Schooling an Industrial Proletariat : The Freeman : Foundation for Economic Education:
"The principal motivation for this revolution in family and community life might seem to be greed, but this surface appearance conceals philosophical visions approaching religious exaltation in intensity — that effective early indoctrination of all children would lead to an orderly scientific society, one controlled by the best people, now freed from the obsolete straitjacket of democratic traditions and historic American libertarian attitudes.
...
"From the beginning, there was purpose behind forced schooling, purpose which had nothing to do with what parents, kids, or communities wanted. Instead, this grand purpose was forged out of what a highly centralized corporate economy and system of finance bent on internationalizing itself was thought to need; that, and what a strong, centralized political state needed, too. School was looked upon from the first decade of the twentieth century as a branch of industry and a tool of governance.
"For a considerable time, probably provoked by a climate of official anger and contempt directed against immigrants in the greatest displacement of people in history, social managers of schooling were remarkably candid about what they were doing. In a speech he gave before businessmen prior to the First World War, Woodrow Wilson made this unabashed disclosure:
"'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.'
"By 1917, the major administrative jobs in American schooling were under the control of a group referred to in the press of that day as 'the Education Trust.' The first meeting of this trust included representatives of Rockefeller, Carnegie, Harvard, Stanford, the University of Chicago, and the National Education Association. The chief end, wrote Benjamin Kidd, the British evolutionist, in 1918, was to 'impose on the young the ideal of subordination.'"
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"The principal motivation for this revolution in family and community life might seem to be greed, but this surface appearance conceals philosophical visions approaching religious exaltation in intensity — that effective early indoctrination of all children would lead to an orderly scientific society, one controlled by the best people, now freed from the obsolete straitjacket of democratic traditions and historic American libertarian attitudes.
...
"From the beginning, there was purpose behind forced schooling, purpose which had nothing to do with what parents, kids, or communities wanted. Instead, this grand purpose was forged out of what a highly centralized corporate economy and system of finance bent on internationalizing itself was thought to need; that, and what a strong, centralized political state needed, too. School was looked upon from the first decade of the twentieth century as a branch of industry and a tool of governance.
"For a considerable time, probably provoked by a climate of official anger and contempt directed against immigrants in the greatest displacement of people in history, social managers of schooling were remarkably candid about what they were doing. In a speech he gave before businessmen prior to the First World War, Woodrow Wilson made this unabashed disclosure:
"'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.'
"By 1917, the major administrative jobs in American schooling were under the control of a group referred to in the press of that day as 'the Education Trust.' The first meeting of this trust included representatives of Rockefeller, Carnegie, Harvard, Stanford, the University of Chicago, and the National Education Association. The chief end, wrote Benjamin Kidd, the British evolutionist, in 1918, was to 'impose on the young the ideal of subordination.'"
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