It isn't clear to me what you see as problematic in the 1958 NDEA. What was wrong with the government loaning (or granting) money to students so that could go to college? The program was one reason that there was a doubling in the number of college students between 1960 and 1970 (from 3.6 million to 7.6 million) while the population grew about 13% to 202,000,000 in 1970. (There were other factors, of course: Vietnam, a good economy, optimism about employment, and so on.)
I wouldn't have been able to attend college starting in 1964 if it had not been for this kind of program.
The military-industrial complex has grown steadily since Eisenhower pointed out the dangers of this kind of combination. The needs of the military for weaponry, and the need of corporations for profit from making weaponry, and the desires of congress members that big appropriations benefit their district or state pretty much guarantees there will be a lot of waste, fraud, and abuse. Armaments (for us and for whoever has the cash to buy them) are a critical part of our economy.
I would greatly appreciate it if you would spell out what, exactly, we borrowed from the Germans in the area of education and bureaucracy. (We may well have, but I'm not clear about what.)
By the way, there is nothing particularly fascistic about
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Big Government (fascism) — Athena
There are both specific and general features of fascism, but large bureaucracies in themselves aren't one of them.
I do agree 100% that the threat to democracy is internal. Education can, should, but may not contribute to student's enthusiasm about democracy, or give them competence. Looking back to my high school experiences... there was nothing particularly democratic about school. It wasn't an awful prison, either, but maybe it was a bit closer to a dictatorship than a democracy.
Preparing people to be productive citizens is an important social task. Schools grew in importance during the latter part of the 19th century into the 20th, when there were many immigrants who needed to be "taught how to be American". As the volume of immigration diminished and as generations passed, that task faded away. Later in the 20th into the 21st century, teaching Americans how to be consumers became important. The school wasn't needed for this task, because the various forms of media -- print and electronic -- were perfectly suited to shape, motivate, and spur consuming behavior, 24/7/365. Schools still serve useful functions. Elite students (those who will be managing business for other people, professionals, etc.) need a decent elementary/high school education to prepare them for college, and they generally get it. That's like... 20%. The other 80% need to be taught how to behave. Whether they know shit from shinola is less important.
"They" definitely do not want a bunch of high school riff raff suddenly becoming political change agents, whatever change they might have in mind.
A large poorly employed working class/under class isn't inherently fascistic, but they are usually fertile soil for fascistic manipulation. Strong man leaders (or strong woman leaders) who emotionally manipulate the working class definitely is characteristic of fascism. Trump fits that bill. Being extremely stupid isn't a sign of fascism, and maybe we are lucky that he isn't the brightest bulb on the marquee.