In Fascist Italy, “All teachers were state officials, and were carefully trained to mould Fascist minds, and prepare youth for service to the state.”  Regarding Nazi
Nazi theory found its summation in the often reiterated and officially approved view that the purpose of education is to bring every individual will into complete, submissive, harmonious accord with the will of the Nazi state of which the Führer is the living embodiment. Integration was the magic word in the educational formula, and the individual was to be integrated with his political society not for his own sake but for the well being of society, to which alone he owes loyalty and for which he must sacrifice his life, if needs be; for society was said to have given him even his life.
And in Soviet Communism:
Education, officially viewed as extending from birth to death, must be closely integrated with the changing ideals, practices and needs of the régime. The aims of the government and the school must always be the same. When the government embarked on its Five-Year Plans, so did the school. When the government struck at the kulaks, so did the school. The morality approved by the state must be inculcated in youth by the school. The whole system of state-approved economic, social, political, ethical, philosophical and other forms of ideology must be promoted by the school.
American public schools share the core tenet of these tyrannical regimes: to transform children into slaves of the state. This has been the case for some time. For example, the National Education Association (NEA), the most influential teacher’s union today, stated back in 1951 in the report “Moral and Spiritual Values in the Public Schools” that “this report will encourage in homes, churches, and schools a nationwide renaissance of interest in education for moral and spiritual values.” “By moral and spiritual values,” it continues, “we mean those values which, when applied to human behavior, exalt and refine life and bring it into accord with the standards of conduct that are approved in our democratic culture” (emphases mine).
Of course, “standards of conduct” must be determined by state-approved “specialists.” For example, much of the “values clarification” program—a relativistic view of ethics ultimately designed to brainwash children to deny the Word of God (which is the easiest way to conform children to the state)—comes from psychologists, such as the psychotherapist Carl Rogers. (Psychologists, by their very trade, specialize in psychological manipulation.)
And so what we have today is public schools churning out minions who look to civil government as the Great Master with solutions to practically all things, and as the great lawgiver that decides man’s code of ethics (sodomy and abortion “rights,” socialism, etc.). Life and death revolve around the state, as evidenced in our cultural acceptance of working one’s entire life to finance the state’s perpetual debt, and in our cultural acceptance of the state’s sanction of executing the unborn.
Excerpt from the (Lord willing) upcoming book, God is Just: A Defense of the Old Testament Civil Laws: Biblical Theocracy, Justice, and Slavery versus Humanistic Theocracy, "Justice," and Slavery by Steve C. Halbrook. Copyright © 2010 by Steve C. Halbrook. Based on the master's thesis, God is Just: A Defense of the Old Testament Civil Laws.
 James Mulhern, A History of Education (NY: The Ronald Press Company, 1946), 406.
 Ibid., 587.
 Ibid., 560.
 Ibid., 591, 592.
 Way before this, the NEA worked with the socialist Bellamy cousins to combine using public schools and the pledge of allegiance as a means of brainwashing. (Francis Bellamy authored the Pledge, and his cousin, Edward, penned Looking Backward , a famous socialist novel.) Thomas J. DiLorenzo, Pledging Allegiance to the
“Students were taught to recite the Pledge with their arms outstretched, palms up, similar to how Roman citizens were required to hail Caesar, and not too different from the way in which Nazi soldiers saluted their Führer. This was the custom in American public schools from the turn of the twentieth century until around 1950, when it was apparently decided by public school officials that the Nazi-like salute was in bad taste.” Ibid.
The pledge itself has roots in the humanistic French Revolution: “Bellamy considered the ‘liberty and justice for all’ phrase in the Pledge to be an Americanized version of the slogan of the French Revolution: ‘
 William G. Carr, Moral and Spiritual Values in the Public Schools, vi. Cited in Rousas J. Rushdoony, Intellectual Schizophrenia: Culture, Crisis and Education (Philadelphia, PA: The Presbyterian and Reformed Publishing Company, 1961), 63.
 Carr, Moral and Spiritual Values in the Public Schools, 3. Cited in Rushdoony, Intellectual Schizophrenia, 63.
 Thomas Sowell, Inside American Education (New York, NY: The Free Press, 1993), 48.