With the possible exception of Adolf Hitler’s National Socialists (Nazis), socialists and communists throughout the past century have all insisted that planetary socialism is needed.

They all agreed, too, on the chief weapon in their arsenal: government indoctrination posing as “education.” From the tyrants in Moscow and Beijing to the infamous Socialist International, the goal of planetary slavery in the form of a global socialist government has long been at the forefront of collectivist thinking. And schools have long been the means.

As the tyrants of the world have discovered by experience over more than a century, subduing people under collectivist rule for any length of time can be difficult—especially if the people can read and think, and if they know their history. But if the children can be brainwashed into collectivism early on in government schools, the process becomes much easier.

And so, socialists and communists from around the world joined forces after World War II to create the United Nations Educational, Scientific, and Cultural Organization (UNESCO) to advance that agenda.

The primary goal of this new body was simple: control education around the world, weaponizing it to advance socialism, globalism, collectivism, and other dangerous “-isms” that threaten individual freedom and self-government.

It was obvious from the beginning, and remains obvious still today, that the views of UNESCO’s leaders are entirely incompatible with a free society. Unfortunately, UNESCO now plays a dominant role in public education worldwide.

Formed in 1945 under the guise of ending war by building “defenses of peace” in “the minds of men” through education, UNESCO worked to hijack control over public schools from the very start. Where no government schools existed yet, UNESCO used American and European taxpayer money to establish them, or to bribe governments to do it. And at every step in the process, these emerging indoctrination centers marketed as “educational” institutions worked fiendishly to brainwash children into collectivism and globalism.

The historical record on this global “education” organization is clear. In fact, it was so obviously dominated by communists, socialists, crackpots, totalitarians, and subversives that President Ronald Reagan ordered a U.S. government withdrawal from UNESCO in 1983. Britain left, too, for the same reason. After some alleged “reforms,” the U.S. government rejoined in 2002. But the Trump administration once again pulled out, along with Israel, in 2018.

When announcing the U.S. exit, the Reagan administration was blunt about the problems. Speaking at a press conference, State Department spokesman Alan Romberg said UNESCO exhibited “hostility toward the basic institutions of a free society, especially a free market and a free press.”

Indeed, it was promoting communism, humanism, and even a global “licensing” regime for journalists. Romberg also noted that the outfit “politicized virtually every subject it deals with.” But that was no surprise to anyone who had been paying attention.

Founded by Globalist-Collectivist Fanatics

The very first director-general of UNESCO, Julian Huxley, who also served as executive secretary of its Preparatory Commission, was a collectivist in every sense of the term. Like John Dewey, previously exposed in detail in this series and almost universally regarded as the architect of America’s public-education system, Huxley was also a “humanist.” So devoted was he, that he even served as the first president of the British Humanist Association, working to advance these ideas with Dewey, whose Humanist Manifesto was basically socialism and communism masquerading as a religion.

Huxley was also quick to fill the ranks of UNESCO with communists and socialists, as documented extensively in the book “Freedom On the Altar: The UN’s Crusade Against God & Family” by William Norman Grigg. For instance, the chief of the Soviet “Education Ministry” served as director of UNESCO’s department of secondary education. That trend continues to the present day, with myriad card-carrying members of the Communist Party and Socialist Party literally running the powerful global agency.

Even many of the Americans who worked under Huxley at UNESCO were communists. According to testimony by Chairman Pierce Gerety of the U.S. International Organizations Employees Loyalty Board, charged with preventing communist infiltration of U.S. delegations, UNESCO had a “clique” of Americans working in it “who placed the interests of the Communists and Communist ideology … above their own country.”

The U.S. Senate Judiciary Committee concluded in 1956 that UNESCO was “by far the worst,” from the standpoint of “disloyal” and “subversive” (communist) Americans in global organizations. That’s because communists recognized the importance of weaponizing education.

Like Hitler and his National Socialist barbarians, Huxley was also a fervent advocate of eugenics, the idea of improving humanity by removing “undesirables” from the racial gene pool. So passionate was Huxley about breeding genetically “superior” human beings and removing “degenerates”—something he compared on numerous occasions to improving the quality of livestock—that he actually led the British Eugenics Society. Prior to founding UNESCO, he served as vice president of the eugenics group. After his term at UNESCO, he became president of the eugenics organization.

UNESCO was one of the ways in which he hoped to promote eugenics. In his infamous 1946 policy document “UNESCO: Its Purpose and Philosophy,” written during preparatory negotiations, Huxley said one of the key tasks for the organization would actually be to promote “radical” eugenics.

“Even though it is quite true that any radical eugenic policy will be for many years politically and psychologically impossible, it will be important for UNESCO to see that the eugenic problem is examined with the greatest care, and that the public mind is informed of the issues at stake so that much that now is unthinkable may at least become thinkable,” he said, explaining why UNESCO’s leadership has been so obsessed with breaking down children’s moral values.

Huxley was also open about the fact that UNESCO was working to brainwash children into accepting a socialistic world government. A fervent believer in Darwin’s theory of evolution, Huxley declared in “UNESCO: Its Purpose and Philosophy” that “political unification in some sort of world government” would even be “required” for humanity to “evolve” to the next level. “The world is in the process of becoming one,” Huxley said in the document. “A major aim of UNESCO must be to help in the speedy and satisfactory realization of this process.”

Just a few years after its founding, UNESCO was already pumping out propaganda aimed at undermining individual liberty, the family, and the nation-state in the minds of children. In a 10-part series of pamphlets headlined “Toward World Understanding,” for instance, the UN “education” agency called for using schools to promote the concept of “world citizenship.” As part of that, schools would have to “combat family attitudes” on everything from “nationalism” (patriotism) to religious beliefs on the nature of sin and reality.

When reading through UNESCO documents and the writings of its leading operatives, it becomes clear that the goals went beyond even just brainwashing children into dangerous ideologies. In fact, Huxley and his cohorts envisioned creating an entirely new system of secular morality divorced from all the major religions of the world.

Then the plan was to use government schools, psychoanalysis, psychotherapy, behavior modification and conditioning, values clarification, indoctrination, and propaganda to replace the old values and systems of morality with the new. It was audacious and extreme. But it’s working.

Before and After Huxley, More Extremism

By the early 1960s, UNESCO had decided that traditional values on sexuality needed to be replaced too. And UNESCO-guided government schools around the world were to be the primary tool to bring about the sought-after change. This would help break down the nuclear family—crucial to any free and civilized society—by promoting promiscuity and the breakdown of sexual morality.

And so, in 1964, UNESCO sponsored a conference in Germany claiming that “sex education should begin at an early age.” Since then, UNESCO has been relentless in sexualizing children, a topic that will be addressed in an upcoming piece of this series.

The trends toward socialism and communism within UNESCO only got more and more extreme. In 1970, for instance, UNESCO hosted a symposium on mass-murdering Soviet dictator Vladimir Lenin in Finland.

“Lenin was a man with a mind of great clarity and incisiveness,” declared then-UN boss U Thant at the event. “His ideals of peace and peaceful coexistence among states are in line with the aims of the U.N. Charter.” Apparently nobody at the summit objected to the idea that Lenin, one of the cruelest mass murderers to ever walk the planet, shared the same values as the UN and its “education” arm.

UNESCO’s affinity for socialist and communist leaders continues to this day. Right now, French Socialist Party member Audrey Azoulay, who boasted that she “grew up in a radical left-wing family,” is leading the outfit. Before that, she served as “culture minister” in the government of former French President François Hollande. Of course, Hollande was also a member of the French Socialist Party, which is itself a member of the Socialist International, the leading global alliance of Marxist, socialist, and communist parties, including many with the blood of countless innocents on their hands.

Before Azoulay, UNESCO was run by Irina Bokova, who has a long background and pedigree with the savage Bulgarian Communist Party. Trained in the Soviet regime’s KGB-controlled State Institute of International Relations, Bokova proudly served the mass-murdering communist Bulgarian regime before she and her party reinvented themselves as “socialists.”

She hoped to have communist Chinese operative Qian Tang take over her post after leaving, but was thwarted amid an avalanche of bad publicity in Western nations.

None of this should be a surprise, considering the history of UNESCO. In fact, socialists and subversives in America were instrumental in creating the global agency. As this series explained in part 8 last week, the National Education Association (NEA) was critical. Indeed, the NEA, which has been dominated by socialists and collectivists for at least a century, was openly promoting the creation of a planetary “board of education” in its publications, with the goal of creating what they described as a “world government.”

“World organization may have four branches which in practice have proved indispensable: The legislature, the judicial, the executive, and the educational,” wrote NEA “Journal” chief Joy Elmer Morgan in a December 1942 editorial headlined “The United Peoples of the World.” “To keep the peace and insure justice and opportunity we need certain agencies of world administration such as: A police force; a board of education,” and much more.

Morgan also called for the global government to have a world currency, a new calendar to replace the Christian calendar, a “basic” language, a “board of health,” a “planning board,” a “radio-television commission,” a board to oversee “economic matters,” and much more. If that sounds like a recipe for communism and totalitarian rule, that’s because it is.

For the next three years, the NEA Journal was filled with propaganda supporting a global board of education. And just a few short years after Morgan’s call for such an institution, with powerful support from the NEA and its international allies, UNESCO was born to serve precisely that purpose out of the ashes of the failed League of Nations.

“The organized teaching profession may well take hope and satisfaction from the achievements it has already made toward world government in its support of the United Nations and UNESCO,” gushed Morgan in December of 1946 in the NEA Journal, celebrating the union’s success. “It is ours to hold ever before the people the ideals and principles of world government until the practice can catch up with those ideals.”

UNESCO was literally created to facilitate the emergence of a collectivist global system, and its own leaders spoke openly about it.

Trump’s decision to leave UNESCO was helpful, but as this series will show in the weeks ahead, the danger from this subversive agency and the U.N. itself remain significant—especially when it comes to education. Its tentacles can now be found entangled in schools across the United States and the world. If freedom is going to survive, it’s imperative that Americans become educated on the dangerous agenda of this supposed U.N. “education” agency.

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This article was originally published by The Epoch Times, and is one report in a series of articles examining the origins of government education in the United States.

When examining the hydra that is the collectivist “education” establishment that dominates public schools in the United States, among the most important tentacles have been the teachers’ unions—especially the National Education Association (NEA).

Along with other leading unions, the NEA and its affiliates at the state and local level played a leading role in transforming American education into the dangerous disaster that it has become. The extremism has been getting progressively more extreme for more than a century now. But it’s not new by any means.

The destructive role played by the NEA is so serious, and so widely understood, that in 2004, even then-U.S. Secretary of Education Rod Paige described the union as a “terrorist organization.” But in reality, the NEA has done far more damage to the United States than a simple terrorist organization ever could.

Consider that terrorists merely kill individuals, even if sometimes in large numbers. But the NEA and its allied unions have helped to practically kill a nation—the greatest, freest nation that ever existed. While terrorists destroy human bodies, the NEA has worked to destroy human minds and human freedoms.

For at least a century, the NEA, founded in 1857 as a professional association, has barely bothered to conceal its leadership’s affinity for communism, collectivism, socialism, humanism, globalism, and other dangerous “isms” that threaten individual liberty. Nor has the union shied away from vitriolic attacks on the United States, the free-market system, Christianity, the family, or educational freedom.

Perhaps the most important exposé ever written on the NEA was the 1984 book “NEA: Trojan Horse in American Education” by Dr. Samuel Blumenfeld. Packed with examples and references, Blumenfeld’s book proved that, contrary to popular mythology, which holds that the NEA’s extremism is a more recent phenomenon, the union’s leaders have been radicalizing teachers against America for a century or more.

Since being overtly taken over by progressives early in the 20th century, “the NEA has subjected its members to an unrelenting hatred of capitalism and an unceasing, uncritical benevolence toward socialism,” wrote Blumenfeld.

But even before that, it was bad. “From 1857 to the present, the NEA has worshiped two gods: Horace Mann, a statist, and John Dewey, a socialist,” Blumenfeld continued, referring to the two most important figures in the hostile takeover of “education” by government. This series on education has dealt with both of these subversives extensively.

By 1900, the NEA, which was lobbying for federal involvement in education, was largely insignificant. Even though there were an estimated half a million public school teachers in the United States at that time, the NEA had well under 2,500 members. Once the “progressives” took firm control, though, it became a sort of “ministry of education” seeking to dictate and control education policy nationwide.

Replacing Liberty With Collectivism

Once progressives were totally in control of the NEA leadership, a story detailed in Blumenfeld’s book, there was no longer any inhibitions in openly promoting the triumph of collectivism over liberty using the school system.

At the annual NEA meeting in 1934, Willard Givens, who would soon be appointed executive secretary over the union, laid out the agenda.

“Many drastic changes must be made,” Givens declared. “A dying ‘laissez-faire’ must be completely destroyed and all of us, including the ‘owners’, must be subjected to a large degree of social control. … The major function of the school is the social orientation of the individual. It must seek to give him understanding of the transition to a new social order.”

He also called for nationalization of all sorts of industries, to be operated for the benefit of “the people.”

Of course, socialist and humanist “education reformer” John Dewey had been advocating the emergence of a “new social order,” socialist in orientation, since at least the early years of the 20th century. And in 1932, Dewey, almost universally regarded as the founding father of America’s public education system, became the “honorary life president” of the NEA.

The very next year, Dewey and some of his cohorts would draft and sign the first Humanist Manifesto, a bizarre religious document brazenly rejecting God while shamelessly embracing collectivism and socialism. This totalitarian religion would eventually be advanced throughout America in de-Christianized public schools.

Dewey, who visited the Soviet Union and wrote articles extolling the brutal tyranny’s supposed virtues, was interested in education primarily to promote his totalitarian “ideology” and his pseudo-theology. And even though he was adamant that Christianity must not be taught in schools, he was totally fine with religion—his religion—in the classroom. In fact, he believed it was essential to creating the “new social order.”

“Our schools … are performing an infinitely significant religious work,” he wrote in his 1907 essay “Religion and Our Schools.”

“They are promoting the social unity out of which in the end genuine religious unity must grow. … [D]ogmatic beliefs … we see … disappearing. … It is the part of men to … work for the transformation of all practical instrumentalities of education till they are in harmony with these ideas.”

From the 1920s onward, this sort of quack religious, political, and educational nonsense and propaganda from Dewey filled the pages of the “NEA Journal.” Among other ideas, Dewey’s writing in the NEA’s flagship publication, which reached more teachers than any other, constantly extolled the virtues of collectivism and the mass-murdering Soviet system while demonizing the United States and traditional American education.

Dewey was especially warm to the Soviet indoctrination program masquerading as an “education” system, his essays in the NEA Journal and other publications such as the New Republic revealed. And yet, because of clever word games, many Americans remained oblivious to the danger. One of the ways Dewey’s propaganda on behalf of tyranny was so effective was that he deceived readers by using the words “democracy” and “socialism” interchangeably.

Dewey was so wrapped up in Soviet intrigue that, before becoming honorary president of the NEA, he served as vice president and one of the original directors of the American Society for Cultural Relations with Russia. This Soviet dictatorship-created organization in the United States founded in 1927 was primarily involved in sending students, professors, and teachers to the Soviet Union for communist indoctrination, and bringing Soviet “experts” to the United States to train American educators.

Unsurprisingly, the NEA was always willing and eager to work with “unions” in slave states of Eastern Europe and Latin America, including the phony unions created by the Soviet regime. That was despite harsh criticism from Soviet dissidents and even the American Federation of Teachers (AFT), another major teachers’ union that differed in important ways from the NEA.

The most frequent writer in the NEA Journal throughout the 1930s and 1940s was socialist Stuart Chase. “It is no longer a question of collectivism versus individualism, but of what kind of collectivism,” Chase wrote in the NEA’s official propaganda organ after calling for the U.S. government to take over agriculture, banking, credit, and more.

In a 1956 interview with the Los Angeles Tidings, former teacher and Communist Party defector Bella Dodd dropped a bombshell. “The Communist party whenever possible wanted to use the Teacher’s Union for political purposes,” she said, adding that the communists in the union were all in favor of Dewey-inspired “progressive” education. “Most of the programs we advocated, the NEA followed the next year or so.”

Taking Collectivism Global

In addition to spreading its collectivist poison in the minds of children across the United States through public schools, the NEA also waged an effective campaign to spread the indoctrination system worldwide. Indeed, the union was among the first organizations to openly promote the idea of a global “board of education” to control every school on the planet.

As far back as 1920, the NEA created its so-called International Relations Committee. The ostensible purpose was to help build “world understanding.” But the real agenda soon become crystal clear to anyone who was paying attention.

Responding to the formation of a formal U.S. government alliance with the ruthless Communist Party dictatorship enslaving the Soviet Union, NEA Journal chief J. Elmer Morgan wrote an editorial for the publication called “The United Peoples of the World.”

Among other demands, supposedly to “keep the peace and insure justice and opportunity,” Morgan said “we need certain world agencies of administration.” Those planetary governing agencies should include a global “police force” and a world “board of education,” Morgan opined.

To bring about that global “board of education,” the NEA set up the “War and Peace Fund” to collect donations in 1943. Similar schemes took place in Europe among the education establishment. Eventually, these efforts culminated in the creation of the United Nations Educational, Scientific, and Cultural Organization (UNESCO) in 1946, an organization that will be addressed in an upcoming article in this series.

In a 1946 editorial in the NEA Journal headlined “The Teacher and World Government,” Morgan was again shilling for global government, and again advocating that these subversive ideologies be forced on captive school children through indoctrination.

“In the struggle to establish an adequate world government, the teacher has many parts to play,” Morgan wrote, calling on teachers to “prepare the hearts and minds of children” for the looming global collectivist regime. “At the very top of all the agencies which will assure the coming of world government must stand the school, the teacher, and the organized profession.”

Later that same year, Morgan boasted of the “achievements” toward world government that the “organized teaching profession” had already made. And to this day, the NEA continues to play a key role in the ongoing globalization and internationalization of progressive indoctrination posing as an educational system.

More Federal Power, War on Competition

Even before it was peddling the idea of a global education system to bring about global government, the NEA led the battle to get the federal government involved in education—and then to constantly expand that power under whatever pretext might be effective. Indeed, from the very beginning, the NEA worked to empower Washington over the nation’s schools, in clear violation of the U.S. Constitution and its 10th Amendment.

More than a century ago, the NEA also began lobbying Congress for federal funding of education. NEA bosses knew that with federal aid comes federal control. They finally succeeded in 1965 with the passage of the Elementary and Secondary Education Act. From there, the next stop was the creation of a cabinet-level Department of Education, an NEA wish that President Jimmy Carter granted the union in exchange for its critical support.

NEA bosses often get their way in government, even if it takes a while. That is because the NEA has been a well-oiled lobbying machine for decades. For one, by collecting dues from millions of members, the NEA and its state affiliates are able to pour endless resources into the campaign coffers of politicians. And by prodding its members to vote a certain way, write letters, and even protest, it can keep the politicians it gets elected in line indefinitely.

With almost 3 million members today, the NEA is the largest labor union in the United States. It has pumped well over $100 million into federal political campaigns since the early 1990s alone. And data from the Center for Responsive Politics show that more than 97 percent of that money went to Democrats. The tiny donations to Republicans virtually all went to the most liberal among them. Similar trends exist at the state and local level among NEA affiliates.

Today, the NEA is still trying to quash competition, seeking onerous restrictions on private schools and even waging a war on homeschooling families. In 1988 and the years following (amended in 2006 to the current version), the NEA adopted a resolution that formalized its hatred of families operating outside the government system.

“The National Education Association believes that home schooling programs based on parental choice cannot provide the student with a comprehensive education experience,” the union declared.

Of course, not all of the millions of NEA members agree with the totalitarian ideologies and ideas peddled by the union’s leadership. But until recently, at least, in many states, they were required to be members, forced to fund political campaigns and extremist views that they may have vehemently disagreed with. Thankfully, Illinois child support specialist Mark Janus sued and won, ending compulsory union dues. But many teachers still don’t realize they don’t have to fund the extremism of the NEA and its affiliates.

There may be more bad news yet to come for the NEA, which is becoming increasingly radical with every year that passes. This writer has it on good authority that some significant scandals involving NEA leadership may be revealed in the months ahead.

Either way, an objective look at the history of these tentacles on the education-establishment hydra reveals a monster that is interested in gaining power and smashing freedom—not educating children. It’s time for teachers, parents, and the taxpayers who fund it to speak out loudly.

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This article was originally published by The Epoch Times, and is one report in a series of articles examining the origins of government education in the United States.

It may seem counterintuitive, but massive tax-exempt foundations funded by some of America’s most prominent capitalists and industrialists helped foment what congressional investigators described as a collectivist “revolution” in the United States.

The goal was to “so alter life in the United States that it could be comfortably merged with the Soviet Union.” Many tools were used, but the public education system was the most important and effective.

Congress Investigation

In the early 1950s, with growing concerns of subversion and communist penetration surrounding the enormous foundations, the U.S. Congress launched investigations. Investigators for Congress’s Select Committee to Investigate Tax-Exempt Foundations and Comparable Organizations, sometimes referred to as the “Reece Committee,” after the chairman, found that there was good reason to be concerned.

According to the committee’s chief investigator, some of the foundations were weaponizing the American education system to enable what was described as “oligarchical collectivism,” or collectivist rule by an oligarchy. This was done by financing the promotion of “internationalism and moral relativism,” among other dangerous “isms,” investigators found.

The chief culprits included some of the largest and most important foundations in the United States. These included the Ford Foundation, the Rockefeller foundations, and the Carnegie Endowment. According to congressional investigators, they were showering money on Columbia University, Harvard, Chicago University, and the University of California to advance their objectives through education. And it worked.

Norman Dodd, the director of research for Congress’s select committee, reported that the foundations had even orchestrated a “revolution” in the United States. The revolution “could not have occurred peacefully, or with the consent of the majority, unless education in the United States had been prepared in advance to endorse it,” Dodd told lawmakers in his sworn testimony.

The committee’s final report, released in late 1954, found that “some of the larger foundations have directly supported subversion in the true meaning of that term—namely, the process of undermining some of our vitally protective concepts and principles.” Those same entities have also “actively supported attacks upon our social and governmental system and financed the promotion of socialism and collectivist ideas,” investigators concluded.

Globalism and distorting history were also major priorities. In the final report, the committee noted that the foundations had “supported a conscious distortion of history.” As part of that, they also  “propagandized blindly for the United Nations as the hope for the world,” undermining American constitutional principles and liberty.

One of the experts who testified during the hearings was attorney Aaron Sargent, whose background included special investigations, especially into education and subversion. He told lawmakers that many of the big foundations were actively promoting socialism in the United States, in violation of the law and their charters, and that education was among their key tools.

“First of all, in approaching this problem of foundation influence, the subversive-teaching problem is a foundation problem,” he said, noting that the problem began in the 1890s. “This movement is closely related to Fabian socialism.” These subversives tried to infect America, but found it more difficult than in Britain due to Americanism, a written Constitution, and federal courts capable of protecting constitutional rights.

And so, the radicals “relied upon propaganda and brainwashing,” using the school system to attack patriotism, natural law, and even real history, said Sargent, who was asked to serve as counsel to the select committee but had to decline. “They sought to create a blackout of history by slanting and distorting historical facts,” he testified. “They introduced a new and revolutionary philosophy—one based on the teachings of John Dewey.”

On the educational front, he said, the story actually begins with the Rockefeller-funded Dewey Laboratory School at the University of Chicago, a topic that has already been explored in this series. From there, Dewey “expounded a principle which has become destructive of traditions and has created the difficulties and the confusion … that we find today.” As part of that, “Professor Dewey denied that there was any such thing as absolute truth,” a concept that was “revolutionary in practice.”

Foundations’ Role

In previous articles in this series on the history of public education, the Rockefeller dynasty’s role in funding collectivist “education reformer” John Dewey, widely considered to be the “father” of America’s public school system, was documented extensively. The Rockefeller philanthropies—especially the “General Education Board”—provided millions of dollars to advance Dewey’s quackery around the end of the 19th century and into the beginning of the 20th.

But that would be just the beginning. Rockefeller money also helped resettle the communists of the Frankfurt School at prestigious U.S. academic institutions, primarily Dewey’s Columbia University. From there, their subversive poison infected all of U.S. society, mostly through the public education system.

The Rockefeller dynasty was key in shaping education policy. In 1902, facing an avalanche of bad publicity over his ruthless business practices, oil baron John D. Rockefeller created the “General Education Board.” This ostensibly “philanthropic” venture was used to help fund and eventually control education in the United States.

Rockefeller put Frederick Gates in charge of his “charitable” schemes. And Gates was honest about the agenda. “In our dream we have limitless resources, and the people yield themselves with perfect docility to our molding hand,” Gates wrote in “The Country School of To-morrow, Occasional Papers Number 1.”

“The present educational conventions fade from our minds; and, unhampered by tradition, we work our own good will upon a grateful and responsive rural folk.”

He was clear that the goal was not to raise up philosophers, scientists, authors, poets, musicians, artists, lawyers, doctors, preachers, or statesmen. There was already an “ample supply” of those, he said. Instead, the goal was to create docile and largely unthinking workers who could be used and controlled by the elites.

The ultimate goal of all this subversion from the mega-foundations, though, was even more horrifying.

Dodd Interview

In an interview with G. Edward Griffin in 1982, chief investigator Dodd dropped a bombshell that should have, and would have, shocked America to the core—at least if it had been more widely known. The goal of the foundations’ scheming in education and beyond was to crush individualism, promote collectivism, and prepare the way for the United States to be merged with the totalitarian Soviet Union.

While investigating, Dodd was contacted by Ford Foundation President Alan Gaither and asked to come to the foundation’s offices in New York. “On arrival, after a few amenities, Mr. Gaither said, ‘Mr. Dodd, we have asked you to come up here today because we thought that, possibly, off the record, you would tell us why the Congress is interested in the activities of foundations such as ourselves,’” Dodd recalled in the interview.

Dodd continued: “Before I could think of how I would reply to that statement, Mr. Gaither then went on voluntarily and stated: ‘Mr. Dodd, all of us who have a hand in the making of policies here have had experience … operating under directives … the substance of which is, that we shall use our grant-making power so to alter life in the United States that it can be comfortably merged with the Soviet Union.’”

In short, the head of the Ford Foundation, one of the most influential in the world, told the chief congressional investigator of a committee investigating foundations that the foundations were helping to pave the way to a merger of the free world with the slave world. And Americans remained blissfully unaware, as the cancer crept in quietly through the school system over a period of generations.

According to Dodd and the congressional investigation, the Carnegie foundations decided after World War I that gaining control of education would be crucial. The leadership’s goal at that time, Dodd said, was to prevent “a reversion of life in the United States to what it was prior to 1914.” But the task was so enormous that it would require help. And so, while the Carnegie Endowment would focus on international education matters, the Rockefeller foundations were put in charge of domestic initiatives, according to documents uncovered by investigators in the Carnegie Endowment’s archives.

“The effect was to orient our educational system away from support of the principles embodied in the Declaration of Independence, and implemented in the Constitution, and educate them over to the idea that the task now was, as a result of the orientation of education, away from these briefly stated principles and self-evident truths,” Dodd said in the interview.

“What we had uncovered was the determination of these large endowed foundations, through their trustees, to actually get control over the content of American education.”

Investigations also found that since at least the 1930s, Moscow decided to infiltrate educational and large foundations in the United States. Following their orders from the Soviet Union, American communists even created a commission focused on infiltrating and taking over foundations.

One of the major successes identified by the congressional investigators was Soviet agent Alger Hiss, who became president of the Carnegie Endowment for International Peace after playing a starring role in creating the United Nations. He was later exposed as a spy for Joseph Stalin’s mass-murdering regime.

Current State

This work of the major foundations continues to this day. Consider, for example, Microsoft founder Bill Gates pouring billions of dollars into “education reform” and into supporting the collectivist agenda of the United Nations Educational, Scientific and Cultural Organization (UNESCO). In fact, Gates’s foundation was, aside from U.S. taxpayers, the single largest financier of Common Core, the universally reviled national (and internationally aligned) “standards” imposed on the United States by the Obama administration. More on that in a future piece of this education series.

The Rockefeller foundations also continue to be deeply involved in “education.” And key Rockefeller bigwigs have become increasingly open about their real agenda. In his autobiography, for instance, the late dynasty patriarch David Rockefeller dropped a bombshell.

“Some even believe we are part of a secret cabal working against the best interests of the United States, characterizing my family and me as ‘internationalists’ and of conspiring with others around the world to build a more integrated global political and economic structure–one world, if you will,” he wrote on page 405. “If that’s the charge, I stand guilty, and I am proud of it.”

When examining these facts, it seems perplexing that the wealth of some of America’s most important super-capitalists would be put to use advancing collectivism, subversion, and even socialism. And yet, it was hardly a new phenomenon. In his important book “Wall Street and the Bolshevik Revolution,” Stanford historian Anthony Sutton meticulously documented the role of major bankers and financiers from New York City in financing the communist enslavement of the Russian people.

It is time for Americans to completely rethink education or be destroyed. That rethink must involve discarding all of the quackery and subversive influences brought about by collectivists such as Dewey, and the out-of-control foundations that funded and helped them. The future of United States and liberty literally depend on sorting out this mess.

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This article was originally published by The Epoch Times, and is one report in a series of articles examining the origins of government education in the United States.