By Daniel Taylor
“Competition is a sin” – John D. Rockefeller Sr.
In many respects we don’t have a free market economy. We have cartels, which are the escape from free market, not the natural progression of free market. They wage war against competition, not by the traditional means of attracting consumer confidence, but by taking the reigns of power in government itself and wielding it against its adversaries. The Rockefeller dynasty represents the epitome of cartels. Rockefeller’s partnership with Germany’s pharmaceutical giant I. G. Farben in 1929 formed the most powerful cartel in history.
Our modern schooling system was crafted as a tool of the Anglo-American Establishment in their quest to remake society. To monopolize thought and human potential is the ultimate form of domination. All of us are potential competition with untapped ability. The question at the forefront of the elite’s mind is this; How is this potential competition dealt with? As John D. Rockefeller Sr. famously proclaimed “Competition is a sin.” How will a pyramidal structure of society be maintained? How will society be standardized to meet the needs of an industrial nation? Our modern schooling system, in the elite’s minds, was an answer to these nagging questions.
One of the greatest open secrets of our modern society is that many household names have managed to squeeze out from under the thumb of the system – by dropping out of school or not receiving degrees – and have flourished. These people were able to discover their own personal strengths and weaknesses by testing themselves in the real world. The “one right way” schooling system didn’t dictate what lesson needed to be learned, and especially when. They didn’t wait their turn. The fact that the very architects of our modern schooling system (John D. Rockefeller Sr. and Andrew Carnegie in particular) were dropouts should tell us something. Let’s ask the question; Why would these men – who became the immensely wealthy captains of the industrial era – embark on a crusade to place the nations’ people under a schooling system that they obviously didn’t want or need, and ultimately escaped from?
One answer can be found by reading one of the first statements from the General Education Board (1906), founded by John D. Rockefeller Sr. and Fred T. Gates. In it, we read:
“In our dreams… people yield themselves with perfect docility to our molding hands. The present educational conventions fade from our minds, and unhampered by tradition we work our own good will upon a grateful and responsive folk. We shall not try to make these people or any of their children into philosophers or men of learning or men of science. We have not to raise up from among them authors, educators, poets or men of letters. We shall not search for embryo great artists, painters, musicians, nor lawyers, doctors, preachers, politicians, statesmen, of whom we have ample supply.”
The “supply” that is referred to in this statement are the individuals that have passed through the social sorting mechanism of modern schooling and are likely not a threat to the establishment. Ordinary people are the competition here; they are the target of the molding hands. French historian Alexis de Tocqueville, in his attempt to explain modern despotism, writes in Democracy in America (1835),
“The sovereign, after taking individuals one by one in his powerful hands and kneading them to his liking, reaches out to embrace society as a whole. Over it he spreads a fine mesh of uniform, minute, and complex rules, through which not even the most original minds and most vigorous souls can poke their heads above the crowd. He does not break men’s wills but softens, bends, and guides them. He seldom forces anyone to act but consistently opposes action. He does not destroy things but prevents them from coming into being. Rather than tyrannize, he inhibits, represses, saps, stifles, and stultifies, and in the end he reduces each nation to nothing but a flock of timid and industrious animals, with the government as its shepherd.”