This timeline is indeed accurate-----the history of our US public K-UNIVERSITY is tied to funding by the rich through 300 years. We discussed in detail the need to move AWAY from LAND TRUSTS and LAND GRANT PUBLIC SCHOOLS.
We want to look at the important policies that did indeed create the BEST IN WORLD HISTORY PUBLIC EDUCATION SYSTEM providing OPPORTUNITY AND ACCESS to all 99% WE THE PEOPLE black, white, and brown citizens.
'During the 10 years from 1846 to 1856, 3.1 million immigrants arrive a number equal to one eighth of the entire U.S. population. Owners of industry needed a docile, obedient workforce and look to public schools to provide it'.
Two things are emphasized in these far-right wing global banking media outlets-------first, the idea that our AGE OF ENLIGHTENMENT public schools were tied to being PROTESTANT-----and the idea that educating our 99% children to be ready for the workforce was somehow NOT EMPOWERING.
This global NGO------APPLIED RESEARCH CENTER --ARC-----not working for racial justice for our global 99% or our US 99% black, white, or brown citizens.
Historical Timeline of Public Education in the US
On November 6, 2013
Applied Research Center (ARC) was rebranded as Race Forward: The Center for Racial Justice Innovation. The content on this page was published on the ARC website prior to the rebrand.1647
The General Court of the Massachusetts Bay Colony decrees that every town of fifty families should have an elementary school and that every town of 100 families should have a Latin school. The goal is to ensure that Puritan children learn to read the Bible and receive basic information about their Calvinist religion.
Thomas Jefferson proposes a two-track educational system, with different tracks in his words for "the laboring and the learned." Scholarship would allow a very few of the laboring class to advance, Jefferson says, by "raking a few geniuses from the rubbish."
The Continental Congress (before the U.S. Constitution was ratified) passes a law calling for a survey of the "Northwest Territory" which included what was to become the state of Ohio. The law created "townships," reserving a portion of each township for a local school. From these "land grants" eventually came the U.S. system of "land grant universities," the state public universities that exist today. Of course in order to create these townships, the Continental Congress assumes it has the right to give away or sell land that is already occupied by Native people.
Pennsylvania state constitution calls for free public education but only for poor children. It is expected that rich people will pay for their children's schooling.
New York Public School Society formed by wealthy businessmen to provide education for poor children. Schools are run on the "Lancasterian" model, in which one "master" can teach hundreds of students in a single room. The master gives a rote lesson to the older students, who then pass it down to the younger students. These schools emphasize discipline and obedience qualities that factory owners want in their workers.
A petition presented in the Boston Town Meeting calls for establishing of a system of free public primary schools. Main support comes from local merchants, businessmen and wealthier artisans. Many wage earners oppose it, because they don't want to pay the taxes.
First public high school in the U.S., Boston English, opens.
Massachusetts passes a law making all grades of public school open to all pupils free of charge.
By this time, most southern states have laws forbidding teaching people in slavery to read. Even so, around 5 percent become literate at great personal risk.
The percentage of people working in agriculture plummets as family farms are gobbled up by larger agricultural businesses and people are forced to look for work in towns and cities. At the same time, cities grow tremendously, fueled by new manufacturing industries, the influx of people from rural areas and many immigrants from Europe. During the 10 years from 1846 to 1856, 3.1 million immigrants arrive a number equal to one eighth of the entire U.S. population. Owners of industry needed a docile, obedient workforce and look to public schools to provide it.
Slave-owner James Bowie and Indian-killer Davy Crockett are among those killed in the Battle of the Alamo in Texas, in their attempt to take Texas by force from Mexico.
Horace Mann becomes head of the newly formed Massachusetts State Board of Education. Edmund Dwight, a major industrialist, thinks a state board of education was so important to factory owners that he offered to supplement the state salary with extra money of his own.
Over a million Irish immigrants arrive in the United States, driven out of their homes in Ireland by the potato famine. Irish Catholics in New York City struggle for local neighborhood control of schools as a way of preventing their children from being force-fed a Protestant curriculum.
The United States annexes Texas.
President James Polk orders the invasion of Mexico.
Massachusetts Reform School at Westboro opens, where children who have refused to attend public schools are sent. This begins a long tradition of "reform schools," which combine the education and juvenile justice systems.
The war against Mexico ends with the signing of the Treaty of Guadalupe-Hidalgo, which gives the United States almost half of what was then Mexico. This includes all of what is now the U.S. Southwest, plus parts of Utah, Nevada and Wyoming and most of California.The treaty guarantees citizenship rights to everyone living in these areas mostly Mexicans and Native people. It also guarantees the continued use of the Spanish language, including in education. One hundred fifty years later, in 1998, California breaks that treaty, by passing Proposition 227, which would make it illegal for teachers to speak Spanish in public schools.
State of Massachusetts passes first its compulsory education law. The goal is to make sure that the children of poor immigrants get "civilized" and learn obedience and restraint, so they make good workers and don't contribute to social upheaval.
Congress makes it illegal for Native Americans to be taught in their native languages. Native children as young as four years old are taken from their parents and sent to Bureau of Indian Affairs off-reservation boarding schools, whose goal, as one BIA official put it, is to "kill the Indian to save the man."
African Americans mobilize to bring public education to the South for the first time. After the Civil War, and with the legal end of slavery, African Americans in the South make alliances with white Republicans to push for many political changes, including for the first time rewriting state constitutions to guarantee free public education. In practice, white children benefit more than Black children.
Reconstruction ends in 1877 when federal troops, which had occupied the South since the end of the Civil War are withdrawn. Whites regain political control of the South and lay the foundations of legal segregation.
Size of school boards in the country's 28 biggest cities is cut in half. Most local district (or "ward") based positions are eliminated, in favor of city-wide elections. This means that local immigrant communities lose control of their local schools. Makeup of school boards changes from small local businessmen and some wage earners to professionals (like doctors and lawyers), big businessmen and other members of the richest classes.
Plessy v. Ferguson decision. The U.S. Supreme Court rules that the state of Louisiana has the right to require "separate but equal" railroad cars for Blacks and whites. This decision means that the federal government officially recognizes segregation as legal. One result is that southern states pass laws requiring racial segregation in public schools.
The U.S. Supreme Court requires California to extend public education to the children of Chinese immigrants.
Smith-Hughes Act passes, providing federal funding for vocational education. Big manufacturing corporations push this, because they want to remove job skill training from the apprenticeship programs of trade unions and bring it under their own control.
An act of Congress makes Native Americans U.S. citizens for the first time.
The NAACP brings a series of suits over unequal teachers' pay for Blacks and whites in southern states. At the same time, southern states realize they are losing African American labor to the northern cities. These two sources of pressure resulted in some increase of spending on Black schools in the South.
A survey of 150 school districts reveals that three quarters of them are using so-called intelligence testing to place students in different academic tracks.
At the end of World War 2, the G.I. Bill of Rights gives thousands of working class men college scholarships for the first time in U.S. history.
Educational Testing Service is formed, merging the College Entrance Examination Board, the Cooperative Test Service, the Graduate Records Office, the National Committee on Teachers Examinations and others, with huge grants from the Rockefeller and Carnegie foundations. These testing services continued the work of eugenicists like Carl Brigham (originator of the SAT) who did research "proving" that immigrants were feeble-minded.
Brown v. Board of Education of Topeka. The Supreme Court unanimously agrees that segregated schools are "inherently unequal" and must be abolished. Almost 45 years later in 1998, schools, especially in the north, are as segregated as ever.
A federal court orders integration of Little Rock, Arkansas public schools. Governor Orval Faubus sends his National Guard to physically prevent nine African American students from enrolling at all-white Central High School. Reluctantly, President Eisenhower sends federal troops to enforce the court order not because he supports desegregation, but because he can't let a state governor use military power to defy the U.S. federal government.
African American parents and white teachers clash in the Ocean Hill-Brownsville area of New York City, over the issue of community control of the schools. Teachers go on strike, and the community organizes freedom schools while the public schools are closed.
Milliken v. Bradley. A Supreme Court made up of Richard Nixon's appointees rules that schools may not be desegregated across school districts. This effectively legally segregates students of color in inner-city districts from white students in wealthier white suburban districts.
The so-called "taxpayers' revolt" leads to the passage of Proposition 13 in California, and copy-cat measures like Proposition 2-1/2 in Massachusetts. These propositions freeze property taxes, which are a major source of funding for public schools. As a result, in twenty years California drops from first in the nation in per-student spending in 1978 to number 43 in 1998.
The federal Tribal Colleges Act establishes a community college on every Indian reservation, which allows young people to go to college without leaving their families.
Proposition 187 passes in California, making it illegal for children of undocumented immigrants to attend public school. Federal courts hold Proposition 187 unconstitutional, but anti-immigrant feeling spreads across the country.
Leading the way backwards again, California passes Proposition 209, which outlaws affirmative action in public employment, public contracting and public education. Other states jump on the bandwagon with their own initiatives and right wing elements hope to pass similar legislation on a federal level.
California again! This time a multi-millionaire named Ron Unz manages to put a measure on the June 1998 ballot outlawing bilingual education in California.
Below we see FAR-RIGHT WING global banking 1% OLD WORLD KINGS corrupting the meaning in US of the term AGE OF ENLIGHTENMENT-------remember, several centuries of AGE OF ENLIGHTENMENT was about opening REAL INFORMATION TEACHING to all 99% of WE THE PEOPLE regardless of RELIGION, RACE, OR CLASS.
IOWA being captured by GLOBAL ONE WORLD INDUSTRIAL FARMING these few decades of CLINTON/BUSH/OBAMA is quite the ONE WORLD FOREIGN ECONOMIC ZONE-----nothing US/AMERICAN happening in our US mid-west under global BIG AG.
We see MARHARISHI 'PUBLIC' SCHOOL in IOWA being a global corporate CHARTER SCHOOL---NOT PUBLIC-----myth-making to our global labor pool 99% coming to US FOREIGN ECONOMIC ZONES-----that this MAHARISHI SCHOOL has something to do with our US AGE OF ENLIGHTENMENT.
From Wikipedia, the free encyclopedia
In Ancient India, Maharshi is a Sanskrit word, written as "महर्षि" in Devanagari (formed from the prefix mahā- meaning "great" and r̥ṣi meaning "seer"), meaning a member of the high class of ancient Indian scientists, popularly known in India as "Rishis", or "seers", especially those who do research to understand and know Nature and its governing laws. There were many Maharshi in Ancient India who shaped the ancient Indian ways of life and made a very deep and profound impact on the civilization of the Indian sub-continent.
Description and usage
Maharshi may also refer to "seers" or "sages" in India. The term became popular in English literature "sometime before 1890" and was first used in 1758.
Alternate meanings describe Maharshi as a collective name that refers to the seven rishis or saptarishis (including Maharishi Bhrigu) cited in the scriptures of Rig Veda and the Puranas, or any of the several mythological seers that are referenced in Vedic writings and associated with the seven stars of the constellation Ursa Major.
The only ones who can adopt the title are those who achieve the highest state of awareness in the path of evolution and completely understand the working of parabramha. The Maharshis are capable of making others as saints and impart the knowledge of the working of the divine.
Ramana Maharshi (1879–1950) was an "Indian sage" with a philosophy about the path to self-knowledge and the integration of personality espoused in books by author Paul Brunton and Ramana's own writings such as the Collected Works (1969) and Forty Verses on Reality (1978).
What this school being called PUBLIC inside US FOREIGN ECONOMIC ZONE is doing is bringing 3000BC HINDI BRAHMIN to the US wrapped as modern AGE OF ENLIGHTENMENT.
It is a PRIVATE SCHOOL receiving our US public school FEDERAL FUNDING------catering to our global 99% of workers being HINDI/BUDDHIST.
NATIONAL ASSOCIATION OF INDEPENDENT SCHOOLS ARE RECEIVING OUR US FEDERAL PUBLIC SCHOOL EDUCATION FUNDS.
Do our global 99% of WE THE HINDI-BUDDHIST really want to come to US to be taken back to 3000BC HINDI-BRAHMIN? Of course not.
So, a DR WALLACE who we can assume is not a HINDI-BUDDHIST from INDIA/CHINA/PAKISTAN using our US AGE OF ENLIGHTENMENT to TRICK our 99% WE THE PEOPLE in thinking they are being ALL-AMERICAN ----
Maharishi School of the Age of EnlightenmentPrivate School
804 Dr Robert Keith Wallace Dr
Fairfield, IA 52556
(641) 472-9400Religious Affiliation
National Association of Independent Schools
The MAHARISHI SCHOOL in IOWA is tied to NAIS--------created during REAGAN/CLINTON era as a pathway to sending US FEDERAL PUBLIC EDUCATION FUNDING to private schools. What may look to be a local PRIVATE CHARTER SCHOOL is actually a global education corporation-----these schools will be found in all FOREIGN ECONOMIC ZONES.
This NAIS policy installed in 1980s----90s was global banking 1% CLINTON/BUSH/OBAMA MOVING FORWARD dismantling our US public K-university. Back then these private schools were not LEGALLY receiving US FEDERAL PUBLIC SCHOOL funds----but states being far-right wing global banking 1% as IOWA-----were even then ILLEGALLY tracking public school funds to these NAIS PRIVATE SCHOOLS-----just as here in BALTIMORE MD.
National Association of Independent Schools
What Is NAIS?The National Association of Independent Schools (NAIS) is a nonprofit membership association that provides services to more than 1,800 schools and associations of schools in the United States and abroad, including more than 1,500 independent private K-12 schools in the U.S.
What Are Independent Schools?
Independent schools are non-profit private schools that are independent in philosophy: each is driven by a unique mission. They are also independent in the way they are managed and financed: each is governed by an independent board of trustees and each is primarily supported through tuition payments and charitable contributions. They are accountable to their communities and are accredited by state-approved accrediting bodies.
How Does NAIS Serve Its Members?NAIS empowers independent schools and the students they serve. The association offers research and trend analysis, leadership and governance guidance, and professional development opportunities for school and board leaders.
NAIS Member Demographics
Inside Our Schools Where Do NAIS Schools Fit in the National Education Picture? Of the nearly 55 million school children in America, just under 10 percent attend private schools. Of private school students, 671,000 are in NAIS member independent schools. Enrollment in NAIS schools has remained steady since 2005.
Independent School Magazine
This issue explores how schools are delivering on their missions to be diverse, equitable, inclusive, welcoming places.
- 2019 NAIS Annual Conference
February 27, 2019
Long Beach, CA
Research & DataData and Analysis for School Leadership
Where do you stand? Use more than 30 years of independent school data to help you make the right choices for your school.
VISIT THE DASL WEBSITE
Search NAIS Directories
Find a School, Company, or Colleague
Looking for an independent school in your area? Does your school need a product or service? Browse our listings.
CHOOSE A DIRECTORY
Principles of Good Practice
Looking for PGPs?
The NAIS Principles of Good Practice for member schools define high standards and ethical behavior in key areas of independent school operations. The PGPs reflect the overall dedication to quality education that has always characterized independent schools.
Here we are in 1982-----this is REAGAN era and the education policy having a goal of sending PUBLIC K-UNIVERSITY funding to PRIVATE SCHOOLS.
BLOCK GRANT POLICIES ARE ALWAYS FAR-RIGHT WING GLOBAL BANKING 1%------BECAUSE THEY HAVE A GOAL OF SKIRTING ALL OUR US CONSTITUTIONAL AND FEDERAL LAWS SURROUNDING EQUAL PROTECTION UNDER LAW---EQUAL OPPORTUNITY AND ACCESS.
So, states like IOWA-----and all captured to far-right wing global banking 1% ---CLINTON/BUSH-----used these education policies to defund and make dys-functional public schools in these states/districts.
Here in Baltimore MD these policies are what led to our Baltimore Public School system to be the worst in nation---the buildings to decay and end in being a public health hazard to our Baltimore 99% of public school students. So, Baltimore City Council used this law to ILLEGALLY CHANNEL US Federal public school funding to grow globally PRIVATE SCHOOL BRANDS.
NO DOUBT MAHARISHI SCHOOL in IOWA was made into a global private school corporation overseas with IOWA US Federal public K-UNIVERSITY funding.
A foreign global education corporation given roots in IOWA as NAIS BLOCK GRANTS taking our US public school funding.
'Maharishi Institute of Management is established in India under the auspices of Maharishi Shiksha Sansthan, a Registered Society under the Societies Registration Act XXI of 1860.
Maharishi Shiksha Sansthan administers 169 Maharishi Vidya Mandir Schools with about 1,00,000 students. These are Public Schools designed according to the pattern of the Central Board of Secondary Education curriculum'.
Of course this is the same time GLOBAL BIG AG------MONSTANTO was expanding to overseas FOREIGN ECONOMIC ZONES as INDIA----now fighting the destruction GMO MONSTANTO has done to India's sovereign agriculture.
Private Schools Pursue Block Grants
By Eileen White
March 24, 1982
As public-education officials work out the necessary details for disbursing the new federal block grants, private-school officials--on the state, local, and national levels--are also preparing to ensure that their students are allowed to participate equitably in local block-grants programs.
National private-school organizations, such as the education division of the U.S. Catholic Conference and the Council for American Private Education, have sent information to their member schools, explaining the new law--the Education Consolidation and Improvement Act of 1981. And representatives of private schools are being named, as required by the federal law, to the state-level committees that advise state education departments on the block-grants distribution formulas.
Few of the 50 state officials interviewed for this report said they could foresee any problems with the participation of private-school students in local programs funded under the block grants, which are scheduled to begin during the 1982-83 school year.
Most officials said private schools would receive services under the new program in the same way they did under the "libraries and learning resources" (Title IV-B) program, which was the largest federal education program consolidated into block grants.
Under that program, 90 percent of all Catholic schools and 40 percent of all other private schools received library materials and instructional equipment as well as testing, counseling, and guidance services, according to the National Center for Education Statistics (nces).
Private-school students historically have been eligible to participate in a total of 39 federal education programs, although their participation rate in most programs--with the exception of the Title I program for disadvantaged students--is generally low, according to the nces
Because federal law continues to prohibit the transfer of money to private schools, the educational services to students under the block-grants program will continue to be delivered by teachers hired by the public schools and using public-school materials, most officials said.
Customarily, such procedures include sending public-school teachers into private-school classrooms; sending private-school children to public schools on a part-time basis; lending instructional materials and mobile equipment to private schools; using mobile-classroom units; or teaching students through the use of educational television and radio, according to the Congressional Research Service.
In the few states in which public-school officials have previously refused to provide services to private-school students, state officials or the U.S. Secretary of Education are instructed by the new federal law to arrange for the educational services under contractual agreements with private companies--a procedure known as a "bypass."
Officials of the state education departments in Missouri, Nebraska, Pennsylvania, and Virginia said they expect a "bypass" will be neces-sary for some school districts.
Larry Vontz, finance administrator for the Nebraska state education agency, said private contracts already exist for providing private-school students with services under the school-lunch program and the Title IV-C program--another program that will be eliminated by block grants next year.
'Most Strict' Laws
Similarly, Missouri has "used the bypass for several years," reported Otis G. Baker, coordinator of federal programs for the state's department of education. "We have the most strict church-state separation laws in the country, and we've had several rounds of litigation over them. We have had a bypass in Title IV-B and in Title I for 50 school districts. We very likely will request the Secretary of Education to invoke a bypass for the block grants," Mr. Baker said. Other state officials reported that the private-school representatives--like public-school representatives--have shown mixed reactions to the prospect of consolidating the former categorical programs into block grants.
In Nevada, where schools will be receiving 28 percent more federal block-grants money next year than they are currently receiving under the categorical programs, private-school representatives are pleased about the increase in funds, said James P. Costa, associate state superintendent of education.
The situation also has created a "problem," Mr. Costa said, because "we have profit-making schools, who now think they can be eligible to receive the block-grants" services. "The federal statute isn't clear on that," he said.
"Private-school kids were served equitably under the antecedent programs, and private-school interest groups see the [block-grants] law as just," said James E. Mitchell, deputy state superintendent of instruction in Iowa. That state will be receiving a 6-percent increase in funds over this year's level.
An administrator in another state, which will be receiving less money next year than it receives currently, said private-school representatives join their public-school counterparts in considering the block-grants program "not a boon, but a boondoggle."
Other state representatives said they were unsure about which types of private schools would take advantage of the block-grants programs.
"We have quite a contrast in private schools in North Carolina," said Weaver B. Rogers Jr., director of the education-consolidation program for that state. "The Catholic schools are very interested in federal funds. We also have fundamental-ist [schools whose representatives] don't even want to hear from the federal government."
The diversity of private schools in some states, the Northeastern states in particular, has created some confusion over who is eligible to participate and how a public-school system can equitably deliver the educational services.
In Connecticut, which has a large population of boarding-school students, many of whose parents reside in other states, R. Douglas Dopp said the state was unsure whether such students would be eligible to participate in block-grants prorams.
"The advisory committee has been a little puzzled about the block-grant regulations because the amount of money going to private-schools kids is based on the total enrollment of the private schools, instead of on the number of private-school students who are residents of the state," Mr. Dopp said.
Likewise, James P. Costa, acting associate commissioner of education in Massachusetts, said he foresaw that it would "be difficult for districts with diverse nonpublic schools" to serve all eligible students.
Jo Ann Weinberger, Pennsylvania's deputy superintendent of education, said private-school representatives in her state may ask the state to instruct its 29 regional educational service centers, rather than school districts, to provide the private-school programs.
"The feeling [of private-school representatives] is that such an arrangement would give them greater assurance of being served," Weinberger said.
And in Delaware, state officials are concerned that local school districts may have trouble designing programs under the block grants if disagreements between public- and private-school officials exist over what types of programs should be funded.
Randall L. Broyles, assistant state superintendent, said it is his understanding that private-school representatives can "choose what services they want to 'buy' with their federal money, and the local education agency has to provide them even if [it] doesn't currently offer them. There has been some concern about the burden [such a situation may cause], but I do not foresee any major concern," Mr. Broyles said.
Representatives of some of the major national private-school organizations expressed enthusiasm for the block-grants program, although most of them said their member schools would prefer aid to families of private-school students in the form of tuition tax credits.
Both Groups Benefit
"Under the old categorical programs, there was really only one that provided [much money] for the participation of private-school kids--Title IV-B," said Richard E. Duffy, representative for federal assistance in the education division of the U.S. Catholic Conference.
"We feel that under the consolidation, it's going to benefit private-school children and public-school children," he continued. "When you had this whole array of special projects, many of the public-school kids never even participated because funding was not that great and competition was extremely keen. Most of the money went to a few places. The consolidation gives a greater flexibility."
Robert L. Smith, executive director of the Council for American Private Education, said he believes "it's really hard to predict" whether private-school students will receive more equitable treatment under block grants than they did under the former categorical programs.
Family Support Preferred
Anne Rosenfeld, director of public information for the National Association of Independent Schools, said she did not "expect there will be much independent-school involvement" in the block-grants programs. ''Our board said in 1980 that they don't want to consider [accepting] aid that goes directly to schools; they would [prefer] support that goes to families."
Ms. Rosenfeld said the independent-school organization had surveyed its member schools and had determined that only "a handful" had been receiving educational services under the Title IV-B program. She said the services had amounted to no more than $2,000 annually to each school.
Christian schools are also unlikely to participate in the block-grants programs, said Jack K. Clayton, Washington representative of the American Association of Christian Schools.
"We take no federal, state, or local funds. In order to be a member [of the association], you can't receive [such] funds," he said.
If there are any advantages for private-school students under the new program, said Kenneth Terrell, special assistant in the U.S. Education Department's office of private education, they will come from the statute's requirement that private-school children be counted when states determine the number of eligible children residing in a school district.
"The private schools may be better off under [block grants] because every school kid in the state is eligible [to participate], and there is an equal-expenditure clause in the block-grants legislation," Mr. Terrell said.
It is true global banking 1% OLD WORLD KINGS---KNIGHTS OF MALTA-------THE GLOBAL MITRE CORPORATION was a primary driver of attacking and dismantling our strong US PUBLIC SCHOOLS ---after all they are whom our 99% WE THE REVOLUTIONARIES fighting for AGE OF ENLIGHTENMENT were trying to escape. But as we see with Maharishi School of the Age of Enlightenment....is was driven by far-right wing FAKE religious players. This was REAGAN-era FAKE RIGHT WING RELIGIOUS COALITION. Remember, REAGAN era was controlled by pre-Christian OLD WORLD KINGS NER/SENECA/CATO-------already MOVING FORWARD the ending of our Western religions to install 3000BC HINDI-BRAHMIN. None of these BLOCK GRANTS had anything to do with REAL 99% religious schools.
'National private-school organizations, such as the education division of the U.S. Catholic Conference and the Council for American Private Education, have sent information to their member schools, explaining the new law--the Education Consolidation and Improvement Act of 1981'.
'Maharishi School is a top rated, private, boarding school located in Fairfield, IA. It has 179 students in grades PK, K-12 with a student-teacher ratio of 8 to 1. Tuition is $38,000 for the highest grade offered. After graduation, 98% of students from this school go on to attend a 4-year college'.
There was never a CHRISTIAN RIGHT -----it was always global banking 1% FAKE religious players------and IOWA was early in bringing the goal of ONE WORLD ONE GOVERNANCE ------3000BC HINDI-BRAHMIN to a US FOREIGN ECONOMIC ZONE.
Quite the global banking 1% OLD WORLD KINGS AND QUEENS 5% CLINTON/BUSH neo-liberal players killing public education in IOWA
Roger Jepsen Republican January 3, 1979 –
January 3, 1985.........
Tom Harkin Democratic January 3, 1985 –
January 3, 2015 ..........................
Joni Ernst Republican January 3, 2015 –
Seems our US 99% WE THE PEOPLE can only allow FOREIGN global corporations control our domestic economy
'Ernst & Young
From Wikipedia, the free encyclopedia
(Redirected from Ernst and Young)
Ernst & Young (doing business as EY) is a multinational professional services firm headquartered in London, England, United Kingdom'.
Maharishi School of the Age of Enlightenment holds graduation ceremonies
Published on Jun 8, 2014 YOU TUBE
FAIRFIELD, IOWA -- With graduation season still in full swing, Maharishi School of the Age of Enlightenment held its graduation today. http://www.heartlandconnection.com/ne... For more about this and related stories visit http://www.heartlandconnection.com/
The video of graduation for this PRIVATE BOARDING SCHOOL speaking of DIVERSITY ---using a 3000BC AGE OF ENLIGHTENMENT HINDI-BRAHMIN to replace our US and EUROPEAN AGE OF ENLIGHTENMENT in IOWA------is the opposite of justice for race and creed justice here in US. The US is about an AGE OF ENLIGHTENMENT that brought 99% of people equal protection/opportunity/access------not a diversity of the world's RICH. So, this vision of small town IOWA as 3000BC HINDI-BRAHMIN wa the earliest MOVING FORWARD of ONE WORLD ONE GOVERNANCE for only the global 1%-----under the FAKE pretense of 'RELIGIOUS DIVERSITY'.
Nothing wrong with today's HINDI-BUDDHIST modern meditation-----but that was not the goal of small town MEDITATION COMMUNE IOWA.
Of course this is to what global banking 1% HOLLYWOOD MOVIE ----FIELD OF DREAMS -----referred to while pretending it was about our good-old-fashion BASEBALL.
The beginning of global banking 1% OLD WORLD KINGS EAST INDIA CORPORATION ----the RAJ being those OLD WORLD KINGS
'It looks like a knock-off of a grand 19th-century hotel erected in India by the British Raj'.
Building a Meditation Commune in Small-Town Iowa
Why one rural town is full of Maharishi Vastu architecture
By Aaron Seward Feb 24, 2016, 10:00am EST
On the last few miles of the drive to Fairfield, Iowa, a two-lane blacktop, which up to this point curves, climbs, and dips through hills and dales, straightens out on a high, flat plane. You feel much closer to the sky here. The regular features of the Midwest countryside—orderly corn and soybean fields; whitewashed farmhouses with their barns, silos, and other outbuildings; copses of trees poking out of ravines—take on an almost Platonic idealness. It’s the heartland as Edward Hopper would have painted it: stark and quiet with hard, white light. It is a fitting approach to the American center of the global Transcendental Meditation (TM) movement, home of the Maharishi University of Management (MUM), the Maharishi School of the Age of Enlightenment (MSAE), Vedic City, Utopia Park trailer park, and the largest collection of Maharishi Vastu architecture in this hemisphere.
The first Vastu building you encounter is well outside of town. Sitting far back on the west side of Highway 1, it is a large structure, almost classical in style and apparent symmetry. An east-facing, three-story central mass anchors the edifice. An orthogonal cupola tops the roof, with an exotic crown detail that resembles a miniature onion dome. From this stately center extend, north and south, two wings, punctuated by their own small cupolas and domes. A white picket fence surrounds the site.
It looks like a knock-off of a grand 19th-century hotel erected in India by the British Raj.
But it’s not a hotel—it’s an office building. A sign by the highway lists the tenants: Lisco, a local internet service provider; Maharishi Ayurveda, which manufactures and sells Vedic health products; Cambridge Investment Research, a broker-dealer; two law offices; something called Prairie Hills Management; and Fortune Creating Buildings, the North American headquarters of Maharishi Vastu architecture.
'Fairfield is a larger TM community in Iowa which houses the Maharishi University of Management'.
Again, we are not against our global 99% of REAL HINDI/BUDDHIST citizens ---we are educating as to how global banking 1% uses RELIGION to capture all our US public commons----these being our US----here UK public schools.
We have no doubt the reason this LIVERPOOL ------TRINITY COLLEGE OXFORD source for this global banking 1% CORPORATE SCHOOL BRAND was not successful since the UK is no longer a sovereign Western nation---colonizing UK with OLD WORLD EAST INDIA CORPORATION----
REAL left social progressive liberals working for our US and global 99% of citizens LOVE Hindi-Buddhist culture----we don't want to stop allowing these school cultures---we simply do not want 3000BC HINDI BRAHMIN sold as a PUBLIC SCHOOL. Please fight for our Western AGE OF ENLIGHTENMENT while supporting our HINDI/BUDDHIST culture
by Caroline Christie, Photos: Chris Bethell
Aug 21 2012, 7:15am
Liverpool's Failed Utopian Commune
Estate kids and Transcendental Meditators still live side by side in Skelmersdale.
Traditionally, if alternative communes are found in the UK at all, they're sited on the grounds of decaying National Trust properties in the sleepy, bucolic Home Counties. So when a bunch of Transcendental Meditators decided to start their own utopian village in a failed urban planning experiment in 1970s Merseyside, one has to wonder what the locals made of it.
Well, I can tell you that the answer to that question is 'not much', because I grew up at a Transcendental Meditation community known as the "The European Sidhaland" in Skelmersdale, West Lancashire. Uprooted from my early childhood home in Spain, I was taken there by my parents to receive an education based in Vedic philosophy from their old hippy friends, the wisdom passed down by the guru and leader of the Transcendental Meditation movement, Maharishi Mahesh Yogi.
I returned to Skelmersdale recently with VICE photographer Chris Bethell to see how the place had changed. It brought back memories of wandering the area in a navy blue sweatshirt, with the tree of knowledge circled by the words "Maharishi School for the Age of Enlightenment" embroidered on it in gold thread. I grew to learn when I should take said sweatshirt off (before reaching the chip shop) on my way home from school in fear of being set upon.
I often thought about standing my ground, and once I actually did it. After being told I was a "fuckin' meddy" by a couple of kids on my street, I sent a stammering "fuck off" back to them, only to turn the corner and be confronted with 14 angry, bored-looking teenage girls dossing about on the local greenland. I remember flaccidly falling to the ground on the first punch, and that's about it. Younger kids I've spoken to, who still live in Skelmersdale, say that that's never happened to them. They "wouldn't be that lippy".
Saying that, I wouldn't trade my experience for the world. I've benefited a lot from being exposed at an early age to both social intimacy and the unusual. In the midst of drunken attempts at getting laid, I can also feebly attempt to slur something about enlightenment, maybe even misquote a sentence or two from the Bhagavad Gita, a 700-verse Hindu scripture. If inner-peace and cosmic consciousness can't get people in the mood for inebriated sex, then what can?
I lived off-site, so to speak, in an estate about ten minutes walk from the Sidhaland. Friends from school wouldn't come as far as mine, as they were too afraid of running into the local kids. But apart from one or two incidents (no more than your average teenager), life was pretty subdued.
Looking back, it's hard to pinpoint exactly when I first noticed the strange dynamic of the area. I started out in one of the local schools, but soon became a fully-fledged member of the community. We began and ended every day with meditation and yoga asanas; Imagine a bunch of year nine students, all sat in in a portacabin in the grounds of a restored barn, learning how to transcend thought, occasionally disturbed by the sound of a controlled explosion resonating from the nearby quarry, and you'll get the picture.
Transcendental Meditation (TM) itself is a fairly common practice. Popularised by the likes of David Lynch and Russell Brand, the technique has been rebranded since the days when The Beatles absconded to an ashram in Rishikesh to achieve enlightenment. Ringo Starr would later describe it as a "spiritual Butlins", but I've never really been able to describe it to people. It's not all turn on, tune in, drop out, new-age philosophies and buckwheat; its (grass)roots are firmly set in a 1960s interpretation of Eastern ideals. Nowadays, it's stopped being an all-consuming, holistic lifestyle choice, and is more often something people dip into occasionally to make themselves feel better about their lives.
Very few people know about Skelmersdale, and one of the main reasons for that is because it's in the middle of fucking nowhere. The development of the new town began in 1961 in an attempt to solve the housing crisis in Merseyside. Stacks of families and individuals from Kirby in Liverpool were moved to a newly built series of estates on the edge of Lancashire, equipped with an array of factories and a general disregard for things like public transport, entertainment facilities, suitable housing and general living standards.
In socio-economic terms, "Skem" is not doing well. Some blame the obvious ghettoisation, but others are convinced it was the testing ground for an experiment conducted by professor Nathaniel Butler, the lead scientist in the alleged Mind Reader programme.
According to conspiracy theorists, the Mind Reader programme involved Butler placing something called an Aspiration Dipersal Field generator in a disused mineshaft in Skelmersdale. The machine allegedly produces a hum that, to this day, creates a suffocating blanket of "low-level aspiration" which contaminates the surrounding area, leaving residents despondent, disengaged and sapped of all ambition. In Skelmersdale, the field was said to be channelled through the various pieces of public art situated on its many roundabouts.
The area's abundant roundabouts cover up the sprawling underpasses that connect the different estates. These function like airport terminals, non-places in which Transcendental Meditators and local residents pass each other by. Obviously, Meditators are heavily outnumbered in the town, but you still catch glimpses of them, wearing a spectrum of beige accompanied by an indifferent gaze, walking towards the shops or en route to the Dome, a place at the commune where people can congregate and meditate in groups, practice yogic flying, celebrate auspicious days and generally indulge in activities which are being extinguished by many other TM communities wary of their hippy-trippy image costing them the business of timid dilettantes.
One of the members, who is now in charge of PR within TM, tried to identify why Skelmersdale had a bit of a strange reputation in comparison with other TM communities around the world. "In Fairfield in the States for example, there's a lot of stuff that makes it extremely normal, whereas we don't quite have that, we just have a community." Fairfield is a larger TM community in Iowa which houses the Maharishi University of Management. That focuses on sustainable living and green technology. He put it down to America's diverse population and how alternative lifestyles have fallen out of fashion in the UK.
"When I was your age, everybody had heard of TM, they knew what it was. Nowadays, nobody has heard of it. It's a shock to know that that's happened, it's fallen out of awareness."
Transcendental Meditation has had all types of wild accusations thrown at it in the past, and that seems to be one of the reasons the community has retreated into itself in recent years. When I arrived back in Skem to catch up on things, the reception was slightly hostile. They wanted no mention of the area in the media, instead referring me to the recent activities and developments of celebrity meditators. They've been burnt by journalists, who have tarred the practice without ever visiting the area.
I have old school friends who haven't told anyone about their upbringing, opting instead for vague descriptions of where they lived, ciphering off tales of state schools received from their friends in an attempt to pass off as normal. Personally, I've had a few odd reactions after telling people about my upbringing. Once, after it was brought up in conversation at a work party, a colleague turned round to me and said, "Oh, so you're like a Mormon, then?" Turns out, in life there are two camps; Mormons and everyone else.
I asked around for people's old photographs of the Dome, the school, anything that illustrated the bizarre juxtaposition of the area and the practice. But obviously the idea of putting a face to the experience was too much of a leap of faith. No one was willing to give up their old shots of celebrations in the Dome, parents dressing their kids in ethnic accessories and the one time we held the yogic-flying Olympics.
However, some old acquaintances and friends were more than happy to fill me in on recent developments. The daughter of my old Geography teacher, Ruth, told me that not long ago a couple of members of the British Humanist Association protested outside the Maharishi school as they were convinced it was teaching creationism because one of the subjects is called the Science of Creative Intelligence (SCI).
SCI taught a mixture of Vedic philosophy and lifestyle tools, but steered away from faith and religion of any sort – it was merely the use of the word "creative" which riled people up. "They said we were being brainwashed, but once we spoke to them, they were really cool, they told us about their practice and it was really interesting. We were going to take the mick and pretend we were all robots."
With more people coming from an ever-increasing catchment area, the community kids have said it's been "a real eye-opener, mixing with different people. We do need to be more integrated."
Ruth carried on to say that "people do judge you when they meet you" and that she tends "not to talk about the school". Her older sister pitched in, with a story about going away to university, "I recently told my academic advisor that I grew-up practicing TM and he just said, 'Ohhh...peace and love.' I was like, you're a fully grown man, who's in academic circles, and you still believe that!"
Moving on from the school, Chris (the photographer) and I headed towards the neighbouring estates to ask what people thought about the community and Transcendental Meditation. The response was odd; none of the younger ones seemed to have even heard about it. When I lived in the area, the TM community was a contentious topic, now it's unknown. Most confessed they'd stopped venturing into different estates and prefer to stay in the same area, since a recent spate of murders. They were more interested in pissing about with Chris's camera than talking about TM.
A couple of older ones knew of the Dome and had walked past it, but nothing else. I got similar feedback from the meditating kids I spoke to – no one dosses about on the streets any more, preferring to stay indoors. Everyone said the same thing: "There's fuck all to do round here."
When the first waves of Meditators moved into the area, ambitions were high. Speaking to an older Meditator, an Alan Moore-esque figure and self-proclaimed "perpetual parasite" of the area, I found that moving into Skem had brought him many benefits; the main one being a love of Liverpool FC. Football has always been a steady ground between locals and Meditators, as both groups would often flock towards Anfield to watch a match. They used to organise weekly games too, but that died out over the years.
It's shame because neither community even know of each other, let alone hang around together. "I don't have many friends outside of the Dome site," said one kid. "It's just the way it's happened. Kids from Skelmersdale are a bit more ignorant about TM, so you don't really talk about it." A lot of the pupils attending the school now come from the larger surrounding area, while there's now another community in Suffolk, which means the collective has started to haemorrhage southwards and disband, leaving an even greater disconnect. I asked Zac, another kid from the school, if his parents integrated with the locals. "They're even more reclusive than I am," he replied.
We are picking on IOWA and that one MARHARISI GLOBAL PRIVATE SCHOOL just to make a point. These GLOBAL EDUCATION CORPORATION policies were unfolding in all FAR-RIGHT WING global banking 1% states. CLINTON era was when our US left social progressive Western and Northern public school systems were attacked as far-right Clinton neo-liberals pushed out all our REAL left social progressive politicians---locally and statewide.
So, IOWA home of global BIG AG MONSANTO------KISSINGER'S ----CONTROL THE FOOD CONTROL THE PEOPLE-----started earliest to send US FEDERAL PUBLIC SCHOOL funding to global corporate EDUCATION chains.
'The state's annual spending on nonpublic education grew 53 percent in that time and totaled at least $37.1 million in 2018, according to data from the Legislative Services Agency'.
It was 1990s when our US 99% WE THE PARENTS of students were protesting SCHOOLS NOT BOMBS as public schools were defunded----but that was not what made public school funding DISAPPEAR----IT WAS BEING ILLEGALLY ROUTED TO PRIVATE SCHOOLS.
Remember, far-right wing OLD WORLD FAKE religious schools are FREEMASONRY =====NOT RELIGIOUS
'The Register began reviewing public funding of private schools last month after Polk County officials came under fire for funneling $844,000 to nine Catholic schools and one Christian academy in 2012 and 2013'.
How much public money goes to support private schools in Iowa?
Mackenzie Ryan, Des Moines Register Published 6:31 p.m. CT July 17, 2018 | Updated 9:07 a.m. CT Aug. 4, 2018
Editor's note: This story has been changed to reflect that the Tuition and Textbook Tax Creditalso goes to public school families.
Iowa has spent millions in public money to support private schools and home school programs since 2008, according to a Register analysis of state data.
The state's annual spending on nonpublic education grew 53 percent in that time and totaled at least $37.1 million in 2018, according to data from the Legislative Services Agency.
"There's been a trend to slowly put some dollars towards people who are choosing different options," said state Rep. Walt Rogers, R-Cedar Falls, chairman of the House Education Committee. "I would say that that’s a good thing. We want to give as many options for parents and students as we possibly can."
But Mike Beranek, the newly elected president of the Iowa teachers union, says state money that goes to private education hurts public schools.
“Any increase they receive would come out of the coffers that would be set aside for public schools. We don’t understand why you would be taking money” away from public schools, he said.
The Register began reviewing public funding of private schools last month after Polk County officials came under fire for funneling $844,000 to nine Catholic schools and one Christian academy in 2012 and 2013.
While a different set of circumstances than state funding, which is approved by state legislators, that move is indicative of a wider trend to support private schools.
State money is not directly pocketed by private schools, the Register's review found, but public money does support private-school operations through busing assistance, textbook purchases, special education funding and scholarship support.
The state also offers a tax credit for those paying private-school tuition.
The average annual private-school tuition was $3,700 in 2016, according to an Iowa Department of Revenue study.
However, private tuition remains out of reach for many. And while it may be an option for some students, public-school advocates say the state should focus on funding those schools, which are required to serve all children.
What state support is offered?
State lawmakers have directed public money to support private-school students since at least the 1980s.
The money supports private, religious and home schooling in various ways. It totaled $37.1 million during the 2017-18 school year, including:
- $12 million for tax credits that incentivize donations for scholarships
- $10.6 million to fund voluntary home-school programs
- $8.2 million in private-school transportation support
- $4 million in special education and other services
- $1.6 million for part-time public schooling
- $650,000 in textbook purchases for private schools
While the 1980s had BLOCK GRANTING for private schools as a WISH-LIST for global banking 1%------it wasn't until OBAMA era when OBAMA being FAR-RIGHT WING ----being that come-again REAGAN------used his EDUCATION REFORM to officially make this FAR-RIGHT WING education policy of BLOCK GRANTING tied to our US Federal public school funding. Of course OBAMA tied to to HELPING THOSE POOR STUDENTS.
We need today's baby boomer parents and children who were those SCHOOLS NOT BOMBS protestors to see where all that was FAKE left protests as that public school funding back in 1980-90s were simply being ILLEGALLY diverted to global PRIVATE SCHOOL CORPORATIONS often tied to FAKE RELIGIOUS FREEMASONRY. OBAMA'S RACE TO TOP was indeed intended to be the DEATH OF ALL US PUBLIC K-UNIVERSITY.
So, how do our US 99% of WE THE PEOPLE rebuild our strong US PUBLIC K-UNIVERSITY when we STOP MOVING FORWARD? It really is EASY PEASY. Our US public school system was based on LOCAL SCHOOL DISTRICTS-----
we simply have to stop allowing all these PRIVATE CORPORATE CHARTERS get all of our PUBLIC SCHOOL FUNDING. Here in Baltimore global banking 1% have super-duper capture of our Baltimore City Council and mayor----super-duper capture of our Baltimore School Board-----and our 99% WE THE CITIZENS OF BALTIMORE will FIX BALTIMORE by getting all that PRIVATE SCHOOL STRUCTURE out of our PUBLIC SCHOOL SYSTEM
SCHOOLS NOT BOMBS back in 1980-90s should have been PUBLIC SCHOOLS NOT PRIVATE SCHOOLS.
The Top Three Early Ed Requests in President Obama's HHS Budget
Feb. 9, 2015
President Obama released his fiscal year 2016 budget request to Congress last week. Once again, the Administration has made it clear that early childhood education is a top priority. In his $4 trillion request, the President is asking for approximately $84 billion in discretionary funding for the Department of Health and Human Services (HHS), which oversees most federal early childhood programs, including the Child Care and Development Block Grant (CCDBG), Head Start, and the Maternal, Infant, and Early Childhood Home Visiting Program (MIECHV). He’s also asking for a sizeable funding increase for the Department of Education-- which my colleagues have the details on, here.
Calling this agenda ambitious would be an understatement, as the GOP-controlled Congress is unlikely to support the spending increases and tax hikes needed to fund these proposals. Even though most of these proposals will not come to fruition, this budget request does lay out the President’s agenda, and arguably the agenda of the Democratic party at large. It’s already sparking important conversations about the future of early childhood programs.
Here’s an overview of how the President’s HHS budget would impact our nation’s youngest learners.
On the early education front, access to affordable, high-quality child care appears to be the Administration’s number one priority this year. The President called for unprecedented levels of investment in child care programs to provide all low- and moderate-income families with access to reliable, high-quality services. He began outlining these proposals a few weeks ago during his State of the Union address.
First, he called on Congress to increase the Child and Dependent Care Tax Credit so that families with young children could receive up to $3,000 per child to assist with childcare costs-- the maximum credit amount is currently $1,000. As depicted in the map, child care costs make up a significant portion of families’ expenses, and tripling the maximum benefit would reduce the cost burden for millions of families.
Child care proved to be a unique area of bipartisan agreement in the last Congress, and GOP leadership has already suggested that they might be on board with increasing the child care tax credit. This proposal is estimated to cost $120 billion over the next five years.
Additionally, the President proposed increasing mandatory funding for the Child Care and Development Fund (CCDF), which funds the newly reauthorized Child Care and Development Block Grant (CCDBG), by $82 billion over ten years . These funds would substantially expand child care access for low- and moderate-income families with children under age four. The CCDBG law can more effectively regulate program quality, and thus better ensure that vulnerable children are placed in high-quality environments where they can reap the full benefits of early education programs. In the same vein, the Administration called for an additional $266 million in discretionary funding to help states implement the new CCDBG law.
Lastly, in true Obama fashion, the budget sets aside $100 million for a grant competition to support innovative child care models that serve high-need communities and meet the needs, for instance, of parents working nontraditional hours.
The President has requested $10.1 billion in funding for the Head Start and Early Head Start programs, which provide comprehensive services to low-income pregnant women and children from birth to age five. This marks a $1.5 billion increase in funding from last year’s appropriation. As depicted in the chart, Head Start has seen overall increases in funding during Obama’s tenure. However, the program is isn’t able to serve all eligible children.
Approximately $1.1 billion of the request would be used to lengthen the Head Start day and year to ensure that children receive adequate instructional time. Currently, Head Start centers for three- and four-year-olds have discretion when determining program dosage--as long as the program meets the minimum standards. According to the Administration of Children and Families, “Children in Head Start programs that operate under our current minimums of 3.5 hours a day and 128 days a year receive less than half the program hours provided by the high quality prekindergarten programs that have demonstrated stronger impacts.” Due to limited funding, many Head Start centers are unable to provide more hours of services.
Head Start has come under scrutiny in recent years as rigorous evaluations have suggested that the program may not be producing the same impressive results as other renowned early education programs. However, as I discussed in a previous post, research indicates that length of the school day and school year are two of the strongest factors impacting child outcomes in Head Start. Full-day programs offer more time for high-quality interactions between adults and children, increasing children’s opportunity to learn.
Under this budget request, all Head Start programs would offer full-day and full-year services, which the Department defines as at least six hours per day for at least 170 days per year. Grantees would also have the option of serving children for more hours to better align Head Start programs with local public schools. With this proposal, the Administration is looking at the evidence to determine how they can best improve the quality of Head Start.
Obama also proposed a $150 million funding increase for Early Head Start, specifically for the Early Head Start-Child Care (EHS-CC) Partnerships. EHS-CC Partnerships would receive $650 million to expand access to high-quality childcare for children from birth to age three. Only four percent of eligible families receive EHS services, and this program aims to increase participation in EHS and improve the quality of child care overall. EHS-CC is a relatively new program and HHS announced the first round of EHS-CC awards back in December.
Home Visiting:The budget request also included $500 million for the Maternal, Infant, and Early Childhood Home Visiting Program (MIECHV), marking a $100 million increase from last year’s appropriation. This program was first established in 2009 under the Affordable Care Act, receiving $1.5 million in federal funding to offer voluntary, evidence-based home visiting services to low-income parents with children under the age of five.
MIECHV is modeled after other home visiting programs that have been proven to have a substantial positive impact on parenting practices and child outcomes. As my colleague Shayna Cook explains, “Home visiting programs are helping to facilitate positive interactions between parents and their children that research has proven not only builds language skills, but also develops a child's cognitive function and socioemotional skills.”
Federal funding for the program was scheduled to expire at the end of fiscal year 2014, but was extended until next month. The President’s budget requests steady funding for MIECHV for the next 10 years, but advocates are concerned that Congress needs to act sooner to save the program.
Overall, the President’s budget priorities for children, birth-to-age 4, and their families are backed by evidence and could help to improve early childhood outcomes by providing much-needed services to lower-income families.
'Maharishi School of the Age of Enlightenment'
While the UK and IOWA were creating a global brand of MAHARISHI SCHOOLS in 1980s-------these same global banking 1% OLD WORLD KINGS attacks on PUBLIC SCHOOLS were happening in INDIA. Global banking 1% gave INDIA global BIG AG MONSANTO------and made the MAHARISHI------a global banking 1% BEOWULF.
Sadly, India although never as attached to our Western AGE OF ENLIGHTENMENT-----did have public health public education -----but now they too are installing ONE WORLD ONE ENERGY/TECHNOLOGY GRID-----with goals of ONE ONLINE COMMONER CORE.
We urge our 99% of WE THE EAST INDIAN citizens to fight for PUBLIC SCHOOLS ---it is the only source for REAL INFORMATION for our 99% WE THE PEOPLE.
It is a mystery wrapped in an enigma how two great big nations like India and China -----can be led by the nose by global banking 1% OLD WORLD KINGS AND QUEENS------A SHIP OF FOOLS
'India’s vision of being a world leader in the 21st century is unlikely to be realized without an education system that keeps abreast with the needs of our future citizens. There is a strong case for public-private partnerships in education which will unleash the true potential of Indian citizens in a competitive climate. Clear guidelines and an audit and accountability mechanism is necessary for such an endeavour to succeed'.
Why the world’s biggest school system is failing its pupils
More Indians are attending school than ever before. But they are not learning much
Print edition | Asia THE ECONOMIST
Jun 8th 2017 | JAIPUR
ON THE ground floor of a primary school in Jaipur in the state of Rajasthan, five dozen pupils wait for the lunch break. The school has three teachers, but two of them are absent. One is “off sick” and the other, the head teacher, left at noon, explaining that she has “work to do”. No child is learning much. Thick poetry textbooks sit open before pupils who struggle to read simple sentences.
Upstairs is different. Rekha Gurjar, an instructor from Pratham, a charity, asks children to come to the blackboard and read a line of text. She asks questions, and hands shoot up. By adjusting the curriculum to a level pupils understand, Pratham’s high-intensity “learning camps” help teach basic Hindi and maths in 40 days. “You have to start where children are,” says Rishi Rajvanshi, head of the charity’s office in Rajasthan, “not where you wish they were.”
About 260m children attend school in India, more than in any other