TrumpDerangiacs were the conformist kids in school who enforced "make nice" on the kids who caused trouble

The self-brainwashing of compulsory universal schooling (mis-education) makes the inmates of the insane asylum "from sea to shining sea" SELF-REGULATING, resolutely punishing independent-thinking people who want to live their own lives.

When Jimmy Carter was exposed (Jimmy Carter Revealed, he's a Rockefeller Republican, Atlantic Monthly July 15, 1977, the night he won Georgia gubernator, he called up David Rockefeller's secretary to be groomed for higher office, the idea was that the intellectual grandchildren of Adolf von Harnack, who "disproved" biblical accounts of miracles, assume their secular-agnostic-atheist "Sunday School Teacher" play-role like the Walton's "Ma" (Michael Learned), so the "influential classes" could foist a gigantic fraud off on the flyover country hicks, that this was finally their guy, the problem was, when the smart people in the beltway figured out they had also been hoodwinked by one of the top 10 worst Presidents EVER, their analysis was "this is a kid who ran for Student Body President" to ho-hums from the normal kids, "now grown up with the lust of power".)

So now, Scott Adams of "Dilbert" office cartoon fame, notes that Rob Reiner's TrumpDerangiac is an actual mental illness, someone needs to check Meathead's spittle bib so he doesn't drool all over himself when he's on a Trump rave--but once in the habit, if you didn't have a Trump to blow your gaskets about, you'd have to invent one.

Turns out this was all part of the foundation of compulsory, universal schooling, to get people out of self-employment into factories owned by millionaires, like Amazon drivers, only 150 years ago. The kids in the middle, who were taught to envy the smart kids and despise the dumb kids, are carefully programmed to enforce social conformity, to punish kids who like the Walton's "Pa" (Ralph Waite) who wouldn't attend Sunday Meetin', wouldn't "make nice", who rebel against the cognitive conditioning system, who threaten to fail to become docile, zombie consumers and who tend to set off in their own life directions instead of becoming thralls of the system waiting for teachers and bosses to tell them what to think and what it's important to do with your life.

The only difference today is, the uncool kids are those who aren't total glow-screen addicts, who don't receive the same marketing about their "individual rebellion" rigidly lockstep school fashions, who threaten to upset the whole, carefully balanced school mind-control apple cart.

WE breed water dogs not to bite game birds, we hood falcons to control them, when race horses run too fast we "handicap" them with heavy sandbags, and when students are in danger of independent learning so that they threaten to evade being conditioned into mindless consumers and docile, unquestioning employees of giant corporations, we subject them to "schooling".

The planned, deliberate intellectual caponization ($25 word for neutering roosters) which college students are suffering, long preceded their high school graduation. The names of authors in the tradition of studies of Deliberate Dumbing Down K-12 are: Rudolph Flesch (Why Johnny Can’t Read), Samuel Blumenfeld (Crimes of the Educators), John Taylor Gatto (Underground History of American Education), Paolo Lioni (Leipzig Connection), Charlotte Thomson Iserbyt (The Deliberate Dumbing Down of America) and now John Klyczek (School World Order: The Technocratic Globalization of Corporatized Education). This is in addition to corroboration from Carroll Quigley (who didn't necessarily disagree with the covert methods of the master controllers, he just wanted to publicize them), Antony Sutton (died alone, penniless, his notes thrown out) and Patrick Wood (Technocracy Rising: The Trojan Horse Of Global Transformation).

The issue of deliberate dumbing down, of unimaginably vast scope, centers on the confidential history that prior to the railroads (1840), America was an outpost of personal independence from the model of Europe's old-world, highly stratified class system, in which, for instance, it was illegal in the 19th century England to teach what Mr. Gatto termed “the active literacies” (writing and public speaking--William Cobbett was a lower class intellectual who criticized William Wilberforce for anti-slavery hypocrisy all the while the Irish, with their wrong religion, were starved in the midst of bumper agricultural exports to England, and the English lower classes were kept at 18 hour work days "to keep them out of trouble").

After the liberal Protestant biblical studies of Adolf von Harnack "proved" that biblical accounts of miracles were "fantasies", northern German philosophers were instrumental in enlarging on the rationalist foundation the French Enlightenment until the rise of the Fabian Socialist Society (symbol: a wolf in sheep's clothing) espoused by the architects of compulsory, universal, dumbed-down schooling. "When people stop believing in God, they don't believe nothing, they'll believe anything". This laid the foundation for schooling on the basis of opposition to the classics.

Americans of the Colonial-Revolutionary period had a literacy rate in the high 90th percentile, virtually all Yankees, even indentured servants and slaves, were able to understand and debate Thos. Payne's "Common Sense" (600,000 copies sold to a population of 2.3 million Revolutionary Colonialists), the Federalist and Anti-Federalist papers at level unknown even to today’s Poli-Sci graduate students. This accorded with the Protestant ethic that people must be able to read their Bibles. Americans typically attained their literacy in 40 hours of phonics and numeracy in 42 hours of arithmetic study (my grandfather, William Penny Keevers, a grocer, could add a running 3 column total in his head without a mechanical calculator), after which 13 year olds were expected to be pursuing self-employment and could enlarge their own education with such limited resources as were available to them, largely the Bible, Shakespeare and Plutarch’s Lives.

There are numerous anecdotes about adult acting 13 year olds like Thos Edison (Grand Trunk Railroad Herald, best Civil War news), David Farragut (commanded captured British prize ship at 12) and John Quincy Adams (the only member of the U.S. diplomatic mission to the court of Saint Petersburg who spoke Russian, active in diplomatic negotiations, at 14). Names of today's communities with a continuing, strong ethos of self-employment are the North American Amish and the Spanish Catalan/Basque Mondragon Commune.

Mr. Gatto related how by 1880, after the railroad facilitated carnage of the Civil War was moving Americans off their own farms and into millionaire owned factories, the titans of Wall St., Morgan, Carnegie and Rockefeller, regarded the Yankee tradition of auto-didactic, small farmers, mechanics/engineers and entrepreneurs, as a lethal competition threat to Financial Capitalists' Wall St. accumulation of investment monies.

This calculated, intellectual poisoning was formally predicated on the writings of a Prussian philosopher Johann Fichte who had written Addresses to the German Nation 1808-1818 to the Prussian King laying fault for the Prussian defeat by the French in the 1806 Battle of Jena at the feet of Napoleon’s motto “every corporal with a field marshal’s baton in his rucksack” (a.k.a., "amateur" soldiers were formally directed to countermand orders from the elite, stratified professional officer corps when local battlefield situations change), “that’s why we lost” Fichte told King Wilhelm. Mr. Gatto charmingly terms the gist, “we have to crush children’s imagination” in universal, compulsory schooling. Failed Indiana New Harmony commune leader Robert Owen had proposed deliberate dumb down to the Prussian king around 1830.

The rise of the Prussian-model dumbed-down schooling system produced generations of Germans who wouldn't cause trouble when conscripted into the military or confined to the factory floor. The revamped Prussian social-economy succeeded in beating the French in 1870, leading to WW 1 & 2.

Horace Mann had 3 years to try deliberate dumbing down on the children of Boston in the 1840s, with whole-word/look-say vs phonics, but a general uproar ensued when literacy rates went down and it was temporarily halted. Dumbed-down early primary literacy instruction went to Washington D.C. and NY, from 1880-1920 it became the law under sponsorship of the Titans of Wall St., with police enforcement. In 1907 there were riots in New York City against the Gary Indiana-model school curriculum.

Fabian Society founding member John Dewey (icon: yellow flag, black wolf dressed in white sheepskin climbing a flagpole, maroon flag with black letters "F.S." for Fabian Society) was funded for his experimental Lincoln School by John D. Rockefeller II, it was attended by Rockefeller's 4 younger sons Nelson, Lauarance, David and Winthrop, some of the most powerful men in history who regulated the fates of millions of people. With only the exception of the eldest son J.D. Rockefeller III, all four of the other Rockefeller third generation sons emerged from John Dewey's "whole-word/look-say" Lincoln School as intellectual cripples unable to read a newspaper: they all had dyslexia. Dyslexia expert Dr. Samuel Orton informed university psychology department educationists in 1931 that whole-word/look-see causes deleterious brain changes in Kindergarten-Grade 3.

Prof. Anthony Esolen has contrasting sets of textbooks between 1920-1930. The Christian acceptance of the classics of Western Civilization had been the norm, going back into the 1 room school institution where elder students instructed younger ones and it was far from unknown for students below 6th grade to be taking instruction that most college students today can't manage. (School boards once local to communities, have been consolidated down from 75,000 to 15,000, the easier to ensure control by federal educrats.)

By 1930, the classic curriculum had been purged in exchange for “See Dick Run” Dick and Jane, whole-word/look-see. By the time of Rudolph Flesch's "Why Johnnie Can't Read" 1955, no teachers had themselves been trained in classic literature, a prime goal of the atheist/agnostic/humanist founders of universal compulsory schooling from 1880-1920, the easier to ensure elite, top-down control of unruly lower masses in the interests of their tax-exempt non-profit foundation Masters, who endowed the Carnegie, Ford and Rockefeller foundations.

(The Carnegie Foundation for World Peace funded pensions for "professional", Normal School trained teachers, but in one of the most common themes of DDD miseducation all the way from 1880-2020, if teachers wanted to avoid DDD and instead use initiative to help students self-actualize, they would be got rid of, something that was the top-down university-psychology "educationist" policy from the very beginning of universal compulsory schooling until today.)

Dr. Seuss was recruited from advertising with a list of 238 words for children to visually memorize without phonic deciphering ability, explicitly on the model of Chinese ideograms; late in life Theodor Geisel, now a race criminal, expressed grief at the damage he had caused. Their usual comment when students are confronted with a new word is “I can’t read that, I’ve never seen it before”.

They have no chance of discovering marvelous power of the phonetic base literacy, from the ancient Chaldean/Phoenician phonemic-symbolic, sound-symbol alphabet which underlies Hebrew, Greek, Latin, German, Cyrillic/Russian and most western alphabet systems.

Mr. Gatto noted that the military tested recruits in WW2 at mid-90 percentile literacy rates, low-80 in Korea, high-60 percentile in Viet Nam, now the military has difficulty getting volunteers who can read a basic newspaper article.

WE breed water dogs not to bite game birds, we hood falcons to control them, when race horses run too fast we "handicap" them with heavy sandbags, and when students are in danger of independent learning so that they threaten to evade being conditioned into mindless consumers and docile employees of giant corporations, we subject them to "schooling".

Mr. Gatto notes how the structure of schooling is designed to handicap children: bells, location controls, switching from 1 disconnected subject to another while not allowing project completion or drawing higher associations between subject areas, continual invasion of privacy and lack of personal time (extended by t.v. prior to the internet on cell-phones with the result that kids are cynical, cruel and disconnected from communities), arbitrary judgment and punishment-reward system for making students dependent on teachers for what to think, now how to think on the Trivium model.

Students are taught to fear and envy the upper elites and despise the lower dumb kids. Students are age-segregated into ghettos of kids of similar age from whom they can't learn their identities which they used to get from adopting their parents' livelihoods and culture as little adults. Disposable Networks of limited purpose and duration have pushed out our once vital community involvement, which people of all ages used to be able to freely associate with each other in-depth personal involvement, people of different age categories offering involvement based on their life experience, young people giving the elderly their vigor, elderly people their wisdom and attention. Television pushed this out, now cell-phone based internet, in the future, field-generated connectivity to captivate all the senses so contact with ordinary reality can be continually monitored, regulated and modified by central controllers.

Childhood which Mr. Gatto declares from the pre-technological past to normally be over by 7, or 11 at the latest, is being indefinitely extended beyond the 20s with "life long learning" conditioning. (I worked with a man who had been in college from just after high school until his mid-50s, who had taken 5 college degrees without attaining any noticeable life accomplishment, college was simply an unreal world in which there was no accountability or self-checking about the results of one's activity, if there had been some harm to others caused by intellectual experiments upon real-life people, there was no accountability.)

From the beginning of the Prussian system as devised by behaviorsts like Pavlov's teacher Wilhelm Wundt, students were conditioned to insist on conformity in outlook and ideation. This conformity drive continues with Queen Bees and Wannabes under the personality corrosion of social media experience designed by experts in fostering addiction.

As noted by Paolo Lioni (Leipzig Connection), in the Prussian behaviorist system which sees humanity as only an aggregate of conditioned animal reactions, was spread by late 19th century psychology dept. chairmen, pre-adolescent schooling was extended kindergarten until age 13 when the students were formally set to fighting one anther. One in 200 students, the Alphas in Aldous Huxley's "Brave New World", were taught to regulate the others through 6 in 200 students destined to become Beta administrators. Students by 2nd grade have a confidential federal identifier number indelibly setting their lifelong employment fate.

John Klyczek (School World Order: The Technocratic Globalization of Corporatized Education), a community college adjunct professor, takes this system using Cromebooks into the period 1960-2021 with much background from Charlotte Thomson Iserbyt (The Deliberate Dumbing Down of America) https://youtu.be/-VdkDAP8sd0

Chromebooks are used as the vehicle for the conditioning methodology of B.F. Skinner, only to give students the bare minimum of training for them to occupy employment positions in jobs they are assigned from early K-12. The system is designed to produce legions of mindless consumers and compliant employees in gigantic corporations.

You couldn’t be more wrong. The kids in school who were hall monitors, teachers pets, or a kid who couldn’t control himself are the adults today who wield the power of the law to try and silence anyone who disagrees with them. Take your dribble and shove it.

From what I can tell, the basic theme is that the elites have perpetrated their plan to control the masses by devising a method for destroying independent thinking and individual sovereignty by teaching conformity and secularism against Western tradition.

This might sound unexpected, but I’m fully convinced the elites themselves are low IQ.

What are all these asinine "reports" doing in FreeRepublic ?

I'm gonn'a start doin' what the Catholics do to me when I comment on THEIR threads .. (they own them ? ... don't get me started)

Hey chuck, didj'a happen t' read the FreeRepublic splash page ?

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I was aghast at my friend’s daughter who does “no school”. “She’s going to fall behind, she’ll never get a job without a degree!” She studies what she wants, is free to develop her own life passions, will learn what she needs when she wants to learn it, she gets socialization with other home school kids. ChromeZombiac kids living out the 1984 Apple Computer commercial (can’t throw that hammer at the little screen that’s warping your neck) aren’t socialized, it’s kids who can talk with elders & people of all ages who are truly socialized.

As Yuri Bezmenov has courageously revealed: one of the starting points of perpetrating propaganda is to establish a trusted source.

There are many who will believe absolutely anything uttered by the most charismatic (sociopathic) personalities in all of history.

In the 1930’s it was Hitler.

These days it’s people like Mr. Fauci, B. Hussein Obama and the average university professor or public school teacher.

“The kids in school who were hall monitors, teachers pets, or a kid who couldn’t control himself are the adults today who wield the power of the law to try and silence anyone who disagrees with them.”

Wrong, it’s not the kids who polish an apple or clean blackboards, it’s the Jocks and Socialites, the Queen Bees and Wannabe’s, the high-class Mean Girls who regulate the school regime, the kids whose parents only make $1 million a year envying the kids whose parents have $25 million horse ranches and give private balls. These are the kids who go to the elite Ivy League schools which, however, never destroy their racist founders’ statues, that would tarnish the brand value of their 1/2 million $ sheepskins. These are the kids who run the Columbine Massacres and cause the highest suicide rates to be among the kids of the wealthy, because you can’t inherit life meaning or happiness, you have to work hard to discover it yourself. This system is responsible for the wealthiest counties being those surrounding Washington D.C., the best little whorehouse on the Potomac. Anybody remember Jack Abramoff?

It’s the kids who were warped by the system who are its wardens now.

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