PDA

View Full Version : You Live To Serve The State: Education



iustitia
12-08-2013, 10:50 PM
A Review of the State: Do You Trust Government?


“Of all tyrannies, a tyranny sincerely exercised for the good of its victims may be the most oppressive. It would be better to live under robber barons than under omnipotent moral busybodies. The robber baron’s cruelty may sometimes sleep, his cupidity may at some point be satiated; but those who torment us for our own good will torment us without end for they do so with the approval of their own conscience.” - C. S. Lewis
“This and no other is the root from which a tyrant springs; when he first appears he is a protector.” - Plato
"The urge to save humanity is almost always a false front for the urge to rule." - H. L. Mencken


Education


Compulsory education. Not the wisdom gained from life experience or the knowledge gained from independent study, inquisitiveness, thrift and dedication. Most are probably unaware of the true origins of public education in America. The kind we have today. Those who've read anything about modern education have probably heard of the great progressive educator John Dewey - "Father of Modern Education". They also probably didn't know he was a democratic socialist. However if we delve into the history of this system we will find that, like the welfare state, its origins are with that of government's (Prussia's) need to maintain control of the population. We will find that mandatory education is not truly for educational purposes, nor to provide the youth with morality, knowledge or civics. Instead we will find that, whether we like it or not, like so many things this system exists because of the statist notion that you live to serve the state.

Prussians pioneered compulsory education in Europe

“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 ... The social psychologist of the future will have a number of classes of school children on whom they will try different methods of producing an unshakable conviction that snow is black. When the technique has been 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."
-Johann Gottlieb Fichte, Prussian University in Berlin, 1810

After the defeat of the Prussians (Germans) by Napoleon at the battle of Jena in 1806, it was decided that the reason why the battle was lost was that the Prussian soldiers were thinking for themselves on the battlefield instead of following orders.

The Prussian philosopher Johann Gottlieb Fichte (1762-1814), the head of philosophy & psychology who influenced Hegel and others, wrote “Addresses to the German Nation” between 1807 and 1808, which promoted the State as a necessary instrument of social and moral progress. He taught at the University of Berlin from 1810 to his death in 1814.

Using the basic philosophy prescribing the “duties of the state”, combined with John Locke’s view (1690) that “children are a tabula rasa (blank slate)” and lessons from Rousseau on how to “write on the slate”, Prussia established a three-tiered educational system that was considered “scientific” in nature. Work began in 1807 and the system was in place by 1819. An important part of the Prussian system was that it defined for the child what was to be learned, what was to be thought about, how long to think about it, and when a child was to think of something else. Basically, it was a system of thought control, and it established a penchant in the psyche of the German elite that would later manifest itself into what we now refer to as mind control.

The educational system was divided into three groups. The first group was the elite of Prussian society. They 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, obedience, 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 knowledgeable 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.
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. Because education was so compartmentalized, and students were only learning parts of the whole, so no one would really understand the concepts of they were learning. They also replaced the alphabet system of teaching with the teaching of sounds. Children could read without understanding what they were reading, or all of the implications.

In 1814, the first American, Edward Everett, obtained a PhD from a Prussian university. He eventually became governor of Massachusetts. During the next 30 years or so, a whole line of American dignitaries came to Germany to earn degrees (which in itself, was also 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 (namesake of the 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.

In America after the Civil War, one of the conditions placed on the southern states for re-admission into the Union was that they had to replace their system of education with the national public school curriculum. Instrumental in this process was a man named Jabez Curry, who was in charge of the public school curriculum in the south. Later in life he realized just how insidious this system was, and that in fact, instead of being a system of education, it was instead a system of control.

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. 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 population. 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 talent that will be trained to serve the State and make it even more powerful.

The Birth of Experimental Psychology in Germany

By the middle of the 19th century, Germany had developed a new concept in the sciences which they termed “psycho-physics”, which argued that people were in fact complex machines. It was the ultimate materialist extension of science that would parallel the mechanistic view of the universe already under way. This new view of people became more or less institutionalized in Germany, and by the 1870's the field of experimental psychology was to discover the nature of the human machine and how to program it.

The main proponent of this new experimental psychology in Germany was Wilhelm Wundt (1832-1920), who is today widely regarded as the “father” of that field. He is described by orthodoxy as having “freed the study of the mind from metaphysics and rational philosophy.” Wundt obtained his PhD in medicine from the University of Heidelburg in 1856, and embarked on the study of sensory perception. His most famous work was “Contributions to the Theory of Sense Perception”, done between 1858 and 1862. It is described by orthodoxy as the first work of experimental psychology. In 1875, Wundt was appointed to a chair in philosophy at Leipzig, where he instituted a laboratory for the “systematic, experimental study of experience.”

iustitia
12-08-2013, 10:52 PM
American students of Wundt who returned to the United States between 1880 and 1910 became the heads of Psychological Departments at major universities, such as Harvard, Cornell, and the University of Pennsylvania, to name a few. Wundt trained James Cattell, who on his return to the United States trained over 300 PhD’s in the Wundt world view. The system of “educational psychology” evolved from this. Funded by the Carnegie and Rockefeller foundations, the Wundtian system gains control over educational testing in the United States for soldiers of World War I.

Earlier in the century there were “school boards” in every town. Between 1932 and 1960, the number of school boards dropped from 140,000 to 30,000. Today there are about 15,000 – all controlled by extensions of the Carnegie-Rockefeller educational complex.

Prussian minister Heinrich Friedrich Karl vom und zum Stein, Minister of State under King Frederick William III, greatly strengthened State control by abolishing religious private schools and placing all education under the control of the Minister of the Interior.

In 1810 the ministry decreed State examination and certification for all teachers and in 1812 an examination was required to graduate from State school. They also set up an elaborate system of bureaucrats to oversee the schools. The rise of these school systems went hand in hand with the institution of compulsory military service.

Horace Mann in the 7th annual report Massachusetts Board of Education 1843 advocated the Prussian model as well as compulsory schooling.

Quotes from important figures in the history of education

“Nothing is more central to the maintenance of social order than the regulatory mechanisms employed to control and socialize our children. Control over the socialization process; which is institutionalized in agencies such as the family, the church, the school, recreation programs for children and youth, delinquency prevention programs, and the juvenile justice system; is a key variable in the reproduction or the change of our social order and social relations.

Those who wish to reproduce existing social relations, because it serves their interest to do so, want to control the socialization process and the institutions of socialization. It is in their interest to mask their interest in such control by appearing to offer help to
children and youth which will also benefit society as a whole.” - Ronald Boostom, Coordinator for Juvenile Justice in California, in a paper “Thomas Szasz and Juvenile Deviance” 1980.

"A primary purpose of the educational system is to train school children in good citizenship, patriotism and loyalty to the state and the nation as a means of protecting the public welfare." -Justice H. Walter Croskey, 2008.

“Our schools have been scientifically designed to prevent over-education from happening. The average American should be content with their humble role in life.” - William T. Harris, U.S. Commissioner of Education 1889-1906

"Ninety-nine [students] out of a hundred are automata, careful to walk in prescribed paths, careful to follow the prescribed custom. This is not an accident but the result of substantial education, which, scientifically defined, is the subsumption of the individual." – Harris Philosophy of Education 1906

“The children who know how to think for themselves spoil the harmony of the collective society which is coming, where everyone would be interdependent.” - John Dewey, philosopher and education reformer of late 1800s-mid 1900s, often known as the “Father of Progressive Education”

“Every teacher should realize he is a social servant set apart for the maintenance of the proper social order... In this way, the teacher always is the prophet of the true God and the usherer-in of the true Kingdom of God.” - John Dewey

“Only a system of state-controlled schools can be free to teach whatever the welfare of the State may demand.” - Ellwood P. Cubberley, former superintendent of San Diego schools 1896-1898; Dean of Stanford University School of Education 1898-1933; Chief of elementary school texts for Houghton Mifflin

“We who are engaged in the sacred cause of education are entitled to look upon all parents as having given hostages to our cause.” - Horace Mann, education reformer, abolitionist, member of Massachusetts House, Massachusetts Senate, Massachusetts Board of Education

“Public schools were an essential first step on the road to socialism and that this would require a sustained effort of propaganda and political activism over a long period of time” Is Public Education Necessary? - Robert Owen who started a utopian society and advocated compulsory public schools)

“Scientific societies are as yet in their infancy. . . . It is to be expected that advances in physiology and psychology will give governments much more control over individual mentality than they now have even in totalitarian countries. Fitche laid it down that education should aim at destroying free will, so that, after pupils have left school, they shall be incapable, throughout the rest of their lives, of thinking or acting otherwise than as their schoolmasters would have wished. . . . Diet, injections, and injunctions will combine, from a very early age, to produce the sort of character and the sort of beliefs that the authorities consider desirable, and any serious criticism of the powers that be will become psychologically impossible. . . .” - Bertrand Russell Impact of Science Upon Society, 1953

"Education in a scientific society may, I think, be best conceived after the analogy of the education provided by the Jesuits. The Jesuits provided one sort of education for the boys who were to become ordinary men of the world, and another for those who were to become members of the Society of Jesus. In like manner, the scientific rulers will provide one kind of education for ordinary men and women, and another for those who are to become holders of scientific power. Ordinary men and women will be expected to be docile, industrious, punctual, thoughtless, and contented. Of these qualities probably contentment will be considered the most important. In order to produce it, all the researches of psycho-analysis, behaviorism, and biochemistry will be brought into play." -[part 3, XIV, Education in a Scientific Society p.251]

“We want one class to have a liberal education. We want another class, a very much larger class of necessity, to forgo the privilege of a liberal education and fit themselves to perform specific difficult manual tasks” – Woodrow Wilson from an address to The New York City High School Teachers Association Jan. 9th, 1909

iustitia
12-08-2013, 10:53 PM
School as a Laboratory for Behavioral Psychology

1902 General Education Board was incorporated by the U.S. Congress and endowed by John D Rockefeller

1905 The Intercollegiate Socialist Society was founded in New York City by Upton Siclair, Jack London, Clarence Darrow. Its permanent HQ is established at the Rand School of Social Studies in 1908 and ISS became the League for Industrial Democracy in 1939

1896 John Dewey the “father of progressive education” published Psychology, the first American textbook on the revised subject of education. This would become the most widely used and quoted textbook in American history. Just prior to publication Dewey had joined the faculty of the Rockefeller-endowed University of Chicago as head of the combined departments of philosophy, psychology, and Pedagogy (teaching). The university established a laboratory to apply psychological techniques to the study of learning. The lab opened in 1896 as the Dewey School which would later be known as the Chicago Laboratory School.

“We view with alarm the activity of the Carnegie and Rockefeller Foundations – agencies not in any way responsible to the people – in their efforts to control the policies of our State educational institutions, to fashion after their conception and to standardize our courses of study, and to surround the institutions with conditions which menace true academic freedom and defeat the primary purpose of democracy as heretofore preserved inviolate in our common schools, normal schools, and universities.” - Normal School Section of the National Education Association at its annual meeting in St Paul Minnesota in 1914

January 13 1918 William Boyce Thompson writing in the New York World
“Russia is pointing the way to great and sweeping world changes. It is not in Russia alone that the old order is passing. There is a lot of the old order in America, and that is going too… I’m glad it is so. When I sat and watched those democratic conclaves in Russia I felt I would welcome a similar scene in the United States.” - Thompson was a Federal Reserve Bank director and founding member of the Council on Foreign Relations.

“The fondest wish of the utopian thinkers is coming true- children were passing from blood families into the custody of community experts. In time the dream of Galton would come true through the public education system as it would check the unfit.” - 1919 Arthur Calhoun Social History of the Family

“It is the State which educates its citizens in civic virtue, gives them a consciousness of their mission and welds them into unity” - Benito Mussolini

Max Muller Geneticist’s Manifesto: “State action should separate worthwhile breeding stock from the great mass of evolutionary dead-end material”

"Should it turn out that the new-born is a weakly and ill-bred child, then a gentle death will be provided for him by the medical board, which decides over the citizenship papers of the society, let’s say through a small dose of morphine… (The parents) will not give themselves over to rebellious feelings for long but will try it fresh and happily a second time, if they are permitted to do so and have a certificate granting them the right to the procedure." -Dr. Alfred Ploetz in 1895; German psychiatrist who founded eugenics in Germany, paving the way for the horrors of Hitler's genocide.

The British Model

Arguments: That schools were needed to protect against the “neighborhood effect” which said that government schools were needed to reduce crime, increase quality of opportunity, instill the common values of a democratic society, and achieve economic growth. There was an extensive system of private education before 1870. In fact, the literacy levels in England before compulsory schooling were higher than after the institution of compulsory schooling. A government commission at the time, the famous Newcastle Commission, recommended strengthening the then present system rather than substituting it with a government run public school system. But educators driven by self-interest, such as W.E. Forster disseminated misleading reports as well as outright lies to make their case. Compulsory government schooling weakened private education which was then used as a pretext that even more schooling was needed. - Education and The State: A Study in Political Economy E.G.West

Food for thought...

The education system was put into place in Prussia to create a class of citizens obedient to the state and and obedient workers, as well as unquestioning soldiers. This system was finally cemented in America with the not-so-unusual collusion of socialist activists and "capitalist" industrialists, bankers and politicians. You live to serve the state. And its monopolies. But yeah. For further reading I recommend the following-

Endangered American Dream
http://books.google.com/books?id=NX3HAEic_iIC&pg=PA100&lpg=PA100&dq=prussian+education+programs+-prussia&source=bl&ots=0W9ZTOQzxL&sig=eQ28jePa2A-0SsQZKUJXVDwxeT8&hl=en&sa=X&ei=yNthUfznLZPF4APjsoGQCA&ved=0CGoQ6AEwBg#v=onepage&q=prussian education programs -prussia&f=false

Nationalizing Children
http://archive.lewrockwell.com/grigg/grigg-w321.html

People for the Prussian Way
http://archive.lewrockwell.com/ostrowski/ostrowski58.html

History of Education
http://hackeducation.com/2012/11/01/history-of-education-khan-academy/

I leave you with this- What is the real purpose of politics?
"The whole aim of practical politics is to keep the populace alarmed -- and hence clamorous to be led to safety -- by menacing it with an endless series of hobgoblins, all of them imaginary.“ H.L. Mencken

Can you really, safely assume that the state's machinations are not diabolical?

Peter1469
12-09-2013, 08:53 AM
It would be easier to post a couple of paragraphs and then provide a link. Some websites have strict copyright rules, while others do not.

As far as the OP, yes public education is largely about creating the model citizen. Back in college my sociology class was reading something about public education in the US. I can't remember the specifics but sometime in the late 60s education standards were cut because the government believed jobs in the future would largely not require much intellectual ability (like working the floor of a factory).

The Sage of Main Street
12-09-2013, 03:46 PM
Quotes from important figures in the history of education



“Our schools have been scientifically designed to prevent over-education from happening. The average American should be content with their humble role in life.” - William T. Harris, U.S. Commissioner of Education 1889-1906

"Ninety-nine [students] out of a hundred are automata, careful to walk in prescribed paths, careful to follow the prescribed custom. This is not an accident but the result of substantial education, which, scientifically defined, is the subsumption of the individual." – Harris Philosophy of Education 1906

“The children who know how to think for themselves spoil the harmony of the collective society which is coming, where everyone would be interdependent.” - John Dewey, philosopher and education reformer of late 1800s-mid 1900s, often known as the “Father of Progressive Education”

“Every teacher should realize he is a social servant set apart for the maintenance of the proper social order... In this way, the teacher always is the prophet of the true God and the usherer-in of the true Kingdom of God.” - John Dewey

“Only a system of state-controlled schools can be free to teach whatever the welfare of the State may demand.” - Ellwood P. Cubberley, former superintendent of San Diego schools 1896-1898; Dean of Stanford University School of Education 1898-1933; Chief of elementary school texts for Houghton Mifflin

“We who are engaged in the sacred cause of education are entitled to look upon all parents as having given hostages to our cause.” - Horace Mann, education reformer, abolitionist, member of Massachusetts House, Massachusetts Senate, Massachusetts Board of Education

“Public schools were an essential first step on the road to socialism and that this would require a sustained effort of propaganda and political activism over a long period of time” Is Public Education Necessary? - Robert Owen who started a utopian society and advocated compulsory public schools)

“Scientific societies are as yet in their infancy. . . . It is to be expected that advances in physiology and psychology will give governments much more control over individual mentality than they now have even in totalitarian countries. Fitche laid it down that education should aim at destroying free will, so that, after pupils have left school, they shall be incapable, throughout the rest of their lives, of thinking or acting otherwise than as their schoolmasters would have wished. . . . Diet, injections, and injunctions will combine, from a very early age, to produce the sort of character and the sort of beliefs that the authorities consider desirable, and any serious criticism of the powers that be will become psychologically impossible. . . .” - Bertrand Russell Impact of Science Upon Society, 1953

"Education in a scientific society may, I think, be best conceived after the analogy of the education provided by the Jesuits. The Jesuits provided one sort of education for the boys who were to become ordinary men of the world, and another for those who were to become members of the Society of Jesus. In like manner, the scientific rulers will provide one kind of education for ordinary men and women, and another for those who are to become holders of scientific power. Ordinary men and women will be expected to be docile, industrious, punctual, thoughtless, and contented. Of these qualities probably contentment will be considered the most important. In order to produce it, all the researches of psycho-analysis, behaviorism, and biochemistry will be brought into play." -[part 3, XIV, Education in a Scientific Society p.251]

“We want one class to have a liberal education. We want another class, a very much larger class of necessity, to forgo the privilege of a liberal education and fit themselves to perform specific difficult manual tasks” – Woodrow Wilson from an address to The New York City High School Teachers Association Jan. 9th, 1909


The first quote, from Harris, has been deliberately distorted to have him use the "non-sexist" they, which is plural, to illogically refer to the singular antecedent, American. No educator was so stupid, poorly educated, and afraid of screeching femininnies to use that New Age form back then.

iustitia
12-09-2013, 06:33 PM
I try to source everything I come across but as with anything there are oversights. I'll try to look up the full source again.

The Sage of Main Street
12-10-2013, 09:23 AM
I try to source everything I come across but as with anything there are oversights. I'll try to look up the full source again. I couldn't find the exact quote, but in what I did read from William T. Harris, he used the traditional and logical he for "he or she." One book I read before the femininnies intentionally destroyed structured thought said, "Every American must be involved, no matter what his occupation, what his race, or what his sex."

Peter1469
12-10-2013, 10:28 AM
I couldn't find the exact quote, but in what I did read from William T. Harris, he used the traditional and logical he for "he or she." One book I read before the femininnies intentionally destroyed structured thought said, "Every American must be involved, no matter what his occupation, what his race, or what his sex."

That is the tradition in the English language.

kilgram
12-10-2013, 11:03 AM
I couldn't find the exact quote, but in what I did read from William T. Harris, he used the traditional and logical he for "he or she." One book I read before the femininnies intentionally destroyed structured thought said, "Every American must be involved, no matter what his occupation, what his race, or what his sex."
How English does not have genre, is easy to prevent to use apparently "sexist" language. Just you need to use impersonal forms.

For example this is harder in Spanish or other languages that have genres.

Chris
12-10-2013, 11:10 AM
How English does not have genre, is easy to prevent to use apparently "sexist" language. Just you need to use impersonal forms.

For example this is harder in Spanish or other languages that have genres.

Gender?

The Sage of Main Street
12-11-2013, 12:28 PM
How English does not have genre, is easy to prevent to use apparently "sexist" language. Just you need to use impersonal forms.

For example this is harder in Spanish or other languages that have genres.

The Spanish-speaking femininny titwits must be outraged. They can't use the Spanish they as a unisex form to refer to a singular that could be masculine or feminine. Unlike English, Spanish they has both a masculine and feminine form, ellos and ellas.

iustitia
01-15-2014, 11:29 PM
Going through my files I realized I had more to share on this subject.

Charlotte T. Iserbyt was a member of the Reagan administration, a senior policy advisor in the Department of Education. I'm sure many will recall Reagan ran on abolishing the Department of Edcation. And yet he actually continued Carter's policies. Iserbyt became disillusioned and shocked by Reagan over his adminstration's promotion of collectivist education policies, a promptly leaked documents to the public showing as much. She also copied as many documents as possible.

Iserbyt wrote a book chronicling the advancement of collectivist education in America called "The Deliberate Dumbing Down of America". It's available to read for free on her site as a pdf, which I've mirrored here:

Book Index-
http://www.scribd.com/doc/200033085/18-Index

The Deliberate Dumbing Down of America (WARNING: LONG AS SHIT)-
http://www.scribd.com/doc/200006030/The-Deliberate-Dumbing-Down-of-America-sml

Likewise, she has released many articles, newsletters, et cetera. Her arguments are controversial even to conservatives. She even challenges school vouchers and "school choice", arguing that these are further ploys of the state to control education through manipulation of funding. I'll leave that conclusion to you, but here are some arguments of hers and associates, which I'm pretty sure can also still be found on her website:

Background of School-To-Work Programs, Implications 1997-1998-
http://www.scribd.com/doc/200008588/Hyde-Cuddy-Testimony

Industry/Career Clusters by State-
http://www.scribd.com/doc/200008952/Industry-Career-Clusters-V

Choice is Death Sentence for Private and Home Education-
http://www.scribd.com/doc/200007588/Choice-p1

Choice-
http://www.scribd.com/doc/200019610/Iserbyt-Choice-is-Death

Iserbyt True Goal of School Choice NWV 3 10 12-
http://www.scribd.com/doc/191192485/Iserbyt-True-Goal-of-School-Choice-NWV-3-10-12

Iserbyt-Regionalism is Communism NWV 3 10 12-
http://www.scribd.com/doc/191192481/Iserbyt-Regionalism-is-Communism-NWV-3-10-12

Iserbyt-Heritage Foundation NWV 7 31 12-
http://www.scribd.com/doc/191192478/Iserbyt-Heritage-Foundation-NWV-7-31-12

UN Agenda 21 - Sustainable Development - US Govt. - Debbie Niwa - 2012-
http://www.scribd.com/doc/191192487/UN-Agenda-21-Debbie-Niwa-2012-265pgs-GOV-POL

Iserbyt-Charter School Trap Jan 2011-
http://www.scribd.com/doc/191192476/Iserbyt-Charter-School-Trap-Jan-2011

Death of Free Will-
http://www.scribd.com/doc/191192474/Death-of-FreeWill-12-11-2010

When Johnny Takes The Test - Fields, Leslie, and Hoge-
http://www.scribd.com/doc/200023053/When-Johnny-Takes-the-Test-Fields-Leslie-Hoge-2005-10pg-Edu

Back to Basics Reform (small book)-
http://www.scribd.com/doc/200023449/B-to-B-Reform-Iserbyt-Book

Revolution in Education-
http://www.scribd.com/doc/200023892/Revolution-in-Ed-Iserbyt

New Society 1941 TIME Magazine-
http://www.scribd.com/doc/200035165/New-Society-1941-Time-Magazine

American Malvern TIME Magazine-
http://www.scribd.com/doc/200035531/American-Malvern-1p

Edu-Gate Washington Times 1987-
http://www.scribd.com/doc/200035866/Edu-Gate-WA-Times1987

Social Change and Educational Outcomes-Diagram By Harold Shane-
http://www.scribd.com/doc/200036474/Shane-Social-Change

Soviets In The Classroom-
http://www.scribd.com/doc/191192483/Iserbyt-Soviets-in-Class

When Is Assessment Really Assessment By Cynthia Weatherly-
http://www.scribd.com/doc/200037450/Weatherly-When-is-Assessmentpdf

All Children Left Behind By Debbie Niwa (small book)-
http://www.scribd.com/doc/200037469/ACLB-draft-3-28-04-

Education Matters-
http://www.scribd.com/doc/200037309/Iserbyt-Education-Matters

Background Paper on President Reagan and the U.S. Department of Education-
http://www.scribd.com/doc/200038492/Iserbyt-Reagan-US-DOE

Experimentation with Minorities-
http://www.scribd.com/doc/200038131/Iserbyt-Experimentation

AFP interview p1&2-
http://www.scribd.com/doc/200038179/RFP-Interview-p1
http://www.scribd.com/doc/200038185/RFP-Interview-p2

No American Left Alone-
http://www.scribd.com/doc/200011235/Iserbyt-Alert-HR-1-3pg

Keep Your Eye On The Ball 1/1/04-
http://www.scribd.com/doc/200005980/Happy-New-Year