The Intentional Dumbing Down of America
Norman Dodd: Rockefeller and Carnegie Foundations INTENTIONALLY ALTERED AMERICAN HISTORY in Order to Merge America Into a Monopoly They Control
Norman Dodd tells how the Rockefeller, Carnegie, Guggenheim and Ford Foundations set out to control education and rewrite American history in order to merge America into the one-world government they could control.
Perhaps we are seeing an example of the fruits of their history rewrite now that our government and the mainstream media (also controlled) claim that President Herbert Hoover didn't do enough to avert the Great Depression, while true history says the opposite: AMAZING!!! Historians Twist History of the Great Depression(s) to Make Gov't Intervention Appear Desirable.
Here is the incredible testimony of this great man, interviewed by G. Edward Griffin in 1982:
Norman Dodd (June 29, 1899 - January 1987) was a chief investigator in 1953 for U.S. Congressman B. Carroll Reece Special Committee on Tax Exempt Foundations (commonly referred to as the Reece Committee). Wikipedia
G. Edward Griffin begins (full transcript):
The story you are about to hear represents a missing piece in the puzzle of modern history. Without this knowledge, many contemporary events are simply beyond understanding.
You are about to hear a man tell you that the major tax exempt foundations of this land since at least 1945 have been operating to promote a hidden agenda. And that agenda has nothing to do with the surface appearance of charity, good works, or philanthropy.
This man will tell you that the real objectives include the creation of a world-wide collective estate including the Soviet Union which is to be ruled from the behind the scenes by those same interests which now control the tax exempt foundations.
Norman Dodd says this starting at 25:45:
We are now at the year 1908 which was the year that the Carnegie began operations. And in that year the trustees meeting for the first time raise a specific question which they discuss throughout the balance of the year in a very learned fashion, and the question is, is there any means known more effective than war assuming you wish to alter the life of an entire people? And they conclude that no more effective means than war to that end is known to humanity.
So then in 1909 they raise the second question and discuss it, namely, how do we involve the United States in a war? Well I doubt at that time if there was any subject more removed from the thinking of most of the people of this country that it's involvement in a war. There were intermittent shows in the Balkans but I doubt very much if many people even knew where the Balkans were.
Then finally they answer that question as follows: We must control the State Department. And then that very naturally raises the question how do we do that? And they answer it by saying we must take over and control the diplomatic machinery of this country and finally resolve to aim at that as an objective.
Then time passes and we are eventually in a war which would have been World War I and at that time they record on their minutes a shocking report in which they dispatch to President Wilson a telegram cautioning him to see that the war does not end too quickly.
And finally, of course, we are, the war is over. At that time their interest shifts over to preventing what they call a reversion of life in the United States to what it was prior to 1914 when World War broke out. And they arrive at that point, they come to the conclusion that to prevent a reversion we must control education in the United States.
And they realize that that's a pretty big task. So it's, to them, it is too big for them alone so they approach the Rockefeller Foundation with the suggestion that that portion of education which could be considered domestic be handled by the Rockefeller Foundation and that portion which is international should be handled by the Endowment.
And they then decide that the key to the success of these two operations lay in [an] alteration of the teaching of American history. So they approach four of the then most prominent teachers of American history in the country, people like Charles and Mary Bird and their suggestion to them is will they alter the manner in which they present this subject and they get turned down flat. So they then decide that it is necessary for them to do as they say, build our own stable of historians.
And then they approach the Guggenheim Foundation which specialized in fellowships and say, when we find young men in the process of studying for doctorates in the field of American history and we feel that they are the right caliber, will you grant them fellowships on our say so. And the answer is yes. So under that condition eventually they assembled 20 and they take this 20 potential teachers of American history to London and there they're briefed into what is expected of them when as and if they secure appointments in keeping with the doctorates they will have earned.
And that group of 20 historians ultimately becomes the nucleus of the American Historical Association. And then toward the end of the 1920's the Endowment grants to the American Historical Association $400,000 for a study of our history in a manner which points to what can this country look forward to in the future. And that culminates in a seven-volume book study....
In an interview with Norman Dodd, the 1954 staff director of the Reese congressional special committe to investigate tax-exempt foundations,...all
G. Edward Griffin asks near the end of the interview:
How would you describe the motivation of the people who created the foundations, the big foundations in the very beginning? What was their motivation?
Norman Dodd responds:
Their motivation, well, let's take Mr. Carnegie as an example. His publicly declared, steadfast interest was to counteract the departure of the colonies from Great Britain. He was devoted to just putting the pieces back together again.
Griffen then asks:
Why do the foundations generously support Communist causes in the United States?
Well, because to them Communism represents a means of developing what we call a monopoly, that is the organization we'll say of large scale industry into an administrable unit. ... They will be the beneficiaries of it.