《學校的陰謀》萬字深度揭秘：為什麼你越努力讀書越窮？洛克菲勒與隱藏百年的「愚民工程」 – Transcript

00:00Why have you been in school for more than ten years the knowledge you remember less than what you've learned from my channel in three months? Why in a class of fifty people, learn from the same textbooks, and take the same test papers, only two or three people really succeed in the end. I'm serious. if schools really want you to become smarter, why is its efficiency so ridiculously low?

00:17Unless I say, unless this system from the beginning wasn't designed to make you smarter. to be designed. It is precisely designed The only purpose is to make you just enough, and never out of control. Please stop what you are doing now, even if it's only for ten minutes.

00:34This may be the first time in your life to see clearly for the first time why you work so hard but still struggling at the bottom of society. The content we are going to talk about today will be very long, tough, even dark. We will completely deconstruct a book that has been deliberately ignored by that has been deliberately ignored for twenty years.

00:51called The Underground History of American Education. The author of this book is not a keyboard warrior or conspiracy theorist. His name is John Taylor Gatto. He taught in the public school system of New York City taught for thirty years. He has won the New York City Teacher of the Year three times, once won the New York State Teacher of the Year.

01:09He is a person who who climbed to the top of the pyramid. But when he received the last award, in front of thousands of colleagues and education officials, he said something that silenced the audience. he said he didn't want to hurt children anymore. You heard that right.

01:24A gold medal teacher said his job was to hurt children. Then he resigned. He spent a full twenty years to dig into the historical archives of American public schools. He wanted to know the system that kept people in classrooms for twelve years who invented it and for what purpose it was invented.

01:40The answer he found was chilling. This book reveals a that has been deliberately buried for over a hundred years. After watching this video, you will see the truth about the essence of education. Let's start with a detail. Gatto wrote in the book that in the first few years of his teaching career, he discovered a very strange thing.

01:56Those who were the quietest and most obedient who wrote the neatest homework and had the most stable grades, when they left school and entered society, often lived the most mediocre lives. Most of them became meticulous clerks, or obedient civil servants, or middle-level managers in big companies.

02:13They wait for instructions all their lives, and fear making mistakes all their lives. On the contrary, those students who gave teachers headaches Those who always talk back in class, always ask why they should learn this, and those who always play by their own rules, Twenty years later, are more likely to make a name for themselves in society.

02:30become entrepreneurs, artists, or a breaker in a certain field. Gatto initially thought it was a coincidence, or just because these rebels are smarter. But when he started to look through historical archives, he found that it was not a coincidence at all. This is the inevitable result of product design.

02:45Please remember this sentence, our schools were never designed by educators. The American compulsory education system, which is now used all over the world. This system of grades with grades, subjects, bells, and exams, was promoted by a group of industrialists and social engineers jointly promoted at the end of the nineteenth century.

03:03Who were these people? including the famous oil tycoon Rockefeller, the steel magnate Carnegie, and financial tycoon J.P. Morgan. You may ask, these big capitalists why they cared about whether poor children could go to school? Did they have a change of heart? Or to do charity?

03:18Don't be naive. Gatto in the archives found a a Rockefeller Foundation internal memo from nineteen-oh-six. This document was written for the foundation's board. Top Secret Strategy. There is a sentence that Gatto has repeatedly quoted. because it nakedly reveals the truth. The sentence is written as follows.

03:35We do not need to cultivate thinkers. We don't need to cultivate philosophers. or artists. What we need are compliant and standardized citizens. This is not a conspiracy theory. It's written in black and white written in the foundation's annual report. You must go back to that era to understand their anxiety.

03:52What era was it at the end of the nineteenth century? when the Industrial Revolution had just broken out. Factories were devouring the world like beasts. Rockefellers built huge industrial empires. They had the most advanced machines, and abundant funds, and the broadest market. But they encountered a huge bottleneck.

04:09which was people. Americans at that time, or the human beings at that time were not suitable for factories. Children from American farming families at that time, though they didn't go to school, their literacy rate was actually very high. According to the records of the Massachusetts Historical Archives, before compulsory education was widespread, the Northeast of the United States had a literacy rate of These children worked with their parents on the farm since childhood.

04:31They had strong survival skills. They could read complex legal documents Because they needed to deal with land sales. They could read religious scriptures, and can think independently about political issues. This is precisely the problem. A literate and thinking population and accustomed to freedom and are used to deciding when to get up and work at certain times, is too difficult to manage.

04:52If you ask such people to screw screws on the assembly line, and ask him to repeat the same action ten thousand times a day, and let him eat when he hears the bell, and urinate when they hear the bell, They will go crazy. he will strike. or rebel. So capitalists are very anxious. they found that after the Industrial Revolution, society needed a large number of obedient workers, not thinkers with ideas in their heads.

05:12They need a mechanism to批量produce a new type of human. This kind of human must have basic literacy skills, and be able to read operation manuals. but not too smart, not smart enough to question the authority of the boss. This kind of human being should be used to enduring boredom, be accustomed to obeying orders, and be accustomed to cutting their time into pieces and sell it to others.

05:30So schools have emerged. So when you complain that schools don't teach financial management, logic, or survival skills that are really useful, you are actually mistaken about the causal relationship. Schools didn't forget to teach, but they are designed not to. If schools taught you about personal finance, you would know what compound interest is, and what assets are.

05:50you wouldn't be willing to take out loans to buy cars and houses. and you won't be willing to overdraw your credit card. Where does the bank's profit come from? If schools taught you logic, you would see through the brainwashing of advertisements, you would see through politicians' lies. and see through the boss's empty promises. How high will the cost of social stability be?

06:06If schools taught you survival skills, you can start your own business at sixteen to support yourself. Who would still work at McDonald's? Who would still work on the assembly line of Foxconn? So from the beginning of its design, its core function is not enlightenment, but screening and training.

06:22But here's the problem. these American capitalists Although they are rich, but they don't know education. They designed this sophisticated that can turn people into screws. Where did they copy it from? The answer lies in Europe. Buried in a country known for discipline and bloodshed.

06:38Prussia. We must go back to the early nineteenth century, in eighteen zero six. That year, there was a shocking event in Europe, the Battle of Jena. Napoleon led the French army like cutting vegetables. defeated the Prussian army, which was known as the strongest in Europe.

06:54Prussia almost lost its country. After the war, Prussia's elite class fell into deep reflection. They couldn't understand why the well-equipped and trained well-trained Prussian professional soldiers would lose to Napoleon's French miscellaneous army composed of farmers and citizens. Finally, the Prussian philosopher Fichte, yes, the famous German philosopher Fichte he stood up and gave a conclusion.

07:16So Prussia began the first large-scale the first large-scale social engineering experiment. They established the world's first compulsory standardized public school system. This system there are several features that we take for granted today, but were revolutionary at the time.

07:33First, compulsory enrollment. whether you want to or not, whether your parents agreed or not, children must be sent to school, otherwise the parents would go to jail. This was to deprive families of their dominance over education. Second, age-based classes. which is a very anti-human design.

07:48In a natural society, children play with children of different ages. Six-year-olds play with twelve-year-olds, Twelve-year-olds play with sixteen-year-olds. Knowledge and experience are naturally passed on through this apprenticeship system. However, Prussia locked children of the same age together like cans, cutting off their connection with the elders.

08:05So they can only communicate with they can only assimilate with their peers compete with each other, and they relied heavily on the teacher as the only authority. Third, the bell is used to divide time. This was also Prussia's innovation. Do you think the bell is to remind you of class and dismissal? No, it's to make you accustomed to being interrupted.

08:23When the bell rings, no matter how excited you are in the middle of solving math problems, or how engaged you are in writing an article, you must stop immediately. even if you are in a state of flow, you must stop. and then go to a history class that has nothing to do with it. This design is to destroy students' deep concentration.