Command & Control history: Stealing YOUR Future – 100 Years Ago

This is a story from the early 1900’s.  Some of you aren’t going to like it.

Learning Target: Command and Control – Using a Narrative to control people and events.

Writing Assignment (20 points): Is it possible that a conspiracy could happen?  With the rise of the internet over the past 20 years, we hear from the Establishment in the media and gov’t (and the sheeple who follow them) that a conspiracy could ‘never happen’ becuase someone would talk.  The internet brought to light many conspiracy theories that suddenly became conspiracy facts after the information got out.  Write your thoughts about conspiracies please.  Are the course of events able to be written by a small group of powerful people, hidden in plain sight?

Then watch this short video, and compare / contrast your answer to what you see here.  This unfortunate chapter in Western History was brought to you by the same people during the Progressive Era who brought you Eugenics.  The top comment is the best: “I learned more in this 10 minute video than my entire time in high school”.

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Command and Control History: Eugenics: Controlling the RACE

Eugenics was also originally for the ‘greater good’ and would only affect a very few.  It was also approved by the Supreme Court in a case called Buck v. Bell.
This is the material I walked the 12th graders through:
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This is a quote from Woodrow Wilson, progressive hero, and 2 term President of the USA. Read and discuss:

Let us go back and distinguish between the two things that we want to do; for we want to do two things in modern society. We want one class of persons to have a liberal education, and we want another class of persons, a very much larger class, of necessity, in every society, to forego the privileges of a liberal education and fit themselves to perform specific difficult manual tasks. You cannot train them for both in the time that you have at your disposal. They must make a selection, and you must make a selection. I do not mean to say that in the manual training there must not be an element of liberal training; neither am I hostile to the idea that in the liberal education there should be an element of the manual training. But what I am intent upon is that we should not confuse ourselves with regard to what we are trying to make of the pupils under our instruction. We are either trying to make liberally-educated persons out of them, or we are trying to make skillful servants of society along mechanical lines, or else we do not know what we are trying to do.

Woodrow Wilson – President of Princeton University, 

  • An Address to the New York City High School Teachers Association
  • January 9, 1909
  • Published in High School Teachers Association of New York, Volume 3, 1908-1909, pp.19-31 and Papers of Woodrow Wilson, 18:593-606

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What is the concept of eugenics?

Eugenics is the practice or advocacy of improving the human species by selectively mating people with specific desirable hereditary traits. It aims to reduce human suffering by “breeding out” disease, disabilities and so-called undesirable characteristics from the human population.

Today we will learn about one of the most monstrous, and avoided, topics in American History. It was a Progressive dream to manage the population so that it would be improved. Eugenics has been intentionally forgotten about because it was part of the “Scientific Management” of the population. As one would manage farm animals, the people at the Top of the Pyramid made efforts to ‘improve’ the citizenry of the USA. It was typified by the Buck v Bell Supreme Court Case:

We have seen more than once that the public welfare may call upon the best citizens for their lives. It would be strange if it could not call upon those who already sap the strength of the State for these lesser sacrifices, often not felt to be such by those concerned, to prevent our being swamped with incompetence. It is better for all the world, if instead of waiting to execute degenerate offspring for crime, or to let them starve for their imbecility, society can prevent those who are manifestly unfit from continuing their kind. The principle that sustains compulsory vaccination is broad enough to cover cutting the Fallopian tubes.[18][A]

Holmes concluded his argument by citing Jacobson v. Massachusetts as a precedent for the decision, stating “Three generations of imbeciles are enough“.[18][19] The sole dissenter in the court, Justice Pierce Butler, a devout Catholic,[20] did not write a dissenting opinion.

Assignment – Due 11/29. Please watch the following documentary. We will begin in class. Summarize and comment on why you think this has been ignored by historians, what the morals surrounding Eugenics are all about, and how it parallels events in Animal Farm and in today’s society.

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Gatto: The 6 Purposes of the Modern SCHOOL

It really has very little to do with teaching, learning, or education.  This is a lesson I gave my 12th graders in public speaking class.  At least 3 of them were red pilled.  No lie.

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What does the school do with the children? John Taylor Gatto states the following assertions in “Dumbing Us Down”: It makes the children confused. It presents an incoherent ensemble of information that the child needs to memorize to stay in school. Apart from the tests and trials that programming is similar to the television.

  1. It fills almost all the “free” time of children. One sees and hears something, only to forget it again. 
  2. It teaches them to accept their class affiliation. 
  3. It makes them indifferent. It makes them emotionally dependent. 
  4. It makes them intellectually dependent. 
  5. It teaches them a kind of self-confidence that requires constant confirmation by experts (provisional self-esteem). 
  6. It makes it clear to them that they cannot hide, because they are always supervised

Go through John Taylor Gatto’s presentation, and let me know, in writing, what you think. By informing you what his research on the history of American Schooling showed, does he ‘connect the dots’ for you about your experience in school? Explain how effective this presentation was, and why.

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From the transcript of another video, if you want to explore further:

“Two years it took me to find a copy of the book [Principles of Secondary Education by Alexander James Inglis]–750 pages, tiny print and as dull as your imagination can be. And furthermore, it is not till you get to the very middle of the book–in an unlabelled section–that he spills the beans. Let me spill them for you.  

There are 6 purposes, or functions, as he calls them. The first he [Alexander Inglis] calls the Adjustive Function: Schools are to establish fixed habits of reaction to authority. That’s their main purpose–habits and reactions to authority. That is why school authorities don’t tear their hair out when somebody exposes that the Atomic Bomb wasn’t dropped on Korea, as a history book in the 1990s printed by Scott Foresman [did], and why each of these books has hundreds of substantive errors. Learning isn’t the reason the texts are distributed.  

So, first is the Adjustive Function–fixed habits. Now here comes the wonderful insight that being able to analyze the detail will give you. How can you establish whether someone has successfully developed this Automatic Reaction because people have a proclivity when they are given sensible orders to follow. That is not what they want to reach. The only way you can measure this is to give stupid orders and people automatically follow those. Now you have achieved Function #1.  

Have you ever ever wondered why some of the foolish things that schools do or allow to continue? [Function] #2, he [Inglis] calls it the Integrating Function, but it is easier to understand if you call it the Conformity Function. It’s to make children alike as possible–the gifted children and the stupid–alike as possible because market research uses statistical sampling, and it only works if people react generally the same way.  

The Third Function he calls the Directive Function: School is to diagnose your proper social role and then log the evidence that here is where you are on the Great Pyramid, so that future people won’t allow you to escape that compartment.  

The Fourth Function is the Differentiating Function. Because once you have diagnosed the kids in this layer, you do not want them to learn (5 min, 32 min) anything that the higher layers are learning. So you teach just as far as the requirement of that layer.  

Number 5 and 6 are the creepiest of all!  Number 5 is the Selective Function. What that means is what Darwin meant by natural selection: You are assessing the breeding quality of each individual kid. You’re doing it structurally because school teachers don’t know this is happening. And you’re trying to use ways to prevent the poor stuff from breeding. And those ways are hanging labels–humiliating labels–around their neck, encouraging the shallowness of thinking.

I often wondered, because I came from a very very strict Scotish-Irish culture that never allowed you to leer at a girl. But when I got to NYC, the boys were pawing the girls openly and there was no redress for the girls at all, except not showing up in the classroom–high absentee rates. Well, you are supposed to teach structurally that sexual pleasure is what you withdraw from a relationship and everything else is a waste of time and expensive.  

So, the Selective Function is what Darwin meant by the favored races. The idea is to consciously improve the breeding stock. Schools are meant to tag the unfit with their inferiority by poor grades, remedial placement, and humiliation, so that their peers will accept them as inferior. And the good breeding stock among the females will reject them as possible partners.  

And the Sixth is the creepiest of all! And I think it is partly what Tragedy and Hope is about–a fancy Roman name, the Propaedeutic Function. Because as early as Roman bigtime thinkers, it was understood that to continue a social form required that some people be trained that they were the custodians of this. So, some small fraction of the kids are being ready to take over the project.
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Animal Farm: TODAY

Hello everyone.  It’s an interesting bit of both irony and coincidence that this class is digital / remote.

From the last class, let’s look and discuss the historically relevant video.  It has to do with Russia becoming the Soviet Union from 1917-1990.

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1) Please explain the meaning of the “Commandments of Animal Farm”:

2) Explain this scene at the end of the book.  What has the farm become?

3) Avatar is a movie that came out in 2009 (12 years ago).  This is the opening scene.  Explain how it is an example of programming the Animals for what they have to look forward to.  Watch it carefully please.

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Animal Farm: FOREVER

Discussion quote – How does this quite relate to Animal Farm:

We will finish the book today.  

  • Read the following excerpt, and explain this scene – what has happened?  Provide analysis with depth please. (p. 132-133)

VIDEO – Connection to Socialsm /Communism and recent history.  We will discuss and continue this next class as well:

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Animal Farm: Pathos

The Greek word pathos means “suffering,” “experience,” or “emotion.” It was borrowed into English in the 16th century, and for English speakers, the term usually refers to the emotions produced by tragedy or a depiction of tragedy.

Questions for discussion:

  • What images or depictions or slogans are constantly used to play upon the animal’s emotions?  
  • What do these things accomplish, and who benefits?
  • Read the excerpt.  The Animals are afraid to sing “Beasts of England” out loud.  Are there things you’re afraid to say out loud or online today? Discuss.

Excerpt:

Animal Farm Reading: Chapter 10 pgs 127 – 132.

Q and A due Tomorrow (50 points):

Many animals had been born to whom the Rebellion was only a dim tradition, passed on by word of mouth, and others had been bought who had never heard mention of such a thing before their arrival.”

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Animal Farm: BOXER

Prior knowledge and Discussion:

Think about the beginning of the novel, Animal Farm. 

  • What were the goals? 
  • How would the animals live? 
  • Why were they forming a revolution in the first place?

Excerpt: Read and discuss:

Answer in writing please:

  1. Why are the animals working like ‘slaves’?  What does that say about the Farm?
  2. How does the change in the commandments reflect the condition and life conditions on the Farm?

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Economic Connection to today:

  1. As late as the early 1980’s, it was easy for Americans to live on one income.  The traditional family unit was economically feasible.  Why is that not possible now? (Critique of Feminism).
  2. What has happened to your money?  Use the chart below to explain what has happened to the American Dollar’s buying power. (Critique of the Federal Reserve – Founded 1913).

BOXER goes down:

Boxer at the end – ready for retirement.

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Animal Farm: BETRAYAL

Learning Target: The aspects of the Human Condition that are present in Animal Farm.

We will begin with the following excerpt:

Please explain, in writing, how this excerpt continues the THEME of Hypocrisy => Betrayal in the novel. (10 points)

Today we will read pages: 111 – 121.

Homework: Please do the vocabulary assignment. 7 of them are done for you (40 points):

DISCUSS the correlation:

Connection:

https://www.sidwell.edu/

https://en.wikipedia.org/wiki/Sidwell_Friends_School#Notable_alumni

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Animal Farm: ReVision

Learning Target: How are minds shaped, changed, and molded to suit The Narrative the Pigs (Rulers) want?

Reading today: Chapter 8: Animal Farm

Discussion:

Who controls the past controls the future: who controls the present controls the past” – George Orwell 1984

What is the parallel to this:

Revision: Let’s go way back to early 2020:

Here is the WHO:

Please answer the following questions:

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Animal Farm: Propaganda


Chapter 7 begins with a cold winter. It’s really bad.  Food is supplies are low:

Witness:

Notice the key sentence: “It was vitally necessary to conceal this fact from the outside world.” Answer: (20 pts)

  • Why was it necessary to ‘conceal’ this fact?
  • Wasn’t one of the promises to the animals that things would be BETTER for the animals with Jones gone? Explain the situation please.

Reading: Chapter VII

The power of Rhetoric and its use in Propaganda:

  • Please explain how Bernays was able to get a nation with millions of women to make smoking “acceptable”. Is there a parallel to Animal Farm? (10 points)

The 3 questions today will be graded as homework, as we’ll be discussing concepts in class and reading.

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