Bullying Leads to Suicide of Young Girl

Parents, please read this!
 
Warning To Parents: Talk to your kids!
 
Amanda Todd committed suicide because of pornography, predator, bullying

I wouldn't usually send you an email on Saturday, but I just heard about this story and feel that this is URGENT. If you have children, please sit down with them this weekend and talk about the dangers of our Internet age - pornography, sexting, sexual predators, bullying, etc.

This young girl was coerced into showing her breasts on a webcam - it ruined her life. Here is the tragic story in her words, posted on September 7th. With a heavy heart, we share that she committed suicide on Wednesday.

Please don't think that this cannot happen to your child. Statistics show that even the "good kids" are doing this. ADDRESS THIS ISSUE NOW AND OFTEN WITH YOUR CHILDREN. Use this tragic story to start the conversation. Let us know how the conversation goes. Email us grassroots@pornharms.com.

There are many resources to help you. We have compiled a list here. The tools are here. USE THEM.

Dawn Hawkins

[These tragedies wouldn't happen if parents took their kids back from pubic schools (intentionally misspelled) and taught them morality and religion, and not to base their self-worth upon peer-approval!

Students: if you find yourself in this type of situation, please talk with your parents about homeschooling. www.hslda.org has some excellent information, and there is are different A beka programs, with student and teacher's guides, (and even a DVD-based course) that make it easy to homeschool: http://www.abeka.com   
Also, learn full-contact Krav Maga / boxing / self defense (as opposed to breaking boards and pulling punches in most martial arts classes) in order to build your self esteem, and be able to defend  yourself. Work on getting your feeling of self-worth from inside yourself, not from peers: their opinions do not accurately reflect your self-worth, but only how well you conform to what they think you should be like (which is usually like they are). They do not like anyone different, and will attack them (herd-mentality). Also, try to look on the bright side, rather than the dark side of everything. Investigate Christianity (which is not Catholicism, a corrupted form of Christianity) as a source of peace and self-worth. Over the years, the elites, along with the liberals in schools, government and media have intentionally indoctrinated each generation into rejecting morals, values and religion, and have done all they could to weaken the family and convince the youth to look to the government for everything (including validation of self-worth). Reject this and learn to accept yourself.]

Enough Is Enough's "Internet Safety 101"
We feel this is among the BEST tools out there to help parents understand the dangers facing their children and how to address these. If you are a parent, please visit their website and consider getting this program. Click here: http://www.internetsafety101.org/

Help continue these efforts!
 
Tel: (202) 393-7245
Email: grassroots@pornharms.com

Morality In Media, Inc.
1100 G Street NW
Suite 1030
Washington, District of Columbia 20005
US

http://www.youtube.com/watch?v=vOHXGNx-E7E

http://www.internetsafety101.org/

http://pornharmsresearch.com/resources/resources-for-parents/


The Queer Connection: Freemasonry & "Gay Rights"
http://www.henrymakow.com/the-queer-relationship-between.html
"A normal boy won't have any protection against horny homosexuals whether they be students or teachers, and that's no joke... Under the current law, It's not bullying when a homosexual stalks a straight boy for sex. "

Freemasonry's Hidden Homosexual Agenda
http://www.henrymakow.com/_left_albert_pike_1809-1891by.html

"Bullying" is Another Illuminati Psy-op
http://www.henrymakow.com/bullying_is_another_illuminati.html

Being straight no longer normal, students taught
http://www.dailytelegraph.com.au/news/sydney-news/being-straight-no-longer-normal-students-taught/story-e6freuzi-1226497360980
---



*** Important ***
Savage: Is a college degree still worth it?

"Is a college degree still worth it?" Savage wondered.

    I'm going back through my journals and looking back at all my years of seeking higher education.

    In my world, no one just settled for a bachelor's degree.

    Then I met people throughout my life who were very successful and didn't even go to college.

    In my day, the idea behind getting a liberal arts education was that you'd broaden your mind and become a well-rounded person.

    Today it's just the opposite.

    Is going to college worth it? Not unless you're going to something like medical school -- although I wouldn't recommend that either, because of Obamacare.

    Today, most of the universities have a bias towards women.

    Most scholarships and grants are given to women, minorities, illegal aliens and so forth.

    If your goal is to make a good living, you may as well bypass college.

    It's worthless.
    
[Especially when you consider that virtually all universities are run by liberals who will not allow diversity of opinion, and that college means paying your hard earned money for four more years of liberal / homosexual / Marxist / Alinsky indoctrination in the liberal agenda (in addition to the 13 years of public school indoctrination that you've already had, and putting yourself deeply into debt for many years afterwards for the "privilege" of allowing the liberals to brainwash you further.]
---

*** Important ***
How University Betrays Students
August 29, 2009
http://henrymakow.com/000561.html
http://www.savethemales.ca/000561.html

distorted.jpg

(This article first appeared exactly five years ago.)

I'd only send my son to university if he had no talent.

He is going anyway, for the social life and the certificate. I warn him that after studying the Humanities and Social Sciences, he won't be able to think independently or absorb information that doesn't fit his programming.

The modern university is not devoted to truth, quite the opposite. Repressive fe-manism is rampant on campus but that is just a symptom of a more profound problem.

Modern Western "culture" is based on the fraudulent assumptions of the "Enlightenment," an intellectual movement dating from the Eighteenth Century. This in turn was the product of the Illuminist program to create a new(secular) world order by denying the existence of God and immutable natural and spiritual laws.

In practice this means Arts students study a bunch of atheists who are presented as if they were Gods. Their professors act as high priests.

Like deaf men tuning a piano, they try to explain the human condition without any reference to the Creator, Design or man's Divine Spirit.

They portray mankind as a forlorn animal in an amoral world, characterized by a merciless struggle for survival.

They celebrate human "freedom" by which they mean the freedom to reject God's Order, indulge animal appetites, and create an alienated and dysfunctional personal reality.

Illuminism is the Luciferian doctrine of Freemasonry. (Communism is another product of Illuminism. All leading Communists were Freemasons.) The mortar board that university graduates wear is a symbol of Freemasonry. Black gowns symbolize the occult. Arts students are unwittingly and gradually being inducted into a Luciferian/Communist cult.

God represents moral and spiritual absolutes like love, truth, goodness, harmony and justice. Belief in their reality is essential for our healthy development. While our culture pays lip service to them (this is how fraud works), it is frankly devoted to their demise.

DYSFUNCTION BY DESIGN

Modern education and culture is designed to make us dysfunctional. The Protocols of the Elders of Zion confirms this. The Protocols is not an anti-Semitic diatribe. (They say it is because they don't want you to read it.) It is the blueprint of the New World Order, which is now in place.

Someone like Baron James Meyer Rothschild or Adolphe Cremieux wrote and revised it between 1855-1895 for a Masonic Secret Society, the Illuminati. The Illuminati represents a continuation of the feudal alliance of Jewish bankers and European aristocrats. The Illuminati created and financed Communism.

The Illuminati is bound by a devotion to Lucifer, the rebellious angel who defied God and said man will define reality. He is called "the bringer of light." Now do you understand the "Enlightenment"? The super rich want to be God and reshape reality to fit their interests. To do this, they need to sever our links with Reality, i.e. God (absolute truth, love and justice.)

Their means are unlimited, so are their ambitions. Here are some relevant statements from Protocol 16.

"In order to effect the destruction of all collective forces except ours we shall emasculate the first stage of collectivism, the universities, by re-educating them in a new direction."

"We must introduce into their education all those principles which have so brilliantly broken up their order."

"Do not suppose for a moment that these statements are empty words: think carefully of the successes we arranged for Darwinism, Marxism, Nietzsche-ism.... it should be plain to see what a disintegrating importance these directives have had upon the minds of the goyim. " (Protocol 2)

"We shall erase from the memory of men all facts of previous centuries which are undesirable to us..."

We shall turn them into "unthinking submissive brutes waiting for things to be presented before their eyes in order to form an idea of them..."

Let me remind you of a passage from a 1930's Communist manual on brainwashing. "In the United States we have been able to alter the works of William James, and others, ...and to place the tenets of Karl Marx, Pavlov, Lamarck, and the data of Dialectic Materialism into the textbooks of psychology, to such a degree that anyone thoroughly studying psychology becomes at once a candidate to accept the reasonableness of Communism."

"As every chair of psychology in the United States is occupied by persons in our connection, the consistent employment of such texts is guaranteed... Educating broadly the educated strata of the populace into the tenets of Communism is thus rendered relatively easy." (II, Ch. 11)

BOW DOWN BEFORE "GREAT MEN"

Students encounter "The Cult of Great Men" the pantheon of modern pretenders who have usurped God's place.

Their every utterance is treated as Holy Writ. Scholarly articles are devoted to words that later turn out to be typos. In a graduate seminar, I witnessed a student read a list of filthy obscenities that had been censored from William Faulkner's novel "Sanctuary." After each expletive, the other students gasped with horror as though a religious artefact had been desecrated.

Professors are the overpaid priests of this secular cult. They have a vested interest in maintaining its shibboleths. They initiate students into a lifelong habit of mental servility. All knowledge comes from Great Men. Students can only aspire to analyse their meaning. A professor once told me I had failed because "only great men can say things like that."

The students' state-of-mind becomes passive and disoriented. He struggles to reconcile contradictory world-views.

One day I had an awakening. Don't these "great men" live in the same world?

Isn't it the one I live in?

Dare I think for myself?

Dislocation takes place in time as well as space. By continually studying the past, the student thinks nothing remains to be done. No manifestos remain to be written, no Bastille needs to be stormed.

While the world cries out for leadership, the new generation is buried in musty manuscripts writing footnotes to dead men.

EDUCATION SERVES ITS PURPOSE

As you've gathered by now, a Humanities education is not intended to uplift or empower. The world is owned and run by a secretive banking cabal and their inbred allies. Its goal, in the words of Cecil Rhodes, is to "gradually absorb the wealth of the world." Naturally it must obscure this plan. They want to make students their tools. Professors who don't play the game are fired.

If you haven't noticed, universities are not places of invigorating inquiry and debate. They are stagnant backwaters that reek of moral compromise and disillusionment.

Mankind is groping in the dark. "All we know is the wind that blows," Thoreau wrote. Our false confidence is based on material progress and technology, which Thoreau calls "improved means to unimproved ends."

"We have turned the brainless head of the goyim with progress," says the Protocols(XIII). With the exception of "material inventions" progress "like a fallacious idea, implies a departure from truth in all cases."

In other words, the Illuminists have infected mankind with the illusion that they are building a humanist utopia based on reason, when in fact they are constructing a neo feudal tyranny. This is the essence of "globalism" and the principle behind world events.

In conclusion, God is a Spirit or state of consciousness where ideals of justice goodness truth and love are self-evident. The Illuminists' first priority is to destroy Christianity and belief in God. They have to sever humanity from its metaphysical moorings in order to substitute a false reality conducive to their rule.

Humanities education today is a placebo, a substitute for a true education. It is a pretext for indoctrination, acceptance of which qualifies you for employment.

*** Important ***
The world will not be saved by acts of God but acts of men representing God. Our duty is to take these ideals seriously in our personal lives and bring them into the world. The cost of rejecting God is to become slaves of very bad men.

Comments for "How University Betrays Students"

TS said (August 29, 2009):

Those who are equally familiar with this term 'free' in combination with the term 'School' certainly shouldn't have any trouble following your current line of reasoning. Those who are not clear about this term, (or the realities behind 'Dumbing us Down,') really need to read the Underground History of Education, which is freely available at John Taylor Gatto's site: http://www.johntaylorgatto.com/underground/

If you only have limited reading time-*because to the idiots in your school's administrative suite*- you might just read chapters 1-5, and jump to the conclusion on 17 &18. The book ends on a decidedly upbeat note, as few writers besides JTG could do, (having previously undermined everything you held near and dear for over a hundred pages or so.)

Google 'Free School,' and you might also conclude that, today, there is no such thing as a freakin' 'free school' in the USA. John Taylor Gatto was clearly among the first and possibly the last of these education titans. However, there is one remaining Free-School in Syracuse, NY. Although their founders and longest running staff members have retired, it would be well worth your time to visit them if you are remotely concerned about the welfare of the future inhabitants of this planet.

L. said (August 29, 2009):

Dear Henry,

Being a recent graduate from a prestigious North American University, I have become more than acquanted at how Satan's agenda is being propagated in the name of "science" and "education". Whats worse, you pay an exaggerated amount for the indoctrination. My advice to University goers: Apply strictly in profession related courses (technical) and stay away from the Arts. Here is what I have to say regarding the major subjects and electives:

Economics: This is more like a spunned belief supplemented by graphs and statistics rather than a science. It relies mostly on the work of Adam Smith (The Wealth of Nations) which was released in 1776 (Year the Illuminati was formed and America became a Republic). Around that same year, Economics came into fashion as a "discipline". Since most students obviously hate the exercise of conscribing prosperity, inflation etc. to some graphs and statistics which can be used to justify almost anything (No Rothschilds are mentioned).

What is taught is of almost negligible practical value whatsoever; and instead establishes Adam Smith's worldview of human beings struggling like critters devoted to nothing but profit.This critter worldview is then polished by graphs and theories, which make it appear to have the blessings of the almighty demigod of science. Unfortunately, many students become influenced. I remember during one class, the professor deliberately mentioned how quotas for "minorities" decrease the total "potential" (everything is potential by the way) pie for everyone. This debate had white students whining and colored students cringing. Current Economics textbooks are painting the public sector and government owned corporations as evil in order to pave the way for complete corporate Enron style oligarchy.

Psychology: Everything from perversion to homosexuality can get its readymade justification in the "science" of psychology which relies on the works of the oversexed wet-dreamer Sigmund Freud who not only saw phalluses in cigars but imposed this belief on all. Then there is Carl Jung, who advance Nazi-Illuminati agenda.

Sociology: Just because some dwellers of some island not in contact with the rest of the world have no institution of marriage and practice polyandry, we are to take them as role models free from the "negative cultural barriers" developed by us. The works of Maud characterise this insight. And by the way, anything including sexual attitudes are "social issues".

Biology: Thought Med students would be safe from indoctrination? Apart from Darwin's dogmatic personal philosophy masquerading as science, New Biology textbooks even feature a a page on Gaia pagan earth worship, an alternate belief being vigorously pedalled by the Illuminati.

Women studies: pure bottled feminism

History: In history, you may be tempted for some research and puzzle solving, but remember that no is listening in University. In fact your views may get you redflagged for your entire career as in the case of a girl I know. I would suggest writing your term paper as you like but then proof read your manuscript and edit out everything that is politically incorrect before submitting.

Submit the original to Makow! Remember that it doesnt matter what facts you have to support your thesis. Just go to your University Hall and look up at the names of the various private charities paying in millions to keep their agenda flowing through. Would the University chose you or them? Currently, most University history textbooks and courses are laden with a high dose of western/ White/American supremacism in order to prepare the West as canonfodder for the Third World War.

One of the ideas being vehemently promoted is The 'New American Century' which resembles a direct offshoot of the Neocon Project for the New American Century. This phrase was initially coined by Time magazine editor Henry Luce (Lucifer?) who styarted this catch phrase in an attempt to rally Americans for fighting for Communism in the Second World War. Prior to that, he was promoting fascism, which would in intermediatory stage towards the transfer to Communism.
- See more at: http://henrymakow.com/000561.html#sthash.fDQaDG54.dpuf
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*** Important ***
Teacher Tells Child Her Mother is Not Her Teacher
http://godfatherpolitics.com/18721/child-told-mother-not-teacher/

The following story (http://toprightnews.com/?p=7362) is getting some traction. I suspect there are other stories like this about which parents never hear a thing. They don't know what their children are being taught or what they're not being taught.

"Cassidy Vines recently began noticing a change in her daughter’s behavior. The kindergartener began to 'snap' at her mother when she tried correcting the little girl’s homework.  'She told me that I was her mommy, not her teacher.'"

Cassidy asked her daughter,  "Is somebody telling you this at school?"

"She said, 'Yes, I’m only allowed to learn from my teacher,'" Vines remarked.

There you have it. It doesn't matter what you and I know and can find out on our own; it's only what government-trained, and government-paid teachers are required to teach over any knowledge parents might have.

There are many teachers who want to be good teachers but are not allowed to teach anything but what the curriculum dictates.

When one mother objected how Thanksgiving was was being taught, she called the principal "to point out that Thanksgiving was when the Pilgrims thanked God. The principal responded by saying ‘that was her opinion’—the schools could only teach what was in the books!"[1]

If you ever sat through a college history class or even a high school history class, you will most likely be taught that there was a period called the "Dark Ages," and it was all blamed on evil and ignorant Christians.

Nothing could be further from the truth, but in many cases there is no other view being taught. Art, science, architecture, music, literature, and so much more developed during the period that too many historians describe as "dark."

The Enlightenment did not burst on the scene fully formed. There was a long development of progress preceding the area of a so-called enlightenment.

Watch this short video by Providence College Professor of English, Anthony Esolen, who demonstrates why the "Dark Ages" would be better described as the "Brilliant Ages."
https://www.youtube.com/watch?feature=player_embedded&v=3hwrSE5DZrQ

While you're at it, take a look at Rodney Stark's book How the West Won: The Neglected Story of the Triumph of Modernity.

http://www.rodneystark.com/wp-content/uploads/2013/06/Stark_HowTheWestWon_FrontCover.jpg

The perception that there has always been a war between religion and science is of recent vintage. The myth finds its most formal statement in the nineteenth-century works of John William Draper’s History of the Conflict between Religion and Science (1874) and Andrew Dickson White's History of the Warfare of Science with Theology in Christendom (1896).

White introduces his work with the claim that he is 'letting the light of historical truth into the decaying mass of outworn thought which attaches the modern world to medieval conceptions of Christianity and which lingers among us—a most serious barrier to religion and morals, and a menace to the whole normal evolution of society." [2]

Tom Shachtman writes in his book Gentlemen Scientists and Revolutionaries: The Founding Fathers in the Age of Enlightenment (2014):

"It is also important to note that the Founding Fathers' science was in no way opposite their religion. The notion that science and religion were antithetical is a nineteen-century construct" falsely popularized by Draper and White. "To split the Founders' religious beliefs from their scientific ones creates a schism that did not exist in the Founding Fathers' time. The Founders saw and felt no space between their faith in science and their faith in a Deity."

And what did Cassidy Vines do? She took her child out of the government school and is teaching her at home. There are many educational opportunities available to parents these days that avoid the government education gatekeepers.
-

*** Important ***
Texas Mom Says She’ll Home School Her Child After The ‘Truly Frightening’ Thing a Teacher Told Her
http://toprightnews.com/?p=7362
by Gina Cassini | Top Right News

A Texas Mom was so “horrified” by what her child’s kindergarten teacher said that she is planning on home-schooling her daughter after Christmas break.

And it should chill other parents to the core — Common Core, that is.

Cassidy Vines recently began noticing a change in her daughter’s behavior. The kindergartener began to “snap” at her mother when she tried correcting the little girl’s homework.  “She told me that I was her mommy, not her teacher.”

Mrs. Vines, in a stunning interview on Glenn Beck’s radio program, (http://www.theblaze.com/stories/2014/11/24/the-truly-frightening-thing-a-texas-teacher-allegedly-told-one-mother/) said that a few days after her daughter first snapped at her, she started pronouncing a word incorrectly. Vines corrected her daughter “in the most gentle way possible,” but her daughter broke down crying, saying “that’s how she was taught, and I can’t tell her something different because I’m a mommy, not a teacher.”

Horrified, she asked her daughter,  “Is somebody telling you this at school?”

“She said, ‘Yes, I’m only allowed to learn from my teacher,’” Vines remarked.

As recounted on TheBlaze, (http://www.theblaze.com/stories/2014/11/24/the-truly-frightening-thing-a-texas-teacher-allegedly-told-one-mother/) Vines requested to meet with the teacher several times, but said she never got a response.

    So she went to her routine parent-teacher conference “armed with a slew of questions,” hoping her daughter had misunderstood what was being said at school.

    Vines said she explained what was happening, and kept waiting for the teacher to deny it, but it never happened.

    “[The teacher] goes on to tell me that they try to discourage parents from introducing contradictory concepts to ‘our’ children,” Vines said. “Our children. As in the school’s children? I was a little baffled. And so when I started talking about my daughter, I emphasized my daughter. So I asked her, ‘Am I not allowed to help her with her homework?’”

    Vines was shocked when the teacher responded that no, they “don’t want parents confusing the kids.”

It got worse. Much worse:

    Vines wrote on Glenn Beck’s Facebook wall about the incident, sharing how, in the same parent-teacher conference, the teacher said in front of several parents that the pilgrims were “essentially America’s first terrorists.”

Unbelievable.

“I don’t even know what to say about this,” Beck said. “I get so uptight about this stuff. This is the stuff that enrages me.”

Beck saluted Vines for making the decision to home-school her daughter, but asked how much longer parents will even have the option to home-school. Beck said this was approaching “Hitler Youth stuff.”

Islamic indoctrination. (Outraged Father Removes Son From Class That Was Teaching THIS About Islam - http://toprightnews.com/?p=6863) Spying on their parents’ medicine cabinets. (Outrage After Teacher Tells Students to Report Contents of Family Medicine Cabinets - http://toprightnews.com/?p=6805) And now excluding parents entirely from the teaching process? This is your nation’s educational system on Common Core.

In Volusia County, Florida, hundreds protested Islamic lessons in their  “World History” text, a Common Core-approved high school history textbook. With an entire chapter dedicated to the virtues of Islam, and not a single chapter for Christianity, the textbook has Floridians in a frenzy. And who is the biggest pusher of Common Cores besides leftist progressives? The Islamic Society of North America, another Muslim Brotherhood front group, along with Hamas-CAIR; and in Florida, Hamas-CAIR is on the offensive... (http://freedomoutpost.com/2013/07/islamic-revisionism-in-a-florida-public-school-textbook/)

Mother Stunned at Her Daughter’s Class Assignment on ISLAM
Top Right News reported on a Michigan school that required students to create Muslim propaganda, as part of their “Islamic Studies” curriculum:
http://toprightnews.com/?p=6335
http://www.inquisitr.com/1522632/michigan-teacher-asks-students-to-make-islamic-propaganda/
http://www.frontpagemag.com/2011/geert-wilders/time-to-unmask-muhammad/

WATCH the entire interview here:
(see http://toprightnews.com/?p=7362)
---

John Dewey: Bosom Serpent of American Education
http://www.canadafreepress.com/index.php/article/53339
How did Ultra Progressive Dewey Become America's Patron Saint of Education?

In considering modern liberal plagues, are there any worse than America's debased "free" education system? John Dewey, patron saint of American education, ruined our school curriculum while adamantly rejecting religion yet touting of secular humanism. In fact, not only did the atheistic Dewey sign the Humanist Manifesto I, but the prolific writer probably authored much of it, as well.

The American education system is built from a model designed by Dewey, one which rejected the classics, any emphasis on rhetoric and logic, or rote memorization. Instead, the pragmatist Dewey valued experience over facts, logic or debate. In fact, the deeply progressive and anti-traditional Dewey held Marxist presuppositions. In John Dewey: An Intellectual Portrait, Sidney Hook describes his impact:

In America's intellectual coming of age, no person has played a more important role than John Dewey. There is hardly a phase of American thought to which he has not made some contribution, hardly an aspect of American life which he has left uninterpreted. His influence has extended to the schools, the courts, the laboratories, the labor movement, and the politics of the nation.

But what has been the impact of Dewey's ideas? As Dewey was not so much interested in individual student learning, but instead the child's adaptation to a state-dominated society, we can well-guess the effect has been catastrophic.

I. John Dewey Bio
John Dewey is an American original:

John Dewey was born October 20, 1859, in Burlington, Vermont. He taught at universities from 1884 to 1930. An academic philosopher and proponent of educational reform, in 1894 Dewey started an experimental elementary school. In 1919 he cofounded The New School for Social Research. Dewey published over 1,000 pieces of writings during his lifetime. He died June 1, 1952, in New York, New York.

II. John Dewey: Education Guru
It was John Dewey's work as education innovator that earned him lasting fame. He claimed to have sought to free children from slavish adherence to the past. Yet Dewey's impact has been a horrific assault against the notion of an educated, independent society of free-thinkers trained to understand the arguments of others and make one's own. Instead, Dewey's model focuses upon guiding children to be more group and state oriented while sacrificing the old curriculum of the classics and rhetorical Triumvirate. Henry T. Edmondson in John Dewey and the Decline of American Education, stated:

Dewey was not most interested in the good of students but rather the successful promotion of a political program... his belief in objective truth and authoritative notions of good and evil were harmful to students and obstacles to students' intellectual and moral growth... he waged a revolt against a canon of learning, a revolt against tradition, a revolt against moral standards, a revolt against logic--even a revolt against grammar and spelling.

Dewey wrote many books and articles on an extremely wide range of topics, but he was particularly interested in education. In his book Democracy and Education, Dewey claimed education is "the process through which the needed [political] transformation may be accomplished." For this change, Dewey said human nature itself must evolve through his notion of education. Edmondson explains:

Dewey adopts Rousseau's "child-centered curriculum"--as educational reformers would later call it--and he further promotes Rousseau's classroom strategy insofar as the curriculum is only apparently centered on the child: the child's learning environment is in reality a grand manipulation on the part of his tutor or teacher.

So Dewey wanted to replace traditional, rigorous academics with the progressive agenda used everywhere in public schools today. John Dewey wrote My Pedagogic Creed, which reveals how progressive his ideas were, as he exchanges experiences for traditional education:

ARTICLE ONE. WHAT EDUCATION IS:

I believe that all education proceeds by the participation of the individual in the social consciousness of the race...

I believe that the only true education comes through the stimulation of the child's powers by the demands of the social situations in which he finds himself...

ARTICLE TWO. WHAT THE SCHOOL IS

I believe that the school is primarily a social institution. Education being a social process, the school is simply that form of community life in which all those agencies are concentrated that will be most effective in bringing the child to share in the inherited resources of the race, and to use his own powers for social ends.

I believe that education, therefore, is a process of living and not a preparation for future living.

One source describes the classrooms in Dewey's early Laboratory School (The Dewey School):

Dewey's laboratory school was not intended to implement a structured pedagogical plan. It was intended as a laboratory in two senses: firstly it was intended to facilitate research and experimentation into new principles and methods and secondly, it was designed to allow the children to take an experimental approach to their own learning.

The laboratory school was to be the testing ground for Dewey's philosophical ideas and their implementation: education is the laboratory in which philosophical distinctions become concrete and are tested... If we are willing to conceive of education as the process of forming fundamental dispositions, intellectual and emotional, toward nature and fellow men, philosophy may even be defined as the general theory of education.

III. John Dewey Philosophy

A. Overview
Understanding Dewey's teachings can be confusing given the large number of topics he wrote upon. He had various elements of his belief system, including secular humanism, Darwinism, pragmatism, and unquestionably Marxism. Dewey's writing style was also famously obtuse, described by Edmonson:

The second problem is Dewey's awful prose and ambiguous ideas. Even William James and Oliver Wendell Holmes, both admiring colleagues in the famed Metaphysical Club, recognized Dewey's writing was often vague and confusing. Although Edmondson agrees Dewey was an abysmal communicator, he argues readers can overcome Dewey's lack of clarity by recognizing he "subordinates his philosophy to his [progressive] politics." Using that approach, Edmonson is able to provide a succinct overview of Dewey's ideas without being weighed down by his writing.

B. Evolution
John Dewey was deeply affected by the works of Charles Darwin. Here is one account:

Dewey was a philosopher of change, who consistently sought to apply Darwin's evolutionary theories to all areas of philosophy. Dewey argued that all knowledge is derived from experience, and that 'ideas must be referred to their consequences'--it is important to distinguish between theories and their applications. The name of the movement with which he is identified, Pragmatism, comes from the Greek word meaning 'action'. In this practical spirit, for Dewey, philosophy's main role is to assimilate the impact of science on human life. Dewey was therefore one of the first philosophers to take Darwin seriously. Fifty years after On the Origin of Species was published, Dewey wrote an essay entitled 'The Influence of Darwin on Philosophy'. In it he pointed out that the combination of the words 'origin' and 'species' embodied a wider intellectual revolt, not just a biological advance.

There is no doubt that Dewey was deeply affected by Darwinism and his naturalism, especially the idea that there is no fixed human nature, that humans are evolving, and that education must be premised on these facts.

C. Pragmatism
John Dewey was also a pragmatist, defined as:

Pragmatism is a philosophical movement claiming an ideology or proposition is true if it works well, that the meaning of a proposition is found in the practical consequences of accepting it, and that unpractical ideas are to be rejected.

Suffice it to say that pragmatism makes the search for morality or God irrelevant, since ideas, methods or actions can only be judged by their outcome, not by their origin or intent.

D. Dewey's Politics--Were They Marxist?
William Brooks suggests in Was Dewey a Marxist, that while Dewey formally rejected certain elements of Marxism--especially the commitment to violent overthrow of society, we can only finally understand him as a follower of Marx:

The movement spawned by Dewey at the turn of the century is systematically woven around a common philosophy whose roots are deeply embedded in the intellectual life of nineteenth century Europe. In fact, John Dewey himself owes a yet-to-be-fully-acknowledged debt to Marxism that has produced a profound paradigmatic effect on educational theory and practice throughout this century.

Dewey accepts all of what one thinker, Robert Heilbroner, describes as the elements of Marxism which define the adherents, four in number, listed as follows:

1.The dialectical approach to knowledge.
2.The materialist approach to history.
3.A general view of capitalism starting from Marx's socio-analysis.
4.A commitment to socialism or a belief in the unity of theory and practice.
Intellectual Sidney Hook, who wrote John Dewey: An Intellectual Portrait, considered him to be what Marxism could have been had it developed in another, more pacifist direction:

The Utopian Marxist believes that once present class conflicts are eliminated, the future will be like heaven where everyone sings according to his capacity and is measured for a harp and halo according to his need. The realistic Marxist believes that once production is democratically socialized, future conflicts between men are more likely to be settled without the bloody struggles that are a feature of present-day culture. Dewey here is much closer to the realistic Marxist...

IV. John Dewey Pedagogy--Teaching Methods
Dewey believed children must essentially teach themselves and discover their own truths in the classroom. The teacher is a facilitator in this journey. He also developed an idea called Instrumentalism for his teaching method, which rejects the notion of "truth," but instead only measures growth caused by the method. This was an application of his theory of pragmatism for the classroom, described here.

Instrumentalism is the methodological view in Epistemology and Philosophy of Science, advanced by the American philosopher John Dewey, that concepts and theories are merely useful instruments, and their worth is measured not by whether the concepts and theories are true or false (Instrumentalism denies that theories are truth-evaluable), or whether they correctly depict reality, but by how effective they are in explaining and predicting phenomena. It maintains that the truth of an idea is determined by its success in the active solution of a problem, and that the value of an idea is determined by its function in human experience. Instrumentalism is closely related to Pragmatism...

V. John Dewey, Humanist Leader
One of the most telling records of John Dewey's radical, progressive assault on America is related to his helping to establish the Humanist Manifesto. This statement rejected God and religion, making man the center of the universe. Dewey not only signed this document, but it is likely he authored much of it as well. It's described here:

In 1933 a group of thirty-four liberal humanists in the United States defined and enunciated the philosophical and religious principles that seemed to them fundamental. They drafted Humanist Manifesto /, which for its time was a radical document. It was concerned with expressing a general religious and philosophical outlook that rejected orthodox and dogmatic positions and provided meaning and direction, unity and purpose to human life. It was committed to reason, science, and democracy.

Conclusion--Impact of Dewey-ism
It would probably be impossible to fully digest the full negative impact of John Dewey's ideas upon American life and education. But we should certainly count the failure of American education as his chief outcome. It is inevitable Dewey would fail given his radicalism. He was anti-religious and a committed foe of the Bible and the idea of revelation, as well as tradition, and inherited values. Dewey claimed these beliefs reveal unintelligent thinking and oppression by the wealthy and powerful.

Dewey claimed there was no fixed human nature, so set values and beliefs block progress. So schools should not teach traditional religious and moral values, but instead should be places where the latest whims of society are passed on in an ongoing "scientific" experiment. His idea of "scientific" teaching resulted in a nihilistic refusal of truth and worship of primitive "democracy" of students teaching themselves whatever they stumble across. All this was meant to lead not to an educated populace, but a rejection of tradition and acceptance of government as the dominant mover in human life. Most importantly, school was not to be a place where logic or facts were taught, but a tool for the training of children so they can better adapt to Dewey's brave new socialist, progressive world.

Kelly OConnell Bio
http://www.canadafreepress.com/index.php/members/53339/KellyOConnell/357

Kelly OConnell Most recent columns
http://www.canadafreepress.com/index.php/members/53339/KellyOConnell/357

Kelly O'Connell hosts American Anthem on CFP Radio Sundays at 4 pm (EST).

Kelly O'Connell is an author and attorney. He was born on the West Coast, raised in Las Vegas, and matriculated from the University of Oregon. After laboring for the Reformed Church in Galway, Ireland, he returned to America and attended law school in Virginia, where he earned a JD and a Master's degree in Government. He spent a stint working as a researcher and writer of academic articles at a Miami law school, focusing on ancient law and society. He has also been employed as a university Speech & Debate professor. He then returned West and worked as an assistant district attorney. Kelly is now is a private practitioner with a small law practice in New Mexico. Kelly is now host of a daily, Monday to Friday talk show at AM KOBE called AM Las Cruces w/Kelly O'Connell

Kelly can be reached at: hibernian1@gmail.com
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ADHD in the new education
by Jon Rappoport
May 10, 2014
www.nomorefakenews.com

"I learned twenty-four new things today at school," the child said. "One right after the other. I felt so happy. My teacher told me I was learning accelerated. I wrote on my iPad. I saw pictures. I did group harmony. I added. I divided. I heard about architecture. The teacher said we were filled with wonder at the universe. We solved a problem. We're all together. I ate cheese. A factory makes cheese."  
The new education is ADHD.

It's a method of teaching that surrenders ground on each key concept, deserting it before it's firmly fixed in the mind of the student.

It hops around from idea to idea, because parents, teachers, administrators, students, departments of education, and educational publishers have given up on the traditional practice of repetition.

Repetition was old-world. For decades, even centuries, the time-honored method of instruction was: introduce an idea or concept or method, and then provide numerous examples the student had to practice, solve, and demonstrate with proficiency.

There was no getting around it. If the student balked, he failed.

There were no excuses or fairy tales floated to explain away the inability of the student to carry out the work.

Now, these days, if you want to induce ADHD, teach a course in which each new concept is given short shrift. Then pass every student on to the next grade, because it's "humane."

Think of it this way. Suppose you want to climb the sheer face of a high rock. You know nothing about climbing. You engage an instructor. He teaches you a little bit about ropes and spikes and handholds. He briefly highlights each aspect and then skips to the next.

So later...while you're falling five hundred feet to the ravine below, you can invent stories about why the experiment didn't work out.

Since the advent of organized education on the planet, there has been one way of teaching young children...until recently. Explain a new idea, produce scores of examples of that idea, and get the students to work on those examples and come up with the right answers.

Subtraction, division, decimals, spelling, reading---it all works the same basic way.

For the last hundred years or so, however, we've seen the gradual intrusion of Teacher ADHD.

School text ADHD.

Not enough examples. Not enough exercises.

Education has nothing to do with "improving the self-esteem" of the student. It has nothing to do with telling children they're valuable. And it certainly has nothing to do with trying to embed social values and team spirit in children.

No matter how many fantasies educators spin, schools can't replace parents.

If what I'm writing here seems cruel and uncaring...look at the other side of the picture. Look at what happens when a student emerges from school with a half-baked, "dumbed-down" education.

He can sort of read. He can sort of write. He sort of understands arithmetic. He tries to skate through the rest of his life. He fakes it. He adopts a front to conceal the large territory of what he doesn't know.

He certainly can't think straight. Give him three ideas in succession and he's lost. He goes on overload.

He operates on association. You say A and he goes to G right away. You go back to A and he responds with R. He's up the creek without a paddle.

That's what's cruel.

Forty years ago, I was on the verge of landing a lucrative job with a remedial education company. The owner gave me a lesson plan and told me to write a sample program.

I did. He looked at it and said, "There are too many examples and exercises here. You have to move things along faster."

I told him the students would never comprehend the program that way. They had to work on at least 20 exercises for each new concept.

He was shocked. "That's not how it's done now," he said.

"Oh," I said, "you mean now the student and teacher both fake it?"

And that was the end of that.

Several years ago, I explained much of what's in this article to a sociologist at a US university. His response: "Children are different now. They don't have patience. There are too many distractions. We have to operate from a new psychology."

I asked him what that psychology was.

"Children are consumers. They pick and choose. We have to accommodate them."

While I was laughing at his assessment, he capped his display of wisdom with this: "There is no longer a division between opinion and fact."

Perfect.

I know all about how the Carnegie and Rockefeller Foundations torpedoed education in America. But their major effort was cutting off teachers and students from the history of the nation and the meaning of individual freedom.

What I'm talking about here is a different perversion. The unhinging of the young mind from any semblance of accomplishment and continuity. This goes far beyond the agenda of outfitting children to be worker-drones in a controlled society.

This is the induction of confusion and despair about what used to be called thinking. This is the imprinting of "gaps" that make it very hard for a person to operate, even as a drone.

In addition, seed children with all sorts of debilitating psychiatric drugs, and you have a profound mess that only dedicated parents can undo, one child at a time.

People may wish it weren't so, but that doesn't change the facts of the matter.

The upside is, when you explain a concept to a child, and you then take him through a great many exercises designed to help him understand that concept, he'll achieve a victory.

When you see the lights go on in his mind, it's very satisfying.

Jon Rappoport
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Homemakers: Deconstructing The Marxist Agenda For Families
http://freedomoutpost.com/2013/02/homemakers-deconstructing-the-marxist-agenda-for-families/

The ideology of the Marxist agenda, is a desire to break the backs of the family by creating myths of the lack of necessity for family, and claiming that homemakers are a drain on society. Their entire feminist enshrined agenda sets forth that homemakers are not "active" or contributors to society, and that those who remain home do a disservice to womanhood and the nation at large. The anti-homeschool agenda attacks home educators with falsehoods that homeschooled children do not have adequate preparation for living in the world, and that we are ignorant to the level of involvement that "responsible" people must have. Yet, many women are compelled by the Bible to be at home, and to educate their children:

Hear, O Israel: The Lord our God, the Lord is one. Love the Lord your God with all your heart and with all your soul and with all your strength. These commandments that I give you today are to be on your hearts. Impress them on your children. Talk about them when you sit at home and when you walk along the road, when you lie down and when you get up. Tie them as symbols on your hands and bind them on your foreheads. Write them on the doorframes of your houses and on your gates. Deuteronomy 6:4-9

From the Center for American Progress (http://www.americanprogress.org/wp-content/uploads/issues/2010/03/pdf/our_working_nation.pdf), the Agenda is clear. It is abundantly clear that the Marxists in power see women at home as worthless, and that career women, single women, homosexual "parents", etc., are idolized, while archaic homemakers are discarded:
First, women now make up half of all workers in the United States, a threshold never
reached before in the history of our nation. Second, mothers are now primary breadwinners--making as much or more than their spouse or doing it all on their own--in nearly 4 in 10 families. If you add mothers who are co-breadwinners--contributing at least a quarter of the family income--The Shriver Report found that two-thirds of mothers are breadwinners or co-breadwinners in their families. While women of color and lower-income women have always worked in substantial numbers, the last few decades have shown striking increases in women's work across all racial and income groups.These developments alone are a dramatic shift from the late 1960s, when women were one-third of the workers in the United States, and just over a quarter were breadwinners or co-breadwinners in their families. But not only has our workforce changed. Today, the very makeup of our families is dramatically different than it was in the mid-1970s when women began entering the workforce in larger numbers.

While most people in society brush off the staying home vs working mom argument as some sort of "mommy war", it is far deeper than that. The "mommy war" is a created distraction from the reality of the agenda of dismantling family.

It has nothing to do with a woman working, and more of a heart for raising home vs feminism. Rarely is the homemaker on attack, attempting to reshape America! It is the feminist and the feminist influenced society who barks out that staying home is a drain and a waste. There is no "mommy war" except the one the Marxists designed. They are the ones who hate God's design for families, and thus attack the worthlessness of women being at home, and claim society is less enlightened for each woman remaining at home and not in the work force.

Again, from The Center For American Progress "Our Working Nation", we see the true purpose for minimizing the impact of women who remain home: to redefine national policy for a Marxist agenda:

The federal government has not updated its policies to aid families to reflect these new realities in the workplace and in the home. And the laws we do have on the books--the provision of unpaid, job-protected leave offered by the Family and Medical Leave Act and the prohibition against sex discrimination under Title VII of the Civil Rights Act--don't fully meet the needs of today's workers, especially lower-income workers.

Nor to any great degree have state and local governments updated their laws to address these problems. Yet this is one of the most significant policy challenges of the 21st century. Policymakers need to re-evaluate the values and assumptions underlying our nation's work-place policies to ensure that they reflect the actual--not outdated or imagined--ways that families work and care for their loved ones today.

Decades ago, the most common family consisted of a breadwinner husband and a stay-at-home wife (see Figure 2). While even then that did not describe the majority of families--and families of color have long been more likely to have working mothers--now, this is not even the most common type of family. Instead, there is a flowering of a variety of kinds of families. The marriage rate is currently at the lowest point in its recorded history, and divorce remains a steady presence in the lives of many families.

More than one in five families with children is headed by a single parent. There are approximately 770,000 same-sex couples living in the United States, 20 percent of whom are raising children.

This poses challenges for policymakers who must craft policies that meet the needs of all these kinds of families, not only the minority of families that look like "traditional" families. (bolding mine)

Even the green and ecological movement takes it's pot-shots at homemakers. Since they hold fast to the idea that we are in the midst of an overpopulation crisis, they see nothing more irresponsible than "sitting at home, popping out children and contributing nothing to society." Since overpopulation has been well-debunked by scientists without one-world Marxist agendas, and in displayed in great films on the topic such as The Demographic Winter, there is no need to waste time to explore that myth here.
https://store.nicenecouncil.com/demographic-winter-the-decline-of-the-human-family-dvd/

From the perspective of the enviro-cultists, the first way to make a community contribution, is to reduce, by any means possible, the amount of children society has. By the process of influence, even those who have chosen to welcome more children than the new "normal" will be chastised and portrayed as "strange". The next step would be to ensure that women are in the workforce to "contribute", no matter what the situation, just make sure you ride your bike, or take public transportation to get there. This is how we are further desensitized to God's calling for marriage, families and women! We are taught from a very young age in this nation, that if you are "responsible," you abandon what God has made you uniquely designed for, in order to champion the latest humanistic and atheistic trend, crisis and following.

These ideas assume that a mother at home with children has nothing to contribute to society. While we all know that the entitlement crowd has perfected laziness and living on the taxpayer dime, the feminist and liberal movement coddles and promotes these "women." However, it attacks the homemakers. The women of husbands who together as a life-long couple, raise children and pay taxes and act responsibly in their community are hated and labeled as "lazy" and "less educated". It assumes that those at home do so out of "no other choice"; that the only women who remain home are those who are unable to work, or who are forced by some controlling husband to do so. It assumes there is no reason any woman could choose to be home, and discounts the truth that she may contribute far more to society at home, than in a career.

It assumes she sits on her rump, is ignorant to current events, and is a drain on society, along with any little cling-on children that drain the world of anything productive. Yet still, these ideas come so far out of left field and away from logic, that they have no truth to them at all. Since left wing liberals, progressives, socialists and communists all reject the free enterprise system, and in general have a disdain for the US and everything for which it was founded, they contradict themselves in their own philosophies with their personal persuasions.

For example, the socialist model of society greatly benefits when families are broken, history is forgotten, current events in light of history are ignored, faith is abandoned, and people no longer credit their own abilities to care for themselves. They look for a great rescuer for their financial problems. The government is all-too-happy to step in and "level the playing field," which in turn, breeds a lack of motivation to do anything for ones own self and family, and begins the wheel of dependence upon government for their basic needs. An entire generation of women believe they cannot stay home to raise a family, God-given roles are usurped, feminism enters in, and a family breaks down under the stress of trying to make it all fit.

Today we see this attitude in our "me-generation" of children, children of broken homes, living together outside marriage, and angry feminist career women. Disregarding history, and the impact of feminism on our society, they seek to undermine the "archaic" career of homemaking. Families now blame the government for their situations of poverty; demanding more hand-outs to make things more "fair" and want more "resources" to make being a career woman easier. However, they buy into the feminist failing myth of "you can have it all"..while showing they cannot successfully have it all without restructuring the nation. They also trust the government to save them from their own created nightmares.

In many mega-churches around this nation, people tithe in the millions per year, to sit in pews where social justice, community organizing, Marxism, environmental worship and hate against the true Gospel and ultimate Truth and Justice is preached. They back legislation that is against the Lord, and promote making speaking the truth in God's Word "hate speech".

While disregarding Christ, society laughs at the idea that Sharia law will reign over the feminists, the homosexuals and the family, if we sit ignorantly by. Families still place their misguided faith in liberal colleges. They believe they must fund their children's education at these Marxist training camps, as if they are a guarantee to a high-dollar career. They send their daughters, vulnerable and unaware out to colleges across the country where Planned Parenthood and the feminist liberal agenda welcome them with open arms. When they graduate they are all-too-often more educated in alcohol, drugs, promiscuity and Planned Parenthood than they are their major. They are taught that our only way to contribute to a society is through getting an advanced education in one of the schools that teach the very same progressive lies that have broken our nation and families, meaning that a life of non-career is a bitter waste of woman.

Women are taught we are the blessed daughters of Margaret Sanger, Emma Goldman, Karl Marx and the entire socialist and feminist movement. We have "opportunities we never had..opportunities to matter, to contribute...to be a part of something more important than simply wasting our lives away at home with God, husband, home and children"..peddling more narrow minded garbage that will hold back the next generation from being the "best community activists yet." I mean, after all, look at Michelle! Oprah! Clinton! Dohrn! and Kagel!

How many young ladies will be left for the young men who seek a wife who desires to be home? Will he be labeled a misogynist for desiring one at all? How many young ladies deny their desire to "just be a homemaker" to fulfill societal demands that she must be "educated, in debt and working" in order to be worthy of being called "feminist woman?"

To these indoctrinated socialist liberals, I'd like to offer the greatest solution to the contribution of society-Jesus Christ and the adherence to the teaching of the Holy Bible as the only infallible guide for life. Within this practical application, that is as old as time, never passing away, we see what is being prayerfully knit together in some American homes. The best strategy to counteract Marxist deconstruction of families is:
Husbands and wives staying married forever, built on the solid rock of Christ.
Women who wish to be home, staying there, and being happy and joy filled in doing so! Not allowing feminists to shame them for "only desiring to be a wife and mother," for it is an honor for the Lord!
An understanding and application that through this committed, Christ-centered family, children will be brought up to understand they belong to something greater than their own little demi-god futures the world teaches is paramount..the Kingdom of God, and with that, comes great responsibility. This is the same reason feminists fight tooth and nail to argue they shouldn't have to sacrifice self. It's God they hate.
Prayerfully welcoming children into our families. With the elderly population now greatly outweighing the newborn population, we are lacking bodies to even contribute to society in any way. What was generally several children, most Christians limit their family size today to one or two. (http://freedomoutpost.com/2013/01/how-a-society-of-personal-debt-is-preventing-the-blessing-of-children/) Most disconcerting is that the group producing the most children who are committed to their cause are the Muslim's, with their radical, violent and anti-American agenda.
Standing up for Homemakers who are committed to raising God-fearing, responsible, loving and moral children, as it is the ultimate follow through of beliefs. From birth until their own adulthood, homemakers see to it on a daily basis that their children are educated, responsible, and selfless. Unacceptable speech, behavior, and selfish treatment is not ignored, or passed onto a non-family member to deal with on their own level of discretion. Homeschoolers are turning out children into adults, that are finely sharpened arrows. They are responsible, intelligent, and contributing to society by being the driving force for the living evangelism Gospel of Jesus Christ, in a world that either rejects it-all or in part.
Living out the example of mothers who richly love, train, teach, discipline and care for their children, which contribute in a greater way to community, than any other professional in the world. They are responsible for a child who will then be accountable for their actions with a foundation unlike a child raised by others.
Don't disregard that Christians who stay home to raise families and homeschool typically are more aware of history, politics and current events, than those who are busy leading a lifestyle more like the world. This creates a life of informed decisions, and teaching of children that goes beyond textbooks.
Follow the ripple effect of families in history. Taking children to church, the library, fellowship with other like-minded believers, educating on the Constitution and involving them with nature and all of God's creation, is an immense societal contribution. They will carry this forward to the next generation.
Humble ourselves as women. Supporting a husband and making a rich, happy and loving home provides the foundation for multiple generations to succeed in their endeavors.
Remember, being active in the community takes discernment. A Christian is called to be active for the Lord first! Family and church next. If this is what takes our time and commitment, then perhaps involvement in socialist activities will have no time on the agenda. This is what angers socialists.

Raising children in a solid, two parent home, for the purpose of bringing God the Glory, is the greatest societal contribution that can be made. Those ripples in the pond that are made when dropping in the stone of living out Christianity in your own family and community, go much further than a progressive agenda of removing Christ from that pond altogether.

Read more: http://freedomoutpost.com/2013/02/homemakers-deconstructing-the-marxist-agenda-for-families/

About Andrea
 I'm a Christian who is married and madly in love with the husband God gave me, who works as a CPA while I stay home to homeschool and mother our seven children. An "anti-feminist", I enjoy making our home a sanctuary; a place to truly enjoy being..not just a landing spot. My hobbies are the art of homemaking, natural medicine, old movies and gardening. I Live in Northern Idaho where Bibles, homeschooling, large families and guns are welcome.
 View all posts by Andrea ?
http://freedomoutpost.com/author/andrearoltgen/
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How A Society of Personal Debt is Preventing the Blessing of Children
http://freedomoutpost.com/2013/01/how-a-society-of-personal-debt-is-preventing-the-blessing-of-children/
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How Progressive Education and Bad Philosophy Corrupted The People & Undermined The Constitution of The United States [syn: moral relativism]
http://freedomoutpost.com/2013/02/how-progressive-education-and-bad-philosophy-corrupted-the-people-undermined-the-constitution-of-the-united-states/

Throughout human history, the prevailing belief system changes from time to time & place to place; most people unthinkingly absorb whatever happens to be the prevailing dogma of their time & place. Here, I will show the radical differences between the philosophy of our Founding Era and the philosophy of today. And when I have done so, you will understand why our Country is declining and what you can do about it. In a nutshell, the Enlightenment philosophy of our Founding Era, which was based on Reason and the recognition of the existence of Fixed Principles, was taken away from us; and replaced with the subjective philosophies of Pragmatism & Existentialism, both of which reject Reason and deny the existence of Objective Truth & Fixed Principles. These are now the prevailing dogma of our Time; and unless we promptly repudiate them, we will fall.

Alexander Hamilton, James Madison, & John Jay (authors of The Federalist Papers), and others at the Federal Convention of 1787, embodied the best aspects of The Age of Enlightenment. They were well educated, exquisitely knowledgeable in statecraft & political philosophy, embraced the concepts of Objective Reality & Fixed Principles, knew Logic, and could think. George Washington, a man renowned for his Moral Character, which was based on Judeo-Christian ideals, presided over the Convention.

The Fruit of the Philosophy, Religion, & well-trained Minds of our Framers was a Constitution which ordained and established a Federation of States which united only for THE LIMITED PURPOSES enumerated in the Constitution: national defense, international commerce & relations; and domestically, the creation of an uniform commercial system: Weights & measures, patents & copyrights, a monetary system based on gold & silver, bankruptcy laws, and mail delivery. 1

Progressive "Education" & the Conditioning of the American People

But during the 19th Century, Progressives took control of public schools & teachers' colleges. They then conditioned teachers and children to abandon our Founders' Enlightenment philosophy of Reason, Fixed Principles, & Judeo-Christian ideals; and to accept a new ideology which replaced Reason with "feelings" and denied the existence of an Objective Reality & Fixed Principles. They thus primed the objects of their conditioning to accept whatever attitudes the Progressives chose to instill in them. And the objects of this conditioning did not -- do not -- know what was done to them!

Samuel L. Blumenfeld (http://www.amazon.com/Public-Education-Necessary-Samuel-Blumenfeld/product-reviews/0941995046/ref=dp_top_cm_er_acr_txt?ie=UTF8&showViewpoints=1&tag=vglnk-c312-20) explains the two opposing philosophies of education:

the "progressives"...viewed public education primarily as a tool for social and cultural reform to be achieved through the remaking of human nature; and the traditionalists ...viewed education, public or private, primarily as a development of an individual's intellectual skills in combination with moral instruction based on Judeo-Christian ideals. ["Is Public Education Necessary?", Ch. 12]

Thanks to the traditional education they received, our Framers knew history, political philosophy & statecraft, Logic, Judeo-Christian moral ideals, and could think!

Thanks to progressive "education", Americans have been so dumbed-down that they can't read, 2 know nothing, and can't think. After the Progressives ripped moral instruction based on Judeo-Christian ideals out of the public schools, and replaced it with the view that morality is a matter of subjective personal opinion or group consensus, 3 we became an amoral people who kill babies, reject altogether the concept of personal responsibility, insist on a claimed "right" to live at other peoples' expense, and believe that the only guide for our conduct is our own likes, dislikes, & "feelings": "I like it" or "I don't like it"; "I feel like it" or "I don't feel like it". We became so shallow and morally blind that we elect fools & tyrants to high office. Thanks to "self-esteem" classes, we believe that our views & "feelings" on subjects of which we have no knowledge whatsoever are as important as anybody else's.

With our untrained & empty minds and instilled amorality, we were rendered incapable of resisting the conditioning of the Progressives. And this, Folks, has been the purpose of public "education" ever since the Progressives took it over.

2000 years of Western Philosophy on Metaphysics & Epistemology 4 in One Paragraph

So! In Western Civilization, we had the Age of Faith (There is an Objective Reality & Truth 5 and they are revealed in the Bible & Works of Creation); the Enlightenment (There is an objective Reality & Truth and we discover it by use of Reason); the Age of Romanticism ("Truth" is found in your emotions & feelings); and now, Pragmatism & Existentialism (There is no Objective Reality; "Truth" is a concept which has no meaning; there are no fixed principles, there is only "opinion" and one man's "opinion" is as good as another's).

Pragmatism & Existentialism

During the late 19th century, the philosophy of Pragmatism (William James, Charles Saunders Peirce, John Dewey) arose. (http://aynrandlexicon.com/lexicon/pragmatism.html) It rejected the concept of an Objective Reality with its Timeless Truths. Instead of concerning oneself with the question of whether something is "True", the pragmatist asks, "What difference will it make in my life whether I believe it or don't believe it?" So one looks to the "utility" of believing it or not believing it. If it has a good result for me, it is "true". If it has a bad result for me, it is not "true". What is "true" for me may not be "true" for you, so an idea can be "true" for some and not "true" for others. Furthermore, what is "true" for me today may not be "true" for me tomorrow, so "truth" evolves.

Do you see? They tossed the concept of Objective Truth -- Objective Reality -- Fixed Principles & Standards -- out the window.

Pragmatism morphed into Existentialism (Jean-Paul Sartre). (http://www.anselm.edu/homepage/dbanach/sartreol.htm) Existentialism rejects an objective basis for life in favor of a subjective basis: 6 Humans are merely biological organisms living meaningless lives, making "choices" on the basis of no criteria whatsoever other than their own likes or dislikes. Since there is no basis for any external Principles or Standards to which we must conform, people are free to do whatever they want.

Again, it was the Colleges of Education and the public schools which were the vehicles for dumbing-down the American People and conditioning them to reject the Philosophy of our Founders, and to accept the pragmatist & existentialist mind-set.

A friend recalls an incident which happened around 1960 in English class in an American public high school. The students read a story. The teacher asked each student to say what the story meant to him. Whatever a student said was praised by the teacher. But my friend said, "It doesn't matter what it means to me. What matters is what the author says." The teacher was most displeased with that remark.

Do you see? Under the pretext of teaching literature, the teacher indoctrinated her students into rejecting the concept of Objective Reality & Fixed Principles, and accepting a subjective world-view devoid of objective meaning. The teacher most likely had no idea what she was doing -- she was just following her teacher's manual. She was thus one of the millions of useful idiots who graduate from our Colleges of Education and set about assisting in the destruction of the minds & morals of the American People. 7

Do you not remember hearing over & over in your public schools, "There is no black or white, there is only gray." "What's true for me may not be true for you". "If it works, it's right." "What does it mean to you?" And when one is facing a moral decision, one is asked, "How do you feel about it?" One's "feelings" are set up as the criterion for making moral decisions! There is no appeal to objective standards of Right & Wrong. That was ripped out of the public schools by the Progressives. And we are mystified by the high crime rates among our children? 8

Most Americans are now existentialists, even though they never heard of John Paul Sartre. We see our own "likes", "dislikes", & "feelings" as the only standard. We just want to "feel good". That our personal likes & dislikes are irrelevant when they conflict with objective Standards of Good & Bad, Right & Wrong, is unthinkable. I'll illustrate: It is painful, but we have no time left to pussy-foot:

Standards of Conduct: What's Right By Objective Standards? Or, What do I like?

Talk to an obese person about what he eats: He will most likely say something like, "I'll eat what I like." He thus follows a subjective standard: his likes & his dislikes. Because he is an existentialist (though doesn't know it), he rejects the idea that there is an objective standard by which one can decide what to eat and what to avoid: That of health -- Is the food healthy? Or unhealthy? And if you tell him of this objective standard, he'll say, "I don't care -- I'll eat what I like." The essence of the existentialist mind-set is that the existentialist sees no reason why he should set anything above his own "feelings", likes, or dislikes.

There was a stay-at-home Mom. When her young children were hungry, she tossed them a box of crackers or cookies, or took them to a fast food joint.. Why? Because she didn't like to cook. That she had a DUTY to provide her children with healthy food, never entered her mind. She didn't "like" cooking, she "felt like" going to the mall instead, and that was the end of the matter.

Couch potatoes don't exercise because they "hate" exercise. They reject the objective fact of Reality that exercise is necessary to be healthy.

Pragmatism, Existentialism & Federal Judges

So! With the rise of Pragmatism & its conception of evolving and subjective "truth", American lawyers abandoned the concept of Law as a body of fixed principles (set forth in The Declaration, The Constitution, Blackstone's Commentaries, Natural Law &/or the Bible), and embraced the concept of an "evolving" law and an "evolving" Constitution which means whatever they -- the judges -- say it means! Remember! To the pragmatist, "truth" evolves. 9

So THIS is the philosophical basis for judges on the supreme Court tossing out The Federalist Papers as the objective standard of the meaning of The Constitution; and substituting their own opinions. When they were in school, they were conditioned to reject the concept of Objective & Fixed Standards, and to accept Pragmatism & Existentialism; and I bet you few (if any) of them ever thought it through. They did not resist the conditioning -- they just accepted what their Manipulators instilled in them.

We teeter on the brink of disaster. YOU must rise to the occasion. Our Country & our Posterity depend on YOUR repudiating the destructive philosophies your conditioners foisted on you; and reclaiming the rational Enlightenment philosophy & Judeo-Christian morality of our Framers. We can not save our children unless we close the public schools. 10 Education must be privatized, and we better do it now. PH

Postscript added July 22, 2011: Melanie Phillips shows how the abandonment of the concept of Objective Principles & Standards and the embracing of moral relativism & multiculturalism is leading to the islamization of England: Watch it!
http://www.youtube.com/watch?feature=player_embedded&v=bH6QO9MfaH4

My friend, Nancy Coppock, understands also how relativism (moral relativity) is destroying Our Country.
http://www.americanthinker.com/blog/2013/01/what_we_dont_know_is_hurting_us.html

Endnotes:

1 Our Constitution follows the Biblical model: a civil government with defined powers which is subject to -- under -- the Law. Civil government is not the source of Law! The law comes from a higher authority: God is the source of Law in the Bible; The Declaration of Independence & The Constitution are the Source of Law in our Country. Acts of the three branches of the federal government are lawful or unlawful depending on whether they are consistent with the Declaration & authorized by The Constitution. These are the standard of what is "lawful" -- NOT the fiat of the brain-washed judges who sit on our courts.

Lex, Rex (http://www.constitution.org/sr/lexrex.htm) by Rev. Samuel Rutherford (1644), is a masterwork of which modern American pastors are ignorant. Rev. Rutherford proves that civil authorities have legitimacy ONLY to the extent they obey The Law. We see all around us the results of our pastors' ignorance of these Biblical teachings.

2 Two/thirds of Wisconsin 8th graders can't read proficiently! Yet their teachers are screaming for more benefits to be paid for by the taxpayers, while lying about being sick. With the public schools, we have financed our own destruction. And most Americans who can read, are unable to read The Federalist Papers. Yet The Federalist is essential for a correct understanding of the objective (genuine) meaning of our Constitution & they were published in Newspapers in 1787-88!
http://www.orthodoxytoday.org/blog/2011/02/two-thirds-of-wi-8th-graders-cant-read-proficiently/

3 "Values clarification" (http://www.socialjusticespeaks.org/id52.html) is the version of "moral guidance" foisted in the public schools on our children since the 1960's. Public school teachers are telling children that they are "... free to choose ethical and moral behavior that resonates with them." They thus "liberate" children from "authoritarian" teachings on morality.

4 "Metaphysics" deals with the nature of Reality; "Epistemology", with theories of Knowledge. The Ayn Rand Institute has an excellent lexicon for philosophical terms. (http://aynrandlexicon.com/book/conceptual.html) Rand was a non-theist; PH is a Christian theist. Hence, there are some differences. But both see "Natural Law" (Physics, Mathematics, Logic, Morality, Politics, etc.) as woven into the Fabric of Reality. Both see the Universe as governed by LAW; and that the duty of man is to learn & to obey these Laws.

Thus, the Great Divide is between those who accept the concept of Divine or "Natural Law"; and those, such as Progressives, Libertarians, Pragmatists, & Existentialists, who reject it. They deny the existence of any standard other than their own "feelings", likes & dislikes.

5 "objective reality" (http://aynrandlexicon.com/lexicon/objectivism.html) means this: "Reality exists as an objective absolute--facts are facts, independent of man's feelings, wishes, hopes or fears." In other words, things are the way they are regardless of what you like, don't like, agree with or don't agree with.

6 "subjectivism" (http://aynrandlexicon.com/lexicon/subjectivism.html) is "...the belief that reality is not a firm absolute, but a fluid, plastic, indeterminate realm which can be altered, in whole or in part, by the consciousness of the perceiver--i.e., by his feelings, wishes or whims. It is the doctrine which holds that man--an entity of a specific nature, dealing with a universe of a specific nature--can, somehow, live, act and achieve his goals apart from and/or in contradiction to the facts of reality, i.e., apart from and/or in contradiction to his own nature and the nature of the universe..."

7 In "The Abolition of Man", C.S. Lewis illustrates how the concept of "objective value" was ripped out of the hearts of British school children by their teachers. He also discusses the "Natural Law" and how it has been universally recognized. His book is only 113 pages, double-spaced, & one of the most important books ever written. Read it. Outline it. Tell all in your spheres of influence.
http://www.amazon.com/review/R3IRKZ9SIHPERX/ref=cm_cr_viewpnt?tag=vglnk-c312-20#R3IRKZ9SIHPERX

8 But at least we can take comfort in the knowledge that our children are not being taught in public schools such things as, "thou shalt not kill", "thou shalt not steal", "thou shalt not bear false witness", "thou shalt not covet", and other such "authoritarian" & offensive rubbish.

9 In "The Second American Revolution", attorney John W. Whitehead (Rutherford Institute) writes of this. This is a valuable book which shows how bad philosophy corrupted our judges.
http://www.amazon.com/Second-American-Revolution-John-Whitehead/product-reviews/0891073671/ref=dp_top_cm_cr_acr_txt?ie=UTF8&showViewpoints=1&tag=vglnk-c312-20

10 Glen Beck (http://www.amazon.com/Second-American-Revolution-John-Whitehead/product-reviews/0891073671/ref=dp_top_cm_cr_acr_txt?ie=UTF8&showViewpoints=1&tag=vglnk-c312-20) and others are showing that under the pretext of teaching reading, progressive "educators" are now telling our children the Lie that our Constitution institutes socialism!
http://www.theblaze.com/stories/2011/03/02/socialist-mantra-hidden-in-grade-school-chants/

Read more: http://freedomoutpost.com/2013/02/how-progressive-education-and-bad-philosophy-corrupted-the-people-undermined-the-constitution-of-the-united-states/
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Social Justice Speaks
http://www.socialjusticespeaks.org/id52.html

VALUES CLARIFICATION

Values clarification is a movement that began in the late 1960s as a reaction against the social institutions that were perceived as oppressive regarding personal choice and action among them political and religious structures. To some people it is rooted in Carl Rogers client-based therapy; however, in short it is a process of teaching children about ethics and morality and how to make ethical and moral decisions.

From this perspective it reaches back to Socrates and the Socratic Method as Socrates was a classical humanist. Yes, Socrates begs the wedge phrase "secular humanism" in its classical raiment.

The National Educational Associating became involved in the values clarification movement and produced a book titled, To Nurture Humaneness. It made the book a building block in its platform that values clarification; that is, the premise that ethics and moral behavior are "value free" by which they meant there are no ethical or moral absolutes, in the curriculum it created to teach values clarification. Thus people are free to choose ethical and moral behavior that resonates with them. The book and ensuing curriculum state that ethics and morality is autonomous and situational needing no theological or ideological sanction for validity. Contrarily, theological and ideological dogma cannot be used to deny personal ethical and moral legitimacy.

This is anathema to the Roman Catholic Church because it is the very definition of "situation ethics" which the Church has always condemned because it makes the entire body of ethical and moral teaching of Church irrelevant. It is also anathema to Evangelicals, Fundamentalists, and other right-wing Christians because they see values clarification as subverting parental authority and biblical teaching of religious beliefs regarding ethical and moral behavior. They complain bitterly that when they try to point out these objections as being both reasonable and valid, they are branded as being bigoted and anti-intellectual.

Values clarification teaches there are three levels of every issue: fact, concept, and value. To illustrate these levels let us consider "evil." On the first level we identify specific evil acts for instance murder. On the second level we consider such questions as, "How do we define murder," and "Is murder always evil?" At the third level we relate facts and concepts e.g., the "values clarification process" to our own life. This is the connection between subject matter and personal behavior.

Thus we now can see that murder, defined as ending the life of a human being, may not always be an evil act. Certainly, murder in defense of one's own life is not an evil act. Neither is murder by accident because by definition for an act to be evil the negative consequence of the act must be intended. Capital punishment may be considered a violation of the 8th amendment's prohibition of "cruel and unusual punishment" in the minds of some people, but is not considered an evil act because the Constitution of the United States does not prohibit it.

The problem for the Roman Catholic Church and conservative right-wing Christians is that this process of "doing" ethics to arrive at a moral decision allows individuals to consider certain acts as moral and not evil when religious dogma and doctrine defines them as morally evil or even intrinsically morally evil. Examples include the Roman Catholic Church's position that abortion is always an intrinsically moral evil, that homosexuals are "objectively disordered" and consequently homosexual sex acts are always evil, and Evangelicals and other right-wing Christians who define homosexuality as an "abomination" and homosexual sex acts as always evil.

In their convoluted world and religious view, the Roman Catholic Church and conservative Christians claim that the three tiered method of values clarification is far from being "value free." Rather, they claim that it promotes the "value" that whatever decision is reached is morally just and not evil. Consequently, values clarification and its "value free" method create a value of its own that there are no absolute values and this is simply the wolf in sheep's clothing of atheists and secular humanists to destroy the authority of the Church, the Bible, and God as the reasonable and necessary teachers and guardians of what is and is not ethical, moral, and evil. To them, values clarification does this by eliminating the Natural Law, Magesterial teaching, and biblical inerrancy as the only valid agents of determining what behaviors are ethical and moral.

However, what must be understood regarding values clarification is that it is liberating. It is liberating because it facilities personal agency that allows people to determine for themselves, predicated on their informed conscience and not religious dogma or doctrine, what is ethical and moral. Thus values clarification speaks to the deepest regions of what it means to be a human being or in the words of Rudolph Otto "the core of our being."

For Otto "the core of our being" is found at the level of our soul. It is where the human person meets God. It is that spot where St. Paul teaches us, "He is in us and we are in him." No church, no religious dogma or doctrine, can presume to be greater than a person's soul connection with God. That connection is the "still, small, voice" we hear speaking to us that we call conscience and it is by our conscience that we must be governed in all of our ethical and moral decision making and behavior.
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The Second American Revolution by John W. Whitehead
http://www.amazon.com/Second-American-Revolution-John-Whitehead/dp/0891073671/
Customer Reviews: The Second American Revolution
http://www.amazon.com/Second-American-Revolution-John-Whitehead/product-reviews/0891073671/ref=dp_top_cm_cr_acr_txt?ie=UTF8&showViewpoints=1&tag=vglnk-c312-20

The Abolition of Man by C. S. Lewis
http://www.amazon.com/The-Abolition-Man-C-Lewis/dp/0805420479/
Amazon_com C_ P_ Warman Chuck Warman CPA's review of The Abolition of Man
http://www.amazon.com/review/R3IRKZ9SIHPERX/ref=cm_cr_viewpnt?tag=vglnk-c312-20#R3IRKZ9SIHPERX

Is Public Education Necessary?
http://www.amazon.com/Public-Education-Necessary-Samuel-Blumenfield/dp/0941995046/
Customer Reviews: Is Public Education Necessary?
http://www.amazon.com/Public-Education-Necessary-Samuel-Blumenfeld/product-reviews/0941995046/ref=dp_top_cm_er_acr_txt?ie=UTF8&showViewpoints=1&tag=vglnk-c312-20

Conceptual Index -- Ayn Rand Lexicon
http://aynrandlexicon.com/book/conceptual.html

Objectivism -- Ayn Rand Lexicon
http://aynrandlexicon.com/lexicon/objectivism.html

Subjectivism -- Ayn Rand Lexicon
http://aynrandlexicon.com/lexicon/subjectivism.html

Pragmatism -- Ayn Rand Lexicon
http://aynrandlexicon.com/lexicon/pragmatism.html

Lex, Rex, or The Law and the Prince; A dispute for The Just Prerogative of King and People:
containing The reasons and causes of the most necessary defensive wars of the Kingdom of Scotland,
and of their Expedition for the aid and help of their dear brethren of England;
in which their innocency is asserted, and a full answer is given to a seditious pamphlet,
entitled, "SACRO-SANCTA REGUM MAJESTAS," or The Sacred and Royal Prerogative of Christian Kings;
under the name of J. A., but penned by John Maxwell, the excommunicate Popish Prelate;
with a scriptural confutation of the ruinous grounds of W. Barclay, H. Grotius, H. Arnisæus,
Ant. de Domi. popish Bishop of Spilato, and of other late anti-magitratical royalists, as the author of Ossorianum, Dr. Ferne, E. Symmons, the Doctors of Aberdeen, etc.
In Forty-four Questions by the Rev. Samuel Rutherford, sometime Professor of Divinity in the University of St. Andrews
http://www.constitution.org/sr/lexrex.htm

How A Society of Personal Debt is Preventing the Blessing of Children
http://freedomoutpost.com/2013/01/how-a-society-of-personal-debt-is-preventing-the-blessing-of-children/
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Blaze Exclusive: Socialist Mantra Hidden in Grade School Chants
Mar. 2, 2011 6:49am Mike Opelka
http://www.theblaze.com/stories/2011/03/02/socialist-mantra-hidden-in-grade-school-chants/

The Promise Of America Is. . . Socialism? That's exactly what is being taught in many American public schools.

Under the guise of teaching children to read, the seeds of Socialism are being planted within the minds of young children. Do you believe that the Preamble to the Constitution of the United States mandates the following?

The People's basic needs must be met in a country. Needs for housing, education, transportation, and health care overseen by our government system.

Those are the words being chanted over and over and over by school children around the country. They are part of an educational program called Building Fluency Through Practice and Performance. (http://www.teachercreatedmaterials.com/reading/buildingFluency) This section is called 'The Promise of America' and it breaks down the fifty-two word single sentence that is the Preamble. (http://www.senate.gov/civics/constitution_item/constitution.htm) Here is the original:

We the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defense, promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America.

Disguised as a reading exercise, the Preamble has been turned into a five page choral project with commentary planted inside this very simple sentence. Here is an example. Make note of what the children (R5, R6, & R7) are being asked to read after the words 'promote the general welfare':

We the people of the United States, in order to form a more perfect Union, establish justice, insure domestic tranquility, provide for the common defense, promote the general welfare, ...

"R7: People's basic needs must be met in a country.

"R5: Needs for housing, education, transporation, and health care are overseen by our government system.

"R6: Labor laws ensure that people work in safe environments and that they are paid fairly for the work that they do.

"People's basic needs must be met in a country." -- From #50113--Building Fluency through Practice and Performance (c) Shell Education

Needs for housing, education, transportation and health care, overseen by our government system.

When did the Preamble or the Constitution include the government meeting the people's needs for housing, transportation and health care?

Instead of teaching the Preamble and Constitution as it is written, schools from coast to coast are indoctrinating children to Socialism thanks to a company called Teacher Created Materials. TCM sells 'The Promise of America' to thousands of school districts all across the country as well as over 100 countries around the world. Several phone calls to TCM, its' printing company Shell Education and New York City sales outlet Sussman Sales provided little specific data on just how many schools are currently using the 'Promise of America, ' but one company rep told The Blaze the "Fluency program is really really popular."

This kind of training is reminiscent of Soviet-style indoctrination and the recent stories leaking out of North Korea in the summer of 2009 when Kim Jong il was reportedly close to stepping down and handing over control to his son.

Dong-A Ilbo (the country's official newspaper) stated that North Korea notified its diplomatic offices and is teaching its people a song in praise of the anointed leader.

The North Korean school children started learning the song first. Indoctrination starts with the young ones.

A tip of the hat to the brave volunteer from the 9/12 Project, a teacher who sent us this shocking hand out.
http://the912-project.com/test/constitutional-champions/
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Two-Thirds of Wisconsin Public-School 8th Graders Can't Read Proficiently--Despite Highest Per Pupil Spending in Midwest
by Terence P. Jeffrey -
http://www.orthodoxytoday.org/blog/2011/02/two-thirds-of-wi-8th-graders-cant-read-proficiently/

Two-thirds of the eighth graders in Wisconsin public schools cannot read proficiently according to the U.S. Department of Education, despite the fact that Wisconsin spends more per pupil in its public schools than any other state in the Midwest.

In the National Assessment of Educational Progress tests administered by the U.S. Department of Education in 2009--the latest year available--only 32% of Wisconsin public-school eighth graders earned a "proficient" rating while another 2% earned an "advanced" rating. The other 66% of Wisconsin public-school eighth graders earned ratings below "proficient," including 44% who earned a rating of "basic" and 22 percent who earned a rating of "below basic."
http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2010458

66% of 8th graders in Wisconsin scored below "proficient" in reading skills

The test also showed that the reading abilities of Wisconsin public-school eighth graders had not improved at all between 1998 and 2009 despite a significant inflation-adjusted increase in the amount of money Wisconsin public schools spent per pupil each year.

In 1998, according to the U.S. Department of Education, Wisconsin public school eighth graders scored an average of 266 out of 500 on the NAEP reading test. In 2009, Wisconsin public school eighth graders once again scored an average of 266 out of 500 on the NAEP reading test.

from 1998 to 2008, Wisconsin public schools increased 8th grade, per pupil spending by $4,245 in real terms yet did not add a single point to their reading scores
Meanwhile, Wisconsin public schools increased their per pupil expenditures from $4,956 per pupil in 1998 to $10,791 per pupil in 2008. According to the Bureau of Labor Statistics inflation calculator the $4,956 Wisconsin spent per pupil in 1998 dollars equaled $6,546 in 2008 dollars. That means that from 1998 to 2008, Wisconsin public schools increased their per pupil spending by $4,245 in real terms yet did not add a single point to the reading scores of their eighth graders and still could lift only one-third of their eighth graders to at least a "proficient" level in reading.

The $10,791 that Wisconsin spent per pupil in its public elementary and secondary schools in fiscal year 2008 was more than any other state in the Midwest.

Neighboring Illinois spent $10,353 per student in 2008, Minnesota spent $10,048 per student; Iowa spent $9,520 per student. Among Midwest states, Nebraska was second to Wisconsin in per pupil spending in its public schools, spending $10,565 per student.

Of these nearby states, only Minnesota did slightly better teaching reading to its public school students. In 2009, 39 percent of eighth graders in Minnesota public schools earned a rating of "proficient" or better in reading, and the average eighth grade reading score in the state was 270 out of 500.

Nationwide, only 30% of public school 8th graders earned a rating of "proficient" or better in reading skills
In Illinois, only 32 percent of eighth graders earned a rating of "proficient" or better in reading, and the average eighth grade reading score was 265 out of 500. In Iowa, only 32 percent of eighth graders earned a rating of "proficient" or better in reading, and the average reading score was 265 out of 500. In Nebraska, only 35 percent of eighth graders earned a rating of "proficient" or better in their public schools, and the average reading score was 267 out of 500.

Nationwide, only 30 percent of public school eighth graders earned a rating of "proficient" or better in reading, and the average reading score on the NAEP test was 262 out of 500.

The National Assessment of Educational Progress explains its student rating system as follows:

"Basic denotes partial mastery of prerequisite knowledge and skills that are fundamental for proficient work at each grade. Proficient represents solid academic performance. Students reaching this level have demonstrated competency over challenging subject matter. Advanced represents superior performance."

In other words, despite the $10,791 that taxpayers were paying to educate students in Wisconsin public schools, two-thirds of eighth graders in those schools showed at best only a "partial mastery of prerequisite knowledge and skills that are fundamental for proficient work" at that grade level.

In fiscal 2008, the federal government provided $669.6 million in subsidies to the public schools in Wisconsin.

HT: CNS News
Two-Thirds of Wisconsin Public-School 8th Graders Can't Read Proficiently--Despite Highest Per Pupil Spending in Midwest
http://cnsnews.com/news/article/two-thirds-wisconsin-public-school-8th-graders-can-t-read-proficiently-despite-highest
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What We Don't Know Is Hurting Us
Nancy Coppock
http://www.americanthinker.com/blog/2013/01/what_we_dont_know_is_hurting_us.html

One reason the conservative movement is faltering is because we are more like the dominant anti-fact culture than we would like to admit. To think that we are not tainted by the culture in which we live is not only dangerous, but irrational.

To properly understand our post-fact, anti-intellectual culture we must appreciate that objective truth has been delegated to a strictly personal value category. The anti-fact culture denies there is objective truth while also believing truth is whatever you want it to be. Objective truth, according to the anti-fact culture, only exists within an individual's personal value structure and that personal value structure has no connection to anyone else's personal value structure.

So, conservatives, how do you respond to those who read the Constitution and Federalist Papers as objective truth? Do you agree with what they say and then trail off into subjective nonsense upon uttering the word "but?" If you do, then you have achieved the Orwellian Feat of holding two opposing ideas within your mind simultaneously. You are a product of the anti-fact culture that you can see in others, but not yourself. You have dismissed the concept of objective truth in pursuit of your own opinion which is based on the magical ability of precedent evolution to make The Constitution mean whatever the last guy said it means, not what the words actually say.

It was our Founders' dedication and allegiance to what they knew to be true in regards to human nature, natural law, and transcendent principles that united them to withstand all manner of obstacles to achieve the victory for all men of equality, life, liberty, and the pursuit of happiness.

The only way to separate yourself from the anti-fact culture is to place your faith, trust, hope, and even your sacred honor in objective truth that remains fixed and unchangeable.

So, have you taken the opportunity to read the Constitution and Federalist Papers in order to fix in your mind what the documents actually say? Or are you still buying the lie that the "general welfare clause," "the commerce clause," and the "necessary and proper clause," give the federal government the power to do anything they want?

Those that dither asking "What are we going to do?" as yet more executive orders, congressional legislation, and bureaucratic overreach interferes with our daily lives typify the anti-fact culture's inability to fix in their mind what the Constitution says to do in such cases and then follow those rules accordingly.

We need more conservatives to commit themselves to learning The Constitution as explained by the Federalist Papers, then to accept those statements as objective truth, and finally to apply those rules so that unconstitutional lawlessness is met with swift consequences. Consequences will refresh the anti-fact culture that willful ignorance of Natural Law is nothing more than subjective opinion and self-delusional insanity. These are the actions of faith in the same understanding of human nature, natural law, and transcendent principles that united our nation's Founders to risk their life, their fortunes, their sacred honor so that all men could live as equals, in life, liberty, and pursuit of happiness.

Read more: http://www.americanthinker.com/blog/2013/01/what_we_dont_know_is_hurting_us.html
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Feminism: The Caustic Explosion That is Destroying America
http://freedomoutpost.com/2013/02/feminism-the-caustic-explosion-that-is-destroying-america/

America is built on a foundation of principles that are everlasting: God and His righteous Laws, rights that are endowed to us by God, not by man, and a framework of government that is based on those two truths.

Through those foundations, a great nation was born. Every brick laid to raise this great land above the crumbling efforts of other government systems, was once mortared with a common understanding and agreement of the basic founding principles. This meant acknowledgement of the truth of Good vs Evil, and that the strength of a uniquely free society is found within the individual hand-built walls of personal freedom and responsibility that are forged by strong families with unwavering commitment to God.

Since feminism was mottled together out of a deep disdain for God's perfectly created order for men and women, it fueled the desire to rebel against the foundations of family. Therefore, the erosive movement was able to gain intense momentum as it was paired perfectly with a societal shift. Our nation became less concerned with foundations, more influenced by European Marxism, and sought out the Babylonian cry for feminism among women, and later brought along men, who all reject God. Suddenly, the use of the once sacred mortar of our foundations of God, Constitution and iron-clad families of strength, were abandoned to pursue anti-godly endeavors and selfishly built altars of sin.

It was inevitable by this point, that this movement would begin the most corrosive of all forces to weaken the fortress of family, and bring down the entire societal house of cards; from the inside out.

God defines the strength of women far differently from how the feminist and feminist-influenced society defines it.

"Who can find a virtuous woman? for her price is far above rubies." Proverbs 31:10

Read the entire chapter here
https://www.bible.com/bible/1/pro.31.kjv

Proverbs 31:10-31 is one of several places in the Bible where God describes what He has designed women to aspire to. Rather, today, our culture follows Margaret Sanger, Gloria Steinem, Ashley Judd and whoever is on tap for a little shock presentation of rebellion against womanhood.

In history, it was a great honor to be a woman who was defined by her feminine nature! Now, these characteristics: Femininity, modesty, motherhood, compassion, loving spirit, gentleness, quiet industriousness, forgiveness, and joy-filled pursuit of God's will and His Kingdom are nothing more than "something women used to be" in the minds of most women in our nation. Women today are no longer measured (even in much of the Christian community) by these definitions, but rather by their material success, achievement and pursuit of feminist ideals. These "archaic" and God-defined characteristics today falsely reflect weakness and "oppression" in the minds of our depraved and indoctrinated culture.

Gloria Steinem, one of the first hippie feminists to lead the mainstream destruction of family, the sanctity of life and marriage, and a free society, put the goal quite simply when she said:

"We don't just want to destroy capitalism, we want to tear down the whole f** patriarchy!"

The women's movement has been led by the group, The National Organization of Women (NOW), and has essentially become the ideological side-car of the Democratic party. The feminist movement does not simply seek "equal rights," but rather has become the Marxist fuel behind the radical environmentalist movement, the abortion mill industry, homosexual "rights" and homosexual "marriage," and social justice agendas set forth on the foundations of redistributive wealth and entitlement socialism.

Radical feminism has truly been the best vehicle for dismantling the family unit, and indoctrinating generations of youth for their abominable causes that are united together with one commonality: "Anything that destroys the foundations of this free nation falls under our umbrella and becomes our brain-child."

"We want to destroy the three pillars of class and a caste society -- the family, private property, and the state." -- Peter Collier and David Horowith, Deconstructing the Left: From Vietnam to the Persian Gulf

The feminist movement likes to point to some mirage of history when they point out "all the housewives who were beaten, enslaved and without education" before feminism. Yet, they fail to remember that they are the very movement that has enslaved women. Prior to no-fault divorce, women and families that were abandoned were an extremely rare, nearly unknown happening. Marriage was for life, and fathers were the heads of the families. The ties that bound people together prevented an entire underclass of women that we have today.

"The number of displaced homemakers rose twenty-eight percent between 1975 and 1983 to more than three million women. Another twenty percent increase from 1983 to 1988 brought that number to more than four million. An astonishing sixty-one percent of those women suddenly left alone had children under the age of ten at home. Often without job skills and stranded without alimony or child support, as many as seventy percent of these women make less than ten thousand dollars a year, and fifty percent are employed at minimum wage or less. It is, thus, readily apparent why a full seventy-five percent of all Americans living below the poverty line in the United States are women and their children. "
Sylvia Ann Hewlett, A Lesser Life: The Myth of Women's Liberation in America (New York: William Morrow, 1986)

Today we have an entire generation of young adults who know nothing of how to raise children, care for a home, cook healthy and economical foods, stay within a budget, promote healthy lifestyles, etc. We are drug and doctor dependent. Once tried and true home remedies, healthy living, stability for children, bedtimes, routines and family unity were a given. Now they are rare. Shuttled back and forth between broken families, staying so busy with activities that we never have time to stop and contemplate the destruction that the large purchase of feminism has left us with.

Lacking strong fathers who will lead by example, discipline and require responsibility from their children, mothers are left to carry out their feminist leanings by playing both man and woman. Since that part cannot successfully be done by one gender, the prescription bottle often manipulates the child's psyche enough to eliminate some of the strain of discipline. The instances of young children on psychotropic drugs is skyrocketing, and does not bode well for the mental health of our upcoming generations.
http://www.naturalnews.com/029050_ADHD_drugs_public_health.html

With homes in chaos, mess and disarray, and kitchens largely left abandoned in pursuit of feminism, a generation has been raised on fast food not as a rare treat for a family, but as the staple diet. Few young ladies know how to cook. We've lost the tradition of the family dinner table that provides far more than nourishment for the body! It's where in our nation's precious history, great young minds learned the Bible, learned the Constitution, hashed out their disagreements, their desires and hopes, and learned to be respectful and mindful of those with more life experience than them.

Women have enjoyed the new liberation they have sought. Now, the some who are awakening from the great lie of feminism are complaining about "where have all the good men gone?" They are realizing their blasphemy of foundations and family have left them wanting. Young men must forge through vast seas of princess girls: raised on daddy debt, promiscuity and indulgence of self. Young "ladies" who dress like tramps, serve only self, and will cut and run the first time real life calls on them to be the women God calls them to be. Hating the idea of motherhood, pregnancy, and self-sacrifice, they are raised to be little she-males from the time they are young. Never to be tied to the home, they reject lifestyles that must be "below them," such as the very backbone of the Christian family: making a home for a husband, raising Godly children, and serving one's community by being a woman of virtue.

Nearly every piece of marital advice found today, even much within the Christian community, points to feminist influence. Blending and "sharing" gender roles is applicable for all in an effort to avoid "oppressing women" with straight talk about the blessing of actually being in love with fulfilling womanhood. Men are demasculinized, women are masculinized and de-feminized and God's Word on families is marginalized.

As this country slips more rapidly towards global Marxism than ever seen in history, we must realize that it is the feminist movement which has funded and propelled the destruction of our great nation more than any other philosophy. The hatred of God, men, (specifically white men) and traditional families has caustic reactions on our foundations. The erosion has turned to a great crumbling, and without a foundation of God, Constitution, and strong families, we are built of nothing more than reeds upon sinking sand.
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Rotten to the Core: Obama's War on Academic Standards (Part 1)
http://townhall.com/columnists/michellemalkin/2013/01/23/rotten-to-the-core-obamas-war-on-academic-standards-part-1-n1495257
By Michelle Malkin

1/23/2013 America's downfall doesn't begin with the "low-information voter." It starts with the no-knowledge student.

For decades, collectivist agitators in our schools have chipped away at academic excellence in the name of fairness, diversity and social justice. "Progressive" reformers denounced Western civilization requirements, the Founding Fathers and the Great Books as racist. They attacked traditional grammar classes as irrelevant in modern life. They deemed ability grouping of students (tracking) bad for self-esteem. They replaced time-tested rote techniques and standard algorithms with fuzzy math, inventive spelling and multicultural claptrap.

Under President Obama, these top-down mal-formers -- empowered by Washington education bureaucrats and backed by misguided liberal philanthropists led by billionaire Bill Gates -- are now presiding over a radical makeover of your children's school curriculum. It's being done in the name of federal "Common Core" standards that do anything but raise achievement standards.

Common Core was enabled by Obama's federal stimulus law and his Department of Education's "Race to the Top" gimmickry. The administration bribed cash-starved states into adopting unseen instructional standards as a condition of winning billions of dollars in grants. Even states that lost their bids for Race to the Top money were required to commit to a dumbed-down and amorphous curricular "alignment."

In practice, Common Core's dubious "college- and career"-ready standards undermine local control of education, usurp state autonomy over curricular materials, and foist untested, mediocre and incoherent pedagogical theories on America's schoolchildren.

Over the next several weeks and months, I'll use this column space to expose who's behind this disastrous scheme in D.C. backrooms. I'll tell you who's fighting it in grassroots tea party and parental revolts across the country from Massachusetts to Indiana, Texas, Georgia and Utah. And most importantly, I'll explain how this unprecedented federal meddling is corrupting our children's classrooms and textbooks.

There's no better illustration of Common Core's duplicitous talk of higher standards than to start with its math "reforms." While Common Core promoters assert their standards are "internationally benchmarked," independent members of the expert panel in charge of validating the standards refute the claim. Panel member Dr. Sandra Stotsky of the University of Arkansas reported, "No material was ever provided to the Validation Committee or to the public on the specific college readiness expectations of other leading nations in mathematics" or other subjects.

In fact, Stanford University professor James Milgram, the only mathematician on the validation panel, concluded that the Common Core math scheme would place American students two years behind their peers in other high-achieving countries. In protest, Milgram refused to sign off on the standards. He's not alone.

Professor Jonathan Goodman of New York University found that the Common Core math standards imposed "significantly lower expectations with respect to algebra and geometry than the published standards of other countries."

Under Common Core, as the American Principles Project and Pioneer Institute point out, algebra I instruction is pushed to 9th grade, instead of 8th grade, as commonly taught. Division is postponed from 5th to 6th grade. Prime factorization, common denominators, conversions of fractions and decimals, and algebraic manipulation are de-emphasized or eschewed. Traditional Euclidean geometry is replaced with an experimental approach that had not been previously pilot-tested in the U.S.

Ze'ev Wurman, a prominent software architect, electrical engineer and longtime math advisory expert in California and Washington, D.C., points out that Common Core delays proficiency with addition and subtraction until 4th grade and proficiency with basic multiplication until 5th grade, and skimps on logarithms, mathematical induction, parametric equations and trigonometry at the high school level.

I cannot sum up the stakes any more clearly than Wurman did in his critique of this mess and the vested interests behind it:

"I believe the Common Core marks the cessation of educational standards improvement in the United States. No state has any reason left to aspire for first-rate standards, as all states will be judged by the same mediocre national benchmark enforced by the federal government. Moreover, there are organizations that have reasons to work for lower and less-demanding standards, specifically teachers unions and professional teacher organizations. While they may not admit it, they have a vested interest in lowering the accountability bar for their members. ...This will be done in the name of 'critical thinking' and '21st-century' skills, and in faraway Washington, D.C., well beyond the reach of parents and most states and employers."

This is all in keeping with my own experience as a parent of elementary- and middle-school age kids who were exposed to "Everyday Math" nonsense. This and other fads abandon "drill and kill" memorization techniques for fuzzy "critical thinking" methods that put the cart of "why" in front of the horse of "how." In other words: Instead of doing the grunt work of hammering times tables and basic functions into kids' heads first, the faddists have turned to wacky, wordy non-math alternatives to encourage "conceptual" understanding -- without any mastery of the fundamentals of math.

Common Core is rotten to the core. The corruption of math education is just the beginning.

COPYRIGHT 2013 CREATORS.COM
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Rotten to the Core (Part 2): Readin', Writin' and Deconstructionism
By Michelle Malkin
http://townhall.com/columnists/michellemalkin/2013/01/25/rotten-to-the-core-part-2-readin-writin-and-deconstructionism-n1497018

1/25/2013 (This is the second part of an ongoing series on federal "Common Core" education standards and the corruption of academic excellence.)

The Washington, D.C., board of education earned widespread mockery this week when it proposed allowing high school students -- in the nation's own capital -- to skip a basic U.S. government course to graduate. But this is fiddlesticks compared to what the federal government is doing to eliminate American children's core knowledge base in English, language arts and history.

Thanks to the "Common Core" regime, funded with President Obama's stimulus dollars and bolstered by duped Republican governors and business groups, deconstructionism is back in style. Traditional literature is under fire. Moral relativism is increasingly the norm. "Standards" is Orwell-speak for subjectivity and lowest common denominator pedagogy.

Take the Common Core literacy "standards." Please. As literature professors, writers, humanities scholars, secondary educators and parents have warned over the past three years, the new achievement goals actually set American students back by de-emphasizing great literary works for "informational texts." Challenging students to digest and dissect difficult poems and novels is becoming passe. Utilitarianism uber alles.

The Common Core English/language arts criteria call for students to spend only half of their class time studying literature, and only 30 percent of their class time by their junior and senior years in high school.

Under Common Core, classics such as "To Kill a Mockingbird" and "The Adventures of Huckleberry Finn" are of no more academic value than the pages of the Federal Register or the Federal Reserve archives -- or a pro-Obamacare opinion essay in The New Yorker. Audio and video transcripts, along with "alternative literacies" that are more "relevant" to today's students (pop song lyrics, for example), are on par with Shakespeare.

English professor Mary Grabar describes Common Core training exercises that tell teachers "to read Lincoln's Gettysburg Address without emotion and without providing any historical context. Common Core reduces all 'texts' to one level: the Gettysburg Address to the EPA's Recommended Levels of Insulation." Indeed, in my own research, I found one Common Core "exemplar" on teaching the Gettysburg Address that instructs educators to "refrain from giving background context or substantial instructional guidance at the outset."

Another exercise devised by Common Core promoters features the Gettysburg Address as a word cloud. Yes, a word cloud. Teachers use the jumble of letters, devoid of historical context and truths, to help students chart, decode and "deconstruct" Lincoln's speech.

Deconstructionism, of course, is the faddish leftwing school of thought popularized by French philosopher Jacques Derrida in the 1970s. Writer Robert Locke described the nihilistic movement best: "It is based on the proposition that the apparently real world is in fact a vast social construct and that the way to knowledge lies in taking apart in one's mind this thing society has built. Taken to its logical conclusion, it supposes that there is at the end of the day no actual reality, just a series of appearances stitched together by social constructs into what we all agree to call reality."

Literature and history are all about competing ideological narratives, in other words. One story or "text" is no better than another. Common Core's literature-lite literacy standards are aimed not at increasing "college readiness" or raising academic expectations. Just the opposite. They help pave the way for more creeping political indoctrination under the guise of increasing access to "information."

As University of Arkansas professor Sandra Stotsky, an unrelenting whistleblower who witnessed the Common Core sausage-making process firsthand, concluded: "An English curriculum overloaded with advocacy journalism or with 'informational' articles chosen for their topical and/or political nature should raise serious concerns among parents, school leaders, and policymakers. Common Core's standards not only present a serious threat to state and local education authority, but also put academic quality at risk. Pushing fatally flawed education standards into America's schools is not the way to improve education for America's students."

Bipartisan Common Core defenders claim their standards are merely "recommendations." But the standards, "rubrics" and "exemplars" are tied to tests and textbooks. The textbooks and tests are tied to money and power. Federally funded and federally championed nationalized standards lead inexorably to de facto mandates. Any way you slice it, dice it or word-cloud it, Common Core is a mandate for mediocrity.

Michelle Malkin is the author of "Culture of Corruption: Obama and his Team of Tax Cheats, Crooks and Cronies" (Regnery 2010). Her e-mail address is malkinblog@gmail.com.

COPYRIGHT 2013 CREATORS.COM
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Rotten to the Core, Part III: Lessons from Texas and the Growing Grassroots Revolt
By Michelle Malkin
http://townhall.com/columnists/michellemalkin/2013/03/01/rotten-to-the-core-part-iii-lessons-from-texas-and-the-growing-grassroots-revolt-n1523233
http://www.humanevents.com/2013/03/01/rotten-to-the-core-part-iii-lessons-from-texas-and-the-growing-grassroots-revolt/

3/1/2013 Texas is a right-minded red state, where patriotism is still a virtue and political correctness is out of vogue. So how on earth have left-wing educators in public classrooms been allowed to instruct Lone Star students to dress in Islamic garb, call the 9/11 jihadists "freedom fighters" and treat the Boston Tea Party participants as "terrorists"?

Here's the dirty little secret: Despite the best efforts of vigilant parents, teachers and administrators committed to academic excellence, progressive activists reign supreme in government schools.

That's because curriculum is king. The liberal monopoly on the modern textbook/curricular market remains unchallenged after a half-century. He who controls the textbooks, teaching guides and tests controls the academic agenda.

That is how the propagandistic outfitting of students in Islamic garb came to pass in the unlikely setting of the conservative Lumberton, Texas, school district. As Fox News reporter Todd Starnes noted this week, a 32-year veteran of the high school led a world geography lesson on Islam in which hijab-wrapped students were banned from using the words "suicide bomber" and "terrorist" to describe Muslim mass murderers in favor of the term "freedom fighter."

Madelyn LeBlanc, one of the students in the class, "told Fox News that it was clear her teacher was very uncomfortable lecturing the students. 'I do have a lot of sympathy for her. ... At the very beginning, she said she didn't want to teach it, but it was in the curriculum.'"

But the headline-grabbing injection of moral equivalence into social studies and American history is just the tip of the education iceberg.

Top-down federalized "Common Core" standards are now sweeping the country. It's important to remember that while teachers-union control freaks are on board with the Common Core regime, untold numbers of rank-and-file educators are just as angered and frustrated as parents about the Big Ed power grab. The program was concocted not at the grassroots level, but by a bipartisan cabal of nonprofits (led by lobbyists for the liberal Bill Gates Foundation), statist business groups and hoodwinked Republican governors. As I've reported previously, this scheme, enabled by the Obama administration's "Race to the Top" funding mechanism, usurps local autonomy in favor of lesson content and pedagogical methods.

One teacher described a thought-control training seminar in her school district titled "Making the Common Core Come Alive." A worksheet labeled "COMMON CORE MIND SHIFTS" included the following rhetorical muck:

--The goal of curriculum should not be the coverage of content, but rather the discovery of content. ... If done well, Common Core will elevate our teaching to new heights, and emphasize the construction of meaning, while deepening our understanding of our students."

--"In our classrooms, it is the students' voices, not the teachers', that are heard."

Blah, blah, blah. In practice, Common Core evades transparency by peddling shoddy curricular material authored by anonymous committees. It promotes faddish experiments masquerading as "world-class" math and reading goals. Instead of raising expectations, Common Core is a Trojan horse for lowering them. California, for example, is now citing Common Core as a rationale for abandoning algebra classes for 8th graders. Common Core's "constructivist" approach to reading is now the rationale for abandoning classic literature for "informational texts."

Claims that Common Core bubbled up from the states are bass-ackward. A shady nonprofit group called "Achieve Inc.," stocked with federal-standards advocates who've been around since the Clinton years, designed the materials. They were rubber-stamped by the National Governors Association and the Council of Chief State School Officers (CCSSO) and subsidized by the Gates Foundation.

In states like Texas, which (SET ITAL) rejected (END ITAL) Common Core, similar secretive alliances prevail. The Texas Education Service Center Curriculum Collaborative, a nonprofit group led by government officials, designed the "CSCOPE" curriculum now used in 80 percent of the state's schools. The state Board of Education, local schools and parents were denied access to the online CSCOPE curriculum database -- which was exempted from disclosure rules. In fact, dissemination of the lessons was considered a crime until earlier this month. Only after parents and teachers across the state blew the whistle on radical CSCOPE lesson plans (including designing a new flag for a socialist lesson) did the state take steps to rein in the CSCOPE zealots.

Grassroots activists in Indiana, Alabama, Utah and nearly a dozen other states are now educating themselves and their state legislatures about the centralized education racket, whether it's under the guise of Common Core or any other name. Last week, in response to a passionate parent-driven protest, the Indiana state Senate passed legislation to halt Common Core implementation. Anti-Common Core bills are moving through the Alabama state legislature, where lawmakers are especially concerned about how Common Core's intrusive database gathering would violate student privacy.

As Texas goes, so goes the nation. The fight against the federalization of academic standards is a national education Alamo.

Michelle Malkin is the author of "Culture of Corruption: Obama and his Team of Tax Cheats, Crooks and Cronies" (Regnery 2010). Her e-mail address is malkinblog@gmail.com.

COPYRIGHT 2013 CREATORS.COM
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PUBLIC SCHOOLS, PUBLIC MENACE: How Public Schools Lie to Parents and Betray Our Children.
By Joel Turtell
http://www.newswithviews.com/HNB/Hot_New_Books25.htm

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Heritage Foundation, NAFTA, School Choice And The Destruction Of Traditional Education
By Charlotte Iserbyt
http://www.newswithviews.com/iserbyt/iserbyt111.htm

Public and private school choice proposals, being promoted by the Obama Administration, the Council on Foreign Relations (CFR), and the neoconservative Trotskyite/corporate conglomerate, if implemented, will spell the end of traditional education in the United States. Tax-supported school choice proposals affecting public, private, religious, and home school education are the vehicle to change not only the right of Americans to choose what kind of education they wish for their children, but may also result in changing our representative form of government to an unelected council form of government due to one form of school choice, charter schools, run by "unelected councils."

Under the proposed school choice proposals, including Parent Trigger laws, education is being surreptitiously converted from academics to socialist work force training necessary for the United States imminent merging into a global, collectivized economy.

Please see Marc Tucker's letter to Hillary Clinton, 1998, (http://axiomamuse.wordpress.com/2010/09/25/transforming-education-marc-tuckers-dear-hillary-letter/) and also a portion of the text of Carnegie Corporation's 1934 plan to bring about a planned economy through the schools (http://www.deliberatedumbingdown.com/OtherPDFs/Iserbyt_Experimentation.pdf), as well as the information in this article explaining the history of this conversion to a "womb to tomb" totalitarian society. Authentic documentation for the content of this article can be obtained here (http://www.americandeception.com/) and here (http://www.deliberatedumbingdown.com/) (The latter contains a Free Download of the out-of-print 700-page "the deliberate dumbing down of America"). A new abridged and updated (1999-2012) version of the original 1999 copy, which deals with corporate involvement in school to work plans, school choice, International Baccalaureate, the substitution of computers for academic teachers and traditional book learning, UN Agenda 21 (Sustainable Development), the century-long use of values-destroying mental health programs, etc. is available at Amazon.com)

The research used in this article documents the plan to change America from a free enterprise competitive economic system to a planned economy necessary for United States membership in the global economic system. The plan is being implemented in every state in the nation right now! It seems ALL state governors are on board, including Maine's Governor LePage, who we traditional conservatives (NOT Trotskyite neoconservatives) worked our hearts out to get elected as a so-called traditional conservative. LePage was co-opted, prior to his election, by The Maine Heritage Policy Center (affiliated with the national neoconservative Heritage Foundation which has affiliates in most states). Maine Heritage manipulated Governor LePage into supporting all forms of school choice which are essential for work force training.

How many of the Heritage Foundation's supporters (good Americans) realize that the Heritage Foundation came up with the idea for the North American Free Trade Agreement which has resulted in the loss of hundreds of thousands of American jobs? The 1993 Annual Report of the Heritage Foundation of Washington, D.C. dedicated to their twentieth year celebration, revealed the following:

"The idea of the North American Free Trade Agreement (NAFTA) originated with Heritage Fellow Richard Allen and has long been advocated by Heritage policy analysts...The idea of creating a North American free trade zone from the Yukon to the Yucatan was first proposed by Heritage Distinguished Fellow Richard Allen in the late 1970s, refined by then Presidential candidate Ronald Reagan, and further developed in a major 1986 Foundation study (p. 4)."

What we are looking at now in education is a result of NAFTA which got the ball rolling in the development of work force skills standards by the National Skills Standards Board, endorsed by the U.S. Labor Department Secretary's Commission on Achieving Necessary Skills (SCANS) This study originated under Labor Secretary Elizabeth Dole in 1990 and eventually led to the School-to-Work Opportunities Act and the dumbing down of American education curriculum for workforce training. (Foregoing information on role of the national Heritage Foundation in creation of NAFTA and educational restructuring can be found here, page 304).

The above-mentioned types of school choice will be tax-supported, with the tax money following your child. Each child, regardless of type of "choice" education, will have an individual education plan (IEP) determined by decisions made by the school/business partnerships (for which kind of workforce training "they" have determined your child's intelligence/talents are best suited, for their own profit-seeking purposes.) This is the failed communist/socialist job quota system from which millions of foreigners escaped. These immigrants, the backbone of our nation, made enormous sacrifices (some dying on the way!) to come to the United States of America in order to enjoy the upward mobility guaranteed by our free (unplanned) economic system.

Professor Eugene Boyce, University of Georgia, said in regard to the above communist education system: "They (communists) do not educate for jobs that don't exist." No matter what your child wants to be/do in the future (welder or ballet dancer) his freedom to pursue his dreams will be limited by whether he is included in the school/business partnership's "quota" for training.
Example: If he wants to be a welder at the shipbuilding company in your town, he will only be able to get training if he is fortunate enough to be included in the training quota. If the company only needs ten welders, and your son/daughter is No. 11 on the list, he/she will NOT receive training. Ask yourself what this socialist system will do to the spirit of entrepreneurship for which America is so well known?

The choice proposals being recommended by most state Governors will ultimately destroy all forms of education: public, home school, private, and religious. The most lethal form of education choice is tax-supported public schools (charter schools) which have no elected school boards resulting in "taxation without representation." This is an oppressive system which caused our nation to revolt and declare war against the British (the American Revolution, 1776). What is to keep Americans from accepting the unelected council form of government at all levels of government once one of the major sections of our economy (education) is being run by unelected councils? Do Americans think giving up their representative/elective form of government is a good idea? I doubt it.

The Carnegie Corporation's agenda, which has been in effect since its first experiment with Outcomes/Performance-Based Education, known as "The Eight Year Study" (1933-1941), has been and is continuing its agenda to destroy the traditional hierarchical public school with its elected school boards and its K-12, A,B,C,D,F grading system which focused on individual academic excellence. The latter description represented our formerly excellent public education system until passage of the Elementary and Secondary Education Act (ESEA) in 1965 when education became Skinnerian/Pavlovian "outcomes/performance-based" rather than "brain-based." This "new" system is so focused on academic dumbing down it will allow students to graduate at 14 or 21! Google Reinventing Schools Coalition (RISC) to find out what is in store for you and your children, and teachers! You will find out what the reformed education (training) system looks like, giving "successful" (define, please!) schools the Malcolm Baldridge Quality Management Award. This award is traditionally given to corporations like Cadillac! Are our teachers and children to be educated using the same system used to manufacture cars? RISC is already spreading across Maine.

So...not only will private education be destroyed...yes, home schoolers...you too are part of this wicked web. The tax money, if you accept it, will follow the child and that means "your child," not just your neighbor's child, who goes to public, private, or religious school. You had better read the research regarding what is planned for you with virtual (computer) education. Former Secretary of Education William Bennett's Virtual Academy (computer-assisted-learning for home schoolers) is part of the switch from book learning to computer learning. It MUST administer the federal National Assessment of Educational Progress (NAEP) test, the focus of which is at least 50% "politically correct", since it is a charter school and is federally funded. Wake up home schoolers! You are going to be connected with the central education/training unelected "community chief's" computer, just as will be the case with private and religious schools that accept federal money.

All education will/must be sucked into the computerized global system called for by Carnegie in 1934 and Carnegie's minion, Marc Tucker, in the nineties and now. The Director of the Office of Libraries and Learning Technology in my old office, the Office of Educational Research and Improvement, U.S. Dept. of Education, Malcolm Davis, told me in 1981, when I commented to him that computers could allow students to be educated at home: "In the future all education will take place in the home, but we will always have the schools for 'socialization' purposes." What Davis is referring to is the lifelong Womb-to-Tomb education/training/health care/leisure services, etc. system, under the supervision of the unelected "Community Planner/Commissar" and his unelected council. (Does the UN Agenda 21 ring a bell?) Most (old) dictionaries define "council" as a "soviet." Or look up Soviet, and you'll find "unelected councils." See Webster's Encyclopedic Unabridged Dictionary.

Massive documentation exists to substantiate this description of Americans' futures IF they fall for the school choice proposals. This unconstitutional unelective system is known as "regional government." It has been described as "communism" by Morris Zeitlin, a sociologist, in an article he wrote in The Communist Daily World, 1976.

Chester Finn, noted neoconservative education "change agent," is deeply involved in the school choice/work force training agenda. He was the former Assistant Secretary in my old OERI office. Regarding control following the receipt/taking of tax money, he said in 1982: "Short of scattering money in the streets or handing it out to everyone who wants some, the funding agency must define eligible recipients.... This means, in a word, 'regulation,' the inevitable concomitant of public financial support."

Finn also believed the government is obligated to recognize that the private schools it helps support are different from public schools--that it is this "differentness" that makes them supportable. "The other side of the coin," he says, "is the obligation of private schools to recognize certain limits to their differentness and certain ways they must conform to the norms and expectations of a society that values and supports them...."

Some, to be sure, like to think they can have it both ways; i.e., they can obtain aid without saddling themselves with unacceptable forms of regulation. But most acknowledge the general applicability of the old adage that he who pays the piper calls the tune, and are more or less resigned to amalgamating or choosing between assistance and autonomy.

(Quote taken from Finn's article entitled "Public Service, Public Support, Public Accountability," March, 1982 issue of the National Association of Secondary School Principals' Bulletin. Reprinted in "Tuition Tax Credits...A Responsible Appraisal," The Barbara Morris Report, Upland, California, 1983).

Twenty-nine year public school veteran teacher, Steven Schran, and I attended the press conference of Maine Governor LePage, and Maine Heritage Foundation's clone, Commissioner of Education Bowen, held July 24, 2012 in the State Capitol to outline the Governor's plan to change our schools from academics to Work Force Training.

Here is the announcement of the press conference we attended:
For Immediate Release: Tuesday, July 24, 2012
Contact: Adrienne Bennett (207) 287-2531

LePage Administration Sets Education Agenda Reform begins with the ABC's -- accountability, best practices, and choice AUGUSTA

-- Following a report released by Harvard University's Program on Education Policy and Governance (PEPG), Governor Paul LePage and Education Commissioner Stephen Bowen will hold a media conference in the Hall of Flags of the State House on Wednesday, July 25 to discuss Maine's educational system and the Administration's plan moving forward. The conference will begin at 2:00 p.m.

The PEPG report, an analysis of growth trends of student performance in math, reading, and science, ranked Maine 40th out of the 41 participating American states. The study examined test scores from one U.S. series of tests and three series of tests administered by international organizations given to fourth and eighth grade students across the country.

In 1992, Maine was ranked 3rd in the nation in overall test scores, but has fallen nine places since then. Maine is currently ranked 12th in overall test scores -- the lowest of the participating New England States.

Governor LePage and Commissioner Bowen will present in more detail the findings of the PEPG report at the conference, as well as discuss initiatives to improve Maine's educational system.

"This report reaffirms what we already know: that the status quo in Maine is not working," said Governor LePage. "Our educational system has neglected to put its students first, and has therefore failed them. We have a lot of work to do to rejuvenate our academic performance."

Education is a key priority of the LePage Administration, and it is a critical
component to a prosperous economy. Last year, Governor LePage increased funding to general purpose aid for education by $63 million over the two-year budget.

During the 125th Legislature, the Governor led the initiative to allow charter schools in Maine for the first time, giving more choices to Maine families. The Governor also introduced a series of reforms to improve Career and Technical Education in Maine, bringing it back to the forefront of education and Commissioner Stephen Bowen created comprehensive legislation addressing educator effectiveness, making sure Maine's educators are evaluated regularly, given the training and support they need to improve, and are held accountable for student achievement and growth.

"We have come to a pivotal moment for the future of Maine's educational system. We have proof that past methods have not been effective. We now have a chance to change our educational system for the better," said Commissioner Bowen.

For the full findings of the PEPG report, click here. For more information on charter schools and Maine's current educational initiatives, click here.

The Governor's talk was long on "bad" test scores, need for performance-based teaching to the federal test, and accountability, etc. (Are teachers and children considered nothing but Skinnerian/ Pavlovian slobbering dogs with no soul, conscience or free will?) The speech was short on telling the truth which you are reading in this article. Steve Schran had a great sign hanging around his neck which said "Lies, Lies, and More Lies!" My sign quoted from C.S. Lewis, the famous English writer, "When training beats education, civilization dies." The Governor was really upset when he saw us and mumbled something to effect, "Ha, ha, look at those two freaks." He recognized Steve since he had recently had a meeting with Steve during which he promised not to do any of what he is doing right now. He knows me due to a telephone conversation we had the day before he was inaugurated during which I warned him regarding charter schools and their unelected boards! He admitted he would have to do something about the unelected boards. Well, he must have found out you can't have elected boards with charter schools or you end up back where you were with the traditional public school! So he literally did nothing about the problem and went with charter schools.

I did spout words to the effect, "This plan of yours (Marc Tucker Plan) has been in effect since the 1980s!" He wanted everyone to believe what he is doing is simply in regard to Maine's low test scores!!! Of course, the press conference was limited to questions from the press, so we couldn't speak, although I did mutter those few above-mentioned words which it is unlikely anyone heard.

The pathetic press corps is made up of well-meaning young people who don't have a clue. The nightly news carried NOTHING regarding our attendance; i.e. total corporate media control of what Americans are allowed to know about this so-called education reform which is designed to forever change our nation. The average American doesn't have a clue either. He/she doesn't have the foggiest idea that their country is being comfortably merged into the communist/socialist New Global Economic Order, and that their children and their teachers are the guinea pigs being used as fodder (drones) to spin off profits for the global elite.

Governor LePage's talk, and that of his Maine Heritage-controlled Commissioner, Steven Bowen, was long on phony statistics out of Harvard (we are supposed to trust Harvard?) which are designed to convince us that Maine's test scores are bad in comparison to those of southern states.
(So we are supposed to emulate what is being done in Florida, North Carolina, Tennessee, et al?) These states which have traditionally had the lowest academic test scores, in part due to their children being experimented on with the same Skinnerian Effective Schools/Direct Instruction pigeon-training methods since 1965, are all on board with the school choice agenda and work force training. When our system remained an academically-focused one, these states, which were involved in experimentation for the new system, were considered failing. Now that the focus has officially changed to work force training, and the tests focus on training, not academics, these states are considered succeeding. And we are meant to follow in their footsteps? (These southern states and many inner cities have been since 1965 the pilots for the Outcomes-Based Education Skinnerian method which is now being implemented for the rest of the country in order to change our education from academics to work force training!) Take a look at the headlines of the Knoxville News Sentinel for July 27, 2012!

The Governor's speech was short on telling the truth about how traditional education is being targeted for elimination; about how all this low test score hype is simply the means to get Americans to accept yet another reform, like the 1981 "A Nation at Risk" which came out of my old office, and was a farce. Check out The Sandia Report, commissioned by Admiral James Watkins, Secretary of Energy. This report stated the nation's test scores were nowhere as bad as they were stated to be by the so-called phony Commission on Excellence, whose purpose was nothing other than to move us toward a restructured education. This report was successful in carving in stone the future use of Skinnerian method, known as Mastery Learning/Direct Instruction, something traditional teachers had been opposing since 1965's ESEA.

We are looking at a repeat of The National Commission on Excellence's "A Nation at Risk," 1983, using, for the umpteenth time, the Hegelian Dialectic: Create the problem (the very expensive deliberate dumbing down) over a period of 78 years, get people to scream using partially phony statistics, and then, since the public is so incensed over those so-called dumbing down statistics, get them to accept any solution the "change agents" want.

When you see President Obama's Secretary of Education Arne Duncan, who calls for Skinnerian/Pavlovian paying students for good grades, the globalist Council on Foreign Relations, and the neoconservative movement led by the Heritage Foundation, and other tax-exempt foundations and corporations, all supporting TAX-SUPPORTED SCHOOL CHOICE, you MUST start asking yourselves questions about their ultimate goal.

Americans had better wake up to the fact that education is "The" Trojan Horse. Please, for the sake of our children and our teachers, for the sake of our formerly free nation, put aside all your differences related to conservative and liberal, right and left, Republican and Democrat. Please spread the information in this article to everyone you know, including ministers, businessmen, elected officials, college officials, and public and private school teachers and administrators. [The Deliberate Dumbing Down of America]

© 2012 Charlotte T. Iserbyt - All Rights Reserved
---

For some examples of what various textbooks say, that American children are being required to read, see "Houghton Mifflin" and other links at:
http://www.actforamericaeducation.com/textbook-research

http://www.actforamericaeducation.com/welcome/

What The? Now Facts Erased From Schoolbooks
You Won't Believe What's Intentionally Left Out From Key U.S. Date
(1984: NWO Elites and Government Re-Write History to Better Indoctrinate Our Youth With)
by Drew Zahn
http://www.wnd.com/2012/03/911-gets-pc-rewrite-in-u-s-textbooks/print/

Drew Zahn is a former pastor who cut his editing teeth as a member of the award-winning staff of Leadership, Christianity Today's professional journal for church leaders. He is the editor of seven books, including Movie-Based Illustrations for Preaching & Teaching, which sparked his ongoing love affair with film and his weekly WND column, "Popcorn and a (world)view."More ?Less ?
Who perpetrated the terrorist attacks of Sept. 11, 2001 -- a group of men merely fighting "for a cause," or a band of radical Muslims bent on violent jihad?

According to a new, comprehensive study of 6th-12th grade textbooks used by schools across the country, America's children are being taught a very different answer to that question than many alive to witness 9/11 remember.

The non-profit organization ACT! for America Education studied 38 textbooks from popular publishers like McGraw Hill and Houghton Mifflin, for example, to determine whether American schoolchildren are being taught the truth about Islam and its role in 9/11.

The report, titled "Education or Indoctrination? The Treatment of Islam in 6th through 12th Grade American Textbooks," compares what it found in the textbooks with 275 historical sources, listing 375 footnoted citations, to conclude that America's textbooks are laced with "historical revisionism."

"This report shines a bright light on a pattern of errors, omissions and bias in the textbooks reviewed," explained ACT! for America Education founder Brigitte Gabriel in an email. "To give you just one example of the errors our research uncovered, in discussing the 9/11 attacks, the textbooks typically fail to mention the perpetrators were Muslims or that they acted in the cause of Islamic jihad. In one book the terrorists are portrayed as people fighting for a cause.

"In just a few years after Sept. 11," she continues, "the history of what happened on that tragic day was rewritten in our school textbooks. Omitting this vital information, that jihad was the motivation for the attacks, makes it difficult, if not impossible, for today's young teens, who don't remember 9/11, to really understand what happened that day -- and why."

According to the executive summary of the report, "The full report reveals a pattern of historical revisionism, omissions and bias in the presentation of all aspects devoted to Islam in these textbooks. These aspects include its theology and doctrines, its role as a world religion, its ongoing struggle with Western tradition and its intrinsic anti-Semitism."

The summary continues, "Textbook errors identified in the report range from egregiously false historical statements to significant omissions and subtle half-truths. Some are blatant and obvious, others are subtle and deceptive. The errors in these textbooks are not grammatical or typographical. They are substantive, significant and often repetitive."

For example, the report notes the textbook "World History: Patterns of Interaction," published by McDougal Littell/Houghton Mifflin in 2007, glosses over the violent birth of Islam and paints its founder, Muhammad, in a glowing light.

"In Medina, Muhammad displayed impressive leadership skills," the textbook asserts. "He fashioned an agreement that joined his own people with the Arabs and Jews of Medina as a single community. These groups accepted Muhammad as a political leader. As a religious leader, he drew many more converts, who found his message appealing."

But did Muhammad win converts among and build a peace accord with the Jews? The study's founders cite several sources and recorded histories in asserting this description is a bald-faced lie.

"This language is a gross falsification of the relationship between Muhammad and the Jews of Medina," the report states. "Muhammad ... expelled two of the Jewish tribes from Medina and destroyed the third, beheading the men and selling the women and children into slavery. This important and essential historical fact of the Medinan period is commonly omitted in the textbooks reviewed, and it is impossible for students to accurately understand the rise of Islam without it."

The report also questioned the textbooks' descriptions of jihad.

"An Islamic term that is often misunderstood is jihad," asserts Houghton Mifflin's 2003 textbook "Across the Centuries." "The term means 'to struggle,' to do one's best to resist temptation and overcome evil. Under certain conditions, the struggle to overcome evil may require action. The Qur'an and Sunna allow self-defense and participation in military conflict, but restrict it to the right to defend against aggression and persecution."

"The term jihad is, indeed, 'often misunderstood,'" the report replies, "primarily because faulty definitions like this are prevalent in academia and the media.

"First, this passage redundantly and incorrectly asserts that jihad warfare is solely defensive in nature," the report continues. "According to the Qur'an , the mandate of jihad includes aggressive warfare for the explicit purpose of making Islam supreme over the entire world. For instance, Surah 9:5 commands Muslims to 'fight and slay the Pagans wherever ye find them, And seize them, beleaguer them, And lie in wait for them in every stratagem (of war)' (parenthetical in original). Surah 9:29 commands Muslims to make war upon 'People of the Book [Christians and Jews], Until they pay the Jizya with willing submission, And feel themselves subdued.'"

The report's executive summary concludes, "It is clear that the textbooks examined throughout this report contain extensive amounts of material that is seriously historically flawed and often unmistakably biased."

Specifically, the report details dozens of ways in which it contends the textbooks stray from accurately teaching about Islam, including the following list, quoted directly from the report's summary:

* The doctrine of jihad is omitted, incorrectly defined, inaccurately described, or understated.
* Faulty description of women's rights under Islam: The oppressive and discriminatory nature of Shari'a law with respect to women is omitted, mischaracterized or understated.
* Omission or minimization of the Islamic slave trade, in sharp contrast with what is typically an extensive and appropriately critical examination of the Atlantic slave trade operated by Europeans.
* Aggrandizement and elevation of Muhammad's character that is contradicted by accepted historical facts.
* Omission or minimization of Muslim conquest and imperialism, in sharp contrast with what is typically an extensive and appropriately critical examination of European and other imperialism.
* False claim of Islam's historical tolerance of Jews and Christians.
* Misrepresentation of Shari'a Law in such areas as its applicability to non-Muslims and the separation of church and state.
* False presentation of the Crusades as the cause of the animosity between Christianity and Islam.
* Faulty historical narrative of the Crusades. Muslims in the Holy Land are commonly depicted as innocent victims of unprovoked aggression who were defending "their" lands against Christian invaders, rather than what is historically accurate: (1) that Muslims invaded and conquered the Holy Land centuries prior to the Crusades; (2) that Christians and Jews were victims of Muslim conquest and aggression centuries prior to the launching of the Crusades; and (3) that the Crusades were launched to wrest back control of the Holy Land from the Muslim invaders and conquerors.
* Chronological revisionism of the historical development of Judaism, Christianity and Islam which incorrectly portrays Islam as preceding Judaism and Christianity and the Muslims/Arabs as the indigenous people in the Holy Land, resulting in the delegitizimation of Israel.
* Treatment of Islamism as though it has no origins within classical Islam and Islam's Holy Books.
* Islamist Holocaust revisionism that attributes the creation of Israel to world guilt over the Holocaust and incorrectly maintains that Arabs were forced to give up land for the survivors of the Holocaust.
* Omission of the fact that the United Nations created a two-state partition for Palestine, one for the Jews and one for the Arabs.
* Omission of the fact that the Arabs refused to accept the offer of an independent Arab state contained in the 1947 United Nations Partition Plan for Palestine.
* False claim of Israel's responsibility for the Palestinian refugee problem.
* Omission of the fact that the PLO's recognition of Israel's right to exist was and remains a verbal recognition only, contradicted by the unrevised PLO charter.
* Inaccurate claim that most Middle Eastern terrorist groups have roots in the Israeli-Palestinian conflict.
* Omission of the fact that Islamic jihadists target Americans not only for their support of Israel but also for what they consider the "decadent nature" of Western way of life that threatens the spread of Islam throughout the world.
* Failure to explain why the Islamic jihadists targeted the World Trade Center and the Pentagon and to identify the fourth target as the White House.
"Perhaps the greatest disservice done to students," the report concludes, "is the net effect of the accumulation of these errors -- the creation of a faulty historical narrative that not only misrepresents Islam but creates an inaccurate comparison between Islam, Christianity and Judaism, and between the Muslim world and the West. Regardless of the issue -- slavery, conquest and imperialism, the Crusades, the Arab-Israeli conflict, to name a few -- Islam and the Muslim world are not generally held to the same rigor of historical analysis that the textbooks apply to Christianity, Judaism and the West."

But to many Americans, the politically correct nature of handling 9/11 may be the most surprising.

The report, for example, quotes the textbook "Horizons," published by Harcourt in 2005: "On Sept. 11, 2001, the United States was the target of a horrible act of terrorism, or violence to further a cause."

The report explains, "The statement that the 9/11 attack was carried out to 'further a cause' is left undefined. There is no mention that the 'cause' was Islamic jihad."

It continues, "Rarely are the terrorists identified as Muslims, and the jihadist motivations for their actions are omitted. Omitting these two critical facts leaves students with an incomplete, and thus inaccurate, understanding as to why 9/11 happened."

ACT! for America Education claims it has sent the executive summary of its finding to over 70,000 state and local school board members nationwide. In addition, the executive summary contains a list of recommended actions on its final pages, for those who, according to Gabriel, want to "wake up America to what this report has uncovered."

Textbook analysis report released today!
http://www.actforamerica.org/index.php/learn/email-archives/2562-textbook-analysis-report-released-today
March 19, 2012

Textbook analysis report released today!PUBLIC SCHOOLS, PUBLIC MENACE: How Public Schools Lie to Parents and Betray Our Children.
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How public schools expose innocent children to often shocking sexual material in so-called sex-education classes.
How public schools pressure parents to give their children potentially dangerous, mind-altering drugs.
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The good news is that your children can now get a quality education and success in school in a low-cost private school. You now have real school choice. Your children don't have to suffer through 12 years of a mind-numbing, third-rate public-school education.

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22 ways that busy, working parents can homeschool their kids.
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---

Heritage Foundation, NAFTA, School Choice And The Destruction Of Traditional Education
By Charlotte Iserbyt
http://www.newswithviews.com/iserbyt/iserbyt111.htm

Public and private school choice proposals, being promoted by the Obama Administration, the Council on Foreign Relations (CFR), and the neoconservative Trotskyite/corporate conglomerate, if implemented, will spell the end of traditional education in the United States. Tax-supported school choice proposals affecting public, private, religious, and home school education are the vehicle to change not only the right of Americans to choose what kind of education they wish for their children, but may also result in changing our representative form of government to an unelected council form of government due to one form of school choice, charter schools, run by "unelected councils."

Under the proposed school choice proposals, including Parent Trigger laws, education is being surreptitiously converted from academics to socialist work force training necessary for the United States imminent merging into a global, collectivized economy.

Please see Marc Tucker's letter to Hillary Clinton, 1998, (http://axiomamuse.wordpress.com/2010/09/25/transforming-education-marc-tuckers-dear-hillary-letter/) and also a portion of the text of Carnegie Corporation's 1934 plan to bring about a planned economy through the schools (http://www.deliberatedumbingdown.com/OtherPDFs/Iserbyt_Experimentation.pdf), as well as the information in this article explaining the history of this conversion to a "womb to tomb" totalitarian society. Authentic documentation for the content of this article can be obtained here (http://www.americandeception.com/) and here (http://www.deliberatedumbingdown.com/) (The latter contains a Free Download of the out-of-print 700-page "the deliberate dumbing down of America"). A new abridged and updated (1999-2012) version of the original 1999 copy, which deals with corporate involvement in school to work plans, school choice, International Baccalaureate, the substitution of computers for academic teachers and traditional book learning, UN Agenda 21 (Sustainable Development), the century-long use of values-destroying mental health programs, etc. is available at Amazon.com)

The research used in this article documents the plan to change America from a free enterprise competitive economic system to a planned economy necessary for United States membership in the global economic system. The plan is being implemented in every state in the nation right now! It seems ALL state governors are on board, including Maine's Governor LePage, who we traditional conservatives (NOT Trotskyite neoconservatives) worked our hearts out to get elected as a so-called traditional conservative. LePage was co-opted, prior to his election, by The Maine Heritage Policy Center (affiliated with the national neoconservative Heritage Foundation which has affiliates in most states). Maine Heritage manipulated Governor LePage into supporting all forms of school choice which are essential for work force training.

How many of the Heritage Foundation's supporters (good Americans) realize that the Heritage Foundation came up with the idea for the North American Free Trade Agreement which has resulted in the loss of hundreds of thousands of American jobs? The 1993 Annual Report of the Heritage Foundation of Washington, D.C. dedicated to their twentieth year celebration, revealed the following:

"The idea of the North American Free Trade Agreement (NAFTA) originated with Heritage Fellow Richard Allen and has long been advocated by Heritage policy analysts...The idea of creating a North American free trade zone from the Yukon to the Yucatan was first proposed by Heritage Distinguished Fellow Richard Allen in the late 1970s, refined by then Presidential candidate Ronald Reagan, and further developed in a major 1986 Foundation study (p. 4)."

What we are looking at now in education is a result of NAFTA which got the ball rolling in the development of work force skills standards by the National Skills Standards Board, endorsed by the U.S. Labor Department Secretary's Commission on Achieving Necessary Skills (SCANS) This study originated under Labor Secretary Elizabeth Dole in 1990 and eventually led to the School-to-Work Opportunities Act and the dumbing down of American education curriculum for workforce training. (Foregoing information on role of the national Heritage Foundation in creation of NAFTA and educational restructuring can be found here, page 304).

The above-mentioned types of school choice will be tax-supported, with the tax money following your child. Each child, regardless of type of "choice" education, will have an individual education plan (IEP) determined by decisions made by the school/business partnerships (for which kind of workforce training "they" have determined your child's intelligence/talents are best suited, for their own profit-seeking purposes.) This is the failed communist/socialist job quota system from which millions of foreigners escaped. These immigrants, the backbone of our nation, made enormous sacrifices (some dying on the way!) to come to the United States of America in order to enjoy the upward mobility guaranteed by our free (unplanned) economic system.

Professor Eugene Boyce, University of Georgia, said in regard to the above communist education system: "They (communists) do not educate for jobs that don't exist." No matter what your child wants to be/do in the future (welder or ballet dancer) his freedom to pursue his dreams will be limited by whether he is included in the school/business partnership's "quota" for training.
Example: If he wants to be a welder at the shipbuilding company in your town, he will only be able to get training if he is fortunate enough to be included in the training quota. If the company only needs ten welders, and your son/daughter is No. 11 on the list, he/she will NOT receive training. Ask yourself what this socialist system will do to the spirit of entrepreneurship for which America is so well known?

The choice proposals being recommended by most state Governors will ultimately destroy all forms of education: public, home school, private, and religious. The most lethal form of education choice is tax-supported public schools (charter schools) which have no elected school boards resulting in "taxation without representation." This is an oppressive system which caused our nation to revolt and declare war against the British (the American Revolution, 1776). What is to keep Americans from accepting the unelected council form of government at all levels of government once one of the major sections of our economy (education) is being run by unelected councils? Do Americans think giving up their representative/elective form of government is a good idea? I doubt it.

The Carnegie Corporation's agenda, which has been in effect since its first experiment with Outcomes/Performance-Based Education, known as "The Eight Year Study" (1933-1941), has been and is continuing its agenda to destroy the traditional hierarchical public school with its elected school boards and its K-12, A,B,C,D,F grading system which focused on individual academic excellence. The latter description represented our formerly excellent public education system until passage of the Elementary and Secondary Education Act (ESEA) in 1965 when education became Skinnerian/Pavlovian "outcomes/performance-based" rather than "brain-based." This "new" system is so focused on academic dumbing down it will allow students to graduate at 14 or 21! Google Reinventing Schools Coalition (RISC) to find out what is in store for you and your children, and teachers! You will find out what the reformed education (training) system looks like, giving "successful" (define, please!) schools the Malcolm Baldridge Quality Management Award. This award is traditionally given to corporations like Cadillac! Are our teachers and children to be educated using the same system used to manufacture cars? RISC is already spreading across Maine.

So...not only will private education be destroyed...yes, home schoolers...you too are part of this wicked web. The tax money, if you accept it, will follow the child and that means "your child," not just your neighbor's child, who goes to public, private, or religious school. You had better read the research regarding what is planned for you with virtual (computer) education. Former Secretary of Education William Bennett's Virtual Academy (computer-assisted-learning for home schoolers) is part of the switch from book learning to computer learning. It MUST administer the federal National Assessment of Educational Progress (NAEP) test, the focus of which is at least 50% "politically correct", since it is a charter school and is federally funded. Wake up home schoolers! You are going to be connected with the central education/training unelected "community chief's" computer, just as will be the case with private and religious schools that accept federal money.

All education will/must be sucked into the computerized global system called for by Carnegie in 1934 and Carnegie's minion, Marc Tucker, in the nineties and now. The Director of the Office of Libraries and Learning Technology in my old office, the Office of Educational Research and Improvement, U.S. Dept. of Education, Malcolm Davis, told me in 1981, when I commented to him that computers could allow students to be educated at home: "In the future all education will take place in the home, but we will always have the schools for 'socialization' purposes." What Davis is referring to is the lifelong Womb-to-Tomb education/training/health care/leisure services, etc. system, under the supervision of the unelected "Community Planner/Commissar" and his unelected council. (Does the UN Agenda 21 ring a bell?) Most (old) dictionaries define "council" as a "soviet." Or look up Soviet, and you'll find "unelected councils." See Webster's Encyclopedic Unabridged Dictionary.

Massive documentation exists to substantiate this description of Americans' futures IF they fall for the school choice proposals. This unconstitutional unelective system is known as "regional government." It has been described as "communism" by Morris Zeitlin, a sociologist, in an article he wrote in The Communist Daily World, 1976.

Chester Finn, noted neoconservative education "change agent," is deeply involved in the school choice/work force training agenda. He was the former Assistant Secretary in my old OERI office. Regarding control following the receipt/taking of tax money, he said in 1982: "Short of scattering money in the streets or handing it out to everyone who wants some, the funding agency must define eligible recipients.... This means, in a word, 'regulation,' the inevitable concomitant of public financial support."

Finn also believed the government is obligated to recognize that the private schools it helps support are different from public schools--that it is this "differentness" that makes them supportable. "The other side of the coin," he says, "is the obligation of private schools to recognize certain limits to their differentness and certain ways they must conform to the norms and expectations of a society that values and supports them...."

Some, to be sure, like to think they can have it both ways; i.e., they can obtain aid without saddling themselves with unacceptable forms of regulation. But most acknowledge the general applicability of the old adage that he who pays the piper calls the tune, and are more or less resigned to amalgamating or choosing between assistance and autonomy.

(Quote taken from Finn's article entitled "Public Service, Public Support, Public Accountability," March, 1982 issue of the National Association of Secondary School Principals' Bulletin. Reprinted in "Tuition Tax Credits...A Responsible Appraisal," The Barbara Morris Report, Upland, California, 1983).

Twenty-nine year public school veteran teacher, Steven Schran, and I attended the press conference of Maine Governor LePage, and Maine Heritage Foundation's clone, Commissioner of Education Bowen, held July 24, 2012 in the State Capitol to outline the Governor's plan to change our schools from academics to Work Force Training.

Here is the announcement of the press conference we attended:
For Immediate Release: Tuesday, July 24, 2012
Contact: Adrienne Bennett (207) 287-2531

LePage Administration Sets Education Agenda Reform begins with the ABC's -- accountability, best practices, and choice AUGUSTA

-- Following a report released by Harvard University's Program on Education Policy and Governance (PEPG), Governor Paul LePage and Education Commissioner Stephen Bowen will hold a media conference in the Hall of Flags of the State House on Wednesday, July 25 to discuss Maine's educational system and the Administration's plan moving forward. The conference will begin at 2:00 p.m.

The PEPG report, an analysis of growth trends of student performance in math, reading, and science, ranked Maine 40th out of the 41 participating American states. The study examined test scores from one U.S. series of tests and three series of tests administered by international organizations given to fourth and eighth grade students across the country.

In 1992, Maine was ranked 3rd in the nation in overall test scores, but has fallen nine places since then. Maine is currently ranked 12th in overall test scores -- the lowest of the participating New England States.

Governor LePage and Commissioner Bowen will present in more detail the findings of the PEPG report at the conference, as well as discuss initiatives to improve Maine's educational system.

"This report reaffirms what we already know: that the status quo in Maine is not working," said Governor LePage. "Our educational system has neglected to put its students first, and has therefore failed them. We have a lot of work to do to rejuvenate our academic performance."

Education is a key priority of the LePage Administration, and it is a critical
component to a prosperous economy. Last year, Governor LePage increased funding to general purpose aid for education by $63 million over the two-year budget.

During the 125th Legislature, the Governor led the initiative to allow charter schools in Maine for the first time, giving more choices to Maine families. The Governor also introduced a series of reforms to improve Career and Technical Education in Maine, bringing it back to the forefront of education and Commissioner Stephen Bowen created comprehensive legislation addressing educator effectiveness, making sure Maine's educators are evaluated regularly, given the training and support they need to improve, and are held accountable for student achievement and growth.

"We have come to a pivotal moment for the future of Maine's educational system. We have proof that past methods have not been effective. We now have a chance to change our educational system for the better," said Commissioner Bowen.

For the full findings of the PEPG report, click here. For more information on charter schools and Maine's current educational initiatives, click here.

The Governor's talk was long on "bad" test scores, need for performance-based teaching to the federal test, and accountability, etc. (Are teachers and children considered nothing but Skinnerian/ Pavlovian slobbering dogs with no soul, conscience or free will?) The speech was short on telling the truth which you are reading in this article. Steve Schran had a great sign hanging around his neck which said "Lies, Lies, and More Lies!" My sign quoted from C.S. Lewis, the famous English writer, "When training beats education, civilization dies." The Governor was really upset when he saw us and mumbled something to effect, "Ha, ha, look at those two freaks." He recognized Steve since he had recently had a meeting with Steve during which he promised not to do any of what he is doing right now. He knows me due to a telephone conversation we had the day before he was inaugurated during which I warned him regarding charter schools and their unelected boards! He admitted he would have to do something about the unelected boards. Well, he must have found out you can't have elected boards with charter schools or you end up back where you were with the traditional public school! So he literally did nothing about the problem and went with charter schools.

I did spout words to the effect, "This plan of yours (Marc Tucker Plan) has been in effect since the 1980s!" He wanted everyone to believe what he is doing is simply in regard to Maine's low test scores!!! Of course, the press conference was limited to questions from the press, so we couldn't speak, although I did mutter those few above-mentioned words which it is unlikely anyone heard.

The pathetic press corps is made up of well-meaning young people who don't have a clue. The nightly news carried NOTHING regarding our attendance; i.e. total corporate media control of what Americans are allowed to know about this so-called education reform which is designed to forever change our nation. The average American doesn't have a clue either. He/she doesn't have the foggiest idea that their country is being comfortably merged into the communist/socialist New Global Economic Order, and that their children and their teachers are the guinea pigs being used as fodder (drones) to spin off profits for the global elite.

Governor LePage's talk, and that of his Maine Heritage-controlled Commissioner, Steven Bowen, was long on phony statistics out of Harvard (we are supposed to trust Harvard?) which are designed to convince us that Maine's test scores are bad in comparison to those of southern states.
(So we are supposed to emulate what is being done in Florida, North Carolina, Tennessee, et al?) These states which have traditionally had the lowest academic test scores, in part due to their children being experimented on with the same Skinnerian Effective Schools/Direct Instruction pigeon-training methods since 1965, are all on board with the school choice agenda and work force training. When our system remained an academically-focused one, these states, which were involved in experimentation for the new system, were considered failing. Now that the focus has officially changed to work force training, and the tests focus on training, not academics, these states are considered succeeding. And we are meant to follow in their footsteps? (These southern states and many inner cities have been since 1965 the pilots for the Outcomes-Based Education Skinnerian method which is now being implemented for the rest of the country in order to change our education from academics to work force training!) Take a look at the headlines of the Knoxville News Sentinel for July 27, 2012!

The Governor's speech was short on telling the truth about how traditional education is being targeted for elimination; about how all this low test score hype is simply the means to get Americans to accept yet another reform, like the 1981 "A Nation at Risk" which came out of my old office, and was a farce. Check out The Sandia Report, commissioned by Admiral James Watkins, Secretary of Energy. This report stated the nation's test scores were nowhere as bad as they were stated to be by the so-called phony Commission on Excellence, whose purpose was nothing other than to move us toward a restructured education. This report was successful in carving in stone the future use of Skinnerian method, known as Mastery Learning/Direct Instruction, something traditional teachers had been opposing since 1965's ESEA.

We are looking at a repeat of The National Commission on Excellence's "A Nation at Risk," 1983, using, for the umpteenth time, the Hegelian Dialectic: Create the problem (the very expensive deliberate dumbing down) over a period of 78 years, get people to scream using partially phony statistics, and then, since the public is so incensed over those so-called dumbing down statistics, get them to accept any solution the "change agents" want.

When you see President Obama's Secretary of Education Arne Duncan, who calls for Skinnerian/Pavlovian paying students for good grades, the globalist Council on Foreign Relations, and the neoconservative movement led by the Heritage Foundation, and other tax-exempt foundations and corporations, all supporting TAX-SUPPORTED SCHOOL CHOICE, you MUST start asking yourselves questions about their ultimate goal.

Americans had better wake up to the fact that education is "The" Trojan Horse. Please, for the sake of our children and our teachers, for the sake of our formerly free nation, put aside all your differences related to conservative and liberal, right and left, Republican and Democrat. Please spread the information in this article to everyone you know, including ministers, businessmen, elected officials, college officials, and public and private school teachers and administrators. [The Deliberate Dumbing Down of America]

© 2012 Charlotte T. Iserbyt - All Rights Reserved
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For some examples of what various textbooks say, that American children are being required to read, see "Houghton Mifflin" and other links at:
http://www.actforamericaeducation.com/textbook-research

http://www.actforamericaeducation.com/welcome/

What The? Now Facts Erased From Schoolbooks
You Won't Believe What's Intentionally Left Out From Key U.S. Date
(1984: NWO Elites and Government Re-Write History to Better Indoctrinate Our Youth With)
Published: 22 hours ago by Drew Zahn
http://www.wnd.com/2012/03/911-gets-pc-rewrite-in-u-s-textbooks/print/

Drew Zahn is a former pastor who cut his editing teeth as a member of the award-winning staff of Leadership, Christianity Today's professional journal for church leaders. He is the editor of seven books, including Movie-Based Illustrations for Preaching & Teaching, which sparked his ongoing love affair with film and his weekly WND column, "Popcorn and a (world)view."More ?Less ?
Who perpetrated the terrorist attacks of Sept. 11, 2001 -- a group of men merely fighting "for a cause," or a band of radical Muslims bent on violent jihad?

According to a new, comprehensive study of 6th-12th grade textbooks used by schools across the country, America's children are being taught a very different answer to that question than many alive to witness 9/11 remember.

The non-profit organization ACT! for America Education studied 38 textbooks from popular publishers like McGraw Hill and Houghton Mifflin, for example, to determine whether American schoolchildren are being taught the truth about Islam and its role in 9/11.

The report, titled "Education or Indoctrination? The Treatment of Islam in 6th through 12th Grade American Textbooks," compares what it found in the textbooks with 275 historical sources, listing 375 footnoted citations, to conclude that America's textbooks are laced with "historical revisionism."

"This report shines a bright light on a pattern of errors, omissions and bias in the textbooks reviewed," explained ACT! for America Education founder Brigitte Gabriel in an email. "To give you just one example of the errors our research uncovered, in discussing the 9/11 attacks, the textbooks typically fail to mention the perpetrators were Muslims or that they acted in the cause of Islamic jihad. In one book the terrorists are portrayed as people fighting for a cause.

"In just a few years after Sept. 11," she continues, "the history of what happened on that tragic day was rewritten in our school textbooks. Omitting this vital information, that jihad was the motivation for the attacks, makes it difficult, if not impossible, for today's young teens, who don't remember 9/11, to really understand what happened that day -- and why."

According to the executive summary of the report, "The full report reveals a pattern of historical revisionism, omissions and bias in the presentation of all aspects devoted to Islam in these textbooks. These aspects include its theology and doctrines, its role as a world religion, its ongoing struggle with Western tradition and its intrinsic anti-Semitism."

The summary continues, "Textbook errors identified in the report range from egregiously false historical statements to significant omissions and subtle half-truths. Some are blatant and obvious, others are subtle and deceptive. The errors in these textbooks are not grammatical or typographical. They are substantive, significant and often repetitive."

For example, the report notes the textbook "World History: Patterns of Interaction," published by McDougal Littell/Houghton Mifflin in 2007, glosses over the violent birth of Islam and paints its founder, Muhammad, in a glowing light.

"In Medina, Muhammad displayed impressive leadership skills," the textbook asserts. "He fashioned an agreement that joined his own people with the Arabs and Jews of Medina as a single community. These groups accepted Muhammad as a political leader. As a religious leader, he drew many more converts, who found his message appealing."

But did Muhammad win converts among and build a peace accord with the Jews? The study's founders cite several sources and recorded histories in asserting this description is a bald-faced lie.

"This language is a gross falsification of the relationship between Muhammad and the Jews of Medina," the report states. "Muhammad ... expelled two of the Jewish tribes from Medina and destroyed the third, beheading the men and selling the women and children into slavery. This important and essential historical fact of the Medinan period is commonly omitted in the textbooks reviewed, and it is impossible for students to accurately understand the rise of Islam without it."

The report also questioned the textbooks' descriptions of jihad.

"An Islamic term that is often misunderstood is jihad," asserts Houghton Mifflin's 2003 textbook "Across the Centuries." "The term means 'to struggle,' to do one's best to resist temptation and overcome evil. Under certain conditions, the struggle to overcome evil may require action. The Qur'an and Sunna allow self-defense and participation in military conflict, but restrict it to the right to defend against aggression and persecution."

"The term jihad is, indeed, 'often misunderstood,'" the report replies, "primarily because faulty definitions like this are prevalent in academia and the media.

"First, this passage redundantly and incorrectly asserts that jihad warfare is solely defensive in nature," the report continues. "According to the Qur'an , the mandate of jihad includes aggressive warfare for the explicit purpose of making Islam supreme over the entire world. For instance, Surah 9:5 commands Muslims to 'fight and slay the Pagans wherever ye find them, And seize them, beleaguer them, And lie in wait for them in every stratagem (of war)' (parenthetical in original). Surah 9:29 commands Muslims to make war upon 'People of the Book [Christians and Jews], Until they pay the Jizya with willing submission, And feel themselves subdued.'"

The report's executive summary concludes, "It is clear that the textbooks examined throughout this report contain extensive amounts of material that is seriously historically flawed and often unmistakably biased."

Specifically, the report details dozens of ways in which it contends the textbooks stray from accurately teaching about Islam, including the following list, quoted directly from the report's summary:

* The doctrine of jihad is omitted, incorrectly defined, inaccurately described, or understated.
* Faulty description of women's rights under Islam: The oppressive and discriminatory nature of Shari'a law with respect to women is omitted, mischaracterized or understated.
* Omission or minimization of the Islamic slave trade, in sharp contrast with what is typically an extensive and appropriately critical examination of the Atlantic slave trade operated by Europeans.
* Aggrandizement and elevation of Muhammad's character that is contradicted by accepted historical facts.
* Omission or minimization of Muslim conquest and imperialism, in sharp contrast with what is typically an extensive and appropriately critical examination of European and other imperialism.
* False claim of Islam's historical tolerance of Jews and Christians.
* Misrepresentation of Shari'a Law in such areas as its applicability to non-Muslims and the separation of church and state.
* False presentation of the Crusades as the cause of the animosity between Christianity and Islam.
* Faulty historical narrative of the Crusades. Muslims in the Holy Land are commonly depicted as innocent victims of unprovoked aggression who were defending "their" lands against Christian invaders, rather than what is historically accurate: (1) that Muslims invaded and conquered the Holy Land centuries prior to the Crusades; (2) that Christians and Jews were victims of Muslim conquest and aggression centuries prior to the launching of the Crusades; and (3) that the Crusades were launched to wrest back control of the Holy Land from the Muslim invaders and conquerors.
* Chronological revisionism of the historical development of Judaism, Christianity and Islam which incorrectly portrays Islam as preceding Judaism and Christianity and the Muslims/Arabs as the indigenous people in the Holy Land, resulting in the delegitizimation of Israel.
* Treatment of Islamism as though it has no origins within classical Islam and Islam's Holy Books.
* Islamist Holocaust revisionism that attributes the creation of Israel to world guilt over the Holocaust and incorrectly maintains that Arabs were forced to give up land for the survivors of the Holocaust.
* Omission of the fact that the United Nations created a two-state partition for Palestine, one for the Jews and one for the Arabs.
* Omission of the fact that the Arabs refused to accept the offer of an independent Arab state contained in the 1947 United Nations Partition Plan for Palestine.
* False claim of Israel's responsibility for the Palestinian refugee problem.
* Omission of the fact that the PLO's recognition of Israel's right to exist was and remains a verbal recognition only, contradicted by the unrevised PLO charter.
* Inaccurate claim that most Middle Eastern terrorist groups have roots in the Israeli-Palestinian conflict.
* Omission of the fact that Islamic jihadists target Americans not only for their support of Israel but also for what they consider the "decadent nature" of Western way of life that threatens the spread of Islam throughout the world.
* Failure to explain why the Islamic jihadists targeted the World Trade Center and the Pentagon and to identify the fourth target as the White House.
"Perhaps the greatest disservice done to students," the report concludes, "is the net effect of the accumulation of these errors -- the creation of a faulty historical narrative that not only misrepresents Islam but creates an inaccurate comparison between Islam, Christianity and Judaism, and between the Muslim world and the West. Regardless of the issue -- slavery, conquest and imperialism, the Crusades, the Arab-Israeli conflict, to name a few -- Islam and the Muslim world are not generally held to the same rigor of historical analysis that the textbooks apply to Christianity, Judaism and the West."

But to many Americans, the politically correct nature of handling 9/11 may be the most surprising.

The report, for example, quotes the textbook "Horizons," published by Harcourt in 2005: "On Sept. 11, 2001, the United States was the target of a horrible act of terrorism, or violence to further a cause."

The report explains, "The statement that the 9/11 attack was carried out to 'further a cause' is left undefined. There is no mention that the 'cause' was Islamic jihad."

It continues, "Rarely are the terrorists identified as Muslims, and the jihadist motivations for their actions are omitted. Omitting these two critical facts leaves students with an incomplete, and thus inaccurate, understanding as to why 9/11 happened."

ACT! for America Education claims it has sent the executive summary of its finding to over 70,000 state and local school board members nationwide. In addition, the executive summary contains a list of recommended actions on its final pages, for those who, according to Gabriel, want to "wake up America to what this report has uncovered."

Textbook analysis report released today!
http://www.actforamerica.org/index.php/learn/email-archives/2562-textbook-analysis-report-released-today

http://www.actforamericaeducation.com/textbook-research
http://www.americancongressfortruth.com/textbook-project

A special message from Brigitte Gabriel, President, ACT! for America Education
www.ACTforAmericaEducation.org

It is with great delight that I announce to you that today we released "Education or Indoctrination? The Treatment of Islam in 6th through 12th Grade American Textbooks."

ACT! for America Education Executive Director Guy Rodgers and I began discussing this project nearly four years ago. Today, that project is a reality--and I believe that one year from now you and I will look back on this as a truly historic accomplishment that helped change the course of education in America.

This report shines a bright light on a pattern of errors, omissions and bias in the textbooks reviewed. Our children deserve better. Our children deserve facts and accuracy, not historical revisionism.

To give you just one example of the errors our research uncovered, in discussing the 9/11 attacks, the textbooks typically fail to mention the perpetrators were Muslims or that they acted in the cause of Islamic jihad. In one book the terrorists are portrayed as people fighting for a cause. In just a few years after September 11th, the history of what happened on that tragic day was rewritten in our school textbooks. Omitting this vital information, that jihad was the motivation for the attacks, makes it difficult, if not impossible, for today's young teens, who don't remember 9/11, to really understand what happened that day--and why.

Please forward this email to anyone and everyone you know. Help us get the word out far and wide! Over the next few months we hope to wake up America to what this report has uncovered!

To access the report log on to www.ACTforAmericaEducation.org. Once there you will find the following:

The Executive Summary of the Report, which was mailed to over 70,000 state and local school board members nationwide;
The full Report;
Sub-reports, sorted by each textbook publisher;
A plan for taking action.

The few have always made a difference in this crazy, dangerous but wonderful world we live in. This is our time, those of us who "get it" and are concerned about the direction of our future, to come together and work together to make a difference for our country and our future generation.

I am honored to put my hand in yours and work with you to ensure our children receive the best historical education, and America remains the greatest and brightest nation on earth.

Brigitte Gabriel
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Students in the Crosshairs of Public Education
http://www.conservativeactionalerts.com/2012/12/students-in-the-crosshairs-of-public-education/print/

The Ultimate Battle For Our Children Is In Our Schools with Karen Schroeder -- Episode 121
http://www.offthegridnews.com/2012/09/20/the-ultimate-battle-for-our-children-is-in-our-schools-with-karen-schroeder-episode-121/
There are over 3 million teachers in America today, and over 1.2 million of them are conservative, limited government educators who are striving to work from within a system that is hostile not only to the ideals enshrined in the founding documents of our country, but hostile to our republic itself. They are trying to...
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More articles:
http://www.offthegridnews.com/category/radio/
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Search on my NWO page for the rest of this excerpt about how controlling schools, education and their curriculum is and has been a primary goal global elites:
...The third factor in the control system is the universities, and through them the whole education system. Particular effort is put into the schools of sociology, politics, economics and education, hence "liberal" systems of education which are often degenerate and even violent. Their men are inserted into the universities through the power of funding by big business. They then spread their influence downwards through tertiary to secondary and primary education...
(see rest of article on my NWO page: http://www.distance-healer.com/NWO.html)
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You can read John Taylor Gatto's Underground History of American Education free online here: http://www.johntaylorgatto.com/chapters/index.htm

The American education system is doing exactly what the industrialists designed it to do - mold naturally curious children into mindless workers who are basically still children, wanting all the latest "toys" out there & wanting them right now! We don't need to spend more $$$ on the current educational system. It's too efficient at what it was created to do as it is.

Traditional schools are preparing us to be mindless drones. School is nothing but job training. It prepares us to be working, taxpaying consumers who keep the economy going. Its purpose is not to enlighten us.

Modern Schooling And The War Against Competition
By Daniel Taylor
http://www.oldthinkernews.com/?p=1110

“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.

Lecturer and Professor of Arts Education Sir Ken Robinson appropriately calls this system a “relic of the industrial age“.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.”

Lecturer and Professor of Arts Education Sir Ken Robinson appropriately calls the modern schooling system a “relic of the industrial age“. Robinson recalls in his book The Element, “Some of the most brilliant, creative people I know did not do well at school. Many of them didn’t really discover what they could do – and who they really were – until they’d left school and recovered from their education.” Robinson is describing the natural response to the kind of “education” that the General Education Board sought in 1904, which has continued to the present day.

Another open secret that has festered in our institutions is the fact that eugenics molded and infiltrated the education system, along with the intelligentsia of 2oth century America. The very standards by which “intelligence” is often measured, namely IQ tests and SAT’s, were created and promoted by open eugenicists. Such individuals included Lewis Terman, member of the America Eugenics Society, and creator of the modern Stanford Binet IQ Test, and Carl Brigham, inventor of the Scholastic Aptitude Test (SAT).

Lewis Terman writes in the 1919 textbook The Measure of Intelligence, produced while he was a member of the faculty of Stanford University,

“Among laboring men and servant girls there are thousands like them feebleminded. They are the world’s ‘hewers of wood and drawers of water.’ And yet, as far as intelligence is concerned, the tests have told the truth…”

Nicholas Lemann explains the function of the “Great Sorting” – standardized testing – in The Atlantic Monthly,

“Just as important as, or more important than, the effect of the Great Sorting on the composition of the American elite has been its effect on everyone else. We have a different social order now. Henry Chauncey–who, when ETS was beginning, privately compared the situation in testing to that of railroads in the 1850s–helped to create the human equivalent of the standard gauge, which nationalized and systematized the mobility of people instead of goods.”

If everyone followed the directives of the education establishment line for line from gradeschool onward, our society would undoubtedly be totally stagnant. If everyone complied totally with the “one right way,” “one size fits all” method, invention, innovation and development would be stifled completely. Some of the most significant developments that contributed to the creation of our modern society were created by individuals who had little to no formal schooling. Thomas Edison, inventor of the light bulb, had around three months of formal schooling. Henry Ford, most famous for his assembly lines and Ford motor company, dropped out in 8th grade.

Our system of schooling is good for social sorting and command and control, but the dynamic human spirit and the kaleidoscope of diverse intelligence that inhabits it is absolutely crushed under its dead weight. Everyone knows this intuitively. That’s why there are always individuals within the structure of the system who kick sand into the gears of the machine. Again, this is not by accident. The pyramidal structure of society cannot survive unless the masses are schooled in this way. Economically speaking, it doesn’t make much sense to stifle this untapped potential in humanity. It does make absolute sense, however, when viewed from the eyes of the elite who want to freeze society in order to maintain dominance regardless of the cost. If a true scientific monopoly over human thought and potential were ever created, its founders would wield immense power. Bertrand Russell succinctly explained this scientific method of control through the schooling system in his 1954 book “The Scientific Outlook.” Russel wrote,

“…the scientific rulers will provide one kind of education for ordinary men and women, and another for those who are to become holders of scientific power. Ordinary men and women will be expected to be docile, industrious, punctual, thoughtless, and contented. Of these qualities probably contentment will be considered the most important. In order to produce it, all the researches of psycho-analysis, behaviourism, and biochemistry will be brought into play.”

Solutions

As the political world is trembling and paradigms are shifting, an awareness of the true power structure of the world is spreading. The schooling industry is not immune to the effects of these paradigm shifts. Homeschooling is growing exponentially while warnings of another bubble about to burst in the American economy are sounding – this time from the college industry. The National Inflation Association is warning that 2011 could be the year that the college bubble is set to burst, stating, “College education could possibly be the largest scam in U.S. history.” The sheer number of people that are now going to college has dramatically dropped the value of college degrees, while tuition is skyrocketing. The NIA “…believes that any recent high school graduate with $30,000 saved for college who invests that money into silver and becomes a minimum wage apprentice for the next 4 years, will likely have enough money in 4 years to buy a median priced U.S. home.”

As with any entrenched system and ideology, it will fight to stay alive. Students are being fitted with GPS tracking technology to ensure no one is unaccounted for. Inattentiveness and rebellion is medicated into passive  acceptance with Ritalin and other psychotropic drugs. Because this system goes against the grain of humanity, it is by its very nature easy to beat. There are plenty of solutions. In seeking these solutions, we must be wary of establishment initiated “reform” that attempts to fix a “broken system” that is doing exactly what it is meant to do. A recent article from the California Teachers Association pointed out the significant influence of large foundations like the Gates Foundation in “reforming” the school system. As the article explains, the funding from these groups comes with strings attached that demand more “…top-down, authoritarian style…” administration and more standardization.

John Taylor Gatto is a former award winning schoolteacher from New York. His many books, including The Underground History of American Education and Dumbing us Down, explain from a teachers perspective the modern “schooling” industry. His latest book, Weapons of Mass Instruction lays out a step by step action plan for students to take part in. It’s called the Bartleby Project (http://www.oldthinkernews.com/?p=297) available in PDF form here (http://www.oldthinkernews.com/wp-content/uploads/2010/12/Bartleby-Project.pdf);  Its target – Standardized Testing. If we can begin to make cracks in the system, Gatto explains, one of the best places to start is the standardized testing industry. Gatto writes simply,

“Let a group of young men and women, one fully aware that these tests add no value to individual lives or the social life of the majority, use the power of the internet to recruit other young people to refuse, quietly, to take these tests. No demonstrations, no mud-slinging, no adversarial politics – to simply write across the face of the tests placed in front of them, “I would prefer not to take this test.”

The Bartleby Project (see below on this page) should allow no compromise. That will be the second line of defense for management, a standard trick taught in political science seminars. Don’t fall for it. Reject compromise. No need to explain why. No need to shout.

An old man’s prayers will be with you.”
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Reflections on “Weapons of Mass Instruction”
by Daniel Taylor

I’ve been researching the history of our schooling (there’s a difference between schooling and true education) system in the United States for a couple of years now and I’ve found some amazing as well as angering information. I’ve read all of John Taylor Gatto’s books on the subject to help me understand just how it came to be. He is a former New York state teacher of 30 years. He finally quit, saying that he couldn’t hurt children anymore. I can’t do justice to his way of explaining our school system in his books, but here are some of my own reflections on his latest book, Weapons of Mass Instruction.

It’s easy to see how the spark of life can be squelched in the schooling system. I experienced it myself, as did everyone who has been through public school. Easily managed people make for an easy day for the elite of society. Incomplete, predictable people are the products of forced schooling. Imagination, creativity, and original thinking have no place in the schooling system. There are a variety of reasons we have the school system that we have, but I’ll use one example. When wealthy industrialists like John D. Rockefeller and Andrew Carnegie (who were both, ironically, high school and elementary school dropouts respectively) created their vast empires, they made the rational finding that self-reliant, independent, creative, inventive people didn’t make good workers. Our current consumer economy would shrivel if schooling didn’t produce masses of people who were incomplete, who couldn’t cure their permanent state of dissatisfaction by creating their own entertainment.

Gatto points out that School doesn't allow for the development of a unique consciousness. Here’s an anomaly, or perhaps a view into what real education is: In almost every branch of society there are industries, arts, inventions, revolutionary ideas, and scientific achievements that we wouldn’t have if it weren’t for the dropouts that created them. We wouldn’t have the computer industry of today if it weren’t for a handful of dropouts. Virgin airlines was created by a dropout. The mapping of the human genome was pioneered by a dropout and a homeschooler.
I guess having more degrees than a thermometer isn’t that important after all, is it? When I consciously made that realization, a whole world opened up that had been sealed off by my well schooled thought process. America didn’t used to be like this. Open source learning, as John Taylor Gatto calls it, used to rule the day. We wrote our own scripts, we weren’t actors in somebody else’s play.

Only you can educate yourself. School can’t do it for you. School wasn’t meant to educate you, as Gatto points out, it is designed to put you in your place. Permanently.

For parents who have children in the school system, there are ways to counter school’s detrimental effects on young people, other than removing them completely from it. John Taylor Gatto writes in Weapons of Mass Instruction, “School trains children to be employees and consumers; teach your own to be leaders and adventurers. School trains children to obey reflexively; teach your own to think critically and independently. Well-schooled kids have a low threshold for boredom; help your own to develop an inner life so that they’ll never be bored.”

Gatto points out that School doesn’t allow for the development of a unique consciousness. With the advent of television, even less time is allowed for this critical development outside of school. I remember taking long hikes every summer from an early age in the beautiful Michaux State park. Having time in a quiet forest to hear nothing but the sounds of nature allows for a time of solitude, a time for introspection. This was one of the pieces of a firm foundation that provided me with a sturdy shield against the “Weapons of Mass Instruction” of public schooling, as Mr. Gatto calls them. I wasn’t immune to all of them, but no one is. The truth of what Gatto is saying hits home for all of us that went through the school system. Whether we want to consciously realize it or not, our gut tells us that something wasn’t quite right with our experience in school. Vital time that our ancestors used to gain their bearings in the real world and discover their own strengths and weaknesses is now pre-empted sitting in school classrooms. For those that have a solid foundation to hold them steady through their 12 years of confinement, the detrimental effects of schooling are dramatically lessened.

Gatto’s “Guerilla Curriculum” involved getting his students involved in “real world” activities. He found that many children had an addiction to television. They were seeing only simulations of things that they could be doing in the real world. He gave students the choice to do a walk (by themselves if they chose to do so) around New York City, observing the business of the grown up world, taking notes, and even doing apprenticeships. Anything they saw on TV, as Gatto describes, now paled in comparison to the thrill of actual risk taking and engagement.
School teaches us to police ourselves. Choking fear of ridicule keeps too many people from doing anything out of the ordinary, from thinking unconventionally, from taking risks. Imagine if the public schools of today had gotten hold of the self-reliant, unpredictable, independent people that made America. Their self determined, inventive, imaginative and self confident ways would have them branded with too many labels that the school system hands out to fathom. George Washington had little to no official schooling, with nothing more than an elementary school education. He made his own path.

Could it be that the elite are deathly afraid of the average man and woman? It makes sense that the elite of society would have us police ourselves, to artificially limit our potential. If they allowed us to be free from their system, we would prove far too dangerous. They can’t have too much competition. They have to hold back the tide of humanity. One of the most powerful insights in John Taylor Gatto’s new book, Weapons of Mass Instruction, comes from an 11 year old boy that Gatto met named Andrew Hsu. Gatto writes,
“When asked to describe the most important lesson of his life, the one which held the most influence over his choices, he said it was a story told to him by his father about the method used to train fleas to swing on trapezes, drive little chariots, (or pull them) and all the wonderful things fleas learned to do to amuse kings and courts in world history. The story his father told goes like this:

If you put fleas in a shallow container they jump out. But if you put a lid on the container for just a short time, they hit the lid trying to escape and learn quickly not to jump so high. They give up their quest for freedom. After the lid is removed, the fleas remain imprisoned by their own self-policing. So it is with life. Most of us let our own fears or the impositions of others imprison us in a world of low expectations.”

Why have we been convinced to think so little of ourselves, instead relying on expert opinion? Could it be the conditional self-esteem that we were taught in school? It’s hard to break our conditioning, but it’s not impossible. The human spirit is resilient.
http://www.oldthinkernews.com/?p=289
http://oldthinkernews.com/Articles/oldthinker%20news/reflections_on.htm
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Invitation to an Open Conspiracy: The Bartleby Project
by John Taylor Gatto

Comment from Old-Thinker News: This excerpt is from John Taylor Gatto’s new book, Weapons of Mass Instruction. He has given permission to re-print his Bartleby Project proposal on the internet un-cut and not for profit. The goal of the project is to strike at the heart of one of the central directives of the schooling system: standardized testing.

Update – 4/26/11: The Bartleby Project has gained momentum in the two years since Old-Thinker News published Mr. Gatto’s proposal. A website dedicated to the project has been launched at: http://bartlebyproject.com, where 225 people have signed up to participate in the project. Also, Timothy D. Slekar, Head of the Division of Education, Human Development and Social Sciences at Penn State Altoona has publicly contemplated asking his son to participate in the rejection of standardized testing.

This piece may be circulated without cost on the Internet, but only if used uncut and cost-free. The Bartleby Project is taken from Mr. Gatto’s book, Weapons of Mass Instruction, New Society Publishers 2008. ©2008 by John Taylor Gatto.

If you read this to the end, you’ll discover that I’m inviting you to join a real conspiracy, call it an open conspiracy, with real consequences on millions of real lives. I know that sounds megalomaniacal, but be patient. If we pull this off, a great many will bless us, although the school industry few will curse us. This is about a project to destroy the standardized testing industry, one in which you, personally, will be an independent unit commander. This adventure is called “The Bartleby Project, for reasons you’ll learn in just a little while. And keep in mind as you read, this has nothing to do with test reform. It’s about test destruction.

We’ve all taken these tests. After graduation few of us think back on this ugly phenomenon unless we have little ones of our own being tested, and have to live through the agony of watching them stumble. We lose touch with the rituals of testing because, upon entering adult life, we inevitably discover that the information these glorified jigsaw puzzles generates is unreliable, and very misleading — absolutely nobody ever asks after the data. We see that those who test well are more often circus dogs than leaders of the future.

Nothing inside the little red schoolhouse does more personal and social damage than the numbers and rank order these tests hang around the necks of the young. Although the scores correlate with absolutely nothing of real value, the harm they cause is real enough: such assessments are a crowning glory of the social engineers who seized final control of institutional schooling during the presidency o Franklin Roosevelt. They constitute a matchless weapon of social control, wreaking havoc on winners and losers alike. Standardized testing is the tail wagging the entire monster of forced institutional schooling.

The frequent ceremonies of useless testing — preparation, administration, recovery – convert forced schooling into a travesty of what education should be; they drain hundreds of millions of days yearly from what might otherwise be productive pursuits; they divert tens of billions of cash resources into private pockets. The next effect of standardized testing is to reduce our national wealth in future generations, by suffocating imagination and intellect, while enhancing wealth for a few in the present. This occurs as a byproduct of “scientifically” ranking the tested so they can be, supposedly, classified efficiently as human resources. I hope the chapters of this book have done some damage to these assumptions, enough to recruit you as a leader in The Bartleby Project. If you show the way, others will follow.

We’ve reached a point in North America where it isn’t enough to claim moral loftiness by merely denouncing them or muttering about them in books and essays which only true believers read. Standardized testing, which has always been about standardization and never about quality standards, must no longer be debated, but brutally and finally destroyed if schooling is ever again to take up a mission of intellect and character enhancement. And so, as I told you earlier, you’ll be invited to lead – not join, but lead – a plan to cut the testing empire off at the knees; a plan to rip its heart out swiftly and cheaply. An incidental byproduct of the Bartleby Project will be to turn the men and women who create and supervise these murderous exercises into pariahs, but that isn’t the point.

No organization will be required to oversee This simple plan – or, rather, thousands of organizations will be; all local, all uncoordinated. Otherwise, we will be certain to be co-opted, marginalized, corrupted – as all reform organizations become in time: and one as powerful as the Bartleby concept would be quickly subjected to sabotage were it centralized. To make this work – and soon you’ll know what it looks like specifically – requires exactly the kind of courage it took to sledgehammer the first chunks out of the Berlin Wall, a currency in ready abundance among teenagers – the rightful leaders. I’ll briefly mount a case why such a project is needed and then introduce you to its spiritual godfather, Bartleby the Scrivener.

On May 8, 2008, the New York Sun reported that despite legal mandates which require physical education be offered every school day, only one kid out of every twenty-five received even the legal minimum of 24 minutes a day. The New York City comptroller was quoted by the Sun, saying that physical training was a major concern of parents. But then, parents have had no significant voice in school for over a century. The story gets even darker than you realize.

Quietly, over the past decade, a national epidemic of obesity and diabetes has appeared in children as young as five. The connections between food, lack of exercise, and these twin plagues have been recognized for a long time. Diabetes is the principal cause of blindness and amputations in the US, and obesity is the leading cause of  heart disease and self-loathing. That the non-fat are revolted by the fat, and discriminate heavily against them should not be a mystery, even to the stupid. Fat kids are punished cruelly in classrooms and on the playground.

In the face of these sobering facts, that thousands of schools still serve familiar fast food – and also non-proprietary fatty foods like liverwurst and bologna as nutrition – should have already caused you to realize that school is literally a risk to the mental and physical health of the young. Coupled with the curious legal tradition which makes serious lawsuits against school-generated human damage impossible, I hope you will try to convince yourself that behind the daily noise and squalor, a game is afoot in this institution which has little to do with popular myth. Standardizing minds is a big part of that game.

In the news story cited, a representative of New York City’s Board of Education declares, “We’re beginning to realize student health is a real core subject area.” Think about that! The city has had a hundred year near-monopoly over children’s daily lives and it’s only beginning to realize that health is important? Where is evidence of that realization? Don’t all schools still demand physical confinement in chairs as a necessary concomitant of learning?

When lack of exercise has clearly been figured as a main road to diabetes and obesity, and both conditions are well-understood to lead to blindness, amputations, heart disease, and self-hatred, how can law only provide 24 minutes of exercise a day, and be so poorly enforced that only one in twenty-five gets even that? Doesn’t that tell you something essential about the managers of schooling? At the very least, that 96 percent of all schools in New York City break the law with impunity in a matter threatening the health of students. What makes it even more ominous is that school officials are known for and wide for lacking independent judgment and courage in the face of bureaucratic superiors; but something in this particular matter must give them confidence that they won’t be held personally liable.

You must face the fact that an outlaw ethic runs throughout institutional schooling. It’s well-hidden inside ugly buildings, masked by dull people, mindless drills, and the boring nature of almost everything associated with schools, but make no mistake - under orders from somewhere, this institution is perfectly capable of lying about life-and-death matters, so how much more readily about standardized testing?

If the bizarre agenda of official schooling allows its representatives to tell the press that after a hundred years they’re beginning to learn what Plato and Aristotle wrote eloquently about thousands of years ago, and that privileged sanctuaries like Eton, Harrow, Groton, and St. Pauls have practiced since their inception, that physical health depends upon movement, you should be reluctant to assign credibility to any school declaration. Under the right pressure from somewhere, schools can easily be brought to act against the best interests of students or faculty.

This is what has happened with standardized testing, post WWII. Some teachers know, and most all teachers feel it in their bones, that the testing rituals cause damage. But human nature being what it is, only a few dare resist, and these are always eventually discovered and punished.
I began my own schooling in 1940 in the gritty industrial section of Pittsburgh ironically named “Swiss-vale,” continued it for the most part in the equally gritty industrial exurb, Monongahela, during WWII and its aftermath, and concluded my time, served forcibly, in the green hills of western Pennsylvania, very near where Colonel Washington’s late-night killing of French officer Jumonville precipitated the French and Indian War (Washington didn’t do the killing himself, but he took the heat).

As compensation for confinement, schools in those days were generally places of visible morality, powerfully egalitarian, and often strongly intellectual under the rough manners of the classroom. Faculties were always local, which meant among other things that each school employee had a local reputation as a neighbor and citizen; they existed as people as well as abstract functions. Curriculum prepared far away, and standardized testing, was hardly in evidence even at the end of the school sequence for me, in the 1950s. Each classroom at my high school, Uniontown High, was personalized to a degree which would be considered dangerously eccentric today, and hardly tolerable.

And yet, boys and girls schooled that way had just finished ruining the tightly schooled dictatorships of the planet. We boasted often to ourselves, teenagers of the 1940s and 1950s, that unlike those unfortunate enough to live outside the US, we carried no identification papers, feared no secret police. Compared to the exotic liberty of those days of my boyhood, American society of sixty years later smacks a bit too much of a police state for comfort. To imagine old ladies being patted down for explosives at airports, or the IRS invasion of one’s home, or the constant test rankings and dossiers of behavior managed through schooling; to imagine machinery purchased for home use spying on intimate choices and reporting those choices to stranger, would have been inconceivable in 1950.

A river of prosperity was lifting all boats in the US as I finished my own public schooling in 1953. My father was a cookie sales man for Nabisco, a man with no inheritance or trust fund, yet could cover my tuition at Cornell, own a new car, send my sister to college, pay for clarinet lessons for me and painting lessons for my sister, and put something aside for retirement. Schooling was considered important in those days, but never as very important. Too many unschooled people like my father and mother carried important responsibilities too well for pedagogical propaganda to end the reign of America’s egalitarian ethic.

The downward spiral in school quality began in the 1950s with changes which went unnoticed. Schools were “rationalized” after the German fashion’ increment by increment they were standardized from coast to coast. By 1963, standardized tests were a fixture, although very few extended them any credibility; they were thought of as a curious break from classroom routine, a break imposed for what reason nobody knew, or cared. Even in the 1950s, curriculum was being dumbed down, though not to the levels reached in later years. Teachers were increasingly carpet-baggers, from somewhere outside the community in which they taught. Once it had actually been a legal requirement to live within the political boundaries of the school district, just as it was for police, fire fighters, and other civil servants, but gradually families came to be seen as potential enemies of the “professional” staff; better to live far enough away they could be kept at arm’s length.

Morality in schools was replaced with cold-blooded pragmatism. As Graham Greene has his police chief say, in Our Man in Havana, “We only torture people who expect to be torture.” Ghetto kids were flunked and nearly flunked because that was their expectation; middle-class/upper-middle-class kids were given Cs, Bs and even As, because they and their parents wouldn’t tolerate anything else.

School order came to depend upon maintaining good relations with the toughest bullies, covertly affirming their right to prey upon whiners and cry-babies (though never cry-babies from politically potent families). The intellectual dimension was removed from almost all classrooms as a matter of unwritten policy, and since test scores are independent of intellect, those teachers who tried to hold onto mental development as a goal, rather than rote memorization, actually penalized their students and themselves where test scores were the standard of accomplishment.
Horace Mann’s ideal of common schooling was put to death after WWII; students were sharply divided from one another in rigid class divisions justified by standardized testing. Separation into winners and losers became the ruling dynamic.

By 1973, schools were big business. In small towns and cities across the land schoolteaching was now a lucrative occupation – with short hours, long vacations, paid medical care, and safe pensions; administrators earned the equivalent of local doctors, lawyers, and judges.
Eccentricity in classrooms was steeply on the wane, persecuted wherever it survived. Tracking was the order of the day, students being steered into narrower and narrower classifications supposedly based on standardized test scores. Plentiful exceptions existed, however, in the highest classifications of “gifted and talented,” to accommodate the children of parents who might otherwise have disrupted the smooth operation of the bureaucracy.

But even in these top classifications, the curriculum was profoundly diminished from standards of the past. What was asked of prosperous children in the 1970s would have been standard for children of coal miners and steel workers in the 1940s and 1950s. Many theories abound for why this was so, but only one rings true to me: From WWII onwards it is extremely easy to trace the spread of a general belief in the upper realms of management and academy that most of the population was incurably feeble-minded, permanently stuck at a mental level of twelve or under. Since efforts to change this were doomed to be futile, why undergo the expense of trying? Or to put a humane cast on the argument, which I once heard a junior high school principal expound at a public school board meeting: Why worry kids and parents with the stress of trying to do something they are biologically unable to achieve?

This was precisely the outlook Abraham Lincoln had ridiculed in 1859 (see Richard Hofstadter’s Anti-Intellectualism in American Life); precisely the outlook of Edward Thorndike, inventor of “educational psychology” at Columbia Teachers College; precisely the outlook of H. H. Goddard, chairman of the psychology department at Princeton; precisely the outlook of great private corporate foundations like Rockefeller and Carnegie; precisely the outlook of Charles Darwin and his first cousin, Francis Galton. You can find this point of view active in Plato, in John Calvin, in Benedict (Baruch) Spinoza, in Johann Fichte, and in so many other places it would take a long book to do justice to them.

As long as ordinary Americans like Ben Franklin’s dad were in charge of educating their young, America escaped domination from the deadly assumptions of permanent inferiority – whether spiritual, intellectual, or biological – which provide the foundation for rigid social classes, by justifying them. As long as the crazy quilt of libertarian impulses found in the American bazaar prevailed, a period which takes us to the Civil War, America was a place of miracles for ordinary people through self-education. To a fractional degree it still is, thanks to tradition owing nothing to post-WWII government action; but only for those lucky enough to have families which dismiss the assumptions of forced schooling – and hence avoid damage by the weapons of mass instruction.

As the German Method, intended to convert independent Bartleby spirits into human resources, choked off easy escape routs, it wasn’t only children who were hurt, but our national prospects. Our founding documents endowed common Americans with rights no government action could alienate, liberty foremost among them. The very label “school” makes a mockery of these rights. We are a worse nation for this radical betrayal visited upon us by generations of political managers masquerading as leaders. And we are a materially poorer nation, as well.
School’s structure and algorithms constitute an engine like the little mill that ground salt in the famous fable – long ago it slipped away from anyone’s conscious control. It is immune to reform. That’s why it must be destroyed. But how?

We will start at the weakest link in the German school chain, the standardized tests which are despised by everyone, school personnel included. The recent past has given us two astonishing accomplishments of citizen action – no, make that three – which should lift your spirits as you prepare to ruin the testing empire - instances of impregnable social fortresses blown to pieces by disorganized, unbudgeted decisions of ordinary people. Call these examples “Bartleby Moments.” Think of the ending of the Vietnam War, when young people filled the streets; think of the tearing down of the Berlin Wall; think of the swift dissolution of the Soviet Union.

The Bartleby Project
By the end of WWII, schooling had replaced education in the US, and shortly afterwards, standardized testing became the steel band holding the entire enterprise together. Test scores rather than accomplishment became the mark of excellence as early as 1960, and step by step the public was brought, through various forms of coercion including journalism, to believe that marks on a piece of paper were a fair and accurate proxy for human quality. As Alexander Solzhenitzyn, the Nobel Prize winning Russian author, said, in a Pravda article on September 18, 1988, entitled “How to Revitalize Russia:”

No road for the people [to recover from Communism] will ever be open unless the government completely gives up control over us or any aspect of our lives. It has led the country into an abyss and it does not know the way out.

Break the grip of official testing on students, parents and teachers, and we will have taken the logical first step in revitalizing education. But nobody should believe this step can be taken politically – too much money and power is involved to allow the necessary legislative action; the dynamics of our society tend toward the creation of public opinion, not any response to it. There is only one major exception to that rule: Taking to the streets. In the past half-century the US has witnessed successful citizen action many times: In the overthrow of the Jim Crow laws and attitudes; in the violent conclusion to the military action in Vietnam; in the dismissal of a sitting American president from office. In each of these instances the people led, and the government reluctantly followed. So it will be with standardized testing. The key to its elimination is buried inside a maddening short story published in 1853 by Herman Melville: “Bartleby the Scrivener.”

I first encountered “Bartleby” as a senior at Uniontown High School, where I was unable to understand what it might possibly signify. As a freshman at Cornell I read it again, surrounded by friendly associates doing the same. None of us could figure out what the story meant to communicate, not even the class instructor.
Bartleby is a human photocopy machine in the days before electro-mechanical duplication, a low-paid, low-status position in law offices and businesses. One day, without warning or explanation, Bartleby begins to exercise free will – he decides which orders he will obey and which he will not. If not, he replies, “I would prefer not to.” To an order to participate in a team-proofreading of a copy he’s just made, he announces without dramatics, “I would prefer not to.” To an order to pop around the corner to pick up mail at the post office, the same: “I would prefer not to.” He offers no emotion, no enlargement on any refusal; he prefers not to explain himself. Otherwise, he works hard at copying.

That is, until one day he prefers not to do that, either. Ever again. Bartleby is done with copying. But not done with the office which employed him to copy! You see, without the boss’ knowledge, he lives in the office, sleeping in it after others go home. He has no income sufficient for lodging. When asked to leave that office, and given what amounts to a generous severance pay for that age, he prefers not to leave – and not to take the severance. Eventually, Bartleby is taken to jail, where he prefers not to eat. In time, he sickens from starvation, and is buried in a pauper’s grave.

The simple exercise of free will, without any hysterics, denunciations, or bombast, throws consternation into social machinery – free will contradicts the management principle. Refusing to allow yourself to be regarded as a “human resource” is more revolutionary than any revolution on record. After years of struggling with Bartleby, he finally taught me how to break the chains of German Method schooling. It took a half-century for me to understand the awesome instrument each of us has through free will to defeat Germanic schooling, and to destroy the adhesive which holds it together – standardized testing.

Signposts pointing our attention toward the Bartleby power within us are more common than we realize in the global imagination, as Joseph Campbell’s splendid works on myth richly demonstrate (as do both Testaments of the Bible), but we needn’t reach back very far to discover Thoreau’s cornerstone essay on civil disobedience as a living spring in the American imagination, or Gandhi’s spectacular defeat of the British Empire through “passive resistance” as bold evidence that as Graham Greene should have taught us by now, “they” would prefer to torture those who expect to be tortured.

Mass abstract testing, anonymously scored, is the torture centrifuge whirling away precious resources of time and money from productive use and routing it into the hands of testing magicians. It happens only because the tormented allow it. Here is the divide-and-conquer mechanism par excellence, the wizard-wand which establishes a bogus rank order among the schooled, inflicts prodigies of stress upon the unwary, causes suicides, family breakups, and grossly perverts the learning process – while producing no information of any genuine worth. Testing can’t predict who will become the best surgeon, college professor, or taxicab driver; it predicts nothing which would impel any sane human being to enquire after these scores. Standardized testing is very good evidence our national leadership is bankrupt and has been so for a very long time. The two-party system has been unable to give us reliable leadership, its system of campaign finance almost guarantees we get managers, not leaders; I think Ralph Nader has correctly identified it as a single party with two heads – itself bankrupt.

I don’t  know what do do about that, but I do know how to bring the testing empire to an end, to rip out its heart and make its inventors, proponents, and practitioners into pariahs whose political allies will abandon them.

Let a group of young men and women, one fully aware that these tests add no value to individual lives or the social life of the majority, use the power of the internet to recruit other young people to refuse, quietly, to take these tests. No demonstrations, no mud-slinging, no adversarial politics – to simply write across the face of the tests placed in front of them, “I would prefer not to take this test.” Let no hierarchy of anti-test management form; many should advise the project, but nobody should wrap themselves in the mantle of leadership. The best execution would not be uniform, but would take dozens of different shapes around the country. Like the congregational Church, there should be no attempt to organize national meetings, although national chatrooms, blogs, and mission-enhancing advisors of all political and philosophical stripes will be welcome. To the extent this project stays unorganized, it cannot help but succeed; to the extent “expert” leadership pre-empts it, it can be counted on to corrupt itself. Think Linux, not Microsoft. Everyone who signs on should get an equal credit, latecomers as well as pioneers. Unto this last should be the watchword.

I prefer not to. Let the statement be heard, at first erratically and then in an irresistible tide, in classrooms across the country. If only one in ten prefer not to, the press will scent an evergreen story and pick up the trail; the group preferring not to will grow like the snow ball anticipating the avalanche.

What of the ferocious campaign of intimidation which will be waged against the refuseniks? Retribution will be threatened, scapegoats will be targeted for public humiliation. Trust me, think Alice in Wonderland; the opposition will be a house of cards, the retribution an illusion. Will the refusers be denied admission to colleges? Don’t be naive. College is a business before it’s anything else; already a business starving for customers.

The Bartleby Project begins by inviting 60,000,000 American students, one by one, to peacefully refuse to take standardized tests or to participate in any preparation for these tests; it asks them to act because adults chained to institutions and corporations are unable to; because these tests pervert education, are disgracefully inaccurate, impose brutal stresses without reason, and actively encourage a class system which is poisoning the future of the nation.

The Bartleby Project should allow no compromise. That will be the second line of defense for management, a standard trick taught in political science seminars. Don’t fall for it. Reject compromise. No need to explain why. No need to shout. May the spirit of the scrivener put steel in your backbone. Just say:

I would prefer not to take your test.

An old man’s prayers will be with you.
http://www.oldthinkernews.com/?p=297
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Reflections on "Weapons of Mass Instruction"
by Daniel Taylor

I've been researching the history of our schooling (there's a difference between schooling and true education) system in the United States for a couple of years now and I've found some amazing as well as angering information. I've read all of John Taylor Gatto's books on the subject to help me understand just how it came to be. He is a former New York state teacher of 30 years. He finally quit, saying that he couldn't hurt children anymore. I can't do justice to his way of explaining our school system in his books, but here are some of my own reflections on his latest book, Weapons of Mass Instruction.

It's easy to see how the spark of life can be squelched in the schooling system. I experienced it myself, as did everyone who has been through public school. Easily managed people make for an easy day for the elite of society. Incomplete, predictable people are the products of forced schooling. Imagination, creativity, and original thinking have no place in the schooling system. There are a variety of reasons we have the school system that we have, but I'll use one example. When wealthy industrialists like John D. Rockefeller and Andrew Carnegie (who were both, ironically, high school and elementary school dropouts respectively) created their vast empires, they made the rational finding that self-reliant, independent, creative, inventive people didn't make good workers. Our current consumer economy would shrivel if schooling didn't produce masses of people who were incomplete, who couldn't cure their permanent state of dissatisfaction by creating their own entertainment.

Gatto points out that School doesn't allow for the development of a unique consciousness. Here's an anomaly, or perhaps a view into what real education is: In almost every branch of society there are industries, arts, inventions, revolutionary ideas, and scientific achievements that we wouldn't have if it weren't for the dropouts that created them. We wouldn't have the computer industry of today if it weren't for a handful of dropouts. Virgin airlines was created by a dropout. The mapping of the human genome was pioneered by a dropout and a homeschooler.

I guess having more degrees than a thermometer isn't that important after all, is it? When I consciously made that realization, a whole world opened up that had been sealed off by my well schooled thought process. America didn't used to be like this. Open source learning, as John Taylor Gatto calls it, used to rule the day. We wrote our own scripts, we weren't actors in somebody else's play.

Only you can educate yourself. School can't do it for you. School wasn't meant to educate you, as Gatto points out, it is designed to put you in your place -- permanently.

For parents who have children in the school system, there are ways to counter school's detrimental effects on young people, other than removing them completely from it. John Taylor Gatto writes in Weapons of Mass Instruction, "School trains children to be employees and consumers; teach your own to be leaders and adventurers. School trains children to obey reflexively; teach your own to think critically and independently. Well-schooled kids have a low threshold for boredom; help your own to develop an inner life so that they'll never be bored."

Gatto points out that School doesn't allow for the development of a unique consciousness. With the advent of television, even less time is allowed for this critical development outside of school. I remember taking long hikes every summer from an early age in the beautiful Michaux State park. Having time in a quiet forest to hear nothing but the sounds of nature allows for a time of solitude, a time for introspection. This was one of the pieces of a firm foundation that provided me with a sturdy shield against the "Weapons of Mass Instruction" of public schooling, as Mr. Gatto calls them. I wasn't immune to all of them, but no one is. The truth of what Gatto is saying hits home for all of us that went through the school system. Whether we want to consciously realize it or not, our gut tells us that something wasn't quite right with our experience in school. Vital time that our ancestors used to gain their bearings in the real world and discover their own strengths and weaknesses is now pre-empted sitting in school classrooms. For those that have a solid foundation to hold them steady through their 12 years of confinement, the detrimental effects of schooling are dramatically lessened.

Gatto's "Guerilla Curriculum" involved getting his students involved in "real world" activities. He found that many children had an addiction to television. They were seeing only simulations of things that they could be doing in the real world. He gave students the choice to do a walk (by themselves if they chose to do so) around New York City, observing the business of the grown up world, taking notes, and even doing apprenticeships. Anything they saw on TV, as Gatto describes, now paled in comparison to the thrill of actual risk taking and engagement.

School teaches us to police ourselves. Choking fear of ridicule keeps too many people from doing anything out of the ordinary, from thinking unconventionally, from taking risks. Imagine if the public schools of today had gotten hold of the self-reliant, unpredictable, independent people that made America. Their self determined, inventive, imaginative and self confident ways would have them branded with too many labels that the school system hands out to fathom. George Washington had little to no official schooling, with nothing more than an elementary school education. He made his own path.

Could it be that the elite are deathly afraid of the average man and woman? It makes sense that the elite of society would have us police ourselves, to artificially limit our potential. If they allowed us to be free from their system, we would prove far too dangerous. They can't have too much competition. They have to hold back the tide of humanity. One of the most powerful insights in John Taylor Gatto's new book, Weapons of Mass Instruction, comes from an 11 year old boy that Gatto met named Andrew Hsu. Gatto writes,
"When asked to describe the most important lesson of his life, the one which held the most influence over his choices, he said it was a story told to him by his father about the method used to train fleas to swing on trapezes, drive little chariots, (or pull them) and all the wonderful things fleas learned to do to amuse kings and courts in world history. The story his father told goes like this:

If you put fleas in a shallow container they jump out. But if you put a lid on the container for just a short time, they hit the lid trying to escape and learn quickly not to jump so high. They give up their quest for freedom. After the lid is removed, the fleas remain imprisoned by their own self-policing. So it is with life. Most of us let our own fears or the impositions of others imprison us in a world of low expectations."
Why have we been convinced to think so little of ourselves, instead relying on expert opinion? Could it be the conditional self-esteem that we were taught in school? It's hard to break our conditioning, but it's not impossible. The human spirit is resilient.
http://www.oldthinkernews.com/?p=289
http://oldthinkernews.com/Articles/oldthinker%20news/reflections_on.htm

[syn: Two Kinds of Education]
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How Dictatorships Brainwash Children
http://www.tetrahedron.org/articles/health_lifestyle/Brainwashing_Children.html
From: NewsViewz@aol.com

This most definitely is a must read & do pass it along.

Where do you start if you wanting total control of the minds, bodies and souls of a country? You start with the children. How do you perform this systematic brainwashing of the children?

You first have to start by getting full control of the schools. You have to be able to force the use of your materials, your methods and your value system. Teachers must be indoctrinated in college and enrolled into a strong socialist organization to keep them straight.

The teachers are convinced that top educators and the centralized government know what's best for your children. To handle teachers not indoctrinated, you need to punish those who would rebel, first by controlling their funding and then by passing laws which force them to use your "system".

Next, you make sure that the parents are happy with what you are doing. HOW? What do you tell the parents? You announce a revolutionary new approach to teaching. You tell the parents that you are going to make dramatic improvements. You use positive, flowery words to put the proper "spin" on what you are doing.

You then tell the parents that this approach will help the children be more tolerant and understanding of others. The children will be taught social skills such as conflict resolution, self esteem, etc. What does that REALLY mean? You teach the children that people have different values and that no set of values is superior, just a different way of looking at things. Christians are no better than Buddhists who are no better than Satanic Cults. It's all just a "different way of viewing the world". (i.e., "moral equivalency")

You know that to control people, you have to get them to stop thinking for themselves but to think for the collective good. How do you do that? You teach the children in groups. You teach only at the level of the least intelligent. The goal is to "dumb down" the children and get them used to working only for the good of "the group".

You stop teaching the traditional subjects in a traditional way. You tell parents that you want their children to learn a "higher order of thinking". This higher order of thinking translates into having the teachers implant the "right value system" into the children. What you want the students to learn is to focus on their emotions and to downplay values and opinions as relative.

What about the parents and their values? The teachers are taught to watch for signs that the parents are resisting or impeding the brainwashing effort. Since teachers are teaching the children "how to think", they can not pass until they think the way teachers have taught them.

Whenever actual subjects are taught, they must be taught the "politically correct" way. History books must be rewritten to reflect the view of history you want to implant into the children.

You then use the children as spies for the State against the parents. You develop surveys (and homework assignments) to ask questions concerning the parents like "Do your parents own guns?" "Do they drink too much?" "What do they think about politics?" "What views do they hold which are politically incorrect?"

You then announce a new health screening program which will help guard the children against both physical and mental disease. Why? So you can have professionals "examine" the children in a way which is degrading and embarrassing. You "screen" the children with questions like "Have you ever forced sex on someone?" "Do you ever torture animals?" "Have you ever shot a gun?" "Have you ever started a fire?" All the while you reassure the Parents telling them that you must get their permission even to give their child an aspirin. Parents assume the schools are "overly protective" and that their children's minds and bodies are safe.

This is the basics of how dictatorships brainwash children. It's a good thing it could NEVER happen here. Or could it? Or even worse, has it already started?

CONSIDER THESE FACTS:

The federal government of the United States (that's not a typo!) has used force, intimidation, lies, deceit and other methods to get you to pay federal income tax. The fact is that 95% of the people who pay are not even subject to the tax. (It's all in the Code once you find out how to read it and what it means. And it can easily be documented and confirmed.)

So the federal government STEALS your money through fraud, deception and threat of force. Then, they offer to give the States money for education, no strings attached. This amount increases steadily until it is a large part of the education budget of the States. Then, they slowly start "attaching strings".

At some point they decide to implement their main programs. They have names like "GOALS 2000" (their goal is full control by then), "Outcome Based Education" (you have to think the way they teach or you don't have the right outcome, and "Comprehensive Health Screening Programs". Then they start to run the process EXACTLY AS DESCRIBED ABOVE. Not in America? Here are some examples:

A. Pana, IL. Once parents found out what was being taught, a total of 46 children removed from school. A petition was signed by 526 parents demanding an end to "Goals 2000" and a return to traditional teaching methods.

B. East Stroudsburg PA, March, 1996. A physician comes to school and orders 59 sixth grade girls to remove their outer garments and wait in line. Several of the girls start crying. The nurse calls them "babies". A number of girls ask to call home first. They were refused. Some were so frightened they tried to escape. A nurse blocked the door, effectively subjecting these sixth graders to false imprisonment. One of the mothers of the victims described the examination: "The physician put the girls in a room and told them lie down on a table, spread-eagle with nothing covering them...The girls had no idea what they were doing. The doctor didn't talk to them. She just did the genital exam and didn't say one word. All my daughter could do was stare up at the ceiling. And it hurt. It still hurts."

Was this investigated? Yes. However, none of the girls were questioned. What side did the teachers take? They wore blue ribbons as a sign of support for the exams!

C. Pittsburgh, PA: Parents become furious about a comprehensive survey given children at the Gateway School District. In this survey of elementary school students, they were asked questions regarding forced sex, the torture of animals, the use of guns and setting fires. The questions were so upsetting to the 5-10 year olds that many of the children became physically ill, started bed-wetting and having nightmares. At the time this was brought to light, the "survey" had been given to over 1,500 children in the Pittsburgh area. The parents called the teachers communists, socialists and Nazis. (I wonder why?)

Bottom line? This is only a SMALL PART of a MAJOR CONSPIRACY aimed at total control of this country by the federal government and eventually integrating all countries of the world under a ONE WORLD GOVERNMENT, a.k.a. the New World Order.

You must take action NOW if you want this country to remain free. If you don't have Internet access, call (770) 641-9042 for further information.

[syn: Two Kinds of Education]
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2-Year-Old Knows Geography Better Than 97% of Population:
When you consider that 80 percent of American families did not read or buy a book in 2006, and 70 percent of U.S. adults haven't visited a bookstore in the last five years, it is very refreshing to see someone as bright as Lily -- and she's only 2 years old!

In an era where two-thirds of Americans aged 18 to 24 still cannot find Iraq on a map, this adorable 2-year old who can not only identify Canada and the United States, but also Zimbabwe, Fiji, Saudi Arabia, China, and dozens and dozens of others, is really amazing.

Dumb and Dumber Has Become American Norm
Not long ago, I wrote about how most Americans are dumber than dirt when it comes to health.
Now I've come across some startling statistics that may point to the reason for this epidemic of dumb-and-dumber-itis:

    1/3 of high school graduates never read another book for the rest of their lives
    80 percent of American families did not buy or read a book last year
    70 percent of U.S. adults have not been in a bookstore in the last five years

Think about it: what is the use of wasting borrowed money that you'll have to struggle years to pay back in order to send your kids to college if they are the typical ones who won't bother to read sufficiently to keep up-to-date in their field, as well as to also know what is going on in the world and have informed opinions enough to make wise choices in who they elect, how they live their lives, their health and other choices?)

Meanwhile, people in the United States spend an average of four hours in front of the TV each day and three hours listening to the radio -- both sources that contain little or no real information that can truly benefit your life.

Obviously, most of you reading this are not in this category and do actively read, so you're not part of the problem. However, as we work toward creating a paradigm shift in people's consciousness about health and well-being, we clearly have our work cut out for us.

With almost no one searching for, reading, and critically analyzing information, it's no wonder that only 11 percent of Americans know the daily amount of calories they should be eating -- especially when you consider the vast amounts of disinformation being thrown at all of us by advertisers every day, as well as the pseudo-science being spread by the many bought-and-paid for organizations which are nothing more than fronts for corporations.

Drug companies, as only one of many examples, spend literally billions of dollars each year on direct-to-consumer TV advertising (the U.S. being one of only two countries in the world where this is legal) because they know that it works.

When most people see a drug being advertised on TV, they have no other sources of information to let them know that they are being sold an ineffective and dangerous product. Given that situation, it's no surprise that 2/3 of doctor visits resulted in a drug being prescribed, and spending for prescription drugs is the fastest-growing category of health care expenditures.

Yes we have a long row to hoe in educating our friends and relatives about the truth so at least they can make informed choices and not continue to be brainwashed by the drug cartels.

If we are to thrive as a society, encourage your kids to read, read often, and discuss what's been read to encourage free and independent thought.

Preserving liberty and restoring constitutional precepts are impossible as long as the welfare mentality prevails, and that will not likely change until we've run out of money, but it will become clear, as we move into the next century, that perpetual wealth and the so-called balanced budget, along with an expanding welfare state, cannot continue indefinitely. Any effort to perpetuate it will only occur with the further erosion of liberty.

The role of the US government in public education has changed dramatically over the past 100 years. Most of the major changes have occurred in the second half of this century. In the 19th century, the closest the federal government got to public education was the Land Grant College program. In the last 40 years, the federal government has essentially taken charge of the entire system. It is involved in education at every level through loans, grants, court directives, regulations, and curriculum manipulation. In 1900 it was of no concern to the federal government how local schools were run at any level.

After hundreds of billions of dollars, we have yet to see a shred of evidence that the drift toward central control over education has helped. By all measurements, the quality of education is down. There are more drugs and violence in the public schools than ever before. Discipline is impossible out of fear of lawsuits or charges of civil rights violations.

Controlled curricula have downplayed the importance of our constitutional heritage while indoctrinating our children, even in kindergarten, with environmental mythology, internationalism, and sexual liberation. Neighborhood schools in the early part of the 20th Century did not experience this kind of propaganda.

The one good result coming from our failed educational system has been the limited but important revival of the notion that parents are responsible for their children's education, not the state. We have seen literally millions of children taken from the public school system and taught at home or in private institutions in spite of the additional expense. This has helped many students and has also served to pressure the government schools into doing a better job. And the statistics show that middle-income and low-income families are the most eager to seek an alternative to the public school system.

There is no doubt that the way schools are run, how the teachers teach, and how the bills are paid is dramatically different from 100 years ago. And even though some that go through public schools do exceptionally well, there is clear evidence that the average high school graduate today is far less educated than his counterpart was in the early part of this century.

Due to the poor preparation of our high school graduates, colleges expect very little from their students, since nearly everyone gets to go to college who wants to. Public school is compulsory and college is available to almost everyone regardless of qualifications. In 1914, English composition was required in 98% of our colleges; today it's about one-third. Only 12% of today's colleges require mathematics be taught, where in 1914, 82% did. No college now requires literature courses. But, rest assured plenty of social-babble courses are required as we continue to dumb down our nation. (No wonder U.S. students rank 36th in the world!)

Federal funding for education grows every year, hitting $38 billion this year, $1 billion more than requested by the administration and 7% over last year. Great congressional debates occur over the size of a classroom, student and teacher testing, bilingual education, teacher's salaries, school violence, and drug usage. And it's politically incorrect to point out that all these problems are not present in the private schools. Every year there is less effort at the federal level to return education to the people, the parents, and the local school officials. For 20 years at least, some of our presidential candidates advocated abolishing the Department of Education and for the federal government to get completely out of the public education business. This year we will hear no more of that. The President got more money for education than he asked for, and it's considered not only bad manners but also political suicide to argue the case for stopping all federal government education programs. Talk of returning some control of federal programs to the state is not the same as keeping the federal government out of education as directed by the Constitution.

Of the 20 congressionally authorized functions granted by the Constitution, education is not one of them. That should be enough of a reason not to be involved, but there's no evidence of any benefit, and statistics show that great harm has resulted. It has cost us hundreds of billions of dollars, yet we continue the inexorable march toward total domination of our educational system by Washington bureaucrats and politicians. It makes no sense!

It's argued that if the federal funding for education did not continue education would suffer even more. Yet we see poor and middle-class families educating their children at home or at a private school at a fraction of the cost of a government school education, with results fantastically better--and all done in the absence of violence and drugs. A case can be made that there would be more money available for education if we just left the money in the states to begin with and never brought it to Washington for the bureaucrats and the politicians to waste. But it looks like Congress will not soon learn this lesson, so the process will continue and the results will get worse.

The best thing we could do now is pass a bill to give parents a $3,000 tax credit for each child they educate. This would encourage competition and allow a lot more choice for parents struggling to help their children get a decent education.

(From "A Republic, If You Can Keep It" by Dr. Ron Paul)
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Modern Schooling and the War Against Competition
By Daniel Taylor
http://www.oldthinkernews.com/?p=1110

“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.


Lecturer and Professor of Arts Education Sir Ken Robinson appropriately calls this system a “relic of the industrial age“.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.”

Lecturer and Professor of Arts Education Sir Ken Robinson appropriately calls the modern schooling system a “relic of the industrial age“. Robinson recalls in his book The Element, “Some of the most brilliant, creative people I know did not do well at school. Many of them didn’t really discover what they could do – and who they really were – until they’d left school and recovered from their education.” Robinson is describing the natural response to the kind of “education” that the General Education Board sought in 1904, which has continued to the present day.

Another open secret that has festered in our institutions is the fact that eugenics molded and infiltrated the education system, along with the intelligentsia of 2oth century America. The very standards by which “intelligence” is often measured, namely IQ tests and SAT’s, were created and promoted by open eugenicists. Such individuals included Lewis Terman, member of the America Eugenics Society, and creator of the modern Stanford Binet IQ Test, and Carl Brigham, inventor of the Scholastic Aptitude Test (SAT).

Lewis Terman writes in the 1919 textbook The Measure of Intelligence, produced while he was a member of the faculty of Stanford University,

“Among laboring men and servant girls there are thousands like them feebleminded. They are the world’s ‘hewers of wood and drawers of water.’ And yet, as far as intelligence is concerned, the tests have told the truth…”

Nicholas Lemann explains the function of the “Great Sorting” – standardized testing – in The Atlantic Monthly,

“Just as important as, or more important than, the effect of the Great Sorting on the composition of the American elite has been its effect on everyone else. We have a different social order now. Henry Chauncey–who, when ETS was beginning, privately compared the situation in testing to that of railroads in the 1850s–helped to create the human equivalent of the standard gauge, which nationalized and systematized the mobility of people instead of goods.”

If everyone followed the directives of the education establishment line for line from gradeschool onward, our society would undoubtedly be totally stagnant. If everyone complied totally with the “one right way,” “one size fits all” method, invention, innovation and development would be stifled completely. Some of the most significant developments that contributed to the creation of our modern society were created by individuals who had little to no formal schooling. Thomas Edison, inventor of the light bulb, had around three months of formal schooling. Henry Ford, most famous for his assembly lines and Ford motor company, dropped out in 8th grade.

Our system of schooling is good for social sorting and command and control, but the dynamic human spirit and the kaleidoscope of diverse intelligence that inhabits it is absolutely crushed under its dead weight. Everyone knows this intuitively. That’s why there are always individuals within the structure of the system who kick sand into the gears of the machine. Again, this is not by accident. The pyramidal structure of society cannot survive unless the masses are schooled in this way. Economically speaking, it doesn’t make much sense to stifle this untapped potential in humanity. It does make absolute sense, however, when viewed from the eyes of the elite who want to freeze society in order to maintain dominance regardless of the cost. If a true scientific monopoly over human thought and potential were ever created, its founders would wield immense power. Bertrand Russell succinctly explained this scientific method of control through the schooling system in his 1954 book “The Scientific Outlook.” Russel wrote,

“…the scientific rulers will provide one kind of education for ordinary men and women, and another for those who are to become holders of scientific power. Ordinary men and women will be expected to be docile, industrious, punctual, thoughtless, and contented. Of these qualities probably contentment will be considered the most important. In order to produce it, all the researches of psycho-analysis, behaviourism, and biochemistry will be brought into play.”

Solutions

As the political world is trembling and paradigms are shifting, an awareness of the true power structure of the world is spreading. The schooling industry is not immune to the effects of these paradigm shifts. Homeschooling is growing exponentially while warnings of another bubble about to burst in the American economy are sounding – this time from the college industry. The National Inflation Association is warning that 2011 could be the year that the college bubble is set to burst, stating, “College education could possibly be the largest scam in U.S. history.” The sheer number of people that are now going to college has dramatically dropped the value of college degrees, while tuition is skyrocketing. The NIA “…believes that any recent high school graduate with $30,000 saved for college who invests that money into silver and becomes a minimum wage apprentice for the next 4 years, will likely have enough money in 4 years to buy a median priced U.S. home.”

As with any entrenched system and ideology, it will fight to stay alive. Students are being fitted with GPS tracking technology to ensure no one is unaccounted for. Inattentiveness and rebellion is medicated into passive  acceptance with Ritalin and other psychotropic drugs. Because this system goes against the grain of humanity, it is by its very nature easy to beat. There are plenty of solutions. In seeking these solutions, we must be wary of establishment initiated “reform” that attempts to fix a “broken system” that is doing exactly what it is meant to do. A recent article from the California Teachers Association pointed out the significant influence of large foundations like the Gates Foundation in “reforming” the school system. As the article explains, the funding from these groups comes with strings attached that demand more “…top-down, authoritarian style…” administration and more standardization.

John Taylor Gatto is a former award winning schoolteacher from New York. His many books, including The Underground History of American Education and Dumbing us Down, explain from a teachers perspective the modern “schooling” industry. His latest book, Weapons of Mass Instruction lays out a step by step action plan for students to take part in. It’s called the Bartleby Project (available in PDF form here: http://www.oldthinkernews.com/wp-content/uploads/2010/12/Bartleby-Project.pdf); Its target – Standardized Testing. If we can begin to make cracks in the system, Gatto explains, one of the best places to start is the standardized testing industry. Gatto writes simply,

“Let a group of young men and women, one fully aware that these tests add no value to individual lives or the social life of the majority, use the power of the internet to recruit other young people to refuse, quietly, to take these tests. No demonstrations, no mud-slinging, no adversarial politics – to simply write across the face of the tests placed in front of them, “I would prefer not to take this test.”

The Bartleby Project (see below on this page) should allow no compromise. That will be the second line of defense for management, a standard trick taught in political science seminars. Don’t fall for it. Reject compromise. No need to explain why. No need to shout.

An old man’s prayers will be with you.”

[syn: Two Kinds of Education]
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The curious case of NEA priorities
By Alan Sears
Friday, August 25, 2006

It is, arguably, the most powerful union and lobbying group in the country. And you cannot envy what its members are up against.

Day after day, the National Education Association (NEA) sees the same statistics we do.

Plunging test scores. Floods of incoming college freshman who can't read at even a sixth-grade level. Principals and school boards groping for incentives that will draw better teachers into lifelong service for high stress and infrequent appreciation.

Instead of embracing the joys of books and learning, America's children are gorging junk food on the couch, dabbling with R-rated music videos and video games while their synapses run headlong down blind brain alleys.

Teacher morale remains low, as many grapple daily with parents who are disengaged and apathetic, neurotic or demanding, angry or eager to move their child into alternative educational settings.

Add to all that the professional pressures inherent in 'No Child Left Behind,' and you can understand how the NEA leaders who gathered this summer in Orlando for their annual convention had their work cut out for them. The toughest question was undoubtedly the first one: where do we start, when it comes to fixing America's schools?

Well, they figured it out. And, really, faced with so many incredible challenges, their priority makes sense. This is, after all, the NEA. They know the classroom. They know the teachers. They know the real challenges of education.

Which is why their elected leaders decided that, before anything else, the first thing our teachers have to do is win popular support for homosexual 'marriage.'

That's right. The all-knowing members of the NEA decided that what our kids need to know 'more than math, geography, grammar, science, or computer skills' is what men and men see in each other, why women and women fall in love, and what our government and society 'owes' those who practice homosexual behavior.

You can see why that kind of information is critical to a third grader, can't you?

Of course not. The NEA didn't think so. That's why they're taking the matter out of your hands. Listen, when the world's largest teacher's union elects to endorse same-sex 'marriage,' they're not talking tacit support. They're talking posters and projects, classroom lectures and guest speakers, testimonials and textbooks -- at every grade level, and in every public school, in every school district in America.

Questions, of course, accumulate. Among them:

What if a teacher or principal objects to same-sex unions, for reasons of personal faith or experience? What if said educator doesn't want his (often mandatory) NEA dues going to support those who promote homosexual behavior? What if parents don't want their children learning about sex (or sexual politics) at school? What if children are ill-equipped, mentally or emotionally, to handle the information presented by a zealous instructor?

Either the NEA has considered, and dismissed, these questions -- in which case the group that wants to exert the most significant impact on America's teachers, parents, and children turns out to have no real concern or compassion for our teachers, parents, or children... or else the union has not considered these crucial questions, in which case... ditto.

Either way, the academic needs of children are no longer as much a priority for this organization as the political agenda of those who engage in homosexual behavior.

Actually, that's not anything new for the teachers' union. The NEA has been working hand-in-glove for years with aggressive promoters of homosexual behavior. Indeed, former NEA president Bob Chase is a member of the board of GLSEN (Gay, Lesbian, and Straight Educational Network), and once defended NEA's force-feeding of the homosexual agenda to children by warning that:

'Some critics want the public schools to be an agent of moral doctrine, condemning children and adults when they are not in accord with Biblical precepts.'

But if the NEA objects to teaching moral doctrines -- how do they justify teaching immoral doctrines? If they're against teaching creationism, for example, for its spiritual implications, how can they favor sex education classes that indoctrinate even very young children with homosexual advocacy?

How can they bar prayers, ministers and Christian clubs from campus, while organizing school assemblies, demonstrations, and classroom visits featuring homosexual and transgender 'role models'?

Clearly, the NEA has rejected its prima facie identity as the representative of America's teachers, in favor of a new raison d'etre: brainwashing schoolchildren into acceptance of, and even indulgence in, homosexual behavior. For the union's leaders, there will be no rest until families all over the country not only acknowledge, but embrace and endorse the homosexual agenda.

It's as simple as A-B-C. What those pressing that agenda cannot win at the ballot box, they will win in the minds of the next generation... one vulnerable child at a time.

Alan Sears, a former federal prosecutor who held various posts in the departments of Justice and Interior during the Reagan Administration, is president and CEO of the Alliance Defense Fund, a legal alliance defending the right to hear and speak the Truth through strategy, training, funding, and litigation. He is co-author with Craig Osten of the book The ACLU vs. America: Exposing the Agenda to Redefine Moral Values and The Homosexual Agenda: Exposing the Principal Threat to Religious Freedom.

Don't go to College
http://dontgotocollege.com/

Generation Jobless: Students Pick Easier Majors Despite Less Pay:
http://online.wsj.com/article/SB10001424052970203733504577026212798573518.html#printMode
http://www.deliberatedumbingdown.com/
http://www.deliberatedumbingdown.com/pages/pdf_downloads.html

http://www.oldtimeradiofans.com/new_shows.php

http://www.deliberatedumbingdown.com/
http://www.deliberatedumbingdown.com/index.html
http://www.deliberatedumbingdown.com/MomsPDFs/DDDoA.sml.pdf
http://www.AmericanDeception.com
http://www.americandeception.com/

Take Your Kids out Of Public School !!
http://www.fhu.com/brainwashing_book.html

www.IndoctriNationMovie.com
www.ExodusMandate.org

Download free Ebooks as PDF's at:
http://www.findtoyou.co.id/ebook/get/eAaJ666D/the-broken-cross.html
http://www.findtoyou.co.id/ebook/download/eAaJ666D/the-broken-cross.html
http://www.watchmenfaithministries.com/images/Broken_Cross_-_The_Hidden_Hand_in_the_Vatican.pdf
http://www.scribd.com/doc/26996335/The-Broken-Cross-By-Piers-Compton-download
http://knowledgefiles.com/
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http://www.patriotnewsnetwork.org/2010/11/free-e-book-downloads.html
Internet Archive (Ebook and Texts Archive) - Download books free in TXT or PDF: http://www.archive.org/

http://www.hourofthetime.com/wordpresstest/wp-content/uploads/2010/09/William_Cooper-Behold_a_Pale_Horse1991.pdf
http://knowledgefiles.com/categories/freemasonry/the-secret-destiny-of-america/
http://endthelie.com/books-and-reading-material/
http://endthelie.com/books-and-reading-material/stefan-molyneux-pdf-book-collection/
http://endthelie.com/documentaries-and-informative-videos/more-educational-films/complete-alex-jones-video-collection-contents-prisonplanet-tv-free/

Imagining Freedom with the Help of Mises
http://whiskeyandgunpowder.com/imagining-freedom-with-the-help-of-mises/

How to Replace Austerity with Freedom, Independence and Prosperity
http://whiskeyandgunpowder.com/how-to-replace-austerity-with-freedom-independence-and-prosperity/

The Education Trap
http://whiskeyandgunpowder.com/the-education-trap/

The Twelve-Year Sentence
http://whiskeyandgunpowder.com/the-twelve-year-sentence/

How College Has Killed Wealth Creation
http://whiskeyandgunpowder.com/how-college-has-killed-wealth-creation/

Take Your Kids out Of Public School !!
http://www.fhu.com/brainwashing_book.html

Take Your Kids out Of Public School !!
http://www.youtube.com/watch?v=AH24Gpm1Ty0&feature=related

Charles Stanley on Public Education
http://www.youtube.com/watch?v=ZsYbVBvpOK8&feature=related

State Controlled Education
http://www.youtube.com/watch?v=8rtq8h_faUE&feature=related

Indoctrination in Public Schools - The Call to Dunkirk
http://www.youtube.com/watch?v=hRGZLSVph3A&feature=related

Remove Christian children from government schools
http://www.youtube.com/watch?v=q8dSSc7DLQA&feature=related

The Schools Are Destroying Freedom of Speech
http://www.youtube.com/watch?v=MKhgauKLxdY&feature=related

Ron Paul on Homeschooling
http://www.youtube.com/watch?v=nQP5KVM5tB8&feature=related

Ron Paul on the Public School System
http://www.youtube.com/watch?v=z-EAYncCRok&feature=related

Ron Paul 'Education Isn't A Right'
http://www.youtube.com/watch?v=tD8rJCbEVMg&feature=related

Milton Friedman on Public Education
http://www.youtube.com/watch?v=Xpcp63OoRSs&feature=related

G. Edward Griffin INTRO - Individualism vs Collectivism
http://www.youtube.com/watch?v=dJqSsrFDiSA&feature=fvwp&NR=1

G. Edward Griffin - The Collectivist Conspiracy
http://www.youtube.com/watch?v=jAdu0N1-tvU&feature=related

G. Edward Griffin on the United Nations
http://www.youtube.com/watch?v=Ychgaa3feRY&feature=related

G Edward Griffin on New World Order
http://www.youtube.com/watch?v=-KFRkhYtwzw&feature=related

The Great College Hoax
http://www.forbes.com/forbes/2009/0202/060.html

Docs in Hock
http://www.forbes.com/forbes/2009/0202/060a.html

Subprime Student Loans
http://www.forbes.com/forbes/2009/0202/060b.html

16 Shocking Facts About Student Debt And The Great College Education Scam
http://www.businessinsider.com/facts-about-student-loan-debt-2010-12?op=1

Formal education isn't for everyone--Thomas Sowell
http://www.youtube.com/watch?v=NbOqxQUB10A&feature=related

Technical Internships Tips from someone who has one
http://www.youtube.com/watch?v=b9Wkfvwi7gI&feature=mfu_in_order&list=UL

The Secret History of Western Education [Charlotte Iserbyt - Full]
http://www.youtube.com/watch?v=XpOCkf7Pjuc&feature=related

Charlotte Iserbyt - The Mis-Education of America
http://www.youtube.com/watch?v=iBUj7IwunHY&feature=related

Charlotte Iserbyt: Societies' Secrets
http://www.youtube.com/watch?v=cFQD1bAsUlw&feature=related

Charlotte Iserbyt: The Deliberate Dumbing Down of the World
http://www.youtube.com/watch?v=9RTSZH2xDV4&feature=related
http://www.youtube.com/watch?v=DDyDtYy2I0M&feature=related

http://www.deliberatedumbingdown.com/
http://www.deliberatedumbingdown.com/index.html
http://www.deliberatedumbingdown.com/MomsPDFs/DDDoA.sml.pdf
http://www.AmericanDeception.com
http://www.americandeception.com/


Blue Collar & Proud of It, part 1
http://www.youtube.com/watch?v=PSs5QI1GMfY&feature=related

Blue Collar & Proud of It, part 2 - YouTube
http://www.youtube.com/watch?v=A59u8ZQXsw0&feature=related

COLLEGE IS A SCAM!
http://www.youtube.com/watch?v=6GMmow1rs_8&feature=related

More Unemployed College Grads than Unemployed High School Dropouts
http://www.youtube.com/watch?v=_JyUoI1aXlk&feature=related

College Degrees Expensive & Worth Less in Job Market
http://www.youtube.com/watch?v=cTAypwTmFac&feature=related

Don't Go To College!
http://www.youtube.com/watch?v=V11kQSg33TI&feature=related

College is Sex, Sports, and Parking
http://www.youtube.com/watch?v=Q351QxQXxIA&feature=mfu_in_order&list=UL

Academic Arrogance 1
http://www.youtube.com/watch?v=T8lcADCW6ew&feature=related

Academic Arrogance 2
http://www.youtube.com/watch?v=1EEusLA42ng&feature=related

The Ghost of College Past
http://www.youtube.com/watch?v=A5YTFjlG0vE&feature=mfu_in_order&list=UL

College Brainwashing 1
http://www.youtube.com/watch?v=DI9M3AbClSM&feature=related

College Grads go to Junior College for Job Skills
http://www.youtube.com/watch?v=fem0ILrgSgQ&feature=related

The Million Dollar Lie 1
http://www.youtube.com/watch?v=JBj0J5dkaGM&feature=related

Good Jobs Without College 2 - From a Subscriber
http://www.youtube.com/watch?v=rcKTNW3S8Co&feature=BFa&list=ULYyLj5Sq8prY&lf=mfu_in_order

Good Jobs Without College 1
http://www.youtube.com/watch?v=YyLj5Sq8prY&feature=mfu_in_order&list=UL

The Great College Con - Forbes Magazine
http://www.youtube.com/watch?v=4BRgOqH42UA&feature=related

http://www.youtube.com/watch?v=EIeIJLCCeTE&feature=related

Technical Internships: Tips from someone who has one
http://www.youtube.com/watch?v=b9Wkfvwi7gI&feature=mfu_in_order&list=UL

The Only Majors to go to College for
http://www.youtube.com/watch?v=P5ooazR3_Qo&feature=related

The Great College Con - Forbes Magazine
http://www.youtube.com/watch?v=4BRgOqH42UA&feature=mfu_in_order&list=UL

College: The Big Lie
http://www.youtube.com/watch?v=9p_wRgNxZ94&feature=related

The Million Dollar Lie 3
http://www.youtube.com/watch?v=-66bbSjP06Y&feature=related

College is an Evil Debt Trap
http://www.youtube.com/watch?v=3hOXtq_cF5I&feature=related

The Dark Intentions of Public Schooling
http://www.youtube.com/watch?v=iFlvkwXCQco&feature=related

Celente: Students getting degrees in "worthlessness"
http://www.youtube.com/watch?v=TyONmsSknOM&feature=related

College is a Joke
http://www.youtube.com/watch?v=7S_NKXuc2pk&feature=related

Maintain A Positive Mental Attitude - Bill FitzPatrick AP 12
http://www.youtube.com/watch?v=pOGqnf2kW5M&feature=relmfu

Who Needs College Anyway? Remarks by Charles Murray
http://www.youtube.com/watch?v=AJwTkALDKpY&feature=related

What I "Learned" from College
http://www.youtube.com/watch?v=WHjlhIZq2Tc&feature=related

Peter Schiff exposes college scam - Interviews Kelli Space (1 of 2)
http://www.youtube.com/watch?v=llrmq8q3E24&feature=related

Peter Schiff exposes college scam - Interviews Kelli Space (2 of 2)
http://www.youtube.com/watch?v=lDbQbPIvPlk&feature=related

Peter Schiff -- Just skip college!
http://www.youtube.com/watch?v=2xhXfyaLxeo&feature=related

College Is a Death Camp (Part 1)
http://www.youtube.com/watch?v=duaUJKBhd3Q&feature=related

College Is a Death Camp (Part 2)
http://www.youtube.com/watch?v=LIYixXTvy24&feature=related

ABC 2020 - College is a Rip Off
http://www.youtube.com/watch?v=V122ICNS8_0&feature=related
---

http://www.youtube.com/watch?v=HQHRT_YzJos&feature=related
http://www.youtube.com/watch?v=5Ty4YfMu0u4&feature=related
http://www.youtube.com/watch?v=CSmgL43sSWY&feature=related
http://www.youtube.com/watch?v=BIbuRMVVekg&feature=related
http://www.youtube.com/watch?v=BM6UEbviYEk&feature=related
http://www.youtube.com/watch?v=G8kCOsfM15c&feature=related
http://www.youtube.com/watch?v=EKlKGB3YwjE&feature=related
http://endthelie.com/books-and-reading-material/
http://endthelie.com/books-and-reading-material/stefan-molyneux-pdf-book-collection/
http://endthelie.com/documentaries-and-informative-videos/more-educational-films/complete-alex-jones-video-collection-contents-prisonplanet-tv-free/

http://newamerica-now.blogspot.com/2011/11/when-good-men-do-nothing.html
http://www.newamerica-now.blogspot.com/

How Money Controls You! G Edward Griffin on The Vinny Eastwood Show
http://www.youtube.com/watch?v=9GqmDtJFsZQ&feature=related

Power of the Market - The Pencil
http://www.youtube.com/watch?feature=player_embedded&v=R5Gppi-O3a8

Milton Friedman Puts A Young Michael Moore In His Place
http://www.youtube.com/watch?v=cD0dmRJ0oWg&feature=related

Other videos in this series are linked on the right side of the above videos' pages.

Milton Friedman - Free to Choose series:
http://commonsensecapitalism.blogspot.com/p/free-to-choose.html
http://www.ideachannel.tv/

Ideology Was Bush's Undoing
By Patrick J. Buchanan
Tuesday, November 27, 2007

Over lunch, a liberal friend expressed puzzlement. Citing the title of Tom Oliphant's new book about the Bush administration, "Utter Incompetents," he wondered aloud.

Like him or not, he said, Bush is not an unintelligent man, and he is a principled and energetic executive. As for Dick Cheney, Donald Rumsfeld and the others, almost all had long resumes of accomplishment in politics, government and business. Why, then, do they seem to have failed so dismally?

In my new book, "Day of Reckoning," published this week, I offer an answer. If there is a one root cause to the Bush failures, it has been his fatal embrace of ideology.

Ideology is substitute religion, a belief system based on ideas that are often contradicted by history and common sense. Yet men will adhere to ideologies with a zealotry that borders on fanaticism.

Marxism, fascism and socialism were are ideologies, gods that failed. So, too, is democratism, the Gospel of George W. Bush.

Democratism is a belief that all men are equally endowed with a desire for freedom and an aptitude for democracy. All can be uplifted, and all brought to see that democracy is the one true path to peace in our world. In democracy lies our salvation.

This conviction lay behind the invasion of Iraq, Bush's crusade to democratize the Middle East and his "global democratic revolution" to "end tyranny in our world." And, as Woodrow Wilson's crusade "to make the world safe for democracy" gave us Lenin, Stalin and Hitler, Bush's crusade for democracy is leaving us with ashes in our mouths.

Yet, Wilson's heart was pure, and he ever exhibited the serenity of the True Believer, the unmistakable mark of the ideologue. One imagines Bush will be preaching the dogma of free trade long after the last U.S. factory has closed and the dollar has reached parity with the Mexican peso.

Bush's "compassionate conservative" appears grounded in the ideological conviction that all children are endowed with the capacity to learn through the high school level. No Child Left Behind was going to raise the test scores of all our children above the national average, as in Lake Wobegon.

Why was it fated to fail? Because reality is otherwise. All children are not equal in their innate ability to learn English or math, as they are not equal in their ability to play sports, music or chess. A second-grader knows that, but our elites reject it as bigotry and blasphemy against the egalitarian dogmas that define who they are.

So we invest trillions, empower bureaucrats and enrich the education industry, demanding it produce what it has shown for 40 years it cannot produce. Today's SAT scores are far below where they were in 1964. Like socialists striving to make their system work in Cuba, China and Russia, we have been banging our heads against a brick wall of human nature.

Consider Katrina. Bush was indeed disengaged. But Katrina was a failure of government, not of Bush. The city of New Orleans, the state of Louisiana and FEMA all failed at the simple rescue of 30,000 people stranded by a few feet of stagnant water, while TV anchors boated back and forth bellowing for government to come save them.

Where were the men of New Orleans?

Why did the men of New Orleans, after getting their families out, not come back in boats to rescue the black women and children? Why did so many cops defect and start looting? And why did the National Guard and 82nd Airborne succeed and end the hysteria in hours?

In New Orleans, society collapsed because its basic building block, the family, has collapsed, for all the reasons we know too well.

Yet while civil government is failing, institutions like the 82nd, Microsoft and the New England Patriots succeed -- because they operate on other than ideological principles.

You don't vote for the head of Microsoft or choose the coach of the Patriots or commanding officer of the 82nd by elections.

These institutions reject egalitarianism. They put excellence before equality. They do not believe in a "level playing field" for opponents, but, with Vince Lombardi, that "winning isn't everything, winning is the only thing." They demand our best. You fall short, you are gone. They are intolerant of excuses and self-pity.

All who labor there know if they do not perform, the penalties are real: loss of jobs, income, and prestige. In the 82nd, incompetence can mean dead comrades or your own death. They are one-for-all and all-for-one people. They are exclusive, not inclusive. They reject racial, ethnic and gender quotas and affirmative action. To the 82nd and the Patriots, there are places women simply do not belong.

Thomas Jefferson believed that in a republic a "natural aristocracy" of virtue and talent should rule. Those who run these institutions believe the same. That is why they succeed, and why government, when we ceased to be a republic and degenerated into an egalitarian democracy, so often fails.

In the context of education reform, parents, citizens, taxpayers continually hear the term "systems approach" or "systems thinking." What is it? What does it mean? Where did it come from? What part will it play in the restructuring of America?

Systems Thinking

Systems thinking grew out of the writings of Alfred North Whitehead. The science of systems thinking is credited to a man by the name of Ludwig von Bertalanffy and his associates (one of whom is Ervin Laszlo, currently working with the United Nations). The generic term for systems thinking is general systems theory.

A word about Bertalanffy before continuing. Bertalanffy came to the United States from Germany on a Rockefeller grant. He returned to German-occupied Vienna, Austria, in 1938. His biology textbooks were used by Hitler. He returned to the United States following World War II.

General systems theory states, simply, that the world is a system of subsystems (also called systems), all interconnected and interdependent to form a wholistic or holistic system; that within any system is an infrastructure that is analogous (the same) across systems, irrespective of physical appearance.

Stated a bit differently, but to the same effect, is the Gaia hypothesis which states the world is a living, breathing organism, irreducible to its parts; that what affects one part, affects all parts; that in the name of saving spaceship Earth, we must change our society. The Gaia hypothesis adds a spiritual (metaphysical) dimension to systems thinking.

Systems thinking sees everything as wholistic, with all parts interconnected, interdependent. In the words of Senge (1990), systems thinking --

is the fifth discipline because it is the conceptual cornerstone that underlies all of the five learning disciplines of this book.

This discipline is the foundation upon which the other four disciplines function: personal mastery, mental models, shared vision, team learning. Many who have been through the team building process of consensus will recognize the terms. The systems thinking model, because of its wholistic approach, is cyclical -- sometimes shown as a circle, sometimes as a spiral. The beginning is the end. You start at point A and your destination is point A. The journey between point A and point A is the "process". At point A the change agents decide what they want the world to look like in x number of years. This is the goal, destination, or outcome. Example: the exit outcomes for the school, state, federal: what the child should know and be able to do as a result of his or her educational experience; what the child should look like.

The next step is to align everything to achieve point A, the outcome. In this endeavor, the curriculum, instruction and teaching methodologies are aligned to the outcome to ensure that the outcome is reached; the measure of which is the assessment. This process is known by many names, among them backmapping. The technical term is a syllogism: a process used by behavioral scientists to bring about planned change.

Thus it is that mankind can be said to be creating the future.

It is imperative, at this point, to digress to the philosophy behind systems thinking as it is important to understanding the semantics of systems thinking. Systems thinking sees everything as a system, analogous to all other systems irrespective of physical appearance. All things are equal, whether it be the ecosystem or mankind -- man is no better than animal or a tree. The underlying philosophy here is humanism that maintains that man is devoid of spirituality or self-determinism. It therefrom follows that man must be conditioned (the process) to his environment (the outcome or goals), whatever it is decided that environment will be (creating the future). As stated in the Humanist Manifesto II,

we can discover no divine purpose or providence for the human species. While there is much that we do not know, humans are responsible for what we are or will become. No deity will save us; we must save ourselves.

All the exit outcomes from all the school districts, states, and Goals 2000 are what man must be conditioned to to achieve the created future. That created future is based on future trends which, again, is cyclical, deciding what "we" (the change agents) want the world to look like (in the 21st Century), then backmapping. In this same vein, outcome-based education is education based on outcomes -- starting at the end and backmapping to ensure the outcome. In researching future trends, it becomes very obvious that they are not based on fact, but rather on the doomsday prophesies of rabid environmental groups whose religious philosophy is very much humanistic/New Age.

Systems thinking, to repeat, sees everything as wholes. It is in this context that appear whole language; the wholistic education system incorporating all services to deal with the whole child -- mentally, physically, emotionally; life-role or real-life (wholistic) education; constructivist (hands on) learning (the child reinventing the wheel); integrated curriculum deleting the lines of structured disciplines; thematic units addressing social or life-related issues (wholistic); conflict resolution in pursuit of the collectivist (wholistic) society; peer tutoring to promote the group (collectivist) mentality; the child centered classroom; individual learning plans (IEP's) -- Everything that is done is to achieve the whole, with all systems (everything done to produce the child who will look like the exit outcomes) interconnected and interdependent to achieve the whole.

Humanism is a religion that sees everything as wholistic, the basis of collectivist thought and action; it is the foundation upon which Marx built his philosophy (Marx saw Christianity as a religion of self-alienation, something to be stamped out at all cost). Marx believed the individual mind to be part of the universal mind (the wholistic mind), the collective. He saw the Hegelian Dialectic as a process for achieving wholes, of Oneness of Mind through a process of thesis (an idea or proposition), antithesis (the opposite idea or proposition) and synthesis (the bringing together of thesis and antithesis). Synthesis then becomes the new thesis, and through a continuing process (evolution to higher levels), Oneness of Mind theoretically occurs. If you look consensus up in the dictionary, you will discover that it means solidarity of belief; continual evolution to oneness of mind. To achieve consensus (wholism), one must give up his or her individual beliefs and conform to the group beliefs -- again to achieve the whole.

Left to its own devices, however, consensus is uncontrollable. Thus, to control the process, and insure the outcome, facilitators are trained in group dynamics (how individuals brought together in a group interact) to ensure the outcome. Again, we start at point A and return to point A. In the process, the greater number of participants are brought to hold the predetermined outcome instead of just the facilitator. In the words of one participant, the job of the facilitator is to make everyone in the group think it's their idea (Resource Document, Schools for the 21st Century, Final Report, January 1995).

Because of multiple parties being involved in consensus, it cannot be rigid except in outcome. In each instance thesis and antithesis come into play, with synthesis as the outcome, whether achieved incrementally or in one cycle. From the synthesis of thesis and antithesis comes compromise. Thus it is that there is no right or wrong answer, everything is relative, situational. (This is the why and wherefore, also, of no right answer in the classroom.) Everything is thesis and antithesis, ever evolving in a spiral, whether individual thought or collective thought, to the next higher plain. This is, incidentally, the process of attaining higher order thinking. This is the reason for the teacher as facilitator -- the guide on the side; not the sage on the stage.

The facilitative process is not one that appeals to the cognitive domain; it appeals to the affective domain -- how people feel. In achieving consensus, it is not what one knows about a subject that matters, it is how one feels that is important. As so adequately demonstrated by the final evaluation of the Schools for the 21st Century in Washington state, content is excellence in terms of the change agenda, process is the destination, the product, and what learning is about; and emotionality and affectivity are the means by which content and process will be achieved. If you want to change someone's belief system, you do not appeal to what they know, you appeal to what they believe, how they feel about a subject or issue. In a consensus circle, the facilitator sets the stage by appealing to the affective domain of the participants -- emotionality is imperative. If the advocates of education reform have learned nothing else from sex education programs and the resulting rise in teen pregnancies, they have learned that appealing to emotionality sets the stage if the intent is for people to compromise their principles. Once the stage has been set, affective is brought into conflict with cognitive, and the individual is pushed to conform to a group belief system -- mine, yours and ours. Once that has occurred, and individual principles have been compromised, it is very hard for the individual to reclaim his individuality. To do so requires breaking away emotionally from the new "family" and again thinking for oneself. The social acceptance within the circle makes this very hard for most people to do -- a facet that is very much counted on. What people learn about each other, intimately, within the circle "of trust" also becomes a coercive factor against anyone who might attempt to break away.

In the classroom, systems thinking plays out in the focus of the classroom. No longer is the focus knowledge. Now the focus is real-life or life-role education. Everything is set in the context of children experiencing real-life situations. Thus it is that the focus in the classroom is social or life-related issues taught in the context of unit themes or thematic units, whether it is gender, prejudice, discrimination, the environment, homosexuality, life styles --the primary focus, however, is upon environmentalism, which is why parents are finding a lot of it in the classroom. This environmentalism is not, in most cases, based on scientifically validated research, but rather, on the doomsday prophesies of rabid environmentalists with a self-serving agenda -- an agenda that plays itself out in such events as the Earth Summit in Rio de Janeiro in 1992, and similar more recent events such as the more recent earth summit held in Japan. The fear tactics perpetuated in the name of global warming is a good example.

Future trends harken back to a man by the name of Jay W Forrester and the Massachusetts Institute of Technology. (Forrester was Peter Senge's mentor for 20 years according to Senge, 1990). In 1972, Forrester established a world simulation model known as World 3 for the Club of Rome (this group has a propensity toward world government). This was a computer simulation model that, according to inputs, predicted future scenarios. A book, The Limits to Growth by Donnella Meadows, was written over the twenty scenarios predicted by the simulation model. None of the predictions have come true, but that's beside the point. It is the doomsday prophesies that "we must change our ways if we are to save spaceship Earth" that dominates the scene. This is also what comes across in the classroom where turning children into social and political activists for the cause is paramount. This is what Washington Superintendent of Public Instruction Terry Bergeson meant, in her 1997 state of education address, when she said,

Education beats out fighting crime, holding the line on taxes, creating new jobs, improving access to health care, or protecting the environment. And, by the way, when we achieve our educational goals, all of these problems will be addressed in new and better ways.

In his book, A Strategy for the Future, The Systems Approach to World Order, Laszlo predicted that a more accurate and concise model of World 3 would be in place by the mid-1980's. This, or something similar, is undoubtedly where the predictions of what the world will look like in the 21st century are coming from. The point that needs to be made here, is that in predicting the future, the future can also be created, starting at point A and returning to it. In others words, whatever the "we" want it to look like. What "we" want it to look like is manifesting itself now in the classrooms across American under Goals 2000, STW and the plethora of bills building the system.

In creating the future, one of the first steps, is to analyze "where we are now" against "where we want to be." This is called a gap analysis. Undoubtedly, most have heard this term. The gap analysis becomes the foundation of the change strategy -- what "we" need to do to move people from "where they are now" to where "we want them to be" -- from "here" to "there." The facilitative process then becomes the bridge between "here" and "there" whether in the classroom or in the community or in the country. This is why facilitators are used in the whole of the process, whether in the classroom or in establishing the mission and vision statements and the exit outcomes.

Once the cyclical process is put in motion, theoretically it will envelope the whole community at some point -- except those who refuse to participate, referred to by proponents as critics of change, naysayers, the glass half-empty crowd, and enemies of education. The success of systems thinking, however, is contingent on it encompassing everyone -- all. Because not everyone can be so easily controlled, the necessity comes eventually, in the interests of the system, to invoke tyrannical means of achieving and maintaining compliance to the system. This is why, in the USSR, dissidents were labeled "mentally ill" and incarcerated "until they came to their senses." See The Fallacy of Systems Thinking.

Systems thinking is the method of achieving and maintaining the planned economy, in which every facet is carefully monitored and carefully controlled, including the human factor. It is a system that does not tolerate deviance from the accepted norm. It is a system that is very much into producing robots that all act and think alike.

Accountability, under systems thinking, is the gathering and analysis of statistical data to measure evolution to outcomes, to insure compliance with the system. Thus the establishment of huge data banks housing personally identifiable information on every man, woman and child. Available to the proponents of systems thinking is the element that was missing in early models (Planning Programming Budgeting Systems, mastery learning) -- computer technology. In the gathering, storage and analysis of statistical data and personally identifiable information on every man, woman and child in this nation, coercion becomes a definite factor in achieving the desired outcome -- whether it is determined that the parent, teacher or child is the problem.

The Spiritual Dimension

In his book, The Fifth Discipline: The Art and Practice of the Learning Organization, Senge acknowledges that the vision for the writing of this book was born in the fall of 1987 during his morning meditation. As a book outlining the components of the high performance work organization, the road to continuous quality improvement, the total quality environment, and as a book referenced heavily in books written advocating education reform, this revelation in the introduction gives us a sense of the spiritual aspect of systems thinking. Senge defines this aspect further in defining personal mastery -- one of the five disciplines of the learning organization, acknowledging that it is rooted in both Eastern and Western spiritual traditions as well as secular traditions -- three components of New Age religious practice. He also states that personal mastery is imperative to developing and sustaining shared vision within an organization.

Eastern spiritual traditions incorporate mystic practices involving altered states of consciousness, known to parents as guided fantasy/guided visualization, sometimes as centering or relaxation exercises or techniques. In Senge's words, these practices are key to "working effectively with the subconscious".

Senge also points out, in The Fifth Discipline, that an Equal Employment Opportunity Commission ruling forbids companies from requiring that employees participate in training seminars that they believe violate their religious beliefs, and Christians do believe that these practices are a form of self-divination that is forbidden by the Bible. But Senge claims that this snafu in the workplace can be circumvented. He claims that anyone committed to the learning organization is also committed to truth. In other words, if the Christian refuses to participate in these religious practices, the Christian denies truth and is a roadblock to achieving the learning organization.

There is another way to circumvent this roadblock, as outlined in The Aquarian Conspiracy by Marilyn Ferguson:

You can only have a new society, the visionaries have said, if you change the education of the younger generation. -- Of the Aquarian Conspirators surveyed, more were involved in education than in any other single category of work. (p 280)

Teachers are being taught the techniques of guided fantasy/guided visualization by people such as Jack Canfield of the Chicken Soup for the Soul series. Canfield is a New Age author and promoter of confluent education. In an article published in New Age magazine in 1978, Canfield instructs:

If you're teaching in a public school, don't call it meditation, call it "centering." Every school wants children to be relaxed, attentive, and creative, and that's what they will get.

In a sidebar to this article, it is acknowledged that:

Many of the new methods and approaches we have written about in this article are beginning to be adopted by more and more teachers in pilot programs.

More and more parents are becoming aware of the use of the techniques of guided fantasy/guided visualization in the classroom. Both of these techniques place the child in an altered state of consciousness -- a key component of yoga or meditation. In this state, children are VERY open to suggestion which is why this state is used in most accelerated learning programs that can be connected to George Lozanov, the Bulgarian (communist) professor.

Besides the religious aspect of guided fantasy/guided visualization, parents need to know that these practices can have a very adverse affect on a child in a couple different ways. First, children placed in an altered state of consciousness are often taken to meet a spirit guide, guide, or wise old person. In The Beautiful Side of Evil and Like Lambs to the Slaughter, Johanna Michaelsen exposes these spirit guides as demonic spirits. If anyone is the least bit dubious about where this can end, these books are recommended reading. This is also one of the reasons why parents are seeing Native American studies being brought into the schools as the Native American spirituality (religion) incorporates altered states of consciousness in pursuit of spirit guides -- the hawk, the eagle, the coyote, the bear, etc. Just as marijuana is an introduction to harder drugs, introducing children to guided fantasy/guided visualization invariably leads to broader experimentation. It is dangerous, as Johanna Michaelsen divulges in her books, and often leads to satanic, occult worship -- earth worship (GAIA), spirit guides, mandalas, etc. These practices in schools are, however, being touted as an avenue to the inner wisdom, creativity, and self esteem we hear so much about these days. Anyone who wants to get an eyeful of where it goes, just pick up The Light Shall Set You Free, co-authored by Dr Shirley McCune (currently an employee under the direction of the Washington State Superintendent of Public Instruction and a friend of Terry Bergeson) and read it.

The second problem is that the practice of placing children in altered states of consciousness should ONLY be done by licensed clinicians and then ONLY under certain conditions. This medical procedure should NEVER be used in a group setting such as a classroom where the use of it by teachers is nothing short of medical malpractice. That aside, more and more lawsuits are being filed by parents whose children have been put in these hypnotic states, resulting in problems returning to consciousness, flashbacks at any time (like psychedelic drugs cause), and blackouts. Teachers are being taught how to use these techniques, they are not being told the whole story behind the use of these techniques or what can happen if they do use them.

Guided fantasy/guided visualization is New Age, and their use in the classroom exposes children early to New Age practices in pursuit of the learning organization, the high performance work organization, the total quality environment. It is being done in schools without the knowledge or informed consent of parents which violates their rights as well as the child's. It also violates the First Amendment to the U.S. Constitution, forbidding the establishment of a state religion.

Referenced Resources:

Ferguson, Marilyn; The Aquarian Conspiracy: Personal and Social Transformation in Our Time; New York: G. P. Putnam Sons; 1980.

Lazslo, Ervin; A Strategy for the Future: The Systems Approach to World Order; New York: George Braziller; 1974.

McCune, Shirley and Dr Norma Milanovich; The Light Shall Set You Free; Albuquerque: Athena Publishing; 1996.

Meadows, Donnella et al.; The Limits to Growth; New York: New American Library; 1972.

Michaelsen, Johanna; The Beautiful Side of Evil; Eugene: Harvest House Publishers; 1982.

Michaelsen, Johanna; Like Lambs to the Slaughter: Your Child and the Occult; Eugene: Harvest House Publishers; 1989.

Senge, Peter; The Fifth Discipline: The Art and Practice of the Learning Organization; New York: Currency Doubleday; 1990.

©September 1998; Lynn M Stuter

Websites Regarding Systems Theory:
International Federation for Systems Research
International Society of Systems Sciences
International Systems Institute

Systems theory states, simply, that the world is a system of subsystems (also called systems), interdependent and interconnected, to form a wholistic or holistic system; that within any one system is an infrastructure that is analogous across systems, irrespective of physical appearance.

The Gaia Hypothesis, in different words but saying the same thing, adds a spiritual dimension to systems theory, stating that the world is a living, breathing organism, irreducible to its parts; that what affects one part affects all parts; that in the name of saving spaceship earth, we must change our society.

These are the two hypotheses which under gird systems governance and the transformation of American society to the total quality, outcome-based, environment of a managed economy in a communist society in which every aspect of that society is micromanaged by the all powerful government to achieve goals established to attain a humanist "created future" -- the sustainable global environment.

This is happening nationwide, in every branch, office and department of government; in industry; in health care; in education at all levels; in property rights, growth management and land use planning; it is evident in the environmental movement in both the public and private sectors ... there is nothing that is not being affected by this. This is a total and complete transformation or paradigm shift of our society.

Systems governance has, of course, been tried before: in the USSR since the Bolshevik Revolution, Germany under Hitler, Italy under Mussolini, Japan under Hito, China, North Korea and Vietnam -- every totalitarian regime society has ever spawned. And the results have always been the same -- the loss of rights and freedom for the people subjugated to it. This time will be no different even though the philosophical advocates of

total quality management (TQM) -- systems governance in business and industry;

planning programming budgeting systems (PPBS) -- systems governance in the public sector;

outcome-based education (OBE) -- systems governance in education; and

the church growth movement (CGM) -- systems governance in matters involving the church and religion;

believe that the evolution of computer technology will provide the 'handlers' (such as was the Supreme Soviet in the USSR, the Third Reich in Germany under Hitler -- ) with the needed information to leverage problem areas and keep the 'whole' (the earth) in balance as a sustainable environment without totalitarian tactics.

The links to the left will take the reader into some of the different aspects of this 'new' system of governance, revealing to the reader not the rhetoric but the reality.

The Fallacy of Systems Thinking

Having established the purpose and process of systems thinking -- whether one knows it as total quality management, the high performance work organization, outcome-based education, performance-based education, planning programming budgeting systems, or by any of the plethora of other names by which it is known -- one need analyze whether the fallacies of the system are greater than the benefit.

In discussing the fallacies of systems thinking, it is necessary to digress, for a moment, to the definition of systems thinking ... theory ... philosophy ... world view: the world is a system of subsystems, all interconnected and interdependent to form a wholistic or holistic system; that within any one system is an infrastructure that is analogous across systems, irrespective of physical appearance.

This means that whether a human system, plant system, animal system, eco system ... the infrastructure is the same.

But are they really? That depends on one's worldview. If one is a humanist, one sees man as no different than animal or plant. But if one believes in a higher authority -- ie, God -- one is reminded that God commanded man to take dominion over all of earth and its creatures, large and small. Such sets man apart from and superior to other systems. Not only does systems theory not recognize a higher authority but it also denies the superiority of mankind.

Systems theory presupposes that man has no individuality that sets one being apart from all other beings; that individual man is but part of the collective mind of man. People who have been raised under the tenets of Christianity know differently; that each being is created and revered in the eyes of God as an individual.

Systems theory sees everything as wholistic or holistic. The system, by its very construct and nature, must include everyone -- all. This is where the mantra's "all children can learn" and "no child left behind" come from. In the same venue, people participating in the process of systems governance (facilitation to a preset outcome) must either agree, agree to disagree (tactic approval), or disagree but agree not to sabotage (tactic approval). To openly oppose or disagree with the system, its goals or objectives, is to violate the "all" mandate of the system.

So what happens when someone, or a group, openly opposes or disagrees with the system. Remember that systems theory is a system of subsystems, all interconnected and interdependent. This means that if the system is to function properly, all systems must be kept in balance. (Remember Al Gore's Earth in Balance?)

What happens if a system gets out of balance? Many will have heard the term leveraging. The out-of-balance system must be leveraged back into balance. Now, if the out-of-balance system can be leveraged back into balance with the other systems, all is well. But what happens if the out-of-balance system cannot be leveraged back into balance with the other systems? The obvious answer is that the other systems then move to compensate. One can readily see how, over time, a radical element could cause the system to continue to compensate until it can no longer compensate, causing the system to fail. This is what happened in the USSR.

The Fallacy of Systems Governance

But systems theorists believe they have found the cure for this problem: the collection and analysis of data by high-performance computers running high-tech systems, under the mantra of "accountability". There is only one problem -- computers may be able to calculate with great accuracy, but they cannot think as the human mind thinks.

And just as mankind has not been able to accurately map how the human brain functions, neither has mankind been able to build computers capable of extracting that information which is pertinent from the milieu of information presented, and process that information devoid of bias. And until they do (which will never happen), no computer is intelligent enough to analyze data to the degree necessary to successfully leverage systems into balance and keep them in balance.

Because systems theory runs counter to the nature of most human beings, the failure rate of leveraging systems back into balance is high. And because balance is not only necessary but crucial, systems theory, by its very construct and nature, becomes more and more oppressive as measures are implemented to control "radical elements" that can cause the system to be thrown out of balance.

The greatest threat to systems governance is dissension, either by opening opposing the systems process or by refusing to supply the personally identifiable data -- such as is collected via the WASL, or medical records (see SPEEDE/ExPRESS for all the personally identifiable data sought) -- needed to analyze and leverage systems. This is why dissension cannot be allowed; why people can disagree but must give their tactic approval via their silence. As a note of interest, those who refuse to supply the needed data are labeled oppositional defiant -- a term parents who have refused to allow their children to take the WASL have run into.

The need to include all is also why proponents of systems governance claim they represent the majority, defined as anyone who does not openly oppose the system, whether because they truly agree or because they are ignorant or apathetic.

Systems theory is the very essence of pure democracy, abhorred and avoided by our Founding Fathers. In the words of Alexander Hamilton, Federalist Paper.

From this view of the subject, it may be concluded, that a pure Democracy, by which I mean a Society consisting of a small number of citizens, who assemble and administer the Government in person, can admit of no cure for the mischiefs of faction. A common passion or interest will, in almost every case, be felt by a majority of the whole; a communication and concert results from the form of Government itself; and there is nothing to check the inducements to sacrifice the weaker party, or an obnoxious individual. Hence it is, that such Democracies have ever been spectacles of turbulence and contention; have ever been found incompatible with personal security, or the rights of property; and have in general been as short in their lives, as they have been violent in their deaths.

Does systems governance work? No, it doesn't. The fallacies of the system far outweigh any benefit (of which none is known) derived therefrom.

Systems government, while proffered as the cure for the ills of mankind, is the product of self-indulgent minds striving for power and position ... governance by the few over the many for the benefit of the few ... the old feudal system. It didn't work in the Dark Ages, it most certainly won't work now even though the trappings have changed.

© February 2002 Lynn M Stuter
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The Delphi Technique -- What Is It?

The Delphi Technique was originally conceived as a way to obtain the opinion of experts without necessarily bringing them together face to face. In recent times, however, it has taken on an all new meaning and purpose. In Educating for the New World Order by B. Eakman, the reader finds reference upon reference for the need to preserve the illusion that there is "'lay, or community, participation (in the decision-making process), while lay citizens were, in fact, being squeezed out." The Delphi Technique is the method being used to squeeze citizens out of the process, effecting a left-wing take over of the schools.

A specialized use of this technique was developed for teachers, the "Alinsky Method" (ibid, p.123). The setting or group is, however, immaterial; the point is that people in groups tend to share a certain knowledge base and display certain identifiable characteristics (known as group dynamics). This allows for a special application of a basic technique.

The change agent or facilitator goes through the motions of acting as an organizer, getting each person in the target group to elicit expression of their concerns about a program, project, or policy in question. The facilitator listens attentively, forms "task forces," "urges everyone to make lists," and so on. While s/he is doing this, the facilitator learns something about each member of the target group. S/He identifies the "leaders," the "loud mouths," as well as those who frequently turn sides during the argument -- the "weak or noncommittal".

Suddenly, the amiable facilitator becomes "devil's advocate." S/He dons his professional agitator hat. Using the "divide and conquer" technique, s/he manipulates one group opinion against the other. This is accomplished by manipulating those who are out of step to appear "ridiculous, unknowledgeable, inarticulate, or dogmatic." S/He wants certain members of the group to become angry, thereby forcing tensions to accelerate. The facilitator is well trained in psychological manipulation. S/He is able to predict the reactions of each group member. Individuals in opposition to the policy or program will be shut out of the group.

The method works. It is very effective with parents, teachers, school children, and any community group. The "targets" rarely, if ever, know that they are being manipulated. Or, if they suspect this is happening, do not know how to end the process.

The desired result is for group polarization, and for the facilitator to become accepted as a member of the group and group process. S/He will then throw the desired idea on the table and ask for opinions during discussion. Very soon his/her associates from the divided group begin to adopt the idea as if it were their own, and pressure the entire group to accept the proposition.

This technique is a very unethical method of achieving consensus on a controversial topic in group settings. It requires well-trained professionals who deliberately escalate tension among group members, pitting one faction against the other, so as to make one viewpoint appear ridiculous so the other becomes "sensible" whether such is warranted or not.

The Delphi Technique is based on the Hegelian Principle of achieving Oneness of Mind through a three step process of thesis, antithesis, and synthesis. In thesis and antithesis, all present their opinion or views on a given subject, establishing views and opposing views. In synthesis, opposites are brought together to form the new thesis. All participants are then to accept ownership of the new thesis and support it, changing their own views to align with the new thesis. Through a continual process of evolution, Oneness of Mind will supposedly occur.

The theory of the Delphi and the reality of the Delphi are, obviously, quite different -- the reality being that Oneness of Mind does not occur but only the illusion of Oneness of Mind with those who refuse to be Delphi'd being alienated from participating in the process.

While proponents of education reform feel they are quite justified in this, the effect of this unethical manipulation of people is to create polarized camps. In an effort to maintain the process, advocates have marketed a plethora of publications (such as What's Left After the Right, No Right Turn and If You Don't, They Will) intended to label, castigate, and alienate anyone who does not go along with them. As a result, parents come to understand that their role in education reform is merely perfunctory; that the outcome is preset, that they are not but the rah-rah team so when opposition does arise, advocates of education reform can say, "we had community input."

To make sure that the situation is controlled, only those parents who agree with the process are allowed on the restructuring teams. New participants are carefully screened to ensure that education reform goes forward unquestioned.

If measurable opposition persists, advocates are told, get the local ministers on board. Take steps to neutralize, by whatever means necessary, the opposition. In some places, opponents have been harassed, both at home and on the job, personal property has been damaged and vandalized, people have lost their jobs. Anyone who does not go along with the restructuring of our society is susceptible to the totalitarian tactics of those promoting education reform -- whether it be parents, teachers, principals, superintendents or board members. The need exists for advocates to maintain an iron grip on the process. They cannot, for instance, withstand open public debate of the issues. Therefore, they do not partake in public forums. They cannot withstand the criticism, so they close every avenue for parents to address the issues. They are rapidly creating, through their divisive tactics, a volatile situation. America is being torn apart.

Parents, citizens, teachers, principals, superintendents who are opposed to the new purpose being given our American education system need tools to withstand the process being used to bring it in -- against the Delphi Technique and consensus which, through their basis in the Hegelian Principle, have Marxist connections and purposes.

First, no opportunity must be left untaken to expose this unethical, divisive process. Second, when this process is used, it can be disrupted. To do so, however, one must be able to recognize when the Delphi Technique is being used, and how to disrupt it.

With thanks to Sandy Vanderberg, Peg Luksik and others.

©March 1996; Lynn M Stuter
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My First Experience with the Delphi

I attended the Middle Years Committee Work summit last night.

There were approximately 75 people there ... mostly school staff and teachers.

People came in and sat down at round tables. As I was sitting, I observed people (obvious facilitators) seeking out a table. A friend/neighbor of mine sat at my table.

A nicely dressed lady walked by my table several times before asking to join us. My 'red flags' went up immediately and rightly so!

The meeting was started with a "welcome" and introduction of the 'committee' members -- only two parents on the 'committee.'

A brief overview of what they have achieved so far was given via an overhead. Exploratory Electives were emphasized.

Then the Group Activity began. Another parent, a dad who I didn't know, joined our table at this point. The main 'facilitator' asked some silly questions to arrive at who should be the 'reporter' and 'recorder.' I didn't participate and neither did the others. But I grabbed the pencil and said I would take notes.

Each table was given a big sheet of paper in order to fill in our 'input' in four sections: Classroom, Activities, Culture, and Other.

Culture was stressed by the main facilitator as attitudes and atmosphere in the school. "What can we do to make them safe?" (The anti-bully bill was mentioned later in the evening.)

The other lady (facilitator) introduced herself as a teacher at the high school. Surprise, surprise! She was a language instructor (teaches foreign language). She obviously wasn't born in America and she mentioned she attended school in another country.

The teacher/facilitator immediately started expressing what she'd like to see in the classroom. She wanted an 'exploratory language class' so when students reached High School they'd know which foreign language they wanted to take. So, I wrote down 'exploratory foreign language classes.'

Oops! Did you know the word 'foreign' is not PC (politically correct)? The teacher said it's too negative and wanted it erased from the sentence. We all couldn't understand what word she wanted to replace foreign with. I looked at the dad and my friend and said, "I like 'foreign.' Do you like 'foreign'?" We all agreed we wanted to keep the word 'foreign.' And we moved on.......

The dad said he wanted more basics. I jumped in and said, "Yeah, more academics and less 'fluff'." My friend agreed. The teacher-facilitator tried to reword what we had just said.... it didn't work! The dad spoke up and said he liked what I said ... he said he liked MY words -- "more basics and less 'fluff.'" So, that's what we wrote. The three of us agreed that we'd like to see history, geography, economics, and civics taught separately. Basically, we flipped the table on the facilitator and from that point on we controlled the 'input.' The teacher/facilitator, at some point, said we were too protective of our children because we were insistent that the 6th graders should be isolated from the 7th & 8th graders.

The next activity was reporting the 'input.' Two people from each table went up to the microphone and briefly discussed their 'inputs.' I went up with the dad, who I obviously knew 'at that point' was conservative, and we stressed the back to basics and activities such as an Americanism club. I think I shocked the audience when I introduced myself as a 'homeschool parent in the District.' A lot of school staff and teachers spoke for their tables ... and they went on and on and on using all the PC buzzwords. Surprise, surprise!

It was obvious from the buzzwords that were spoken that other tables had been facilitated to a pre-determined outcome.

I exchanged phone numbers with the dad and gave away some information.

Oh, I forgot to mention ... a man at another table spoke up about STW/Career Paths ... changed the entire feel of the meeting. You could hear a pin drop. They tried to make him out as a 'whacko' but a mom behind me spoke up about her son's negative experience with career paths. You should have seen the facilitators faces at that point. I wish I had had my camera with me! More arms were going up with questions about career paths, and, at that point, they ended the meeting.

That was my first Delphi experience.

Cynthia

While this participant effectively undermined the Delphi at her table, the input from her table will be synthesized with the input from the other tables who reached the pre-determined outcome. In that synthesis, the input from her table will be removed as it does not conform to the agenda.

What happened here is a typical Delphi meeting, the purpose of which is to ...

1) make the greater number of people believe the pre-determined outcome/s are their own, such that they will ...

 a) support and advocate said outcomes to the larger community; and
 
 b) defend said outcomes, if necessary;

2) move responsibility for the pre-determined outcomes to a non-elected group of people who...

 a) are said to 'represent the community', but that
 
 b) cannot be held accountable by the community.
 
 If measurable opposition to the outcomes arise, those opposing will hear ...
 
 c) "This represents what the community wants" or
 
 d) "This is supported by the community."

 What they don't say, don't want to discuss, and don't want brought to light is that the outcomes ...
 
 e) are not the result of unfettered community input, and
 
 f) were not achieved via the informed consent of the participants (ie, the participants were aware they were being exposed to the Delphi

Technique, understood the process, and agreed to its use).

Tactics of the Trained Facilitator

I read every word of the exchange of correspondence you posted re: K-12. Your antagonist is so typical of a couple kinds of people. I have found that ...

there is the trained change agent/facilitator whose only means of pseudo debate is their definition of 'dialogue'. It requires other listening 'ears' since the psychology of group dynamics is foundational. Their first consideration is not to persuade you personally. The objective is to discredit you so you don't influence others. If their 'trained' modulated original tone of 'voice' doesn't disarm the one they are challenging, they go to the next step of 'authoritative' tone designed to impress with 'credentials'. When that doesn't work, they challenge the opponent's legitimacy to express facts. When that doesn't work, the knuckles get white, the tone of 'voice' becomes shrill, and the motives and accusations of political agenda are used. When that doesn't work, they take their self righteous leave of the scene implying that the challenged party is not worthy of their time and warped wisdom.

I've encountered another similar, but differently motivated type. They are sincerely wrong but committed to the erroneous idea. They usually have some vested interest in whatever they are defending, being part of an organization behind the program or issue or whatever. They see themselves as spokesmen for not only the issue, but also the organization sponsoring it. Any criticism of the issue is construed as an attack on the organization and its representatives. They are truly blinded by the association of which they are a part. They, too, start out mildly trying to bring you around with true sincerity. They actually are interested in changing your mind, individually. As that doesn't work, however, they begin to question your authority to question the institution or idea. The debate becomes more strident as with the trained change agent. Ultimately, both do the same 'exit' scenario of being the one to cut off the exchange, dismissing the challenger as unredeemable.

Long ago when I challenged my church synod about their bragging about being the first of that denomination to adopt PPBS, I was finally told, 'Obviously, you don't know what you are talking about. We suggest this correspondence cease'. To this day, I suspect, the official correspondent had no clue what he was defending, but someone up the chain did.

The passing reference to the Modern Red Schoolhouse leaped out at me. I am currently reading a book, Commies, A Journey Through the Old Left, the New Left and the Leftover Left, by Ronald Radosh, co-author of the Rosenberg File. In the book, he has a chapter titled, 'The Little Red Schoolhouse' in which he describes his days as a child of New York Communist Party parents (the commie youth camps, the schools, etc.). He attended a private school in NY, Elizabeth Irwin School, 'distinctive in that it was a refuge for teachers who would be thrown out of the public school system because they would not sign the Feinberg Law oath, stating that they were not members of CPUSA, refusing to testify at HCOUA, etc...'

He says,'There was a reason why we called the institution we attended 'the Little Red Schoolhouse for little Reds.'

One wonders about the name of the Modern Red Schoolhouse for the 21st Century.

Mary Thompson
California

Note: There is a book, put out by Teachers College Press, Columbia University, 1995, entitled Schooling for 'Good Rebels'; Socialism, American Education, and the Search For Radical Curriculum by Kenneth Teitelbaum with a foreword by Herbert Kohl. This book describes the 'Socialist Sunday Schools' of New York. In reading the book, it is hard to miss the parallel to systems education. Kenneth Teitelbaum, at the time this book was published, was an Associate Professor in the Division of Education at the State University of New York (SUNY) at Binghamtom.

I was thinking about this last night. Because I had just heard of a positive response to an on-line debate, I thought about what was the difference.

In the case where the lady responded positive, after some lengthy back and forth, she actually switched gears from opinion to fact. She went out and did some background research as she had been encouraged to do. She ate humble pie! She was willing to admit that yes, she had been only spouting opinion, and an ill-informed one at that! She went on to sign the WSFH Statement and Resolution.

What a stark contrast to Lynn's debates with this so-called 'Gladys.' Some of us have concluded that 'Gladys' and some of these other 'ladies' are not real people at all, but plants from the public policy institutes and think tanks, well-trained in the exact form of debate that Mary described yesterday, and perfectly willing to go so far as to engage in very nasty personal attacks and threats.

The days of gentle grassroots activism are over. We are now facing the big boys head-on and they aren't pleasant. In fact, they aren't pleased that a truly spontaneous, genuine grassroots movement erupted. They intended to control all sides of the debate from the Right to the Left, and suddenly a few websites show up, and a few articles by Lynn Stuter appear, that expose their agenda a bit too closely.

Leslie
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The Delphi Technique -- How to Disrupt It

Ground rules for disrupting the consensus process (Delphi Technique) -- when facilitators want to steer a group in a specific direction.

1) Always Be Charming. Smile, be pleasant, be courteous, moderate your voice so as not to come across as belligerent or aggressive.

2) Stay Focused. If at all possible, write your question down to help you stay focused. Facilitators, when asked questions they don't want to answer, often digress from the issue raised and try to work the conversation around to where they can make the individual asking the question look foolish, feel foolish, appear belligerent or aggressive. The goal is to put the one asking the question on the defensive. Do not fall for this tactic. Always be charming, thus deflecting any insinuation, innuendo, etc, that may be thrown at you in their attempt to put you on the defensive, but bring them back to the question you asked. If they rephrase your question into an accusatory statement (a favorite tactic) simply state, "that is not what I stated, what I asked was? (repeat your question)." Stay focused on your question.

3) Be Persistent. If putting you on the defensive doesn't work, facilitators often resort to long drawn out dissertations on some off-the-wall and usually unrelated, or vaguely related, subject that drags on for several minutes -- during which time the crowd or group usually loses focus on the question asked (which is the intent). Let them finish with their dissertation/expose, then nicely, with focus and persistence, state, "but you didn't answer my question. My question was? (repeat your question)."

Remember -- always be charming, stay focused, and be persistent.

Never, under any circumstance, become angry. Anger directed at the facilitator will immediately make the facilitator "the victim." This defeats the purpose which is to make you the victim. The goal of the facilitator is to make those they are facilitating like them, alienating anyone who might pose a threat to the realization of their agenda. [People with fixed belief systems, who know what they believe and stand on what they believe, are obvious threats.] If the participant becomes the victim, the facilitator loses face and favor with the crowd. This is why crowds are broken up into groups of seven or eight, why objections are written on cards, not voiced aloud where they are open to public discussion and public debate. It's called crowd control. It is always good to have someone else, or two or three others who know the Delphi Technique dispersed through the crowd; who, when the facilitator digresses from the question, will stand up and say nicely, "but you didn't answer that lady's/gentleman's question." The facilitator, even if suspecting you are together, certainly will not want to alienate the crowd by making that accusation. Sometimes it only takes one occurrence of this type for the crowd to figure out what's going on, sometimes it takes more than one.

If you have an organized group, meet before the meeting to strategize. Everyone should know their part. Meet after the meeting to analyze what went right, what went wrong and why, and what needs to happen the next time around. Never meet during the meeting. One of the favorite tactics of the facilitator, if the meeting is not going the way he/she wants, if he/she is meeting measurable resistance, is to call a recess. During the recess, the facilitator and his/her "spotters" (people who wander the room during the course of the meeting, watching the crowd) watch the crowd to see who congregates where, especially those who have offered measurable resistance. If the "resistors" congregate in one place, a "spotter" will usually gravitate to that group to "join in the conversation" and will report back to the facilitator. When the meeting resumes, the facilitator will steer clear of those who are "resistors." Do not congregate. Hang loose and work the crowd. Move to where the facilitator or "spotters" are, listen to what they have to say, but do not gravitate to where another member of your team is.

This strategy also works in a face to face, one on one, meeting with anyone who has been trained in how to use the Delphi Technique.

With thanks to Sandy Vanderberg, Peg Luksik and others

©March 1996; Lynn M Stuter
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THE DELIBERATE DUMBING DOWN OF AMERICA
By Samuel L. Blumenfeld
NewsWithViews.com

Charlotte Thomson Iserbyt's new book, 'The Deliberate Dumbing Down of America,' is without doubt one of the most important publishing events in the annals of American education in the last one hundred years. John Dewey's 'School and Society,' published in 1899, set American education on its course to socialism. Rudolf Flesch's "Why Johnny Can't Read," published in 1955, informed American parents that there was something terribly wrong with the way the schools were teaching children to read, and my own book, 'NEA: Trojan Horse in American Education,' published in 1984, explained in great detail how and why the decline in public education was taking place.

But Iserbyt has done what no one else wanted or could do. She has put together the most formidable and practical compilation of documentation describing the well-planned 'deliberate dumbing down' of American children by their education system. Anyone who has had any lingering hope that what the educators have been doing is a result of error, accident, or stupidity will be shocked by the way American social engineers have systematically gone about destroying the intellect of millions of American children for the purpose of leading the American people into a socialist world government controlled by behavioral and social scientists.

This mammoth book is the size of a large city phone book: 462 pages of documentation; 205 pages of appendices; and a 48-page Index. The documentation is 'A Chronological Paper Trail' which starts with the Sowing of the Seeds in the late eighteenth and nineteenth centuries, proceeds to The Turning of the Tides, then to The Troubling Thirties, The Fomentation of the forties and fifties, The Sick Sixties, The Serious Seventies, The 'Effective' Eighties, and finally, the Noxious Nineties. The educators and social engineers indict themselves with their own words.

Iserbyt decided to compile this book because, as a 'resister' to what is going on in American education, she was being constantly told that she was taking things out of context. The book, she writes, 'was put together primarily to satisfy my own need to see the various components which led to the dumbing down of the United States of America assembled in chronological order -- in writing. Even I, who had observed these weird activities taking place at all levels of government, was reluctant to accept a malicious intent behind each individual, chronological activity or innovation, unless I could connect it with other, similar activities taking place at other times.'

And that is what this book does. It connects educators, social engineers, planners, government grants, federal and state agencies, billion-dollar foundations, think tanks, universities, research projects, policy organizations, etc., showing how they have worked together to advance an agenda that will change America from a free republic to a socialist state.

What is so mind boggling is that all of this is being financed by the American people themselves through their own taxes. In other words, the American people are underwriting the destruction of their own freedom and way of life by lavishly financing through federal and state grants the very social scientists who are undermining our national sovereignty and preparing our children to become the dumbed-down vassals of the new world order.

One of the interesting insights revealed by these documents is how the social engineers use a deliberately created education 'crisis' to move their agenda forward by offering radical reforms that are sold to the public as fixing the crisis -- which they never do. The new reforms simply set the stage for the next crisis, which provides the pretext for the next move forward. This is the dialectical process at work, a process our behavioral engineers have learned to use very effectively. Its success depends on the ability of the 'change agents' to continually deceive the public, which tends to believe any lie the experts tell them.

Iserbyt's long journey to becoming a 'resister,' started in 1973 when her son, a fourth grader, brought home from school a purple ditto sheet, embellished with a smiley face, entitled 'All About Me.' She writes: "The questions were highly personal; so much so that they encouraged my son to lie, since he didn't want to 'spill the beans' about his mother, father and brother. The purpose of such a questionnaire was to find out the student's state of mind, how he felt, what he liked and disliked, and what his values were. With this knowledge it would be easier for the government school to modify his values and behavior at will -- without, of course, the student's knowledge or his parents' consent."

From that time on, Iserbyt became an activist in education. She became a member of a philosophy committee for a school, was elected as a school board member, co-founded Guardians of Education for Maine (GEM), and finally became senior policy advisor in the Office of Educational Research and Improvement (OERI) of the U.S. Department of Education during President Reagan's first term of office.

As a school board member she learned that in American education, the end justifies the means. 'Our change agent superintendent,' she writes, 'was more at home with a lie than he was with the truth.' Whatever good she accomplished while on the school board was tossed out two weeks after she left office.

It was during her tenure in the Department of Education in Washington, where she had access to the grant proposals from change agents, that she came to the conclusion that what was happening in American education was the result of a concerted effort on the part of numerous individuals and organizations -- a globalist elite -- to bring about permanent changes in America's body politic. She was relieved of her duties after leaking an important technology grant -- a computer-assisted instruction proposal -- to the press.

Another reason why Iserbyt decided to publish this book is because of the reluctance of Americans to face unpleasant truths about their government educators. She wants parents to have access to the kinds of documents that were only circulated among the change agent educators themselves. She wants parents to see for themselves what has been planned for their children and the kind of socialist-fascist world their children will have to live in if we do nothing to counter these plans.

Therefore, getting this book into the hands of thousands of Americans ought to be a major project for lovers of liberty in the year 2000. It will do more to defeat the change agents than anything else I can think of.

Samuel L. Blumenfeld is the author of eight books on education, including 'Is Public Education Necessary'? and 'The Whole Language/OBE Fraud,' published by The Paradigm Company, 208-322-4440. His reading instruction program, 'Alpha-Phonics,' is available by writing The Tutoring Company, P.O. Box 540111, Waltham, MA 02454-0111. www.alpha-phonics.com www.howtotutor.com (More schooling articles)
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Time To Investigate The Department Of Education
American Education Fails Because it Isn't Education
- Tom Deweese Tuesday, April 12, 2011
http://www.canadafreepress.com/index.php/article/35408

The debate over public education grows more heated. Regularly, reports are released showing that the academic abilities of American students continue to fall when compared to those in other countries.

Twenty years ago the U.S. ranked first in the world in the number of young adults who had high school diplomas and college degrees. Today we rank ninth and seventh, respectively, among industrialized nations. Compared to Europe and Asia, 15-year-olds in the United States are below average in applying math skills to real-life tasks. The United States ranks 18 out of 24 industrialized nations in terms of relative effectiveness of its education system. Knowledge in history, geography, grammar, civics and literature are all in decline in terms of academic understanding and achievement.

To solve the crisis, politicians, community leaders, and the education community all preach the same mantra. Students fail, they tell us, because "expectations haven't been set high enough." We need more "accountability," they say. And every education leader and nearly every politician presents the same "solution" to the education crisis: more money, better pay for teachers, and smaller classroom numbers so the children get enough attention from the teachers.

Consequently, there are two specific categories in which the U.S. excels, compared to the rest of the world. First, the U.S. ranks second in the world in the amount we spend per student per year on education = $11,152. The U.S. is also a leader in having some of the smallest classroom numbers in the world. Yet the slide continues. American students grow more illiterate by the year. How can that be? We're doing everything the "experts" tell us to do. We're spending the money. We're building more and more schools. We're raising teacher's pay.

Every American should understand that these three items: higher pay, smaller classrooms and more money for schools are the specific agenda of the National Education Association (NEA). The NEA is not a professional organization for teachers. It is a labor union and its sole job is to get more money into the education system, and more pay for its members. It also seeks to make work easier for its members -- smaller classrooms. Clearly the NEA is not about education -- it's about money and a political agenda.

Clearly the nation's education system is not teaching the children. They can't read or work math problems without a calculator. They can't spell, find their own country on a map, name the president of the United States or quote a single founding father. America's children are becoming just plain dumb.

Yet we have been focusing on a massive national campaign to "fix" the schools for the past two decades or more. Now we have ultra high-tech, carpeted, air-conditioned school buildings with computers and television sets. We have education programs full of new ideas, new methods, and new directions. In the 1990's we set "national standards," accountability through "national testing" through Goals 2000. Through that program we declared that every child would come to school "ready to learn," "no child would be left behind," and pledged that our kids would be "second to none" in the world. Above all, we've spent money, money and more money. The result, American students have fallen further behind, placing 19th out of 21 nations in math, 16th in science, and dead last in physics.

With all the programs and attention on education, how can that be? To coin a well-worn cliché -- "it's the programs, stupid." More precisely, it's the federal programs and the education bureaucracy that run them. It is simply a fact that over the past twenty years America's education system has been completely restructured to deliberately move away from teaching basic academics to a system that focuses on little more than training students for menial jobs. The fact is, the restructured education system has been designed to deliberately dumb-down the children. (Note: the NEA hates that phrase!)

Most Americans find that statement to be astonishing and, in fact, to be beyond belief. Parents don't want to let go of their child-like faith that the American education system is the best in the world, designed to give their children the academic strength to make them the smartest in the world. Politicians continue to offer old solutions of more money and more federal attention, almost stamping their feet, demanding that kids learn something. Programs are being proposed that call for teacher testing to hold them accountable for producing educated children. More programs call for annual tests to find out if children have learned anything. The nation is in panic. But none of these hysterical responses will improve education -- because none of them address the very root of the problem.

The truth is, none of the problems will go away, nor will children learn until both parents and politicians stop trusting the education establishment and start ridding the system of its failed ideas and programs. Parents and politicians must stop believing the propaganda handed down by the education establishment that says teaching a child in the twenty-first century is different and must be more high tech than in days past. It simply isn't so.

THE ROOT OF THE PROBLEM
Today's education system is driven by money from the federal government and private foundations, both working hand-in-hand with the education establishment headquartered in the federal Department of Education and manned by the National Education Association (NEA). These forces have combined with psychologists, huge textbook publishers, teacher colleges, the healthcare profession, government bureaucrats, big corporations, pharmaceutical companies and social workers to invade local school boards, classrooms and private homes in the name of "fixing" education.

The record shows that each of these entities has benefited from this alliance through enriched coffers and increased political power. In fact, the new education restructuring is working wonders for everyone involved -- except for the children and their parents. As a result of this combined invasion force, today's classroom is a very different place from only a few years ago.

There is simply not enough room on these pages to tell the entire history of education restructuring and transformation. It dates back to the early efforts by psychologists like John Dewey, whose work began to change how teachers were taught to teach in the nation's teacher colleges. The changes were drastic as education moved away from an age-old system that taught teachers how to motivate students to accept the whole scope of academic information available. Instead the new system explored methods to maneuver students through psychological behavior modification processes. Rather than to instill knowledge, once such a power was established the education process became more of a method to instill specific agendas into the minds of children.

As fantastic as it seems, the entire history of the education restructuring effort is carefully and thoroughly documented in a book called The Deliberate Dumbing Down of America. The book was written by Charlotte Thomson Iserbyt, a former official at the Department of Education in the Reagan Administration. While there in 1981 -- 1982, Charlotte found the "mother lode" hidden away at the Department. In short, she found all of the education establishment's plans for restructuring America's classrooms. Not only did she find the plans for what they intended to do, she discovered how they were going to do it and most importantly why. Since uncovering this monstrous plan, Charlotte Iserbyt has dedicated her life to getting that information into the hands of parents, politicians and the news media.

Iserbyt's work details how the process to restructure America's education system began at the beginning of the Twentieth Century and slowly picked up speed over the decades. The new system used psychology-based curriculum to slowly change the attitudes, values and beliefs of the students.

The new school agenda was very different from most peoples' understanding of the purpose of American education. NEA leader William Carr, secretary of the Educational Policies Commission, clearly stated that new agenda when in 1947 he wrote in the "NEA Journal:" "The teaching profession prepares the leaders of the future... The statesmen, the industrialists, the lawyers, the newspapermen...all the leaders of tomorrow are in schools today." Carr went on to write: "The psychological foundations for wider loyalties must be laid...Teach those attitudes which will result ultimately in the creation of a world citizenship and world government... we can and should teach those skills and attitudes which will help to create a society in which world citizenship is possible."

Professor Benjamin Bloom, called the Father of Outcome-based Education (OBE) said: "The purpose of education and the schools is to change the thoughts, feelings and actions of students." B.F. Skinner determined that applied psychology in the class curriculum was the means to bring about such changes in the students values and beliefs simply by relentlessly inputting specific programmed messages. Skinner once bragged: "I could make a pigeon a high achiever by reinforcing it on a proper schedule." Whole psychological studies were produced to prove that individuals could be made to believe anything, even to accept that black was white, given the proper programming.

The education system is now a captive of the Skinner model of behavior modification programming. In 1990, Dr. M. Donald Thomas perfectly outlined the new education system in an article in "The Effective School Report" entitled "Education 90: A Framework for the Future." Thomas said: "From Washington to modern times, literacy has meant the ability to read and write, the ability to understand numbers, and the capacity to appreciate factual material. The world, however, has changed dramatically in the last 30 years. The introduction of technology in information processing, the compression of the world into a single economic system, and the revolution in political organizations are influences never imagined to be possible in our lifetime... Literacy, therefore, will be different in the year 2000. It will mean that students will need to follow:

* Appreciation of different cultures, differences in belief systems and differences in political structures.
* An understanding of communications and the ability of people to live in one world as one community of nations...
* In a compressed world with one economic system...it is especially important that all our people be more highly educated and that the differences between low and high socio-economic students be significantly narrowed...
* Education begins at birth and ends at death...
* Education is a responsibility to be assumed by the whole community...
* Learning how to learn is more important than memorizing facts...
* Schools form partnerships with community agencies for public service projects to be a part of schooling...

Rewards are provided for encouraging young people to perform community service."

In this one outline, Dr. Thomas provides the blueprint for today's education system that is designed to de-emphasis academic knowledge; establish the one-world agenda with the United Nations as its center and away from belief in national sovereignty; replace individual achievement with collectivist group-think ideology and invade the family with an "It takes a village" mind-set. Dr. Thomas' outline for education is the root of why today's children aren't learning. These ideas permeate every federal program, every national standard, every textbook and every moment of your child's school day.

THE BUSH SOLUTION
Upon election, Former President Bush declared education to be his number one priority. His first legislation to reach the hill was a major education policy proposal called: "No Child Left Behind." The president said education was the hallmark of his time as Governor of Texas where he imposed strict guidelines for annual testing. He says he wanted to confront the growing problem of American illiteracy and the low standing of test scores. And the president said, "We must focus the spending of federal tax dollars on things that work."

To those ends, the former President's education policy proposal addresses four specific principles including: 1) Annual testing to assure the schools are actually teaching the children and achieving specific educational goals. 2) Restore local control by giving local and state school boards the "flexibility to innovate." Said the former President, "educational entrepreneurs should not be hindered by excessive red tape and regulation." 3) Stop funding failure. President Bush proposed several options for helping failing schools to improve. 4) Give parents a choice to find a school that does teach. Former President Bush gave schools a specific period of time to improve. If they failed, parents would be given the option of going to another, more successful school by way of a voucher plan.

On the surface these proposals sounded to many like fresh new ideas to take back local control of the schools and run the federal programs out the door. But time and a closer examination proved otherwise. In fact, President Bush himself unknowingly summed up the problem with his education program with one statement: "Change will not come by disdaining or dismantling the federal role of education."

To the great disappointment of many, President Bush decided to completely ignore the very root of the education problem -- the federal government and its programs. Instead, President Bush's proposal accepted the incorrect conclusion that the problem with education is simply an over blown bureaucracy that wastes federal funds and fails to enforce clear standards by rewarding bad schools. His numerous statements that "no child will be left behind," came straight from the decade-old motto of the Children's Defense Fund, the group that claims Hillary Clinton as one of its leaders. By being so off-the-mark, there just is no way the Bush proposal could appropriately address a single school reform issue.

First, his plan to restore local control was directly tied to the use of Title I federal funding. Title I is one of the main federal programs to directly fund the "at-risk" catch-all devise now driving the invasion of in-home social workers; the establishment of in-school health clinics; the enforcement of pop diagnosis by teachers and administrators that has put millions of children on Ritalin. Title I is the root of the education establishment's attack on families.

Second, by leaving the federal Department of Education intact, President Bush left in full force the machinery now driving the education system. State school boards are simply outposts of the federal bureaucrats. They are of the same mindset, driving the same programs in the states that are dictated by the federal office. Local ideas from local teachers and parents have no chance of a hearing in these vast bureaucracies. Failing to address this behemoth simply dooms any attempt to improve education.

President Bush made much of the testing program in the state of Texas, which shows scores up by dramatic numbers. His first Secretary of Education, Rod Paige, owed his appointment, in a great way, to his leadership in the Texas testing program. But a close look at what actually took place in Texas caused concern.

Under Governor Bush, Texas established a statewide achievement test called TAAS, which is administered annually to every public school student from third grade through twelfth. Texas officials tout the fact that, today, Texas reports an 80% passing rate. The test is given the credit for the dramatic increase because, as Bush then proposed on the federal level. TAAS was touted as providing "accountability" and an annual measuring stick to determine how students are progressing.

However, Texas colleges reported that Texas-educated students still couldn't read, even after getting good grades on the TAAS test. Why? Because so much emphasis is placed on passing the test that teachers have begun to "teach to the test." Even months before test day, teachers pressure students to be ready. They become little more than cheerleaders. Schools fly banners, hold pep rallies and the pressure builds to pass the test. Classroom time is spent practicing for the test rather than just focusing on well-rounded academic curriculum. Rarely do classes branch off into anything that's not on the test.

Why such pressure? Because teacher salaries and job security are tied to the results. Schools have even been found to cheat on the results. Is this what parents have in mind when they call for accountability? This is the heart of the Bush plan. Under it, parents may see test scores go up, but they will find that their children still can't read.

The Bush plan ignored the existence of the social scientists who have made psychological guinea pigs out of the children. It ignored the role of the Department of Education as a teacher training lab which brags that, in just two weeks, it can completely change the attitudes, values and beliefs of good, academically-focused teachers, and turn them into pliable facilitators to help dumb-down the very students they sought to teach. Nothing was changed in the classroom under the Bush plan. And the same plan flourishes under President Barrack Obama.

TIME TO INVESTIGATE THE DEPARTMENT OF EDUCATION
From the start of his administration, President Bush made it clear that he had no intention of getting rid of the Department of Education. Consequently, the Republican dominated Congress dropped its intentions to de-fund and remove the Department of Education. However, it is not possible to make the changes that Americans are hoping for without taking that step. Bush's plan simply used warm and fuzzy rhetoric to further institutionalize more of the same. His voucher plan has proven to be little more than a Judas Goat to lead private schools into the nightmare of federal programs, which attack and feed on any school that accepts federal money. And so the cancer grows.

While promising to fix American education, the President doomed any hope of it by insisting on keeping the establishment intact. The "No-Child-Left-Behind" Act simply succeeded in institutionalizing the failed policies of Goals 2000 and School to Work. And that's why American education continues to fall.

It's time to ignore the agenda of a self-interested labor union and begin to look at the real reasons why American public schools are in crisis. What is robbing our children of the ability to get a good education?

Americans who want to rid the nation of this plague have little choice but to insist that their representatives in Congress begin a complete investigation into the Department of Education and its policies, its waste, and its fraud on the taxpayers, parents and children of this nation.

Perhaps then, as the facts are exposed under the hot lights of a Congressional hearing, the American people will begin to understand that the problem with education isn't low paid teachers and crowded classrooms -- but rather, is the result of a cynical, deliberate attempt to dumb-down America to promote a radical political agenda. For that is the truth.
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Do We Need the Department of Education?
by Charles Murray, American Enterprise Institute
January 2012
http://www.hillsdale.edu/news/imprimis/archive/issue.asp?year=2012&month=01

Charles Murray is the W.H. Brady Scholar at the American Enterprise Institute. He received his B.A. in history at Harvard University and his Ph.D. in political science from the Massachusetts Institute of Technology. He has written for numerous newspapers and journals, including the Washington Post, the Wall Street Journal, the New York Times, the Weekly Standard, Commentary, and National Review. His books include Losing Ground: American Social Policy 1950-1980, What It Means to Be a Libertarian, and Real Education: Four Simple Truths for Bringing America's Schools Back to Reality. His new book, Coming Apart: The State of White America, 1960-2010, will be published at the end of January.

The following is adapted from a speech delivered in Atlanta, Georgia, on October 28, 2011, at a conference on "Markets, Government, and the Common Good," sponsored by Hillsdale College's Center for the Study of Monetary Systems and Free Enterprise.

THE CASE FOR the Department of Education could rest on one or more of three legs: its constitutional appropriateness, the existence of serious problems in education that could be solved only at the federal level, and/or its track record since it came into being. Let us consider these in order.

(1) Is the Department of Education constitutional?

At the time the Constitution was written, education was not even considered a function of local government, let alone the federal government. But the shakiness of the Department of Education's constitutionality goes beyond that. Article 1, Section 8 of the Constitution enumerates the things over which Congress has the power to legislate. Not only does the list not include education, there is no plausible rationale for squeezing education in under the commerce clause. I'm sure the Supreme Court found a rationale, but it cannot have been plausible.

On a more philosophical level, the framers of America's limited government had a broad allegiance to what Catholics call the principle of subsidiarity. In the secular world, the principle of subsidiarity means that local government should do only those things that individuals cannot do for themselves, state government should do only those things that local governments cannot do, and the federal government should do only those things that the individual states cannot do. Education is something that individuals acting alone and cooperatively can do, let alone something local or state governments can do.

I should be explicit about my own animus in this regard. I don't think the Department of Education is constitutionally legitimate, let alone appropriate. I would favor abolishing it even if, on a pragmatic level, it had improved American education. But I am in a small minority on that point, so let's move on to the pragmatic questions.

(2) Are there serious problems in education that can be solved only at the federal level?

The first major federal spending on education was triggered by the launch of the first space satellite, Sputnik, in the fall of 1957, which created a perception that the United States had fallen behind the Soviet Union in science and technology. The legislation was specifically designed to encourage more students to go into math and science, and its motivation is indicated by its title: The National Defense Education Act of 1958. But what really ensnared the federal government in education in the 1960s had its origins elsewhere--in civil rights. The Supreme Court declared segregation of the schools unconstitutional in 1954, but--notwithstanding a few highly publicized episodes such as the integration of Central High School in Little Rock and James Meredith's admission to the University of Mississippi--the pace of change in the next decade was glacial.

Was it necessary for the federal government to act? There is a strong argument for "yes," especially in the case of K-12 education. Southern resistance to desegregation proved to be both stubborn and effective in the years following Brown v. Board of Education. Segregation of the schools had been declared unconstitutional, and constitutional rights were being violated on a massive scale. But the question at hand is whether we need a Department of Education now, and we have seen a typical evolution of policy. What could have been justified as a one-time, forceful effort to end violations of constitutional rights, lasting until the constitutional wrongs had been righted, was transmuted into a permanent government establishment. Subsequently, this establishment became more and more deeply involved in American education for purposes that have nothing to do with constitutional rights, but instead with a broader goal of improving education.

The reason this came about is also intimately related to the civil rights movement. Over the same years that school segregation became a national issue, the disparities between black and white educational attainment and test scores came to public attention. When the push for President Johnson's Great Society programs began in the mid-1960s, it was inevitable that the federal government would attempt to reduce black-white disparities, and it did so in 1965 with the passage of two landmark bills--the Elementary and Secondary Education Act and the Higher Education Act. The Department of Education didn't come into being until 1980, but large-scale involvement of the federal government in education dates from 1965.

(3) So what is the federal government's track record in education?

The most obvious way to look at the track record is the long-term trend data of the National Assessment of Educational Progress (NAEP). Consider, for instance, the results for the math test for students in fourth, eighth and twelfth grades from 1978 through 2004. The good news is that the scores for fourth graders showed significant improvement in both reading and math--although those gains diminished slightly as the children got older. The bad news is that the baseline year of 1978 represents the nadir of the test score decline from the mid-1960s through the 1970s. Probably we are today about where we were in math achievement in the 1960s. For reading, the story is even bleaker. The small gains among fourth graders diminish by eighth grade and vanish by the twelfth grade. And once again, the baseline tests in the 1970s represent a nadir.

From 1942 through the 1990s, the state of Iowa administered a consistent and comprehensive test to all of its public school students in grade school, middle school, and high school--making it, to my knowledge, the only state in the union to have good longitudinal data that go back that far. The Iowa Test of Basic Skills offers not a sample, but an entire state population of students. What can we learn from a single state? Not much, if we are mainly interested in the education of minorities--Iowa from 1942 through 1970 was 97 percent white, and even in the 2010 census was 91 percent white. But, paradoxically, that racial homogeneity is also an advantage, because it sidesteps all the complications associated with changing ethnic populations.

Since retention through high school has changed greatly over the last 70 years, I will consider here only the data for ninth graders. What the data show is that when the federal government decided to get involved on a large scale in K-12 education in 1965, Iowa's education had been improving substantially since the first test was administered in 1942. There is reason to think that the same thing had been happening throughout the country. As I documented in my book, Real Education, collateral data from other sources are not as detailed, nor do they go back to the 1940s, but they tell a consistent story. American education had been improving since World War II. Then, when the federal government began to get involved, it got worse.

I will not try to make the case that federal involvement caused the downturn. The effort that went into programs associated with the Elementary and Secondary Education Act of 1965 in the early years was not enough to have changed American education, and the more likely causes for the downturn are the spirit of the 1960s--do your own thing--and the rise of progressive education to dominance over American public education. But this much can certainly be said: The overall data on the performance of American K-12 students give no reason to think that federal involvement, which took the form of the Department of Education after 1979, has been an engine of improvement.

What about the education of the disadvantaged, especially minorities? After all, this was arguably the main reason that the federal government began to get involved in education--to reduce the achievement gap separating poor children and rich children, and especially the gap separating poor black children and the rest of the country.

The most famous part of the Elementary and Secondary Education Act was Title I, initially authorizing more than a billion dollars annually (equivalent to more than $7 billion today) to upgrade the schools attended by children from low-income families. The program has continued to grow ever since, disposing of about $19 billion in 2010 (No Child Left Behind has also been part of Title I).

Supporters of Title I confidently expected to see progress, and so formal evaluation of Title I was built into the legislation from the beginning. Over the years, the evaluations became progressively more ambitious and more methodologically sophisticated. But while the evaluations have improved, the story they tell has not changed. Despite being conducted by people who wished the program well, no evaluation of Title I from the 1970s onward has found credible evidence of a significant positive impact on student achievement. If one steps back from the formal evaluations and looks at the NAEP test score gap between high-poverty schools (the ones that qualify for Title I support) and low-poverty schools, the implications are worse. A study by the Department of Education published in 2001 revealed that the gap grew rather than diminished from 1986--the earliest year such comparisons have been made--through 1999.

That brings us to No Child Left Behind. Have you noticed that no one talks about No Child Left Behind any more? The explanation is that its one-time advocates are no longer willing to defend it. The nearly-flat NAEP trendlines since 2002 make that much-ballyhooed legislative mandate--a mandate to bring all children to proficiency in math and reading by 2014--too embarrassing to mention.

In summary: the long, intrusive, expensive role of the federal government in K-12 education does not have any credible evidence for a positive effect on American education.

I have chosen to focus on K-12 because everyone agrees that K-12 education leaves much to be desired in this country and that it is reasonable to hold the government's feet to the fire when there is no evidence that K-12 education has improved. When we turn to post-secondary education, there is much less agreement on first principles.

The bachelor of arts degree as it has evolved over the last half-century has become the work of the devil. It is now a substantively meaningless piece of paper--genuinely meaningless, if you don't know where the degree was obtained and what courses were taken. It is expensive, too, as documented by the College Board: Public four-year colleges average about $7,000 per year in tuition, not including transportation, housing, and food. Tuition at the average private four-year college is more than $27,000 per year. And yet the B.A. has become the minimum requirement for getting a job interview for millions of jobs, a cost-free way for employers to screen for a certain amount of IQ and perseverance. Employers seldom even bother to check grades or courses, being able to tell enough about a graduate just by knowing the institution that he or she got into as an 18-year-old.

So what happens when a paper credential is essential for securing a job interview, but that credential can be obtained by taking the easiest courses and doing the minimum amount of work? The result is hundreds of thousands of college students who go to college not to get an education, but to get a piece of paper. When the dean of one East Coast college is asked how many students are in his institution, he likes to answer, "Oh, maybe six or seven." The situation at his college is not unusual. The degradation of American college education is not a matter of a few parents horrified at stories of silly courses, trivial study requirements, and campus binge drinking. It has been documented in detail, affects a large proportion of the students in colleges, and is a disgrace.

The Department of Education, with decades of student loans and scholarships for university education, has not just been complicit in this evolution of the B.A. It has been its enabler. The size of these programs is immense. In 2010, the federal government issued new loans totaling $125 billion. It handed out more than eight million Pell Grants totaling more than $32 billion dollars. Absent this level of intervention, the last three decades would have seen a much healthier evolution of post-secondary education that focused on concrete job credentials and courses of studies not constricted by the traditional model of the four-year residential college. The absence of this artificial subsidy would also have let market forces hold down costs. Defenders of the Department of Education can unquestionably make the case that its policies have increased the number of people going to four-year residential colleges. But I view that as part of the Department of Education's indictment, not its defense.

What other case might be made for federal involvement in education? Its contributions to good educational practice? Think of the good things that have happened to education in the last 30 years--the growth of homeschooling and the invention and spread of charter schools. The Department of Education had nothing to do with either development. Both happened because of the initiatives taken by parents who were disgusted with standard public education and took matters into their own hands. To watch the process by which charter schools are created, against the resistance of school boards and administrators, is to watch the best of American traditions in operation. Government has had nothing to do with it, except as a drag on what citizens are trying to do for their children.

Think of the best books on educational practice, such as Howard Gardner's many innovative writings and E.D. Hirsch's Core Knowledge Curriculum, developed after his landmark book, Cultural Literacy, was published in 1987. None of this came out of the Department of Education. The Department of Education spends about $200 million a year on research intended to improve educational practice. No evidence exists that these expenditures have done any significant good.

As far as I can determine, the Department of Education has no track record of positive accomplishment--nothing in the national numbers on educational achievement, nothing in the improvement of educational outcomes for the disadvantaged, nothing in the advancement of educational practice. It just spends a lot of money. This brings us to the practical question: If the Department of Education disappeared from next year's budget, would anyone notice? The only reason that anyone would notice is the money. The nation's public schools have developed a dependence on the federal infusion of funds. As a practical matter, actually doing away with the Department of Education would involve creating block grants so that school district budgets throughout the nation wouldn't crater.

Sadly, even that isn't practical. The education lobby will prevent any serious inroads on the Department of Education for the foreseeable future. But the answer to the question posed in the title of this talk--"Do we need the Department of Education?"--is to me unambiguous: No.
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Federal Student Aid and the Law of Unintended Consequences
Richard Vedder, Professor of Economics, Ohio University
May/June 2012
http://www.hillsdale.edu/news/imprimis/archive/issue.asp?year=2012&month=05

RICHARD VEDDER is the Edwin and Ruth Kennedy Distinguished Professor of Economics at Ohio University and director of the Center for College Affordability and Productivity. He received his B.A. from Northwestern University and his M.A. and Ph.D. in economics from the University of Illinois. He has written for the Wall Street Journal, National Review, and Investor's Business Daily, and is the author of several books, including The American Economy in Historical Perspective and Going Broke by Degree: Why College Costs Too Much.

The following is adapted from a speech delivered on May 10, 2012, at Hillsdale College's Allan P. Kirby, Jr. Center for Constitutional Studies and Citizenship in Washington, D.C.

FEDERAL STUDENT financial assistance programs are costly, inefficient, byzantine, and fail to serve their desired objectives. In a word, they are dysfunctional, among the worst of many bad federal programs.

These programs are commonly rationalized on three grounds: on the grounds that assuring more young people a higher education has positive spillover effects for the country; on the grounds that higher education promotes equal economic opportunity (or, as the politicians say, that it is "a ticket to achieving the American Dream"); or on the grounds that too few students would go to college in the absence of federal loan programs, since private markets for loans to college students are defective.

All three of these arguments are dubious at best. The alleged positive spillover effects of sending more and more Americans to college are very difficult to measure. And as the late Milton Friedman suggested to me shortly before his death, they may be more than offset by negative spillover effects. Consider, for instance, the relationship between spending by state governments on higher education and their rate of economic growth. Controlling for other factors important in growth determination, the relationship between education spending and economic growth is negative or, at best, non-existent.

What about higher education being a vehicle for equal economic opportunity or income equality? Over the last four decades, a period in which the proportion of adults with four-year college degrees tripled, income equality has declined. (As a side note, I do not know the socially optimal level of economic inequality, and the tacit assumption that more such equality is always desirable is suspect; my point here is simply that, in reality, higher education today does not promote income equality.)

Finally, in regards to the argument that capital markets for student loans are defective, if financial institutions can lend to college students on credit cards and make car loans to college students in large numbers--which they do--there is no reason why they can't also make student educational loans.

Despite the fact that the rationales for federal student financial assistance programs are very weak, these programs are growing rapidly. The Pell Grant program did much more than double in size between 2007 and 2010. Although it was designed to help poor people, it is now becoming a middle class entitlement. Student loans have been growing eight to ten percent a year for at least two decades, and, as is well publicized, now aggregate to one trillion dollars of debt outstanding--roughly $25,000 on average for the 40,000,000 holders of the debt. Astoundingly, student loan debt now exceeds credit card debt.

Nor is it correct to assume that most of this debt is held by young people in their twenties and early thirties. The median age of those with loan obligations today is around 33, and approximately 40 percent of the debt is held by people 40 years of age or older. So when politicians talk about maintaining low interest loans to help kids in college, more often than not the help is going to middle-aged individuals long gone from the halls of academia.

With this as an introduction, let me outline eight problems with federal student grant and loan programs. The list is not exclusive.

(1) Student loan interest rates are not set by the forces of supply and demand, but by the political process. Normally, interest rates are a price used to allocate scarce resources; but when that price is manipulated by politicians, it leads to distortions in the use of resources. Since student loan interest rates are always set at below-market rates, too much money is borrowed for college. Currently those interest rates are extremely low, with a key rate of 3.4 percent--which, after adjusting for inflation, is approximately zero. Moreover, both the president and Governor Romney say they want to continue that low interest rate after July 1, when it is supposed to double. This aggravates an already bad situation, and provides a perfect example of the fundamental problem facing our nation today: politicians pushing programs whose benefits are visible and immediate (even if illusory, as suggested above), while their extraordinarily high costs are less visible and more distant in time.

(2) In the real world, interest rates vary with the prospects that the borrower will repay the loan. In the surreal world of student loans, the brilliant student completing an electrical engineering degree at M.I.T. pays the same interest rate as the student majoring in ethnic studies at a state university who has a GPA below 2.0. The former student will almost certainly graduate and get a job paying $50,000 a year or more, whereas the odds are high the latter student will fail to graduate and will be lucky to make $30,000 a year.

Related to this problem, colleges themselves have no "skin in the game." They are responsible for allowing loan commitments to occur, but they face no penalties or negative consequences when defaults are extremely high, imposing costs on taxpayers.

(3) Perhaps most importantly, federal student grant and loan programs have contributed to the tuition price explosion. When third parties pay a large part of the bill, at least temporarily, the customer's demand for the service rises and he is not as sensitive to price as he would be if he were paying himself. Colleges and universities take advantage of that and raise their prices [as much as 40% per year] to capture the funds that ostensibly are designed to help students [and have no incentive to reduce their costs when the government will loan the students whatever the colleges demand. Politicians do not tell their (almost exclusively) fellow liberals and supporters in colleges to keep their fees under control and reasonable, but instead tell the rest of us that inflation and rising government debt is our fault, and that we should conserve, cut back on everything and practice austerity]. This is what happened previously in health care, and is what is currently happening in higher education.

(4) The federal government now has a monopoly in providing student loans. Until recently, at least it farmed out the servicing of loans to a variety of private financial service firms, adding an element of competition in terms of quality of service, if not price. But the Obama administration, with its strong hostility to private enterprise, moved to establish a complete monopoly. One would think the example of the U.S. Postal Service today, losing taxpayer money hand over fist and incapable of making even the most obviously needed reforms, would be enough proof against the prudence of such a move. And remember: because of highly irresponsible fiscal policies, the federal government borrows 30 or 40 percent of the money it currently spends, much of that from overseas. Thus we are incurring long-term obligations to foreigners to finance loans to largely middle class Americans to go to college. This is not an appropriate use of public funds at a time of dangerously high federal budget deficits.

(5) Those applying for student loans or Pell Grants are compelled to complete the FAFSA form, which is extremely complex, involves more than 100 questions, and is used by colleges to administer scholarships (or, more accurately, tuition discounts). Thus colleges are given all sorts of highly personal and private information on incomes, wealth, debts, child support, and so forth. A car dealer who demanded such information so that he could see how badly he could gouge you would either be out of business or in jail within days or weeks. But it is commonplace in higher education because of federal student financial assistance programs.

(6) As federal programs have increased the number of students who enroll in college, the number of new college graduates now far exceeds the number of new managerial, technical and professional jobs--positions that college graduates have traditionally taken. A survey by Northeastern University estimates that 54 percent of recent college graduates are underemployed or unemployed. Thus we currently have 107,000 janitors and 16,000 parking lot attendants with bachelor's degrees, not to mention bartenders, hair dressers, mail carriers, and so on. And many of those in these limited-income occupations are struggling to pay off student loan obligations.

Connected to this is the fact that more and more kids are going to college who lack the cognitive skills, the discipline, the academic preparation, or the ambition to succeed academically. They simply cannot or do not master well much of the rather complex materials that college students are expected to learn. As a result, many students either do not graduate or fail to graduate on time. I have estimated that only 40 percent or less of Pell Grant recipients get degrees within six years--an extremely high dropout or failure rate. No one has seriously questioned that statistic--a number, by the way, that the federal government does not publish, no doubt because it is embarrassingly low.

Also related is the fact that, in an attempt to minimize this problem, colleges have lowered standards, expecting students to read and write less while giving higher grades for lesser amounts of work. Surveys show that students spend on average less than 30 hours per week on academic work--less than they spend on recreation. As Richard Arum and Josipa Roksa show in their book Academically Adrift: Limited Learning on College Campuses, critical thinking skills among college seniors on average are little more than among freshmen.

(7) As suggested to me a couple of days ago by a North Carolina judge, based on a case in his courtroom, with so many funds so readily available there is a temptation and opportunity for persons to acquire low interest student loans with the intention of dropping out of school quickly to use the proceeds for other purposes. (In the North Carolina student loan fraud case, it was to start up a t-shirt business.)

(8) Lazy or mediocre students can get greater subsidies than hard-working and industrious ones. Take Pell Grants. A student who works extra hard and graduates with top grades after three years will receive only half as much money as a student who flunks several courses and takes six years to finish or doesn't obtain a degree at all. In other words, for recipients of federal aid there are disincentives to excel.

* * *
If the Law of Unintended Consequences ever applied, it is in federal student financial assistance. Programs created with the noblest of intentions have failed to serve either their customers or the nation well. In the 1950s and 1960s, before these programs were large, American higher education enjoyed a Golden Age. Enrollments were rising, lower-income student access was growing, and American leadership in higher education was becoming well established. In other words, the system flourished without these programs. Subsequently, massive growth in federal spending and involvement in higher education has proved counterproductive.

With the ratio of debt to GDP rising nationally, and the federal government continuing to spend more and more taxpayer money on higher education at an unsustainable long-term pace, a re-thinking of federal student financial aid policies is a good place to start in meeting America's economic crisis.
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Ritalin stunts growth of children; long-term risk to children's health unknown
by Mike Adams
http://www.newstarget.com/z021944.html

New research published in the August, 2007 issue of the Journal of the American Academy of Child and Adolescent Psychiatry finds that Ritalin, the amphetamine drug used to treat a fictitious medical disorder labeled Attention Deficit Hyperactivity Disorder, stunts the growth of children. After three years on the psychotropic drug, children are one inch shorter and 4.4 pounds lighter than their peers, researchers have documented.

The psychiatric industry, of course, has been trying to play down the growth-stunting effects of Ritalin for at least a decade. Research conducted over the last several years by psychiatrists working for the National Institutes of Health initially found evidence of the drug stunting growth of children, yet nevertheless concluded that Ritalin carries "no long-term growth risk" to children. (Those researchers, by the way, failed to disclose their financial conflicts of interest with drug companies.)

Because of that conclusion, psychiatrists have refrained from warning parents about the fact that Ritalin stunts the growth of their children, focusing instead of how their children need "treatment" to correct a "brain chemistry disorder" that was, in reality, invented by the Big Pharma-backed psychiatric industry as a way to sell more drugs to children who don't need them.

Turning schoolchildren into street junkies
Ritalin is an amphetamine. In street lingo, it's called "speed." Selling speed to children is a felony, but feeding speed to children with a prescription is called "treatment." The practice of dosing children with powerful, mind-altering drugs is, in fact, a form of chemical abuse, yet it is tolerated today because it is framed in the language of medicine. Parents and teachers all too easily agree to the mass drugging of schoolchildren because it makes symptoms of ADHD seemingly go away. This drugging practice is, ultimately, pursued for the convenience of the children's caretakers and the profits of powerful drug companies, not out of any real concern for the health of the children.

Nutritional research has shown that the symptoms of ADHD can be completely reversed in 80 percent of children in just two weeks by eliminating processed foods and chemical food additives from their diets. The so-called "disease" of ADHD is really just an expression of behavior caused by extreme dietary imbalances. The entire theory of ADHD can also be completely shot down by simply handing an ADHD child an X-Box or Wii gaming system, after which the child will sit down and engage in extremely focused, attentive and mentally demanding gaming activities for as long as six hours without a single break, and without distraction. If there really were such as disease as Attention Deficit Hyperactivity Disorder, such behavior would not be possible.

The truth is that ADHD kids aren't diseased at all: Most schools are simply boring beyond belief, and children don't learn well by being forced to sit still at their desks and listen to teachers ramble their way through meaningless memorization exercises dubbed "history" or "science" or whatever the topic may be. Children learn by doing things, and all that extra hyperactive energy has a useful function if it's channeled into experiential learning exercises.

Does Ritalin cause permanent health damage?
This new research about Ritalin stunting the growth of children does not answer the question of whether children ever regain their normal height and body weight, or whether Ritalin causes a permanent stunting of growth that cannot be reversed. It does make us wonder, however, whether a drug that stunts physical growth might also stunt the growth of brain cells and the nervous system, leading to intellectually stunted children at the same time that it produces physically stunted children.

In previous years, psychiatrists tried to argue that it wasn't Ritalin that caused the stunting of growth -- it was the ADHD disease itself, they claimed with a straight face! And thus, treatment with Ritalin was the only way to return children to "normal" growth.

This kind of twisted, circular logic typifies modern psychiatric medicine, which spontaneously invokes the existence of numerous psychiatric "disorders" at the exact coincidental moment that profitable pharmaceuticals become available to treat them. The logic of psychiatry goes like this: ADHD is a real disease because it's in the DSIM-IV manual (the bible of fictitious psychiatric disorders). ADHD is listed in the DSIM-IV because it's a real disease according to a group of Big Pharma-funded psychiatrists who made it up. Thus, ADHD is real because psychiatrists say is it! (See our related cartoon, Disease Mongers, Inc., to see a humorous depiction of this process.)

Treating children like guinea pigs
Nobody knows the long-term effects of Ritalin use on children. As a result, the psychiatric industry is treating children like guinea pigs, waiting to see what might happen after someone takes these amphetamines for a decade or longer. For all we know, Ritalin might stunt the size of the reproductive organs of these children, too, leading to future fertility problems. Perhaps the "Ritalin generation" won't be able to have babies. This is just a guess, but the important point here is that the psychiatric industry is guessing, too. Nobody knows. Long-term testing has not been done. It's all basically a "let's give these drugs to children and see what happens" experiment. It's all quite typical of Big Pharma today, which treats members of the public as revenue-producing guinea pigs who are too stupid to wake up and realize they should be questioning the outrageous claims of treatment now being associated with harmful prescription medications.

These side effects of stunting growth and altering the brain chemistry of children might conceivably be worth it if Ritalin were actually treating a genuine disease. If Ritalin, for example, were preventing brain cancer in at-risk children, it might be reasonable to trade a reduction of cancer risk with stunted growth. But Ritalin has no justifiable medical use whatsoever and is, in fact, more a form of chemical mind control than anything resembling real medicine. To place the growth of children at risk in order to give them a drug so powerful that it would be illegal if sold to children on the street is to engage in medical madness. There is no justification for the mass-treatment of children today with this drug other than the clever exploitation of human beings for profit.

The only medically proven use of Ritalin, it turns out, would be for parents who want their children to be short and stunted. Feed those kids enough Ritalin amphetamines, and they won't grow up to be as tall or have as much muscle mass as their peers. It might be a strategy very useful for grooming children for a career as a horse racing jockey, or growing a world-class gymnast (who are all rather short due to the physics advantage of having a shorter body and limbs), but for those parents actually looking to raise healthy children who express their full genetic potential, Ritalin seems to fall short. (Ahem.)

For those parents looking to ruin the health of their children, on the other hand, dosing kids three times a day with amphetamines seems to be quite useful. But why stop there? Why not graduate to METH amphetamines, too, and start giving your kids street meth like the militaries of the world already give to their soldiers? It makes about as much sense as giving them Ritalin, but believe me, if Big Pharma could find a way to control and legalize meth, psychiatrists would no doubt be standing by, ready to invent a fictitious disease "treated" by meth. (Remember, too, that street meth is manufactured from drug company cold medicines sold over the counter to children.)

It all makes you wonder about the Partnership For a Drug-Free America, doesn't it? This is an organization funded in part by drug companies, which seems to have no problem whatsoever about the mass drugging of children with Ritalin amphetamines. The "Partnership," in my opinion, isn't about making America drug free, it's about making America addicted to Big Pharma's drugs while curbing use of the competition: street drugs. The Partnership says, "Ritalin is a valuable medicine." Are they on crack?

Click here (http://en.wikipedia.org/wiki/Amphetamines) to read about amphetamines on Wikipedia.

Not surprisingly, when it comes to Ritalin and the drugging of children, it's all about the profit. The best way to market a drug is to first market a disorder, then pitch the drug as the only known treatment for that disorder.

The chemical abuse of children
In my opinion, what's happening today in psychiatric medicine is a crime against humanity and a form of chemical abuse towards children. Rather than pretending that these psychiatrists have any real medical authority, we should instead be locking them up and prosecuting them for these Nazi-style chemical assaults upon the population. Modern psychiatry, through its rampant chemical poisoning of the people, has proven itself to be far more dangerous to the safety of Americans than any terrorist threat, and in any honest society, these people would be stripped of their right to practice "medicine," and denied access to children. We need a nationwide restraining order against practitioners of modern psychiatry!

I believe it is time we abolished the industry of psychiatry and its disastrous "treatment" of children with dangerous, mind-altering chemicals. If we continue to allow these profit-minded psych doctors to drug an entire generation with amphetamines, the long-term consequences to society will no doubt be devastating. Children do not need mind-altering drugs to demonstrate normal, balanced behavior. They simply need honest nutrition, responsible parenting and to be kept away from refined sugars, petrochemical food additives and processed foods.
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Ritalin / Adderall addicts snort the meds like cocaine
Here's a Q&A from GoAskAlice (http://www.goaskalice.columbia.edu/3703.html) that explains, in more detail, the ways in which Ritalin and Adderall are, in fact, dangerous street drugs:

Dear Alice,

Recently I have started snorting Ritalin and Adderall (not at the same time though). I have found that the effects closely resemble that of snorting cocaine, but are not quite as intense. I really like doing this, because it's much cheaper than buying coke. However, I was wondering exactly how dangerous this might be, if even at all, considering it's a prescribed drug and I never snort more than the average dose that you would take orally. If you could tell me what the danger in doing this is and what I might possibly be doing to my body, that would be great.

Thanks,
Adderall Addict

(Alice answers:)
Dear Adderall Addict,

Ritalin and Adderall are two of the most prevalent prescription drugs used in the treatment of Attention Deficit Hyperactivity Disorder (ADHD) and Attention Deficit Disorder (ADD). Both of these medications are classified as Schedule II drugs in the amphetamine class. Even though they are stimulants, when prescribed as directed by a medical provider in standard doses for people with ADHD and ADD, these prescription drugs assist people with AD(H)D to sustain their attention for a longer amount of time. This allows them to study or complete tasks at hand much more effectively minus the feelings associated with the medications' "speed-like" effects.

Schedule II drugs, such as Ritalin and Adderall, however, have a high propensity for misuse, abuse, and dependence. Widely prescribed for school-age children by medical professionals, many adolescents and young adults snort Ritalin and Adderall as they believe that they are safe alternatives to cocaine. This could not be further from the truth. First, both the potency of Ritalin and Adderall exponentially increase when they are snorted or injected because they enter the bloodstream directly. Second, prescription medications, especially when they are not prescribed for the user, as with illicit drugs, do not diminish their potential for harm. These actions make the misuse/abuses of these substances as or more harmful than cocaine, since the user may believe snorting Adderall and Ritalin is safe.

Dangerous side effects from inhaling Ritalin and Adderall include:

respiratory problems, such as destruction of the nasal and sinus cavities and lung tissue -- irregular heartbeat (heart arrhythmia) -- problems with circulation -- psychotic episodes -- increased aggression -- toxic shock -- death, in extreme cases

As Adderall is similar in its chemical makeup to methamphetamine, it poses additional dangers. Extended, continuous abuse can result in developmental problems concerning the brain and negative changes in brain wave activity [emphasis added]. If someone misuses/abuses Ritalin, Adderall, or both, help is necessary to stop using, not only to prevent further harm, but also to keep the person safe during withdrawal. Once one has become addicted to these substances, stopping could cause withdrawal symptoms similar to those with cocaine, such as:

severe depression -- psychosis -- restlessness -- extreme feelings of agitation

You may think that you are safer and more frugal by snorting Ritalin and Adderall, rather than cocaine, but you are harming yourself in similar ways. You also run the risk of arrest for having and using these substances without a prescription.
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Abu Ghraib-i-fying America's Schools
Michelle Malkin
Friday, August 22, 2008

The citizens of the world who hate America are going to love the latest agitprop released this week by Human Rights Watch and the American Civil Liberties Union. In a document titled "A Violent Education: Corporal Punishment of Children in U.S. Public Schools," the left-wing groups seek to paint a horrifying portrait of the nation's classrooms as Abu Ghraib-like torture chambers.

The report compiles sob stories of students humiliated after being disciplined by school officials for unruliness, and claims that minority students are "disproportionately targeted" for punishment. Citing international law and threatening lawsuits, Human Rights Watch and the ACLU are demanding that the White House and Congress ban physical discipline in all public schools.

The report says that "more than 200,000 U.S. public school students were punished by beatings during the 2006-2007 school year," but makes no distinction between "beatings" that take the form of mere knuckle-rapping versus swats on the backside versus over-the-line violent confrontations. In several of the anecdotes cited, it wasn't bruised bottoms that upset the supposedly brutalized students. It was bruised egos.

Peter S., a middle-school student from the Mississippi Delta, whined to the researchers: "The other kids were watching and laughing. It made me want to fight them. When you get a paddling and you see everyone laugh at you, it make you mad and you want to do something about it." How about ending your bad behavior and flying right?

Of course educators must use common sense when punishing bad apples. Of course they should be held accountable if they cause undue harm. But the agenda of these outfits is not to ensure the safety of everyone in the classroom. Their agenda is to demonize unapologetic enforcers of order and to impose international dictates on American public institutions.

The main author of the report is a special fellow with the Open Society Institute, funded by George (America must be "de-Nazified") Soros. Replete with references to the Convention against Torture and the International Covenant on Civil and Political Rights, the report declares in sweeping terms: "All corporal punishment, whether or not it causes significant physical injury, represents a violation of each student's rights to physical integrity and human dignity. It is degrading and humiliating, damaging the student's self-esteem and making him or her feel helpless." It's Gitmo all over again.

As usual, the Human Rights Watch/ACLU activists inject claims of racial discrimination into the mix -- repeatedly underscoring that many of the remaining states that allow corporal punishment are in the South. They infer deliberate targeting of black students based on statistics that reportedly show that "in the 13 southern states where corporal punishment is most prevalent, African-American students are punished at 1.4 times the rate that would be expected given their numbers in the student population, and African-American girls are 2.1 times more likely to be paddled than might be expected."

But that disproportion does not automatically equal discrimination. What they don't tell you are the races or ethnicities of the victims of the thugs being disciplined. What they don't bother to mention -- because it doesn't fit the America-as-torturer-of-minorities narrative -- is the unmitigated violence perpetrated in American classrooms against minority teachers.

The recent videotaped beating of black Baltimore teacher Jolita Berry by a black female student -- as other black students cheered and screamed, "Hit her!" -- exposed the continuing chaos in inner-city districts. In that school system alone, 112 students were expelled for assaults on staff members this school year.

Federal education statistics show that between 1996 and 2000, 599,000 violent crimes against teachers at school were reported. On average, the feds say, in each year from 1996 to 2000, about 28 out of every 1,000 teachers were the victims of violent crime at school, and three out of every 1,000 were victims of serious violent crime (i.e., rape, sexual assault, robbery or aggravated assault). Violence against teachers is higher at urban schools.

America's problem isn't that we're too tough and cruel in the classroom. It's that we've become too soft and placative, too ashamed and timid to assert authority and take unilateral action to guarantee a secure environment. Exactly where the human rights groups want us.
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So-Called Education Intentionally Dumbs Down Americans
by Heidi Stevenson

(NaturalNews) As Mike Adams' wonderful analysis of the current state of the world shows in 'The Biofuels Scam, Food Shortages and the Coming Collapse of the Human Population' (http://www.naturalnews.com/023091.html) , something is deeply wrong in America and the world. It's as if the vast majority of people have given up. Given up caring. Given up thinking. Given up common sense. Given up everything but gluttony.

But why? What has brought us to such a state? Could it have just 'happened'? Or was it intentional? To call it intentional, it's necessary to demonstrate planning. Fortunately, John Taylor Gatto, who was once named Teacher of the Year in both New York City and New York State, has explained what happened, when it started, and why.

Perhaps you were like me as a child. You loved learning. You'd spend hours and hours studying something of interest. Yet, you hated school. It was unutterably boring. It was rigid. It stifled original thought, even punished for it. Give any answer other than the prescribed one, even if you had clearly demonstrated a full understanding of the subject, and you were given a bad grade. Disrupt the class -- - meaning that you questioned the teacher -- - and you could expect time in detention, even more grinding boredom. Standing out from your classmates made you 'different'. You'd be ostracized by the other kids. The school itself supported such behavior. It sponsored things like cheerleading, another term for a popularity contest, where the kids from the right families were nearly always elected.

To survive through it all, you either had to get out -- - a daunting prospect for a child -- - or stuff your creativity, your spark. You probably thought of yourself as an oddball. After all, it was you who was different from all the others. It probably never dawned on you that most of the other kids were just as miserable -- - and just as fearful of speaking out. It probably never dawned on you that many of your teachers felt much the same way. That is, they did if they really wanted to teach.

What Created This Monstrous 'Education' System?

We think of our school system as something that has always existed. The reality is quite different. In the U.S. expecting all children to go to school a certain amount of time every day for a certain number of months and a certain number of years didn't come into being until the early twentieth century, 1905-1915.

Hardly any of the greats of American history went through much formal schooling. That includes Thomas Jefferson. George Washington. Benjamin Franklin. Thomas Edison. Herbert Melville. Mark Twain. Margaret Mead. Admiral Farragut. And so many more.

Obviously, formal secondary schooling, at least of the type we now have, is not a requisite for learning, creativity, or greatness.

Let's ask who benefits when the great mass of people becomes complaisant, unable to think, unable to entertain themselves, and interested only in possessions. The answer is simple: corporations. When the mass of children are forced to go through a system that destroys creativity and rewards group-think, they are prepared to fill their predestined roles in a lockstep workforce and unthinking consumption corps.

What are Americans good at' Buying, of course. Having the latest and greatest of... well, of anything and everything, as long as the media tells them they should have it. It's how Americans measure themselves, how they determine their success. Who cares if someone can carry on a good conversation about the state of the world? Who even wants to listen? It's so depressing. Let's talk about the cool super-fast car that Joe just bought or the fancy house Jim and Mary are getting for no money down!

Go into any supermarket and look at what's surrounding the checkout aisles. Publications -- if you can call them that -- telling about the clothing of some super model or the antics of an actor or actress, anything but factors that will affect them, like how the planet is heating up because of overuse of natural resources, overpopulation, over-consumption, burning fossil fuels, and all the myriad of other things that really matter. Pseudo-food, filled with petroleum products, sugar, sweeteners as bad as or worse than sugar, colorings to make them appealing, hydrolyzed this and phosphorylated that -- virtually nothing that nourishes. And the junk sells!

The only beneficiaries of this purchasing rampage are those who own and run corporations. The masses of people work in them at soul-numbing, mind and health destroying jobs. Running on treadmills at just the proper, accepted speed. Wearing just the right fashion and makeup. Commuting in latest style vehicles, purchased for that reason. Returning to the overpriced homes that they'll never have the time to enjoy just so they can say they live in them, since they'll almost never actually own them. Doing jobs that promote the destruction of their environment and their health for these dubious benefits. Unable to think that there might be another way.

As John Gatto wrote in Harper's, 'There were vast fortunes to be made, after all, in an economy based on mass production and organized to favor the large corporation rather than the small business or the family farm. But mass production required mass consumption, and at the turn of the twentieth century most Americans considered it both unnatural and unwise to buy things they didn't actually need.'

A Brief History of Modern Schools in the U.S.

To achieve the needed unthinking production workers and consumers, the major corporatists of the late 1800's, such as Carnegie and Rockefeller, pushed for compulsory schooling of the masses. It was, of course, sold as being for the benefit of the people.

Prussian culture, the predecessor of 20th century Germany, created a system of schooling designed to produce nonthinking masses. It was this system that supplied the concepts for America's compulsive pseudo-education of the masses.

The Prussian system was first introduced in the United States during the 1840's. In 1918, Alexander Inglis, for whom a Harvard lecture hall was named, published the definitive book, Principles of Secondary Education, which defines modern schooling. He specifically stated that its purpose is to support a command economy and society. This book describes modern 'education's design.

James Bryant Conant, president of Harvard from 1933 through 1953, wrote The Child, the Parent, and the State in 1959. In it, he delineates and approves of Alexander Inglis's ideas to inform other members of his class that following this system of training is the best possible way to keep the masses in their place. He stated that the creation of the American school system was a 'coup de main', a surprise action against the enemy, in this case, the general American populace. He further stated that not continuing with the same type of training of the American public would result in, 'A successful counterrevolution.'

Before 1910, there were almost no high schools in the United States. A seemingly grassroots movement to open public high schools resulted in massive production of them between 1910 and 1940, at which point it became routine, and even compulsory, to attend high school.

One should always be cautious at the concept of a grassroots movement. As we often see nowadays in patient support groups, an apparent groundswell of support for something, as often as not, is the result of an influx of money and propaganda from a wealthy, usually corporate, source. In the case of public eduction, it was manufacturers in need of two things: Dumbed-down masses as cogs in their production facilities and sponges to soak up the message that they needed to buy the dross pouring out of them.

How Compulsory Schooling Is Designed to Work

According to Inglis, there are six functions filled by the new mandatory 'education' system:

1. Adjustive: Creating reflexive, fixed responses, as opposed to creative thinking.

2. Integrative: Making children conform, making them be predictable and easy to manipulate in a large labor force.

3. Diagnosis and Direction: Schools are intended to identify and enforce each child's role in society and the labor force.

4. Differentiation: Once diagnosed, children are trained as far as their role in labor has been determined.

5. Selection: Children are tagged with punishments, poor grades, poor classroom placement, and any other humiliation that can be thought of. The purpose is to separate out those the system determines to be unfit and allow them to be treated as inferiors by the rest.

6. Preparation (called propaedeutic by Inglis): Those few deemed to be leaders, often only by their birth, are taught to be the controllers of the masses described in the other five functions.

In the 1922 edition of Public Education in the United States, Ellwood P. Cubberley, a textbook editor at Houghton Miflin, wrote:

Our schools are... factories in the raw products are to be shaped and fashioned... And it is the business of the school to build its pupils according to the specifications laid down.

There you have it, from one of the major textbook editors during the buildup of secondary schools in the United States -- a clear, concise statement of the purpose of those schools.

As John Gatto wrote:

We have become a nation of children, happy to surrender our judgments and our wills to political exhortations and commercial blandishments that would insult actual adults. We buy televisions, and then we buy the things we see on the television. We buy computers, and then we buy the things we see on the computer. We buy $150 sneakers whether we need them or not, and when they fall apart too soon we buy another pair. We drive SUVs and believe the lie that they constitute a kind of life insurance, even when we're upside-down in them. And, worst of all, we don't bat an eye when Ari Fleischer tells us to "be careful what you say," even if we remember having been told somewhere back in school that America is the land of the free. We simply buy that one too. Our schooling, as intended, has seen to it.

What it All Means

Today, there is so little critical thinking that almost anything can be sold. In the arena of health, it's now possible for purported research to make claims that vitamins are unhealthy. And people believe it! Immunization programs that cause death for diseases that carry little harm to healthy people, such as RotaTeq for gastroenteritis in children. And parents rush out to have their children inoculated! Agrobusiness pig growers destroy entire watersheds, even to the point of creating dead zones in the ocean. And hardly anyone cares.

This is what has been wrought by our anti-education school system. We are seeing what happens when a populace has been so dumbed-down and made complaisant that the only thing they're capable of doing is shop.

"Shop 'til you drop" has another, far more sinister meaning than usually intended. We're in the early stages of a rapidly accelerating collapse of civilization -- - all brought on by a population so blind and complaisant it couldn't see the obvious: What can't continue won't continue.

Reference:

Harper's Magazine, September 2003, 'Against School', by John Taylor Gatto. Reprinted at (http://www.spinninglobe.net/againstschool.htm)

The LINK, Homeschool News Network, Vol 5, Issue 6, 'A Conspiracy Against Ourselves', by John Taylor Gatto.
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AGAINST SCHOOL
How public education cripples our kids, and why
By John Taylor Gatto

John Taylor Gatto is a former New York State and New York City Teacher of the
Year and the author, most recently, of The Underground History of American
Education. He was a participant in the Harper's Magazine forum "School on a Hill,"
which appeared in the September 2003 issue.

I taught for thirty years in some of the worst schools in Manhattan, and in some of the best, and during that time I became an expert in boredom. Boredom was everywhere in my world, and if you asked the kids, as I often did, why they felt so bored, they always gave the same answers: They said the work was stupid, that it made no sense, that they already knew it. They said they wanted to be doing something real, not just sitting around. They said teachers didn't seem to know much about their subjects and clearly weren't interested in learning more. And the kids were right: their teachers were every bit as bored as they were.

Boredom is the common condition of schoolteachers, and anyone who has spent time in a teachers' lounge can vouch for the low energy, the whining, the dispirited attitudes, to be found there. When asked why they feel bored, the teachers tend to blame the kids, as you might expect. Who wouldn't get bored teaching students who are rude and interested only in grades? If even that. Of course, teachers are themselves products of the same twelve-year compulsory school programs that so thoroughly bore their students, and as school personnel they are trapped inside structures even more rigid than those imposed upon the children. Who, then, is to blame?

We all are. My grandfather taught me that. One afternoon when I was seven I complained to him of boredom, and he batted me hard on the head. He told me that I was never to use that term in his presence again, that if I was bored it was my fault and no one else's. The obligation to amuse and instruct myself was entirely my own, and people who didn't know that were childish people, to be avoided if possible. Certainty not to be trusted. That episode cured me of boredom forever, and here and there over the years I was able to pass on the lesson to some remarkable student. For the most part, however, I found it futile to challenge the official notion that boredom and childishness were the natural state of affairs in the classroom. Often I had to defy custom, and even bend the law, to help kids break out of this trap.

The empire struck back, of course; childish adults regularly conflate opposition with disloyalty. I once returned from a medical leave to discover t -- at all evidence of my having been granted the leave had been purposely destroyed, that my job had been terminated, and that I no longer possessed even a teaching license. After nine months of tormented effort I was able to retrieve the license when a school secretary testified to witnessing the plot unfold. In the meantime my family suffered more than I care to remember. By the time I finally retired in 1991, 1 had more than enough reason to think of our schools-with their long-term, cell-block-style, forced confinement of both students and teachers-as virtual factories of childishness. Yet I honestly could not see why they had to be that way. My own experience had revealed to me what many other teachers must learn along the way, too, yet keep to themselves for fear of reprisal: if we wanted to we could easily and inexpensively jettison the old, stupid structures and help kids take an education rather than merely receive a schooling. We could encourage the best qualities of youthfulness-curiosity, adventure, resilience, the capacity for surprising insightsimply by being more flexible about time, texts, and tests, by introducing kids to truly competent adults, and by giving each student what autonomy he or she needs in order to take a risk every now and then.

But we don't do that. And the more I asked why not, and persisted in thinking about the "problem" of schooling as an engineer might, the more I missed the point: What if there is no "problem" with our schools? What if they are the way they are, so expensively flying in the face of common sense and long experience in how children learn things, not because they are doing something wrong but because they are doing something right? Is it possible that George W. Bush accidentally spoke the truth when he said we would "leave no child behind"? Could it be that our schools are designed to make sure not one of them ever really grows up?

Do we really need school? I don't mean education, just forced schooling: six classes a day, five days a week, nine months a year, for twelve years. Is this deadly routine really necessary? And if so, for what? Don't hide behind reading, writing, and arithmetic as a rationale, because 2 million happy homeschoolers have surely put that banal justification to rest. Even if they hadn't, a considerable number of well-known Americans never went through the twelve-year wringer our kids currently go through, and they turned out all right. George Washington, Benjamin Franklin, Thomas Jefferson, Abraham Lincoln? Someone taught them, to be sure, but they were not products of a school system, and not one of them was ever "graduated" from a secondary school. Throughout most of American history, kids generally didn't go to high school, yet the unschooled rose to be admirals, like Farragut; inventors, like Edison; captains of industry like Carnegie and Rockefeller; writers, like Melville and Twain and Conrad; and even scholars, like Margaret Mead. In fact, until pretty recently people who reached the age of thirteen weren't looked upon as children at all. Ariel Durant, who co-wrote an enormous, and very good, multivolume history of the world with her husband, Will, was happily married at fifteen, and who could reasonably claim that Ariel Durant was an uneducated person? Unschooled, perhaps, but not uneducated.

We have been taught (that is, schooled) in this country to think of "success" as synonymous with, or at least dependent upon, "schooling," but historically that isn't true in either an intellectual or a financial sense. And plenty of people throughout the world today find a way to educate themselves without resorting to a system of compulsory secondary schools that all too often resemble prisons. Why, then, do Americans confuse education with just such a system? What exactly is the purpose of our public schools?

Mass schooling of a compulsory nature really got its teeth into the United States between 1905 and 1915, though it was conceived of much earlier and pushed for throughout most of the nineteenth century. The reason given for this enormous upheaval of family life and cultural traditions was, roughly speaking, threefold:

1) To make good people. 2) To make good citizens. 3) To make each person his or her personal best. These goals are still trotted out today on a regular basis, and most of us accept them in one form or another as a decent definition of public education's mission, however short schools actually fall in achieving them. But we are dead wrong. Compounding our error is the fact that the national literature holds numerous and surprisingly consistent statements of compulsory schooling's true purpose. We have, for example, the great H. L. Mencken, who wrote in The American Mercury for April 1924 that the aim of public education is not

to fill the young of the species with knowledge and awaken their intelligence. ... Nothing could be further from the truth. The aim ... is simply to reduce as many individuals as possible to the same safe level, to breed and train a standardized citizenry, to put down dissent and originality. That is its aim in the United States... and that is its aim everywhere else.

Because of Mencken's reputation as a satirist, we might be tempted to dismiss this passage as a bit of hyperbolic sarcasm. His article, however, goes on to trace the template for our own educational system back to the now vanished, though never to be forgotten, military state of Prussia. And although he was certainly aware of the irony that we had recently been at war with Germany, the heir to Prussian thought and culture, Mencken was being perfectly serious here. Our educational system really is Prussian in origin, and that really is cause for concern.

The odd fact of a Prussian provenance for our schools pops up again and again once you know to look for it. William James alluded to it many times at the turn of the century. Orestes Brownson, the hero of Christopher Lasch's 1991 book, The True and Only Heaven, was publicly denouncing the Prussianization of American schools back in the 1840s. Horace Mann's "Seventh Annual Report" to the Massachusetts State Board of Education in 1843 is essentially a paean to the land of Frederick the Great and a call for its schooling to be brought here. That Prussian culture loomed large in America is hardly surprising, given our early association with that utopian state. A Prussian served as Washington's aide during the Revolutionary War, and so many German-speaking people had settled here by 1795 that Congress considered publishing a German-language edition of the federal laws. But what shocks is that we should so eagerly have adopted one of the very worst aspects of Prussian culture: an educational system deliberately designed to produce mediocre intellects, to hamstring the inner life, to deny students appreciable leadership skills, and to ensure docile and incomplete citizens 11 in order to render the populace "manageable."

It was from James Bryant Conant-president of Harvard for twenty years, WWI poison-gas specialist, WWII executive on the atomic-bomb project, high commissioner of the American zone in Germany after WWII, and truly one of the most influential figures of the twentieth century-that I first got wind of the real purposes of American schooling. Without Conant, we would probably not have the same style and degree of standardized testing that we enjoy today, nor would we be blessed with gargantuan high schools that warehouse 2,000 to 4,000 students at a time, like the famous Columbine High in Littleton, Colorado. Shortly after I retired from teaching I picked up Conant's 1959 book-length essay, The Child the Parent and the State, and was more than a little intrigued to see him mention in passing that the modem schools we attend were the result of a "revolution" engineered between 1905 and 1930. A revolution? He declines to elaborate, but he does direct the curious and the uninformed to Alexander Inglis's 1918 book, Principles of Secondary Education, in which "one saw this revolution through the eyes of a revolutionary."

Inglis, for whom a lecture in education at Harvard is named, makes it perfectly clear that compulsory schooling on this continent was intended to be just what it had been for Prussia in the 1820s: a fifth column into the burgeoning democratic movement that threatened to give the peasants and the proletarians a voice at the bargaining table. Modern, industrialized, compulsory schooling was to make a sort of surgical incision into the prospective unity of these underclasses. Divide children by subject, by age-grading, by constant rankings on tests, and by many other more subtle means, and it was unlikely that the ignorant mass of mankind, separated in childhood, would ever re-integrate into a dangerous whole.

Inglis breaks down the purpose - the actual purpose - of modem schooling into six basic functions, any one of which is enough to curl the hair of those innocent enough to believe the three traditional goals listed earlier:

1) The adjustive or adaptive function. Schools are to establish fixed habits of reaction to authority. This, of course, precludes critical judgment completely. It also pretty much destroys the idea that useful or interesting material should be taught, because you can't test for reflexive obedience until you know whether you can make kids learn, and do, foolish and boring things.

2) The integrating function. This might well be called "the conformity function," because its intention is to make children as alike as possible. People who conform are predictable, and this is of great use to those who wish to harness and manipulate a large labor force.

3) The diagnostic and directive function. School is meant to determine each student's proper social role. This is done by logging evidence mathematically and anecdotally on cumulative records. As in "your permanent record." Yes, you do have one.

4) The differentiating function. Once their social role has been "diagnosed," children are to be sorted by role and trained only so far as their destination in the social machine merits - and not one step further. So much for making kids their personal best.
5) The selective function. This refers not to human choice at all but to Darwin's theory of natural selection as applied to what he called "the favored races." In short, the idea is to help things along by consciously attempting to improve the breeding stock. Schools are meant to tag the unfit - with poor grades, remedial placement, and other punishments - clearly enough that their peers will accept them as inferior and effectively bar them from the reproductive sweepstakes. That's what all those little humiliations from first grade onward were intended to do: wash the dirt down the drain.

6) The propaedeutic function. The societal system implied by these rules will require an elite group of caretakers. To that end, a small fraction of the kids will quietly be taught how to manage this continuing project, how to watch over and control a population deliberately dumbed down and declawed in order that government might proceed unchallenged and corporations might never want for obedient labor.

That, unfortunately, is the purpose of mandatory public education in this country. And lest you take Inglis for an isolated crank with a rather too cynical take on the educational enterprise, you should know that he was hardly alone in championing these ideas. Conant himself, building on the ideas of Horace Mann and others, campaigned tirelessly for an American school system designed along the same lines. Men like George Peabody, who funded the cause of mandatory schooling throughout the South, surely understood that the Prussian system was useful in creating not only a harmless electorate and a servile labor force but also a virtual herd of mindless consumers. In time a great number of industrial titans came to recognize the enormous profits to be had by cultivating and tending just such a herd via public education, among them Andrew Carnegie and John D. Rockefeller.

Tre you have it. Now you know. We don't need Karl Marx's conception of a grand warfare between the classes to see that it is in the interest of complex management, economic or political, to dumb people down, to demoralize them, to divide them from one another, and to discard them if they don't conform. Class may frame the proposition, as when Woodrow Wilson, then president of Princeton University, said the following to the New York City School Teachers Association in 1909: "We want one class of persons to have a liberal education, and we want another class of persons, a very much larger class, of necessity, in every society, to forgo the privileges of a liberal education and fit themselves to perform specific difficult manual tasks." But the motives behind the disgusting decisions that bring about these ends need not be class-based at all. They can stem purely from fear, or from the by now familiar belief that "efficiency" is the paramount virtue, rather than love, lib, erty, laughter, or hope. Above all, they can stem from simple greed.

There were vast fortunes to be made, after all, in an economy based on mass production and organized to favor the large corporation rather than the small business or the family farm. But mass production required mass consumption, and at the turn of the twentieth century most Americans considered it both unnatural and unwise to buy things they didn't actually need. Mandatory schooling was a godsend on that count. School didn't have to train kids in any direct sense to think they should consume nonstop, because it did something even better: it encouraged them not to think at all. And that left them sitting ducks for another great invention of the modem era - marketing.

Now, you needn't have studied marketing to know that there are two groups of people who can always be convinced to consume more than they need to: addicts and children. School has done a pretty good job of turning our children into addicts, but it has done a spectacular job of turning our children into children. Again, this is no accident. Theorists from Plato to Rousseau to our own Dr. Inglis knew that if children could be cloistered with other children, stripped of responsibility and independence, encouraged to develop only the trivializing emotions of greed, envy, jealousy, and fear, they would grow older but never truly grow up. In the 1934 edition of his once well-known book Public Education in the United States, Ellwood P. Cubberley detailed and praised the way the strategy of successive school enlargements had extended childhood by two to six years, and forced schooling was at that point still quite new. This same Cubberley - who was dean of Stanford's School of Education, a textbook editor at Houghton Mifflin, and Conant's friend and correspondent at Harvard - had written the following in the 1922 edition of his book Public School Administration: "Our schools are ... factories in which the raw products (children) are to be shaped and fashioned .... And it is the business of the school to build its pupils according to the specifications laid down."

It's perfectly obvious from our society today what those specifications were. Maturity has by now been banished from nearly every aspect of our lives. Easy divorce laws have removed the need to work at relationships; easy credit has removed the need for fiscal self-control; easy entertainment has removed the need to learn to entertain oneself; easy answers have removed the need to ask questions. We have become a nation of children, happy to surrender our judgments and our wills to political exhortations and commercial blandishments that would insult actual adults. We buy televisions, and then we buy the things we see on the television. We buy computers, and then we buy the things we see on the computer. We buy $150 sneakers whether we need them or not, and when they fall apart too soon we buy another pair. We drive SUVs and believe the lie that they constitute a kind of life insurance, even when we're upside-down in them. And, worst of all, we don't bat an eye when Ari Fleischer tells us to "be careful what you say," even if we remember having been told somewhere back in school that America is the land of the free. We simply buy that one too. Our schooling, as intended, has seen to it.

Now for the good news. Once you understand the logic behind modern schooling, its tricks and traps are fairly easy to avoid. School trains children to be employees and consumers; teach your own to be leaders and adventurers. School trains children to obey reflexively; teach your own to think critically and independently. Well-schooled kids have a low threshold for boredom; help your own to develop an inner life so that they'll never be bored. Urge them to take on the serious material, the grown-up material, in history, literature, philosophy, music, art, economics, theology - all the stuff schoolteachers know well enough to avoid. Challenge your kids with plenty of solitude so that they can learn to enjoy their own company, to conduct inner dialogues. Well-schooled people are conditioned to dread being alone, and they seek constant companionship through the TV, the computer, the cell phone, and through shallow friendships quickly acquired and quickly abandoned. Your children should have a more meaningful life, and they can.

First, though, we must wake up to what our schools really are: laboratories of experimentation on young minds, drill centers for the habits and attitudes that corporate society demands. Mandatory education serves children only incidentally; its real purpose is to turn them into servants. Don't let your own have their childhoods extended, not even for a day. If David Farragut could take command of a captured British warship as a pre-teen, if Thomas Edison could publish a broadsheet at the age of twelve, if Ben Franklin could apprentice himself to a printer at the same age (then put himself through a course of study that would choke a Yale senior today), there's no telling what your own kids could do. After a long life, and thirty years in the public school trenches, I've concluded that genius is as common as dirt. We suppress our genius only because we haven't yet figured out how to manage a population of educated men and women. The solution, I think, is simple and glorious. Let them manage themselves.
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AGAINST SCHOOL AS PRESENTLY CONSTITUTED
by Mary Leue
http://www.spinninglobe.net/againstschool2.htm

There is a technical high school in Turner's Falls, in western Massachusetts, which has a cooking program (among a wide variety of training options) that teaches kids how to buy, prepare and serve lunch on weekdays to whoever comes in to eat - and also offers a display of bakery goods to be purchased - in a restaurant setting, and at a moderate price. It is very popular. I have driven over there for lunch on a number of occasions. It's a very good experience. Except for the ones cooking and serving the food, the kids are free at lunchtime and just get to hang out with each other. Around Christmastime, many of them have tables set up in the hallways at which they sell various goods made in their classes.

I can only characterize the whole feeling tone of this big bunch of kids as downright unAmerican - at least if compared with most high school groups under the same circumstances. No teachers monitoring, no kids teasing each other, no excessive flirting or harassing, no frenetic dashing about, no smoking in sheltered corners outside the building - just kids strolling about in small groups, chatting with each other or selling their products, those from the greenhousing group offering sturdy plants - and being very knowledgeable about their management - along the corridor, some studying in a sunny corner - well, you get the picture. These kids love what they're doing, and they are good at what they do!

My sons tell me there is an equally good tech school in Northampton - and there must be lots of them in many Massachusetts towns and cities. I sure hope so. My youngest son tells me they plan to encourage their youngest son to go to the school in Hamp.

Having founded, co-led and taught at an inner city alternative school (The Albany Free School - preschool through grade 9) from 1969 until my retirement in 1985, I feel as though I have a pretty good eye and ear for kids who are both enjoying what they do and doing a heck of a good job doing it! It's as though through some miracle none of these kids are subject to the ills cited as typical teenage behaviors. Well, it's NOT a miracle. It's just what happens whn kids are allowed to do what they want to do.

It seems to me that a big part of our destructive racism as a people is mainly a subset of our basic class prejudice problem, both urban anbd rural - which is actually less ubiquitous than it was when I was a kid in the 20s and 30s, as I remember the universal discrimination practiced against working class culture during my own adolescence. I have a friend who taught for thirty years in a small rural high school in an ex-logging town in central Maine. He has detailed the horrifying prejudice - even in the 80s - to which local kids whose parents came from poverty groups have been exposed during their high school years (click on the title, SCHOOLING FOR HUMANITY .- When Big Brother Isn't Watching, by David O. Solmitz, to read a back cover comment, and here for an excerpt). This is a scene I believe is being endlessly repeated in most urban high schools in poverty areas of the cities.

But the crazy emphasis we seem obsessively bent on through programs like "No Child Left Behind" offer a model of life based on upward mobility and four years of college as a foundation for some high-paying corporate job - and such a model seems to me badly self-defeating. It fails to take into account the fact that many, perhaps most, members of the working class are treated so badly because they do not, or cannot, fit the middle class ideal that they either drop out or fail miserably!

I have five kids, all married, with careers and kids of their own. Two of them pursued the traditional course into four-year liberal arts colleges - both of them Cornell, actually.

It took my oldest son his four years of undergraduate study at Cornell, switching majors from engineering to liberal arts, then deciding to drop out, spending two years pumping gas at a local gas station, then four years rebuilding transmissions at a VW garage, then completion of his undergraduate years at SUNY Albany, a third major in econometrics, a Lehman Fellowship in that field, then, during the Vietnam War, serving in alternative service in math at a boys' treatment school as a conscientious objector, finally landing where he really felt fine, taking the training in computer programming offered at the Computer Center at SUNY Albany. He landed a wonderful job at GE's medical tomology division, where he became team leader for the CAT-scan, the MRI and the system based on ultrasound (whatever its name) and has felt fully rewarded throughout the years since that time for the application of his skills. Sadly, in spite of this happy ending, he might have been spared a lot of self-doubt, boredom and even depression over the years it took him to find himself if there had been more options early on!
The other, my daughter, majored in horticulture, the career she had clearly in her sights, and went on from there into plant breeding, where she has made a very successful career! The other three chose more alternative programs - one Rochester Institute of Technology, where he went through the School for American Craftsmen, an excellent choice which prepared him for his highly creative work as a designer working mostly in wood! - the second, Antioch College, with a major in ecology - whose work-study program introduced him to a wide variety of programs demanding both skills and stamina! - and the third graduating from an alternative high school he helped design himself, moving from there to a self-chosen school for training in the building of stringed instruments - excellent preparation for a lifelong career as a highly-skilled luthier.

My grandkids (12) have mostly made it into the ranks of the standard "preppie" group, but none of them was prepared for what they ended up doing by their "higher education." One of them segued into a four-year college where she quickly found recognition for the skills she had been honing in her secondary "prep" school as lighting director for the school's outstanding drama program, and went right on to the Yale School of the Drama, and from there intol a lucrative job in her field! So she was able to parlay her own natural bent, which was considered a sideline, not the main program, by her school, into a satisfying career. Three other grandkids have had to make it through the four-year programs of their chosen colleges and find jobs ill-suited to their preparations while allowing them to become independent of their parents. They might have been off and running a lot sooner, and more of them might have found careers based on their natural, trainable skills rather than simply having to find jobs working for other people, subject to the vagaries of their employment, if they had had some sort of self-chosen central skill-training to begin with. After all, the rest can always be added as time goes along, if one feels educationally malnourished. My youngest son has been adding to his own educational scope ever since the year (1979) he graduated from his self-organized high school. People, after all, are not like domesticated turkey poults, who starve if not taught soon after they hatch to peck at chickfeed by having marbles dropped into in their troughs - their natural instincts in the wild having been by-passed by captivity!
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An Elegy for American Home. . . and American Immigrants
Mary Grabar
September 28, 2008

The final issue of American Home, the oldest Slovenian newspaper in the world arrived in my mailbox last month. The masthead, as always, featured the Statue of Liberty and the slogan, 'American in Spirit; Foreign in Language Only.' It proudly announced, 'Serving American Slovenians for 110 years.' The inversion is deliberate: those of Slovenian heritage living in the United States are American first.

The publishers' statement under the American flag printed in red, white, and blue specially for the occasion, described the mission of the newspaper: 'Ameriska Domovina has tried to acclimate persons of Slovenian nationality into American culture, and relate the customs of our Slovenian heritage to second and third generation readers, while championing the cause of an independent Slovenia, and keep readers informed of Slovenian activities throughout the world.' It goes the way of other similar newspapers serving central and eastern European communities made up of refugees from the dictatorships of Stalin, Tito, and Hitler.

The newspaper, some years ago, succumbed to a half-English and half-Slovenian format, for those like me, who did not have access to schools to learn to read and write in their mother tongue. In the few years that I have subscribed, I have come to appreciate its notices of activities in the city that includes the largest number of Slovenians in the country. I will miss learning about how Slovenian children learned to be good before the arrival of Saint Nicholas or else expect a visit by the devils. I will miss the corny jokes and recipes, and bragging about American-Slovenians' accomplishments, like earning advanced degrees, getting academic distinctions, serving in public office and the military, and performing in recitals. I will miss reading about the various activities, camps, gatherings, polka masses, singing festivals, children's performances in native costume -- coordinated by volunteer efforts, without a cent of tax money. The newspaper, too, was a 'grass roots, independent, and unencumbered newspaper,' according to publishers Jim and Madeline Debevec's parting statement.

The American Home's pages exposed me to the history of Slovenia, a tiny country with a distinct culture and language, but one that did not gain political independence until 1991. It had been subject to rule by various monarchies, invasions by Muslims, and finally the communist dictator Josip Broz Tito. Although viewed as benevolent by many, Tito was responsible for murdering thousands of Slovenians, many of them civilians. This half-educated man, rising from the status of machine 'worker' to war hero, thought that because of his education largely in communist ideology, he knew what should be done to make the world 'as it should be.' As is so typical of his kind, he became far more ruthless, acquisitive, and egotistical than any of the monarchs he and his comrades had condemned.

Although I sat in classrooms with children of Ukrainian and Polish immigrants, the history of our people was not told in our public schools in Rochester, New York. While we were treated to the gruesome footage from Hitler's concentration camps, almost nothing was said about the millions--including kin of the students sitting right there in class--killed under Stalin and other communist tyrants. But these regimes, allies in the early part of the war, share the same socialist ideology.

So when you're Slovenian, or another 'invisible immigrant,' you have to learn the history on your own.

In addition to news about various ethnic activities, the American Home led me to contacts in Cleveland, who told me about books about my country. I bought Joze Rant's The Slovenian Exodus of 1945. He begins by answering the question posed by offspring of Slovenian refugees of 1945 about why their parents, grandparents, or great-grandparents had to leave. The Nazis invaded in 1941, seeing Slavs as just another group to be subjugated. The communist Partisans exploited the situation and conducted a 'continuous and savage murder spree' on Slovenians. Resistance to Partisan terrorism arose as self-defense in the form of Village Guards. The first mass murders of Slovenians took place in 1943, after Italy's surrender. This is the way Rant describes it:

?The Allies ordered the Italian Army to hand over all its weapons and equipment to the Partisan forces. Because rumors were circulating at the time that the Allies were going to land on the Slovenian coastline and break across Slovenia into Central Europe, the anticommunist forces (Village Guards and Chetniks) were making preparations to aid the Allies in this venture according to their means. The communist Partisans however had already in advance made an agreement with the Germans to jointly resist any Allied invasion. The Village Guards found themselves in a very unfavorable position face to face with the Partisan forces that were now armed with Italian heavy weaponry. The Partisan forces en masse did not aim their weapons at the Germans [as the Western world was made to believe], but on the contrary at fellow Slovenians, the Village Guards and the Chetniks.'

Weaponless, and then with Ljubljana Province under German occupation, the Slovenian anticommunists were left 'with only two choices: either join the communists. . . or accept weapons from the occupier to be able to defend themselves.'

The Home Guard arose from the Village Guards. In the waning days, they fled to Austria. In 1945, members and their families were told by the British that they were leaving their refugee camps to go to Italy. But once on the train, they were locked in the cars--and led to their slaughter by Tito's forces at Cveski Rog. This fact, of course, was buried under Tito's educational dictatorship. Monuments to the Partisans still stand in Slovenia, with a marble monstrosity in the middle of downtown Murska Sobota, my birthplace.

One of the Home Guards, a woman named Irena, was responsible for my family getting here after she sponsored my uncle, who then sponsored us in 1959.

Many of these displaced persons immigrated to Cleveland where a Slovenian community was already well established. But Cleveland, like many Midwestern cities is being transformed. Its immigrant communities were destroyed by rioters at the instigation of those who thought idealistically, as Barack Obama thinks he does, that they know how the world 'should be' (quotation from his wife's speeches). Mosques are replacing Catholic churches. The useful idiots see this as a good thing, as an example of 'diversity.'

Here, in Atlanta, a quarter-mile from my house, I nearly hit a late model Mercedes that had edged out too far from the gas station. A woman with a full black burka, with only slits for the eyes, sat behind the wheel.

I contrast this image of the burka-clad Mercedes driver with my parents and immigrants I knew in Rochester, New York, in the 1960s. Many, like my parents, did not own cars and walked to church and the grocery store, and took the bus to work. The photos of our early years in the United States show family gatherings with my father and uncle dressed in suits and ties; my aunt and mother in dresses, heels, and hose; the kids in their Sunday best.

But today's immigrants insist that America change for them. As I walk through the Middle Eastern Studies department at one of the colleges where I teach, doors plastered with Arabic script and anti 'Iraq invasion' posters greet me. I hear the Muslim call to prayer sounded campus wide, honoring Ramadan. Entering freshmen think nothing unusual about this. Workshops on 'Understanding Islam' have proliferated since 9/11 and their textbooks, according to a study by the American Textbook Council, overwhelmingly describe the religion as benevolent and peace-loving -- in contrast to Judaism and Christianity. Students tend to see themselves as global citizens.

But some parts of the globe are emphasized more in their educations than others. Students can tell you about some polygamous African chief and the wonders of Islam, but little about Eastern or Central Europe. But if we read books like Rant's, we will see that one of the first tasks of each occupying force in Slovenia -- German, Italian, and Hungarian -- was to instill its own curriculum, with its own language and ideological spin on history, in the classroom.

It's a sad statement that in the land of the free we need to circumvent our own schools. But we still have other means. Please join me in a new forum about the history of 'silent immigrants' and our corrupt educational system. Visit my web page at www.marygrabar.com and sign up to be on my list.
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Supreme Court Justices Save Children from Educationists -- Finally
By Mary Grabar
10 Jul 2007

When I went to see my childhood home in Rochester, New York, last Thanksgiving, I knew that the house would be smaller than I remembered. It is, indeed, tiny. As I drove the route I walked every day from Benjamin Franklin High School down Norton Street, down Jewel, to Beach Street, I wanted to weep at the wasteland the once working class neighborhood had become. Many of the houses, always plain and modest, but once maintained in neat yards, were boarded. My sanctuary, the Hudson Avenue branch of the public library, was closed. Otto's, at the corner of Conkey Avenue and Saranac Street, where we used to buy penny candy on the way home from #8 School, closed after the 1964 riots and follow-up outbreaks of violence. In 1974 I walked to Quality Bakery on Joseph Avenue and promised the Jewish owner I would memorize the price list for my interview. I got the job. The business is gone now, indistinguishable from the other boarded buildings.

As a twelve-year-old I had been petrified at the thought of attending Ben Franklin. My fears were borne out when I was locked into French class at the direction of the principal over the P.A. system. In the halls, stampeding students were breaking glass and beating up teachers. The school day atmosphere rippled with intimidation. I was "asked" for quarters at my locker. As I walked home, I was knocked on the head -- for carrying books. In the girls' bathroom I shrank back, as older girls sported "Black Power" buttons. I begged to go to a Catholic school.

Teachers gave up in the classroom, and became satisfied with keeping students in their seats, entertaining them with chin-ups in the door frame or holding rap sessions on free love as my social studies teacher did.

Recently, National Public Radio interviewed high school teachers who had been severely beaten by students. The focus was on "connecting with" and "respecting" students to prevent such life-threatening assaults in the future.

The Supreme Court's June 28 decision striking down racial quotas and forced busing demonstrates a return to sanity -- but after nearly forty years of harm done to schoolchildren and neighborhoods.

Benjamin Franklin had once been a good school, I have been told. But in the early 70s when I started attending it as a seventh-grader, it was a Darwinian jungle. The social experiment of busing, rather than enhancing the educational experience, ended up making a cynic of this A-student. It turned a once diverse blue collar neighborhood of immigrants, new and settled -- from Poland, the Ukraine, Yugoslavia, Germany, Italy -- Christian and Jewish -- into a blighted area.

I did go back to school, in my thirties, to earn a Ph.D. in English. But throughout my graduate school years I repeatedly heard about the need for "diversity" -- as I had through high school. An immigrant from Slovenia, I walked past posters advertising grants and scholarships, only to learn that they were not for me, even though I had had no scholarship fund set up, nor any encouragement by parents to go to college.

While black and white families may not have broken bread together routinely in their homes in the 1960s, they did live peacefully side by side in the neighborhoods around Clinton and Joseph Avenues. Were my and other parents prejudiced? Yes, they applied their ideas about gypsies to blacks, with my mother using the old story about gypsies kidnapping small children to keep me at home while she shopped at the second-hand stores. But my mother also spoke bitterly of the Italian foreladies who favored their own kind by passing on the easier, more lucrative bundles of suit parts to sew together in the piecework done at Bond's Clothing Factory.

I disagree with Spelman College President Beverly Daniel Tatum's assertion in the Atlanta paper recently that "the likelihood of having either a multiracial social network of acquaintances or at least one close interracial friendship is linked to the experience of attending racially mixed schools." I had no such "interracial friendship." But my Ukrainian best friend moved to the suburb of Irondequoit to go to a safer school. The lunchroom at my high school was markedly segregated. School buses and lunchrooms are still self-segregated.

The social engineers profited, however. They made careers with their theories of forced racial integration and new curriculums based on abstract notions of "diversity." My excuse for a social studies teacher went on to become a prominent union leader for teachers.

And Beverly Daniel Tatum is making the rounds of a publicity tour for her new book, "Can We Talk About Race -- And Other Conversations in an Era of School Resegregation."

A MINORITY VIEW: The welfare state knows no color
Walter E. Williams cites grim results of educational malpractice on the underclass
http://www.wnd.com/2012/07/the-welfare-state-knows-no-color/

Walter E. Williams, Ph.D., is the John M. Olin Distinguished Professor of Economics at George Mason University in Fairfax, Va. He holds a Doctor of Humane Letters from Virginia Union University and Grove City College, Doctor of Laws from Washington and Jefferson College and Doctor Honoris Causa en Ciencias Sociales from Universidad Francisco Marroquin, in Guatemala, where he is also Professor Honorario.

Anthony Daniels, who writes under the pen name Theodore Dalrymple, is a retired prison doctor and psychiatrist who tells of his experiences with his patients in "Life at the Bottom." It's an insightful book of essays about the self-destructive behavior and attitudes of the underclass.

In one essay, "We Don't Want No Education," reprinted by City Journal, Dalrymple says that he cannot recall meeting a 16-year-old from the public housing project near his hospital who could perform simple multiplication operations, such as nine times seven. One 17-year-old told him, "We didn't get that far." This was after 12 years of attending school. One of Dalrymple's patients took a drug overdose because of constant bullying from classmates. "She was stupid because she was clever." What her peers meant by that was anyone who worked hard and performed well at school was wasting his time when truancy and wandering downtown were deemed preferable. The underlying threat was: If you don't mend your ways and join us, we'll beat you up.

These weren't simply idle threats. Dalrymple says he's often met people in their 20s or 30s in his practice who gave up at school under such duress. Those who attend a school that has very high academic standards risk a beating if they venture into neighborhoods where the underclass live. He recalls treating two boys in the emergency room after they'd been beaten and two others who had taken overdoses for fear of being beaten at the hands of their neighbors.

Dalrymple says that most of the young people whom he's met in his practice cannot name a single writer and cannot recite a line of poetry. None of his young patients can give the dates of World War I, much less the second world war. Some patients never have heard of those wars, though one of his young patients who had heard of World War II thought it took place in the 18th century. In this atmosphere of total ignorance, Dalrymple says he was impressed that the young man had heard of the 18th century.

The education establishment aids and abets this state of gross ignorance. Dalrymple tells of one case in which the headmaster allows teachers to make only five corrections per piece of work, irrespective of the actual number of errors present. This is done so as not to damage student self-esteem. There are many other examples, but Dalrymple concludes that "it is extremely difficult to overturn these educational (or anti-educational) developments" because "teachers and the teachers of the teachers in the training colleges are deeply imbued with the kinds of educational ideas that have brought us to this pass."

The reader may have been misled, with my help, into thinking that "We Don't Want No Education" is about the black underclass, but it's about the white underclass in Britain. We can't use white racism and the legacy of slavery so frequently used to explain the black underclass to explain Britain's underclass. The welfare state and the harebrained ideas of the public education establishment are a far better explanation for the counterproductive and self-destructive attitudes and lifestyles of both underclasses.

A "legacy of slavery" surely cannot explain problems among blacks, unless we assume it skips whole generations. In my book "Race and Economics" (Hoover Press, 2011), I cite studies showing that in New York City in 1925, 85 percent of black households were two-parent households. In 1880 in Philadelphia, three-quarters of black families were composed of two parents and children. Nationally, in the late 1800s, percentages of two-parent families were 75.2 percent for blacks, 82.2 percent for Irish-Americans, 84.5 percent for German-Americans and 73.1 percent for native whites. Today just over 30 percent of black children enjoy two-parent families. Both during slavery and as late as 1920, a black teenage girl's raising a child without a man present was rare.

Dalrymple's evidence from Britain shows that the welfare state is an equal opportunity destroyer.

[Note that this same situation is, unfortunately, also occurring in America and other countries, and has been for many years; many kids were beaten bloody over 40 years ago in my school if they dared to actually study and try to get good grades instead of conforming with those who were intentionally trying to not learn. Americans even developed a derisive name for any student who isn't brain-dead ("Nerd"), and exhault "Jocks" (those exelling in sports rather than in academics). In Asia, it's the exact opposite: virtually everyone strives to do well and intelligent students are the most popular ones. This explains why American public school students score near the bottom on math and science tests as compared with other developed countries.]
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We Don't Want No Education
Theodore Dalrymple
http://www.city-journal.org/html/5_1_oh_to_be.html

Education has always been a minority interest in England. The English have generally preferred to keep the bloom of their ignorance intact and on the whole have succeeded remarkably well, despite a century and a quarter of compulsory schooling of their offspring.
Winter 1995
Education has always been a minority interest in England. The English have generally preferred to keep the bloom of their ignorance intact and on the whole have succeeded remarkably well, despite a century and a quarter of compulsory schooling of their offspring.

In the past their ignorance was purely passive: the mere absence of knowledge. Of late, however, it has taken on a more positive and malign quality: a profound aversion to anything that smacks of intelligence, education, or culture. Not long ago, there was a popular song whose first lines successfully captured this widespread mood of hostility: We don't need no education,/We don't need no thought control. And a couple of months ago, I noticed some wall posters advertising a new song: "Poor, White, and Stupid."

I wish I could say that some irony was intended, but the cult of stupidity has become in England what the cult of celebrity is in the United States. To call someone clever has never been an unequivocal compliment in England, but it takes a special kind of perversity for students at the high school situated 400 yards from my hospital to say to one of their colleagues, who took an overdose because of the constant bullying to which she was subject: You're stupid because you're clever.

What did they mean by this apparent paradox? They meant that anyone who tried hard at school and performed well was wasting his time, when he could have been engaged in the real business of life, such as truanting in the park or wandering downtown. Furthermore, there was menace in their words: If you don't mend your ways and join us, they were saying, we'll beat you up. This was no idle threat: I often meet people in their twenties and thirties in my hospital practice who gave up at school under such duress and subsequently realize that they have missed an opportunity which, had it been taken, would have changed the whole course of their lives much for the better. And those who attend the few schools in the city which maintain very high academic standards risk a beating if they venture to where the poor white stupids live. In the last year, I have treated two boys in the emergency room after such a beating, and two others who have taken overdoses for fear of receiving one at the hands of their neighbors.

Just as it was impossible to go broke underestimating the taste of the American public, so it is impossible to overstate the abysmal educational depths to which a large proportion of the English have now sunk, boding ill for the country's future in the global market. Very few of the 16 yearolds whom I meet as patients can read and write with facility; they do not even regard my question as to whether they can read and write as in the least surprising or insulting. I now test the basic literacy of nearly every such youth I meet, in case illiteracy should prove to be one of the causes of his misery. (I had a patient recently whose brother committed suicide rather than face the humiliation of public exposure in the social security office of his inability to read the forms he was required to fill in.) One can tell merely by the way these youths handle a pen or a book that they are unfamiliar with these instruments. Even those who are under the impression that they can read and write adequately are utterly defeated by words of three syllables, and while they can sometimes read the words of a text, they no more understand them than if they had been in Church Slavonic.

I cannot recall meeting a 16yearold white from the public housing estates which are near my hospital who could multiply nine by seven (I do not exaggerate). Even three by seven often defeats them. One boy of 17 told me, "We didn't get that far." This, after 12 years of compulsory education (or should I say, attendance at school).

As to knowledge in other spheres, it is fully up to the standards set in mathematics. Most of the young whites whom I meet literally cannot name a single writer and certainly cannot recite a line of poetry. Not a single one of my young patients has known the dates of the Second World War, let alone of the First; some have never heard of these wars, though recently one young patient who had heard of the Second World War thought it took place in the eighteenth century. In the prevailing circumstances of total ignorance, I was impressed that he had heard of the eighteenth century. The name Stalin means nothing to these young people and does not even evoke the faint ringing of a bell, as the name Shakespeare (sometimes) does. To them, 1066 is more likely to mean a price than a date.

Thus are the young condemned to live in an eternal present, a present which merely exists, without connection to a past which might explain it or to a future which might develop from it. Theirs is truly a life of one damned thing after another. Likewise, they are deprived of any reasonable standards of comparison by which to judge their woes. They believe themselves deprived, because the only people with whom they can compare themselves are those who appear in advertisements or on television.

Mere semiliteracy and ignorance do not necessarily disqualify young people from passing public examinations, at least lowerlevel exams. Since failure is now regarded as fatally damaging to self-esteem, anyone who actually presents himself at an examination is likely to emerge with a certificate. I recently encountered a boy aged 16 in my clinic who wrote Dear Sir as deer sur, and I'm as ime (and whose grammar was fully consonant with his orthography), who had passed a public examination--in English.

Clearly, something very strange is happening in our schools. Our educational practices are now so bizarre that they would defy the pen of a Jonathan Swift to satirize them. In the very large metropolitan area in which I work, for example, the teachers have received instructions that they are not to impart the traditional disciplines of spelling and grammar. Pettifogging attention to details of syntax and orthography is said to inhibit children's creativity and powers of selfexpression. Moreover, to assert that there is a correct way of speaking or writing is to indulge in a kind of bourgeois cultural imperialism; and to tell children that they have got something wrong is necessarily to saddle them with a debilitating sense of inferiority from which they will never recover. I have met a few teachers who disobey these instructions in an atmosphere of clandestinity, in fear for their jobs, rather reminiscent of the atmosphere which surrounded those who secretly tried to propagate truth behind the late Iron Curtain.

I was told of one school where the teachers were allowed by the headmaster to make corrections, but only five per piece of work, irrespective of the number actually present. This, of course, was to preserve the amour propre of the children, but it seemed not to have occurred to this pedagogue that his fivecorrection rule was likely to have unfortunate consequences. The teacher might choose to correct an error in the spelling of a word, for example, and overlook precisely the same error in the next piece of work. How is a child to interpret correction based on this headmaster's principle? The less intelligent, perhaps, will regard it as a species of natural hazard, like the weather, about which he can do very little; while the more intelligent are likely to draw the conclusion that the principle of correction as such is inherently arbitrary and unjust.

Alarmingly, this arbitrariness reinforces precisely the kind of discipline which I see exercised around me every day by parents whose philosophy of child rearing is laissezfaire tempered by insensate rage. A small child rushes about noisily, creating havoc and wreaking destruction about him; the mother (fathers scarcely exist, except in the merest biological sense) first ignores the child, then shouts at him to stop, then ignores him, pleads with him, ignores him again, laughs at him, and then finally loses her temper, screeches abuse at him, and gives him a clout on the ear.

What is the child supposed to learn from this? He learns to associate discipline not with principle, and punishment not with his own behavior, but with the exasperated mood of his mother. This mood will itself depend upon many variables, few of them under the control of the child. The mother may be irritable because of her latest row with her latest boyfriend or because of a delay in the arrival of a social security payment, or she may be comparatively tolerant because she has received an invitation to a party or has just discovered that she is not pregnant after all. But what the child certainly never learns is that discipline has any meaning beyond the physical capacity and desire of the mother to impose it.

Everything is reduced to a mere contest of wills, and so the child learns that all restraint is but an arbitrary imposition from someone or something bigger and stronger than himself. The ground is laid for a bloodyminded intolerance of any authority whatever, even should that authority be based upon patently superior and benevolent knowledge and wisdom. Authority of any kind is experienced as an insult to the self, and must therefore be challenged because it is authority. The world is thus a world of permanently inflamed egos, trying to impose their wills on one another.

In the schools, young children are no longer taught in whole classes but in little groups. It is hoped that they will learn by discovery and play. There is no blackboard and no rote learning. Perhaps the method of teaching by turning everything into a game can work when the teacher is talented and the children are already socialized to learn; but when, as is usually the case, neither of these conditions obtains, the results are disastrous, not just in the short term but probably forever.

The children themselves eventually come to know that something is wrong, even if they are not able to articulate their knowledge. Of the generations of children who grew up with these pedagogical methods, it is striking how many of the more intelligent among them sense by their early twenties that something is missing from their lives. They don't know what it is, and they ask me what it could be. I quote them Francis Bacon: "It is a poore Center of a Mans Actions, Himselfe." They ask me what I mean, and I reply that they have no interests outside themselves, that their world is as small as the day they entered it, and that their horizons have not expanded in the least.

"But how do we get interested in something?" they ask.

This is where the baleful effect of education as mere entertainment makes itself felt. For to develop an interest requires powers of concentration and an ability to tolerate a degree of boredom while the elements of a skill are learned for the sake of a worthwhile end. Few people are attracted naturally by the vagaries of English spelling or by the rules of simple arithmetic, yet they must be mastered if everyday life in an increasingly complex world is to be negotiated successfully. And it is the plain duty of adults, from the standpoint of their superior knowledge and experience of the world, to impart to children what they need to know so that later they may exercise genuine choice. The demagogic equation of all authority, even over the smallest child, with unjustifiable political authoritarianism leads only to personal and social chaos.

Alas, the age of 20 is not the age at which to learn either to concentrate or to tolerate effort which is in itself not enjoyable. Never having experienced the pleasures of mastering something through disciplined effort, and with minds profoundly influenced by the swiftly moving and superficially exciting images of television, these young adults find that a sustained interest in anything is now beyond them. And in the modern urban world, anyone who cannot concentrate is truly a lost soul, for the only communities in such a world are those which grow up around interests which people hold in common. Moreover, in an age of increasing technological change, those without the ability or inclination to learn will be left farther and farther behind.

The gimcrack pedagogical notion that education should be "relevant" to children's lives gained currency in England in the sixties. The thought that this would confine children to the world that they already knew--and a pretty dismal world it was, too, as anyone with the slightest acquaintance with English workingclass life will testify--apparently never occurred to those educationists who claimed such exceptional sympathy with the relatively disadvantaged. The result was that a route--perhaps the one most frequently traveled--to social advancement was substantially closed to them.

Unfortunately, it is extremely difficult to overturn these educational (or antieducational) developments even now, when the central government has belatedly realized their disastrous consequences. Why? First, the teachers and the teachers of the teachers in the training colleges are deeply imbued with the kinds of educational ideas which have brought us to this pass. Second, a huge educational bureaucracy has grown up in England (one bureaucrat per teacher, pullulating like admirals in a South American navy) which uses every subterfuge to prevent change, from falsification of figures to willful misinterpretation of government policy. The Minister of Education may propose, but the bureaucracy disposes. Thus it happens that Britain spends a higher percentage of its GDP on education than any of its competitors and ends up with a catastrophically illeducated population, whose lack of intelligence is evident from their ruminant gaze to be seen on every street in the country, and which is remarked upon by all my foreign friends.

Bad as educational policy has been, however, there remains an important and refractory cultural dimension to the problem. It is easy--conceptually at least--to see what should be done on the plane of policy, but the English disdain for education is not easily overcome even in principle.

In the neighborhood in which I work, there are many immigrant groups. The largest are those from northwest India, Bangladesh, and Jamaica. There is also a large and settled white working class. The children from all these groups go to the same bad schools with the same bad teachers, but the results are dramatically different. The children of poor and unemployed immigrants from northwest India are never illiterate or semiliterate; a very respectable number go on to further education, even at the highest level, despite overcrowding in the home and apparent poverty. The other groups vie with each other to achieve the lowest educational level.

The lamentable fact is that a considerable proportion of the English population is simply unaware of the need for education. It seems stuck with the Victorian idea that England is by right and divine providence the workshop of the world, that Englishmen by virtue of their place of birth come into the world knowing all that it is necessary for them to know, and that if there are no jobs to employ their unskilled (and, it must be said, rather reluctant) labor, it is the fault of the government in league with the plutocrats in top hats and tails, who have conspired to exploit cheap Japanese labor. One thing an unemployed young Englishman is definitely not going to do is to make a concerted effort to equip himself with a salable skill.

I have had the following conversation on innumerable occasions with young men of about 20 who have been unemployed since leaving school, and whose general educational level is outlined above:

"Have you thought of improving your education?"
"No."
"Why not?"
"There's no point. There are no jobs."
"Could there be any other reason to get educated?"
'No." (This after puzzlement as to what I could possibly mean.)

There are two things to notice in this conversation. The first is that the unemployed young person considers the number of jobs in an economy as a fixed quantity. Just as the national income is a cake to be doled out in equal or unequal slices, so the number of jobs in an economy has nothing to do with the conduct of the people who live in it, but is immutably fixed. This is a concept of the way the world works which has been assiduously peddled, not only in schools during "social studies" but in the media of mass communication.

The second thing worthy of remark is the complete absence of the idea that mental culture is a good in itself, that it has a value irrespective of one's employment prospects. Just as patients' responses to the same illness and disability vary according to their predisposition and character, so does a man's response to unemployment. A man with an interest to pursue, or at least with the mental equipment to pursue, an interest is not in such dire straits as a man obliged by the tabula rasa of his mind to stare vacantly at the four walls for weeks, months, or years on end. He is more likely to come up with an idea for self-employment or at the very least to seek work in places and in fields which are new to him. He is not condemned to stagnation.

There is one great psychological advantage to the white underclass in their disdain for education: it enables them to maintain the fiction that the society around them is grossly, even grotesquely, unjust, and that they themselves are the victims of this injustice. If, on the contrary, education were seen by them as a means available to all to rise in the world, as indeed it could be and is in many societies, their whole viewpoint would naturally have to change. Instead of attributing their misfortunes to others, they would have to look inward, which is always a painful process. Here we see the reason why scholastic success is violently discouraged, and those who pursue it persecuted, in underclass schools: for it is perceived, inchoately no doubt, as a threat to an entire Weltanschauung. The success of one is a reproach to all.

And a whole way of life is at stake. This way of life is akin to drug addiction, of which crime is the heroin and social security the methadone. The latter, as we know, is the harder habit to kick, and its pleasures, though less intense, are longer lasting. The sour satisfaction of being dependent on social security resides in its automatic conferral of the status of Victim, which in itself simultaneously explains one's failure and absolves one of the obligation to make something of oneself, ex hypothesi impossible because of the unjust nature of society which made one a victim in the first place. The redemptive value of education blows the whole affecting scene apart: no wonder we don't want no education.

In one sense (and in one sense alone), however, the underclass has been victimized, or perhaps betrayed is a better word. The educational absurdities foisted on the lower orders were the idea not of the lower orders themselves but of those who were in a position to avoid their baleful effects: that is to say, middleclass intellectuals. If I were inclined to paranoia (which fortunately I am not), I should say that the efforts of educationists were part of a giant plot by the middle classes to keep power for themselves and to restrict competition, in the process creating sinecures for some of their less able and dynamic members--namely the educationists. But if these middle classes have maintained their power, it is in an increasingly enfeebled and impoverished country.
---

Colleges spend billions on remedial classes to prep freshmen
The Associated Press

It's a tough lesson for millions of students just now arriving on campus: even if you have a high school diploma, you may not be ready for college.
In fact, a new study calculates, one-third of American college students have to enroll in remedial classes. The bill to colleges and taxpayers for trying to bring them up to speed on material they were supposed to learn in high school comes to between $2.3 billion and $2.9 billion annually.

"That is a very large cost, but there is an additional cost and that's the cost to the students," said former Colorado governor Roy Romer, chair of the group Strong American Schools, which is issuing the report "Diploma to Nowhere" on Monday. "These students come out of high school really misled. They think they're prepared. They got a 3.0 and got through the curriculum they needed to get admitted, but they find what they learned wasn't adequate."
Christina Jeronimo was an "A" student in high school English, but was placed in a remedial course when she arrived at Long Beach City College in California. The course was valuable in some ways but frustrating and time-consuming. Now in her third year of community college, she'd hoped to transfer to UCLA by now.

Like many college students, she wishes she'd been worked a little harder in high school.
"There's a gap," said Jeronimo, who hopes to study psychology. "The demands of the high school teachers aren't as great as the demands for college. Sometimes they just baby us."
The problem of colleges devoting huge amounts of time and money to remediation isn't new, though its scale and cost has been difficult to measure. The latest report gives somewhat larger estimates than some previous studies, though it is not out of line with trends suggested in others, said Hunter Boylan, an expert at Appalachian State University in North Carolina, who was not connected with the report.

Analyzing federal data, the report estimates 43% of community college students require remediation, as do 29% of students at public four-year universities, with higher numbers in some places. For instance, four in five Oklahoma community college students need remedial coursework, and three in five in the giant California State university system need help in English, math or both.

The cost per student runs to as much as $2,000 per student in community colleges and $2,500 in four-year universities.

Jeronimo was hardly alone at Long Beach City College, where 95% of students need remedial coursework, according to President Eloy Oakley.

"It's the number one issue to Long Beach City College and the entire California community college system, easily," Oakley said. "I don't believe that the public in general really understands the magnitude of the problem."

Simply dumping the remedial students into large classes isn't necessarily expensive for colleges, although it's also not very effective. But smaller classes typically require more attention and money. Some states have refused to fund remedial courses at the university level. In California, Oakley said, state funding for community colleges favors credit courses. Remediation (or "basic skills" as he and many educators call it) is typically noncredit.
Educators are working to improve remedial courses. Long Beach is developing "success areas" that give extra time and attention to students. Community colleges in Tennessee have completely redesigned giant introductory and remedial courses where many students were struggling.

Boylan says colleges are learning such courses must also teach study skills to be effective.
Indeed, students often report that the hardest aspect of the transition to college isn't the material. It's the new rhythm and structure of college-level work.

"One of the things that they don't teach in high school is time management," Jeronimo said.
Eric Paris, who earned a 3.8 high school GPA but is finding his freshman year at Virginia Tech much more challenging, says the big difference is "it's all on my own." In class, "it's up to me if I want to sit on Facebook or pay attention." He, too, wishes he'd taken more challenging high school classes but thought a high GPA was more important.

Boylan says the gap between what high schools teach and what colleges expect isn't the only problem. He says there's often a mismatch, with high schools and colleges teaching material in different ways.

It's true that only recently have K-12 and higher education begun talking seriously about aligning standards. But Romer, who has also headed the Los Angeles Unified School District, doesn't buy that it's a communication problem.

"We're not expecting enough of our youngsters and the institutions that train them," he said.

Comments on... Colleges spend billions on remedial classes to prep freshmen
Updated 9/15/2008 10:43:38 AM | Comments28 | Recommend5

bradphillis wrote: 1d 23h ago
Many of the comments responding to this article have accused teachers of making school "too easy," and of mollycoddling students to the point of helplessness. While these charges undoubtedly hold some truth--and as a public high school teacher, I can say that with certainty--they miss the fundamental problem with this article, which is that it assumes that the undisputed function of schools is to turn out college-ready students. Not all taxpayers, lawmakers, educators, or parents agree that schools should gear themselves strictly toward prepping kids for higher ed--in fact, a number of laws have been passed in the last twenty years or so (including NCLB) to try to protect the rights of students who do not plan to go to college because schools in this country have neglected these students historically. Constantly berating schools for student difficulties at the college level will result in a system like the ones in India and China, which serve the top 30% of kids well and do not even purport to educate anyone else. Such a system cannot be successful if we are to protect equality in education in the United States--besides, a well-educated populace from top-to-bottom is a much better safeguard for democracy than a top-heavy one.

For all of you who have offered criticisms of our education system--some of which are completely valid--I urge you to become a teacher and use your talents to help address the problems rather than casting aspersions.

Riblet wrote: 9/25/2008 9:13:33 AM
I wonder why they did not mention that some high-scoring freshmen on the SAT (1400+) have to take remedial courses as well. Standardization and over-enrollment are the two giant problems that need to be overcome. Colleges try to educate too many people with a classical education. And those incoming standard test students are not prepared for a classical method of teaching, where the student is supposed to learn to think on their won.

Pepper J wrote: 9/21/2008 1:07:25 PM
And the truth comes out. Sometimes that "A" in highschool, means absolutely diddly squat, and to me that's the worst kind of grading because you think everything is ok. I mean what parent would be concerned if their student was pulling straight A's and getting the honor roll? Next to none. And it's deceptive because that A/honor roll looks like everything is ok when it's not. You want to know if your child is really prepared for college? Get some international exams and text books (especially in math) and see if your child can do them. If your child is getting an A and can't do the same things that other students in his/her age group around the world then get a tutor and challenge them. Or look for free educational sources online. They should be doing the same level of work as AP/IB courses.

scott3 wrote: 9/17/2008 4:24:42 PM
I'm not surprised so many folks think, "Education should be cost-effective, maybe even make a profit. After all, it's about money, isn't it?" But then it's also supposed to be about the difference between truth and falsehood or good and bad: if those were cost-effective, we wouldn't be in this current mess. But seriously, a high school diploma was never any guarantee of preparation for college. It was originally designed, in the 1800s, as a terminal diploma to which few people aspired. High schools simply can't prepare everyone for college on their own. It requires a cooperative effort by public school and college to get it done.

ReaderDF wrote: 9/16/2008 1:33:18 PM
These kids do not belong to any college to begin with.

midofroad wrote: 9/16/2008 11:13:17 AM
Lawyers are responsibe for the death of common sense in our society. The ONLY reason I can think of voting for McCain/Palin is because they are not lawyers.

midofroad wrote: 9/16/2008 11:09:52 AM
This is no surprise, a few years ago parents in the Souther California area were suggesting their children be given high school diplomas just for showing up. There is a bubble in education, students look much better on paper than they are in reality, this too will burst. Colleges should not drop the bar but I think they are more interested in money taken in than the quality of what they do. In most state schools, every warm body in a seat is money, even if they are taking 3rd grade remedial reading.

Texass wrote: 9/16/2008 11:09:17 AM
1. Why are we admitting those that are not qualified to go to college?
2. Why don't we make them pay for their remedial work, instead of the taxpayer (in many instances)?

hellspells wrote: 9/16/2008 11:07:39 AM
When the mother of a public school child has a HONOR ROLL bumper sticker on her car, you know a joke has beeb played on her.......

TX teacher wrote: 9/16/2008 7:53:59 AM
Everybody wants his kid to be smart or at least above average. Mathematically-speaking, that's impossible.

Teachers don't like being verbally and sometimes physically attacked by parents in a rage because their kid got a D or an F. Parents sometimes bring their lawyers to parent-teacher conferences. Yes, this DOES happen, and all too frequently. And we can't have their self-esteem suffer, even though they KNOW when they turn in work that stinks. So, teachers make assignments and tests easier so more students do well.

I have heard parents gush over how "smart" their child is, although the kid's IQ is below 80 (a slow learner indeed, close to legally retarded.) Kids in remedial classes get high grades but what they (and their parents) don't realize is that teachers have modified their assignments for them. By law, a child who has learning disabilities must have his assignments changed, usually simplified, so he can succeed. Is it any wonder that more people think their kids are geniuses when they're not?

Not everyone is cut out for college. And that is perfectly fine. Our society needs people who are skilled in trades and laborers. Imagine where we'd all be without trash collectors. Not a pretty thought. Why can't we encourage students who seem unlikely to succeed in college to follow a trade? High schools need to allow students the opportunities to explore those careers and provide some classes designed for students with those interests and abilities.

CSAR JYRENE wrote: 9/16/2008 6:27:31 AM
Charlotte M. wrote: 16h 56m ago
I agree with Mia. Easy couses, easy grades, guaranteed diplomas are what the parents (who are NOT THERE for their own children) demanded. No Child Left Behind is the product of an Ivy League president famous for deregulating all forms of business, including education. This now-second-rate country will pay for the past eight years ..... for eighty years to come ..... in education and world economic situations.
Correct me if I am wrong, but the bulk of NCLB was actually authored by that parogan of sobriety and swimming skills, Ted kennedy.

CSAR JYRENE wrote: 9/16/2008 6:24:34 AM
Perhaps if we quit worrying so much about a childs "precious self esteem", and started worrying about actually teaching him basic math science and english, we wouldnt have this problem.

djorge wrote: 9/16/2008 3:48:14 AM
I'm currently a college freshman and i can assure you that high school classes are not even close to college courses. I took easy classes in HS like everybody else, but I also took challenging classes, and they were as easy as any regular class.

Most high school teachers try to break down the content so much that they are basically giving you the answers, and even then, students cannot give the correct answer because they are not required to think. They just wait for the teacher to give them an answer.

I can tell you that that will not fly in college. Classes startet less than a month ago and I have already been chanllegned more than I ever was in HS. I don't mind that, it actually feels better when you know you worked hard to earned your grades, and it was not handed to you by a teacher that just wants the day to end, and will do anything to get out of their classroom.

I think HS should require students to study, I think if you do that, you would not have that many students trying to learn in one semmester what they should have learned during their four years of HS.

Kronebu wrote: 9/15/2008 9:21:28 PM
Who's to blame is not the concern...what's the solution? Having been the college professor who had 400 freshmen a year in the early 80's, this preparedness problem was also evident then. That's when we resurrected the Study Skills Centers and Tutoring services, still apparently needed today. It doesn't take long to realize that in your courses you will have a variety of students who have met the "standards" and those that haven't; yet each coming from hundreds of different high schools which supposedly focused instruction on the same goals. Yet, was it the same? I mean the think about the variance in curriculum. teaching methods, time, manner, modality, rigor, and measurement within the backgrounds of those youth. Was it the same? Probably not, so a variance in readiness is to be expected as well. I too am concerned as I I focus on a realm of high school students who are planning to enter post-secondary in the fall of '09; it's obvious there is a gap in their readiness. Yet, hasn't there been since birth, imagine the newborn competing with the 12 month old. Readiness began there, when many times school was not even a thought that crossed the caregivers mind. Readiness begins developmentally within the circle of the child's being, be it parental, family, foster, or community, . From this our children are provided with their skills of organization, time management, money management, responsibility and respect to self and others, instilling a sense of self-esteem which builds leadership, and pride in their purpose. Building additional programs for Study Skills and Tutoring continues to be necessary because of the thoughts we have acted upon early in their lives. You can always pick out the ones with the readiness skills, so why should it be so difficult to instill this before they begin their lives of independence? Does another "new high school really matter ? If there is a continuim to education and one ends and the another begins, one may never be sure that one is truely ready. We do know that our society is not adapting because a particular facet of the child's life has failed them, rather changing to meet their needs for the future. Me, I am ready and prepared for each of us to hold stock in our readiness to prepare those children for whatever they experience for whatever reason,

joe.mescher wrote: 9/15/2008 8:51:22 PM
College...Worth the Price of Admission?

A college education is the cost of admission to most professions in the United States. That said, nothing can replace the entrepreneurial spirit and drive to succeed.

Money and classroom lessons require a shot of adrenaline provided by real world experience. My classmates and I loved field trips and drafting classes because they offered us a chance to leave behind theory for practice.

When I was a college senior I thought only IT majors could design websites and start their own businesses. Now I publish two sites (http://firstcollegenowwhat.com & http://vermontmeansbusiness.com) and dream in code and web design...all of which I learned outside the classroom.
My humble recommendation is to take learning out of the classroom once theory is in place to give students some skin in the game.

Clark56 wrote: 9/15/2008 4:33:44 PM
Community college becomes the new high school - and so America continues to believe that the only way to success is a college education - problem is that for many college education is really only a high school education in disguise.
Sadly, we've convinced many kids that they are smart by building a false sense of self-esteem. The good news is that kids that can think and reason well will be successful, the bad news is the rest will spend a life time trying to figure it out.

KennyK wrote: 9/15/2008 3:46:34 PM
I kinda though that was the K-12 school systems job. Hell, just throw MORE MONEY at it, that will fix it!

mschievous wrote: 9/15/2008 3:09:10 PM
why are these kids even in college???

jwu wrote: 9/15/2008 3:04:32 PM
trickyt wrote: 2h 34m ago
I don't understand how it cost the colleges anything. Between the price that one student pays for the class and the price of books, I think it is the student that covers the cost and the lost time. I have been there. I brought home A's and B's in high school without even trying. What a shock I had in college my first semester when I brought home 2 C's and a D. I had to learn how to actually study.
Now my step son is in high school and they are sailing him right through. Last year he failed more classes than he passed and they still promoted him to tenth grade. How is that possible? That did not motivate him to do any better this year. The "no child left behind" has become a joke. Just pass them and send them on......
It is tragic but this problem exists even before "no child left behind" program.
California requires every high school student to pass exit exam and run into a lot of oppositions from unions and teachers. Unions and teachers keep provide excuses for students who do not pass. Personally, a standardized test is still the best way of measuring how well you study in school. But it is meaningless if the standard of the test is set too low just to move students along.
It's a tough lesson for millions of students just now arriving on campus: even if you have a high school diploma, you may not be ready for college. Return to full story

Bullwinkle2 wrote: 9/15/2008 3:03:36 PM
This is a very interesting topic for debate. I am a College Prep instructor and it certainly does amaze me that some of the students coming out of high schools lack basic constructs of Mathematic and English.
On one side we speak of high standards we want to achieve and on the other side we howl about how our high school drop out rate is so high especially with minorities. So what do the politicians do, they lower the standards so No Child is Left Behind. Well it seems that even with these mediocre standards we are not succeeding.
As an educator I do not understand that still to this day we our having our children get up before dawn, catch a bus and go to a school miles from their home. They have limited ability to participate in after school activities then catch a bus to get home in time for dinner. Parent then expect them to study for two hours or more. There is very little social activity in this scenario. Parents are not engaged because it is not their local hometown school, students’ loose ambition because it is not fun but drudgery. I advocate for local schools with community governing boards, we do not need the overhead of bureaucracy to know what our children need to learn.
I can not fully blame the public schools because we put them into this position. We’ve made education an entitlement issue when it should be an optional privilege. However, until we change our culture the outcome is not going to change.

Charlotte M. wrote: 9/15/2008 1:30:06 PM
I agree with Mia. Easy couses, easy grades, guaranteed diplomas are what the parents (who are NOT THERE for their own children) demanded. No Child Left Behind is the product of an Ivy League president famous for deregulating all forms of business, including education. This now-second-rate country will pay for the past eight years ..... for eighty years to come ..... in education and world economic situations.

mooshiefamily wrote: 9/15/2008 12:42:44 PM
So what exactly is the point here? Public schools don't actually educate adequately? Parents don't demand (and participate in) enough from the public education system to assure adequate preparation of their children? Teachers and adminstrators don't "husband" public education towards an effective end result? Government and teachers' unions are more interested in the number of dollars flowing through public education rather than the end product? Yes. Until everyone demands better and then rolls-up their sleeves to make schools more than adequate dare I say exemplary this problem will not only persist but grow worse with time.

trickyt wrote: 9/15/2008 12:35:33 PM
gmlyons2.....you completely missed the point of the article. These kids thought they were ready for college, only to find their high schools let them down. They are not aspiring to bo ditch diggers, and yes we do need them, but people that were counting on a college education should be prepared for it when they get there. Shame on the American educational system.

gmlyons2 wrote: 9/15/2008 12:28:56 PM
Not everyone should be in college, remedial classes should be outside a college environment.
The world needs ditchdiggers too.

The Mick wrote: 9/15/2008 12:20:45 PM
This is all insane. Or at least driving me there. My experience is, RIGHT NOW, being repeated nationwide while parents, politicians, etc. sit back and do nothing.
When I cowrote the Physics Exams for my county's 12 public high schools we were scolded for including calculations in the Exams: "No Child Left Behind" will require that Special Ed students eventually take Physics and they can't do the calculations.
Instead of Physics students learning "The inverse of the focal length of a lens is equal to sum of the inverves of the image and object distances," they wanted students to be able to say, "A convex lens tends to magnify." That really prepares them for college, doesn't it?
And if I had a son or daughter who was very academically challenged, I would want to know why they want him or her to study physics instead of how to reconcile a check book, balance a budget, comparison shop, etc.
Principals hold meeting with teachers of certain key courses these days and say, "I expect NO failures." So if a kid does no work, misses half the marking period, etc. the teacher is pressured to pass them. They don't want to miss any of the requirements of "No Child" - even to reinterpreting when an absence is an absence.
There are state superintendants who know, beyond doubt, that what they are doing is contributing to destroying the educations of America's students. But they not only fail to fight the insanity, they find ways to put the best numbers on it to make it look like it's working.
For example, high schools are rated based strongly on the percent of students taking AP (Advanced Placement: potentially eligible for college credit) classes. For some insane reason, they are not rated by how well the students perform in those classes, only if they take them. Their grades in AP classes or their results on the national tests mean absolutely nothing in the ratings!
So, superintendants remove the prerequisite requirements to such courses and force counselors to load students up with as much AP as possible. So a guy who got D's in Chemistry can get in his girlfriend's AP Chemistry class and demand enough of the teacher's time that no one gets high grades on the national test.
There are people who have faced firing squads in the past for doing less harm to their country than America's educational leadership is doing now.

trickyt wrote: 9/15/2008 12:13:34 PM
I don't understand how it cost the colleges anything. Between the price that one student pays for the class and the price of books, I think it is the student that covers the cost and the lost time. I have been there. I brought home A's and B's in high school without even trying. What a shock I had in college my first semester when I brought home 2 C's and a D. I had to learn how to actually study.
Now my step son is in high school and they are sailing him right through. Last year he failed more classes than he passed and they still promoted him to tenth grade. How is that possible? That did not motivate him to do any better this year. The "no child left behind" has become a joke. Just pass them and send them on......

Mia1013 wrote: 9/15/2008 11:48:36 AM
I work in remedial education and this comes as NO SURPRISE. I have "A" students who walk in my door and can't string a coherent sentence together, or comprehend what they have read. Schools need to stop handing out A's. It doesn't help a child's self-esteem to get an A when they know they don't deserve it. Also, more effort needs to made on the part of parents. If parents demand higher standards for what a public education costs them in taxes, then and only then will there be a change. When academics and educators discuss these issues, they fall on deaf ears.

Bill Ayers' Scary Plans for Public Schools
Phyllis Schlafly
Tuesday, October 21, 2008

Will William Ayers be secretary of education in a Barack Obama administration? All parents should ponder that possibility before making their choice for president on Nov. 4.

After all, Ayers is a friend of Obama, and professor Ayers's expertise is training teachers and developing public school curriculum. That's been his mission since he gave up planting bombs in government buildings (including the U.S. Capitol and the Pentagon) and assaulting police officers.

Ayers brashly admitted that he was "guilty as hell" in planting bombs in the 1970s, and that he has no regrets and feels that he and his Weather Underground associates "didn't do enough." After successfully avoiding trial and prison because of legal technicalities, he picked up his Ph.D. at Columbia Teachers College for a second career, landing a tenured job as distinguished professor of education at the University of Illinois in Chicago.

Ayers's political views are as radical now as they were in the 1970s. "Viva President Chavez!" he exclaimed in a speech in Venezuela in 2006, in which he also declared, "education is the motor-force of revolution."

From his prestigious and safe university position, Ayers has been teaching teachers and students in rebellion against American capitalism and what he calls "imperialism" and "oppression." The code words for the Ayers curriculum are "social justice," a "transformative" vision, "critical pedagogy," "liberation," "capitalist injustices," "critical race theory," "queer theory," and of course multiculturalism and feminism.

That language is typical in the readings that Ayers assigns in his university courses. He admits he is a "communist street fighter" who has been influenced by Karl Marx, as well as Che Guevara, Ho Chi Minh and Malcolm X.

Ayers speaks openly of his desire to use America's public school classrooms to train a generation of revolutionaries who will overturn the U.S. social and economic regime. He teaches that America is oppressive and unjust, socialism is the solution, and wealth and resources should be redistributed.

In Ayers's course called "On Urban Education," he calls for a "distribution of material and human resources." His left-wing notions would be very compatible with those of Obama, who publicly told Joe the Plumber that we should "spread the wealth."

Ayers's books are among the most widely used in America's education schools. Ayers even uses science and math courses as part of his "transformative" political strategy to teach that the American economic system is unjust.

Ayers is an endorser of a book called "Queering Elementary Education" by William J. Letts IV and James T. Sears, a collection of essays to teach adults and children to "think queerly." The blurb on the cover quotes Ayers as saying this is "a book for all teachers … and, yes, it has an agenda."

Unfortunately, Ayers's far-out education theories are already having an effect in education schools. One after another, teachers colleges are using their courses to promote socialist notions of wealth distribution, "social justice," diversity and environmentalism, and to punish students who resist this indoctrination by giving them low grades or even denying them graduation.

The U.S. Department of Education lists 15 high schools whose mission statements declare that their curricula center on "social justice."

Propaganda about Obama is already finding favor with textbook publishers. The McDougal Littell 8th-grade advanced-English literature book (copyright 2008, Houghton Mifflin Co.) has 15 pages featuring Obama and his "life of service."

Most of Ayers's socialist propaganda is financed with taxpayer money at state universities and teachers colleges. Some of the schools that have adopted Ayers-style pedagogy have received grants from ACORN or from Bill Gates' charitable foundation.

You might assume that Ayers's political ideas would put him on the outer fringe of the left-wing education establishment. However, his peers recently elected him to serve as vice president for curriculum in the American Education Research Association, the largest organization of education school professors and researchers.

Is an appointment to the U.S. Department of Education his next career advancement? Is Ayers's transformative public school curriculum the kind of "change" Obama will bring us?

Bull About Bullying
By Thomas Sowell
4/19/2011

There is a lot of talk from many people about bullying in school. The problem is that it is all talk. There is no sign that anybody is going to do anything that is likely to reduce bullying.

When politicians want to do nothing, and yet look like they are doing something, they appoint a blue ribbon committee or go to the U.N. or assign some Cabinet member to look into the problem and report back to the President -- hoping that the issue will be forgotten by the time he reports back.

When educators are going to do nothing, they express great concern and make pious public pronouncements. They may even hold conferences, write op-ed pieces or declare a "no tolerance" policy. But they are still not going to do anything that is likely to stop bullying.

In some rough schools, they can't even stop the bullying of teachers by the hooligans in their classes, much less stop the bullying of students.

Not all of this is the educators' fault. The courts have created a legal climate where any swift and decisive action against bullies can lead to lawsuits. The net results are indecision, half-hearted gestures and pious public pronouncements by school officials, none of which is going to stop bullies.

When judges create new "rights" for bullies out of thin air, just as they do for criminals, and prescribe "due process" for school discipline, just as if schools were little courtrooms, then nothing is likely to happen promptly or decisively.

If there is anything worse than doing nothing, it is doing nothing spiced with empty rhetoric about what behavior is "unacceptable" -- while in fact accepting it.

Might educators abuse their power, if the courts did not step in? Of course they could. Any power exercised by human beings can be abused. But, without the ability to exercise power, there is anarchy.

When responsible officials are prevented from exercising power, then bullies exercise power.

President Barack Obama has joined the chorus of those deploring bullying. But his own administration is pushing the notion that a disproportionate number of suspensions or other punishments for members of particular racial or ethnic groups is discriminatory.

In other words, if a school suspends more black males than Asian females, that is taken as a sign of discrimination. No one in his right mind really believes that, but it is part of the grand make-believe that pervades our politics and even our courts.

For years, there have been stories in New York and Philadelphia newspapers about black kids beating up Asian classmates. But do not expect anybody to do anything that is likely to put a stop to it.

If these were white kids beating up Hispanic kids, cries of outrage would ring out across the land from the media, the politicians, the churches and civic groups. But it is not politically correct to make a fuss when black kids beat up Asian kids.

None of this is unique to the United States, by the way. The same mushy-minded attitudes have been carried even further in Britain, both as regards criminals and as regards bullies in the schools.

Britain was once one of the most law-abiding nations on earth. But the reluctance of the left to put some serious punishment on criminals has been carried so far there that only 7 percent of convicted criminals actually spend any time behind bars. Britain has now overtaken the United States in various crime rates.

Years ago, there was a book published in Britain titled "Murder in The Playground." The boy who ended up killing a fellow student on the school playground had previously committed crimes ranging from motorcycle theft to arson that created more than $50,000 worth of damage in school. For the latter, he was given 24 hours' detention.

People who say that we should learn from other countries almost always mean that we should imitate what other countries do. But one of the most important things we can learn from other countries is to avoid the mistakes they have made.

U.S. public schools: Progressive indoctrination camps
Exclusive: Chuck Norris exposes creeping agenda in nation's education system
By Chuck Norris
Thursday, April 14, 2011

(This is Part 1 of a two-part series on U.S. public schools.)

Why should liberals want to change the public educational system when it is turning out the product they have been striving for years to produce?

Check out these real news headlines from the past several weeks and months about the state of U.S. public education across the country:

"U.S. teachers tell U.N. sex is a 'spectrum' -- advocate mandatory classes to free students from 'religion'"
"Principal orders Ten Commandments yanked from school lockers"
"Teens ask for more sex ed, greater condom availability"
"State university defines Christians as 'oppressors'"
"Why Catholic schools score better than public schools"
"Teachers take charge to save ailing public schools"
"Schools' mandatory Arabic classes create firestorm"
"District taking money, but censoring Christians?"
"No opting out of pro-gay school propaganda"
"District pays up for slamming student's rosary"
"Judge cites homeschoolers for violating U.N. mandate -- Police interrogate parents, confiscate their curriculum"
"Some say schools giving Muslims special treatment"

On Dec. 27, 1820, Thomas Jefferson wrote about his vision for the University of Virginia (chartered in 1819), "This institution will be based on the illimitable freedom of the human mind. For here we are not afraid to follow the truth wherever it may lead, nor to tolerate any error as long as reason is left free to combat it."

But what should happen 200 years later when our public schools and universities avoid the testing of truths? Or suppress alternate opinions because they are unpopular or politically incorrect? Or no longer tolerate opinions now considered errors or obsolete by the elite? What happens when sociopolitical agendas or scientific paradigms dominate academic views to the exclusion of a minority even being mentioned?

What happens when the political and public educational pendulum swings from concern for the tyranny of sectarianism in Jefferson's day to secularism in ours? What happens when U.S. public schools become progressive indoctrination camps?

Dr. Jim Nelson Black, founder and senior policy analyst of the Sentinel Research Associates in Washington, D.C., wrote an excellent book, "Freefall of the American University." In it, he documents the clear biases pervading our public academic settings. Among that lopsidedness is the intentional training of students to disdain America, freely experiment sexually, forcefully defend issues like abortion and homosexuality, as well as become cultural advocates for political correctness, relativism, globalization, green agendas and tolerance for all.

One of the primary ways these educative platforms are spread is by recruiting and retaining faculty members who reflect and teach them. For example, citing from the polling firm of Luntz Research, Dr. Black notes that the 57 percent of faculty members represented in our most esteemed universities are Democrats (only 3 percent Republican) and 64 percent identify themselves as liberal (only 6 percent conservative). Moreover, 71 percent of them disagree that "news coverage of political and social issues reflects a liberal bias in the news media." And the No. 1 answer they gave to the question, "Who has been the best president in the past 40 years?" was Bill Clinton (only 4 percent said Ronald Reagan).

This is why it is no surprise that the two largest teachers unions, the NEA and AFT, are the largest campaign contributors in the nation (giving more than the Teamsters, NRA or any other organization), and that 90 percent of their contributions fund Democratic candidates. In doing so, do we think such funding is going to balance traditional and conservative values in public schools?

The impact of progressivism is being experienced by students across this land, hundreds of thousands of whom have already cried out with complaints of academic inequity. A sampling of the hundreds of student grievances from across the academic spectrum can even be found on websites like the Students for Academic Freedom and NoIndoctrination.org.

It is also no surprise that an average of 6,000 students every year is leaving the approximately 94,000 public schools in America. If the power-to-be over our public schools, like government and unions, continue to oppose conservative curricula and impose overarching liberal educational revisions and laws, public schools will continue to experience an exodus.

I fully realize there are some great conservative people on the staffs of many public schools and universities, but I know virtually all of them would concur that a liberal bias in our academic curricula and system is overwhelmingly dominant and ubiquitous.

Is this present, restrictive and one-sided educational environment that which Thomas Jefferson and other founders intended for the future generations of America? Absolutely not! Rather than encourage free thinking, the U.S. academic system has turned Jefferson's plans for open education into our culture's system of indoctrination.

(In Part 2, I will give eight specific ways that you and I can fight progressivism in the U.S. public education system. And speaking of education, I'm encouraging readers of my culture warrior column also to read my new weekly C-Force health & fitness column -- this week's edition is about "Conventional versus alternative medicine," in which I explain the amazing benefits of the Sierra Integrative Medical Center in Reno, Nev.).

C-Force health & fitness column:
http://www.wnd.com/index.php/?pageId=43&authorId=285&tId=77
Conventional versus alternative medicine:
http://www.wnd.com/index.php/index.php?pageId=270873
the Sierra Integrative Medical Center in Reno, Nevada:
http://www.sierraintegrative.com/

To view this item online, visit http://www.worldnetdaily.com/index.php?pageId=271521
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U.S. public schools: Progressive indoctrination camps
Exclusive: Chuck Norris offers battle plan for fighting tides of progressivism
By Chuck Norris
Sunday, March 20, 2011

(This is Part 2 of a two-part series on U.S. public schools.)

Last week, my main point in Part 1 was that liberals could care less to change anything in public schools, since they are producing exactly what liberals want. And that biased programming will deepen in the minds and hearts of America's young people, unless we patriots stand up in every community, resist those progressive tides and demand alternatives.

There are ways to improve national academic imbalances. In Part 2 here, I give seven ways to counter that torrent of progressivism in U.S. public education. Among the list of correctives that have been proven to work are the following:

Vocalize your opinions to local, state and federal representatives that government and unions need to have less of a role in running our children's education and more of a role in supporting parents' educational decisions for their children. Children belong to their parents, not the government or unions. And parents must retain the right to personalize their child's education as they so wish.

Don't blindly accept a public school or university's education plan, based solely upon its name, past reputation, or slick marketing. Confront administration. Ask the hard questions of teachers and professors.

If you experience teachers or courses that create an intimidating atmosphere for expressing varied opinions, disparage alternative views, or advance one-sided political or social ideologies, report them to administration or school boards. And if they don't hear your concerns, go to the district offices. And if the district doesn't listen, then take your complaints to other parents and the online community by posting blogs or sending mass emails. If our government isn't going to hold our academic institutions accountable, then its citizens must.

Encourage local schools and colleges to accept The Academic Bill of Rights and The Students Bill of Rights. (Located online)

Consider starting a counter-cultural mission by teaching or assisting in a public school, college, university, or even the U.S. Department of Education. Whether or not you have a child in a public school, you still can be an active and vocal part in your school's board, PTA or equivalent. Volunteer to assist in any way that can balance academic current.

And what if public schools don't improve or match the values and beliefs in our homes? Then we must remove our children from public schools and seek private alternatives, chartered schools, Christian schools, or home schooling co-ops. Encourage older children to attend a private, conservative, or Christian college or university: such as Liberty University or Patrick Henry College on the East Coast or Biola University, Azusa Pacific University, Pepperdine University, Westmont College, Bethany University on the West Coast. As I said in my last article, if you want to improve U.S. public education, support the competition.

Lastly, work to install a Bible curriculum into your public school districts across the country. Yes, it's legal, constitutional and being placed right now in thousands of schools across the country. A brand new electronic version of the curriculum is available this week. The National Council on Bible Curriculum in Public Schools' course curriculum has been voted into 572 school districts (2,086 high schools) in 38 states, from Alaska and California to Pennsylvania and Florida. Ninety-three percent of school boards that have been approached to date with the curriculum have voted to implement it because the course helps students understand the Bible's influence and impact on history, literature, our legal and educational systems, as well as art, archaeology and other parts of civilization. In this elective class students are required to read through their textbook -- the Bible.
For a contribution of any size, a starter package with a step-by-step guide, all legal data necessary to satisfy the questions of school board members, letters from school districts that have implemented it, the table of contents of the Bible curriculum, and other NCBCPS information will be sent immediately to you.

National Council On Bible Curriculum In Public Schools
2816-A. Battleground Ave.
Box 313
Greensboro, N.C. 27408
(877) OnBible
(336) 272-3799
(336) 272-7199 (fax)
http://www.bibleinschools.net/
Thomas Jefferson was an enthusiastic advocate for public education and believed it was the key to preserving a republican government and society. Yet he was equally an ardent opponent against "any tyranny over the mind of man." Whether that dominance is sectarianism or secularism, conservatism or liberalism, Jefferson (and I believe our other Founders) would oppose and seek to correct today's disproportions of academia in our nation's public schools.

If Jefferson supported reform in public education as a prerequisite for a lasting republican nation, would he not expect the same of us today?

(Speak of education, I'm encouraging readers of my culture warrior column also to read my new weekly C-Force health & fitness column (http://www.wnd.com/index.php/?pageId=43&authorId=285&tId=77). Last week's article was on "7 roads to brain fitness.")

To view this item online, visit http://www.worldnetdaily.com/index.php?pageId=274685
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Welcome to Stalin-style U.S. public education
Exclusive: Chuck Norris explains how America can improve school systems
By Chuck Norris
Thursday, March 24, 2011

I love teachers. I really do. And I'm certain that, truth be known, most are overworked and underpaid. No one is certainly getting rich from teaching kids. I applaud the hard-working teachers across this land.

But what are our state legislators to do if states are going broke? Never ask teachers and other public workers to contribute to a further share of costs, like millions of others are forced to do because of tough economic times? I believe the children are our future, but they'll have no future if our states and the U.S. go down the fiscal tubes.

And, like in Wisconsin, when teachers unions muscle legislators like the mafia, and Democrats abandon their voting posts because they don't like projected outcomes, haven't we abandoned the very foundational principles of our republic? Where was the "be civil" mainstream media police Friday morning when union demonstrators literally screamed at legislators on the Wisconsin assembly floor while they voted on legislation?

Another proof of union monopoly came out Tuesday, when Wisconsin's Government Accountability Board released a report that disclosed the top 10 lobbying groups in the state. Look who is at the top of the list -- No. 1:

1. Wisconsin Education Association, 7,239 hours, $1,511,272
2. Wisconsin Insurance Alliance, 1,427 hours, $777,430
3. Forest County Potawatomi Community, 1,492 hours, $756,512
4. Altria Client Services Inc., 1,321 hours, $755,733
5. Wisconsin Hospital Association, 5,126, $605,033
6. Wisconsin Petroleum Marketers & Convenience Store Association, 1,379, $560,544
7. Wisconsin Manufacturers & Commerce, 4,967 hours, $508,023
8. RAI Services Company (formerly Reynolds American Inc.), 186 hours, $466,253
9. Wisconsin Independent Businesses Inc., 7,939 hours, $458,414
10. Wisconsin Energy Corporation, 1,547 hours, $387,222.

The Wisconsin Education Association leads the pack of lobbyists compared to its closest lobbying competitor with twice as much spending ($1.5 million) and five times the amount of advocate hours (7,239 hours) in pursuit to buy, bribe and bamboozle legislators to do as it wants.

What also chaps my hide is that a gigantic chunk of the WEA's gangster monies and time is used to lobby against alternative choices in schools (including charter schools) [http://ethics.state.wi.us/scripts/2009Session/LEOEL.asp?PrinID=2668] and against tuition tax credit programs that aid parents to send their children to private schools [http://ethics.state.wi.us/scripts/2009Session/BandRLobbied.asp?PrinID=2668].

The fact is that teachers-union-sponsored protests spreading across the land are not primarily about the teachers or the students. They are about the unions and feds maintaining their mafia-style rule over education and our kids, and preventing parents and anyone else from choosing educational alternatives.

Or are we naïve enough to believe that Richard Trumka, president of the AFL-CIO, the American Federation of Labor and Congress of Industrial Organizations, is just repeatedly stopping by the White House for tea and crumpets, when he admitted this past week: "I'm at the White House a couple times a week: two, three times a week. I have conversations every day with someone in the White House or in the administration. Every day."?

It brings me back to that bully educational manifesto of President Obama's appointed secretary of education, Arne Duncan, who explained in an NPR radio interview: "I'm a big believer in choice and competition, but I think we can do that within the public school framework."

There's something the U.S. government and unions don't want you to know. And it came out a short time ago in a Heritage Foundation report on education. It conveys the general public's increasing dissatisfaction with public education, and a rising number is opting for private education.

The report explains that during the 2007 and 2008 legislative sessions, 44 states introduced school-choice legislation. Forty-four states! And in 2008, choices for private school were enacted into law or expanded in Arizona, Utah, Georgia, Florida, Louisiana and Pennsylvania. And as of 2009, 14 states and Washington, D.C., offer voucher or education tax-credit programs.

Despite the growing public preference for private education, however, Congress last year canceled the Washington, D.C., Opportunity Scholarship Program, created in 2004 to offer students from low-income families in the nation's capital an opportunity to join the voucher educational community. The law provided $14 million in scholarships to help pay tuition at a private school of their choosing. But no longer.

And why did Congress nix the program, especially when recent studies showed that students receiving vouchers since the program's inception were academically 18.9 months ahead of their peers? (One-hundred percent of Thurgood Marshall Academy's charter graduates are accepted to colleges.) Why would Congress phase out a program that costs $7,500 per student annually, compared to the $15,000 it costs in Washington's public schools to educate a child?

Washington's Opportunity Scholarship Program wasn't canceled because it cost too much, since it's half the price of public school. And it wasn't canceled because of inferior quality, since the kids enrolled in the program were scoring higher than students in regular schools.

There's only one reason Congress canceled Washington's Opportunity Scholarship Program. It's the same reason at the heart of the teachers unions' battle in Wisconsin. It comes down to this: control and educational indoctrination.

As I wrote in my new New York Times best-selling book, "Black Belt Patriotism: How to Reawaken America" (http://www.bhpublishinggroup.com/fidelis/books.asp?p=9780805464368):

The reason that government is cracking down on private instruction has more to do with suppressing alternative education than assuring educational standards. The rationale is quite simple, though rarely if ever stated: Control future generations and you control the future. So rather than letting parents be the primary educators of their children -- either directly or by educating their children in the private schools of their choice -- [government] want[s] to deny parental rights, establish an educational monopoly run by the state, and limit private education options. It is so simple any socialist can understand it. As Joseph Stalin once stated, "Education is a weapon whose effects depend on who holds it in his hands and at whom it is aimed."
Parents deserve educational choices -- choice is what this country was founded upon.

Want to better U.S. public education? Feed the competition!

To view this item online, visit http://www.worldnetdaily.com/index.php?pageId=268821
---

Chuck Norris' Article Archive:
http://www.wnd.com/index.php/?pageId=43&authorId=29&tId=8

International Premium 2011 Dec 20 Extract; Benjamin Fulford English Message
http://www.youtube.com/watch?v=2Bl6jGz7Pqg

Benjamin Fulford National emergency committee (ENGLISH subtitles) 26/4/2010 part2 revised*
http://www.youtube.com/watch?v=gEXIP2kRYkE&feature=related
Benjamin Fulford National emergency committee (ENGLISH subtitles) 26/4/2010 part1
http://www.youtube.com/watch?v=MOK0Y3k5Bis&feature=related

http://www.youtube.com/watch?v=UyO4bFoMkCc&feature=related
http://www.youtube.com/watch?v=q-wjOAF6iqU&feature=related
http://www.youtube.com/watch?v=fTHgqqb6MIg&feature=related
http://www.youtube.com/watch?v=S0g3Te8O3co&feature=related
http://www.youtube.com/watch?v=aJ5_KBJy6Xw&feature=related
http://www.youtube.com/watch?v=80_Zn6QTFiE&feature=related
http://www.youtube.com/watch?v=-9cWK3DxGJc&feature=related
http://www.youtube.com/watch?v=zVCgoa3sKOg&feature=related
http://www.youtube.com/watch?v=nun_ahiJJug&feature=related
http://www.youtube.com/watch?v=-Twqv_Qmd-o&feature=related
http://www.youtube.com/watch?v=eMaKONX5KfI&feature=related
http://www.youtube.com/watch?v=_HRHij3ad8E&feature=related
http://www.youtube.com/watch?v=JEeOK83bFpQ&feature=related

Jesse Ventura re: NWO
http://www.youtube.com/watch?v=XjSe-i_8F8g&feature=related
http://www.youtube.com/watch?v=36TH5BVOykA&feature=related
http://www.youtube.com/watch?v=xilzn0AH2Mw&feature=related

Kennedy Speech Conspiracy Secret Societies
audio recording of a speech made by JFK before the American Newspaper Publishers Association where he warns the press about the secret societies that are the real power in global affairs.
http://www.youtube.com/watch?v=QeYgLLahHv8&feature=related

Amazing JFK Speech! He Tells you The Truth!
http://en.wikipedia.org/wiki/Bohemian_grove
Official footage as admitted by Wikipedia in the above link:
http://www.youtube.com/watch?v=BbCWnp-kKL0
This video shows you from the word's of JFK himself that there is a force working right now to conceal the truth and that we are resting on a delicate balance in not only this country but the World! During This Speech He Tells You He Is Not Going To Keep Anymore Secrets From The World! Then What Happens Later? He Gets Shot In The Head! The Second Half Of The Video Shows Other Presidents And Congressman Showing Their True Colors In Regards To Strange Secrecy! Learn So Much More About These Secrets When You Hit My Channel, Watch The Playlist(S), Then Subscribe, Tell A Friend , Use Clipnabber.Com To Dl The Video And Upload It To Your Youtube Page! Spread This ! Pandemic Level 5 (Which We Are At Now) Is Literally Defined As "A Declaration Of Imminent Global Pandemic" (Look It Up) So Therefore It Is A Guaranteed Precursor And Preparation Stage To Level 6! What Are The Protocols For Level 6? (Look It Up)....... It's Local And International Quarantines(Which Would Cause A Food Crisis Because Of Trade Restrictions, Which Would Collapse The Dollar, Which Would Cause Looting,And Then.... Martial Law! Fema "Safe Zones" Aka Camps! Http://Www.Youtube.Com/Watch?V=0P-Hvpjpti4 Forced Vaccines And Then The New Cashless Solution That Is The Rfid Chip! Look It All Up! They're All Documented Plans That Have Been Talked About In The News And In Countless Government Conferences And Articles! Also Look Up The Laws George Bush Has Passed Regarding Martial Law Coincidentally In The Last 2 Years!
http://www.youtube.com/watch?v=3KeR3yMZi0g&feature=related

JFK's Speech about Secret Societies
http://www.youtube.com/watch?v=YafZkjiMpjU&feature=related

Zeitgeist - The Speech That Got JFK Killed
http://www.youtube.com/watch?v=utYcFf93Srs&feature=related

JFK Speaks out Against the New World Order
http://www.youtube.com/watch?v=rKVt9EvqOpg&feature=related

JFK Warns of The Secret Elites: Learn Who Murdered Him!
WHY was JFK murdered? WHO did it?
http://www.combatreform.org/THEJFKRESEARCHSITE/index.htm
HOW was JFK assassinated?
http://www.combatreform.org/jfk/jfkambushexplanationv5.ppt
http://www.assassinationscience.com
After LBJ declared he would not run for President, RFK was murdered by security guard Cesar to open the way for buddy Nixon to become president....
Former Minnesota Governor Jessie Ventura explains:
http://www.youtube.com/watch?v=xTGRbfNg3oc
Guess who was at the party the night before JFK was murdered?
FBI head Hoover...oilman Murchison...nazi helper McCloy...LBJ....and DICK NIXON...
http://www.youtube.com/watch?v=awGbwIIIYug
http://www.youtube.com/watch?v=3EztZ9v2p38&feature=related

JFK Warns Of Skull And Bones
http://www.youtube.com/watch?v=OAqA_CNqwys

JFK REVEALS SKULL AND BONES SOCIETY- Zeitgeist - NWO
http://www.youtube.com/watch?v=-kX0sLFXR0Q

LBJ's Mistress Blows Whistle On JFK Assassination
The night before the Kennedy assassination, Lyndon Baines Johnson met with Dallas tycoons, FBI moguls and organized crime kingpins - emerging from the conference to tell his mistress Madeleine Duncan Brown that "those SOB's" would never embarrass him again. It's a jaw-dropping deposition and it's the biggest JFK smoking gun there is - despite the fact that it has received little media attention.
http://www.youtube.com/watch?v=79lOKs0Kr_Y&feature=related

JFK assassination Lee Harvey Oswald daughter June Oswald interview
the JFK Assassination Forum: http://www.jfkassassinationforum.com
http://www.youtube.com/watch?v=tqbwwP64IuU&feature=related

JFK assassination Lee Harvey Oswald daughter Rachel Oswald Porter Interview
http://www.youtube.com/watch?v=UT13K0ayeIU&feature=related

MARINA: Oswald didn't kill ANYONE
Marina Oswald Porter, widow of Lee Harvey Oswald, says that her former husband was "absolutely innocent" of the murders of JFK and Dallas Police officer J.D. Tippit.
http://www.youtube.com/watch?v=WQ0enPrUqqs&feature=related

Illuminati controlling society accidently admitted
http://www.youtube.com/watch?v=H6uNFdiI-fM&feature=related

There are plans for martial law to be declared before the next election (ie National Defense Authorization Act and possible war with Iran and China).

(1/11) 12-28-10 - Alex Jones Show - Covering secret societies JFK warned of: the "Skull And Bones"
Alex welcomes back to the show Charlotte Iserbyt, author of The Deliberate Dumbing Down of America, a chronological history of the past 100+ years of education reform.
Iserbyt served as Senior Policy Advisor in the Office of Educational Research and Improvement (OERI), U.S. Department of Education, during the first Reagan Administration.
On today's show, she talks with Alex about the secret society of the elite, Skull & Bones.
Iserbyt provided author and researcher Antony Sutton with the documentation he needed to write America's Secret Establishment: An Introduction to the Order of Skull & Bones.
Iserbyt's father and grandfather were members of the cult.
"These secret societies are behind it all," her father told her.
http://www.youtube.com/watch?v=-S-VUSJUMNk
http://www.youtube.com/watch?v=EMwTkrojI3g&feature=related
http://www.youtube.com/watch?v=k9Bb3JvO83Y&feature=related
http://www.youtube.com/watch?v=WhE5DaEP2SA
http://www.youtube.com/watch?v=ybgNY-9hmb8
http://www.youtube.com/watch?v=E7m7mj4aD4M
http://www.youtube.com/watch?v=rkPZR3rK8wI
http://www.youtube.com/watch?v=yay1AanjY5A
http://www.youtube.com/watch?v=LeS7Xf0jMr0
http://www.youtube.com/watch?v=Q-ec37Il4pY
http://www.youtube.com/watch?v=GHUs5knOpRg

Jordan Maxwell on JFK and Abe Lincoln assasinations
http://www.youtube.com/watch?v=cPDbPGjduhM&feature=related

Are you still thinking that the Illuminati are a myth?
I came across with a thread on GLP, reporting a very odd building caught by Google Earth, in LA, California. I checked it out and decided to make this video showing some other important buildings around the world, that definitely suggest that a global occultist government controls all organizations related to politics, military, sciences, education, entertainment and more. They use to put their signature in the architecture of these buildings and many of them are easily recognizable through satellite images.
http://www.youtube.com/watch?v=3QBylh1UE8A&feature=related

Mind blowing speech by Robert Welch in 1958 predicting Insiders plans to destroy America
Proof that the NEW WORLD ORDER has been planned by the elite. Robert Welch, Founder of The John Birch Society, predicted today's problems with uncanny accuracy back in 1958 and prescribed solutions in 1974 that are very similar to Ron Paul's positions today. This is proof that there are plans in place by the elite to systemically disassemble US sovereignty. I wonder who those elite are.
http://www.youtube.com/watch?v=AZU0c8DAIU4&feature=related

George Bush New World Order
http://www.youtube.com/watch?v=Rc7i0wCFf8g&feature=fvwrel

BANNED VIDEO - RON PAUL Vs. the NEW WORLD ORDER '08
http://www.youtube.com/watch?v=RDTJ_0Sv6-Y&feature=related

Robert Welch Explains Purpose of Vietnam War
In 1965, the Vietnam War was being expanded in many of the same ways our wars in the Middle East and Afghanistan War are being expanded today. At the time, the founder of The John Birch Society, Robert Welch tried to educate the American people on the real reason we were at war in Vietnam and why it should be resisted. His insights remain applicable today.
http://www.youtube.com/watch?v=co73TDl_F7E&feature=related

Robert Welch in 1974 reveals NWO
In 1958, then later here in 1974, Robert Welch reveals the NWO agenda to induce the gradual surrender of America's sovereignty to various international organizations.
http://www.youtube.com/watch?v=4GBW9rdGeEI&feature=related

A Legacy Of Robert Welch's Insites (1958)
Founder of the John Birch Society talks about the conspiracy in Government to form a One World Order & this was in 1958... Wake up People it's time to do your research!!
what have they have accomplished since then, 52 years later?
http://www.youtube.com/watch?v=Jjyiflb8oL4&feature=related

Robert Welch Amazing Predictions In 1958
www.PatriotsOath.com
http://www.youtube.com/watch?v=7swV_P2nF-o&feature=related

50-year-old CARTOON TRIED TO WARN US
http://www.youtube.com/watch?v=-CjrZNi49bE&feature=related

2012 Properly Explained
http://www.youtube.com/watch?v=HuqaYqQBkGk&feature=fvwrel
2012 Secret Societies Agenda
Now that you have watched first video, 2012 Properly Explained, this one will be very easy to understand. You will see how the Skull and Bones Society and Free Masons are controlling EVERYTHING that we are doing. This is the first time that anybody has shown the direct link between these two secret societies. Be prepared for what is to come!
http://www.youtube.com/watch?v=KWdSv9gG-aI&feature=related

How Satan Uses Music to Capture Your Mind - Miley Cyrus, Sasha Fierce, Jay Z, 50 Cent
It's in The Music! Changing society with music
How Satan uses music to change and capture peoples minds. It's in the Music!
http://www.omegaministry.org/bible_study.asp
Miley Cyrus smoking weed, Sasha Fierce, Jay z, 50 cent, Disney.
In the book "The Psychology of Music", Dr. Schoen says, "Music is the most powerful stimulus known among the perceptive processes." Charles Manson, who claimed inspiration from the Beatles, used music to gain "satanic" control over his followers who went so far as murder under his command. Art Linkletter blamed "secret messages" in rock music for the death of his daughter in 1969. Dr. Howard Hanson, a director of the famous Eastman School of Music said, "Music is made up of many ingredients and according to the proportions of these components, it can be soothing or invigorating, ennobling or vulgarizing, IT HAS POWERS FOR EVIL AS WELL AS FOR GOOD."
Satan has commanded a vicious attack at the young of this generation. Jesus Christ said in John 10:10, "The thief cometh not, but for to STEAL, and KILL, and to DESTROY:" And his number-one target is the most vulnerable — THE YOUNG!
http://www.youtube.com/watch?v=5dyrCkN11mg&feature=related

NWO and Education:
http://www.discoverthenetworks.org/guideDesc.asp?type=aca
http://www.discoverthenetworks.org/viewSubCategory.asp?id=87
http://endthelie.com/books-and-reading-material/#axzz1fDrrF4Is

The WayBack Machine (search for older information or info websites that no longer exist). The Wayback Machine is a digital time capsule created by the Internet Archive non-profit organization, based in San Francisco, California:
https://ixquick.com/do/metasearch.pl?query=wayback+machine&cat=web&pl=ie&language=english
http://www.archive.org/

Yuri Bezmenov on Demoralization
http://www.youtube.com/watch?v=qlpODYhnPEo
Bezmenov on Marxists, useful idiots
http://uk.youtube.com/watch?v=dE38dLxapVo
Bezmenov on American mass media
http://www.dailymotion.com/video/k6KUDv1wzraWhwlBt1
Bezmenov on KGB interest in yoga, brainwashing
http://uk.youtube.com/watch?v=Srw3YSda1XY
Crossroad Books Online
http://www.crossroad.to/Books/Titles.html
http://www.crossroad.to/text/1-books.htm
http://www.archive.org/details/TechnocracyStudyCourseUnabridged

http://www.sacred-texts.com/index.htm

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Comments and links from http://www.wnd.com/index.php?fa=PAGE.view&pageId=376881
When are the American people going to realize that D.C. is a corporation and not a constitutional form of goverment.The Act Of 1871 changed the constitutional form of government into the corporation we're dealing with today.If you think changing a C.E.O. for another corrupt C.E.O. will change anything your crazy.The only way to change America around is to take out the corporation and go back to the constitutional form of government.
I realize that and would like to know where I can find more details about that historical change. I believe that when that occurred, the Constitution of original intent was not abolished, but rather put aside and ignored (not followed any further). Thanks for speaking out on this. Sad thing is that most people don't even know about this.
You can find all you need to know about how things went the wrong way here: http://sedm.org and http://famguardian.org. The U.S. Govt. (Read D.C.) is a corporation and the laws it passes are private laws - NOT public laws. It's all there, but you have to do your due diligence and read, then implement. God bless.
You are correct that D.C. is a corporation. That is why they can ram frivolous laws through and not blink an eye about it. The American people need to understand that law is based on consent - and any law these leeches put out we have to give consent to abide by it through contracts. There is a way to rescind those, but it will take individuals to read, study and implement. Glad to see others know the real story behind the District of Criminals. God bless.

http://nesaranews.blogspot.com/2011/12/here-are-facts-most-dont-know-but.html
HERE ARE FACTS MOST DON'T KNOW, BUT SHOULD
1. The IRS is not a US government agency.  It is an agency of the IMF (International Monetary Fund) (Diversified Metal Products v I.R.S et al. CV-93-405E-EJE U.S.D.C.D.I., Public Law 94-564, Senate report 94-1148 pg. 5967, Reorganization Plan No. 26, Public Law 102-391)
2. The IMF (International Monetary Fund) is an agency of the U.N. (Black's Law Dictionary 6th Ed. page 816)
3. The United States has NOT had a Treasury since 1921 (41 Stat. Ch 214 page 654)
4. The U.S. Treasury is now the IMF (International Monetary Fund) (Presidential Documents Volume 24-No. 4 page 113, 22 U.S.C. 285-2887)
5. The United States does not have any employees because there is no longer a United States! No more reorganizations. After over 200 years of bankruptcy it is finally over. (Executive Order 12803)
6. The FCC, CIA, FBI, NASA and all of the other alphabet gangs were never part of the U.S. government, even though the "U.S. Government" held stock in the agencies. (U.S. v Strang, 254 US491 Lewis v. US, 680 F.2nd, 1239)
7. Social Security Numbers are issued by the U.N. through the IMF (International Monetary Fund). The application for a Social Security Number is the SS5 Form. The Department of the Treasury (IMF) issues the SS5 forms and not the Social Security Administration. The new SS5 forms do not state who publishes them while the old form states they are "Department of the Treasury". (20 CFR (Council on
Foreign Relations) Chap. 111 Subpart B. 422.103 (b))
8. There are NO Judicial courts in America and have not been since 1789. Judges do not enforce Statutes and Codes. Executive Administrators enforce Statutes and Codes. (FRC v. GE 281 US 464 Keller v. PE 261 US 428, 1 Stat 138-178)
9. There have NOT been any judges in America since 1789. There have just been administrators.  (FRC v. GE 281 US 464 Keller v. PE 261 US 428 1 Stat. 138-178)
10. According to GATT (The General Agreement on Tariffs and Trade) you MUST have a Social Security number. (House Report (103-826))
11. New York City is defined in Federal Regulations as the United Nations. Rudolph Guiliani stated on C-Span that "New York City is the capital of the World." For once, he told the truth. (20 CFR (Council on Foreign Relations) Chap. 111, subpart B 44.103 (b) (2) (2) )
12. Social Security is not insurance or a contract, nor is there a Trust Fund.  (Helvering v. Davis 301 US 619 Steward Co. v. Davis 301 US 548)
13. Your Social Security check comes directly from the IMF (International Monetary Fund), which is an agency of the United Nations. (It says "U.S. Department of Treasury" at the top left corner, which again is part of the U.N. as pointed out above)
14. You own NO property. Slaves can't own property. Read carefully the Deed to the property you think is yours.  You are listed as a TENANT. (Senate Document 43, 73rd Congress 1st Session)
15. The most powerful court in America is NOT the United States Supreme court, but the Supreme Court of Pennsylvania. (42 PA. C.S.A. 502)
16. The King of England financially backed both sides of the American Revolutionary War.   (Treaty of Versailles-July 16, 1782 Treaty of Peace 8 Stat 80)
17. You CANNOT use the U.S. Constitution to defend yourself because you are NOT a party to it!  The U.S. Constitution applies to the CORPORATION OF THE UNITED STATES, a privately owned and operated corporation (headquartered out of Washington, DC) much like IBM (International Business Machines, Microsoft, et al) and NOT to the people of the sovereign Republic of the united States of America.  (Padelford Fay & Co. v The Mayor and Alderman of the City of Savannah 14 Georgia 438, 520)
18. America is a British Colony. The United States is a corporation, not a land mass and it existed before the Revolutionary War and the British Troops did not leave until 1796 (Republica v. Sweers 1 Dallas 43, Treaty of Commerce 8 Stat 116, Treaty of Peace 8 Stat 80, IRS Publication 6209, Articles of Association October 20, 1774)
19. http://www.youtube.com/watch?v=lVsMUpPgdT0
20. Britain is owned by the Vatican. (Treaty of 1213)
21. The Pope can abolish any law in the United States (Elements of Ecclesiastical Law Vol. 1, 53-54)
22. A 1040 Form is for tribute paid to Britain (IRS Publication 6209)
23. The Pope claims to own the entire planet through the laws of conquest and discovery.  (Papal Bulls of 1495 & 1493)
24. The Pope has ordered the genocide and enslavement of millions of people.(Papal Bulls of 1455 & 1493)
25. The Pope's laws are obligatory on everyone.  (Bened. XIV., De Syn. Dioec, lib, ix, c. vii, n. 4. Prati, 1844 Syllabus Prop 28, 29, 44)
 26. We are slaves and own absolutely nothing, NOT even what we think are our children.  (Tillman vs. Roberts 108 So. 62, Van Koten vs. Van Koten 154 N.E. 146, Senate Document 438 73rd Congress 1st Session, Wynehammer v. People 13 N.Y. REP 378, 481)
27. Military dictator George Washington divided up the States (Estates) in to Districts  (Messages and papers of the Presidents Volume 1 page 99 1828 Dictionary of Estate)
28. "The People" does NOT include you and me. (Barron vs. Mayor and City Council of Baltimore 32 U.S. 243)
29. It is NOT the duty of the police to protect you. Their job is to protect THE CORPORATION and arrest code breakers. (SAPP vs. Tallahassee, 348 So. 2nd. 363, REiff vs. City of Phila. 477 F. 1262, Lynch vs. NC Dept. of Justice 376 S.E. 2nd. 247)
30. Every thing in the "United States" is up for sale: bridges, roads, water, schools, hospitals, prisons, airports, etc, etc... Did anybody take time to check who bought Klamath Lake?? (Executive Order 12803)
31. "We are human capital” (Executive Order 13037)  The world cabal makes money off of the use of your signatures on mortgages, car loans, credit cards, your social security number, etc.
32. The U.N. - United Nations - has financed the operations of the United States government (the corporation of THE UNITED STATES OF AMERICA) for over 50 years (U.S. Department of Treasury is part of the U.N. see above) and now owns every man, woman and child in America.
The U.N. also holds all of the land of America in Fee Simple.
 Source: http://home/iae.nl/users/lightnet/world/essays.html
The good news is we don't have to fulfill "our" fictitious obligations. You can discharge a fictitious obligation with another's fictitious obligation.
These documents are not secret.  They are a matter of public record.
Simple words such as "person" "citizen" "people" "or" "nation" "crime" "charge" "right" "statute" "preferred" "prefer" "constitutor" "creditor" "debtor" "debit" "discharge" "payment" "law" and "United States" don't mean what we think they do because we were never taught the legal definitions of the above words.
The illusion is much larger than what is cited
---

"I'm fed up with the explosion of big corporate influence over our politics.
With the Supreme Court ignoring its own precedents to unleash a torrent of corporate and special interest money in our elections, I decided to take action.
Senators Dick Durbin, Jeff Merkley, Chuck Schumer, Tom Udall, and Sheldon Whitehouse have introduced an amendment to the U.S. Constitution that would restore our right to regulate money in elections -- the right the Supreme Court took away with their misguided Citizens United ruling in 2010 -- and I just signed their public petition in support of it.
This is a really important issue for our democracy, so I thought you would want to sign, too.
Take action here:
http://petition.reversecitizensunited.com/p/dia/action/public/?action_KEY=5007&tag=rcu_ty_taf
Thanks!
http://petition.reversecitizensunited.com/p/dia/action/public/?action_KEY=5007?tag=rcu_ty_taf
Pass on please."
---

Important things in order to take our country back
The 99 percent people may be receptive. Common issues include:

    Shutting down the Fed
    Repealing corporate personhood by adding the word "Natural" in front of persons
    Holding elected representatives accountable, making it illegal for any govt official to be hired as a lobbyist, etc.
    Taking all money out of election so people can run and win based on their "message" only, not popularity, not elite support, not donations... just the "ideas"
    Making sure we have paper ballots
  Getting the TSA's hands off our genitals (we need to have massive protests at the airports); this is not effective at reducing terrorism (especially since the TSA is harassing old ladies dying of cancer and little girls) and everything with the government putting us in our places and showing us that they can do anything and everything they want to us and we can't do anything about it!
Watch the Thrive movie, towards the end he proposes a solution; the solution/path he proposes seems to be a workable one.
---

Regardless of whether or not you are religious, take a look at the Freemason hand signs by all of these politicians and celebrities that America has chosen to idolize and emulate:
http://www.jesus-is-savior.com/False%20Religions/Wicca%20&%20Witchcraft/signs_of_satan.htm
http://www.jesus-is-savior.com/False%20Religions/Wicca%20&%20Witchcraft/signs/signs_of_satan2.htm
http://www.jesus-is-savior.com/False%20Religions/Wicca%20&%20Witchcraft/signs/signs_of_satan3.htm
http://www.jesus-is-savior.com/False%20Religions/Wicca%20&%20Witchcraft/bohemian_grove_exposed.htm
http://video.google.com/videoplay?docid=-82095917705734983#
http://www.youtube.com/watch?v=FVtEvplXMLs
DARK SECRETS: INSIDE BOHEMIAN GROVE 1:50:33 - 6 years ago
WHAT IS BOHEMIAN GROVE? SEE THE TRUTH AS DOCUMENTED IN ALEX'S FILM, DARK SECRETS: INSIDE BOHEMIAN GROVE Since 1873, the Global Elite Has Held Secret Meetings in the Ancient Redwood Forest of Northern California. Members of the so-called "Bohemian Club" Include Former Presidents Eisenhower, Nixon and Reagan. The Bush Family Maintains a Strong Involvement. Each Year at Bohemian Grove, Members of This All-Male "Club" Don Red, Black and Silver Robes and Conduct an Occult Ritual Wherein They Worship a Giant Stone Owl, Sacrificing a Human Being in Effigy to What They Call the "Great Owl of Bohemia." Now, for the First Time in History, an Outsider Has Infiltrated Bohemian Grove with a Hidden Digital Video Camera and Caught the Ritual on Tape. That Man is Alex Jones, the Exclusive Digital Video is Just Part of His Shocking New Documentary: DARK SECRETS: INSIDE BOHEMIAN GROVE


Real Conspiracies: Past and Present - Part 1
http://www.crossroad.to/articles2/006/conspiracy1.htm
President Woodrow Wilson, 1913: "Some of the biggest men in the U. S., in the field of commerce and manufacturing, are afraid of somebody, are afraid of something. They know that there is a power somewhere so organized, so subtle, so watchful, so interlocked, so complete, so pervasive, that they had better not speak above their breath when they speak in condemnation of it."[1]
President Franklin Roosevelt, 1933: "The real truth of the matter is, as you and I know, that a financial element in the larger centers has owned the Government ever since the days of Andrew Jackson."[2]

The State of the World according to Gorbachev
http://www.crossroad.to/articles2/state96.htm
Gorbachev's Plan for a United World
http://www.crossroad.to/text/articles/gorb10-95.html

Re-zoning the World The Merging of the Americas in a New Global Order
I campaigned vigorously on a free trade agenda…. And I intend to vigorously pursue a free trade agenda.” — President George W. Bush at a press conference during the Quebec Summit of the Americas.
http://www.crossroad.to/articles2/2003/teichrib/re-zoning.htm

Ban Truth - Reap Tyranny
http://www.crossroad.to/articles2/2003/ban-truth.htm

News: Seeds of Persecution
http://www.crossroad.to/News/Persecution/seeds.html

Adapting the Constitution to a Global Consensus
http://www.crossroad.to/articles2/2003/global-law.htm

The WTO and the Culture of Control
The Power Behind the UN Vision of "A Culture of Peace"
http://www.crossroad.to/text/articles/wto.html

Soviet-Style Health Care
Solzhenitsyn's prophetic warning about the depersonalization of medicine
http://www.crossroad.to/Quotes/communism/health-soviet-style.htm

Civic Renewal - from The Deliberate Dumbing Down of America by Charlotte Iserbyt
http://www.crossroad.to/Quotes/communitarian/Civic-Renewal.htm

Atlantis
http://www.crossroad.to/articles2/Atlantis.htm

The Global Marshall Plan
http://www.crossroad.to/Quotes/globalism/club-budapest.htm

Dalai Lama Celebrating the Medicine Buddha
The Dalai Lama Leads Empowerment Ritual
http://www.crossroad.to/articles2/DalaiLama.html

Lead us not into temptation
or Temptation? I create my own values!
http://www.crossroad.to/Books/TwistofFaith/7-Temptationl.html

Molding Human Resources For the Global Workforce
"...all of us, including the 'owners', must be subjected to a large degree of social control... The major function of the school is the social orientation of the individual. It must seek to give him understanding of the transition to a new social order."1 (Willard Givens, Executive Secretary, National Education Association, 1934)
"Our objective will require a change in the prevailing culture—the attitudes, values, norms, and accepted ways of doing things."2 (Mark Tucker, the mastermind behind school-to-work)
Do you wonder who really plans your child’s education? What their true motives are? Or why both Republicans and Democrats echo President Clinton’s nice sentiments about high standards, accountability, and school-to-work?
You can find some revealing answers at UNESCO's website on Worldwide Action in Education.
http://www.crossroad.to/text/articles/HumanResources.html

An International Information System Executive Order #13011
On July 16, 1996, President Clinton signed Executive Order #13011, creating a massive new bureaucracy with authority to manage "Federal Information Technology." It links the data gathered by the health, education, and labor departments to the data accessible to the FBI, CIA, EPA, and other federal agencies. And it apparently gives this unified information system unspecified power to- propagandize the public by disseminating politically correct information everywhere and control people through a vast federal data bank and monitoring system.
http://www.crossroad.to/text/articles/eo13011-798.html

Brainwashing in America: Why Few Dare Call It Conspiracy
http://www.crossroad.to/articles2/brainwashing.html

Brainwashing & "Education Reform"
http://www.crossroad.to/Quotes/brainwashing.html

Steps toward Global Mind Control under the banner of "Mental Health" and Education
http://www.crossroad.to/Excerpts/chronologies/mind-control.htm

Chronology of World Education: Intentional steps toward a GLOBAL EDUCATION system
http://www.crossroad.to/Books/BraveNewSchools/Chronology.htm

Chronology of the NEA (National Education Association): The Socialist Vision and Global Connections of the NEA
http://www.crossroad.to/Excerpts/chronologies/nea.htm

Zero Tolerance For Non-Compliance Clinton's Ten Steps Toward Lifelong Behavior Modification
http://www.crossroad.to/text/articles/zerotol.html

Soviet Education under Lenin Models U.S. Education for the New millennium
http://www.crossroad.to/charts/soviet-us-ed.htm

Bush, Gorbachev, Shultz and Soviet Education
George W. Bush, Mikhail Gorbachev, George Shultz and your children -- how are they linked? Why does it matter?
And who is George Shultz? How did he help rewrite history, redefine morality, and prepare America to accept the new socialist values that are paving the way to the new world order?
If you are as concerned as I am about America's shift from traditional values and factual education to global values and psycho-social strategies for "lifelong learning," you would want to know the answers. You might also wonder why Texas Governor George W. Bush would choose George Shultz, who negotiated the 1985 U.S.-USSR Education Exchange Agreement, as advisor on his presidential exploratory committee. Or why Robert Dole chose Shultz as an advisor during his quest for the presidency in 1996.
http://www.crossroad.to/text/articles/Bush4-99.html

A Model School for the Global Community
http://www.crossroad.to/text/articles/littleton5-99.html

HR 1385 - Workforce Development Means Life-Long Indoctrination
http://www.crossroad.to/text/articles/hr1385.html

Communist Psychological Warfare (Brainwashing)
http://www.crossroad.to/Quotes/globalism/Congress.htm

An Analysis of Community Oriented Policing: What is communism? Who was Saul Alinsky?
http://www.crossroad.to/articles2/Community-Policing.htm

Managing Change & Crisis Management
http://www.crossroad.to/News/managing-change.html

Oh, how America has changed
Phyllis Schlafly: 'Welfare state is morally costly because it chases fathers out of homes'
http://www.wnd.com/index.php?fa=PAGE.printable&pageId=334081

The Sad Road to Socialism
When Private Property is No Longer a Right
http://www.crossroad.to/articles2/forcing-change/08/10-socialism.htm

Cry, our beloved America Sliding Down the Communitarian Slope
http://www.crossroad.to/articles2/010/cry.htm


Using dissatisfaction as a tool in social transformation
http://www.crossroad.to/Quotes/brainwashing/create-dissatisfaction.htm

America imports Soviet Education
http://www.crossroad.to/Quotes/Education/soviet-unesco.htm

"Current" Communist Goals - 1963
Congressional Record (Appendix, pp. A34-A35)
The House of Representatives - January 10, 1963
http://www.crossroad.to/Quotes/communism/communist-goals-congressional.htm

The Transformation of America
http://www.crossroad.to/Quotes/America's%20Decline.html

Priceless Comments On Government
A government which robs Peter to pay Paul can always depend on the support of Paul. -- George Bernard Shaw
A liberal is someone who feels a great debt to his fellow man, which debt he proposes to pay off with your money. --G. Gordon Liddy
Democracy must be something more than two wolves and a sheep voting on what to have for dinner. --James Bovard (1994)
Foreign aid might be defined as a transfer from poor people in rich countries to rich people in poor countries. --Douglas Casey (1992)
Giving money and power to government is like giving whiskey and car keys to teenage boys. --P.J. O'Rourke
Government is the great fiction, through which everybody endeavors to live at the expense of everybody else. --Frederic Bastiat
Government's view of the economy could be summed up in a few short phrases:  If it moves, tax it. If it keeps moving, regulate it. And if it stops moving, subsidize it. -- Ronald Reagan (1986)
I don't make jokes. I just watch the government and report the facts. --Will Rogers
If you think health care is expensive now, wait until you see what it costs when it's free. --P.J. O'Rourke
If you want government to intervene domestically, you're a liberal. If you want government to intervene overseas, you're a conservative. If you want
government to intervene everywhere, you're a moderate. If you don't want government to intervene anywhere, you're an extremist. --Joseph Sobran (1995)
In general, the art of government consists in taking as much money as possible from one party of the citizens to give to the other. --Voltaire (1764)
Just because you do not take an interest in politics doesn't mean politics won't take an interest in you. --Pericles (430 B.C.)
No man's life, liberty, or property are safe while the legislature is in session. --Mark Twain (1866)
Suppose you were an idiot. And suppose you were a member of Congress. But I repeat myself. --Mark Twain
Talk is cheap-except when Congress does it.  The government is like a baby's alimentary canal, with a happy appetite at one end and no responsibility at the other. --Ronald Reagan
The inherent vice of capitalism is the unequal sharing of the blessings. The inherent blessing of socialism is the equal sharing of misery. -Winston Churchill
The only difference between a tax man and a taxidermist is that the taxidermist leaves the skin. --Mark Twain
The ultimate result of shielding men from the effects of folly is to fill the world with fools. --Herbert Spencer (1891)
There is no distinctly native American criminal class save Congress. --Mark Twain
There is only one basic human right, the right to do as you damn well please. And with it comes the only basic human duty, the duty to take the consequences. --P.J. O'Rourke (1993)
We contend that for a nation to try to tax itself into prosperity is like a man standing in a bucket and trying to lift himself up by the handle. --Winston Churchill
What this country needs are more unemployed politicians. --Edward Langley
When buying and selling are controlled by legislation, the first things to be bought and sold are legislators. --P.J. O'Rourke
http://www.crossroad.to/Quotes/reinventing-government/list.htm

Governor's Conference on Education: "School, Goals and the 1990s"
http://www.crossroad.to/Quotes/Education/ShirleyMcCune.htm

Higher Education
http://www.crossroad.to/Quotes/Education/Education.html

Changing Minds by Manipulating Knowledge
http://www.crossroad.to/Quotes/Education/Information.html

An International Information System
Executive Order #13011
http://www.crossroad.to/text/articles/eo13011-798.html

Sensitivity Training and Communist Thought Reform
http://www.crossroad.to/Quotes/Education/sensitivity-training.htm

The Unschooled Mind: How Children Think & How Schools Should Teach
http://www.crossroad.to/Quotes/Education/multiple-intelligence.html

Education - "Moral Intelligence"
http://www.crossroad.to/Q&A/education/moral_intelligence.htm

Multiple Intelligences
http://www.crossroad.to/Q&A/education/contents.htm

http://www.crossroad.to/Quotes/Education/hatch_amendment.htm
Under the Hatch Amendment, I hereby request that my child NOT be involved in any school activities or materials listed unless I have first reviewed all the relevant materials and have given my written consent

Marc Tucker's "Dear Hillary" letter
Copies of this 18-page letter from Marc Tucker to Hillary Clinton were distributed to many who were researching national/international education plan back in 1992. I received one such copy. As you read the letter, notice,
the elite leaders who celebrated the Clinton victory with Marc Tucker
the nature of the planned cradle-to-grave training program
how this extensive system of outcome-based education matches the corresponding plans for "reinventing government," Total Quality Management, Purpose Driven Churches, HMO, and Communitarianism (The Third Way) [See also Reinventing the World
http://www.crossroad.to/Quotes/Education/marc_tucker.htm
For additional insights into this Tucker-Rockefeller agenda, see:
Marc Tucker and the NCEE Advise Hillary on Education and Labor Training
http://www.edwatch.org/Seamless%20Web/append_2.pdf
HR 1385 - Workforce Development Means Life-Long Indoctrination
http://www.crossroad.to/text/articles/hr1385.html

The Paradigm Shift in Education From The Aquarian Conspiracy
http://www.crossroad.to/Quotes/occult/aquarian-conspiracy.htm

Early experimentation in California schools
http://www.crossroad.to/Quotes/Education/CA-schools.htm

Race-Based School Assignments a Victory?
http://www.crossroad.to/Quotes/Education/race-based-assignments.htm

New and fuzzy MATH
http://www.crossroad.to/Quotes/Education/math-fuzzy.htm

The Evolution of Math
http://www.crossroad.to/Quotes/Education/math.htm

GLOSSARY of Education Terms
http://www.crossroad.to/glossary/education.html

Three Sets of Meanings for Educational Buzzwords
http://www.crossroad.to/charts/NewMeanings.html

Zero Tolerance For Non-Compliance Clinton's Ten Steps Toward Lifelong Behavior Modification
http://www.crossroad.to/text/articles/zerotol.html

Similarities between America’s Goals 2000 & UNESCO’s Education Plan,
http://www.crossroad.to/charts/UNESCO-Goals2000.htm

The War on Hate Bans Christian Values
http://www.crossroad.to/text/articles/cwhbcv3-98.html

Education for Global Understanding: Learning From Dewey's Visit to Japan
http://www.crossroad.to/Quotes/Education/dewey-hegel.htm

Quasi-Stationary Social Equilibria and the Problem of Permanent Change
Kurt Lewin “Group Decision and Social Change”
http://www.crossroad.to/Quotes/brainwashing/kurt-lewin-change.htm

UNESCO: Transforming Community Schools into Open Learning Communities
http://www.crossroad.to/Quotes/Education/unesco-transforming-community-schools.htm

Charles Haynes & Communitarianism
http://www.crossroad.to/Quotes/communitarian/charles-haynes.htm

Darwin's Black Box: The Biochemical Challenge to Evolution
http://www.crossroad.to/Excerpts/books/science/darwin-behe.htm

Things I learned in the Canadian Public School System
Some folks are against public education, I don't see why.  Let's look at the many pearls of wisdom passed down to me from my teachers
http://www.crossroad.to/Quotes/Education/things-learned.htm

Education for Sustainability
http://www.crossroad.to/Quotes/globalism/sustainable-education.htm

Global service & Service Learning
http://www.crossroad.to/Quotes/Education/global-service.htm

Illiteracy for Social Change
http://www.crossroad.to/Quotes/Education/illiteracy.htm

The Newest Heresy of the NAR Orality
http://www.crossroad.to/articles2/006/discernment/orality.htm

Church & State Partnerships: Conforming the Church to the New World Order
http://www.crossroad.to/text/articles/ConformingChurch1-00.html
Church & State Partnerships: Statement of Common Purpose of Religious Leaders
http://www.crossroad.to/Quotes/Education/Partnerships.htm
Collectivism in the churches
http://www.crossroad.to/Excerpts/books/unholy-alliances/collectivism-churches.html

American Youth Policy Forum & Service Learning -- Creating a new kind of Citizen for the 21st Century
http://www.crossroad.to/Quotes/brainwashing/aypf-service-learning.htm

George Orwell's 1984
http://www.crossroad.to/Excerpts/books/transformation/orwell-memory.htm

Purging the Memory of our Christian Roots: How America lost its way & freedom
http://www.crossroad.to/articles2/009/memory.htm

Your Child and the New Age: Schools and Counterfeit Global Spirituality
"Who controls the youth, controls the future." Adolf Hitler
"Under the guise of teaching world-mindedness, there is a growing element within the global education movement that wants children to adopt Eastern mystic/occult philosophy. Global education supposedly is to teach children that they are "citizens" of a global village. Mystic global educators go beyond political, economic, and technological subjects to delve into what they call "Planetary consciousness." This "higher level" of global connectedness, they say, will bring about world peace and prosperity." Eric Buehrer, National Association of Christian Educators
Also covers Movies and the Power of Suggestion
http://www.crossroad.to/Books/YourChildNewAge/contents.htm

Harry Potter and the Power of Suggestion
http://www.crossroad.to/articles2/suggestion.htm

Public Education Dumbs Down Kids part 1 (Excellent 6 Part Series; Parents Explain what the Schools are doing)
While parents, schools, provinces and states across North America bicker about the democratic process of running public schools, forces are manipulating education from behind the scenes. Major international players are reshaping public education to suit their own self-serving agendas, without regard for the wants of parents and the welfare of their children. This video lecture documents how today's educational system dumb down kids deliberately, making zombie-like people who don't ask any questions but just follow orders.
http://www.youtube.com/watch?v=HZvYR81a1Nc&feature=mfu_in_order&list=UL
Public Education Dumbs Down Kids part 2
http://www.youtube.com/watch?v=o5Ei9hm7U18&feature=mfu_in_order&list=UL
Public Education Dumbs Down Kids part 3
http://www.youtube.com/watch?v=AldiYagDkUY&feature=mfu_in_order&list=UL
Public Education Dumbs Down Kids part 4
http://www.youtube.com/watch?v=l50fBhvGyJA&feature=mfu_in_order&list=UL
Public Education Dumbs Down Kids part 5
http://www.youtube.com/watch?v=0Bsv2FycQa0&feature=mfu_in_order&list=UL
Public Education Dumbs Down Kids part 6
http://www.youtube.com/watch?v=b-PpPE96vXQ&feature=mfu_in_order&list=UL

Americans Go To War for Their Schools
Despite media smear campaigns against them, Middle American parents are waging a valiant political battle against left-wing elites and their bizarre ideological indoctrination programs in the public schools.
http://www.jeremiahproject.com/culture/educate01.html

The Deliberate Dumbing Down of America by Charlotte Thomson Iserbyt (2000)
Charlotte Iserbyt explains how the Great Depression (and current one) were engineered by the tax exempt foundations, Carnegie, Ford, Rockefeller, and politicians who were (and are) members of the Skull and Bones (her father was a big wig in the latter, so she knows firsthand what is going on) and Free Masons, and has been going on since the beginning of our country. 30 minutes into "Charlotte Iserbyt: Societies' Secrets", she explains how all of our elections, primaries, etc. are (and have always been) controlled -- especially now, with the electronic voting machines; this is why, no matter who is elected, nothing ever changes for the better and instead keeps getting worse. We all have known intuitively about this, but she shows us indisputable proof of all of this -- and it's all over the world, not just in the U.S.!
http://www.deliberatedumbingdown.com/MomsPDFs/DDDoA.sml.pdf

The Secret History of Western Education [Charlotte Iserbyt - Full]
http://www.youtube.com/watch?v=XpOCkf7Pjuc&feature=related
Charlotte Iserbyt Interview — The Secret History Of Western Education (Full Length)
http://www.youtube.com/watch?v=V7StnD_Qq5M&feature=related

Charlotte Iserbyt - The Mis-Education of America
http://www.youtube.com/watch?v=iBUj7IwunHY&feature=related

Charlotte Iserbyt: Societies' Secrets
http://www.youtube.com/watch?v=cFQD1bAsUlw&feature=related

Charlotte Iserbyt: The Deliberate Dumbing Down of the World
http://www.youtube.com/watch?v=9RTSZH2xDV4&feature=related
http://www.youtube.com/watch?v=DDyDtYy2I0M&feature=related
http://www.deliberatedumbingdown.com/MomsPDFs/DDDoA.pdf
http://www.deliberatedumbingdown.com/MomsPDFs/DDDoA.sml.pdf

http://www.deliberatedumbingdown.com/
http://www.deliberatedumbingdown.com/index.html
http://www.AmericanDeception.com
http://www.americandeception.com/

Brave New Schools (Book)
Excerpts: "The purpose of education and the schools is to change the thoughts, feelings and actions of students." [2]  Professor Benjamin Bloom, called "Father of Outcome-based Education"
"Nations that stick to stale old notions and ideologies [Christianity & absolute Truth?] will falter and fail. So I'm here today to say, America will move forward.... New schools for a new world....  Re-invent--literally start from scratch and reinvent the America school.... Our challenge amounts to nothing less than a revolution in American education."[3] Former President George H. W. Bush, announcing America 2000
"You can only have a new society... if you change the education of the younger generation...."[4] Marilyn Ferguson, The Aquarian Conspiracy
"Enlightened social engineering is required to face situations that demand global action now... Parents and the general public must be reached also, otherwise, children and youth enrolled in globally oriented programs may find themselves in conflict with values assumed in the home. And then the educational institution frequently comes under scrutiny and must pull back."[3]   Professor John Goodlad,  Foreword in Schooling for A Global Age
"What's happening in America today ...is a total transformation of our society.  We have moved into a new era...  I'm not sure we have really begun to comprehend... the incredible amount of organizational restructuring and human resource development...  The revolution... in curriculum is that we no longer are teaching facts to children."[2]  Dr. Shirley McCune addressing the 1989 Governor's Conference on Education.
"I pledge allegiance to the Earth and all its sacred parts, Its water, land and living things and all its human hearts."[1]  (Earth Pledge, Global Education Associates )
"By fostering a deep sense of connection to others and to the earth in all its dimensions, holistic education encourages a sense of responsibility to self to others and to the planet."[2] (Global Alliance for Transforming Education)
"In searching for a new enemy to unite us, we came up with the idea that pollution, the threat of global warming, water shortages, famine and the like would fit the bill..." [3] Club of Rome  (An elitist think tank of global and financial policy makers working behind the scenes with the UN)
"The latest twist in the global warming saga is the revision in data at NASA's Goddard Institute... indicating that the warmest year on record for the U.S. was not 1998, but rather 1934.... The new data undermine another frightful talking point from environmentalists, which is that six of the 10 hottest years on record have occurred since 1990. Wrong. NASA now says six of the 10 warmest years were in the 1930s and 1940s, and that was before the bulk of industrial CO2 emissions were released into the atmosphere." [Not So Hot]
"...all students will be involved in activities that demonstrate community service."   Goals 2000: Educate America Act
"Service in the Hitler Youth is honorary service to the German people. All young people are obliged from the age of 10 to their 19th birthday to serve in the Hitler youth. "[8]   ( Nazism: A History in Documents and Eyewitness Accounts)
"As young people mature we must help them develop...a service ethic... the global servant concept in which will educate our young for planetary service and eventually for some form of world citizenship.... Implicit within the 'global servant concept are the moral insights... that will help us live with the regulated freedom we must eventually impose on ourselves." [1] Harold G. Shane, Phi Delta Kappan
  "A really efficient totalitarian state would be one in which the all-powerful executive of political bosses and their army of managers control a population of slaves who do not have to be coerced because they love their servitude....[2]  Aldous Huxley, Brave New World
  Before You Begin
  1.  New Beliefs for a Global Village
  2.  The International Agenda
  3.  A New Way of Thinking
  4.  Establishing a Global Spirituality
  5.  Saving the Earth
  6.  Serving a Greater Whole
  7.  Silencing the Opposition
  8.  What can parents do?
  CHRONOLOGY of Steps Toward International Education
http://www.crossroad.to/Books/BraveNewSchools/Contents.html
---

Brave New Schools (http://www.crossroad.to/Books/BraveNewSchools/)
Excerpt about Carnegie:
The hidden agenda. The student service movement began with 1983 report by the Carnegie Foundation for the Advancement of Teaching (CFAT). [17] The following year David Hornbeck, State Superintendent of Maryland's Public Schools and a member of the Carnegie Foundation Board, testified before Maryland State Board of Education concerning the need to "mandate community service at state-approved places." [18] He quoted from the "much-acclaimed" book High School by CFAT president, Ernest Boyer:

"The goal of service in the schools is to teach values -- to help all students understand that to be fully human one must serve."[19]

To understand the meaning behind Boyer's statement, let us look at the history and philosophy of the Carnegie foundations. Together with the Carnegie Corporation and the Carnegie Endowment for International Peace, CFAT has been funding futuristic and globalist causes for nearly a century. [20] Their combined wealth has bought astounding and alarming political favors. "All three organizations are so well-heeled financially that they are entrusted by nearly every administration, Republican and Democrat, with performing all sorts of vital functions, from negotiating foreign treaties with the Soviet Union to setting policy in education," [21] wrote Beverly Eakman in Educating for 'The New World Order.'

In 1985, the U.S. Department of State gave the Carnegie Corporation, "authority to negotiate with the Soviet Academy of Sciences, which is known to be an intelligence-gathering arm of the KGB, regarding 'curriculum development and the restructuring of American education.'" [22] As a result, the Soviet strategies for organizing centralized communities as well as the behavioral psychology used to train Soviet youth began to infiltrate our tax-funded educational laboratories and training centers. Now they are a part vital part of the community-wide transformational system being implemented by Goals 2000.

Why, you might ask, would our government give the Carnegie Foundation this kind of authority? How could a tax-exempt organization with its eye on global socialism be allowed to act on our behalf without any accountability to American voters?

Charlotte Iserbyt, a former Senior Policy Advisor in the U.S. Department of Education, believes American parents deserved an answer. In her exposé of the seditious Soviet-American Exchange, she quotes the response given by Carnegie President Dr. David Hamburg, chief negotiator for the Soviet exchange. His astounding admission gives us a glimpse of the hidden power behind the scenes:

"...privately endowed foundations can operate in areas government may prefer to avoid."[23]

When CFAT president Ernest Boyer wrote that "the goal of service in the schools is to teach values," the emphasis was on changing a student's values, not on encouraging loving service. The values he promotes are the new-paradigm values--those that will replace what Christian students learn at home. These objectives have characterized the Carnegie foundations for decades.

In 1989 the Carnegie Council on Adolescent Development issued a report titled "Transforming the Education of Young Adolescents." Reprinted from Turning Points: Preparing American Youth for the 21st Century, it emphasized--not the needs of those who are served--but the new attitudes to be developed in students through service.

"Every middle grade school should include youth service -- supervised activity helping others in the community or in school -- in its core instructional program.... Teachers will need to provide opportunities for students to reflect on and learn from their service experience, arrange student placements, coordinate with site supervisors, and oversee students' service activities on campus."[24]

So far, it doesn't sound too bad, does it? Perhaps a 1994 article in Teaching Sociology will help us look beyond the innocuous facade. Titled "Community Service-Learning: Promises and Problems," it describes the Joint Education Project (JEP) at the University of Southern California which offers experiential learning by "placing students in community volunteering positions."[25]

The "fundamental goal" of JEP is "the enhancement of academic learning," wrote the authors, Pierrette Hondagney-Sotelo and Sally Raskoff. "Sociological concepts come alive when they are complemented by firsthand experiences and guided reflections."[26]

Notice the words experiences and guided reflections. In this project, students are not free to think for themselves. The experiences and conclusions of the 32,000 students who have passed through the program were carefully planned by new-paradigm sociology teachers determined to convert students to their beliefs.

 Even so, some students refused to see community problems through the new-paradigm perspective--nor would they embrace the politically correct outcomes. Using facts, observation and reason (remember the old-paradigm tools?), these students drew independent conclusions, causing great consternation to their teachers. The authors shared their dismay:

"The most serious and frustrating problem... is the tendency to reach unwarranted, often racist conclusions based on selective perceptions. In these cases, observations are made through the prism of prejudice and individualism. This tendency reflects both U.S. racist ideology and the legacy of viewing social problems as the product of individuals character deficiencies. Such a view is antithetical to the goals of sociology...."[27]

Did you hear what they said? Society, not individuals, are responsible for behavior. Humans, like animals, are conditioned by their circumstances. This anti-Christian social philosophy (based on B. F. Skinner's behavioral psychology) is the basis for today's Mastery Learning, Outcome-based Education, Performance-Based education, and any other temporary label identifying our international world-class education.

In case you are wondering if the non-compliant students above were actually racist, let's put the authors' comments into the new-paradigm context. Remember in Chapter 3, I wrote that only the right kind of thinking will transfer students from the old to the new paradigm. Only the new-paradigm context will give the right meaning to words and experiences. The context determines the meaning of words.

In the old context, racism meant racial prejudice: judging a person by skin color. In the new context, it refers to everything tainted by Western culture or Christian beliefs. No matter how many multiracial friends you have, you would be called racist if you considered America or Christianity better than any other nation or religion.

To see the absurdity of this reasoning, read Illiberal Education by Dinesh D'Souza. He quotes Donna Shalala, then chancellor at the University of Wisconsin, saying, "I would plead guilty to both racism and sexism. The university is institutionally racist. American society is racist and sexist. Covert racism today is just as bad as overt racism was thirty years ago...."[28]

You can't win unless you join the march into the new paradigm. If you are still not convinced, may I suggest you read the JEP report with the statements from the concerned, caring statements by those accused of being racists. You should be able to find it in any university education library. Then read Illiberal Education. It opened my eyes to the astounding new socialization process at our politicized universities. For example, the American emphasis on individual rights and freedoms is now considered a racist principle by pacesetting educators:

"When the University of the Pennsylvania recently announced mandatory 'racism seminars' for students, one member of the University Planning Committee voiced her concerns about the coercion involved. She expressed her 'deep regard for the individual and my desire to protect the freedoms of all members of society.'

"A university administrator sent her not back, with the word 'individual' circled and the comment, 'This is a RED FLAG phrase today, which is considered by many to be RACIST. Arguments that champion the individual over the group ultimately privilege the 'individuals' who belong to the largest or dominant group." [29]

In the Joint Education Project described above, written observations and conclusions that disagreed with the teachers' politically correct values were not acceptable. To encourage greater conformity to the new-paradigm values, the authors suggested that future teachers help students "place their community service-learning experience in a sociological framework." In other words, first teach students new-paradigm sociology (introduce the new context). Later, explain the experience in light of that context or "sociological framework."

To prevent a student's "lapse into racist, culturally deterministic, individualistic views," wrote the authors,

"we suggest that an initial orientation session on diversity--which has already been instituted.... and the [instructors' vigilance.... Unless students already are speaking and thinking within a sociological framework, placing them in a community where they work with individuals may encourage them to reify [treat as real] rather than dispel stereotypes." [30]

Did you get the point? Students who view reality from a traditional "individualistic" perspective will draw conclusions that reinforce their old beliefs. That would undermine the strategy for change. Teachers can avoid that pitfall by "integrating the curriculum more closely with the student's community experience."[31] In other words: more indoctrination before the experience and more surveillance during the experience.

Genuine voluntary service doesn't need a government mandate. Practical training would help, but manipulation and mandates undermine both motivation and personal rewards. True service flows from hearts moved with love for people and compassion for the needy. Service-learning, on the other hand, is a strategic tool for transformation.

 You have seen the goal: to produce world-class citizens ready to serve a greater whole--be it the community, the state, the Earth, or a pantheistic union. Capitalism, nationalism, individualism, and biblical truth are major obstacles to that goal. Could we be staring at Huxley's programmed utopia?
...
http://www.crossroad.to/Books/BraveNewSchools/6-Service.html#Carnegie

[syn: Two Kinds of Education]
---

The Giver Serving The Greater Whole An excerpt from Brave New Schools
http://www.crossroad.to/text/articles/sgw1196.html

Children in the Clinton plan
http://www.clintonmemoriallibrary.com/family_values.html
---

Soviet Education under Lenin Models U.S. Education for the New millennium
http://www.crossroad.to/charts/soviet-us-ed.htm
Concerned parents around the world need to understand today's global management system which merges labor and "lifelong learning" with socialist ideology, psycho-social manipulation and high tech monitoring.  Only then, can we take our stand, equip our children and prepare for the future.

http://www.crossroad.to/text/articles/HumanResources.html
http://www.crossroad.to/text/articles/hr1385.html
http://www.crossroad.to/text/articles/Bush4-99.html
http://www.crossroad.to/text/articles/littleton5-99.html
http://www.crossroad.to/Books/BraveNewSchools/

You can read John Taylor Gatto's Underground History of American Education free online here: http://www.johntaylorgatto.com/chapters/index.htm

The American education system is doing exactly what the industrialists designed it to do - mold naturally curious children into mindless workers who are basically still children, wanting all the latest "toys" out there and wanting them right now! We don't need to spend more $$$ on the current educational system. It's too efficient at what it was created to do as it is.

Traditional schools are preparing us to be mindless drones. School is nothing but job training. It prepares us to be working, taxpaying consumers who keep the economy going. Its purpose is not to enlighten us.

[syn: Two Kinds of Education]
---

When Is Assessment REALLY Assessment?
Measuring the Value of Human Capital
"Technicalities aside, it’s logical that if the government is going to help fund investments in the development of the community’s human capital, taking back a share of the resulting gains is a good way to pay for it. In effect, each generation of beneficiaries of such investment pays back some of the benefits it received to the next generation [value added tax, ed.].
"We should deal with parents who are starving their children’s minds with the same legal remedies we use to deal with parents who are starving their children’s bodies. The media through which a microchoice [voucher] system is provided will give public authorities more accurate information on what individual families and kids are doing than is currently available, making it easier to identify instances of negligence or misuse."[1] [emphasis added]
"Similar sensitivity is required in carefully defining appropriate assessment tools in other areas as well. In citizenship, a method should be developed for expressing qualitative aspects of participation activities.... [A] different value could be placed on community service.... Physical and mental fitness… problems arise as we confront legal and even constitutional issues... Again, the emphasis must be on carefully determining assessment strategies that measure the outcomes to be achieved."[2] [emphasis added]
Why are the new-fangled tests called “assessments”? The answer is shocking!
http://www.crossroad.to/articles2/04/assessing_human_capital.htm

Kurt Lewin “Group Decision and Social Change”
http://www.crossroad.to/Quotes/brainwashing/kurt-lewin-change.htm

Creating Community - Part 2: Managing Change through a New Way of Thinking
http://www.crossroad.to/articles2/04/community-2.htm

Systems Thinking
http://www.crossroad.to/Excerpts/community/system-theory.htm

General Systems Theory
Systems Management creates Purpose Driven organisms
http://www.crossroad.to/Quotes/globalism/systems-theory.htm

The Soviet System of Control
http://www.crossroad.to/Quotes/brainwashing/soviets.htm

Spirit-Led or Purpose-Driven? Part 1
http://www.crossroad.to/articles2/2003/1-purpose.htm
Spirit-Led or Purpose-Driven Part 2 Unity & Community
http://www.crossroad.to/articles2/04/2-purpose.htm
Small Groups and the Dialectic Process Part 3
http://www.crossroad.to/articles2/04/3-purpose.htm
Spirit-Led or Purpose-Driven Part 4 Dealing with Resisters
http://www.crossroad.to/articles2/04/4-purpose-resisters.htm
Spiritual Gifts and Community Service Part 5
http://www.crossroad.to/articles2/04/5-purpose-gifts.htm
Spirit-Led or Purpose-Driven? Part 6 Social Change and Communitarian Systems
http://www.crossroad.to/articles2/04/6-purpose-communitarian.htm

Creating Community - Part 1: Purpose-Driven Change through Transformational Leadership
http://www.crossroad.to/articles2/04/community-1.htm
Creating Community - Part 2: Managing Change through a New Way of Thinking
http://www.crossroad.to/articles2/04/community-2.htm

Warren's P_E_A_C_E_ Plan & UN Goals - Part 1 of 3
http://www.crossroad.to/articles2/05/peace-un.htm
Warren's P_E_A_C_E_ Plan and UN Goals - Part 2 Equipping Leaders to 'Lead like Jesus'
http://www.crossroad.to/articles2/05/peace-un-2.htm
Whom do we serve - Warren's P_E_A_C_E_ Plan and UN Goals - Part 3 of 4
http://www.crossroad.to/articles2/05/peace-un-3.htm

Global War on Christian Values - Part 1 Unity in an Anti-Christian World
http://www.crossroad.to/articles2/010/1-global-unity.htm
Social Justice and the New Morality
http://www.crossroad.to/articles2/010/2-social-justice.htm
Media-made Foes and Deceptive Friends
http://www.crossroad.to/articles2/010/3-media.htm

Real Conspiracies: Past and Present - Part 1
http://www.crossroad.to/articles2/006/conspiracy1.htm
Treason in the Church Trading Truth for a Social Gospel
http://www.crossroad.to/articles2/006/conspiracy2.htm
Conspiracies -- Part 3 Transforming the World by Subverting the Church
http://www.crossroad.to/articles2/006/conspiracy3.htm

Obama's Universal Service Plan - Part 1: Training a Socialist Army of World Servers
http://www.crossroad.to/articles2/08/1-service.htm

Obama's "Universal" Service Plan - Part 2: Mind Change and Collective Service
"Obama.... plans to double the Peace Corps' budget by 2011 and expand AmeriCorps, USA Freedom Corps, VISTA, YouthBuild Program, and the Senior Corps. ...he proposes to form a Classroom Corps, Health Corps, Clean Energy Corps, Veterans Corps, Homeland Security Corps, Global Energy Corps, and a Green Jobs Corps."[1] Obama's Civilian National Security Force
"Jesus was a community organizer." (A visitor's response to "Training an army of world servers")
"[A community] organizer... does not have a fixed truth -- truth to him is relative and changing. (i.e., Moral Relativism)... To the extent that he is free from the shackles of dogma, he can respond to the realities of the widely different situations...."[2]  Rules for Radicals by Saul Alinsky, the Marxist "organizer" whose disciples mentored Obama
http://www.crossroad.to/articles2/08/2-service.htm

10 Planks of Communism
Karl Marx describes in his Communist Manifesto, the ten steps necessary to destroy a free enterprise system and replace it with a system of omnipotent government power, so as to effect a communist socialist state.
America has been increasingly adopting more of Marx's ideals, sometimes more subtle than othertimes, yet sometimes rather openly. President Obama has openly suggested Marxist ideologies and has surrounded himself with numerous outspoken Marxists.
Obama’s socialist backing goes back at least to 1996, when he received the endorsement of the Chicago branch of the Democratic Socialists of America (DSA) for an Illinois state senate seat. [Cliff Kincaid, Accuracy in the Media] Obama endorsed openly Socialist Senator Bernie Sanders in 2006. Obama was later endorsed by the Communist Party USA in his run for President of the United States.
Following are the original ten planks within the Communist Manifesto written by Karl Marx in 1848, followed by a discussion of how America has adopted each of the planks...
http://www.jeremiahproject.com/culture/10-planks-of-communism.html

Is Barack Obama A Marxist Mole?
http://www.aim.org/aim-report/is-barack-obama-a-marxist-mole/print/

Socialist stepping-stones to Communism in America
Excerpts from America's 30 Years War
http://www.crossroad.to/Quotes/communism/2010/socialism-balint.htm

The War on Drugs and the Constitution
http://www.jeremiahproject.com/trashingamerica/war-on-drugs.html

Taxes and the New World Order
Who is enslaving you and your children with debt?
http://www.jeremiahproject.com/trashingamerica/taxes.html

The Mainstream Media: Forging a New Global Consciousness
http://www.crossroad.to/articles2/media.htm

The Rockefellers, Morgans and the Global Media Censors
http://www.crossroad.to/Quotes/globalism/rockefeller.htm

Trapped in Hitler's Hell
http://www.crossroad.to/Excerpts/books/faith_under_fire/trapped-hitler.htm

Enthralled by Cultural Marxism
http://www.crossroad.to/Quotes/brainwashing/cultural-marxism.htm

Propaganda, Mind Control & "Mental Health"
Psychological manipulation and human resource management
http://www.crossroad.to/News/MindControl.html

Brainwashing in Australia Resisting the Transformational Tactics in Our Schools
http://www.crossroad.to/articles2/011/education/anita.htm

How to Resist the Pull of the Crowd Part 1 of 2
http://www.crossroad.to/articles2/04/crowds.htm
How to Resist the Pull of the Crowd Part 2 of 2
http://www.crossroad.to/articles2/05/crowds-2.htm

Brainwashing & "Education Reform"
Strategies used in China and other Communist countries as described by Edward Hunter in his 1956 book
http://www.crossroad.to/Quotes/brainwashing.html

Part 1 Legalizing Mind Control
http://www.crossroad.to/articles2/2003/1-mental.htm
Part 2 Justifying Mind Control
http://www.crossroad.to/articles2/2003/2-mental.htm

Media-made "Foes" and Deceptive "Friends"
"'A handful of us determine what will be on the evening news broadcasts, or, for that matter, in the New York Times or Washington Post or Wall Street Journal.... And those [news stories] available to us already have been culled and re-culled by persons far outside our control.'"[1] Walter Cronkite
"The effort to destroy the Jewish state has many fronts. One front is in Iran.... Another is in Gaza.... And this front thrives for only one reason — the complicity of the world press..."[2] Theater of War
"A new U.S. Senate bill would grant the president far-reaching emergency powers to seize control of or even shut down portions of the Internet."[3]  Granting president emergency Internet power
"Through clever and constant application of propaganda, people can be made to...consider the most wretched sort of life as paradise."[4] Adolf Hitler, Mein Kampf
http://www.crossroad.to/articles2/010/3-media.htm

Obama's Civilian National Security Force
http://www.americanthinker.com/2008/07/obamas_civilian_national_secur.html

Clinton Global Initiative & The Rockefeller Foundation
http://www.crossroad.to/Quotes/globalism/clinton-global.htm
Rockefeller & Global Mind Control
http://www.crossroad.to/Quotes/brainwashing/rockefeller-mind-control.htm
The Aspen Institute
http://www.crossroad.to/Quotes/management/aspen.htm

The UN Plan For Global Control The Habitat II Agenda
http://www.crossroad.to/text/articles/hab2.html#manifesto

SPIRIT-LED OR PURPOSE DRIVEN? (Parts 1-8)
http://www.newswithviews.com/BeritKjos/kjos20.htm
http://www.newswithviews.com/BeritKjos/kjos21.htm
http://www.newswithviews.com/BeritKjos/kjos22.htm
http://www.newswithviews.com/BeritKjos/kjos23.htm
http://www.newswithviews.com/BeritKjos/kjos24.htm
http://www.newswithviews.com/BeritKjos/kjos25.htm
http://www.newswithviews.com/BeritKjos/kjos28.htm
http://www.newswithviews.com/BeritKjos/kjos29.htm

Berit Kjos -- Popular Occultism and the Consensus Process
http://www.newswithviews.com/BeritKjos/kjos16.htm


Berit Kjos -- Legalizing Mind Control
http://www.newswithviews.com/BeritKjos/kjos18.htm

Berit Kjos -- Pagan Fantasies Join The Digital Explosion
http://www.newswithviews.com/BeritKjos/kjos13.htm

Berit Kjos -- Pagan Fantasies Join The Digital Explosion
http://www.newswithviews.com/BeritKjos/kjos14.htm

Berit Kjos -- Harry Potter and the Postmodern Church
http://www.newswithviews.com/BeritKjos/kjos32.htm

Berit Kjos -- The UN Plan for Global Migration
http://www.newswithviews.com/BeritKjos/kjos59.htm

Berit Kjos -- The UN Plan for Global Migration, Part 2
http://www.newswithviews.com/BeritKjos/kjos60.htm

Berit Kjos -- Becoming An Ant
http://www.newswithviews.com/BeritKjos/kjos62.htm

Berit Kjos -- Reviving Witchcraft Spiritual War is on the Rise
http://www.newswithviews.com/BeritKjos/kjos122.htm

Berit Kjos -- The U_N_ Seizure of Parental Rights, Part 1
http://www.newswithviews.com/BeritKjos/kjos106.htm

Berit Kjos -- Mandatory Training in Orwellian Thinking
http://www.newswithviews.com/BeritKjos/kjos107.htm

Berit Kjos -- The Ominous Success of Re-Education
http://www.newswithviews.com/BeritKjos/kjos108.htm

Berit Kjos -- From Freedom to Servitude - Part 1
http://www.newswithviews.com/BeritKjos/kjos102.htm

Berit Kjos -- Service Learning Through Soviet Brainwashing, Part 2
http://www.newswithviews.com/BeritKjos/kjos103.htm

Berit Kjos -- Unalienable Rights From God
http://www.newswithviews.com/BeritKjos/kjos114.htm

Berit Kjos -- Rick Warren's Occult Healing Health Plan (Reiki)
http://www.newswithviews.com/BeritKjos/kjos117.htm

Bilderberg Group's Depopulation Plans EXPOSED!
http://www.youtube.com/watch?v=ZODE_sRMiT0&feature=related

Vatican Secrets EXPOSED! Jordan Maxwell
http://www.youtube.com/watch?v=5p_rrTs_WfQ&feature=related

A Twist of Faith - Our Father in Heaven
OR
Our Mother the Earth?
This first chapter summarizes our concern for women and the church today. Please take a look at the massive cultural movement that is enticing God's people to twist His Word and to trust feelings and experience rather than on His unchanging truth. The result is deception, disappointment, depression, and despair. But God shows us the way back to His peace and protection.
http://www.crossroad.to/Books/TwistofFaith/1-Father-Mother.html
http://www.crossroad.to/Books/TwistofFaith/2-Holy.html
http://www.crossroad.to/Books/TwistofFaith/3-Kingdom.html
http://www.crossroad.to/Books/TwistofFaith/4-HisWill.html
http://www.crossroad.to/Books/TwistofFaith/5-Give.html
http://www.crossroad.to/Books/TwistofFaith/6-Confess.html
http://www.crossroad.to/Books/TwistofFaith/7-Temptationl.html
http://www.crossroad.to/Books/TwistofFaith/8-Evil.htm
http://www.crossroad.to/Books/TwistofFaith/9-Power.html
http://www.crossroad.to/Books/TwistofFaith/10-eternity.htm

http://www.crossroad.to/Books/TwistofFaith/1-Father-Mother.html

Symbols and their meaning
http://www.crossroad.to/Books/symbols1.html

Al Gore's Vision of Global Salvation
http://www.crossroad.to/articles2/Gore.html

More Articles by Berit Kjos:
http://www.newswithviews.com/BeritKjos/kjosA.htm

The False Green Gospel
http://www.jeremiahproject.com/prophecy/earth1.html

Ecumenism and The New Age Movement
http://www.jeremiahproject.com/prophecy/ecumenism-newage.html

Eugenics Index
http://www.newworldorderinfo.com/category/eugenics/

Following the The Money Trail
"Give me control of a nation's money and I care not who makes her laws." - Mayer Rothschild
... And, so it goes. The enemies to your freedom do not necessarily lurk behind closed doors in Washington D.C. (although you will find many there), nor are they necessarily engaged in some nafarious conspiracy plotting the overthrow of government.
No, the enemies of your freedom live next door and are found in every city and town in America. "We have met the enemy, and they are us."
They are the banker, the corporate executive, the human resource director, the investment counselor, the store manager, the power company, the Internet service provider, the insurance agent, the grocer, the mayor, the city counsel, the realtor, just about anybody that handles your money. Individually, they do not necessarily understand the overall plan to control and dominate you as they are each compartmentalized and only understand what is in their narrow scope of authority. Each does support the overall agenda, however, by their complicity in furthering the collective agenda of the New World Order.
"A nation can survive its fools, and even the ambitious. But it cannot survive treason from within. An enemy at the gates is less formidable, for he is known and he carries his banners openly. But the traitor moves among those within the gate freely, his sly whispers rustling through all the alleys, heard in the very halls of government itself. For the traitor appears not traitor, he speaks in the accents familiar to his victims, and he wears their face and their garments, and he appeals to the baseness that lies deep in the hearts of all men. He rots the soul of a nation, he works secretly and unknown in the night to undermine the pillars of a city, he infects the body politic so that it can no longer resist. A murderer is less to be feared." - Cicero, 42 B.C.
And, while there is a conspiracy [An agreement, manifesting itself in words or deeds, by which two or more persons confederate to do an unlawful act, or to use unlawful to do an act which is lawful. - From Webster's Revised Unabridged Dictionary (1913)], they do not want to overthrow the government - they want to change government for their own agenda and they want you to pay for it.
http://www.jeremiahproject.com/newworldorder/moneytrail.html

Philosophical Roots of Change
http://www.jeremiahproject.com/culture/philos1.html

Homeland Security and the Transformation of America
On April 7, 2009, the Department of Homeland Security issued a controversial report on "rightwing extremism." Titled Rightwing Extremism: Current Economic and Political Climate Fueling Resurgence in Radicalization and Recruitment, its warning seems to be aimed at creating a special class of Americans: those who question and resist the rapid shift to socialism. These targeted groups (who still appreciate our Constitution and its promised human rights) must now be vilified as "the enemy of the people" -- a dangerous threat to peace and unity. According to this report,
"Rightwing extremism in the United States can be broadly divided into those groups, movements, and adherents that are primarily hate-oriented (based on hatred of particular religious, racial or ethnic groups), and those that are mainly antigovernment, rejecting federal authority in favor of state or local authority, or rejecting government authority entirely. It may include groups and individuals that are dedicated to a single issue, such as opposition to abortion or immigration....
"Prominent antigovernment conspiracy theorists have incorporated aspects of an impending economic collapse to intensify fear and paranoia among like-minded individuals and to attract recruits during times of economic uncertainty. Conspiracy theories involving declarations of martial law, impending civil strife or racial conflict, suspension of the U.S. Constitution, and the creation of citizen detention camps often incorporate aspects of a failed economy.
"Antigovernment conspiracy theories and “end times” prophecies could motivate extremist individuals and groups to stockpile food, ammunition, and weapons. These teachings also have been linked with the radicalization of domestic extremist individuals and groups in the past, such as violent Christian Identity organizations..."  ["Christian Identity" groups do not represent Biblical Christianity, but most people are unaware of the difference.]
Rulers and revolutionaries have conspired together since the beginning of civilization. Communism was rooted in conspiracy. Few groups today illustrate it better than Obama's Acorn friends and his "Community Organizing" mentor Saul Alinsky. (See Saul Alinsky's Rules for Radicals)
http://www.crossroad.to/articles2/2003/homeland.htm

Homeland Security News
http://www.crossroad.to/News/homeland.htm

Surveillance & Loss of Freedom
http://www.crossroad.to/News/surveillance.html

Your friendly community spies
http://www.crossroad.to/articles2/2002/spy.html

The Enemy of the People
http://www.crossroad.to/text/articles/teotp1196.html

Barbed Wire Camps for American Citizens
http://www.crossroad.to/articles2/007/internment.htm

"Prolonged detention" without a trial for American Citizens?
Bipartisan opposition to NDAA’s indefinite military detention: [Video] Senator Rand Paul (R-KY) is one of those opposed to "indefinite detention."
Secret Bill to be voted on would allow the military to sweep up US citizens at home or abroad: "...the Senate will vote [expected this week] on a bill that allows the US military to imprison civilians with no formal charges and hold them with no trial....
    "...the National Defense Authorization Act (NDAA)...would:
    1. Explicitly authorize the federal government to indefinitely imprison without charge or trials....
    2. Mandate military detention of some civilians who would otherwise be outside of military control...
    3. Transfer to the Department of Defense core prosecutorial, investigative, law enforcement, penal, and custodial authority and responsibility now held by the Department of Justice."
USA Patriot Improvement and Reauthorization Act of 2005, SEC. 605. (a) There is hereby created and established a permanent police force, to be known as the 'United States Secret Service Uniformed Division'. Subject to the supervision of the Secretary of Homeland Security, the United States Secret Service Uniformed Division shall perform such duties as the Director, United States Secret Service, may prescribe.... Under the direction of the Director of the Secret Service, members of the United States Secret Service Uniformed Division are authorized to--...make arrests without warrant for any offense against the United States committed in their presence..."
On April 7, 2009, the Department of Homeland Security issued a controversial report on "rightwing extremism." Titled Rightwing Extremism: Current Economic and Political Climate Fueling Resurgence in Radicalization and Recruitment, its warning seems to be aimed at creating a special class of Americans: those who question and resist the rapid shift to socialism. These targeted groups (who still appreciate our Constitution and its promised human rights) must now be vilified as "the enemy of the people" -- a dangerous threat to peace and unity. According to this report,
"Rightwing extremism in the United States can be broadly divided into those groups, movements, and adherents that are primarily hate-oriented (based on hatred of particular religious, racial or ethnic groups), and those that are mainly antigovernment, rejecting federal authority in favor of state or local authority, or rejecting government authority entirely. It may include groups and individuals that are dedicated to a single issue, such as opposition to abortion or immigration....
"Prominent antigovernment conspiracy theorists have incorporated aspects of an impending economic collapse to intensify fear and paranoia among like-minded individuals and to attract recruits during times of economic uncertainty. Conspiracy theories involving declarations of martial law, impending civil strife or racial conflict, suspension of the U.S. Constitution, and the creation of citizen detention camps often incorporate aspects of a failed economy."
http://www.crossroad.to/Quotes/1-government/laws/obama-detention.htm

The War Against Terrorism News
http://www.crossroad.to/News/war.html

Washington's Farewell Address, 1796
http://www.crossroad.to/text/articles/WashingtonFarewell.html

Four Faces of Islam
http://www.crossroad.to/articles2/Islam.htm
Glossary of Islamic Words
http://www.crossroad.to/glossary/Islam.htm
Chronology of Conquests in the Name of Allah
http://www.crossroad.to/glossary/islam-chron.htm
The Muslim Brotherhood and the Nazi/Arab plots to kill Jews & Christians
http://www.crossroad.to/Excerpts/chronologies/nazi-arab.htm

Spreading Islam through Christian & Public Schools
http://www.crossroad.to/articles2/08/textbook.htm

Public Schools Embrace Islam
http://www.jeremiahproject.com/culture/teachingislam.html

Winning The Cultural War by Charlton Heston, Feb_ 16, 1999
http://www.jeremiahproject.com/culture/hestonspeech.html

War on Christianity
http://www.jeremiahproject.com/prophecy/warxian.html
The Compromised Church
http://www.jeremiahproject.com/culture/compromised-church.html
Religious Cleansing
Why are liberals so afraid of Jesus?
http://www.jeremiahproject.com/prophecy/warxian1.html
Religion Czar in a Police State
http://www.jeremiahproject.com/prophecy/warxian2.html
The Politics of Hate
http://www.jeremiahproject.com/prophecy/warxian3.html
Idolatry
http://www.jeremiahproject.com/prophecy/idolatry.html

Separation of Church and State
There is an assault going on -- and the liberal social engineers have declared that Christians are the enemy. Amidst their cries of "diversity" and "tolerance" it has become fashionable to bash Christians, discriminate against them, and to deny the Christian roots of American democracy.
They resent how Christians pose constant reminders to them -- and to an American society that is unsure about following them -- that God has absolute standards of right and wrong.
This is the verdict: Light has come into the world, but men loved darkness instead of light because their deeds were evil. Everyone who does evil hates the light, and will not come into the light for fear that his deeds will be exposed. [John 3:19-20]
These anti-Christian Socialist liberals want to achieve a new, Godless America where our children will be protected from outmoded Christian ideas and will enjoy freedom "from" religion - not freedom "of" religion.
Socialists throughout our government have made it clear that the foundations, the roots that have undergirded this nation are no longer considered valid.
"We are redefining in practical terms the immutable ideals that have guided us from the beginning." - President Bill Clinton, Nov. 8, 1997
Make no mistake about it... these hate filled anti-American enemies of your family will not give up their evil schemes until your children are destroyed. They do not respect God's definition of the family and are intent on discrediting His wisdom in raising children as they attempt to rewrite His guidelines for morality.
As the balance of power continues to swing towards a Godless agenda, Americans will be increasingly forced to adopt a new perspective of who we are: one based not on immutable ideals and values, truth, justice, personal freedom and the Constitution of the United States, rather one based on relative values, deceit, unequal justice, Marxism and a redefined globalist Constitution.
http://www.jeremiahproject.com/culture/ch_state.html
-

Law: Separation of Church and State
http://www.crossroad.to/Quotes/law/separation-control.html
---

The Intelligent Student's Guide to the New World Order
http://www.crossroad.to/articles2/05/carle/nwo-guide.htm

THE INTELLIGENT STUDENT'S GUIDE TO THE NEW WORLD ORDER
Erica Carle
http://www.newswithviews.com/Erica/Carle161.htm

What is the New World Order? How does it affect you?

The essence of the New World Order or WORld Management System (WORMS) is that it is management by social engineers, rather than government based on a written constitution. How you are affected by this management system, depends on what the social engineers decide the system should do for you and require of you. The social engineers and system managers think of themselves as scientists applying the scientific method to the control of group behavior. Your behavior and relationships are regarded as subjects of investigation and control by those who call themselves 'social scientists.' You are among their test animals, and you have no say in, and often no knowledge of experiments that involve you.

There is nothing new about the idea of managing others, or even of controlling the whole world. That has been the goal of social philosophers for thousands of years. However, we need not go back over ancient history. We are concerned primarily with what has been going on in our own generations. This we can understand quite well if we confine ourselves to the Nineteenth and Twentieth Centuries.

Goals of the New World Order
To begin to understand the New World Order (NWO) or the WORMS you need to forget what you have learned about differences between Republicans and Democrats; left and right; Socialists and Libertarians: business and labor, liberal and conservative, black and white, etc. The planners of the New World Order know they must use, influence, and cater to all of these groups to accomplish the goals they are seeking, which are:

(1) Claim everything.
(2) Classify everything.
(3) Commercialize everything.
(4) Consolidate everything.
(5) Control everything.

We might call these goals the five C's of the World Management System. If it is fully empowered, individualism, personality, personal decisions, personal goals, private property, private business, morality, Constitutional government, religious freedom, and national sovereignty can no longer be tolerated. Everyone must be subject to the management system. To quote Auguste Comte, one of the most significant early planners of the world management system,

"The only real life is the collective life of the race; individual life has no existence except as an abstraction."[1]

He also wrote,

"When the system is fully regulated, the effect of this will be to secure greater unity, by diminishing the influence of personal character."[2]

This means that to the WORld Management System planners you, as an individual, are considered to be without character or personality. Your personal life and personal goals are unimportant to them, unless those goals are consistent with the sociological and economic goals of the New World Order.

Public schools and The New World Order

To demonstrate how NWO sociological and economic goals are being brought about we can look first at the public schools. Most students and parents think the purpose of public schools is to teach essential and interesting information, vocational and recreational skills, and considerate and responsible behavior. After your formal education is over, your parents expect that you should be able to take responsibility for your own moral, material, and social well-being, and also the moral, material, and social well-being of any children you might have until they, too, are ready to claim such freedom for themselves.

At one time the goal of those who planned the school curriculum in the local communities seemed to follow the wishes of parents and the needs of the children. Now, however, those sociologists who have the power to affect policy in the public schools do not concern themselves with what you need, or what your parents want for you. Their primary goals are to CLAIM jurisdiction, CLASSIFY individuals, COMMERCIALIZE instruction, CONSOLIDATE policies, establish CONTROL, and train you to fit obediently into their world management system without hesitation or protest. In 1928 sociologist Ross L. Finney wrote:

"A new world is emerging in which the social structures will be of a different shape, the social resources of a different scope and calibre, than any thing that history records. It is a new deal--in fact a different game with different cards; and we who are now alive are privileged to witness its beginning, however blind most of us may be to its implications for ourselves and our posterity. And for a new age, a new school!"[3]

National Council for the Social Studies
An organization called the National Council for the Social Studies (NCSS) which is an offshoot of the National Education Association and a promoter of the New World Order, has CLAIMED power to determine what you should learn and what you should not learn in history, geography, government, economics, religion, psychology, etc. These subjects were CONSOLIDATED decades ago so they could be treated together under one agenda called, social studies. The leaders of NCSS CLAIM the right to decide what you should be taught, how you should be taught, and how your achievement will be evaluated.

In addition to the National Council for the Social Studies the various states have state councils for the social studies. What is passed down from the National Council can then be programmed into the states. Through the efforts of state members, bills are presented to legislators to make NCSS curriculum standards legal requirements in states. From then on your local school board and your parents have had little to say about what you should be expected to learn. NCSS CONTROLS what you should know, when you should know it. If you, your school or community have different standards and do not try to live up to NCSS standards for the New World Order, your schools can be closed or your community punished by depriving it of federal, foundation, and state money.

Grouping people to control them
It is interesting to investigate how this takeover was accomplished. Like everything connected to the New World Order management system and the five C's, CONTROL is accomplished by forming and influencing groups, and most particularly by indoctrinating group leaders. This is because people who are emotionally involved with groups respond to leadership. They also tend to feel CLASS loyalty. For example, when your elected officials CONSOLIDATE into groups with elected officials from other areas, they frequently get carried away by the oratory and comradeship. Although the ideas they legislate are seldom their own, they tend to see themselves as the ruling CLASS and forget the loyalty they owe to you and the citizens of the states, cities, and counties they are supposed to serve.

CONTROL of groups of legislators, congressmen and government officials is also part of the NWO plan. When groups of elected officials, such as governors, state legislators, city councilmen, or county board members, are CONSOLIDATED into national or international blanket organizations, one person or a small group of people can make decisions and set goals for hundreds, thousands, or even millions of people. They can set goals for you if you do not object. Always remember, whoever sets your goals or presents you with what they call a vision or a mission CONTROLS your behavior.

Goal setting, political management
Setting goals and designing visions and missions for groups of people is one of the favorite devices of the New World Order managers. In education, goal setting and visioning serve to CONSOLIDATE policies so the NWO/NCSS curriculum can be established in schools throughout the country. When you hear someone use the phrase, 'We must . . .' or variations of it such as, 'We need to . . .', 'It is essential that we . . .', etc., there is a pretty fair chance that person is trying to convince you to give up the idea of independent research and thinking.

It is unfortunate that few of our congressmen, state, county, and city legislators have been alert enough to detect the behavior management and CONTROL that have been directed toward them. Many of them have been deceived, flattered, coerced, and bribed into surrendering their legitimate authority to New World Order decision makers. This, too, was planned. In 1906 sociologist Lester Ward explained how NWO legislation could be achieved:

"It must not be supposed that such legislation can be conducted to any considerable extent in the open sessions of legislative bodies. These will doubtless need to be maintained, and every new law should be finally adopted by a vote of such bodies, but more and more this will become a merely formal way of putting the final sanction of society on decisions that have been carefully worked out in what may be called the sociological laboratory."[4]

Goals 2000 -- Control is the object
Most of the governors of the United States are members of the National Governor's Association. They have national meetings to CONSOLIDATE their policy decisions. In 1990 a policy was declared to promote the adoption of national educational goals. The Republican Bush Administration had endorsed the idea in 1989. The U. S. Chamber of Commerce and multinational corporations supported it. Then in 1992 Congress (Democrats and Republicans) passed and funded the Goals 2000: Educate America Act.

Originally social studies were not included, but the NCSS saw to it that social studies were annexed to the national agenda. Then they appointed a task force to develop CONSOLIDATED curriculum standards. These were later adopted in most states as part of the Goals 2000: Educate America Act. Eight goals were chosen and publicized.

The eight educational goals of the Goals 2000 were not the important part of this operation. Any goals that sounded good, along with the money promised, could have enticed governors and state legislators to pass enabling legislation in their states. The real object was to CONSOLIDATE leadership in education, CLAIM jurisdiction over curriculum, and to further CONTROL what you and other students learn.

It is no surprise to find now that the eight goals have not been reached--and were not reached by the Year 2000. Does this mean that CONSOLIDATED goal setting and visioning will be discontinued? On the contrary! To the goal-setters it meant merely that the Goals 2000: Educate America should be renamed, 'America's Education Goals', and should be extended beyond 2000 without a specific deadline. Even when failure is obvious and promises are not fulfilled, CONTROL, once gained, is never willingly relinquished by the WORMS promoters.

Footnotes:
1- Auguste Comte, System of Positive Polity, Vol. 1, LENOX HILL Pub. & Dist. Co.(Burt Franklin), New York, 1973. Published by the Author in July 1851; P.292
2- Ibid.; Vol. 2, Published by the Author in May 1852; P.237.
3- Ross L. Finney, Ph.D. Asst. Prof. of Educational Sociology, University of Minnesota; A Sociological Philosophy of Education; The Macmillan Company, New York, 1929. P. 110
4- Lester F. Ward, Applied Sociology, Ginn & Company, 1906. P.338.

[Read Erica Carle's books: Why Things Are The Way They Are (http://www.newswithviewsstore.com/mm5/merchant.mvc?Screen=PROD&Store_Code=NWVS&Product_Code=B81&Category_Code=BE) and "Give Us The Young" (http://www.newswithviewsstore.com/mm5/merchant.mvc?Screen=PROD&Store_Code=NWVS&Product_Code=B82)]

© 2009 Erica Carle - All Rights Reserved
---

Academic Freedom = Academic Stupidity
By Erica Carle
http://www.newswithviews.com/public_schools/public_schools8.htm

How would you like it if there were one big grocery chain in your town where you were compelled to shop whether or not you liked the types of food sold; whether or not you were able to digest the foods; whether or not the food was nourishing and of good quality; whether or not harmful additives or poisons were added; whether or not the hands of the clerks were dirty or their bodies carried communicable diseases; whether or not the manager intended to do you harm, and so stated publicly; whether or not members of your family were insulted whenever they asked for better quality; whether or not you were overcharged on nearly everything you bought; whether or not you were forced to buy untested and unwanted products? Would you call such a situation "economic freedom?" I think not. Would you sympathize with those clerks and managers of the store who shouted, "I demand economic freedom," every time their business policies were questioned? I think not.

Why then, should anybody of intelligence sympathize when a tax-supported educator shouts, "I demand academic freedom!"? Should an educator be accountable to no one--not even those who pay for his services? Should an educator be allowed to palm off any type merchandise even if the customer specifically states he wants nothing but high quality goods? The dispensers of food for the body have an obligation to supply customers with good quality products, honest prices and courteous service. If they do not, they lose business because people refuse to buy; or if the offenses are sufficiently grave the grocers may be fined or reprimanded by the courts.

Tax-supported schools are monopolistic education stores. They should have standards as high, or higher, than the stores which sell food for the body. Their obligation is even greater because of the monopoly. The mind is every bit as important as the body. It can be undernourished, crippled, distorted, seduced, corrupted, and even destroyed by wrong teachings and by deceit in teaching.

Education is one of the most important and sensitive responsibilities in any society. Teachers and curriculum designers who, themselves, are not sufficiently educated to recognize and seek quality are unfit for the responsibilities and demands of their positions. To use the term, 'academic freedom' when speaking of the education of children and young adults in tax-supported schools is utter nonsense. Public schools were set up to serve citizens of many national origins, diverse backgrounds, religions, and means. The only way tax-supported schools can possibly function in an orderly and useful fashion is if the schools teach only quality, and only subjects which are universally regarded as valuable by informed people of good character.

Opinion on social issues is of no importance in elementary and secondary education. Education based on opinion cannot legitimately be called education. What is not definitely known cannot be taught. The schools, if they are to continue to function will have to confine their subject matter to those things which are universally acceptable and desired. There should be no necessity for educational turmoil. If subject matter is disputed by informed and educated people of good conscience it cannot be accepted as knowledge. It should therefore not be sold to others, and especially not forced on others, or taught with money forcibly extracted. To sell unconfirmed opinions as fact is like selling untested unfunctioning appliances. You just don't sell the product until you know it functions.

Anyone who doubts the value of reading, writing, spelling, English grammar, mathematics, physical sciences, history, geography, civics, art, music, the classics, ancient and modern languages among other worthwhile and valuable areas of instruction--while he is free to speak his mind to anyone who will listen--is certainly not well enough informed to be entrusted with the responsibility of teaching or preparing a curriculum for others. No matter how long he has been schooled and how many social science degrees he claims, he should certainly not be considered worthy of employment in schools for which people are forced to pay.

Anyone who believes it is proper to turn children against their parents; to mentally seduce young children; to use young children for political purposes; to distort the religion and morals of young children is not a supporter of academic freedom, but a promoter of academic vandalism. Teachers who spend hours in the classroom in fruitless discussions about sociological opinions and who attempt to destroy the individuality of youngsters and force them to submit their minds to group thought; anyone who teaches in such a way as to deprive children of the training which leads to self discipline and personal integrity is not a supporter of academic freedom, but a promoter of academic stupidity. To claim that his opinion should be listened to and that his ignorance should be respected is no less a crime against human intelligence than it would be a crime against physical health to put known poisoners, disease carriers, garbage peddlers and short changers in charge of dispensing food for our bodies.

Enough of this nonsense about academic freedom for nitwits. What we want is academic excellence. The first step toward achieving it is to discover and stop those who have been promoting and profiting from cheating our children out of knowledge and filling them with garbage, corruption, hatred, conceit and contempt for our rich historical heritage.

© 2002 Erica Carle - All Rights Reserved

Editors Note: The reason we are loosing the battle is because people of faith in public service compromise on principles for social harmony. In other words, looking for approval and acceptance from the world.
---

Education For Freedom
By Erica Carle
http://www.newswithviews.com/psychology/psychology4.htm

Whenever people get together peaceably to do anything there is a process of agreement involved. The activity may depend on a set of mutually agreed-upon rules; it may depend on someone with superior knowledge or skill coordinating the various contributions; or it may depend on what seems to be 'intuitive' understanding of what one expects of another.

The games we played as kids are good examples. Sometimes we played the formalized games requiring special equipment with a written set of rules: Parcheesi, Monopoly, Old maid, etc. The printed rules were very specific. Everyone agreed that if they were not followed the game was not being played properly.

Then there were the games we learned from the older kids or from parents and teachers: Kick the Can, King of the Hill, Hop Scotch, Dodge Ball, Red Rover, etc. . . While there may have been written rules and reasons for them at one time we were never aware of them. We just played as we were taught and took any questions or disagreements to those who had played more than we.

Other activities were made up as we went along. Often we took turns making suggestions. When good friends were together playing informally there were seldom arguments. Agreements could even be reached without conversation. There seemed to be an 'intuitive' understanding.

All three types of 'games': 1) those with strict rules, 2) those which seem to depend more on authority than on rules, and 3) those which seem almost completely informal and spontaneous, play a part in our adult daily lives. The third: random activities enjoyed without perceptible rules, would represent to most people the ideal of freedom. Sentimental cards in gift shops may depict this type of freedom with a picture of two young people strolling on a sandy beach, or a drawing of little children playing on a grassy meadow. Such peaceful representations sometimes incline one to ask why we bother with all the rules and restrictions on personal behavior and with all the drill and discipline that was forced on us. Why can't we all just get along in beautiful simplicity?

Actually such pictures are not that simple. But how does one put in the picture the values that are necessary for a young couple to stroll contentedly on the beach with perfect trust? How many people looking at the picture of children playing on a grassy meadow consider the amount of training necessary before happy children can be trusted to play peacefully. One need only imagine what would happen to the tranquility if the neighborhood brat were suddenly dropped into the scene.

Young people today are often taught that the peaceful scenes represent the way life might be if their parents, teachers, and 'society' didn't continually hassle them. Millions are being told they have a RIGHT to make their own personal rules, to claim personal freedom--that nobody has a right to interfere. It is not explained to them that the peace and contentment they seek is not accidental, but the result of rules and strict training drilled into the young until doing what is right becomes a part of their personalities. If rules of consideration and constructive behavior become part of their personalities those who are so trained are not consciously aware that any rules exist. These are the truly liberated children. They can trust one another knowing that lying, cheating, or stealing are not an option or a temptation. They would not consider hitting, hurting, embarrassing or envying one another.

The peaceful picture was begun long before the friends met. Individually they had been impressed with the necessity of self control and consideration. By the time they found each other they were ready to enjoy the freedom of trust and real understanding.

In 1901 J. L. Spalding captured the spirit of this type of training for freedom when he wrote:

"The child is bound by the double chain of ignorance and helplessness. He is a prisoner, and it is the educator's business to unbar the doors and set him free; and he can do this only by teaching him to reflect, to obey, to act in accordance with what good sense and just laws command. His emancipation must be a gradual and slow process; for he can become free only through habits of self-control and industry. He is the slave of ignorance, and knowledge can be acquired only by long and patient labor; he is the bond-servant of his helpless condition, and this helplessness is good for him, because it forces him to learn obedience and self-denial, and thus acquire the moral strength which liberates. The sense of his obligations to others must be awakened in him, or he will not gain self-respect; the spirit of reverence must be cultivated; he must be taught to lift his soul to the Heavenly Father and to walk in His presence, or the sacredness and worth of life will not be revealed to him. He must be taught to admire those whose superiority is founded on wisdom and virtue, or the ideal of human perfection shall be hidden from him. In looking up to such men and women a sense of his own dignity is brought home to him, and in following their teaching and example he feels himself purified and exalted. Thus little by little the meaning of freedom dawns upon him, and he at the same time acquires the virtues which alone can prevent its becoming a curse."

Contrast Spalding's type of education with that promoted by advocates of values clarification, moral reasoning, and libertarian philosophy and you may begin to understand why many people today are so unhappy, lost, and easily manipulated.

© 2002 Erica Carle - All Rights Reserved
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Get Rid Of Sociological Stupidity In Schools
Erica Carle
http://www.newswithviews.com/Erica/Carle31.htm

Some years ago I researched an article which led to learning about a 19th Century writer named Edward Bellamy. Bellamy's 1888 novel, LOOKING BACKWARD, was a futurist projection to the year 2000.

The wealthy young hero of the novel, Julian West, had trouble sleeping, so when exhausted would retire to a specially constructed soundproof vault under his Boston home. A hypnotist would then put him into a deep sleep. When the hero had enough rest his valet would enter the vault and awaken him.

On a particular night in 1887 the hypnotist left town immediately after inducing the trance. During the night the house burned down taking the life of the valet and also--everyone understandably presumed--that of Julian West.

The scene changes to the year 2000. Workers, while excavating for the foundation of a private laboratory in the garden of Dr. Leete of Boston, come upon the 19th Century underground bedchamber and the body of a young man looking as if he had just lain down to sleep. Dr. Leete attempts resuscitation, and to his own astonishment his efforts prove successful.

After recovering from the shock of discovering that he has been asleep for more than 100 years, Julian West learns about the changes that have taken place during his sleep. He also has a rather stiff and mechanical romance with Edith Leete, the doctor's daughter, who is the great granddaughter of Edith Bartlett, the young woman to whom West had been engaged in the year 1887.

In the year 2000 no one has personal independence. Private capitalism has evolved into public capitalism; and everybody is represented as blissfully happy with universal equality and with being kept by the system. No one is separate. No one is special. No one is richer or poorer than anyone else. There is a universal distribution system and everybody is content with what he receives. Occupations are assigned by the system. The only religion is the Religion of Solidarity or Universal Brotherhood.

Millions of copies of LOOKING BACKWARD were sold in countries all over the world. It was an inspirational document for communists, socialists, Zionists, Nazis, corporate collectivists, Theosophists, revolutionaries, and people-pushers of all types. It was read by Americans, Russians, Chinese, English, Belgians, Germans, French, Africans, South Americans, etc., etc., etc..

Some critics pointed out, however, that Bellamy had used literary trickery. He had put his hero to sleep in 1887, and then awakened him after all the changes toward the world communistic society had taken place. How were the changes accomplished? How did the transition from the society of 1887 to the controlled society of the year 2000 come about? In 1897 Bellamy's sequel, EQUALITY was published. It took up where LOOKING BACKWARD left off. Conversations between the main characters and visits to classrooms revealed how sociologists, economists, and social planners of all types had used education to bring about the intellectual, religious, moral, political, material, and social changes of 2000.

It is an unsettling experience to read EQUALITY today because it reads almost like history rather than fiction. The devices and techniques described have, in fact, been used. It is even possible to predict planned future manipulations from the sociological scenario Bellamy outlined in 1897.

I decided I had to discover more about Bellamy and the influences which helped to shape his thoughts. I learned that he had been profoundly affected by the writings of Auguste Comte. I had never heard of Comte, so I went to my 1910 WERNER ENCYCLOPEDIA (American edition of BRITANNICA).

Comte (1798-1857) was a brilliant French mathematician/philosopher. He had one main ambition which was to remake the world according to his plan. He devoted his entire intellectual life to constructing a philosophical system and plan which could be used to take total control over all the people of the world for all time. Existing religions, governments and systems would be eliminated, and people would be changed so they could be made to adapt to Comte's world communist system,

First Comte arranged all the sciences according to what he believed to be their relative importance and stage of development. Above all the sciences, and directing all human activities was to be Comte's new science, sociology, or social science. Replacing and uniting all religions was to be Comte's new religion, the Religion of Humanity, or as his early teacher Saint Simon had termed it, Humanitarianism. Comte appointed himself the first High Priest of Humanity. The High Priest would dictate the moral precepts, medical policies and education, but have no other part in governing. Nation states would be replaced by a permanent communist world government.

The WERNER ENCYCLOPEDIA quoted Comte:

In the name of the Past and of the Future, the servants of Humanity--both its philosophical and its practical servants--come forward to claim as their due the general direction of this world. Their object is to constitute at length a real Providence in all departments, -- moral, intellectual, and material. Consequently they exclude once for all from political supremacy all the different servants of God--Catholic, Protestant, or Deist--as being at once behindhand and a cause of disturbance.

I had to take a course in sociology in high school and another in college. In spite of the fact that Comte, more than anyone else, deserved to be called the father of sociology; in spite of the fact that innumerable Communistic-type changes in education, religion, government, and business had already been brought about through Comte's social science and Religion of Humanity, I had never heard of the man. His work and his followers had a greater effect on our lives than any person in recent history that I could think of. Yet, I had never heard so much as his name. How could I have lived so long and gone through schooling, and still be so ignorant? One would think that if sociology were a science, as Comte claimed, the teachers and professors would want to inform students about its founders and their goals. My ignorance about Comte was mind boggling to say the least. Where had I been all my life? Where had anybody been? None of my friends, acquaintances, or relatives were any better informed.

Later I sought books written by late 19th and early 20th Century sociologists to see if they were carrying on in the same collectivist spirit as Comte. They were! Their lust for power over people and events was as great or greater than that of Comte himself. They said such things as:

It is indeed an ambitious conception, this idea of blueprinting the outlines of a truly worthful society for the future and then politicing societal evolution deliberately and intelligently toward that goal. There are those who regard such an ambition as ludicrously impossible. Yet this is the supreme aspiration of social science. ROSS L. FINNEY (1923)

If it were possible to control the learning of all individuals, in the way both of ideas and of emotional attitudes, as they come on the stage of life, it would be possible to modify the whole complex of our social life, or our civilization, within the comparatively short space of one or two generations. CHARLES A. ELLWOOD (1923)

The school is the germ plasm of the higher civilization. Teachers are, therefore, in charge of social selection at the source of origins for each new generation; they can even introduce at will mutations of their own invention. ROSS L. FINNEY (1929)

These men were serious. They were college professors teaching sociological goals and philosophy to their students. But that was only the beginning of what Comte put in motion. The Russian mystic. Helena Petrovna Blavatsky, read Comte and incorporated his philosophical thoughts into her Theosophical Society formed in 1875. Annie Besant lectured and wrote about Comte and Bellamy John Dewey worked to adapt education to what Comte and Bellamy recommended. Multimillionaires paid to have sociology included in the curriculum of major colleges. Sociology did not have to be a true science. Money power bought its way into the curriculum.

In grade schools, high schools, and universities students in sociology or social science were taught to expect and work for change toward more cooperation--not knowing that the word, "cooperation" was the collectivist's code word for the less popular word, "socialism." Annie Besant explained this in THE THEOSOPHIST in February, 1930. She said:

I was giving a number of lectures here a year or two ago. I avoided the word socialism altogether. I always said, "cooperation," and my American audiences were delighted with my ideas on cooperation. But it was only socialism under another name! Language is meant to express a thought and I knew if I said socialism you would think communism, and I wanted you to think cooperation. So I preached socialism under the name cooperation, and my audiences liked it.

Many Americans, it appears also accept the idea that sociology is a science rather than a philosophy that denies individuality and personality. American children (also those in other countries) are taught a curriculum designed by foundation-financed sociological organizations. Government bureaucracies make huge grants to support sociological education. Yet, there is no way a country can stay free when generation after generation of its children are sociologically schooled for socialism and communism. It is plain stupid to continue the process. History, geography and civics should be returned to the curriculum. Social studies can go the way of alchemy.

Sociology limits learning--That's STUPID! It experiments on people as if they were laboratory animals--That's STUPID! Sociology demands acceptance of destructive and degenerate types of behavior--That's STUPID! Sociology dictates group thinking. That's STUPID! Sociology restricts honest speech. That's STUPID! Sociology attempts to destroy character and personality. That's STUPID! Sociology endorses sexual perversion. That's STUPID! Sociology lies about its goals. That's STUPID! Sociology suggests student protests and violence. That's STUPID! Sociology promotes unmarried pregnancy. That's STUPID! Sociology sanctions lying by elected officials to support sociological goals. That's STUPID! Sociology works to end private ownership of land. That's STUPID! Sociology promotes communist world government. That's STUPID! Americans have done little to limit the power and influence of sociologists in the classrooms. That's STUPID!

Let's not continue supporting stupidity. Get Rid Of Sociological Stupidity. Think GROSS! It is important to our country's future to Get Rid Of Sociological Stupidity. Get Rid Of School Sociology. Sociology is not, and never has been a science. Get rid of it. Think GROSS!

© 2007 Erica Carle - All Rights Reserved
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The Math Wars - 1960's Revisited
Erica Carle
http://www.newswithviews.com/Erica/Carle9.htm

So the National Science Foundation expects to contribute $20,000,000 to Milwaukee to improve (?) math instruction. The catch is that there is vast disagreement on how math should be taught. The same types of intellectual battles were being fought forty years ago when most of the public schools cast aside old-fashioned arithmetic and adopted what was called, 'new math'. At that time I accepted the challenge of teaching math in the elementary grades at the two-year-old Academy of Basic Education, now called Brookfield Academy in Brookfield Wisconsin.

After talking to some professors and checking out various textbooks and systems I decided old-fashioned arithmetic made the most sense. I selected some not-so-new textbooks called the Strayer Upton series published by the American Book Company. We had the kids learning their addition and subtraction facts, reciting multiplication and division tables, and working hundreds of regular and word problems to prove they knew what they were doing.

As the school grew, more teachers were hired, and some shared the chore of teaching arithmetic. One young teacher, fresh out of college, decided my methods were abominable. He did not discuss the matter with me, but composed a memo which he sent to the headmaster and circulated among the other teachers. I considered the issue important enough and sufficiently well-stated to require a response. I believe the issue is just as important today as it was forty years ago. Here is the young teacher's memo, and following it, my response:

TEACHER'S MEMO:

The advent of the lockstep army has made drills of all types, including mathematics, quite popular; but even this unwarranted popularity has not made these drills less dull or less useless. A soldier is able to memorize the physical and mental necessities of the lock step, and a child is equally able to memorize his tables and flash cards. The chance that either of them will ever act independently, i.e. think, in their respective concerns is decreased many fold by so doing.

Not only does drill require no thought on the part of either the student or the teacher, it is dull and, with very few exceptions, leads to disinterest in or dislike for math. The exceptions are the children who can learn under any circumstance, and the children who have a special penchant for memorization. This is a great waste, because any child can be taught the fundamentals of math, in my opinion. The key to teaching these fundamentals is not drill; the key is understanding. Without understanding, these drills mean nothing. It does not make any difference that an eight year old child can do 100 addition combinations in three minutes. It does make a difference that he understands what he is doing and can use it for something besides making 100s on speed tests. Even a parrot can learn to say that 2 plus 2 is 4.

How does one encourage understanding in a youngster? And how is this different from drill? I do not attempt to prescribe methods which will work in every case or even in a majority of cases; let that be quite clear in the beginning. Since the goal, as I see it anyway, of teaching addition, say, is its application in summing columns of figures or solving problems, early introduction of these applications should be a boon. By the time a student has figured the totals on 250 columns of figures, he is bound to have a good notion of the sum of 12 and 5, by merely having repeated it 30 or so times. Epstean's Law (people will always take what appears to them the shortest way home) will see to that. It is easier to remember that 7 and 5 are 12 than it is to count it out on one's fingers thirty times.

Counting is another useful method of developing mathematical acumen. Counting forwards, backwards, by 2s, 3s, 8s, or 37s not only gets the sense of the order of math across to those who can manage the counting (very few can't), but it adds variety to a class, and can be used to sharpen talents already developed in these areas. If speed with combinations is desired, a little oral work or a brief competition every day (say 20 minutes) stressing quickness will show surprising results with no memorization required by the teacher.

I have suggested three possibilities--they by no means exhaust the avenues open to the imaginative teacher. That is half my point. Other methods do exist. The other half of my point is that other methods exist which should achieve better results than does the drill method.

As I said before, I don't presume to have all the answers, and this is not a memo to propound answers. I have been concerned about the lack of interest in mathematics and lack of mathematical understanding I have observed in many of our students, and have spent some time trying to understand why this is so. You have read what I have thus far come up with. I offer it merely as an opinion, which I do not wish to argue about. I do not suggest that anybody incorporate these suggestions in his math class. I do suggest he might have better results if he did.

RESPONSE:

Whenever anyone states an opinion it is an invitation to an argument. If he states an opinion and claims to want no argument, he is merely saying, "Here's my opinion. I'm not interested in yours." I'm certain George did not intend this, so have decided to accept the invitation instead of the gag. Besides, I always feel I have paid someone a compliment when I consent to argue with him. Although I'll admit not everyone accepts it as such.

I've never been in the army, so the fact I require my arithmetic students to memorize simple addition, subtraction, multiplication and division combinations is not due to a love of drill or a love of army-type discipline. The students memorize because they need to have these facts instantly at hand if they are to be successful when they get to working with large numbers. In every case I have observed where the student is doing poorly in arithmetic, he is also a plodder who has to spend much of his mental energy trying to figure simple totals, products, etc...

It is no great task to have a child understand why 2 plus 2 is 4; 3 minus 1 is 2; 5 times 5 equals 25. There are lots of ways to do this, and most children see almost immediately that these things make sense. There's no particular advantage in agonizing for 'deeper understanding' when there isn't anything very deep about it. Few children need or want any more than to have the knowledge confirmed within themselves.

Are we creating parrots because we ask children to memorize the facts? No! Teach children to say 2 plus 3 equals 8; 1 plus 2 equals 4; 2 times 8 equals 7. If you succeed in this, you have created parrots. When you teach 2 plus 2 equals 4, children's minds and eyes check the results. They are not just memorizing, for they can see that this is true in many demonstrable ways.

An arithmetic which did not demand lockstep approval, if you please to put it that way, of 2 plus 2 equals 4; 8 plus 1 equals 9; 2 times 8 equals 16, etc. would be completely useless for business or scientific purposes. While it may not necessarily be true that the facts of arithmetic are unassailable eternal truth; it is true, nevertheless, that arithmetic, like language, is a way of understanding and communicating. If we cannot agree on certain basic premises, we might as well forget about the whole business.

I would like my students to learn the basic facts so well that conscious thought is no longer exhausted on them. No sense wasting a child's imagination and independence on such trivialities.

Choosing the method that is used to entice the students to learn the elementary facts is an individual matter--to each his own. Drills, competition, problems, counting, demonstration--most good teachers will use all to some extent, and it does quite often require at least some originality to keep the students on their toes.

In my experience it has not been the children who have drilled and learned the facts who hate math, but the ones who have not. They, therefore, find every simple problem requires tremendous effort; and more often than not answers are wrong because of a lack of ready control of the facts.

Perhaps Epstean's Law is correct, and we all take what appears to be the easy way; but to 99% of the children, unless they are taught otherwise, counting on their fingers appears to them to be the easy way. I suggest there is another law which states the fact that people always look to short range advantage unless they are taught it is to their greater advantage to take the long view.

I may have been walking in my sleep, but I must confess I have observed no widespread hatred or boredom with math at our school. In a great many cases I have seen outstanding ability and great interest. I do not claim we have made math lovers of all students. I don't care how you teach the subject, there will always be a fair percentage who merely tolerate it because it is required. It should not be our goal to make great mathematicians out of all students; or for that matter great scientists or linguists. Let's give them as much as we can in every way, and let the students find out for themselves where their interest will eventually be directed.

This is my opinion. If you want to fight about it, welcome to the ring. There's nothing I enjoy more than a good mental duel with someone who is willing to go at it without pulling his punches; and who is sufficiently charitable to allow me to do the same.

NOTE: This was the last I heard from anyone about cutting out the 3-minute drills for learning arithmetic facts. Thankfully, no foundations with donations were trying to bribe any of us to change to what was called 'new math.'

Computers have made a difference since the 60's, but understanding arithmetic still requires more of a foundation than learning how to push the right buttons.

© 2003 Erica Carle - All Rights Reserved
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Adult Indoctrination
Erica Carle
http://www.newswithviews.com/Erica/Carle34.htm

As terrible as our present Theosophically and sociologically controlled education system for children is, the most frightening deception and control is not in the grade and high schools, but in the thousands of programs, courses, seminars, training sessions, workshops, conventions, retreats, growth centers and counseling services that government, churches, fraternal, business and social organizations are using to affect behavior of participants. These organizations are training, hypnotizing, bribing, flattering, frightening, deceiving, and directing millions of people into lines of thought, or non-thought which will make them easier to con and use. A generation of adults is being duped into becoming non-judgmental in moral situations; dependent in social and political situations; unreliable in business situations; exhibitionistic about their feelings; unperturbed about invasions of privacy, and without respect for the privacy and sensitivity of others.

They are influenced to adopt pre-packaged opinions and aroused to such a degree that they close their eyes and ears to all contrary facts. They protect these adopted ideas with all the ferocity of a mother lion guarding her newly-born cubs.

The change in human behavior and resistance to factual information is necessary before the Theosophical World Order can be established. An article in the AMERICAN PSYCHOLOGIST, December 1969 "Psychology As a Means of Promoting Human Welfare" by George A. Miller, of Rockefeller University, explains why so much psychology is being taught and why so many are practicing psychological techniques on others. The following are excerpts from that article:

"I will begin by stating publicly something that I think psychologists all feel, but seldom talk about. In my opinion, scientific psychology is potentially one of the most revolutionary intellectual enterprises ever conceived by the mind of man. If we were ever to achieve substantial progress toward our stated aim--toward the understanding, prediction, and control of mental and behavioral phenomena--the implications for every aspect of society would make brave men tremble.

"Responsible spokesmen for psychology seldom emphasize this revolutionary possibility. Our reason is that the general public is all too ready to believe it, and public resistance to psychology would be all too easy to mobilize. Faced with the possibility that revolutionary pronouncements might easily do more harm than good, a prudent spokesman finds other drums to march to. . .

"Since I know that rash statements about the revolutionary potential of psychology may lead to public rejection and scientific ridicule, why do I take such risks on this occasion? My reason is that I do not believe the psychological revolution is still pie in the sky. It has already begun. . .

"The heart of the psychological revolution will be a new and scientifically based conception of man as an individual and as a social creature. When I say that the psychological revolution is already upon us, what I mean is that we have already begun to change man's self-conception. If we want to further that revolution, not only must we strengthen its scientific base, but we must also try to communicate it to our students and to the public. . .

"Here then is the real challenge: How can we foster a social climate in which some such new public conception of man based on psychology can take root and flourish? . . . I believe part of the answer is that psychology must be practiced by nonpsychologists. . The practice of valid psychology by nonpsychologists will inevitably change people's conception of themselves and what they can do. When we have accomplished that, we will really have caused a psychological revolution . . .

"There is no possibility of legislating the changes I have in mind. Passing laws that people must change their conceptions of themselves and others is precisely the opposite of what we need. Education would seem to be our only possibility. I do not mean only education in the schoolroom, although that is probably the best communication channel presently at our disposal. I have in mind a more ambitious program of educating the general public . . .

"In order to tap this motivational system we must use psychology to give people skills that will satisfy their urge to feel more effective . . . From that beginning some might want to learn more about the science that helped them increase their competence, and then perhaps we could afford to be more abstract . . . It is possible that our society may not be quite as resistant as we anticipate."

A SUGGESTION TO READERS: If you have been giving away little bits of your mind by joining organizations which restrict your ability to act on your own intelligence; if you have willingly answered questionnaires or surveys about your thoughts and habits; if you have expected to advance in your career by going to seminars, etc. which do not inform, but rather attempt to change behavior; if you have been reticent about checking facts when statements offend your opinions; remember also that the federal government and the foundations spend billions of dollars every year for behavior control. BE AWARE. BE WARY.

The above article was reprinted from Erica Carle's truth in education column April 10, 1975.

© 2007 Erica Carle - All Rights Reserved
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Robotizing (Skinnerizing) Of America
Erica Carle
http://www.newswithviews.com/Erica/Carle33.htm

Do you have free will? You may think that is a stupid question. However, many materialist philosophers and social scientists believe that free will does not exist. They state that all human action is automatic at all times, that nothing can be credited to human will, inner control, or volition. They say we became what we are by the process of evolution, and everything we do depends on material conditions. Heredity and environment determine our destiny. We have no real part in making ourselves what we are or what we will become.

I heard a religious broadcaster protest that idea. He said that we do have free will because God allows us to sin. Sorry, but that proves nothing. We don't need free will to help us give in to sin, bad habits, or stupidity. Persons who lie, cheat, steal, murder, commit adultery, envy, intoxicate and drug themselves, are slothful, who blaspheme, exhibit violent temper, betray trusts, etc., are not demonstrating free will when they do these things. They are reacting to their environments like biological robots or automatons. They actually become unrestrained and uninspired biological machines. Free will is not involved. They do automatically what they think will give them pleasure and avoid what they think might cause them pain. Consideration of others is non existent in their reactions. No cerebral activity, inner control, or effort at restraint is required.

Free will is needed to build character and resist temptations--not to give in to them. Will is not self-abandonment, but self-control. Instead of saying that God allows us to sin, the preacher should have said that we have free will because God gives us the power NOT TO SIN.

There was a good deal of literature, discussion, and debate about this subject in the later part of the 19th Century. On the one hand, materialists such as Harriet Martineau, Professors Huxley and Clifford claimed that the feeling of volition is not the cause of a voluntary act, but merely its symbol in consciousness. It signals, but does not cause the action. This idea was compared to the blowing of a steam whistle on a locomotive. It signals, but does not cause, the starting of the locomotive.

In opposition, physician/ biologist William B. Carpenter agreed that there are many human actions that are purely automatic and others that become automatic after much practice, and repetition. There are also persons having little or no self control who, for most of their lives, might be compared to biological machines.

In his book, PRINCIPLES OF MENTAL PHYSIOLOGY WITH THEIR APPLICATIONS TO THE TRAINING AND DISCIPLINE OF THE MIND AND THE STUDY OF ITS MORBID CONDITIONS1. Carpenter wrote, "It is in the control he acquires over the automatism in his nature, that man's freedom of choice essentially consists; whilst on the other hand, it is in virtue of his want of power to gain a complete control, that his freedom is limited."

At the time Carpenter's book appeared, the so-called social sciences were gaining prominence. Through them the idea was promoted that right was merely behavior of which Society, the Great Being, approved; and wrong was what Society, disapproved. According to social science--Scripture, the Ten Commandments, and the Golden Rule are no longer relevant. Public opinion replaces them, and social scientists direct and control public opinion. Free will and personality have to be phased out.

Auguste Comte, the father of social science stated, "We must get rid of personality in every shape. . . if we would found a powerful and enduring discipline in the name of humanity." SYSTEM OF POSITIVE POLITY, Vol.IV. 249.

More recently, Harvard psychology professor, the late B. F. Skinner, argued that free will, if it exists, is not only useless, but dangerous and destructive to "social scientists" plans to redesign culture for the future of the human race. Skinner wrote:

1. A scientific analysis of behavior dispossesses autonomous man and turns the control he has been said to exert over to the environment. The individual may then seem particularly vulnerable. He is henceforth to be controlled by the world around him, and in large part by other men. . . environmental contingencies now take over functions once attributed to autonomous man, and certain questions arise. Is man then abolished? Certainly not as a species or as an individual achiever. It is the autonomous inner man who is abolished, and that is a step forward. . . His abolition has been long overdue. BEYOND FREEDOM AND DIGNITY, B. F. Skinner; Bantam/Vantage Book, 1971, P.196, 205. (NOTE: Book funded by the National Institute of Mental Health).

2. We want to know why men behave as they do. Any condition or event which can be shown to have an effect upon behavior must be taken into account. By discovering and analyzing these causes we can predict behavior; to the extent that we can manipulate them, we can control behavior. SCIENCE AND HUMAN BEHAVIOR; B. F. Skinner; The Macmillan Company, 1953, New York, P. 23

3. A government may prevent defection by making life more interesting--by providing bread and circuses and by encouraging sports, gambling, the use of alcohol and other drugs, and various kinds of sexual behavior, where the effect is to keep people within reach of aversive sanctions. The Goncourt brothers noted the rise of pornography in the France of their day: "Pornographic literature," they wrote, "serves a Bas-Empire. . . one tames people as one tames lions, by masturbation." BEYOND FREEDOM AND DIGNITY, P. 32

Skinner sought to control people by studying the stimuli which influence behavior But he sought much more than that. His long term goal, the same as Auguste Comte's, was to change the entire culture by shifting control by the "organism itself" to that of its environment. To do this the culture designers need to be in control of the environment--both the human and the natural environment. They need to tame the people and control the use of their property. This, they call social science.

Skinner's BEYOND FREEDOM AND DIGNITY was published in 1971. . Since it was required reading for college courses all across the nation it became an immediate million copy best seller. After the 1970's millions of the young were trained and taught that they should make their own individual moral codes. What this meant was that they could adopt any behavior they wished to experiment with, or that had been suggested to them, and claim it as part of their personal morality.

With no rules or guidelines to defend them from vice and self indulgences, their desires became their morality, and no one had the right to tell them otherwise. They were Skinnerized--robbed of free will and self control. They became environmentally-controlled automatons who thought they were free spirits. Parents of "free spirit" students could not understand the changes in the behavior of their offspring. Some young people were permanently damaged. Others did not survive their moral experimentation. Hardly a family was unaffected It was, and is, an ongoing national tragedy, supported legally, financially, and philosophically by all branches of the U.S. government.

The 1970 White House Conference on Children was one example of the support for sociological culture change. Participants claimed:

1. It is now clear that children and their families must be involved in the decision making process if we are to increase the chances that positive innovations will be accepted. Any set of recommendations should be predicated on support for diversity in family life styles. Punitive measures and tactics toward those family forms that differ from the traditional must be eliminated and experimentation in ways of living accepted. Attempts to prejudge and restrict the future shape of society should be discouraged. REPORT TO THE PRESIDENT WHITE HOUSE CONFERENCE ON CHILDREN, Washington D. C. 1970. P. 232.

2. One of our most destructive educational assumptions is that "teachers know and children don't. . . The educational consequence of this myth is teacher-oriented rather than student-oriented schools.

And the rapidity with which the known world now changes provides new perspectives and reduces the ÔstabilityÕ of previous knowledge, so that a teacher may frequently have difficulty keeping up with changes in our society--changes about which students may be more informed. REPORT TO THE PRESIDENT WHITE HOUSE CONFERENCE ON CHILDREN, Washington D. C. 1970. P. 124.

Since the 1970s millions of Americans' minds have been vandalized and robbed of the ability to control their own thoughts and feelings. They have become biological machines tamed and trained for the cultural change of the New World Order. They have been skinnerized2 Some of those who have been skinnerized in the 1970s and after now occupy high positions in business, education, government, and the media. Most of them are intelligent, but they lack free will. They are easily managed by behavior modifiers who know what behavior buttons to push to gain cooperation for the culture changes necessary to bring about the New World Order.

Those who are skinnerized no longer believe that individuals are responsible for their conduct. Responsibility is shifted to the environment. Credit and blame are no longer assigned to individuals. To a skinnerite it is the environment that is responsible for all types of behavior. Loading children on buses and transporting them away from schools in their own neighborhoods is an example of a skinnerite solution to what sociologists determined to be a problem. Airport security, as it is now being conducted, is another example of a skinnerite solution. The environment must be changed for every traveler. Every traveler must be considered to be an enemy. Blame cannot be assigned to any individual or type of individual. Old people in wheel chairs must be patted down, and must remove their shoes. Baby bottles must be checked for explosives and confiscated if they contain too much liquid. We all must submit to this new environment.

Like the bite of the fictional vampire, skinnerites seek to afflict others with their own disability of will and conscience. One who is skinnerized will lie when he deems it necessary, and betray those to whom he owes personal obligations. He has no consistent principles--only goals. Many skinnerites not only ignore, but hate, the Bible, the Ten Commandments and the Golden Rule, and make every effort to deprive others of their protection.

No matter where they are you can learn to recognize skinnerites by their talk and behavior, and by their attempts to turn individual problems into universal problems. Are you a skinnerized biological robot? Is your neighbor? A member of your family? Your teacher? Your congressman? Your mayor? Your governor? Your president? Is your behavior being modified for the New World Order? Will you allow culture redesigners to deprive you and future generations of free will and self control? Will you continue to allow skinnerized robots to rule? These are questions all of us will have to answer and act on. It is of vital importance that we retain and restore the ability to make right choices.

1. Reprints of this book are now available. It has been republished by Kessinger Publishing's Rare Reprints www.kessinger.net

2. A word I recently coined. It means means robotized. One who has been skinnerized is called a skinnerite. Skinnerites lack free will, love of truth, and independence of thought. Skinnerites have been tamed and trained to surrender their personality to the culture changers of the New World Order. If you find skinnerized, skinnerite and skinnerism to be useful words, they are yours to use at any time.

© 2007 Erica Carle - All Rights Reserved
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Moral And Intellectual Poison For Children
Erica Carle
http://www.newswithviews.com/Erica/Carle32.htm

There is little amiss in education that LESS federal and foundation (F&F for short) money couldn't cure. Among the courses that could benefit from a withdrawal of F&F funds are those now treated together as elements of a sociologically-designed combination called 'social studies.'

The emphasis in social studies curriculum planning from the 1960's has been on developing what sociologists call a 'Conceptual Framework' and a 'Problem-Solving' curriculum. The conceptual framework for social studies is a method of limiting knowledge rather than expanding it. Facts are used for one purpose, and only one purpose, that being to help the students arrive at predetermined sociological concepts.

Since the 1960's under the leadership of a National Education Association organization called the National Council for the Social Studies, and with the help of F&F financing, the conceptual framework and curriculum have been used in most schools in many subjects and at all levels.

The conceptual framework used in the public schools version of moral education is called the 'Cognitive-Developmental Approach to Moral Education' Without knowing what it means, parents tend to assume something good is happening to the children. In an article I wrote for my weekly "Truth In Education" column April 8, 1976 I expressed a contrary opinion. The article was titled, "MORALITY FOR MURDERERS." The subtitle read, "U.S. Govt. Finances Manson-Type Morality at Harvard." The following is quoted from that 1976 article:

Those who watched the recent TV presentation of HELTER SKELTER telling the story of the Tate murders and the trial of Charles Manson and his 'family' must have wondered how so many young people could have turned so animalistic and vicious, and been so completely unrepentant. After the trial for committing some of the most horrendous murders ever committed, Charles Manson said, "Everything was all right. There was no wrong." And Susan Adkins said, "I have no remorse for doing what was right to me. I have no guilt in me."

Instead of basing their morality on Christian principles or on moral laws which have been discovered and revealed over the centuries, Manson and his followers lived by what they thought was a personal morality. Each believed he had his own carefully thought-out moral system. Their acts of murder did not conflict with their own personal morality. This Manson-type morality is exactly the same morality which is taught to your children in the schools. . .

The techniques for morally corrupting your children were worked out at the universities: Harvard, Carnegie-Mellon, Boston and Rockefeller Universities being among the most notorious. The chief architect of a particularly insidious moral development program is a Harvard professor named Lawrence Kohlberg. Working with grants from the Cooperative Research Branch of the United States Office of Education, The W. Clement and Jessie V. Stone Foundation, the Danforth Foundation, and the Joseph P. Kennedy Foundation, Kohlberg developed techniques which are easy to teach and which effectively serve to break down the personality so that past moral teachings and moral development are forgotten and discarded to be replaced with the Manson-type morality. . .

The April 1976 issue of SOCIAL EDUCATION is devoted almost exclusively to promoting this 'Cognitive-Developmental Approach to Moral Education.' The fact that the goal is to break down the moral principles is clearly stated. However, one would have to attend a few seminars and teachers' meetings to understand how insidious the techniques are and how easy it might be to be taken in by all the nicey-nice words and phrases, such as, 'sanctity of life,' 'moral development,' 'higher moral state,' 'principled moral thought,' 'commitment,' and 'moral dilemma' which are tossed about. Those who participate often walk away and say like Susan Adkins and Charles Manson, "There is no wrong, I have no guilt in me."

Kohlberg's moral development theory is based on oversimplified statements of how people arrive at moral conclusions rather than the intelligence and decency of the conclusions themselves. A completely self-developed moral code represents Kohlberg's highest stage of moral development. Kohlbergian morality and Mansonian morality are one.

Because social studies curriculum designers tend to be of the bean counting type they generally assign numbers to human activities. Thus, Kohlberg moral reasoning is divided into three levels, each consisting of two stages.

The most important thing to notice is what happens at Kohlberg's Stages 4, 5 and 6. The following are Kohlberg's levels and stages:

I. Preconventional Level

The child responds to simple labels such as good or bad, right or wrong. He learns which things are bad or wrong by being punished. He learns about good or right by experiencing pleasure. This level has two stages.

Stage 1: A child will judge something bad if he is punished for doing it rather than decide that something is bad on the basis of the human value or meaning of what is being done.
Stage 2: At this stage, right action means something which fulfills one's own needs, or sometimes the needs of others.

II. Conventional Level

Stage 3: Correct behavior is that which pleases or helps other people and which other people approve of.
Stage 4: Right behavior consists of conforming with the laws of the society by doing one's duty, showing respect for authority and maintaining the social order.

III. Post-Comventional or Principled Level

This level goes beyond justifying actions on the basis that the society has passed a law which should be obeyed. At this level, the individual tries to define moral levels and principles for himself even if his personal definition differs from that of the law.

Stage 5: Right action is defined in terms of general individual rights and of standards which the whole society has examined critically What is right becomes a matter of personal values and opinions. The emphasis falls on changing laws by examining rationally whether laws, or a particular law, are useful.

Stage 6: Here the individual defines right action in terms of his individual conscience established in accordance with self-chosen ethical principles. These principles are abstract--the dignity and worth of the individual--rather than concrete--the Ten Commandments. From such principles an individual can justify civil disobedience, which cannot be justified by anyone at stage 4. He can also justify revolution by abstract principles.

Actually, he can justify anything. Using the Cognitive Developmental Theory of Moral Reasoning, all he needs to do to justify his behavior is to claim he is acting on self-chosen ethical principles, and that no one has a right to criticize or condemn his principles. In other words, he has the right to behave in whatever manner he chooses, but you have no right to say what you think about it.

To help children believe they are forming personal values and opinions and establishing self-chosen ethical principles, prepackaged moral discussions complete with format, questions, and audiovisual aids can be purchased. Anyone who can read and talk can become a moral counselor ala Kohlberg after one or two easy lessons--thanks to F&F funding.

Discussions leading children to adopt a Stage 6 Manson/Kohlberg-type morality are tricky. They begin with a dilemma. However it is not really a MORAL dilemma. It is either a contrived fictional situation or a dilemma resulting from a moral error. Someone has already lied, stolen, become inconveniently pregnant, etc. What results is merely an argument about the most expedient way to clean up the mess. The class discussions, whether based on a situation resulting from a moral error or on a fictional dilemma can never lead to a moral decision because it is too late. The dilemma is a consequence of a moral error. The point-of-no-return has been passed; but students, for the most part will not be aware of the distinction.

Teachers are programmed to use the following strategy for guiding the so-called moral discussion:

Step 1. Present the dilemma.
Step 2. Create a division in the class on action that ought to be taken.
Step 3. Organize small group discussions in which students share, rank, and justify their reasons for choosing a particular action.
Step 4. Guide a class discussion in terms of consequences, previous dilemmas, and analogous dilemmas.
Step 5 Use probing questions to clarify, raise specific issues, raise inter-issues, examine other roles, examine universal consequences.
Step 6. Bring the discussion to a close. Summarize reasons. Reflect on actions. Choose an action. State reasons for choice.

The arguments could go on forever because a dilemma is a situation in which there is no right answer. Whatever option is chosen it will have disagreeable consequences. That is what a dilemma is -- choosing between undesirable alternatives. But whatever course of action a student chooses he/she learns to claim that the action is right for him/her because it was chosen after reflection and moral reasoning. Anything can be justified. Children who have gained limited knowledge in school, but who have learned next to nothing from the world, are programmed to commit themselves to emotion-arousing opinions, plan future courses of action, and argue with each other on what actions should be taken. The curriculum guide for teachers requires them to lead students through the decision-making process at every class level. However, to insure that eventually students will come up with the right judgments according to the conceptual framework, they are given clearly defined criteria to guide their thinking. The criteria are not self-chosen as suggested in Kohlberg's Level 6. They are abstract moral principles which have been chosen by the curriculum designers.

There is a special irony about the fact that Kohlberg's moral reasoning has become so much a part of the social studies curriculum. While hundreds of millions in F&F funding were promoting its use, Dr. Kohlberg, himself, was deeply troubled and uncertain about the moral reasoning process. It is as though the process has gone forward and left him behind. F&F funding is like that. It is frequently found to be financing experiments on people on the basis of unproved and incomplete theories.

Dr. Kohlberg was especially concerned about Stage 6 in the Moral Reasoning theory. During an all-day seminar at Mount Mary College in Wauwatosa, Wisconsin on March 18, 1985 Dr. Kohlberg stated that he was still struggling with problems of his own personal development. Also, he was having a problem trying to define the highest stage of moral thinking. In addition he stated that he questioned some of the philosophical assumptions in his 1984 book, THE PSYCHOLOGY OF MORAL DEVELOPMENT, and the assumptions he made in 1981 that the 6th stage centered on justice. He later thought the 6th stage has to be centered on a special integration of justice and beneficence. But then he went on to question the wisdom of retaining stage 6 at all.

During the question period I was amazed by his openness and willingness to accept negative comments about his lifetime labor. When I stepped up to the microphone I expected to be silenced by caustic remarks as soon as he caught on to the direction I was traveling. This had been my experience in the past with many other speakers. But it didn't happen. Instead, Dr. Kohlberg seemed to encourage further probing. I started by saying:

It seems to me there is a great deal of arguing about what is moral and what isn't moral, and it is very difficult to come to a decision in this moral reasoning. And in studying some of the problems that are brought up, for instance, abortion or premarital sex and all these thing, it seems to me that many times students are arguing what they seem to be considering to be moral choices and actually they are at the stage where there no longer is a moral choice. When you're arguing about abortion, you're not arguing moral reasoning or about anything moral at all. When that baby was conceived--after that choice was made--the next choice is based only on expediency. And then it's a matter of whose welfare is the most expedient choice. It's no longer a matter of what is moral and what is immoral. Once you have passed the position where the point-of-no-return is reached there is no longer an opportunity to make a moral choice at all.

DR. K.: We could get in a long moral dialogue about this. I would say this. The situations you mention are moral in my terminology because they involve respect for persons and the fetus is a person, and respect for the mother as a person, possibly other people also. You said that the morality thing goes back to the issue of conception in the morality of birth control. Really, whether birth control is moral or not. As I understand, you push the moral choice back from the time of abortion to the time of conception. Now, I think people would take many different stands on this point of view because the point of view is, when does an ovum become a person to be treated as a person. This is a point on which different people think differently.

ERICA: In order to have any kind of moral thinking whatsoever you have to be dealing with intelligent people. Now, if a person does not want to have a child it is not an intelligent thing to put yourself in a position where you know you might have a child.

DR. K.: I see what you're saying.

ERICA: I think morality involves intelligence. Christ said, Come to me with all your heart, with all your soul, with all your mind, and it seems to me if a person gets to a point where he has to indulge in all this moral reasoning and moral discussion it is because somewhere or another--way back--I don't know how long ago, he didn't use his head.

DR. K.: I see what you're saying. You're saying that in a way that the kind of dilemmas I've been talking about , the hypothetical dilemmas are kind of remote from human life.

ERICA: I'm not saying they are remote from human life. They are remote from intelligent life. I think it's very foolish to get people arguing, arguing, and arguing about the dilemma that is created when a wrong moral decision is made because then you can only make an expedient decision. And that decision is going to be expedient for the one who is the stronger. The person who has the most power to bring about his decision is the one who is going to win. There is no real argument. The stronger person is going to win.

The reason we have morality and the reason that Christ told us the things he did is so we can think about things, and use our heads about them, and do the right thing. Well, once you've gone past the point where you can do the right thing, there's no sense arguing any more. Then it's expediency.

The same thing about those three people in the boat. My son pointed out to me what the decision is going to be. You're not going to sit and reason. You're going to have the two people who are the stronger give the heave-ho to the third.

DR. K.: (Laughed)

ERICA: I don't even think you can talk morality unless you talk about God, and you're trying to be scientific about it, and it's impossible.

DR. K.: Now I think you've raised a very important point about not being able to talk about morality without God. You've raised a number of interesting issues which we can continue on discussing.

At this point another questioner took over. Dr. Kohlberg answered several more interesting questions in a very cordial manner before the presentation ended. I have since regretted that I did not make an effort to have a personal discussion with him after the Mount Mary Symposium was over. Now, however, the opportunity is gone. On January 12, 1987 Dr. Kohlberg disappeared. On April 6, 1987 his body washed ashore in the marshes at the tip of Logan Airport, an apparent suicide. He was 59.

In my own mind I no longer blame Dr. Kohlberg for continued use of the problem-centered, decision-making curriculum in the social studies. Dr. Kohlberg was left behind and his Moral Reasoning was taken over from the first moment he expressed personal doubt. I believe it took exceptional courage and honesty for him to say the things he said at Mount Mary College about his own work.

For those now responsible, look to the National Council for the Social Studies, Harvard, Carnegie Mellon, and other universities with their F & F funding. And look to state governors and legislators who do not have the sense, responsibility or courage to say 'no' to free money even when it is used to buy moral and intellectual poison for the minds of Children.

© 2007 Erica Carle - All Rights Reserved
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BEWARE OF "WHOLE CHILD EDUCATION"
Erica Carle
http://www.newswithviews.com/Erica/Carle174.htm

Using Children For Community Takeover

Legislators, School Boards, Parents, and Teachers -- BEWARE! "Whole Child Education" is here and it is dangerous. In fact, all education that claims to be "child centered" should be avoided. It is toxic to everyone involved. A better name for child centered education would be "Psychological Vandalism."

What does child centered education mean? It means that to the "educator" the child is a product. The product must be judged according to universal standards. It must learn to adapt to the global environment in which, it is told, it later will have to work and live. The New World Order needs obedient robotic human responders, not self-controlled individuals who have internal standards.

"Whole Child" is a really stupid term. Try to figure out the meaning. What is a half child? What is a third of a child? Dumb!

But the term does make sense to NWO curriculum planners. To them it means taking control of a child's social and emotional development, spiritual foundation, economic condition, physical and mental health, education and environment from kindergarten through high school. The goal of whole child education is controllable adults, control of the environment, and a community obedient to the demands of the New World Order.

Instead of defining course content with specific information such as: anatomy, physiology, biology, algebra, geometry, English, grammar whole child education decides how a child must be affected by his education. The ideal type for life in the new world order is a human automaton with no internal standards. A robot can't say no. It is controlled by whatever environmental signals are used to activate a response.

Child centered education turns the classroom into a robot factory for the creation of obedient followers who can't say no to the behavioral standards of curriculum planners.

Devvy Kidd in her E-mail alert of July 16 provided us with the address for the Whole Child curriculum that is being considered by the Helena, Montana public school Board of Trustees.

The curriculum was put together by an organization called the Association of Supervision and Curriculum Development (ASCD). Fifty five people, headed by work facilitator Teresa Burson were listed as participants. The whole outline of 62 pages is probably long enough to discourage Montana Legislators and Helena School Trustees from paying too much attention to the contents. At any rate, look it over. Here is the web address Devvy provided.

I checked it out, and I can understand why parents in Helena are outraged by the sex education recommendations for their whole children. Do you want your whole child fifth grader to "understand that sexual intercourse includes but is not limited to vaginal, oral, or anal penetration?"

Do you believe that your whole child sixth grader should know a bit more and "understand that sexual intercourse includes, but is not limited to vaginal, oral, or anal penetration, using the penis, fingers, tongue, or objects?" ASCD believes they must understand that and more. However, I expect the "more" is reserved for classroom discussion when parents are not present.

Since I was checking out whole child education I decided to look a bit farther. Oh my! I might have guessed. There are hundreds of Whole Child web sites. Now we can understand what happened. "No Child Left Behind" is a failure just as we expected. But failures never bother the management gurus. There is always a new and more comprehensive replacement. Follow the money! Your beloved whole child is also the community organizer's new cash cow.

The danger for protesters focusing on sex education for the whole child is that one could easily overlook the other areas where the whole child gimmick is involved. It is being used not only to take over education, but also the child's family, the community, and the environment. To see how this is done enter "whole child connections" on your search engine.

Children and communities worldwide are being managed by setting up standards for education of the whole child. All types of facilitators are invited to interfere with the child's social and emotional development, spiritual foundation, economic situation, physical and mental health, education, and the environment in which he lives.

It is only the beginning. Be alert for attempts to install Whole Child education in your community.
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Indoctrination Has Replaced Education
By Erica Carle
http://www.newswithviews.com/Erica/Carle179.htm

Students Are Not Taught What They Must Know

Education has been defined as "learning what you MUST KNOW in order to FIND OUT what you NEED TO KNOW." Reading, writing, and arithmetic are called the education BASICS for good reason. You must have these skills to FIND OUT things you NEED TO KNOW.

How could you read a book, shop intelligently, understand road signs when driving, follow directions on household appliances, earn a living, detect lies, follow your many interests and inclinations if you could not read, write, and figure? How could you make your own decisions if you had no way to seek information, and no accumulation of knowledge against which to compare and evaluate new information?

Reading, writing, and arithmetic are the basic essentials of what you must know to FIND OUT what you NEED TO KNOW. Without these basic skills you are at the mercy of the opinions of others and without the ability to gather enough facts to verify or discard what you have been told.

If learning what you must know to find out what you need to know is education, what is indoctrination? Indoctrination is an emotional commitment to what others want you to believe.
Education is based on truth. Indoctrination is based on what others hope you will accept as truth.

Education can serve to continually expand our knowledge and understanding. Indoctrination leads to blind alleys, and to self-limitation of knowledge and understanding. Education involves the intellect. True education is based on a single emotion--LOVE OF TRUTH. If it is based on LOVE OF TRUTH, the emotions and intellect can be in harmony. If it is based on anything other than the LOVE OF TRUTH, the intellect must ultimately be sacrificed to the emotions. Emotions can limit the desire for knowledge to that which is emotionally acceptable.

Millions of Americans are so committed to philosophies, leaders, groups, and goals that they will self-censor any information that might question their devotion. Communication between friends and even between members of the same family becomes difficult, and sometimes impossible because each person seeks not the TRUTH, but whatever opinions support his own adopted philosophy. One-to-one communication is being replaced by group-against-group confrontation.

Schooling today intentionally indoctrinates. Education policy makers frankly admit that has been their long-range goal for generations. In 1918 Benjamin Kidd wrote in his book, The Science of Power:

"Every capable editor understands that the most effective appeal to the multitude is the emotional appeal through the spirit of combativeness. An appeal to the pure instinct of the fight or to that class consciousness upon which combativeness is based, and which man shares with the animal world, is known to be the most direct and effective means of moving the general mind on public questions. P. 180

"The essential element of Power in all social heredity is the emotion of the ideal. Once effectively imposed, this idealism becomes the expression of the living soul of a people. Its influence cannot be estimated. It subordinates everything. It becomes Power incarnate."

"The will to attain to an end imposed on a people by the emotion of an ideal organized and transmitted through social heredity is the highest capacity of mind. It can only be imposed in all its strength through the young. So to impose it has become the chief end of education in the future.

"Oh, you blind leaders who seek to convert the world by laboured disputations! Step out of the way or the world must fling you aside. Give us the Young. Give us the Young and we will create a new mind and a new earth in a single generation.

"The idealism which will win out in the stress of the world is that through which Power must obtain the completest expression. Power in its highest expression is the science of organizing the individual mind in the service of the universal. NOTE: (Community Organizing?) Truth is nothing else than this science of Power. This is the test by which every religion will have to stand or fail." P. 307-309

Reading books like those of Benjamin Kidd and by other sociologists brings home to us the fact that others have been and are planning for us without our intelligent consent. We NEED TO KNOW this.

Why has education failed us in the Twentieth Century? It has failed because it adopted the goals of social scientists as they lust for power:

"A liberal education, that is, an education that qualifies for social leadership can be acquired without a foreign language; although it is highly desirable that each of the foreign languages be represented by some social leaders who can use them. Correct and elegant use of one's mother tongue is an ornament to any personality; but it is not an absolutely indispensable equipment for intellectual leadership. It is high time for us to begin to suspect that as requirements, these subjects represent an uncriticized and indefensible tradition; in which case the arguments for them are no more than the current defense mechanisms that we have memorized.

Does it not appear that abolishing rhetoric and foreign languages, both as entrance and curricular requirements, would prove a decided promotion of the academic college's real social function; inasmuch as that would save time for things of actual importance, instead of mere conventional prestige? . . . As a matter of tradition, that college still requires for admission those very subjects which ought, in high school, to be relegated to the limbo of election: mathematics, foreign languages, and formal English. A Sociological Philosophy of Education, Ross L. Finney, Ph.D.; Asst. Prof. of Educational Sociology, U of Minn.; The MacMillan Company, 1929; P. 354-356

Wonder no more why 20th century education has failed. It was intended to fail. Wonder no more why Americans have been so dumbed down that the armed services must reject 23% of applicants.

School is used to mold students for social science control. Students are not taught the basics. They are trained to conform. They are not taught what they must know to find out what they need to know.
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Education And The New World Order
By Erica Carle
http://www.newswithviews.com/NWO/newworld16.htm

An organization called the National Council for the Social Studies (NCSS) which is an offshoot of the National Education Association and a promoter of the New World Order, has claimed power to determine what students should learn and should not learn in history, geography, government, economics, religion, psychology, etc.. These subjects were consolidated decades ago so they could be treated together under one agenda called, 'social studies.' The leaders of NCSS claim the right to decide what students should be taught, how they should be taught, and how achievement will be evaluated.

In addition to the National Council, the various states have state councils for the social studies. What is passed down from the National Council can then be programmed into the states. Bills are then presented to legislators to make NCSS curriculum standards for the social studies legal requirements. From then on your local school boards and parents have little to say. If your schools do not try to live up to NCSS standards for the New World Order they can be closed, or your community punished by depriving it of federal, foundation, and state money.

Control over education was accomplished by forming and influencing groups. People who are emotionally involved with groups tend to feel group loyalty, and frequently accept whatever the leaders say. Elected officials are no exception. When meeting with officials from other areas, they frequently get carried away by the oratory and comradeship--often forgetting the loyalty they owe to you and the citizens of the states, cities, and counties they are supposed to represent.

It is unfortunate that not enough of our elected officials have been sufficiently alert to detect the behavior management and control that have been directed toward them when they attend national and international meetings. Many of them have been deceived, flattered, coerced, and bribed into surrendering their legitimate authority to New World Order decision makers.

Most of the governors of the United States are members of the National Governor's Association. They have national meetings to consolidate their policy decisions. In 1990 a policy was declared to promote the adoption of national educational goals. The Republican Bush Administration had endorsed the idea in 1989. The U. S. Chamber of Commerce and multinational corporations supported it. Then in 1992 Congress (Democrats and Republicans) passed and funded the Goals 2000: Educate America Act.

Originally social studies was not included, but the NCSS saw to it that social studies was annexed to the national agenda, and appointed a task force to develop consolidated curriculum standards. These were later adopted in most states as part of the Goals 2000: Educate America Act.

The eight educational goals of the Goals 2000 were not the important part of this operation. Any goals that sounded good, along with the money promised, could have enticed governors and state legislators to pass enabling legislation in their states. The real object was to claim jurisdiction over curriculum, and to control what students learn.

It is no surprise to find now that the eight goals have not been reached. Does this mean that national goal-setting and visioning will be discontinued? On the contrary! Even when failure is obvious and promises are not fulfilled, control once gained is never willingly relinquished by the New World Order promoters.

For decades all kinds of excuses have been brought forward for educational failure:

The problem is with parents because they do not take an interest in their children's schooling. . .

The problem is with students because they do not work hard enough or take an interest in learning. . .

The schools are not using the right system of teaching. We need to experiment with new systems. . .

The problem is not enough money for education. If schools had more money they would produce better results. . .

The problem is segregation. We need integration. . .

Classrooms are overcrowded... And so it has gone for decades.

Few of the explainers have revealed that students are not being properly taught because the NWO world management system does not want Americans to know too much. In his book, A Sociological Philosophy of Education, published in 1928 by the MacMillan Company, Ross L. Finney, Assistant Professor of Educational Sociology at the University of Minnesota wrote the following about what should, and should not be offered to students: . . . a larger place in the curriculum ought to be given to the new humanities and the fine arts, especially the former; and that correspondingly less time and energy ought to be allotted to mathematics, formal English, and the foreign languages.[1]

What we obviously need is a science of society. Since the time of Comte this has been the aspiration of modern scholarship. Instead of blundering and bungling along from one crisis to the next, science might render society really telic, and reduce social phenomena to control, as it has done in the natural world. [2]

If leadership by the intelligent is ever to be achieved, followership by the dull and ignorant must somehow be assured. Followership, quite as much as leadership, is, therefore, the crucial problem of the present crisis. [3]

The safety of democracy is not to be sought, therefore, in the intellectual independence of the duller masses, but in their intellectual dependence. Not in what they think, but in what they think they think. [4]

The problem of democracy is which specialized sub-group is to function as cerebral cortex. That will depend upon who succeeds in drilling epigrams into the memories of the duller masses. If scientists and educators fail to do it, then selfish deceivers and exploiters will. But think for themselves the duller masses never can. [5]

Those of us who do not agree with sociologists like Ross L. Finney are called selfish deceivers, exploiters, or members of the 'duller masses.' NWO usurpers have nothing but contempt for us and our need to learn. Many parents, teachers, administrators, legislators, state governors, etc. have been taken in by the NWO agenda. There is little chance that your state and school are independent of NWO management system. Therefore, it is important that you begin to recognize these enemies of learning, even when they have college educations, advanced degrees, university, government, and foundation support, and all the preplanned publicity they need to try to impress those of us whom they consider to be selfish deceivers, exploiters, or the "duller masses."

We need to understand that those who seek to control education in order to limit access to knowledge are not doing it because they love or respect us, but because they want to claim and control us. The more we know about their goals and techniques, the easier it becomes to recognize efforts to control. The more we know about history, geography, mathematics, English, science, etc. the more power we have to defend ourselves against falsehood, deceit and domination.

By establishing goals and visions, the NCSS has found a way to limit knowledge. The social studies goal statement that has been chosen by the National Council for the Social Studies and adopted in similar, and sometimes identical form by the states is:

. . .to help young people develop the ability to make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world. [6]

To most people this sounds good, but please notice that it is all about politics. Nothing is mentioned about what is good for students, about giving them the knowledge to make intelligent personal decisions based on fact. Nothing is mentioned about helping them to prepare for a career of their own choice. Nothing is mentioned about what is good for the United States of America. No--students are treated as dependent members of the New World Order's interdependent world.

Curriculum goals and guidelines for states and local communities are patterned after those of the NCSS and NWO. In all cases the curriculum is based on the idea of reasoned, or rational, problem-solving and decision-making; and on what the NWO crowd calls 'interdependence.' Students are asked to make decisions on selected social problems based on the limited information available to them through classroom assignments. The moment they express an opinion about a social or personal problem, they can be classified according to the opinions they express. Much time is wasted when students listen to and argue with classmates about selected social issues. After the discussions students are often taught they should be willing to act on the opinions they express.

The most dangerous part of this type of teaching is that attempts are made to get students emotionally involved. Also, it is assumed that none of the problems presented can be avoided or solved by moral behavior. Why? Because any statement regarding morality is considered to be an unexamined belief based on authority. According to the National Council for the Social Studies decision-making in the classroom should be what they call rational, rather than decision-making based on conscience. For example, in Wisconsin teachers were advised:

A child generally comes to school with what R. J. Havighurst calls an authoritarian conscience acquired from his parents through a progression of punishments and rewards. He soon learns that he is not equipped to deal with all the new situations which confront him. Peers and teachers join and sometimes supplant parents in helping him to find solutions which are often in conflict with those offered by his parents. His task, then, is to change from this early authoritarian conscience to a rational one. This requires that he learn a process for resolving to his own satisfaction the conflicts that will inevitably arise whenever change or confrontation with an opposing view makes him question his existing values. [7]

Students are taught to doubt their own conscience so that many types of destructive, obnoxious, and immoral behavior will no longer be objectionable to them. In Wisconsin teachers were warned against holding students to what they called traditional standards:

Traditionally there was little question that the schools should promote such values as the following:

 1. Respect Property.
 2. Be respectful of adults.
 3. Say please and thank you at appropriate times.
 4. Do not use profane language or bad grammar.
 5. Be neat and clean.
 6. Do not lie or cheat.

Now, however, in some situations these are quite controversial. Many lawsuits and community controversies have focused on the meaning of "neat and clean," for example. Several recent surveys indicate that cheating in school, rather than being unacceptable, has become the norm, and most students feel no guilt about cheating. Standards of profanity are constantly changing and words that one rarely heard used in public a few years ago are now heard a great deal. While many may not like these developments, it is very necessary for teachers to recognize that they are taking place. [8]

Knowing what you now know about the goals of the New World Order, the above instruction to teachers could be taken as a veiled threat, telling them they had better not criticize the behaviors mentioned. Doing so might make them vulnerable to law suits, or perhaps discipline by their superiors. Thus, the Wisconsin Department of Public Instruction, following the guidelines of the NCSS actually promoted the idea that it is acceptable for students to be thieving, disrespectful, ungrateful, profanity-using, sloppy, and dirty, lying cheaters.

Teaching problem-solving, decision-making may have sounded good to many teachers, school board members, legislators, parents, and students, but if they had the opportunity to read the above, and what the curriculum planners mean when they promote problem-solving and decision-making, they might be more hesitant before giving their sanction to this type of instruction.

But as if that were not enough, according to the NCSS one of the main duties of teachers is to create emotional problems for students.

Any attempt by a teacher to create a problem without arousing students emotionally can only result in a pseudo-problem. When students are disturbed, upset, perhaps even angry, they are closer to having a problem than is ever the case when teachers make the preservation of objectivity their only concern. A teacher can sometimes create in students a feeling that their beliefs, concepts, or values are inadequate in some respect. When students are puzzled over what to believe, they are more likely to have an authentic problem in their possession. [9]

If the student is to become engaged in problem-solving he must be doubtful, uncertain or puzzled concerning something within his experience and have the desire through inquiry to remove the doubt. As long as he is certain of the truth or goodness of a particular idea or action, or as long as he is unconcerned, indifferent about the matter, he is not involved in problem-solving.

Hence, the initial task confronting the teacher is that of creating the state of uncertainty or doubt in the mind of the student. . .the teacher must implant the element of doubt. [10]

Since the presence of the element of doubt or puzzlement is a necessary condition for the initiation of problem-solving activity, let us consider teaching strategies which are likely to evoke such reactions. . .

The teacher can present the students with a problem within the context of the content.

The teacher can encourage the students to discover a problem within the context of the content.

The teacher can convert the unexamined beliefs of students into problems.

The teacher can point up conflicts within the students' pattern of beliefs, thus creating problems.

The teacher can point up conflicts within the course content, thus creating problems. [11]

Remember, the NWO planners and managers want control, but they know for certain that they cannot make students go along with their plans if they are firmly convinced that to do so would be wrong. That is why so many methods have been devised to help students question or change their minds about what they believe. If the New World Order is to succeed in reaching its goals, Judaism and Christianity are among the religions which have to be eliminated. People who are guided by the Bible and what the Bible teaches about God cannot be depended upon to be totally dedicated to the sociological goals of a world management system. Auguste Comte, the father of sociology wrote:

"The final blow was inevitably given to Theology. . . when the establishment of my system of sociology cut from under it its old title to teach morality and direct society. . ." [12] and "Sociology is once for all substituted for Theology as the basis for the religious government of mankind." [13]

In 1929 Ross L. Finney was among those working on a new morality for the managed society. He wrote:

Nor can the new regime be operated with the beliefs of the old regime. . . As for the ideals by which we live, they too must be thought out de novo, and built into an adequate and effective new system of moral education. [14]

The new system of moral education has nothing to do with the principles and ideals on which our nation was founded. For example, the late Harvard University psychologist, B. F. Skinner, put it this way:

The hypothesis that man is not free is essential to the application of scientific method to the study of human behavior. [15]

If we and our children do not want to be a sociologically-controlled and semi-ignorant members of the United Nations New World Order, we need to recognize the importance of knowledge, and reject attempts at emotional manipulation and knowledge limitation. Today's problem-solving and decision-making system of education uses students, plays on their emotions, and tries to alienate them from those who should be closest to them. It creates animosity between classmates; wastes valuable learning time by forcing students to form opinions and listen to the uninformed opinions of their classmates; and discourages intelligent and moral behavior. It turns students against their own country and its Constitution in favor of the United Nations New World Order management system. Is this what we want for America's children? If not, let's get to work informing our state's legislators that they must reclaim the schools and restore the Constitution.

© Erica Carle, All Rights Reserved

Footnotes:
1. Ross L. Finney, Ph.D., Asst. Prof. of Educational Sociology, University of Minnesota; A Sociological Philosophy of Education, The MacMillan Company, New York, 1929, P. 187.
2. Ibid, P. 280.
3. Ibid, P. 386.
4. Ibid, P. 389.
5. Ibid, P. 387.
6. National Council for the Social Studies, Curriculum Standards for Social
Studies Bulletin 89, 1994, P. vii.
7. Wisconsin Department of Public Instruction; Knowledge, Processes & Values
in the New Social Studies, Bulletin No. 185, 1968-1970, P. 43.
8. Ibib, P. 45.
9. National Council for the Social Studies; Problem-Centered Social Studies
Instruction, Curriculum Series, Number Fourteen, 1971; P. 1.
10. Ibid, P. 59.
11. Ibid.
12. Auguste Comte; System of Positive Polity, BVol. 2, P. 290.
13. Ibid, Vol. 1, P. 364.
14. Ross L. Finney, A Sociological Philosophy of Education, P. 112.
15. Skinner, B. F. ; Science and Human Behavior; The Free Press (Div.
MacMillan Co.) 1953; P. 447.

Erica Carle is an independent researcher and writer. She has a B.S. degree from the University of Wisconsin. She has been involved in radio and television writing and production, and has also taught math and composition at the private school her children attended in Brookfield, Wisconsin. For ten years she wrote a weekly column, "Truth In Education" for WISCONSIN REPORT, and served ad Education Editor for that publication. Her books are available through Education Service Council, P. O. Box 271, Elm Grove, Wisconsin 53122.

GIVE US THE YOUNG--$5 Plus $2.00 P&H
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Shooting Rampages: Why Do Children Kill?
Erica Carle
http://www.newswithviews.com/Erica/Carle10.htm

It happened again on September 24 in Cold Spring, Minnesota. A student shot and killed two other students. This sort of thing has been going on since the early 1970s. The example that first caught my attention occurred on December 30, 1974. Anthony Barbaro, a 17-year-old honor student and school rifle team member from Olean, New York, went on a shooting rampage. I believed I understood his motive, and I wrote about it in my "Truth In Education" column:

Now it begins!

Why do I say, "Now it begins?" Because in all likelihood there will be many more unhappy youngsters like Tony. There will be more good kids whose minds give way under the terrible artificial and contrived burdens they are forced to bear and the terrible strain they are under.

According to THE CHICAGO TRIBUNE of January 5, 1975 Anthony Barbaro left his house on December 30, 1974 telling his 10-year-old brother Chris that he was going target shooting. Tony carried his 30-06 rifle with a new telescopic sight, but instead of going target shooting he drove to Olean High School, arriving at 2:50PM.

Paul Pancio and his young friend threw snowballs at the car, but Tony ignored them. When he got out of the car he left the motor running. The school was closed for the holidays, but he entered through a side door. Two girls saw him and followed him up to the third floor student council room, noticing that he carried two guns. They left as Tony was trying to open the locked door. Not succeeding, he shot out the lock, set off a smoke bomb in the hall, entered and shut the door. The school custodian approached and Tony, seeing him through the glass, shot him in the heart. A fire alarm went off. Whether Tony or the custodian had set it off no one knew for sure.

Tony then stationed himself at the window and began firing. He shot a 25-year-old divorced mother of four driving by in her car. He killed a 58-year-old gas meter reader. Then, as the firemen approached, Tony began to mow them down. Twelve others were wounded by gunshot or broken glass.

It wasn't until more than 100 state and local police arrived and a police bullhorn bellowed repeatedly, "Man in the school--surrender." that Tony dropped his shotgun and rifle to the ground. It was 4:30 P.M. The police approached the upstairs room cautiously and threw a tear gas grenade through the window. They found Tony on the floor coughing from the fumes despite the fact that he was wearing a mail order gas mask.

When a school guard, Michael Barbaro, saw Tony's face he cried out, "Oh, my God, that's my nephew."

It was unbelievable. Tony was an honor student, a scholarship winner, a member of the National Honor Society, a lover of reading, a big brother of a close-knit family of six. He helped his younger sisters and brothers and had never caused any trouble. He worked 20 hours a week as a bus boy in the same restaurant where his mother was a chashier, and where he was always prompt and ready to help. Tony had hoped to be a scientist or engineer.

According to his English teacher Tony was brilliant and considerate. Neither guidance counselors nor teachers indicated any problem. He taught other students about gun safety. Tony's uncle said, "To me, he was a perfect kid. All I can say is, something snapped."

I believed at the time, and I still believe, that an explanation can be found for Tony's actions. Many educators claim that what children read doesn't matter as long as they learn to read. That is a dangerous assumption. A book of fiction, a movie, a TV drama or video can affect our emotions in the same way they would be affected by an actual event. Our emotions are not intelligent. Even when our minds tell us we are watching fiction we can sometimes react emotionally as if we were experiencing reality.

As a child I would become physically ill when watching movies such as WEREWOLF OF LONDON, FRANKENSTEIN, DRACULA'S DAUGHTER and others. My mother told me not to go and told me over and over again that the movies were just stories. I still threw up from fright. Grown men are no different. They can faint at the mere thought of receiving an inoculation. Teen-aged girls can imagine themselves in love with rock stars and movie stars. Although they never have met the young man of their dreams, the girls still experience real emotion.

Anthony Barbaro, during his shooting rampage, was reacting to fiction as if it were fact. His English teacher made the first suggestion that this might be possible. She told of a paper Tony wrote about the film, FAHRENHEIT 451. It contained the following passage: "The society of book burners depicted in the film isn't the landscape of a thousand years from now. The director shapes it frightenly close to our own time. It could be in a few short years."

Joseph Engelhof, the reporter who wrote the article for the TRIBUNE asked, "Is that a subtle clue to Tony's behavior?"

FAHRENHEIT 451 was a film based on a science fiction novel by Ray Bradberry. It told of a future society in which firemen who, instead of putting fires out would start them whenever a book was found. The name was chosen from the fact that Fahrenheit 451 is the temperature at which books will burn. It was a depressing, frightening story, but just a story.

Not to Tony Barbaro! His emotions told him the frightening scenario was about to come true. His intellect did not correct this impression. Fiction affected his emotions as if it were reality. Was Tony trying to prevent the book burning his mind had accepted as reality? Did he feel he had to do something to prevent its happening? He made his plan. He carried it out.

When Tony got inside the school he put on his gas mask and set off the smoke bomb. More than likely he also set off the fire alarm. Why? Could it be because he wanted to summon and then kill firemen to prevent them from becoming book burners?

The killing frenzy was premeditated. Was Tony's mind dominated, yes hypnotized, by the idea that he had to do something to prevent firemen from becoming book burners and destroyers? Tony was in such a state of concentration on his goal that he never noticed the boys throwing snowballs. He did not even think to turn off the ignition in the car. He went straight to work carrying out the plan his confused and troubled mind had conceived.

It may seem strange that I predicted the Olean incident would not be the last, but rather one of the earliest of many future murders and suicides by children. This depressing prediction of tragedy was first made May 2, 1974,--before Tony's shooting frenzy, but it was after I had attended the Midwest Regional Conference of the National Council for the Social Studies which was held at the Pfister Hotel in Milwaukee April 25-27, 1974.

Never have I been more fearful for students or for the future of our country than I was after attending that conference and learning what was being planned for our schools. Very few parents knew the conference was being held. In "Truth In Education" I wrote:

Approximately 1000 social studies teachers from all over the Midwest attended the Midwest Regional Conference of the National Council for the Social Studies held at the Pfister Hotel in Milwaukee April 25-27. Although the proceedings of the conference were of vital importance to every person in the state and throughout the country, not a line appeared in the local papers. Drastic and all-encompassing changes in social studies and in the entire school curriculum were discussed, planned, and evaluated. Teachers were informed of the new techniques and new direction of education. Nationally known speakers addressed the conference which was attended by top administrators and curriculum planners from the State Department of Public Instruction. Milwaukee schools, Wauwatosa schools, Racine schools, and the schools of most of the cities and towns in Wisconsin were represented. Major government projects in education were revealed. Teachers were excused from their classrooms, and many were sent on government grants because of the importance of the occasion. Education students were invited to come and learn the new techniques, but there was no newspaper coverage.

My state of alarm was obvious because after attending the conference I wrote:

Unless drastic and immediate measures are taken, the complete takeover of education by those who want to use children to accomplish international political purposes rather than teach will be virtually accomplished. Children will be intellectually castrated, emotionally depleted, and morally neutralized. This is an emergency situation of utmost urgency. It demands your immediate attention. Inform everyone you know-- your relatives, your neighbors, your friends both in state and out, your doctor, your grocer, your barber, your hairdresser, your parents, your children. Ask merchants to buy copies of this paper for sale in their stores. Talk to your town boards, school boards, and city councils. Contact your legislators. All federal and state funding in education may have to be cut off or turned down. Everyone should know why this may be necessary.

I wrote about courses in futurism coming into the schools:

I think most about the fifty students from the schools in Richfield and Burnsville, Minnesota who have nearly completed the first year of a two-year FUTURISTICS pilot course financed by ESEA TITLE III funds. Two pretty young students came with the instructors to explain their work to the conference participants. One of the girls was asked whether all of the students were converted to the concepts of the course. She replied, "No, not all. One girl who was very comfortable with her home life would not accept the idea of dividing the wealth and alternative family systems."

The instructor then explained, "One boy was very argumentative and independent. He had his future determined and had no doubts. He wanted to be a pilot, and that was that. He would always argue, but one day they got together and asked him what he would do if they outlawed airplanes because of gasoline consumption and pollution."

This was the last straw. they broke him. They were proud of their accomplishment. Will your children be broken too?

What is so alarming to me about the fact that futurism courses were being put into the schools everywhere through federal education and foundation grants? What was so alarming about other government-sponsored changes in social studies curricula? The changes were intended to use students, affect their emotions, and change or destroy their moral principles--not to teach them.

One of the experts on futurism courses who spoke at the conference was Bernard Hollister, co-author of a teachers' manual called GROKKING THE FUTURE IN SOCIAL STUDIES. The book advised:

". . . if the teacher really wants to change student behavior through an ecology unit, something new and fresh will have to be offered. Students need to be shocked and shaken repeatedly: their feet must be held to the fire until they cry out in protest. We use a number of SF stories to revitalize tired ecology units, and many of them hit students hard."

What could be so terrible about science fiction? What could shock students so profoundly that they cry out in protest? How were the teachers told to hold the children's feet to the fire? Books and materials suggested in GROKKING THE FUTURE for inclusion in futurism courses were violent, frightening, and nauseating. One was a story about organlegging in which people are waylaid on the street and carved up for spare parts, and where capital punishment is meted out for running red lights and speeding so additional organs might be available for transplants.

There was a story about war between pedestrians and motorists wherein motorists run down pedestrians and pedestrians gun down motorists; also a story about war between generations, and one in which cannibalism was practiced and it was a great honor to eat one's friend when he died. Teachers were told: "Needless to say some students find this custom repulsive; so have students analyze their own taboos, which all cultures certainly have. Although students may gasp at the idea of eating dog meat, they have no compunction about eating lamb, cattle, or pig flesh. What is the most sacrilegious thing your students can think of?"

There was a story about the generation gap. A boy genius was more advanced intellectually than his father was at the same age. The boy and his friend perform a kind of lobotomy on the father to prevent him from holding back his son. Then the father exists only to enjoy his son's glory. Another story has the secret world leaders con the intellectually deficient masses into a one-way trip into space. Other stories suggest the world is running out of space and generations of the future will hardly have room to move. The authors ask: "How difficult would it be for space-conscious Americans to adjust to a civilization like the one described in BILLENIUM? A word of caution: be sure you know what space-use experiments, if any, your students plan to conduct and how they are going to conduct them--before you turn them loose on an unsuspecting school! It is amazing how diabolical teenage minds can be!"

Teachers were told to have students write stories based on the idea that no family may have a baby until someone else in the family dies. The students are told to decide what kinds of pressure might be exerted on the elderly to convince them to end their lives. Then there is a story about senior citizens being gassed when they are no longer deemed to be socially useful.

Another novel envisions a world which encourages homosexuality as the preferred form of sexual contact, and the woman who bears a child without state permission is a criminal. In another crowded world of the future citizens are never allowed to show that they are unhappy. Those who show unhappiness are sent to moral engineers to have their minds adjusted. If their deviance is serious enough they are classified as flippos and tossed down a chute to provide combustion material for power generators. No citizen is allowed to keep any other person out of his room, and the society is as sexually free as it is possible to be. The authors of GROKKING THE FUTURE admit "Sexual descriptions in this book are explicit. Some students may react adversely," Then they ask, "just how liberated are modern teens?"

About THE LAST MAN ON EARTH teachers are told, "This is a profound pessimistic story, useful for sheer shock value, for Efflinger is merciless and refuses to let the reader off the hook. How would you like to see your wife die from asphyxiation on the subway? Your newborn son die in an hour because there are no more oxygen masks."

The problem of overpopulation is then turned over to students. They are asked, "If no way can be found to accommodate the teeming billions, and we cannot live with misery which those masses will cause, only one alternative remains, the existing population will have to be reduced. If, someday, this reduction must be made, what would be the best way to go about it?"

Three days of this social studies conference were almost more than I could bear. What, then, must be the effect on high school students studying a year, a semester, or even a few weeks of this grim futurism? The goal was to change students to prepare them for life in the global village in which they were told that they would be living, and to prepare them for the world order to which they and their country would have to submit.

But futurism was not the only curriculum change to be announced and promoted at the Midwest Conference of the National Council for the Social Studies. St. Louis Park, Minnesota had received a grant of $70,000 under Title III ESEA for an experimental course on World Religion. Teachers who had used the course were at the conference to explain and promote the use of their techniques.

Fliers were distributed announcing 5-1/2 day courses at Carnegie-Mellon University for those who wished to learn to teach and apply Lawrence Kohlberg's theory of cognitive moral development. The theory assumes one reaches the highest state of moral development when he chooses (supposedly) his own moral code, abandoning both church and parental teaching. This leaves children utterly defenseless when confronted with the temptation to participate in physically pleasurable, but personally, morally, or socially destructive acts.

Publishers of books, games and activities displayed their wares at the conference. I will quote to you from some of the promotional fliers and brochures.

For the game called RAID, A role-play simulation for 5-15 players. RAID uses the dynamics of the inner-city protection racket to stimulate interest in the acquisition of basic mathematical and verbal skills, as well as to explore ways in which to solve a dramatic urban problem. Students assume the roles of racketeers, innocent residents, and policemen participating in a variety of exchanges involving money, guns, people and concepts.

For the booklet, THE SEXUAL REVOLUTION: Chapter I. Is the family obsolete? Chapter II. Do women need liberating? Chapter III. Premarital sex, should you or shouldn't you? Chapter IV. Homosexuals, deviants or just different? Chapter V. Should sex be taught in public schools?

For the booklet, PROBLEMS OF DEATH DEATH DEATH DEATH DEATH DEATH. The word death was used six times in graduated size in red on a black cover. Issues to be debated included: Is the aborted fetus a human person or garbage? What is death with dignity? Should women have complete control over their bodies, including abortion? Are funerals too expensive? Is a new ethic emerging?

Before the end of 1975 death education was being taught in schools throughout the country. Especially significant was the emphasis placed on suicide. Suicide was suggested to students by involving them in discussions about it and asking them suggestive questions about the possibility that they might want to commit suicide. The following are some of the questions suggested for use in the classroom at a conference for psychology teachers that was held at Wauwatosa West High School in Wisconsin October 30, 1975:

How often do you think about your own death? For whom or what might you be willing to sacrifice your life? For whom or what might you be willing to kill another person? If it were possible would you want to know the exact date on which you were going to die? How often have you seriously contemplated committing suicide? How do you estimate your lifetime probability of committing suicide? Have you ever actually attempted suicide? Suppose you were to commit suicide, what reason would most motivate you to do it? Suppose you were to commit suicide, what methods would you be most likely to use? Suppose you were ever to commit suicide, would you leave a suicide note? What kind of a funeral would you prefer?

Since the 1970s teen suicide has increased more than 300%. Gang violence has turned children into murderers, and drugs have destroyed the lives and minds of hundreds of thousands of impressionable youngsters. Millions of children are engaged in sexual activities that are ruining their health, peace of mind, and chance to live interesting, happy, and productive lives. Still curriculum developers, psychologists and sociologists insist that children must be taught which drugs are available, how they are used, and how they make one feel. Then children are told they must decide for themselves whether they want to use drugs.

In sex education courses children are told sex is fun, sex is how we achieve feelings of self worth (Maslow), sex is a right at any age (1970 White House Conference on Children), and children should decide for themselves when and what kind of experiences they feel they should have. Teachers and children, when they discuss sex in their classrooms, are warned that they must be nonjudgmental and must not moralize.

Instead of spending their days on reading, writing, arithmetic, history, geography, civics, etc., children are also subjected to values clarification, drug education, death education, sex education, futurism, guided imaging, moral reasoning, group grading, and nonjudgmental problem solving and decision making. The National Council for the Social Studies, is still the main source for social studies curriculum development. If your children are in public school they almost certainly are receiving this type of education. If they are in private or religious schools it is less likely, but you need to know what is being taught.

END NOTE: In December, 1975 before trial, but almost a year after the shootings in Olean, New York, Anthony Barbaro's body was found hanging in his jail cell, a bed sheet knotted tightly around his neck.

© 2003 Erica Carle - All Rights Reserved
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Oh Harvard! What Have You Done?
Erica Carle
http://www.newswithviews.com/Erica/Carle11.htm

Harvard, you were a wilderness seminary in 1638 when the Reverend John Harvard willed half his estate and his library to you. You took his name. Your 1650 college charter declared your object to be the education of the English and Indian youth of this country in 'knowledge and godlynes.'

You were more than 140 years old when the Declaration of Independence was signed, and eight from Harvard were among the signers. You were over 200 years old when the Civil War was fought. When Franklin Delano Roosevelt was in the White House you observed your tricentennial.

From the very start your graduates have been active in government, theology, and law. Wealthy and prominent individuals sent you their sons to be educated. Many who hoped to be prominent, useful, wealthy, and influential regarded a degree from Harvard as their passport to fame, fortune and respect. Some were not disappointed.

For the most part, during the early centuries, you were faithful to the principles of your Christian origin. Josiah Quincy, who was your President from 1829 to 1845, said in a speech at the Divinity School:

Human happiness has no perfect security but freedom; freedom none but virtue; virtue none but knowledge; and neither freedom, virtue, nor knowledge has any vigor or immortal hope, except in the principles of the Christian faith, and in the sanctions of the Christian religion.

The Nineteenth Century brought changes and improvements, in both the physical property and the academic offerings, but the most profound changes were the changes in moral and philosophical attitudes. Harvard, you became involved with Auguste Comte's positivism, sociology, and Religion of Humanity. Although the French philosopher/mathematician died in 1857, it was not long after that you began to overlook the object of your charter and promote the idea that positivism contained the formula for society's evolution toward perfection. It was becoming your religion and you began to phase out Christianity.

When Charles William Eliot became your president in 1869 Comte's positive philosophy and Religion of Humanity, and Herbert Spencer's sociology received a warm welcome. In the 1870s your law school dean, Christopher Langell, applied positivism and evolution to the law. He claimed that since man was evolving, judges should assume that the law and the Constitution must also evolve, and they should play a part in that evolution. Following Langell, Roscoe Pound, continued support of positivism and also carried what has been called sociological legal science to other universities.

In 1907 Professor A. Lawrence Lowell, who two years later became your president, suggested to Professor Frank W. Taussig that the school of business administration which was contemplated be patterned after the law school. He suggested that business education should be limited in a way similar to the way the study of law had been limited. He wrote:

No doubt you will say that business is a part of political economy. So law is a part of jurisprudence, but the Law School teaches that part alone, without requiring any knowledge of the rest. For example a man may graduate, and frequently does graduate, from the Law School without knowing the difference of actions 'in rem' and 'in personam' and without being able to give the slightest definition of sovereignty or of law. Most of the graduates could not pass the most elementary examination on jurisprudence. The German professors of law would reject them as being hopelessly ignorant of everything. In other words, they are strictly students in a professional school which trains them for the practice of common law; and the school has jealously kept itself free from contact with academic students and professors. Could we create a school which could teach certain branches of business--let us say railroading and banking--on such a basis? If we could, I think we might make a great success, and mark an era for education in business. The World of Business, edited by faculty members of the Harvard Business School, Simon and Schuster, 1962, Vol.III, P1555 .

You had earned respect over the years and therefore it was near certain that other institutions would follow your example. In 1909 counselor-at-law, Philip Mauro acknowledged your influence in his book, The Number of Man:

Probably there is no institution in the United States which exerts a greater influence upon the formation of ideas than Harvard University. Some of the best minds of the country have their ideas formed and their ideals shaped in the atmosphere of that ancient and highly respectable seat of learning, and upon leaving it they become propagators of those ideas and ideals. In doing this they are aided by having, in addition to their own personal intelligence and culture, the weight of the influence and authority of the University. By sampling, therefore, the ideas that prevail, and are held in esteem at Harvard at the present time, we may learn what ideas will shortly become (if they be not already) current among the intellectual, or so-called "thinking," classes all over the land.

What the main thrust of those ideas would be Mauro found exemplified in the much- publicized class poem of 1908 which was titled "Man," the poem's theme being that mankind is the only savior of man:

Mankind, the Christ retried-- Recrowned, recrucified; No god for a gift, God gave us. Mankind alone must save us. . .

The quest for 'knowledge and godlynes' was being replaced by the worship of man and the achievements of man. You taught that collective mankind (under your direction) must be changed. You indulged yourself in an overwhelming conceit. You sought to change society and the way it was organized. Many who passed through your halls of learning adopted your goals and your philosophy. From law and business to theology education and politics--ambition and power were overtaking 'knowledge and godlynes' as your motivating forces. Success or lack of success in reaching your goals was becoming your standard to determine what was right and what was wrong.

You were uprooting your heritage and dishonoring your historical Christian foundation even as Christian ministers and Christian missionaries in the Nineteenth Century were helping to improve life for millions in many countries. In India the custom of suttee, or the sacrifice of a Hindu widow on the funeral pyre of her husband was being discontinued. Widows remarried. The caste system was breaking down. In China foot binding had been discredited and in 1905 it was outlawed.

Africa was no longer the Dark Continent. To reach remote spots missionaries had become explorers, and they contributed enormously to the store of geographical knowledge. David Livingston alone added about a million square miles to the known land surface. Missionary roads had been built all through the continent, and a wholesome form of trade, stimulated and encouraged by missionaries brought material benefits to once-isolated tribes. The Congo, Nile, Zambezi, and Niger rivers and their heavily populated valleys had been made known to the outside world largely through missionary efforts.

The Bible was translated into hundreds of tongues and dialects during the nineteenth century. British missionaries alone were responsible for the illustration of nearly two hundred African languages and dialects with grammars, dictionaries, vocabularies and translations of the Bible. They translated not only the Bible, but textbooks and literature such as Pilgrim's Progress, Shakespeare's works, Tennyson, Edmund Burke, Jefferson, the United States Constitution, Benjamin Franklin, etc.

Missionaries became advisors to once-tyrannical rulers whose children were sent to mission schools. Christian hospitals, schools and charities were improving life in the cities. Even skeptical observers in the last quarter of the 19th Century were aware that Christianity had become a powerful force for good.

But your answer to all this was to agree with Auguste Comte's materialist/positivist call for the elimination of Christianity. You threw away your compass and claimed the freedom to travel without direction. Your social science professors became obsessed with the idea that they could find a grand formula to manage a perfect world.

In this endeavor the power of the purse was with you. The Carnegie, Rockefeller, Ford, Danforth and other foundations cooperated in your experiments and your rush to enshrine social science as the savior of mankind. The federal government was generous with grants. You have had wealth beyond imagination and you have used it to set standards, form organizations and dazzle elected officials. Barely realizing what they were doing many exchanged loyalty to the home folks who elected them for loyalty to policies concocted at Harvard.

Was this what should happen in a free country? Did the free citizens of the United States need to have the Constitution dishonored and their collective future planned by a swarm of university social "scientists?" James Bryant Conant, your president from 1933 to 1953, thought this should be the case. Your professors were to be more than teachers of students. They were to become policy makers in education, business, science, religion, government, and law. In his 1948 book, Education in a Divided World, Conant wrote:

The methods of certain of the social sciences have already been developed to a point where studies of society by competent scholars can provide basic information to assist the leaders of the nation. The scholars in these disciplines can help train not only public officials but those who carry responsibility for resolving the many human problems in our complex industrial economy. P. 35

More and more I believe that the nation and different groups within the nation (geographic, social, or economic groups) must look to university scholars for guidance in handling basic social and economic problems. To this end the professors of these subjects must explore vigorously not only the fundamental aspects of man's behavior but the applications of our present knowledge. P. 172

If one hopes, as I do, that within fifty years the deep cleavage now dividing the world will become only a relatively shallow ditch, the children now in school may live to see the day when the present arguments for world government may not be entirely fantastic. P. 217

World government? Citizens of the United States of America to submit to a government of the world? What kind of an insane goal was this to foist on the people of Wisconsin? Minnesota? Illinois? Missouri? Texas? North Dakota? Nebraska? Virginia? Rhode Island?.......all of the states? Should they be governed by managers from Africa, Asia, South America and Europe? Was your president Conant out of his mind? You did not seem to think so. You continued to believe you had a mission to manage and change your countrymen into obedient subjects, rather than self governing citizens.

To make the changes you visualized, the emotions of those affected would need to be changed. You had a terms for this process which you called, "emotional reeducation" or "human relations training." In 1943 you began inviting corporate executives to Harvard for human relations training. FORTUNE magazine of February 1949 tells us that by 1949 more than one thousand top executives had taken thirteen weeks out of their business lives to study Harvard management practices. They emerged from the courses, FORTUNE tells us, with attitudes so different they seemed to be "changed" men. Since then thousands more have participated. I expect they felt honored out of their wits to be included.

The young also needed to be educated to your beliefs and goals. Every philosopher with world management ambition knows the importance of education but how would it be possible to control education at the national level when the states, not the federal government were in charge? Never mind. Conant had a plan. He wrote about it in his 1964 book, Shaping Educational Policy:

Why not a new venture in cooperative federalism? Why not a compact between all the states? To be quite specific, let me be bold and make a suggestion for a possible way by which the road to development of a nationwide educational policy might be opened up. Let the fifty states, or at least fifteen to twenty of the more populous states, enter into a compact for the creation of an "Interstate Commission for Planning a Nationwide Educational Policy."

Before a year had passed, and with grants from the Carnegie Corporation and the Danforth Foundation, plus a push from the National Governors' Conference the project was on its way. The Education Commission of the States was born with most of the states participating.

After the formation of the Education Commission of the States it was easy to control education policy and shut out local parents, teachers and school boards. In each state the seven members included everyone necessary to establish control and carry out plans. In Wisconsin the governor appointed a state senator to introduce legislation in the senate, a state representative to introduce the same legislation in his governing body, the chief school officer to promote and carry out changes, the president of the university system, a private university representative to give his sanction, and a public school representative.

Harvard, in almost every area of life you have blocked the ability of citizens and tax payers to make their own choices. You set up groups as decision makers. You set up courses to indoctrinate new university presidents, new mayors, new legislators, judges. They all learned the HARvard Management System. They all received some form of emotional reeducation.

When Conant and others called for busing children away from neighborhood schools parents who objected did not know it, but their battle was lost before it was started, especially since in addition to pressure from the Education Commission of the States, and support from the Chamber of Commerce, the Federal judges who heard the arguments had been told how to decide the cases before they were heard. (MILWAUKEE JOURNAL -October 4, 1975)

When parents all over the country objected to having their children trained in the moral reasoning of your Professor Lawrence Kohlberg they fought in vain. Teacher training for Moral Reasoning had already been funded by Carnegie Corporation. Children were taught that the highest stage of moral development is when they decide for themselves what behavior is moral. That was exactly what Charles Manson and his little band of lost souls had done. They had no consciences. They were moral reasoners. They could contrive a reason for anything they wanted to do.

Some people seemed to believe if a program came from Harvard it had to be OK. You really had them fooled on that. I expect you were proud of what you had done because it showed you had power over people. Your human relations knowledge was paying off.

B. F. Skinner was another Harvard professor who thought along the same lines as Kohlberg. To his mind men did not need a conscience because they could be controlled by their environment. He wrote:

A scientific analysis of behavior dispossesses autonomous man and turns the control he has been said to exert over to the environment. The individual may then seem particularly vulnerable. He is henceforth to be controlled by the world around him, and in large part by other men. . . environmental contingencies now take over functions once attributed to autonomous man, and certain questions arise. Is man then abolished? Certainly not as a species or as an individual achiever. It is the autonomous inner man who is abolished, and that is a step forward. . . His abolition has been long overdue. Beyond Freedom and Dignity, B. F. Skinner, Bantam/Vantage Book, 1971, P.196, 205. (NOTE: Book funded by the National Institute of Mental Health).

In your drive for power you have had little to fear from the mass media. That was taken care of years ago by the Nieman scholarships for journalists. Since 1938 an average of a dozen working journalists have been awarded one year scholarships to Harvard--complete with maintenance. Hundreds of journalists with an intense loyalty to Harvard have thus been created.

Harvard, you have had trust, knowledge, wealth, respect and honors, but it was not enough. Your campus was not enough. Your state was not enough. You wanted the world. You sought authority, power and control. But you no longer know what is right and what is wrong. You might consider yourself the intellectual powerhouse of the world, but you don't know right from wrong. You know how to form and control groups, but you don't know right from wrong.

Your management system and your lust for power are changing our country, our states, our cities. It has changed the way business is conducted. It has changed relationships between people. It has changed the way children are taught. It is robbing us of our heritage. OH HARVARD, WHAT HAVE YOU DONE?

© 2004 Erica Carle - All Rights Reserved
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Control The Environment To Control Humanity
Erica Carle
http://www.newswithviews.com/Erica/Carle1.htm

There is nothing new about the idea of controlling the environment to control behavior. Pavlov used it on dogs. B. F. Skinner used it on birds. We use it on pets. Parents use it on children. Law enforcers use it on criminals. And we all establish suitable environments to fit the needs of our various activities. But one of the most chilling uses of environmental control is its use by dictators to keep their subjects in line, and in recent years by world shapers and managers to force all of us to conform to their visions and plans.
Even in this there is no originality. August Comte (1798-1857), the father of sociology advised his followers to make the environment a religious principle among those to be controlled. In the second volume of his System of Positive Polity he wrote:

"In order then to regulate or to combine mankind, Religion must in the first instance place man under the influence of some external Power possessed of superiority so irresistible as to leave no sort of uncertainty about it. This great principle of social science is at bottom merely the full development of that primary notion of sound Biology--the necessary subordination of every Organism to the Environment in which it is placed. . . "A sound theory of Biology thus furnishes the Positive theory of Religion with a foundation wholly unassailable; for it proves the general necessity for the constant supremacy of an external Power as a condition of unity for man, even in his individual life." P. 12.

Comte's goal for sociology was total unity and control of all humankind. United humanity, called the "Great Being" was his replacement for God. In the fourth volume of Positive Polity he claimed the whole earth for his Great Being:

"The Great Being in its full prime, will take possession of its domain, the Earth, marking its proprietorship by effecting all the improvements compatible with the order of the whole, in accordance with the principle that particular action must in all cases be subordinate to the general unity." P. 54.

In conjunction with his setting up the Great Being as the new God, Comte also advocated a return to fetishism and worship of nature. In his rather complicated justification for this return to primitive concepts he wrote in Positive Polity Volume I:

"Plants are the only organized beings which derive their total nourishment directly from the inorganic world. Other organisms are incapable of vitalizing inorganic matter; they appropriate it only after it has been elaborated by vegetable organisms. Thus the separation between the higher and the lower functions, established so admirably as an abstract conception by Bichat, is borne out by the concrete fact that an immense class of organisms exhibit no phenomena but those of nutritive existence; that is to say, Growth, Death, and Reproduction.

"Viewed objectively, these organisms form the first step in the biological scale, which can never be regarded as systematically complete, so long as they do not form a recognized part of it. From the subjective point of view they subserve a high purpose as the basis on which the elementary existence of Humanity rests. They may thus be regarded as ministering to the necessities of the Great Being, and merit our respect as the principal agents of material providence. On them depends the possibility of combining the whole of living nature in a vast and permanent struggle against the forces of inorganic nature. The worship of Plants, spontaneously maintained for so long a time, arose in a confused feeling of this participation. Grown obsolete since the fall of Fetishism, these simple instincts of reverence will be restored to their proper place by Positivism, which recognizes the duty of appropriating all that is really valuable in former systems. All that is necessary for their incorporation into the final religion, is to transpose the objective belief to the subjective point of view. Thus transformed, these expressive signs give a new and nobler meaning to the commonest actions of life." P. 481.

It was more than 150 years ago that August Comte advocated this return to fetishism and nature worship as a means to gain power. Yet, it is as if he whispered instructions into the ears of environmental activists Mikhail Gorbachev, former President of Russia, and Canadian billionaire, Maurice Strong. In 1997 they began promoting their Earth Charter -- a statement of environmental, social, and economic principles which gives control of the earth's resources and decisions about the environment, to an international "global partnership." Its proponents want the Earth Charter to be the ethical and religious foundation for a world community dedicated to worship and care for "Mother Earth." It also promotes "equitable distribution of wealth and resources within nations and among nations."

The Earth Charter is a non-governmental statement, but many powerful international organizations, including the International Chamber of Commerce, are working to have its principles incorporated into the legislation of all countries.

Nobody wants to live in a dirty, smoggy, polluted environment, but surely that does not mean we have to turn our property, resources and futures over to an Earth Council of bossy, overly ambitious, egotistical nature worshippers and organization fanatics. That would not only be foolish, but downright dangerous. The Earth Charter provides moral justification for all kinds of property confiscation and violence. According to its Principle 12 we must:

"Uphold the right of all, without discrimination, to a natural and social environment supportive of human dignity, bodily health, and spiritual well-being, with special attention to the rights of indigenous peoples and minorities.

"a. Eliminate discrimination in all its forms, such as that based on race, color, sex, sexual orientation, religion, language, and national, ethnic or social origin.

"b. Affirm the right of indigenous peoples to their spirituality, knowledge, lands and resources and to their related practice of sustainable livelihoods."

I suggest we pay exceedingly close attention to what is written above. If we rearrange and highlight certain words in the initial paragraph we discover a contradiction. Uphold the right of all, WITHOUT DISCRIMINATION...WITH SPECIAL ATTENTION to the rights of indigenous peoples and minorities. Does 'without discrimination' mean that some populations are to be given special attention?

Section (a) calls for elimination of discrimination IN ALL ITS FORMS, and then lists some forms of discrimination. What is left out in this case is more important than what is included. In the dictionary we discover other forms of discrimination:

"to draw a clear distinction; distinguish: to discriminate good and evil; to recognize as being different."

According to the Earth Charter, discrimination between good and evil should be eliminated, and one should not recognize differences. The fact that these are not specifically stated in the Earth Charter is unimportant because the Charter states that discrimination in ALL ITS FORMS must be eliminated. Now study the Earth Charter in relation to recent events. For example, "White farmers in northern Zimbabwe evacuated families from their homes Sunday as rampaging black mobs attacked and looted more farms amid a week of violence. . . About 300 family members had fled from about 100 raided farms by Sunday." MILWAUKEE JOURNAL, AUGUST 13, 2001, P. 7A.

"The government of Zimbabwe has targeted 95% of properties owned by 4000 white farmers for confiscation under its land reform program. It says the land seizures are an effort to correct colonial era imbalances in land ownership by taking white-owned farms and giving them to blacks. Those refusing to leave their land were arrested." MILWAUKEE JOURNAL/SENTINEL, 8/17/02.

Is this Evil? According to the Earth Charter we don't think about that. We ought not recognize a distinction between good and evil. Also we must.

"(b) Affirm the right of indigenous peoples (NOTE: not all people) to their spirituality, knowledge, lands and resources and to their related practice of sustainable livelihoods."

So much for the Zimbabwe farmers. What about South Africa? According to a September 15 article by Anthony C. LoBaido on WorldNetDaily.com, South Africa is in line for the same land grab of white-owned farmland. Laws are already in place to allow blacks to confiscate white-owned farms. A representative of the white farmers explained.

"Basically, the new ANC laws say that any black can make a verbal claim to white-owned farmland by saying their ancestors were taken off that land by force. It is up to the white farmer to prove that he owns the land.

"We saw the ANC faithful chanting 'Kill the Boer, kill the farmer,' at a recent funeral for a top ANC leader. The Marxist intellectuals have set the ideology for killing whites and taking all they own. Now that ideology is being marketed to the black impoverished masses. The South African army and police are now a joke under ANC rule. Who can stop what is coming?"

What about the United States? Consider that some Mexican Americans and many illegal immigrants from Mexico believe that they represent indigenous people. They claim that that the southwestern part of the United States should belong to them. Those who accept and support the Gorbachev/Strong Earth Charter including many sociology professors, the United Nations and the International Chamber of Commerce appear to agree with them.

The Earth Charter covers many things: world religion, ethics, and values; production and worldwide equitable distribution of wealth; human reproduction; health care; education; the arts and sciences; technology; and government.

Mikhail Gorbachev and Maurice Strong see the Earth Charter as a replacement for the Ten Commandments. No wonder there is such a strong effort to remove the Ten Commandments from public buildings, and Christian morality from public schools and from the minds of U. S. citizens. Already they are being replaced by the concepts of the Earth Charter and worship of nature and Comte's Great Being, Humanity.

In closing, I expect you may wonder why the International Chamber of Commerce and large corporations have become involved in international control of resources through sustainable development, promotion of the Earth Charter and world management through the United Nations, the World Economic Council, the Gorbachev Foundation, etc. If we return to Comte's plan it is easy to explain. In Volume 1 of his Positive Polity he wrote:

"In a settled state of society, government, strictly so called, is a mere extension of civil influence. Ultimately, therefore, political power will fall into the hands of the great leaders of industry." P160

And in his Catechism of Positive Religion we find:
"For this industrial hierarchy to have social efficiency it is presupposed that the patriciate is so far concentrated that each patrician administers all that he can really superintend...Our existing disorders are most aggravated by the jealous ambition of the smaller capitalists and their blind contempt of the people. When the conduct of this class shall be in sufficient degree regenerated, under the joint stimulus of circumstances and convictions, its heads will be absorbed into the patriciate and its mass into the proletariat, so doing away with the middle classes..." P. 237.

Recent generations of Americans have been naive, trusting, and intellectually lazy. They have believed that everyone who talks love and brotherhood is sincere and is motivated by good intentions. They have joined organizations without understanding where their leadership is taking them. They have forgotten such warnings as found in Matthew 10:16 --

"Behold, I send you forth as sheep in the midst of wolves: be ye therefore wise as serpents and harmless as doves."

More wisdom, less invasive psychology, and less submission to organization fanatics might be good antidotes for what ails us.

SUGGESTED KEY WORDS FOR FURTHER RESEARCH: Earth Charter, World Economic Forum, Mikhail Gorbachev Gorbachev Foundation, Sustainable Development, Green Cross, Green Yearbook, Business Action for Sustainable Development, State of the World Forum, World Business Council for Sustainable development, WBCSD, Business Action for sustainable Development, BASD, Yearbook of International Co-operation on Environment and Development.

© 2003 Erica Carle - All Rights Reserved
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Warren's P_E_A_C_E_ Plan and UN Goals - Part 2 Equipping Leaders to 'Lead like Jesus'
http://www.crossroad.to/articles2/05/peace-un-2.htm
Small Groups and the Dialectic Process
http://www.crossroad.to/articles2/04/3-purpose.htm

Erica Carle's Archive
http://www.newswithviews.com/Erica/CarleA.htm
World Government Leadership 1-18-11
Indoctrination Has Replaced Education 12-28-10
Transaction Miracles 11-14-10
Who is in Charge of the "New World Order?", Part 3, 9-25-10
Who is in Charge of the "New World Order?", Part 2, 9-12-10
Who is in Charge of the "New World Order?", Part 1, 9-5-10
Beware of "Whole Child Education" 8-7-10
Robots Can't Say No 7-11-10
Universal Religion Discards Fathers 6-17-10
Game Playing Is Replacing Biblical Morality 5-15-10
Uncle Sam Is A Bigamist 3-17-10
What's So Great About Leadership? 2-25-10
Teaching Children To Use Drugs -- Part 5, 2-7-10
Teaching Children To Use Drugs -- Part 4, 1-23-10
Physicians Are Closing Their Offices, 12-31-09
Social Science Is Dead, 11-28-09
Teaching Children To Use Drugs -- Part 3, 11-24-09
Teaching Children To Use Drugs -- Part 2, 11-14-09
Teaching Children To Use Drugs -- Part 1, 11-7-09
The Intelligent Student's Guide to the New World Order 10-28-09
Cambridge Incident Is Now A Game 8-31-09
Da Vinci Code Religion 8-15-09
Sgt. Crowley Should Have Said, "NO" 8-5-09
Nobel Prize for Playing Games 7-26-09
Everything is Number 7-19-09
Equality: Recipe For Tyranny 6-27-09
Terrified Teens and Twenties 6-17-09
A Nation of Spouseless Mothers 5-20-09
Why Things Are The Way They Are 4-15-09
Spiritual Reorganization of the Civilized World 4-4-09
Yes We Can Means No You Can't 3-1-09
Your Chief Adversary 2-20-09
That Crazy Frenchman 2-1-09
There is no End to Problems 12-28-08
Games Children Play 12-14-08
Sociology is Not a Science 11-29-08
Brainwashing Children Through Social Science 11-22-08
Why I Wrote "The Hate Factory" 10-7-08
The Economic Development Clique 8-17-08
Understand the System 6-25-08
EMO 6-1-08
Social Science For A Non-Free Society 2-5-08
Sociology Hates Christianity 11-21-07
Columbus Day-1892! 10-28-07
Von Mises Went Too Far? 10-13-07
Ludwig von Mises and the Science of Everything 9-23-07
Adult Indoctrination 8-4-07
Robotizing (Skinnerizing) of America 6-20-07
Moral and Intellectual Poison For Children 4-29-07
Get Rid Of Sociological Stupidity in Schools 3-10-07
Sociocrats Are Not Elite or Liberal 11-1-06
What is Smart Growth & Sustainable Development? 9-27-06
Sociocracy -- Not For The USA, Part 2, 5-26-06
Sociocracy -- Not For The USA, Part 1, 5-26-06
Interview With The High Priest of Humanity, Part 4, 3-4-06
Interview With The High Priest of Humanity, Part 3, 3-4-06
Interview With The High Priest of Humanity, Part 2, 3-4-06
Shaping Your Future, Whether You Like it Or Not!, Part 3, 10-17-05
Shaping Your Future, Whether You Like it Or Not!, Part 2, 10-17-05
Shaping Your Future, Whether You Like it Or Not!, Part 1, 10-17-05
Have You Overlooked the Obvious? 8-27-05
Interview With The High Priest of Humanity, Part 1, 7-19-05
Sustainable Development: Learn More, Lots More 6-25-05
The Leadership Ladder 6-15-05
What is Freedom? 1-26-05
Equality--Like Training a Dog 11-27-04
The U.N. is a Bureaucratic Monstrosity 9-27-04
Mind Games 7-16-04
Sustainable Florida 4-28-04
Oh Harvard! What Have You Done? 1-17-04
Shooting Rampages: Why do Children Kill? 11-1-03
The math wars - 1960's Revisited 10-13-03
Psychological Vandalism 9-12-03
Chamber of Commerce - Blanket Over The World 8-7-03
Scout's Honor 7-9-03
Government Religion in the United States 6-21-03
Abortion As A Right 6-3-03
Floridians Should Have Known Better 4-14-03
Universal Brotherhood And The Drive For World Unity 2-26-03
Control the Environment to Control Humanity 1-12-03
Organization Fanatics
Blainville's Funeral--A World-Changing Event
Academic Freedom = Academic Stupidity
Libertarians And The Constitution
The Chamber Of Commerce; It's Power And Goals
Educating For Freedom 10-20-02
Education And The New World Order
An Important Difference Between Christianity And All Other Religions
---

Assault on the First Amendment
http://www.jeremiahproject.com/trashingamerica/1stamendment.html

America's Godly Heritage
Active humanists and the liberal media have for years undertaken a concentrated effort to misinform the American public by attacking the "Religious Right" and rewriting America's Judeo-Christian history in a humanistic tone. The motto at the heart of the American experiment "in God we trust" has been exchanged for "in Man we trust."
Rewriting History
The last three generations of Americans simply have not been told the truth about American history as its Christian heritage has been disparaged.
For example, ask most Americans if the "separation of church and state" is in our Constitution, and they will answer yes. You can scour the Constitution of the United States, and you will NOT find the phrase, "separation of church and state" or anything close to it.
In the Constitution of the Soviet Union, however, the doctrine of the separation of Church and State is found: "In order to ensure to citizens freedom of conscience, the church in the U.S.S.R. is separated from the State, and the school from the church. Freedom of religious worship and freedom of antireligious propaganda is recognized for all citizens" (Article 124). Article Twelve of the 1918 Soviet Constitution decrees that no church or religious organization "shall enjoy the rights of judicial person." Instruction of children under age 18 in religious matters, whether in public or private, is against the law.
While the concept of separation of church and state might be implied by the First Amendment which states that "Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof....", it says nothing about the "separation of church and state." And, even if you accept the principle of the separation of church and state being implied by the First Amendment, it's implication is not there to protect Americans from religion, it is there to protect religious Americans from the government.
In their desire to promote their secular humanist philosophy using the power of government, many liberals today want to alter America's Christian heritage and replace it with the 10 Planks of Communism. They want to remove religion from our history and replace it with the Soviet doctrine of the separation of Church and State. They don't want to safeguard denominational neutrality by the state as the Founders intended, rather they want to eradicate every vestige of religion from our public institutions.
http://www.jeremiahproject.com/culture/heritage.html

The Dangers of Democracy
http://frontpagemag.com/2011/11/30/the-dangers-of-believing-in-democracy’s-magical-powers/print/

Deadly ‘Diversity’
http://frontpagemag.com/2011/11/29/deadly-diversity/print/

The Muslim Brotherhood’s “Kill the Jews” Election Platform
http://frontpagemag.com/2011/11/30/the-muslim-brotherhoods-kill-the-jews-election-platform/print/

‘Old’ Middle East Resurfacing in Cairo
Excerpt: "Tens of thousands of anti-regime protesters have been swarming in the Tahrir Square area for about a week. Police have killed about 40 and wounded hundreds....[According to Efraim Karsh], Islam remains the strongest identity framework in Egyptian society.... The Arab national dictatorships that were layered over this basic Islamic identity for the past 80 years were but a thin veneer of repression. With the fall of these dictatorships, what remains is the core Islamic underpinnings of society, and these will now come to the fore. Consequently, no democratic structures, processes or values are likely to emerge in the Arab world for many generations."
http://frontpagemag.com/2011/11/25/old-middle-east-resurfacing-in-cairo/print/

Egypt’s Massacre of Christians
"Western media coverage of the recent massacre of Coptic Christians in Cairo, Egypt—in which the military killed dozens of Christians and injured some 300—was...deplorable.... Since then, further proofs of the lies and brutality surrounding the massacre have emerged; they are compiled in the following report which consists of facts and videos from Arabic sources—many of which have not appeared in the Western media.
"This report documents: 1) the activities of the Supreme Military Council of Egypt... 2) the lies and duplicitous tactics of both the Military Council and its media mouthpiece... and 3) the anti-Christian sentiment pervading all aspects of this incident.....Several eye-witnesses, including Muslims, further stated that, to hide the 'evidence,' they saw soldiers hurling the mutilated bodies of those run over into the nearby Nile River."
http://frontpagemag.com/2011/11/03/egypt’s-massacre-of-christians/print/

Ayatollah Khamenei calls for 'Islamic power bloc' ‘West, US, Zionism weaker than ever before’
http://www.kashmirtimes.com/news.aspx?ndid=20635

Revolution News
http://www.crossroad.to/News/revolution.html

 

Saul Alinsky's Rules for Radicals
Excerpts from article at link: "Obama learned his lesson well. I am proud to see that my father's model for organizing is being applied successfully beyond local community organizing to affect the Democratic campaign in 2008. It is a fine tribute to Saul Alinsky as we approach his 100th birthday." --Letter from L. DAVID ALINSKY, son of Neo-Marxist Saul Alinsky
Obama helped fund 'Alinsky Academy': "The Woods Fund, a nonprofit on which Obama served as paid director from 1999 to December 2002, provided startup funding and later capital to the Midwest Academy.... Obama sat on the Woods Fund board alongside William Ayers, founder of the Weather Underground domestic terrorist organization....  'Midwest describes itself as 'one of the nation's oldest and best-known schools for community organizations, citizen organizations and individuals committed to progressive social change.'... Midwest teaches Alinsky tactics of community organizing."
Hillary, Obama and the Cult of Alinsky: "True revolutionaries do not flaunt their radicalism, Alinsky taught. They cut their hair, put on suits and infiltrate the system from within. Alinsky viewed revolution as a slow, patient process. The trick was to penetrate existing institutions such as churches, unions and political parties.... Many leftists view Hillary as a sell-out because she claims to hold moderate views on some issues. However, Hillary is simply following Alinsky’s counsel to do and say whatever it takes to gain power.
"Obama is also an Alinskyite.... Obama spent years teaching workshops on the Alinsky method. In 1985 he began a four-year stint as a community organizer in Chicago, working for an Alinskyite group called the Developing Communities Project.... Camouflage is key to Alinsky-style organizing. While trying to build coalitions of black churches in Chicago, Obama caught flak for not attending church himself. He became an instant churchgoer." (By Richard Poe, 11-27-07)
Opening page - Dedication
“Lest we forget at least an over-the-shoulder acknowledgment to the very first radical: from all our legends, mythology, and history... the first radical known to man who rebelled against the establishment and did it so effectively that he at least won his own kingdom — Lucifer.”
Prologue
"The Revolutionary force today has two targets, moral as well as material. Its young protagonists are one moment reminiscent of the idealistic early Christians, yet they also urge violence and cry, 'Burn the system down!' They have no illusions about the system, but plenty of illusions about the way to change our world. It is to this point that I have written this book."
1. The Purpose
In this book we are concerned with how to create mass organizations to seize power and give it to the people; to realize the democratic dream of equality, justice, peace.... "Better to die on your feet than to live on your knees.' This means revolution." p.3
"Radicals must be resilient, adaptable to shifting political circumstances, and sensitive enough to the process of action and reaction to avoid being trapped by their own tactics and forced to travel a road not of their choosing." p.6
"A Marxist begins with his prime truth that all evils are caused by the exploitation of the proletariat by the capitalists. From this he logically proceeds to the revolution to end capitalism, then into the third stage of reorganization into a new social order of the dictatorship of the proletariat, and finally the last stage -- the political paradise of communism." p.10 ...
http://www.crossroad.to/Quotes/communism/alinsky.htm

From Marx to Lenin, Gramsci & Alinsky
http://www.crossroad.to/Quotes/communism/marx-gramsci.htm

Was Marx a Satanist
http://www.crossroad.to/Quotes/communism/marx.htm

Communist Exploitation of Religion Congressional Testimony Testimony of Richard Wurmbrand
http://www.crossroad.to/Quotes/communism/communist-senate-hearing-wurmbrand.htm

An Evangelical Manifesto for an Interfaith World: Uncompromising Christians are not welcome!
http://www.crossroad.to/articles2/08/evangelical-manifesto.htm

Training Students to Rethink God's Word
http://www.crossroad.to/articles2/05/bible-literacy.htm

A More Adaptable Bible? A Critique of The Bible and Its Influence
http://www.crossroad.to/articles2/05/bible-textbook.htm

Twisting Truth through Classroom Consensus: Using the Bible to promote inter-faith "dialogue" & "common ground"
http://www.crossroad.to/articles2/TwistingTruth.html

Excerpts from UNESCO's Declaration of Principles on Tolerance
http://www.crossroad.to/Quotes/globalism/Tolerance.htm

UNESCO's Declaration on the Role of Religion in the Promotion of a Culture of Peace
http://www.crossroad.to/Quotes/globalism/declaration-on-religion.htm

Tolerance as a Tool for Transformation
http://www.crossroad.to/articles2/007/tolerance.htm

Smiling at Socialism & Scorning the Bible
“Hitler’s aim was first to move the masses and then, having pried them loose from their traditional loyalties and moralities, to impose upon them (with the hypnotized consent of the majority) a new authoritarian order of his own devising.""[2] Aldous Huxley, Brave New World Revisited, 1958
"Until last week, Carol M. Browner, President-elect Barack Obama's pick as global warming czar, was listed as one of 14 leaders of a socialist group's Commission for a Sustainable World Society [Socialist International], which calls for 'global governance' and says rich countries must shrink their economies...."[3]
"Democracy demands that the religiously motivated translate their concerns into universal, rather than religion-specific, values.... Now this is going to be difficult for some who believe in the inerrancy of the Bible as many evangelicals do...." [4]  Barack Obama
One of my early memories of post-war Norway was a shadowy concern about Russia -- our neighbor in the arctic north. Stalin coveted Norway's frost-free ports (warmed by the Gulf Stream), and many feared the snarling bear on our northern border.
In contrast, the British press simply ignored Stalin's atrocities. In his Introduction to Animal Farm, George Orwell decried the cowardly refusal of British publishers to criticize Communism -- or to publish his book:
"...it was obvious that there would be great difficulty in getting it published .... One publisher actually started by accepting the book, but after making the preliminary arrangements he decided to consult the Ministry of Information [which apparently] warned him... against publishing it. Here is an extract from his letter:
"...it might be... highly ill-advised to publish at the present time. If the fable were addressed generally to dictators and dictatorships at large then publication would be all right, but the fable does follow...so completely the progress of the Russian Soviets and their two dictators, that it can apply only to Russia.... Another thing: ...the choice of pigs as the ruling caste will no doubt give offence to many people...."[5]
Indeed it would! By 1943, Marxism had gained much favor in England, Russia was an ally in the war against Hitler, and Fabian socialism had become a powerful political movement among British elites. Like Antonio Gramsci's more subtle form of Communism, the Fabians encouraged gradualism, infiltration and deception rather than bloody revolutions.[6]
This socialist movement fanned out across Europe and into America under the lofty banner of solidarity and common good. Since those two ideals are rarely defined or candidly explained, few understand what they actually imply.
http://www.crossroad.to/articles2/009/socialism.htm

From Freedom to Servitude - Part 1: The Power and Perversions of Laws
"Watching the markets... two interlocking phrases immediately come to mind: Ordo ab Chaos, and Crisis Equals Opportunity. Ordo ab Chaos is a Latin phrase and the motto of the Thirty-Third Degree of Freemasonry.[1] It means, 'Order out of Chaos.'”[2] Carl Teichrib
"Never waste a good crisis." Hillary Clinton [see video]
"...the financial crisis will lead to the creation of a global central bank and a global single currency within 15 years."[3] Stephen Gallo
“Once a nation parts with control of its currency and credit, it matters not who makes that nation’s laws.”[4]  W.L. Mackenzie King [former Prime Minister of Canada]
http://www.crossroad.to/articles2/009/1-servitude.htm

Freemasonry in Canada
http://www.freemasonrywatch.org/freemasonry_in_canada.html
http://www.henrymakow.com/ten_issues_canadian_election_w_1.html

From Freedom to Servitude - Part 2 Service Learning through Soviet Brainwashing
"Lenin outlined a program for an active participation by both children and adolescents in the building of socialism.... Socially useful work should serve as a school of collectivism."[1] Nadezhda Krupskaya, Lenin's widow and fellow-revolutionary
"...expand and strengthen service-learning programs through year-round opportunities ... in order to renew the ethic of civic responsibility and the spirit of community for children and youth throughout the United States."[2] Serve America Act (GIVE, H.R.1388), signed into law on April 21.
"Brainwashing is a system of befogging the brain so a person can be seduced into acceptance of what otherwise would be abhorrent to him. ... Facts and fancy whirl round and change places."[3] Edward Hunter, Brainwashing
http://www.crossroad.to/articles2/009/2-servitude-brainwashing.htm

From Freedom to Servitude - Part 3 Deceit, Delusion and the Destruction of America
"...a concentration of world evil, of hatred for humanity is taking place and it is fully determined to destroy your society."[1] "Communism: A Legacy of Terror" by the respected Russian author, Aleksandr Solzhenitsyn, 1976.
"The Social Sciences will concern themselves with the rationalization of social control... the control of human behavior."[2] Rockefeller Foundation president Max Mason
"The federal government is likely within weeks to emerge as the principal owner of a storied U.S. corporation.... It will simultaneously serve as the company's regulator, tax collector, customer, pension backstop and lender."[3] Wall Street Journal
http://www.crossroad.to/articles2/009/3-servitude-deceit.htm

Dialectic and Praxis DIAPRAX and the End of the Ages
http://www.crossroad.to/Quotes/brainwashing/dialectic-gotcher.htm

Toward Global Socialism
http://www.crossroad.to/News/socialism.htm

Russia, China and COMMUNISM
http://www.crossroad.to/News/Russia-Gorbachev.htm

Yuri Bezmenov (ex-KJB) on Demoralization
http://www.crossroad.to/Quotes/brainwashing/2007/bezmenov.htm
Yuri Bezmenov on demoralization
http://www.youtube.com/watch?v=qlpODYhnPEo
Bezmenov on Marxists, useful idiots
http://uk.youtube.com/watch?v=dE38dLxapVo
Bezmenov on American mass media
http://www.dailymotion.com/video/k6KUDv1wzraWhwlBt1
Bezmenov on KGB interest in yoga, brainwashing
http://uk.youtube.com/watch?v=Srw3YSda1XY


The Original Introduction to Animal Farm
"If liberty means anything at all, it means the right to tell people what they do not want to hear." -- George Orwell [Eric Arthur Blair],1903-1950
[But] "In a time of universal deceit, telling the truth is a revolutionary act." George Orwell
"Tell a lie loud and long enough and people will believe it." Hitler's propaganda machine
"Every line of serious work that I have written since 1936 has been written, directly or indirectly, against totalitarianism.... Animal Farm was the first book in which I tried, with full consciousness of what I was doing, to fuse political purpose and artistic purpose into one whole." George Orwell
http://www.crossroad.to/Quotes/communism/animal-farm-intro.htm

Animal Farm by George Orwell
http://www.crossroad.to/Quotes/communism/animal-farm.htm
Entire Book:
http://gutenberg.net.au/ebooks01/0100011.txt

George Orwell's 1984   (Published in 1949)
The state says:  "War is PEACE.  Freedom is SLAVERY.  Ignorance is STRENGTH."
"During times of universal deceit, telling the truth becomes a revolutionary act." George Orwell
http://www.crossroad.to/Excerpts/books/transformation/orwell.htm

Brave New World Revisited: Propaganda under a Dictatorship
Excerpt: "What were the methods used by Hitler and Goebbels for “depriving eighty million people of independent thought and subjecting them to the will of one man”? And what was the theory of human nature upon which those terrifyingly successful methods were based? These questions can be answered, for the most part, in Hitler’s own words.... In his comments on crowds and propaganda he was writing of things he knew by firsthand experience....
As he himself said, “To be a leader means to be able to move the masses.” Hitler’s aim was first to move the masses and then, having pried them loose from their traditional loyalties and moralities, to impose upon them (with the hypnotized consent of the majority) a new authoritarian order of his own devising."[41]
Let us see what Hitler thought of the masses he moved and how he did the moving.... The first principle from which he started was a value judgment: ...Their behavior is determined, not by knowledge and reason, but by feelings and unconscious drives....To be successful a propagandist must learn how to manipulate these instincts and emotions.
“The driving force which has brought about the most tremendous revolutions on this earth has never been a body of scientific teaching which has gained power over the masses, but always a devotion which has inspired them, and often a kind of hysteria [passion] which has urged them into action. Whoever wishes to win over the masses must know the key that will open the door of their hearts.”[41-42]
Hitler made his strongest appeal to those members of the lower middle classes who had been ruined by the inflation of 1923, and then ruined all over again by the depression of 1929 and the following years. “The masses” of whom he speaks were these bewildered, frustrated and chronically anxious millions. To make them more masslike, more homogeneously subhuman, he assembled them, by the thousands and the tens of thousands, in vast halls and arenas, where individuals could lose their personal identity, even their elementary humanity, and be merged with the crowd....
Groups are capable of being as moral and intelligent as the individuals who form them; a crowd is chaotic, has no purpose of its own and is capable of anything except intelligent action and realistic thinking. Assembled in a crowd, people lose their powers of reasoning and their capacity for moral choice. Their suggestibility is increased to the point where they cease to have any judgment or will of their own. They become very excitable, they lose all sense of individual or collective responsibility, they are subject to sudden excesses  of rage, enthusiasm and panic. In a word, a man in a crowd behaves as though he had swallowed a large dose of some powerful intoxicant. He is a victim of what I have called “herd-poisoning.”...[42]
During his long career as an agitator, Hitler had studied the effects of herd-poison and had learned how to exploit them for his own purposes. He had discovered that the orator can appeal to those “hidden forces” which motivate men’s actions, much more effectively than can the writer. Reading is a private, not a collective activity. The writer speaks only to individuals, sitting by themselves in a state of normal sobriety. The orator speaks to masses of individuals, already well primed with herd-poison....[43]
Twenty years before Madison Avenue embarked upon “Motivational Research,” Hitler was systematically exploring and exploiting the secret fears and hopes, the cravings, anxieties and frustrations of the German masses. [43]
It is by manipulating “hidden forces” that the advertising experts induce us to buy their wares—a toothpaste, a brand of cigarettes, a political candidate. And it is by appealing to the same hidden forces... that Hitler induced the German masses to buy themselves a Fuehrer, an insane philosophy and the Second World War...[43]
“All effective propaganda,” Hitler wrote, “must be confined to a few bare necessities and then must be expressed in a few stereotyped formulas.” These stereotyped formulas must be constantly repeated, for “only constant repetition will finally succeed in imprinting an idea upon the memory of a crowd.”...[44]
Propaganda... teaches us to accept as self-evident matters about which it would be reasonable to suspend our judgment or to feel doubt. The aim of the demagogue is to create social coherence under his own leadership.[44] ...
http://www.crossroad.to/Quotes/communism/brave-revisited.htm

Huxley's Brave New World in 2002
http://www.crossroad.to/articles2/Brave2001.htm


Social Justice or Educational Injustice
http://www.crossroad.to/articles2/08/higgins/social-justice.htm

Hillary, Obama and the Cult of Alinsky
http://www.freerepublic.com/focus/f-news/1930836/posts


Toying with Death
"After the Jonesboro shootings, one of the high-school teachers told me how her students reacted when she told them about the shootings at the middle school. 'They laughed,' she told me with dismay. A similar reaction happens all the time in movie theaters when there is bloody violence. The young people laugh and cheer and keep right on eating popcorn and drinking pop. We have raised a generation of barbarians who have learned to associate violence with pleasure, like the Romans cheering and snacking as the Christians were slaughtered in the Coliseum."[1]
"Recently released medical studies indicate that violent video games damage the brain, possibly permanently."[3]
"Visitors at a beauty spot near Glasgow watched helplessly as three boys [aged 18, 17 and 15) forced a terrified schoolboy to fall 25ft over a cliff and then cheered as their victim plunged on to rocks below, a court heard yesterday."[2]
http://www.crossroad.to/articles2/04/toying-with-death.htm

Role-Playing Games & Popular Occultism
http://www.crossroad.to/articles2/2003/occult-rpg.htm
Twelve reasons not to see Harry Potter Movies
http://www.crossroad.to/articles2/HP-Movie.htm
Movie Magic and Unconscious Learning
http://www.crossroad.to/articles2/MovieMagic.htm
Marketing the occult Harry's impact on Christian values
http://www.crossroad.to/articles2/05/harry-movie-goblet.htm
The Deadly Magic of Potter Movies: The Order of the Phoenix is not "just fantasy!"
http://www.crossroad.to/articles2/007/phoenix-movie.htm
Harry Potter & The Order of the Phoenix: "It's only fantasy"  and other deceptions
http://www.crossroad.to/articles2/2003/phoenix.htm

Occult roots of Harry Potter magic: Harry Potter The Story Behind the Stories
http://www.crossroad.to/ask-peter/hp-overview-1.htm
Harry Potter Lures Kids to Witchcraft - with praise from Christian leaders
http://www.crossroad.to/text/articles/Harry&Witchcraft.htm

The Invisible War (Book) Index
A parable to help children recognize and resist New Age deception
http://www.crossroad.to/Books/InvWar/index.html
The Armor of God
http://www.crossroad.to/text/articles/armorofgod.html

Under the Spell of Mother Earth
http://www.crossroad.to/Books/UnderSpell/contents.htm

Index to Crossroad Articles
http://www.crossroad.to/text/articles.html

Crossroad Books Online
http://www.crossroad.to/Books/Titles.html
http://www.crossroad.to/text/1-books.htm

Harry Potter articles
"The story of Harry Potter is an allegory: It is written and packaged to look like fantasy when, in truth, it is a carefully written true description of the training and work of an initiate in an occult order." From The occult roots of Harry Potter magic
http://www.crossroad.to/articles2/007/harry-links.htm

Establishing a Global Spirituality
http://www.crossroad.to/Books/BraveNewSchools/4-Global%20Spirituality.html

Moral Relativism & Cultural Depravity: The Cause & Consequence Of Evil
http://www.crossroad.to/News/moral.html

The UN Plan for Your Mental Health
http://www.crossroad.to/text/articles/MentalHealth2-99.html

Does your 'Mental Health' meet global standards? Part 1: Legalizing Mind Control
http://www.crossroad.to/articles2/2003/1-mental.htm

Does your 'Mental Health' meet global standards? Part 2: Justifying Mind Control
How fear and conflict can be used to manage the masses
http://www.crossroad.to/articles2/2003/2-mental.htm

Character Training for Global Citizenship
http://www.crossroad.to/text/articles/ctfgc9-98.html

Sex Ed and Global Values
http://www.crossroad.to/text/articles/sexed9-98.html

"Mental Health" & Brainwashing
http://www.crossroad.to/Quotes/1index.html#mind

National ID Cards
http://www.jeremiahproject.com/newworldorder/nationid.html

UNESCO: Its purpose and Its Philosophy
http://www.crossroad.to/Quotes/globalism/julian-huxley.htm

The Club of Rome
http://www.jeremiahproject.com/newworldorder/club-of-rome.html

The Illuminati
http://www.jeremiahproject.com/newworldorder/nworder02.html
The Illuminati - Proofs of a Conspiracy
http://www.sacred-texts.com/sro/pc/index.htm
http://www.sacred-texts.com/sro/pc/pc.pdf

The Skull and Bones Society
http://www.jeremiahproject.com/newworldorder/nworder03.html

Bilderbergers - New World Order
http://www.jeremiahproject.com/newworldorder/nworder04.html

The United Nations
Less than 20 years after the Council on Foreign Relations (CFR) was founded, World War II had arrived and once that war was over, America was ready to join "the League of Nations."
The United Nations' 18 acres of prime Manhattan land was donated by the Rockefeller family (the CFR's chairman is David Rockefeller).
America sat down in San Francisco with Alger Hiss and joined the United Nations, the successor to the League of Nations - Alger Hiss, a charter member of the CFR; Alger Hiss, whose sympathy with communism can no longer be denied.
The U.N. Charter and constitution is a thin paraphrasing of the Soviet model which Alger Hiss borrowed from when he coauthored it. The U.N. constitution is therefore a Marxist socialist paradigm.
http://www.jeremiahproject.com/newworldorder/nworder05.html

The Council on Foreign Relations (CFR)
http://www.jeremiahproject.com/newworldorder/nworder06.html

The Trilateral Commission
http://www.jeremiahproject.com/newworldorder/nworder07.html

FEMA - New World Order
http://www.jeremiahproject.com/newworldorder/nworder08.html

The Secret Origins Of Skull & Bones
http://www.meta-religion.com/Secret_societies/Groups/Order_of_Skull/index.html

America's Secret Establishment: An Introduction to The Order of Skull & Bones
http://www.crossroad.to/Quotes/reinventing-government/skull-sutton.htm

Bush, Beliefs, and Elusive Bonesmen: Spreading universalism through dialectic thinking
http://www.crossroad.to/articles2/007/pluralism-5-bush.htm

The North American Union
http://www.crossroad.to/articles2/007/cuddy/cuddy-north-american-union.htm

The Communist / Capitalist Alliance - Part 1
http://www.crossroad.to/Quotes/globalism/monteith/1-communist-capitalist-2007.htm

Letter from Honduras What REALLY happened
http://www.crossroad.to/articles2/009/honduras.htm

The European Union A British View
http://www.crossroad.to/articles2/forcing-change/08/eu-abbott.htm

The New European Soviet
http://www.crossroad.to/Quotes/globalism/regionalism/soviet-eu.htm

What is the relationship between the Federal Reserve Act and the Federal Income Tax?
http://www.jeremiahproject.com/trashingamerica/federal-reserve.html

Bilderbergers Planned Kosovo War in 1996
http://www.jeremiahproject.com/newworldorder/nworder04a.html

The Assault on Values in America
http://www.jeremiahproject.com/trashingamerica/values.html

Manufactured Prosperity
What is Money? As important as money is to most people, most of us take for granted this valuable resource without giving thought to what it really is, where it comes from, or how it works.
http://www.jeremiahproject.com/newworldorder/prosper.html

Marriage Tax Penalty
http://www.jeremiahproject.com/newworldorder/marriagetax.html

National Lawyer Enrichment Program
http://www.jeremiahproject.com/newworldorder/attorney.html

The Radical Roots of the World Health Organization (WHO)
"The Re-establishment of Peacetime Society"
http://www.crossroad.to/Quotes/globalism/chisholm.htm

Rapid Reaction against UN Foes
http://www.crossroad.to/text/articles/rapid-reaction99.htm

Trading U.S. Rights for UN Rules
A report on President Clinton's Executive Order 13107:
"The Implementation of Human Rights Treaties" (signed 12-10-98)
http://www.crossroad.to/text/articles/turfur12-98.html

Arguments for the New World Order
This New World Order is anticipated with hope by an elite few operating in the shadows of history and far from public view. While these insiders have avoided the spotlights, others have been thrust to the forefront to evangelize the world with its message of planetary survival and has been heralded by a multitude from among the world's most esteemed and renowned leaders in every field.
The plan of these global elites to set up their New World Order is to first create a series of problems (or crises) followed by a predictable reaction of the population demanding a solution, and then setting up a global scientific dictatorship to provide the solution. The process is the Hegelian dialectic, or what has been called Problem-Reaction-Solution.
The arguments calling its existence are formidable.
Salvation from Disaster
"John Lennon came up with the consummate creedal statement and description of what a New World Order would be like in his famous song, "Imagine." Lennon entreats the world to imagine with him no heaven, no countries, all people living in peace as one brotherhood of man, with the final and only option if it is to survive, a world united as one." (Tal Brooke, When The World Will Be As One, pg. 12)
The word "survival" is never far from the lips of those who wish to impose state power in order to protect us from disaster, named or unnamed...
http://www.jeremiahproject.com/newworldorder/nwoarguments.html

Another "Crisis" in America
To help complacent Americans accept the collectivist New World Order and new government intrusions into their private lives, Collectivist propagandists are busy instilling fear of just about every crisis they can conjure up into the minds of a dumb downed American populace.
http://www.jeremiahproject.com/newworldorder/crisis-in-america.html

The Global Political Awakening and the New World Order
The Technological Revolution and the Future of Freedom, Part 1
http://www.globalresearch.ca/index.php?context=va&aid=19873

Revolution and Repression in America
The Technological Revolution and the Future of Freedom, Part 2
http://globalresearch.ca/index.php?context=va&aid=19951

New Eugenics and the Rise of the Global Scientific Dictatorship
The Technological Revolution and the Future of Freedom, Part 3
http://www.globalresearch.ca/index.php?context=va&aid=20028

Humanist Manifesto I
http://www.jeremiahproject.com/culture/manifesto1.html
Humanist Manifesto II
http://www.jeremiahproject.com/culture/manifesto2.html
Liberalism-Modernism
http://www.jeremiahproject.com/culture/view_liberalism.html

Justice Redefined
http://www.jeremiahproject.com/prophecy/justice.html

Death in the Schoolyard: School Violence
It's becoming all too common: Children killing children at school.
Americans, fed by the liberal media continue to grapple with why these young teens can turn from "just a normal kid" to a cold blooded murderer. With each tragedy it seems everyone keeps asking the same question... why?
And they never seem to figure it out. They simply don't have a clue as to what is going on around them? Sadly, when the shock wears off after a few days or weeks, most Americans simply stick their heads back into the sand leaving the problem with liberal social engineers and socialist lawmakers.
Tune in to the TV talk shows or listen to the news casts and it sounds like everyone has an opinion, but few are willing to offer any kind of reliable answer. Barbara Walters justs sits dumbfounded and empty-headed as she reads from the teleprompter about the latest killing. But she has no idea what's going on. Geraldo Rivera asks, “where do these kids get the idea that life is cheap?” Is he kidding -- does he really not know?
Virginia Tech President, Dr Charles Steger, said following what the media is calling the deadliest shooting rampage in modern U.S. history, "I'm really at a loss for words to explain or to understand the carnage that has visited our campus."
School administrators don't have a clue and the mainstream media certainly doesn't have a clue. They all simply refuse to address the real problems for fear of offending someone, losing grant money, or losing advertising revenues.
A Liberal Thought: Criminals are not responsible for their behaviors if they are: (A) poor (B) from a broken, dysfunctional family (C) disadvantaged minorities.
http://www.jeremiahproject.com/prophecy/schoolyard.html

Children With Guns Don't Kill People
Children with NO MORAL VALUES kill people. There are many factors in the increase in crimes committed by students beyond what our learned liberal social scientists understand. Listen to the pundits on TV and other media and you'll quickly discover they haven't got a clue. Or perhaps, they do but since it doesn't fit their collectivist agenda, they choose to ignore them. They all simply refuse to address the real problems for fear of offending someone, losing grant money, or losing advertising revenues.
Let me suggest some rather unpopular and politically incorrect reasons for the rise of violence among the youth and who shares in the responsibility.
http://www.jeremiahproject.com/prophecy/nomorals.html

Who are responsible for the rise in violence and moral decay of our society?
http://www.jeremiahproject.com/prophecy/whosresponsible.html

Short Stories for Christian Children Teaching Biblical Values
http://www.jeremiahproject.com/culture/values/index.html

The Feminist Movement
http://www.jeremiahproject.com/prophecy/feminist.html

Divorce, Remarriage, and Adultery
http://www.jeremiahproject.com/culture/divorce.html

The Impact of Feminism on the Family
http://www.jeremiahproject.com/prophecy/feminist2.html

Social Class Warfare in America
http://www.jeremiahproject.com/newworldorder/class-warfare.html

Socialists in the House: the Progressive Caucus
Liberal, Socialist, Progressive, Collectivist... What's the Difference?
http://www.jeremiahproject.com/trashingamerica/progressive.html

Christian Financial Stewardship
http://www.jeremiahproject.com/culture/stewardship.html

The Homosexualization of America
http://www.jeremiahproject.com/culture/homosex1.html

AIDS Misinformation
http://www.jeremiahproject.com/culture/aids1.html
The Homosexual Agenda
http://www.jeremiahproject.com/trashingamerica/homosexrights.html
Affirmative Action for Homosexuals
Another part of the political agenda of the homosexual movement is the strategy to paint themselves as disadvantaged in need of protection and the target of extremist "hate" groups.
http://www.jeremiahproject.com/trashingamerica/enda.html

Why Bill Clinton was BAD for America
http://www.clintonmemoriallibrary.com/socialist_agenda.html

The New World Order in Bible prophecy
http://www.jeremiahproject.com/newworldorder/index.html

The Hegelian Dialectic
To better understand the New World Order strategy behind the crises we experience, it important you first understand “Problem-Reaction-Solution” or the “Hegelian Dialectic” from the German philosopher.
http://www.jeremiahproject.com/newworldorder/hegelian-dialectic.html


World Views
http://www.jeremiahproject.com/culture/worldviews.html

Devaluation of Life through Abortion
http://www.jeremiahproject.com/culture/life1.html
The Real Inconvenient Truth
http://www.jeremiahproject.com/culture/articles/real-inconvenient-truth.html
Partial Birth Abortion
http://www.jeremiahproject.com/culture/partbirthabortion.html
Bill Clinton The Abortion President
http://www.clintonmemoriallibrary.com/clint_abort.html

The Emergence of a One World Religion -Signs of the End Times and the Spread of Ecumenism
http://www.jeremiahproject.com/prophecy/ecumenism.html

From Parental Rights to Global Control, Part 1 The UN Seizure of Parental Rights
Excerpts: “...some opponents of Humanism have accused us of wishing to overthrow the traditional Christian family. They are right. That is exactly what we intend to do.”[1] The British Humanist Association,1969
"...if you give me any normal human being and a couple of weeks, ...I can change his behavior from what it is not to whatever you want it to be.... I can turn him from a Christian into a Communist.... We can control behavior.”[2] Psychology Professor James McConnell, 1966
"Article 13. "The child shall have the right to freedom of expression; this right shall include freedom to seek, receive and impart information and ideas of all kinds, regardless of frontiers...."[3] Convention on the Rights of the Child
"Beware lest anyone cheat you through philosophy and empty deceit, according to the tradition of men, according to the basic principles of the world, and not according to Christ."  Colossians 2:6-8
Don't be deceived! The twenty-year-old Convention on the Rights of the Child (CRC) has little to do with personal rights. It has everything to do with changing values and undermining the traditional family. Since it transfers parental authority to the state, Christian children are legally free to reject safe family guidelines. The state will back their choice!  As Hillary Clinton wrote back in the nineties, "It Takes a Village!"
This process started long ago. Its milestones include the birth of the United Nations in 1945 and, starting in 1948, its "consultative" relationships with the new World Federation for Mental Health. The Federation's founding document, "Mental Health and World Citizenship," exposed the mind-changing agenda behind the social sciences:
http://www.crossroad.to/articles2/009/1-family.htm
Mandatory Training in Orwellian Thinking
http://www.crossroad.to/articles2/009/2-family.htm
Assaults on Faith and Family - Part 3 The Ominous Success of Re-Education
http://www.crossroad.to/articles2/009/3-family.htm
Elian Starts Re-Education at Globalist Aspen Institute
http://www.crossroad.to/text/articles/Aspen.htm
Elian's Future in a Totalitarian State
"Please note that [Elián's] teacher has arrived and today, in America, in complicity with our Justice Department and our President, they will begin to transform the personality of little Elián into that of "little Elián, the communist, the marxist, the revolutionary.' He will hate the United States forever and will declare in front of CNN that his mother kidnapped him and that he is ashamed that she was a counter revolutionary. Just wait and see.
"Take note American families. They are doing this to your children, so that the government can govern via polls, not via votes. Right out of the manual of Mein Kampf."
Letter from Juan A. Granados, Publisher, Cuba Free Press, [2] April 27,2000,
http://www.crossroad.to/text/articles/Elian.html

A Chronology of the UN The Revolutionary Steps to Global Tyranny
http://www.crossroad.to/Excerpts/chronologies/un.htm

The Hidden Control of the Council on Foreign Relations (CFR)
http://www.crossroad.to/Quotes/globalism/cfr.htm

Reinventing the World
Part 1: The Seamless Communitarian System
Strange new labels have begun to define our schools, workplaces, clinics and other institutions. We all hear them, but few understand them: OBE, STW, TQM, CGM, PDC, HMO, Third Way.... What do they really mean? How will they change our institutions and affect our lives?  Are they part of a local agenda or do they point to a global management system? Finally, the most important question, who defines the terms and sets the standards?
The answers are complex, but these true stories offer some simple views of the problem...
http://www.crossroad.to/articles2/Reinvent1.htm
The Mind-Changing Dialectic Process
Training the masses to think collectively and serve a Greater Whole
http://www.crossroad.to/articles2/Reinventing2.htm
Managing the Masses through Global Standards and continual Assessments
http://www.crossroad.to/articles2/Reinventing3.htm

"Participatory" Communitarianism (The Third Way)
[Capitalism + Communism = Communitarianism]
http://www.crossroad.to/News/communitarianism.html

Communitarianism: A Third Way to a Good Society
http://www.crossroad.to/Quotes/reinventing-government/third_way.htm

What the Communitarians Stand For
http://www.crossroad.to/Quotes/communitarian/niki.htm
http://www.crossroad.to/Quotes/reinventing-government/niki-communitarians.htm

The Hard Road to World Order
http://www.crossroad.to/Quotes/globalism/2009/nwo-gardner.htm


Glossary of Communitarian Words
http://www.crossroad.to/glossary/communitarianism.htm

Global Management System
http://www.crossroad.to/News/global.htm

The Globalization Strategy America and Europe in the Crucible
http://www.crossroad.to/articles2/006/teichrib/globalization-strategy.htm

George Bush & The New World Order
http://www.crossroad.to/Quotes/globalism/bush-nwo.htm

The UN Plan for Global Migration
http://www.crossroad.to/articles2/006/migration-un.htm

The emerging New World Order
http://www.crossroad.to/articles2/006/migration-2.htm

Faith-Based Partnerships Ban Truth & Freedom
Selling our souls in the name of service?
http://www.crossroad.to/articles2/009/faith-based-partnership.htm

Local Agenda 21- The U_N_ Plan for Your Community
http://www.crossroad.to/text/articles/la21_198.html

Migration, Regionalism & Global Management
http://www.crossroad.to/News/regionalism.htm

 

Total Quality Management
http://www.crossroad.to/Quotes/TQM.html

The Mind-Changing Dialectic Process: Training the masses to think collectively and serve a Greater Whole
"...absolute behavior control is imminent.... The critical point of behavior control, in effect, is sneaking up on mankind without his self-conscious realization that a crisis is at hand. Man will... never self-consciously know that it has happened." [1]  Raymond Houghton, To Nurture Humaneness, ASCD (curriculum arm of the NEA), 1970
http://www.crossroad.to/articles2/Reinventing2.htm

Managing The Masses Through Global Standards And Continual Assessments
Remember the Communitarian THREE-LEGGED STOOL: A mandatory partnership between the public sector (government), private sector  (business), and social sector (community, churches, etc.) -- managed through Global Standards and laws established by national and international governments. This Communitarian system is fast leading the masses into a web of control involving food, [mental] health, beliefs, values, lifestyles, etc.
http://www.crossroad.to/articles2/Reinventing3.htm

COMMUNITARIANISM: A Third Way to a "Good Society"*
-- Not Communism, not Capitalism, but Communitarianism --
http://www.crossroad.to/Quotes/communitarian/third-way.htm

No Room for God: Reviving the 'Science' of 'Re-education'
http://www.crossroad.to/articles2/009/re-education.htm

Bloody Utopian Dreams, Part I Hammer and Sickle
http://www.crossroad.to/articles2/05/teichrib/utopian-dreams-1.htm
Bloody Utopian Dreams, Part 2 The Enigma of the Third Reich
http://www.crossroad.to/articles2/05/teichrib/utopian-dreams-2.htm
Bloody Utopian Dreams, Part 3 The Politics and Religion of Population Control
http://www.crossroad.to/articles2/05/teichrib/utopian-dreams-3.htm

http://www.forcingchange.org/

 

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You need to turn the volume down on this but it is worth seeing to get a just a glimpse of what is going on and how widespread it is.   They have signs and hand shakes, etc. to let each other know who they serve.
Hidden Illuminati hand signs: Luciferianism in America
http://www.youtube.com/watch?v=qhCWEMQIwgQ&feature=related

Unfortunately all of the horses are from the same stable and the same owner/controller.  You like Newt?  Well check out his attendance at B Grove.  That is enough to not vote for him.  Both Bushes, Reagan, Nixon, etc. all attended B Grove. Their God is not the same God you and I  worship.  B Grove is a place to worship the God of this world not the one true God-Creator of the heavens and earth.  R Paul is also a fraud.  They make sure ALL of the candidates are theirs so that no matter who wins THEY win.  When G W Jr. won over John Ker rythey were laughing as it didn't matter which one won because both boys were theirs!  Romney, Newt,  Perry, B Hussein O, etc. are all theirs. The bickering is for our benefit and it does fool most of the people.
Record numbers of our military and police force are committing suicide.  Why do you think that is?
www.vaticanassassins.org

Barack Hussien Obama, Jr.:
-All the answers as a candidate;
-No solutions as the president!
 
"A taxpayer voting for Barack Obama is like a chicken voting for Colonel Sanders."
--Bud Gregg
 
"If you voted for Obama in 2008 to prove you're not a racist you'll have to vote for someone else in 2012 to prove you're not stupid!"

Ineptocracy (in-ep-toc’-ra-cy) - a system of government where the least capable to lead are elected by the least capable of producing, and where the members of society least likely to sustain themselves or succeed, are rewarded with goods and services paid for by the confiscated wealth of a diminishing number of producers.
See: Obama Administration, 2009-2013
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Anyone who has On Star on their vehicles had better read this and pass it along to friends and family member who do.
Something all Government Motors vehicle owners and other "On Star" users need to read.
Big Brother takes Invasion of privacy another a step forward.
http://www.zdziarski.com/blog/?p=1270
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Watch this video and watch it TWICE so it sinks in how they operate and what is next...
"They" give clues through movies and cartoons beforehand (as in "before" the event happens) and they use their own symbols including the eye and they will inject it in all sorts of places such as pictures on a wall in a movie, etc.  I have seen their symbols on cartoons like Simpsons and Tom & Jerry, and many more.  They own everything-hollywood, all big corps, etc.  They control everything. We musn't forget they gave similar clues prior to nine one one before it happened and now they are doing it again...
"All we need is the right major crisis, and the nations will accept the New World Order" -- David Rockefeller
http://tinyurl.com/7qmsolw
http://www.vaticanassassins.org/2011/11/black-popes-wicked-masonic-illuminati-planning-terrorist-events-in-london-2012/
http://www.youtube.com/watch?v=R6yqEN7ANBw&feature=related
http://www.youtube.com/watch?v=fzvcdgHAauM&feature=related
http://www.youtube.com/watch?v=FBp6OPlrl1g&feature=related  (this cartoon aired on Sept 21, 1997)
http://www.youtube.com/watch?v=wPZTXB9sSR4&feature=related  (another way is using comic books like this 10 years in advance-they plan their deeds years and years in advance)
http://www.vaticanassassins.org/2009/08/jesuit-ruled-cfr/
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Lindsey Williams - 2012 The Beginning of The End - Full 3 DVD Set - October 2011
This is the entire 3 DVD set by Lindsey Williams in one video. It is titled, "2012 The Beginning of The End." It was made available in October 2011. It is over 3 hours long.
http://www.youtube.com/watch?v=ZA4Pu7af58c
http://sgtreport.com/2011/11/exclusive-lindsey-williams-the-2012-agenda-the-fall-of-the-new-world-order/
Lindsey Williams: The 2012 Agenda & The Fall of the New World Order - Part 1
This is part one of my new 2-part interview with pastor Lindsey Williams.
http://www.youtube.com/watch?v=LuZ8DcXaakQ&feature=player_embedded
Here's Part 2:
http://www.youtube.com/watch?v=IJelt7PEHjk

Here's Lindsey's website:
http://prophecyclub.com/
Here's mine:
http://sgtreport.com/
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Lindsey Williams: U.S. Default, Gold & Silver and the NWO [Part 1 of 3]
It is my hope, given Lindsey William's 55-years of experience as a Pastor, that this interview will be utilized as the valuable tool it is, to wake up those you care about most. -- SGT
http://www.youtube.com/watch?v=dlqxwXGDQPw

The latest from Lindsey:
Part 1: http://www.youtube.com/watch?v=edeJcM98Jmk&feature=related
Part 2:  http://www.youtube.com/watch?v=SqkUjxenMDY&feature=related
Part 3: http://www.youtube.com/watch?v=v5u-BJiftIk&feature=related
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Detainment Camps Going Live: FEMA Seeking Subcontractors to Provide “Temporary Camp Services” In All 50 States
By Mac Slavo On December 7, 2011
For the better part of two decades FEMA detention camps were believed to be a figment of tin foil hat wearing conspiracy theorists. As more information over the years has been made available through alternative news researchers like Alex Jones in his full length documentary Police State 4 [1] and former governor Jesse Venutra’s FEMA camp exposé [2], it is becoming increasingly clear that the government has been taking steps for quite some time to ensure a rapid and effective response in the event of a national disaster or U.S. military deployment on American soil.
As many of our readers know, the U.S. Senate recently passed the National Defense Authorization Act [3], which, it has been argued, authorizes the establishment of domestic war zones and the subsequent detention of those who are suspected of engaging in terrorist-related activity - including, arguably, U.S. citizens. What you may not know, however, is that just days after the passage of the act reports are surfacing that the Federal Emergency Management Agency, under the auspices of the Department of Homeland Security, is requisitioning private contractors to provide services for government, defense & infrastructure pertaining specifically to FEMA activities with respect to emergency services.
At first glance, this may seem like no big deal. Why shouldn’t the government prepare for emergencies?
However, a review of an email made available through Info Wars [4] from Kellogg, Brown & Root Services (KBR), a subsidiary of mega government contractor Haliburton, notes that the contracting opportunities available through the government and KBR are specifically for “temporary camp services and facilities.”
Key Excerpts from the email and Project Overview [5]:
-Kellogg, Brown and Root Services (KBR) is seeking subscontractors on a national basis to provide temporary camp services and facilities as part of its current and future emergency services contracts for the Federal Emergency Management Agency (FEMA), U.S. Army Corps of Engineers (USACE), and state/local government agencies.
-The continental US will be broken up into five regions – Services will be required in each State within each region.
-Establish services listed below within 72 hours for initial set-up and respond within 24 hours for incremental services. This is a CONTINGENCY PROJECT and it should be stressed that lead times will be short with critical requirements due to the nature of emergency responses. Subcontractors must be flexible and able to handle multiple, shifting priorities in an emergency environment.  Supply lines needed must be short but not necessarily pre-positioned.
-The personnel on site to be covered by these services will depend on the size and scope of the recovery effort, but for estimating purposes the camp will range in size from 301 to 2,000 persons for up to 30 days in length.
The full RFI from KBR is available for your perusal via SHTFplan [5] and details, among other things, the host of services that are required for temporary camp facilities:
•Catering Services
•Temporary Fencing and Barricades
•Hand Washing Stations
•Laundry Services
•Medical Services
•Office Trailers / Administration Areas
•Potable Water
•Power Generation, Fuel Delivery / Supply and Electrical Distribution
•Refuse Collection
•Shower and Toilet
•Tentage, Flooring, Electrical & HVAC
•Waste Water Removal
For all intents and purposes, FEMA / DHS is now activating camps across the nation – in all 50 states – and ramping them up for detainment if and when the need arises.
Security, while not mentioned in the KBR release, is an issue addressed previously under guidance of the U.S. military. In an August 2009 report we highlighted that the Army is Hiring for Internment/Resettlement Specialists [6], in which we noted:
It seems that the US Government is preparing for a high volume of military prisoners. We suspect these will not be foreign nationals, as we either kill them or detain them outside of the USA. So, one must conclude that these corrections, interment and resettlement specialists will be supervising US citizens. The military is calling them internment camps or resettlement camps. Back in World War II they were called by a different name.
Additionally, we have learned over the last couple of years that FEMA has  requisitioned manufacturers for 140 Million Packets of Food, Blankets, and Body Bags [7], while the U.S. military is Actively War Gaming ‘Large Scale Economic Breakdown’ and ‘Civil Unrest’ [8] which includes training for over 20,000 US military personnel for contingencies that may include riots and/or mass detentions [9].
While mainstream media will not report this, and most of the population will either ignore it or chalk it off as being once again blown out of proportion by the alternative news sphere, the evidence is right in front of us – it is overwhelming and very compelling.
Our government is, without a doubt, preparing for an event(s) that will likely result in the mass detentions of tens of thousands of individuals across the entire United States.
http://www.shtfplan.com/headline-news/detainment-camps-going-live-fema-seeking-subcontractors-to-provide-temporary-camp-services-in-all-50-states_12072011
Article printed from SHTF Plan – When It Hits The Fan, Don't Say We Didn't Warn You: http://www.shtfplan.com
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"Anyone that would take the time to go to www.vaticanassassins.org and read up will get the real truth-very horrific.  Again, I will say it again, if I were not a believer in Jesus Christ and know with certainty that my eternity is secure, I would be shaking in my shoes.   Most everything Am eric an citizens believe is a lie-we have been duped for centuries and every pre s i dent for that long has been in league with our enemies even the ones we were certain were "good".
The Vatican owns everything and is behind everything.  But God will bring justice and destroy all evil.  They can "own" by body, my property and possessions but never my soul.  Amen."
http://www.vaticanassassins.org

"SHEEPLE ALERT
Pretty much tells us exactly where we are. Thanks be to God that He is still on the throne or I would be scared stiff.
While the lower class stand in line for hours and hours (even overnight!) and then practically kill each other to save a few fiat ponzi bucks at the local China-Mart, they are at least practicing for when they have to stand in line for slop at the local fema camp when their liberties are completely gone-SOON. Well, that is if they are even fed slop-they may not even be fed-that is the more likely scenario. (shudder) If they do this much harm to each other over a cheap trinket can you imagine what will happen when their welfare is cut off?
I send this out not for the fear factor, but that we are getting very close to the returning of our Lord."
www.theburningplatform.com

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The Obama Deception HQ Full length version
http://infowars-shop.stores.yahoo.net/obdedvd.html
The Obama Deception is a hard-hitting film that completely destroys the myth that Barack Obama is working for the best interests of the American people.
The Obama phenomenon is a hoax carefully crafted by the captains of the New World Order. He is being pushed as savior in an attempt to con the American people into accepting global slavery.
We have reached a critical juncture in the New World Order's plans. It's not about Left or Right: it's about a One World Government. The international banks plan to loot the people of the United States and turn them into slaves on a Global Plantation.
Covered in this film: who Obama works for, what lies he has told, and his real agenda. If you want to know the facts and cut through all the hype, this is the film for you.
Watch the Obama Deception and learn how:
- Obama is continuing the process of transforming America into something that resembles Nazi Germany, with forced National Service, domestic civilian spies, warrantless wiretaps, the destruction of the Second Amendment, FEMA camps and Martial Law.
- Obama's handlers are openly announcing the creation of a new Bank of the World that will dominate every nation on earth through carbon taxes and military force.
- International bankers purposefully engineered the worldwide financial meltdown to bankrupt the nations of the planet and bring in World Government.
- Obama plans to loot the middle class, destroy pensions and federalize the states so that the population is completely dependent on the Central Government.
- The Elite are using Obama to pacify the public so they can usher in the North American Union by stealth, launch a new Cold War and continue the occupation of Iraq and Afghanistan.
http://www.youtube.com/watch?v=eAaQNACwaLw&feature=related

EndGame HQ full length version
Get the DVD at: http://infowars-shop.stores.yahoo.net/endgamedvd.html
For the New World Order, a world government is just the beginning. Once in place they can engage their plan to exterminate 80% of the world's population, while enabling the "elites" to live forever with the aid of advanced technology. For the first time, crusading filmmaker ALEX JONES reveals their secret plan for humanity's extermination: Operation ENDGAME.
Jones chronicles the history of the global elite's bloody rise to power and reveals how they have funded dictators and financed the bloodiest wars—creating order out of chaos to pave the way for the first true world empire. * Watch as Jones and his team track the elusive Bilderberg Group to Ottawa and Istanbul to document their secret summits, allowing you to witness global kingpins setting the world's agenda and instigating World War III. * Learn about the formation of the North America transportation control grid, which will end U.S. sovereignty forever. * Discover how the practitioners of the pseudo-science eugenics have taken control of governments worldwide as a means to carry out depopulation. * View the progress of the coming collapse of the United States and the formation of the North American Union.
http://www.youtube.com/watch?v=x-CrNlilZho&feature=relmfu


Fall of the Republic HQ full length version
Order the DVD at: http://infowars-shop.stores.yahoo.net/faofreprofba.html#order
Fall Of The Republic documents how an offshore corporate cartel is bankrupting the US economy by design. Leaders are now declaring that world government has arrived and that the dollar will be replaced by a new global currency.
President Obama has brazenly violated Article 1 Section 9 of the US Constitution by seating himself at the head of United Nations' Security Council, thus becoming the first US president to chair the world body.
A scientific dictatorship is in its final stages of completion, and laws protecting basic human rights are being abolished worldwide; an iron curtain of high-tech tyranny is now descending over the planet.
A worldwide regime controlled by an unelected corporate elite is implementing a planetary carbon tax system that will dominate all human activity and establish a system of neo-feudal slavery.
The image makers have carefully packaged Obama as the world's savior; he is the Trojan Horse manufactured to pacify the people just long enough for the globalists to complete their master plan.
This film reveals the architecture of the New World Order and what the power elite have in store for humanity. More importantly it communicates how We The People can retake control of our government, turn the criminal tide and bring the tyrants to justice.
A film by Alex jones
http://www.youtube.com/watch?v=VebOTc-7shU&feature=relmfu

Invisible Empire A New World Order Defined Full
Jason Bermas presents Invisible Empire: A New World Order Defined produced by Alex Jones. The film can be ordered here http://infowars-shop.stores.yahoo.net/inemnewwoord.html
http://www.youtube.com/watch?v=NO24XmP1c5E&feature=relmfu

"GLOBAL WARMING" Links:
Climate-Gate (Alex Jones)
http://www.infowars.com
Hackers break into University emails and uncover the global warming conspiracy. Mainstream media is whitewashing this story -- so it is up to us to get this info out! Link to this video, Digg it, make your own responses, tweet, and do everything you can to expose this international conspiracy.
http://www.youtube.com/watch?v=OPQIm9yXA1I&feature=mfu_in_order&list=UL
http:/