OK, the first thing to point out is that schools do NOT "dumb down". They teach Math, English, Science... necessary for ALL careers. Laziness dumbs down. Kids have a choice of taking easy or hard classes, and most choose easy. So, they dumb themselves down. But this thread is not about "dumbing down". It is about indoctrination.


My two cents on the issue (I could be wrong...) is that schools teach kids to follow orders, not question authority, mind their own business, and basically be "sheeple".


My point is that from Kindergarten kids are taught to "do as I say".


If a child questions a rule, they are told either "because I said so" or "because I'm teacher". While you may not see anything suspicious in that, school does, over the years, implant a cognitive message to follow orders, and never question authority. Rewarded with candy, reinforced with time-outs.


I would also like to throw in that considering that the government wants to control our children is NOT paranoid. Governments want control, and what better way to attain control, a "common indoctrination", than through children? Easy way to do so is to impose educational and behavioral standards each teacher has to follow, and you've, in a way, "molded" the new generation.



Another thing sets me off, and I want to spend quite a bit of time on it. That is the "mind your own business" message. It is within human nature to ask questions and worry/think/get curious about others. Yet schools to LENGTHS to suppress it. How? A message repeated over the years gets rooted in the subconscious and becomes part of that person's character.


Jack: Where is Fred going?
Teacher: None of your business.
Jack: Is he in trouble?
Teacher: Don't worry about it.
(10 years later)
Jack:What goes on at Area 51.
Inner Voice: None of your business.
Jack:What is the govt. hiding from us?
Inner Voice: Don't worry about it.



So, only worry about yourself, follow orders, and don't question authority. That is how I believe schools condition our young minds.

Whoever cannot be "mass-programmed" is subjected to individual programming (IEPs). I, in my school days, was virtually unindoctrinable to the "mob mentality", and was, of course subjected to an IEP. My 2 most important goals? Follow directions, mind your own business. They used various psychological techniques to "mold" you correctly.

If I was a "good boy", I would have told myself "mind your own business" when I got curious about Area 51. But I couldn't. My human nature has NOT been suppressed. Thus, that one question eventually led me to find Alex Jones, ATS, and all the other amazing knowledge I would have been denied had I "minded my own business".

Another questionable thing is history class. 3 years of history, 0 mentions of Freemasonry, MKULTRA, and other vital information everyone should know. Also, the TRUE reason for WW1 and 2. And they made the police states in Russia and Germany seem like something isolated in the past and unlikely to happen anywhere ever again, ESPECIALLY in the "land of the free, home of the brave".


Also, there is an assessment of political views and assessment of current awareness in the world situation. (Elite, NWO agenda) In 12th grade, there is an entire course on government. And in 8th grade, on the Constitution.

Also, as a senior in high school, I had to read Orwell's 1984 and compare it to today's world. A direct assessment of political views and awareness assessment. Assignment like that are good for "blacklisting" potential dissidents.


So, in conclusion, post your thoughts on our Education System and on the possibility of mass public indoctrination. Please post your comments to my post, whether you agree with it or not.

One more suspicious thing I with to mention is the blackout on Nickola Tesla in schools. Such a man, revolutionized the world, SURELY must AT LEAST get HALF the attention Einstein gets today. Yet there wasn't even a ONE-LINE MENTION of him in all my 12 years of high school!!!

Education reform is one of the topics most near and dear to my heart, and I'm thrilled you brought it up. I'm currently working in France as an English tutor/language assistant in their public school system, and it is curious to me, as an American, to compare the two systems.

One of the biggest differences is the centralization of the French system versus the fractioned, disorganized mess of the US system--while the French system truly can promote the National agenda because the system is utterly centralized (that is, the teachers and all the employees work directly for the French state), in the US, teachers work for the individual school districts (a concept that is shocking to the French--the school system isn't centralized? How can it possibly be effective?!) What this means is that the French gov't is capable of standardizing what is taught from region to region--something we absolutely do not see in the US. So while your high school physics textbooks didn't discuss Tesla, mine did. In that sense, the French gov't could exert more control over its pupils and, logically, its future worker population, than the US is presently capable of exerting.

I do, however, absolutely agree with you, that the US educational system is focused on all the wrong things. I wish I could find where I read it, but I heard once that the US "bell" system in schools was an adaptation of the bells used in factories and particularly in the Ford-styled assembly line factory. The thought was that if pupils became accustomed to hearing the bells at a young age and responding to them, they would respond to them, and thrive on them, as adults. This sort of rigid system is detrimental to real learning, I believe, because it sets borders on it, and does in fact play towards mediocrity--you have to cram everything into 45 minute sound bites for your students, and teach to the lowest common denominator--which is usually a student who chooses not to read anything, or to maybe skim the text at best. Teachers are then pushed by the system to give out inflated reports of student achievement in order to keep funding up in their school district, so the base grade becomes an A and not a C.

And should grades even be the means of evaluation? Absolutely not, in an ideal system. Not only do they create a competitive environment for learning, they also quantify it in some supposedly objective way that really is not objective at all. I mean, a test, an essay, a lab write up--these things can only show a certain amount of what a student is capable of. For a student with a capacity for expression, he or she may be able to BS their way through a paper without learning a thing, while a student who struggles with expression may spend a huge amount of time understanding the material, but errors in spelling and syntax may cause him or her to fail. But because there's a rubric, a standard (which is always a grade A paper, setting the minimum the people with a knack for words and figures has to work toward) the teacher can appease his or her soul that the grading was fair and objective, when it is just so surface level.

Of course, the only real solution to this sort of thing is to reduce class size and do away with the current grading system in favor of something more comprehensive, but because of serious funding constraints that is extremely unlikely to happen. I'd suggest moving your children to a charter school that you have fully researched, or, if you think you are capable, homeschooling or starting your own co-op school.