"Good' students wait for a teacher to tell them what to do. This is the most important lesson of them all: we must wait for other people, better trained than ourselves, to make the meanings of our lives. The expert makes all the important choices; only I, the teacher, can determine what my kids must study, or rather, only the people who pay me can make those decisions, which I then enforce."

~ John Taylor Gatto, Dumbing Us Down: The Hidden Curriculum of Compulsory Schooling

I am often asked why 'we' are in this insane mess, why is everything breaking down, why is morality a lost cause, why is there so much division and hate, why is there so much violence and war, why is globalism imminent, why-why-why?

In order for rulers to rule, in order for the few to control the many, society as a whole must be made to feel subordinate to selected 'leaders' and experts as defined by those same so-called 'leaders' and experts; which includes the governing system of technocratic authoritarians posing as 'gods' among men. What is most important from the State's perspective, is to keep a great separation between the common plebs and the ruling class 'masters,' so that the general population will act as one, bringing about a collective ignorance and indifference so steep as to be a major impediment to independent thought and action. This circumstance has to be instilled in the people almost from birth, and the method used generationally has been the 'public' (government) schooling system that abandoned education in favor of building universal sameness by dumbing-down the collective herd to such an extent as to breed a submissive, obedient, compliant, and dependent underclass of non-thinking drones.

The basis for this idea of 'professional schooling' via compulsory 'education,' from Socrates until today, was and is meant only to curb all intellectual growth of the common man, thereby creating a society of ignorant, dependent workers and slaves beholding to the corrupt and fraudulent governing system. Horace Mann brought the ideas of Prussian schooling back from Germany, and in the mid-nineteenth century, he established the first tax-supported government school in Massachusetts. From there it spread across the Northeast, and eventually throughout the country. This was the beginning of the end of real education in America.

To better understand the intent and scope of this horrendous system, one can look at the "Principles of Secondary Education" by Alexander James Inglis in 1918; an 'educator' who was instrumental in promoting the "new American" secondary 'education' system. In this book, Inglis outlined the "Six Purposes of Schooling." They are, as noted in his book in Chapter X, pages 367, 375-384:

1) Adjustive or Adaptive Function, where schools are to establish fixed habits of reaction to authority.

2) Integrating or Conformity Function, meant to develop like-mindedness, unity in thoughts and habits.

3) The Diagnostic and Directive Function, in order to label children to mark them in the class structure.

4)The Differentiating Function, to divide and conquer strategies to immobilize in social structure.

5) The Selective Function, to accomplish the preservation of the "favouried" races. (Darwyn and eugenics)

6) The Propaedeutic (introductory instruction) Function, to groom those in higher classes to manage the lower classes.