So then, in 1909, they raised the second question and discussed it, namely: “How do we involve the United States in a war?”
Then time passes, and we are eventually in a war, which would be World War I. At that time they record on their minutes a shocking report in which they dispatched to President Wilson a telegram, cautioning him to see that the war does not end too quickly.
Finally, of course, 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 I broke out. At that point they came to the conclusion that, to prevent a reversion, “we must control education in the United States.” They realize that that's a pretty big task. 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. They then decide that the key to success of these two operations lay in the 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 Byrd – and their suggestion to them is: will they alter the manner in which they present their subject? And they got turned down flat. So they then decide that it is necessary for them to do as they say, “build our own stable of historians.”
New York Charter Schools Association is a charter school organization.