From Ebbe in Denmark

Hello Americans of America

PART II

1832-2000 ..it's long period of time, From the Napoleonic Wars to the end of the Second newer Balkan War

HOW NWO MADE OUR CHILDREN AND GRANDCILDREN
GODLESS, INTERNATIONALISTIC INSTRUMENTS, "SOCIAL
ANIMALS", ONE OF THE RESPOSIBLE ORIGINATORS
LEE THORNDIKE CALL THEM ...read below.

Regards
Ebbe

All the five parts can be read on :

http://www.angelfire.com/ct/unionism/wundt.html

and

http://www.angelfire.com/ct/unionism/engmarkp.html

PART II
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The educational system was divided into three groups. The elite of Prussian society were seen as comprising .5% of the society. Approximately 5.5% of the remaining children were sent to what was called realschulen, where they were partially taught to think. The remaining 94% went to volkschulen, where they were to learn "harmony, obdience, freedom from stressful thinking and how to follow orders." An important part of this new system was to break the link between reading and the young child, because a child who reads too well becomes knowledgable and independent from the system of instruction and is capable of finding out anything. In order to have an efficient policy-making class and a sub-class beneath it, you've got to remove the power of most people to make anything out of available information.

This was the plan. To keep most of the children in the general population from reading for the first six or seven years of their lives.

Now, the Prussian system of reading was originally a system whereby whole sentences (and thus whole integrated concepts) were memorized, rather than whole words. In this three-tier system, they figured out a way to achieve the desired results. In the lowest category of the system, the volkschuelen, the method was to divide whole ideas (which simultaneously integrate whole disciplines - math, science, language, art, etc.) into subjects which hardly existed prior to that time. The subjects were further divided into units requiring periods of time during the day. With appropriate variation, no one would really know what was happening in the world. It was inherently one of the most brilliant methods of knowledge suppression that had ever existed. They also replaced the alphabet system of teaching with the teaching of sounds. Hooked on phonics? Children could read without understanding what they were reading, or all the implications.

In 1814, the first American, Edward Everett, goes to Prussian to get a PhD. He eventually becomes governor of Massachusetts. During the next 30 years or so, a whole line of American dignitaries came to Germany to earn degrees (a German invention). Horace Mann, instrumental in the development of educational systems in America, was among them. Those who earned degrees in Germany came back to the United States and staffed all of the major universities. In 1850, Massachusetts and New York utilize the system, as well as promote the concept that "the state is the father of children." Horace Mann's sister, Elizabeth Peabody (Peabody Foundation) saw to it that after the Civil War, the Prussian system (taught in the Northern states) was integrated into the conquered South between 1865 and 1918. Most of the "compulsory schooling" laws designed to implement the system were passed by 1900. By 1900, all the PhD's in the United States were trained in Prussia. This project also meant that one-room schoolhouses had to go, for it fostered independence. They were eventually wiped out.

One of the reasons that the self-appointed elite brought back the Prussian system to the United States was to ensure a non-thinking work force to staff the growing industrial revolution. In 1776, for example, about 85% of the citizens were reasonably educated and had independent livelihoods - they didn't need to work for anyone. By 1840, the ratio was still about 70%. The attitude of "learn and then strike out on your own" had to be broken. The Prussian system was an ideal way to do it.

One of the prime importers of the German "educational" system into the United States was William T. Harris, from Saint Louis. He brought the German system in and set the purpose of the schools to alienate children from parental influence and that of religion. He preached this openly, and began creating "school staffing" programs that were immediately picked up by the new "teacher colleges", many of which were underwritten by the Rockefeller family, the Carnegies, the Whitney's and the Peabody family. The University of Chicago was underwritten by the Rockefellers.

The bottom line is that we had a literate country in the United States before the importation of the German educational system, designed to "dumb down" the mass population. It was more literate that it is today. The textbooks of the time make so much allusion to history, philosophy, mathematics, science and politics that they are hard to follow today because of the way people are "taught to think."

Now, part of this whole paradigm seems to originate from an idea presented in The New Atlantis, by Francis Bacon (1627). The work described a "world research university" that scans the planet for babies and talent. The state then becomes invincible because it owned the university. It becomes impossible to revolt against the State because the State knows everything. A reflection of this principle can be seen today with the suppression of radical and practical technologies in order to preserve State control of life and prevent evolution and independence. The New Atlantis was widely read by German mystics in the 19th century. By 1840 in Prussia, there were a lot of "world research universities", in concept, all over the country. All of them drawing in talent and developiong it for the purposes of State power and stability.

Experimental Psychology

The great Wilhelm Wundt asked and answered the question:

What is will?

"To Wundt, as it developed, 'will' was the direct result of the collection of experienced influences, not by a independent intention of an individual of causal relations".

"His intention was to prove that the human being is a sum of its experiences, of the influences that push his consciousness and unconsciousness.."

"What decide the difference in time of reaction between individual and other things?" "Why do some individuals experience the influences different from others?"... To the experimental psychologist education is the process which gives meaningful experiences to the individual to secure correct reactions..."

"Wundt's thesis laid the philosophical foundation for the principles that later on became deciding to the development of Pavlov's animal-experiments and to American psychologists of behaviorism... in addition decisive to the development of school-children, who were orientated more towards socialization than to-wards the development of the intellect of the child with the intention to continue the culture, but in favor of the development of a society that more and more submit to the satisfaction of sensual wishes on behalf of conscientiousness and endeavor for perfection."

The young Americans who had learnt by Wundt, returned and established departments of psychology all over their own country.

All of them were successful and they got respected on influential posts, especially at the American Univer-sities. Each of them educated big crowds of students to the American doctor's degree in psychology.

New periods and other publications, new societies and clubs emerged, and every psychologist was pulled into another subject too at once, and here there was opened for the new urgent German psychology every-where.

The first two American students at Wundt's institute were G. Stanley Hall and John Dewey.

The first were known for a lot things, as a great inspirator at the John Hopkins University that was found-ed on the German model, and he were known as the founder of the American Journal of Psychology.

After he had been taught by Hall for a year at the John Hopkins University, Dewey should start an excep-tionally intensive and deep influence of the American sector of education. In 1886 Dewey published the first textbook of psychology with the same title. In 1895 he was invited to join the faculty at the Chicago University that was supported by Rockefeller. He became the leader of the department of philosophy, psychology and pedagogy.

In 1904 he published his master work:
Upbringing: Its psychology and its relation to physiology, anthropology, sociology, sex, crime, religion and education.

With Dewey's words:

"Upbringing consists of either to use ones own force in a social direction or in the ability to share the experiences of others, and in that way expand the individual consciousness to the consciousness of the race" (Dewey, John, "Lectures for the First Course in pedagogy", unpublished, No. 1 (1896) pg. 1)

..."The biggest problem in all upbringing is to coordinate the psychological and social factors...the coordination claims...that the child is apple to express itself, but in such a way that it in reality rounds off a social closing."

Not until the end of the 19th century and in the beginning of the 20th century thorough upheavals began in the American system of teaching and upbringing.

"The word 'upbringing' meant to Wundt that you 'feed' experiential data into the young brains and nerve systems - but you do not introduce them to the development of a skillful, interior mental life, you do not bring up with the intention to ennoble the intellect".

"The teacher has quite another purpose that means another role, he has become some kind of guide to socialization of the child. He leads every young boy and girl to accept that special behavior, which is ordered by him with the purpose to get the young ones to follow the group. In that development were also the efforts to equalize individual differences to get an uniformed collection of students, which do not know anything about the techniques of the teaching, to think out social patterns of the future, to change courses of study and methods as he likes."

"James Mckeen Cattell did not have enjoy the honor to be the first student of Wundt, but he was Wundt's first assistant. He was born 1860."

After having got a university degree at Lafayette University, where his father was Rector Magnificus, in 1880, he went abroad to Wundt in Leipzig and asked to be his assistant. Here he got the doctor degree in 1866.

"He was especially known for his fantastic studies of the theme 'reading and spelling'"..."Single individuals can recognize the words without having spelled. From this he concluded that the words is not read by composing the letters, but is being perceived as 'whole word-pictures'...The result was that sound- and spellmethods in the teaching of reading were excluded and replace with the word-picture-method".

Country wide spreading of his pioneering results and new proposals was promoted by Teachers College at the Columbia University.

Later Cattell started a new period, The Psychological Review, and acquired from Alexander Graham Bell the weekly magazine 'Science', as later was developed to American Associations for the Advancement of Science. In 1900 he started Popular Science Monthly, from 1915 he was the publisher of School and Society.

He advanced to the highest heights in scientific circles and got 'the new science', the experimental-psy-chology, extended with secure bastions all over the American university-world.
There were more of this kind - read 'The Leipzig Connection' that is a much more complete and well-documented reading of this and many other subjects tied related to this problem.
James Earl Russell at the Columbia University had acquired the doctor degree in Leipzig in 1894.

He worked closely to Cattell on the quickly expansion and German laboratory psychology in USA Teachers College at the New York University became the place, from which the influence spread out over the whole country.

Edward Lee Thorndike was also a leading figure - also behind Danish, perhaps European, marketing-thoughts too, but that was later on. Read parts 3, 4, 5.

He was especially interested in animal-experiments. "He defines psychology in this way:

Psychology is the science about the intellect, character and about behavior of animals, the human being included. Thorndike was the first psychologist who studied the behavior of animals in an experimental laboratory. "He used the same technic with children and young people".

As a result of this he published the book 'Educational Psychology' in 1903. And it did not remain by that.
The purpose of the upbringing is, maintained Thorndike:

"Upbringing is interested first of all for the common relations between the human being and his environment that make it possible to obtain a better adaptation of the human nature to the environment."

The human being is a social animal.
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END OF PART II