Youth Connection


NIck Millet

Article by Nick Millet

A Fire to Be Kindled


  • Common Man the Master of His Own Destiny “Only here in America were the common folk of the Old World given a chance to show what they could do on their own, without a master to push or order them about. History contrived an earth-shattering joke when it lifted by the nape of the neck lowly peasants, shopkeepers, laborers, paupers, jailbirds, and drunks from the midst of Europe, dumped them on a vast continent and said, go to it it’s yours!”  -Eric Hoffer- The Ordeal of Change


  • Home Grown Education Looking back, abundant data exist from states like Connecticut and Massachusetts to show that by 1840 the incidence of complex literacy in the United States was between 93 and 100% wherever such a thing mattered.


According to the Connecticut census of 1840, only one citizen out of every 579 was illiterate and you probably don’t want to know, not really, what people in those days considered literate; it’s too embarrassing. Popular novels of the period give a clue: Last of the Mohicans, published in 1826, sold so well that a contemporary equivalent would have to move 10 million copies to match it.


If you pick up an uncut version you find yourself in a dense thicket of philosophy, history, culture, manners, politics, geography, analysis of human motives and actions, all conveyed in data-rich periodic sentences so formidable only a determined and well-educated reader can handle it nowadays. Yet in 1818 we were a small-farm nation without colleges or universities to speak of. Could those simple folk have had more complex minds than our own?

a)    “A mind is a fire to be kindled, not a vessel to be filled” -Plutarch-

b)    Lincoln only had 50 Weeks of formal education

c)    Frankin’s education  ended at 10 years old

d)    Washington’s formal education was  only 2 years

-Eyeless In Gaza- article


  • The Power of Independent Thought  “In July of 1755, at the age of twenty-three, possessing no university degrees, the alumnus of no military academy, with only two years of formal schooling under his belt, half-orphan George Washington was detailed an officer in the Virginia militia to accompany an English military expedition moving to take the French fort at the forks of the Monongahela and Allegheny, the point that became Pittsburgh. His general, Edward Braddock, was an aristocrat commanding a well-equipped and disciplined force considerably superior to any possible resistance. Braddock felt so confident of success, he dismissed the advice of Washington to put aside traditional ways of European combat in the New World.


On July 9, 1755, two decades and one year before our Revolution commenced under the direction of the same Washington, Braddock executed a brilliant textbook crossing of the Monongahela near the present Homestead High Bridge by Kennywood amusement park. With fife and drum firing the martial spirit, he led the largest force in British colonial America, all in red coats and polished metal, across the green river into the trees on the farther bank. Engineers went ahead to cut a road for men and cannon.


Suddenly the advance guard was enveloped in smoke. It fell back in panic. The main body moved up to relieve, but the groups meeting, going in opposite directions, caused pandemonium. On both sides of the milling redcoats, woods crackled with hostile gunfire. No enemy could be seen, but soldiers were caught between waves of bullets fanning both flanks. Men dropped in bunches. Bleeding bodies formed hills of screaming flesh, accelerating the panic.


Enter George, the Washington almost unknown to American schoolchildren. Making his way to Braddock, he asked permission to engage the enemy wilderness fashion; permission denied. Military theory held that allowing commands to emanate from inferiors was a precedent more dangerous than bullets. The British were too well trained to fight out of formation, too superbly schooled to adapt to the changing demands of the new situation. When my grandfather took me to the scene of that battle years after on the way to Kennywood, he muttered without explanation, ” …bums couldn’t think for themselves.” Now I understand what he meant.


The greatest military defeat the British ever suffered in North America before Saratoga was underway. Washington’s horse was shot from under him, his coat ripped by bullets. Leaping onto a second horse, his hat was lifted from his head by gunfire and the second horse went down. A legend was in the making on the Monongahela that day, passed to Britain, France, and the colonies by survivors of the battle. Mortally wounded, Braddock released his command. Washington led the retreat on his hands and knees, crawling through the twilight dragging the dying Braddock, symbolic of the imminent death of British rule in America.” –John Taylor Gatto- The Underground History of American Education


  • The Product of the American Lifestyle I have read from a number of sources that in the early 1800’s 80% of the united States Population worked on a farm, Congress had not yet been given the power to impose taxes, and Presidents had hostile views to the political power of the National Bank which was the predecessor to the IRS.

a)    Families worked the farm together

b)    Children were expected to become adults

c)    Self-Reliance

d)    Self-Government

e)    The country described by Eric Hoffer in my opening quote where man was unleashed on a vast continent produced a Washington, the Founders, a military made of farmers and trappers that beat the most powerful and advanced military in the world, and 5,000 years-worth of technological advances in under 200 years as mentioned by Skousen in the 5000 year leap.



The Shift

  • Introduction of Mandatory Public Schooling  “The author of the famous 1870 Act, W. E. Forster, explained that the intention of introducing fee-based government-run establishments for the first time was not to replace the vast system of private schools but simply to “fill up the gaps” where they could be found. His officials, however, were overambitious in their reports of these needs, and after government schools were erected they were often found to have much surplus capacity. To reduce their embarrassment over half-empty schools, the education boards then resorted to lowering tuition fees and using tax revenues to fill the breach. The lower price naturally expanded the demand; but this was at the expense of the private schools, many of which could not survive such unfair competition. After education was made compulsory by statute, the government-school advocates argued that it was wrong to compel the very poorest to do something they could not afford. But rather than propose a special financial dispensation or grants to these families, the advocates insisted that education should be made free for all: the rich and the middle class as well as the lower-income groups. Free education was legislated for the new government schools exclusively because it was argued that it would be inviting conflict to ask taxpayers to subsidize religious schools. Protestant taxpayers, for instance, would object to their taxes financing Catholics, and vice versa. In this way the new “gap-filling” government schools were given a wide-open field with their zero-priced education. Since most of the subsequent growing population naturally chose the free alternative, the private schools’ share of the market declined and that of government schools skyrocketed.”  The Spread of Education Before Compulsion: Britain and America in the Nineteenth Century JULY 01, 1996 by EDWIN WEST


  • Emerging Educational Ideas  “We want one class of person to have a liberal education, we want another class of person, a very, very much larger class of necessity to forego the privilege of a liberal education and fit themselves to perform specific difficult manual tasks.” -Woodrow Wilson-


  • Education began to be seen as a potential “… tool to classify the way individuals are to act, think, or feel, as the result of some unit of instruction. Using the methods of behavioral psychology, children would learn proper thoughts feelings and actions, and have their improper attitudes brought from home remediated. In all stages of school manipulation, testing would be essential to locate the child’s changing mind on an official rating scale.” Blooms Taxonomy of Education


  • Education planners saw a future with “The impersonal manipulation through school of a future America in which few will be able to maintain control over their opinions. An America in which each individual will receive at birth a multi-purpose identification number which enables employers and other controllers to keep track of underlings and expose them to direct subliminal influence when necessary.” The Behavioral Teacher Education Project

a)    Childhood extended by 4 years

b)    Industrialization

c)    Fathers and Mothers working out of the home

d)    Child Labor laws


  • The Purpose of Education Became “A means to achieve important economic and social goals of a national character. State education agencies would henceforth act as on-site federal enforcers ensuring compliance of local schools with Washington directives. Each state education department was to lose their identity as well as their authority in order to form a partnership with the federal Government.” Anyone heard of no child left behind? –Designing for Education for the Future
  • Compulsory education “Combined the characteristics of a cotton mill and a railroad with those of a state prison.” -Charles Frances Adams- Descendant of John Adams and John Quincy Adams.


  • Careers requiring “schooling” became more common


  • Questions to ask


  • The development of man to his greatest economic productivity vs The development of man to his greatest potential for happiness. Which does God intend for us?


  • Were these people successful in their attempts to use the education system as a tool for public control?


  • Which is a preferable course for today’s children? Planned schooling aimed at teaching students the characteristics desirable to an employer such as being highly trained at specific tasks, and becoming successful by gaining the favor of superiors? Or teaching children to love learning, to be confident in their ability to think critically even if it means challenging a superior and sticking by their principles even under pressure?


  • “Our history has shown that a free people left to their own devices with nothing but their personal drive for success, comfort, and the love of God, produces an educated population, a powerful economy, less poverty, an abundance of wealth, and unmatched charity; why then do we seek to plan the future of our children, why have we implemented so many devices for control, why do we seek to fill our children’s minds with what government, businesses, and banking systems think beneficial with devastating results?


Our Children are spoiled, lack self-discipline, are distracted by novelty, borrow themselves into bondage, demand Government benefits, and are almost entirely illiterate and unaware of their nation’s true history, much less their responsibility as citizens of the last stronghold of freedom in the world.


I present to you an idea that today is controversial, even radical, that self-driven, self-taught, home grown common sense is the answer to today’s problems; that we are suffering from excessive schooling, entitlement, and regulation, and we have largely turned our backs on the lessons of the past.”


  • “From the very beginning of recorded political thought, man has realized the importance of education as a tremendous potential for both good and evil. In a free and open society such as ours a well-rounded education is an essential for the preservation of freedom against the chicanery and demagoguery of aspiring tyrants who would have us ignorantly vote ourselves into bondage. As the educational system falls into the hands of the in-power political faction or into the hands of an obscure but tightly knit group of professional social reformers, it is used not to educate but to indoctrinate.” -Ezra Taft Benson- An Enemy Hath Done This




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