gave us Vlad the Impaler, dark fraternities, and legends about Transylvania. This part of the world is near Frankfort, birthplace of the Rothschild global empire. The Prussian education system was an ‘8-year system’ designed to train a working class of people and their children to serve the industrial age; to train the populace to follow orders and to shape social obedience, with no access to higher education. The architects of this system were Prussia’s leading scholars, philosophers, and other students of the Enlightenment otherwise revered as critical thinkers. Keep in mind that these “critical thinkers” were highly bigoted in their opinions of people of color, especially Africans. Among them, leading philosopher Johann Gotlieb Fitch promoted the idea that:
“The schools must fashion the person, and fashion him in such a way, that he simply cannot ‘will’ otherwise than what you wish him to will.”
The system was not designed to educate people; it was designed for government rule over people. The education ‘system’ produced conformity, submission, acceptance and subservience as a model. The children of wealthy families were educated differently in order to have and maintain a “policy class” and a “subservient class.” Questioning the authority or validity of anything was the fastest way to become outcast in an already radical place. Critical, independent free thinking was never allowed. To the contrary, free thinkers who were not part of or connected to the ruling class were ridiculed and ostracized into sub-cultures.
At that time, all of the promising students of the world that could afford to, those connected in some way to some ruling class or money class, completed their education in Prussia (Germany). By the turn of the century, virtually every PhD holder in the United States was trained in Prussia. In fact, the first American to receive a PhD from Prussia was Edward Everett, who from 1836 to 1840 served as Governor of Massachusetts, the birthplace of the American Public Education System.
In 1837, former Massachusetts State Rep. Horace Mann, an abolitionist-minded member of the Whig Party, was appointed Secretary of the newly created Massachusetts State Board of Education, a U.S. first. Originally, early education coming out of Massachusetts was religious based, mostly Protestant. Growing numbers of people, however, wanted something secular. In 1843 Mann traveled to Prussia to visit schools there and returned with a master plan for American education which he distributed widely. Five years later Mann was elected to Congress and in 1852 the State of Massachusetts adopted the “Mann Plan” for education by creating and implementing so-called “Normal Schools” to train teachers. Mann is known historically as the “Father of the Common School Movement” and as the “Father of American Public Education.” Mann’s sister-in law, Elizabeth Peabody, founded the first U.S. public kindergarten.
Let’s be clear; the American Public Education System– the “Mann Plan” –is based on and modeled after a philosophy that wanted Jews and Negroes out of Germany.
“Education should aim at destroying ‘free will’ so that after pupils are thus schooled, they will be incapable throughout the rest of their lives of thinking or acting otherwise than as their school masters would have wished. When this technique is perfected, every government that has been in charge of education for more than one generation will be able to control its subjects securely without the need of armies or policemen.”
Curiously, as this system was being developed in America, the Catholic Church, which has its own historic issues with racial segregation in its own school system, went on a ‘Crusade’ of sorts against the public school system. In the book, ‘Washington in the Lap of Rome,’ published in Boston in 1888, Author Justin D. Fulton wrote:
Rome’s opposition is open and defiant. It has assumed four distinct phases:
- In 1840, Archbishop Hughes gave this order : “Take the children out of the public schools, as you would take them out of devouring fire ; “ that was to get them away from [Protestant] Bible influence. First, denounce the schools because the Bible is read; then banish the Bible and denounce them as Godless, is the programme of Rome.
- The Bible having been removed as a text-book, Rome fought general education, and became the open and avowed champion of illiteracy.
- In 1884, the Plenary Council ordered the building of parochial schools. The decree was mandatory; save in cases where a sufficient cause can be shown, satisfactory to the bishop. Neglect of this requirement subjected the offender to the usual penalties of disobedience. This was the beginning of the trouble with Edward McGlynn. Educated in the public schools, he believes in them and fought for them.
- The children of Roman Catholics have been taken out of the schools, and now they claim the right of giving direction as to how the children of Protestants shall be educated. The inquiry has been raised, If the schools are so bad that Roman Catholic children cannot attend them, are they not too bad for Roman Catholic teachers to teach in them? If Romanists insist on educating their children, ought they not to stop all interference on their part with the educating of children not belonging to them?
In 1890 while the ‘Prussian/Germanization’ of America’s public education system snaked it’s way through the country, European philosopher Charles Darwin, namesake of “Social Darwinism,” and documented racist, proclaimed: “At some future period, not very distant as measured by centuries, the civilized races of man will almost certainly exterminate, and replace, the savage races throughout the world… The break between man and his nearest allies will then be wider, for it will intervene between man in a more civilized state… and some ape as low as a baboon, instead of as now between the Negro or Australian and the gorilla.”
The World War changed everything including relations with Germany. Suddenly, or perhaps not so sudden considering the bloodlines of some of the key players, America became “frienemies” with an Iron Curtain regime.
FROM RUSSIA WITH LOVE
Curiously, past leadership of American interests have not always had bad relations with Russian leadership; just the American Confederacy. When the American Civil War was getting under way, Alexander II, the Tsar of Russia, announced that if England or France actively intervened in the American Civil War to help the South, Russia would consider such action a declaration of war and would stand with Lincoln and the North. To prove he wasn’t just talking trash, the Tsar sent part of Russia’s Pacific Fleet to Port San Francisco and another fleet to New York. Curious relations soon developed between America’s ruling class, banksters, industrialists, and the Russians.
In 1934 steel baron Andrew Carnegie, big time supporter of the American Eugenics movement since its founding, released a report, ‘Conclusions and Recommendations: Report of the Commission on the Social Studies,‘ recommending that America’s education system be geared toward the Soviet system. Keep in mind that Carnegie pushed this agenda without the support or authority of the U.S. Congress. The Prussian/German-turned Russian/Eugenicized concepts of educating Negroes in particular merged in 1944 with the landmark book, ‘An American Dilemma: The Negro Problem and Modern Democracy, a 1500-page book edited by 75 people, bankrolled by the Carnegie Foundation. This book advocates, among other things, that “…all white Americans agree that, if the Negro is to be eliminated, he must be eliminated slowly so as not to hurt any living individual Negroes.” The book further states that “birth control facilities could be extended relatively more to Negroes than whites, since Negroes are more concentrated in the lower income and education classes.”
Three years later, a joint venture between the Carnegie Foundation for the Advancement of Teaching, the American Council on Education, and the College Entrance Examination Board (CEEB) created the Princeton based Educational Testing Service. ETS was then the world’s largest private, non-profit educational testing and assessment organization that produces standardized tests. It was modeled after the Soviet pre-school system.
The curious influence of the Carnegie Foundation and other high profile foundations did not go unnoticed. One elected official in particular, Tennessee Congressman B. Carroll Reece, launched the Congressional Special Committee to Investigate Tax-Exempt Foundations, otherwise known as the Reece Committee, in 1953. Norman Dodd was the Staff Director of the Reece Committee. What this congressional investigation determined, but didn’t publicize, was that the real objective of the Ford Foundation and similar institutions was to “influence American educational institutions and to control foreign policy agencies of the federal government.” Transcripts from a 1982 interview author/journalist G. Edward Griffin conducted with Mr. Dodd, as well as actual transcripts from 1952 hearings, reveal shocking information about some of America’s bedrock foundations.
- Rowan Gaither, Associate Director of the Ford Foundation, testified to the following:
“Mr. Dodd, all of us who have a hand in the making of policies here, have had experience operating under directives, the substance of which is, that we use our grant-making power so as to alter life in the United States that it can be comfortably merged with the Soviet Union.”
Dodd told Griffin: That affect was to orient our educational system away from support of the principles embodied in the Declaration of Independence, and implemented in the Constitution; and to educate them over to the idea that the task now was to effect an orientation of education away from these briefly stated principles and self-evident truths. What we uncovered was — the determination of these large endowed foundations, through their trustees, actually to get control over the content of American education. Mr. Gaither then went on, and voluntarily stated,
“Mr. Dodd, all of us who have a hand in the making of policies here, have had experience either with the OSS during the war, or with European economic administration after the war. We have had experience operating under directives. The directives emanate, and did emanate, from the White House. Now, we still operate under just such directives. Would you like to know what the substance of these directives is?” I said, “Yes, Mr. Gaither, I would like very much to know.” Whereupon, he made this statement to me, “Mr. Dodd, we are here to operate in response to similar directives, the substance of which is that we shall use our grant-making power so to alter life in the United States, that it can be comfortably merged with the Soviet Union.”
Dodd then told Griffin about what his assistant, Kathryn Casey, discovered when invited to examine the minutes of Carnegie Endowment meetings by the foundation’s Dr. Johnson:
Dodd: Well, my first reaction was they had lost their minds. I had a pretty good idea of what those minutes would contain, but I realized that Dr. Johnson had only been in office two years, and the vice-presidents were relatively young men, and counsel also seemed to be a young man. I guessed that, probably, they had never read the minutes themselves.
Off she went — to New York. She came back at the end of two weeks, with the following recorded on Dictaphone belts:
We are now at the year nineteen hundred and eight, which was the year that the Carnegie Foundation began operations. And, in that year, the trustees meeting, for the first time, raised a specific question, which they discussed throughout the balance of the year, in a very learned fashion. And the question is this: Is there any means known more effective than war, assuming you wish to alter the life of an entire people? And they conclude that, no more effective means to that end is known to humanity, than war. So then, in 1909, they raise the second question, and discuss it, namely, how do we involve the United States in a war?
…we must control the State Department. And then, that very naturally raises the question of how do we do that? They answer it by saying, we must take over and control the diplomatic machinery of this country and, finally, they resolve to aim at that as an objective. Then, time passes, and we are eventually in a war, which would be World War I. At that time, they record on their minutes a shocking report in which they dispatch to President Wilson a telegram cautioning him to see that the war
…we must control education in the United States. And they realize that is a pretty big task. To them it is too big for them alone. So they approach the Rockefeller Foundation with a suggestion: that portion of education which could be considered domestic should be handled by the Rockefeller Foundation, and that portion which is international should be handled by the Endowment. They then decide that the key to the success of these two operations lay in the alteration of the teaching of American History. So, they approach four of the then most prominent teachers of American History in the country — people like Charles and Mary Byrd. Their suggestion to them is this, “Will they alter the manner in which they present their subject”” And, they get turned down, flatly.
So, they then decide that it is necessary for them to do as they say, i.e. “build our own stable of historians.”
Then, they approach the Guggenheim Foundation, which specializes in fellowships, and say” “When we find young men in the process of studying for doctorates in the field of American History, and we feel that they are the right caliber, will you grant them fellowships on our say so? And the answer is, “Yes.” So, under that condition, eventually they assemble twenty (20), and they take these twenty potential teachers of American History to London. There, they are briefed in what is expected of them — when, as, and if they secure appointments in keeping with the doctorates they will have earned.
That group of twenty historians was the nucleus of the American Historical Association. And then, toward the end of the 1920’s, the Endowment grants to the American Historical Association four hundred thousand dollars ($400,000) for a study of our history in a manner which points to what this country look forward to, in the future. That culminates in a seven-volume study. The essence of the last volume is this: the future of this country belongs to collectivism, administered with characteristic American efficiency.
Ultimately, she lost her mind as a result of it. It was a terrible shock to her. It is a very rough experience for her to encounter proof of this kind. The investigation would have exposed the Carnegie Endowment, the Ford Foundation, the Guggenheim, and the Rockefeller Foundations, all working in harmony to control education in the United States. The hearings were terminated.
This was a transitional time in the history of Russia and in Russia’s relationship with the U.S. and the rest of the world. Joseph Stalin died in March 1953. His successor was Nikita Khrushchev who in 1956 called out the Soviet education system for lacking in moral education. Khrushchev wanted what Lenin wanted; children to be educated in state supervised institutions from birth all the way through university studies.
Ike had little respect for Democrats or their plans for education. Lots of friction and push-back.
1957 Educational Development Act, basis for the 1958 National Defense Education Act.
Influenced by the launch of Sputnik, the NDEA funded U.S. education institutions to the tune of more than $1B between 1958 and beyond 1960 for the purpose of increasing the math skills and technological sophistication of American education.
In September 1959 U.S. President Eisenhower hosted Khrushchev in America. Day 12 of the visit brought the Russian premier to Camp David and later to the President’s home. It’s hard to imagine that the man who sounded the alarm about the “military industrial complex” would give blessing to what amounts to an “education industrial complex” but consider the following: Sometime prior, in 1958, President Eisenhower signed the first agreement with Russia directed at education reforms that incorporated Russian ideology with Carnegie influenced “innovations in education.” These “innovations” provided instructions on ‘how to identify resisters in the community,’ how to close, consolidate and merge schools. Camden, Maine was the U.S. launching pad for these “innovations in education.”
In America black civil rights groups across the nation fought for education and the right for access to it. During the 1960s “the system” answered the call of overcrowding with a fleet of 20 x 36-foot aluminum shipping containers dubbed “mobile school units” that looked like some shit from a long abandoned FEMA camp. The idea for them was pushed on Chicago school Superintendent Ben Willis (1953-1966) and Willis pushed them on students, teachers and parents as “portable classrooms,” to be installed at existing schools and on vacant lots. They were supposed to ease overcrowding but the real problem was segregation and discrimination. Every reputable agency of relevance deemed them to be “fire traps.” The Willis Wagon controversy led to the historic November 22, 1963 Boycott-walk out.
While that issue of physical marginalization dominated the media, the Chicago Board of Education pushed forward with a new program of mental marginalization.
In 1964 the Chicago Board of Education gave blessing to a disaster of a program called the Continuous Progress-Mastery Learning (CP-ML), brainchild of Lee Shulman, a then Michigan University professor who today holds the dubious distinction of being President Emeritus of the Carnegie Foundation for the Advancement of Teaching.
The CP-ML curriculum carried 525 criterion-referenced tests (CRTs). In 1971 it was approved for use for all of the city s combined 4600 public school students. The program: A master report card called a “Skill Card” was created for each student that follows the child all the way from kindergarten through eighth grade. The traditional K-8 system was replaced with the ‘level A through level N’ system for their nine years in elementary school. Teachers were required to teach and test children on each skill. Those who mastered 80% of all the skills moved on to high school, theoretically able to read. But that’s not what happened. Teachers’ work-loads doubled leaving little time to actually teach students how to read. Consequently, too many students graduated from 8th grade not really knowing how to read. There inlays the marginalization.
But that marginalization was only the beginning. In 1973, “ALEC” was born; but a better name would have been Godzilla, because it was a monster. The American Legislative Exchange Council (ALEC) was founded with more than 2000 legislators for the express purposes of privatizing and eliminate public education by “model legislation” that eliminates “collective bargaining,” fires teachers at will with no due process, and employs a “Voucher System” that is unaccountable to federal scrutiny.
ALEC is maintained by an “extensive infrastructure network of conservative right-wing think tanks, corporate business heads, and key legislators…,” according to Wisconsin State Representative Chris Taylor (D-Madison), former public policy director at Planned Parenthood Wisconsin. In August 2013 Ms. Taylor posted “I Caught a Glimpse of ALEC Nation” to a blog picked up by ‘Progressive.org’ and several other outlets, in which she reveals the logistics and leverage used by this entity:
“The coordination that they have between these policy think tanks…in terms of just driving an agenda, it’s incredible.”
“There was a big assumption that I was a Republican. Every person I talked to assumed that I was a Republican.”
When she began to question whether or not the public would be onboard with their objectives, she was reportedly told:
“Oh, well, you really don’t need people to do this. You just need control over the legislature and you need money, and we have both.”
ALEC made a science of blocking employees’ workers compensation and unemployment insurance, pushes for limits in punitive damage awards, stalling asbestos litigation, protects corporations from defective product liability, and more.
In November 1974, one year after the launch of ALEC and four months after the launch of the Illinois State Lottery, CPS went “bankrupt.” That revelation was followed by the resignations of the superintendent James Redmond (imported from New Orleans), two top deputies, and the president of the school board. In February the system reopened under the control of the Chicago School Finance Authority. The CSFA immediately fired, laid off, increased class size, killed most if not all special programs, and installed a new board with a narrow focus that created 5 years of extreme turbulence between the board, teachers, parents and students alike.
The next disaster to be fitted into the system was the Chicago Mastery Learning Reading system. Oh my God.
The CMLR began in 1975, created by a special team from the University of Chicago, organized by then-superintendent Joseph Hannon. The team found dated textbooks in black schools that clashed with Continuous Progress teaching materials. The team blamed the central problem on the publishers of the Continuous Progress materials. Based on that revelation, the U of C team produced new books designed around the Continuous Progress model. Terry Czernik, Editor of ‘Substance: Monthly Journal for the Chicago Public Schools,’ wrote that the CMLR books “aren’t really books at all. They are collections of lessons.” Parents and teachers had virtually no confidence in how any of it, more than 5,000 pages of CMLR curriculum, was going to teach children to read?
TETHERED TO THE “G.”
On October 24, 1975, the World Affairs Council of Philadelphia issued a “Declaration of Interdependence,” authored by the Aspen Institute’s Henry Steele Commager and signed off on by 125 U.S. Senators and Representatives.
This document states that if the “threat of extinction confronts (hu)mankind, it is necessary for the people of the United States to declare their interdependence with the people of all nations and to embrace those principles and build those institutions which will enable mankind to survive and civilization to flourish.” It also says that “we affirm that the economy of all nations is a seamless web.” A year later the National Education Association produced a ‘social studies’ curriculum entitled “A Declaration of Interdependence: Education for a Global Community.” In short order, it was a throwback to the early days of Prussian and Russian influence in the system. U.S. Representative from Maryland Marjorie Holt called it “an atrocious betrayal of American independence.” It was as controversial as, and a throwback to the Education Development Act (1957) and the National Defense Education Act (1958). The government set an agenda and created a curriculum to support it.
In May 1980, the entire board of the Chicago Board of Education resigned, and a new one was appointed in its place. Early in 1981 after boycotts and upheaval it was determined that the Continuous Progress program itself was the problem. In February 1981, a month before Ruth Love became superintendent of schools, parents sued CPS to remove the Continuous Progress from the school system, citing “educational malpractice.”
During the 1980s public concerns about federal money for public education being co-mingled with private money was a rising concern because the money was typically immune from federal oversight, creating a vacuum for corruption. In this equation, someone came up with the idea to institute a state-run lottery game for the purpose of raising revenue. With that, state after state began to launch state-run lotteries. The (public) reason was to raise revenue for the state, in particular to fund (eventually) public education. Network media kept it all localized. During this period there was never any sense that the move was part of a much larger, codified national plan. Locally, from state to state, part of the controversy stemmed from the fact that “state lotteries” were patterned after the success of the old policy and numbers rackets that once benefited the black community. After the Mafia takeover of the policy and numbers rackets, and after 20 years of Mafia rule, it was now time for states to takeover. In 1985, after months of politicking from both sides of the isle, the state assembly formally legislated all Lottery proceeds to fund public education in the state. The state contributed $500M, but took $500M away from other designations, creating a zero sum gain. With that, a new game of political football was born; the public education racket, with and new and improved ways to funnel graft to old-guard political machines. Other states followed Illinois’ lead. Hundreds if not thousands of “education reform” organizations and “education professional support” groups began popping up—the new racketeers!
1985 was the year the “Internet” was launched using technology developed by the African mathematician Philip Emeagwali, credited with being the “Father of the Internet.” It was also the year of the mysterious meeting between U.S. President Reagan and Russian President Mikhail Gorbachev on the Island of Malta. One of the things derived from this historic sit-down, allegedly, was the infamous Academy of Science creation between the Carnegie Foundation and Russia. The Academy of Science, with its focus on computer technology and code writing, was only a component of a larger “planned economy” under Reagan. Charter schools were the vehicle to implement this planned economy, aided by influential Eugenicists. Black, brown, and poor whites would be the fodder. Speaking of influential Eugenicists;
THE BENNETT YEARS: A Degenerate Gambler Goes to Washington
William J. Bennett, son of a banker, is a good ole boy through and through; Kappa Alpha, UTA PhD in political philosophy, Harvard JD, influential Neoconservative. In 1985 President Reagan appointed Bennett U.S. Education Secretary. A year later, Bennett left the Democrats and joined the Republican Party. It was during this time period that the Reagan/Bush/North/CIA/Mena operation that facilitated the Iran-Contra war was well underway. It was by this catalyst that notorious drug kingpin scapegoat villains were being created. Rayful Harris (D.C.), Rick Ross (L.A.), Mario Lloyd (Chicago), and tens of thousands of young black and Latino men across America in the 1980s and 1990s. None of them could launder the money fast enough. The pressure from “government operatives” was more intense than anything they had ever experienced in their young lives. After all, these “government operatives” are people who takeover nations. Manipulating a few young black dudes from the hood was child’s play. On Larry King Live, Bennett once agreed with a caller that “beheading drug dealers” would be “morally plausible.” I don’t remember Bennett saying anything about the foundational role his political benefactors played in creating the “biggest drug dealers in the country” by bringing said drugs into this country in the first place, drugs that Bennett’s own son became hooked on.
All of this gave way to a new era of “black exploitation” music from conglomerate owned record labels that exacerbated problems caused in the first place by the same people making the accusations. Lyrics of consciousness, motivation, and positive themes of romance, were on the way out, soon to be replaced with lyrics of mindless, frightening violence, and loveless sex, all driven by corporate intimidation and coercion. This new corporate-driven new music became the new soundtrack for the new generations of the socially engineered “planned economy;” Thos growing up on this diet would become casualties and bastards of this planned economy. Meanwhile, the education industrial complex made its next strategic move.
On Friday November 7, 1987 during an education forum held in Chicago, U.S. Education Secretary Bennett told the crowd, “Chicago’s public schools are the worst in the nation;” That it would take a ”man or woman of steel” to clean it up, and that “parents should consider private schools.” Mr. Bennett also said the public schools would ”straighten up fast” through competition with private schools. “It’s an education meltdown. If there’s one that’s worse, I don’t know where it is.” Bennett urged the use of government vouchers for private-school tuition, a Reagan administration proposal, and suggested it “might be wise to bring in somebody from the outside” to help run the school district. “You need a man or woman of steel, given emergency powers to hire and fire.” Beyond the hype, Bennett was actually laying the ground work for the big push for ‘charter schools.’ Those remarks pissed off Mayor Harold Washington. Washington publicly blasted Bennett “caretaker of the dismantling of education all over the country.” Mayor Washington put the blame on the Reagan Administration for cutting the flow of federal money. Three weeks later, Harold died. The following year Bennett was named Director of the Office of National Drug Control Policy under George H. W. Bush with a 97-2 Senate confirmation.
The appointment of Bennett as the Education czar, and later the Drug czar signaled a merger with masters of the pharmaceutical industry.
Black children born into this emerging socially engineered new life in America, today in their mid 30s and 40s, grew up on a steady and consistent diet of this. All of this had a direct impact on school kids and they way kids would behave in school, on up the chain to the administrators and financial planners of the school system. The negative traits began to show up in the form of behavioral showing-out.
Prior to the 1990s, Valium (Diazepam) was all the rage but no big deal. It was mostly prescribed to adult whites; rarely for children, and even then the dosage would mild by comparison. Valium was manufactured by Hoffman-LaRoche from 1963 to 1982. The company’s Patent ended in 1985 and there was no special rush to update it. That’s because the game was about to change. Behind the scenes in the pharmaceutical industry a whole new revenue stream from the manufacturing of psychotropic drugs for children was about to explode. Up until the 1990s, according to the pharmaceutical industry, there was no real market for children’s psychiatric medications. For one reason it was difficult to get government funding for research. Because of that issue, insurance companies were reluctant to insure pharmaceutical companies because of the potential for litigation. Well that was about to change because of an alliance between psychiatrists, pharmaceutical industry heads, and the heads of U.S. education.
Drug manufacturer Eli Lilly & Company was already conducting seminars for medical professionals about “serotonin,” the neurotransmitter that’s affected by “Prozac;” without talking about the neurotransmitters in the brain that would be effected. That’s because Prozac was the designated new cash cow. Medical use of Flouxetine, known commercially as Prozac and manufactured by the Eli Lilly & Company, began in 1989 in the U.S. Prozac sales in the first year were $350M. Annual sales topped at $2.6B per year.
Next came Ritalin, a highly addictive drug officially classified as a ‘Schedule II Narcotic,” used to treat so-called “Attention Deficit Hyperactivity Disorder (ADHD).” The “medical condition” introduced as ADHD is known originally as “Attention Deficit Disorder (ADD 1980 to 1987). Before that it was called “Hyperkinetic Reaction of Childhood.” The FDA first licensed Methylphenidate Hydrochloride in 1955 to treat ADD. After the game changed Ritalin became the “it” drug after ADHD was ‘identified.’
Ritalin (Methylphenidate) and about half-a-dozen other drugs like it, many of which are listed on the World Trade Organization’s “list of essential medications,” including Adderall (Amphetamine), have caused major learning problems, especially given the combative, drugged out environment many kids were growing up in. Vested interests knew it and pimped it. Some mind trust came up with the catch phrase “At Risk Kids.” On his death bed, Dr. Leon Eisenberg, the “scientific father of ADHD,” in his last interview before his death at age 87 in 2009 admitted that, “ADHD is a prime example of a fictitious disease.” Let’s be clear: ADHD is not real and never was. To that end, there has been a documented, growing link between antidepressant and antipsychotic drugs and violence.
In 1993 the Chicago Tribune reported that the National Institute on Mental Health was still promoting its program, “to raise the hope that violent behavior eventually can be curbed by manipulating the chemical and genetic keys to aggression… anti-violence medications conceivably could be given, perhaps forcibly, to people with abnormal levels.” In response, the director of the Network Against Coercive Psychiatry, Dr. Seth Farber, said: “Just like the Nazis… what [psychiatrists] want to do is scapegoat African-American youth, put them on drugs and take away the rights of their parents. It is an outrageous, racist and oppressive plan.”
In October 1995 the United Nations International Narcotics Control Board (INCB) reached out to the DEA about ties between Ritalin maker Ciba-Ceigy and CHADD (Children and Adults with Attention-Deficit/Hyperactivity Disorder). It was revealed that CHADD and National Institute on Mental Health (NIMH) were regulars in the offices of the Department of Education’s Office of Special Education “authoring ADHD materials.” Ciba-Geigy paid CHADD more than $775K through 1994, and later more than a million, to market (push) Ritalin directly to the public, a violation of the ‘Controlled Substances Act of 1971.’ CHADD lobbied congress to have it re-classified. In 2000 Janssen Pharmaceuticals hit the scene with Concerta, a derivative of Ritalin. Twelve years later, a survey by CDC&P (CDC) reveals that more than 6.4 million children between the ages of 4 and17 have been diagnosed with ADHD. That represents a 53% increase over the previous decade. Two-thirds of those children were prescribed Ritalin or Adderall. Sales of ADHD drugs doubled between 2007 and 2012, from $4B to $9B.
The new prescription drug trade tethered to the existing public school system and the emerging charter school system with government backing created a virtual ‘regulation-free’ drug marketplace. Meanwhile, the ALEC agenda pushed forward with moving model legislation for charter schools and curriculum.
In 1990 the U.S. Senate appropriated a $25M grant to the private entity called the ‘National Board for Professional Teaching Standards,’ established by the Carnegie Foundation, developed by Shulman. “Inner city schools” were the targets, spoken of and singled out with curriculum developed differently than the rest of the system, like church and everything Jim Crow. This demonstrates a supremacy mindset of a collective that is inherently racist. It was the Carnegie Foundation that funded the infamous 1910 Flexner Report, before there were any ‘inner city schools’ to speak of. Flexner advocated (and Carnegie supported) marginalizing black medical professionals and the closing of hospitals and medical facilities. That’s why the black elite supported Chicago’s Provident Hospital and the like for years.
The first two “charter schools” to officially begin operating were in Minnesota; City Academy High School in St. Paul (1992), and Bluffview Montessori in Winona (1993). Today the state of Minnesota has more than 165 charter schools with more than 41,000 students.
K-12Education Hoover Institution Koret Task Force, established at Stanford University in 1999 for the purpose of education reform. One of this group’s members is Paul T. Hill, Director of the Center on Reinventing Public Education.
When President Bush pushed his “No Child Left Behind” agenda on the American public, which became the No Child Left Behind Act of 2001, few people had any idea that this agenda was a charter school curriculum hustle in disguise. That disaster was replaced in 2015 by the “Every Student Succeeds Act.” By then, however, new players with new ideas were jumping into the mix.
Other key players in the education reform mix are the infamous billionaire Koch brothers of Koch Industries. These kings of fracking, who’s original family fortune was made in Russian oil, weaken unions, fight gun control, support the ‘Stand Your Ground’ law in Florida, and are a major force behind state voter id laws that disenfranchise black people. They created and bankrolled Americans for Prosperity, a reform organization that just about single handedly re-segregated the public school system in Wake County North Carolina, especially felt in the public school system of Raleigh, with an enormous amount of money. Their efforts caused the unprecedented reversal of government mandated de-segregation. They stand for turning back the clock to the days of segregation. Charles Koch once told the Wall Street Journal that Charles Murray is one of the “authors who have had the most profound influence on my own political philosophy.” Influential Eugenicist Charles Murray co-authored the highly controversial 1994 book, ‘The Bell Curve,’ which purports the alleged “genetic or biological inferiority of poor and non-white populations.” Murray, along with Richard Herrnstein, Chairman of Psychology at Harvard, has been publishing works on Eugenics since 1973. His core philosophy states: “African Americans do worse than whites in intelligence tests because they are genetically disabled.” Murray believes that the poor, the disabled, the immigrant, whether white or minority must be altered in order for white middle class civilization to continue. This is the subject of Murray’s latest book, ‘Coming Apart: The State of White America, 1960-2010.’
In 2000, Bennett himself got in on the education crisis racket money as Chairman of ‘K12 Inc.,’ a for-profit, tax-revenue, publicly traded education management organization (EMO). It provides online education services to charter school students and has the largest EMO enrollment. K12 was founded in 2000 by former banker Ronald J. Packard with capital from junk bond guru Michael R. Milken and Lowell Milken of education company Knowledge Universe, who through their Milken Family Foundation, invested $10M. Andrew Tisch of the Loews Corporation and Larry Ellison of Oracle Corporation also invested. William Bennett was the company’s first chairman of the board. Three years later news broke that Bennett, Mr. Morality, had gambled away millions of dollars in Vegas and Atlantic City casinos over the previous decade. In 2005 he was forced to resign from K12 after saying ‘aborting black babies, although a “morally reprehensible” idea, would result in a lower crime rate’ on the “Morning in America” radio show. State funded K12, traded on the NYSE, was founded by junk bond guru Michael Milkin. In this highly profitable program, students are home schooled with computers and text books. A teacher monitors students on TV screens. There are school no buildings or regular expenses.
The New York based group known as ‘Democrats for Education Reform (DFER),’ established around 2007 or 2008, is a political action committee of ‘pro-charter-anti-union’ hedge fund managers. At its founding, 5 of 7 advisory board members were hedge fund managers.
Among the most influential big dogs in this racket is The Broad Foundation. This outfit’s probable biggest claim to fame is U.S. Education Secretary Arne Duncan, heir to the Morton Salt fortune. Like the majority of the teachers he hired, Duncan is a product of the Broad Foundation. Under Duncan, experienced black female teachers were replaced with young inexperienced white females, many from the Broad Foundation. Duncan created ‘Race to the Top’ with $4.3B, accessed only by state legislators who agreed to lift the bans on charter schools. Many Obama supporters in Chicago were miffed as to why he chose Duncan, considering the damage that Duncan leveled at CPS which would now be replicated nationwide. Still, no one in Chicago said anything; or, if they did their message was squelched by local media. A 2009 document produced by the Broad Foundation, “School Closure Guide: Closing Schools as a Means for Addressing Budgetary Challenges,” has step by step procedures for everything from dealing with community detractors to what to tell media reporters. The foundation’s 2009/10 annual report carries the following language:
“Prior to becoming U.S. Secretary of Education, Arne Duncan was CEO of Chicago Public Schools, where he hosted 23 Broad Residents. Duncan now has five Broad Residents and alumni working with him in the U.S. Department of Education… The election of President Barack Obama and his appointment of Arne Duncan, former CEO of Chicago Public Schools, as the U.S. Secretary of Education, marked the pinnacle of hope for our work in education reform. In many ways, we feel the stars have finally aligned. With an agenda that echoes our decade of investments—charter schools, performance pay for teachers, accountability, expanded learning time and national standards—the Obama administration is poised to cultivate and bring to fruition the seeds we and other reformers have planted.”
No wonder then that the president, nor first lady, ever had a word to say about school closings in Chicago, as they breezed in and out of the city the entire time Mr. Obama served as Commander in Chief. Half-a-million dollars of Broad’s money also found its way into the promotion campaigns for the 2010 propaganda film, ‘Waiting for Superman,’ which failed to mention anything about that featured New York school getting $17M a year in private money from entities with a vested interest in charter schools. Broad money was also dropped on DFER’s sister organization, ‘Education Reform Now.’
In Chicago, the now infamous SUPES Academy scandal associated with disgraced school chief Barbara Byrd-Bennett has been quite revealing. Wilmette based SUPES was co-founded by Gary Solomon, a documented racist and former school administrator and teacher forced out in 2001 for improper and unprofessional conduct associated with under aged students. In an email to a female ex-student, Solomon allegedly referred to black people as “mooks, shines, burr heads, yard apes, porch monkeys,” and several other offensive terms. In a personal journal on his school computer, Solomon described another school administrator as an “uppity nigger.” Ms. Byrd-Bennett says she didn’t know about that side of Solomon. I say she got paid, and played, rainmaker for a racist. In 2014, a group of Chicago’s top education officials including, Mahalia Hines, Andrea Zopp, Barbara Byrd-Bennett, and Beth Swanson, flew to Arizona for a conference with “education investors.” The conference was hosted by Global Silicon Valley Advisors (GSVA). Magic Johnson (ex WAMU pitch man) was the keynote speaker. The GSV Advisors team, according their website, “has been involved in over 75 equity and 43 M&A / financial advisory transactions in education and business services, representing in excess of $14.2 billion of transaction activity. And over the past 20 years, our principals have collectively completed 283 transactions totaling over $41.2B.” GSVA’s founder and managing partner is Deborah Quazzo, a member of the Chicago Board of Education. Ms. Quazzo has a financial stake in the curriculum product known as ‘Think Through Math,’ an online remedial math instruction product designed to teach Common Core. One month after the conference, the Chicago Board of Education approved a $6M in startup money for ‘for-profit alternative schools.’
In September 2015, 42 of 50 Chicago City Council Members called on the state board of education and the CBE to jointly impose a moratorium on charter school expansion in Chicago. Four council members— Cochran (20th), Carrie Austin (34th), and Emma Mitts, and Will Burns (4th), did not back the effort. The City Council’s Black Caucus called for a moratorium. In February of 2016, Alderman Burns suddenly resigned after serving only a year into his second term. This shocking act was done so after an extensive and costly re-election run that included stumping by President Obama. Burns has reportedly taken a job with AirB&B.
Currently there are more than 6000 charter schools operating in the U.S., publically funded, privately run. That number is expected to double in ten years.. Florida has more than 600. In Michigan 80% are for-profit. In Philadelphia, 23 public schools closed for good, only to be replaced by charter schools. The state of Ohio is overrun with charter schools. The biggest player in that state is ‘The Whitehead Company.’ In Ohio, 2 firms operate 9% of the state’s charter schools and are collecting 38% of the state’s charter school funding increase. In the case of the State of Ohio, the U.S. State Department notified the CIA and the National Security Council about suspicious charter school Visas. There were large numbers of under qualified Turkish nationals with questionable credentials seeking Visas to teach at Ohio’s ‘Horizon Science Academies. Some of these “applicants” were linked to an exiled Muslim Cleric.
Camelot Education was acquired in 2011 by the Riverside Company, a top private equity firm that specializes in leveraged buyouts, led by managing partner Suzanne Kriscunas. Camelot owns two charters schools in Chicago: Excel Academy of Roseland (actually situated in Black Morgan Park on 111th St.), and Chicago Excel Academy of Englewood (consult the ‘ripoffreport.com’). Bridgescape Academies, founded in 1992 as the Edison Project pushing school voucher programs, is an education management firm operating in the U.S. and in the U.K. In 2011 Magic Johnson became a partner and soon established Magic Johnson Bridgescape with schools in Los Angeles and on Chicago’s north side.
Interestingly enough, 20111 is also the year that more than 100 major corporations and non-profit outfits have pulled out of ALEC, including Ford, Shell, General Electric, British Petroleum, Microsoft, Google, and eBay. Their exit was allegedly “environmental/energy related.” But look at what has happened: public education is vanishing; collective bargaining is all but out; thousands of public school teachers have been fired, and as of 2013 the Voucher system is operating in 20 states.
Many charter schools are designed to run ‘half-day’ programs with credits earned online in weeks from home. Many kids, however, earn regular high school diplomas often with the name of the school they use to attend. The government doesn’t audit these schools because, for one thing they are privately owned. Also, many non-profit schools are run by for-profit organizations. There inlays a racket. From kindergarten to high school, these outfits command $500B in annual tax revenue, annual conferences on how to profit in the public education industry, the national market for education related software and hardware products, books, computers, consultancies, taking over all physical aspects of operating a school. But let’s be clear, every study conducted by a completely independent, eugenics-free study all conclude that charter schools do not out perform public schools. To the contrary, charter schools have been known to have abnormally high rates of student suspensions, for bullshit like wearing the wrong colored shoes. Many of these education companies profit when students ‘drop-out.’
Unfortunately, our nation has a documented 164-year history (and counting) of severely marginalizing the lives and progress of black, brown, and poor white children by-way-of a system designed from inception to control and regulate, rather than actually “teach.” There has never been any genuine attempt by the power structure of this nation to truly educate black children, by formal schooling or otherwise. Mayor Rahm Emanuel ‘allegedly’ told CTU President Karen Lewis that, “most of these kids…” The tone of that statement sounded a lot like insights of social engineering statistics, a subject matter the mayor is likely well versed in.
On the other hand, those statistics are based on a stacked deck. Black children have never truly been measured honestly for their/our own capabilities based on the inheritance of our own bloodlines and histories as a people. But there’s the real issue isn’t; the subject of grand identity theft and the re-purposing of Africans and their descendants. The meshing of an African into a pseudo European-turned-American for the sake of, first the colonial system, then the Jim Crow system, followed by a continuum of institutional discrimination followed by the exporting of jobs, the gentrification of neighborhoods and, currently the obliteration of the American Public Education System in favor of a system that pushes a clear, for-profit agenda– “education products,” “psychotropic drugs,” and questionable “vaccination programs.” No wonder then that many teachers have been leaving the teaching profession, willingly, fed up with the permeation of this beast. The permeation does not stop at U.S. shores or any of its territories. Like most policy situations where U.S. influence is present, the education industrial complex has planted its tentacles in Haiti.
In May or August of 2016, Wiki Leaks reported that then U.S. Secretary of State “Hillary Clinton Plotted Corporate Charter School Colonialism for Haiti,” crafted by venture capitalist David Domenici, Director of the Center for Education Excellence (est. 2011), and the founder of Maya Angelou Academy in DC. He is also the son of U.S. Senator Pete Domenici (R-NM). When Haitian garment workers (for Levi’s, Hanes, and Fruit of the Loom) demanded a pay raise, from the .61 cents-per-hour they were being paid, Hillary’s intervention caused their pay to be cut to .31 cents per hour. Remember that about Lady Hot Sauce on Election Day. Speaking of elections; Arne Duncan is stepping down as secretary of education at the end of this year, and there are already whispers of a political run in Chicago. Beware.
The charter school mafia isn’t going anywhere. We need less fighting of that system (replace) and more fighting for the accreditation necessary to build and sustain our own education systems, with an African history based curriculum. “Charter Schools” with African centered curriculum work exceedingly well. There are no greater examples than the Betty Shabazz International Charter School founded by Haki Madhabuti in Chicago; and Freedom Home Academy International (Chicago, Detroit and Ghana), School of Literacy #2 (Chicago), and Heka Holistic Academy (Chicago), all founded by Marcus Kline. Famed Urban Prep Academies, founded in 2002 (chartered in 2005) by Tim King, the former President of Hales Franciscan High School, has survived largely on private donations, not the least of which was an anonymous 2009 donation of $1M, and a later donation from Oprah Winfrey for $250K has done well at helping to sustain the schools.
These schools are producing, on a daily basis, masters of math, science, geography, history, and more. As a people this is exactly the direction we should be moving in today. Consider the following: FOIA requests reveal that 90% of the teachers classified as “E-3” or unsatisfactory were black, and 90% of those brought up on charges were also black. According to a December 2015 report from the Better Government Association, of the 22,773 CPS teachers in the ‘2007-2008 school year,’ 31.4% were black. By December 2015 that number dropped to 22.6%. Further, more than 90% of the schools closed were in black communities. DNA Chicago recently reported that 3 out of 4 CPS schools do not have a Librarian. Currently the Chicago Public School System has 160 librarians for 661 schools. How fruitful can these school libraries be? It is a system that is literally rewriting history. Current school text books in Texas teach children that black people were not slaves in America; rather, that they were “unpaid interns.”
Make no mistake about it, if there is to be any genuine parity and progress for black and brown people in America, there must be economic unity, and re-orientation of collective histories. This point is crucial. At this point we owe it to ourselves given the very real anti-productive circumstances we as a people are faced with. There are no more geographic destinations of prosperity for us a people. Whatever we need to happen, we need to make it happen right here in the good ole USA. Our future or lack thereof depends on it.
Nathan Thompson is a critically acclaimed freelanced journalist and the award winning author of ‘KINGS: The True Story of Chicago’s Policy Kings & Numbers Racketeers.’ He can be reached at ‘firstname.lastname@example.org.’
- Washington in the Lap of Rome / Justin D. Fulton.
- Reece Committee on Tax-Exempt Foundations—transcripts / publishings.
- Origins of the American Public Education System: Horace Mann and the Prussian Model of Obedience.
- The Network for Public Education.
- Reign of Error: The Hoax of the Privatization Movement and the Danger to America’s Public Schools. Dian Ravitch.
- Why I Changed My Mind About School Reform. Diane Ravitch. WSJ 3/9/10.
- The Deliberate Dumbing Down of America: A Chronological Paper Trail. By Charlotte Thomson-Iserbyt. Conscience Press. Former Sr. Policy Advisor, U.S. Department of Education. Fired for exposing bullshit.
- Desegregation in Catholic Schools in the Archdiocese of Chicago 1964 to 1974. Loyola University.
- Radical Increase in Kids Prescribed Ritalin. Garth Kant. WDN.com 4/1/2013
- The Business of ADHD: Medicating Kids. A Frontline/PBS Special Report.
- ALEC 2013. A Bill Moyers documentary film
- How the Koch Brothers Backed Public School Segregation. Andy Kroll. Mother Jones 9/15/11.