This is a must read book for anyone who has children in public school. It shows that what has happened to American education was no accident, but a long planned out strategy.
1762: Emile buy Jean-Jacques Rousseau: In this book Rousseau promoted child centered "permissive education" in which a teacher "should avoid strict discipline and tiresome lessons." Both Rousseau and Swiss educator Johann Heinrich Pestalozzi believed that the "whole child" should be educated by "doing," and that religion should not be a guiding principle in education, a theme we shall see repeated over the next 238 years. (page 2)
1908: In 1908 Italian Educator, the late Maria Montessori, developed a method of teaching - relying on guidance and training of senses rather than more rigid control of children's activities - which would very influential throughout the rest of the century.
Montessori opened her first Casa dei Bambini (Montessori school) in Rome in 1907. She created a classroom climate in which her belief that a child's "individual liberty" would be violated "if two children want the same material" and are not "left to settle the problem for themselves" or by forcibly removing a misbehaving child from a group. Montessori, much like Rudolph Steiner of Germany, taught that each child is already a perfectly developed adult human being and that through her educational process "the incarnating child" can find his own place in the cosmos. It should be noted that at one time Benito Mussolini was president of the Montessori Society of Italy. (page 8-9)
1928: A deliberate math "dumb down" was seriously discussed in 1928. A teacher named O.A. Nelson, John Dewey, Edward Thorndike (who conducted early behavioral psychology experiments on chickens), and other Council on Foreign Relations members attended a Progressive Education Association meeting in 1928 at which O. A. Nelson was informed that the purpose of "new math" was to dumb down students. Nelson revealed in a later interview with Young Parents Alert that the Progressive Education Association was a communist front. According to the National Educator (July 1979):
Mr. O. A. Nelson, retired educator, has supplied the vitally important documentation needed to support the link-up between the textbooks and the Council on Foreign Relations. His letter was first printed in "Young Parents Alert" (Lake Elmo, Minnesota). His story is self-explanatory.
I know from personal experience what I am talking about. In December 1928, I was asked to talk to the American Association for the Advancement of Science. On December 27th, naïve and inexperienced, I agreed. I had done some special work in teaching functional physics in high school. That was to be my topic. The next day, the 28th, a Dr. Ziegler asked me if I would attend a special educational meeting in his room after the AAAS meeting. We met from 10 o'clock [p.m.] until after 2:30 a.m.
We were 13 at the meeting. Two things caused Dr. Ziegler, who was chairman of the Educational Committee of the Council of Foreign Relations, to ask me to attend my talk on the teaching of functional physics in high school, and the fact that I was a member of a group known as the Progressive Educators of America, which was nothing but a Communist front. I thought the word "progressive" meant progress for better schools. Eleven of those attending the meeting were leaders in education. Drs. John Dewey and Edward Thorndike, from Columbia University, were there, and the others were of equal rank. I checked later and found that ALL were paid members of the Communist Party of Russia. I was classified as a member of the Party, but I did not know it at the time.
The sole work of the group was to destroy our schools! We spent one hour and forty-five minutes discussing the so-called "Modern Math." At one point I objected because there was too much memory work, and math is reasoning; not memory. Dr. Ziegler turned to me and said, "Nelson, wake up! That is what we want a math that the pupils cannot apply to life situations when they get out of school!" That math was not introduced until much later, as those present thought it was too radical a change. A milder course by Dr. Beckner was substituted but it was also worthless, as far as understanding math was concerned. The radical change was introduced in 1952. It was the one we are using now. So, if pupils come out of high school now, not knowing any math, don't blame them. The results are supposed to be worthless. (page 14-15)
1932: Professor George Counts of Columbia University Teachers College wrote Dare the School Build a New Social Order? (John Day Company: New York, 1932). He and many other American educators traveling back and forth to Russia became completely convinced that the Soviet Communist system was the ultimate system. Counts was deeply involved in, and a member of, the Carnegie Foundation-financed Commission on the Social Studies which produced the American Historical Association's Conclusions and Recommendations: Report of the Commission on Social Studies in 1934. He was also the author of The American Road to Culture series (Quinn and Broden, Co., Inc.; Rahway, N.J., 1930-1934) and the Soviet Challenge to America (John Day Co,: New York, 1931). Excerpts from this entry's major focus, Counts's Dare the School Build a New Social Order?, follow:
If property rights are to be diffused in industrial society, natural resources and all important forms of capital will have to be collectively owned This clearly means that, if democracy is to survive in the United States, it must abandon its individualistic affiliations in the sphere of economics Within these limits, as I see it, our democratic tradition must of necessity evolve and gradually assume an essentially collectivistic pattern. (page 18-19)
1939: Mein Kampf by Adolph Hitler (Stackpole Sons Publishers: Germany, 1939) wwas published. Excerpts follow:
Summing up: the populist state will have to put general scholastic instruction into a shortened form, including the very essentials. Outside of that, opportunity must be offered for thorough, specialized scholarly training. It is enough if the individual person is given a store of general knowledge in broad outline, receiving a thorough detailed and specialized training only in the field which will be his in later life The shortening of the schedule and of the number of classes thus attained would be used for the benefit of the development of the body, the character, of will and resolution (page 24-25)
1946: United States membership in the United Nations Educational, Scientific and Cultural Organization (UNESCO) in 1946 set in motion the destabilization of our society through the rejecting of absolute morals and values, Judeo-Christian tradition, and Roman law. Legislation authorizing United States membership in UNESCO marked the end of United States autonomy in a very crucial area: that of education. From this time on UNESCO would dictate education policy to our government and others This legislation was accompanied by President Harry Truman's remarkable statement: "Education must establish the moral unity of mankind." Truman's recommendation was bolstered by General Brock Chisholm, a Canadian psychiatrist and friend of Soviet agent Alger Hiss. Chisholm redefined health to include "mental" health, and presented a paper entitled "The Psychiatry of Enduring Peace and Social Progress" to the United Nations World Health Organization (WHO) in 1946 which "reinte
rpreted" (eradicated) the word "morality." Chisholm asserted that:
The reinterpretation and eventually eradication of the concept of right and wrong.. these are the belated objectives of practically all effective psychotherapy. (page 27-28)
The following statement by U.S. Ambassador to the United Nations Madeline Albright in Atlanta, Georgia, September of 1996, as it appeared in The Congressional Digest for January 1997:
Setting Global Standards. The United Nations is one instrument that we use to make this world a little less inhumane, a little less brutal, a little less unfair than it otherwise would be. This brings us to another important, and basic, function of the United Nations. And that is its role in creating a global consensus about what is right and what is wrong. (page 36-37)
1949: Basic Principles of Curriculum and Instruction (University of Chicago Press: Chicago, 1949) by Professor Ralph Tyler, chairman of the Department of Education at the University of Chicago, was published. Tyler stated that:
Since the real purpose of education is not to have the instructor perform certain activities but to bring about significant changes in the student's pattern of behavior, it becomes important to recognize that any statement of the objective should be a statement of changes to take place in the student. (page 43)
1951: "The Greatest Subversive Plot in History: Report to the American People on UNESCO" from the Congressional Record, Proceedings and Debates of the 82nd Congress, First Session in 1951 included the extended remarks of Hon. John T. Wood (Idaho) in the U.S. House of Representatives, Thursday, October 18. Excerpts follow:
UNESCO's scheme to pervert public education appears in a series of nine volumes, titled Toward Understanding which presume to instruct kindergarten and elementary grade teachers in the fine art of preparing our youngsters for the day when their first loyalty will be to a world government, of which the United States will form but an administrative part
The program is quite specific. The teacher is to begin by eliminating any and all words, phrases, descriptions, pictures, maps, classroom material or teaching methods of a sort causing his pupils to feel or express a particular love for, or loyalty to, the United States of America. Children exhibiting such prejudice as a result of prior home influence - UNESCO calls it outgrowth of the narrow family spirit - are to be dealt an abundant measure of counter propaganda at the earliest possible age. Booklet V, on page 9, advises the teacher that:
The kindergarten or infant school has a significant part to play in the child's education. Not only can it correct many of the errors of home training, but it can also prepare the child for membership, at about the age of seven, in a group of his own age and habits - the first of many such social identifications that he must achieve on his way to membership in the world society. (page 43-44)
Impact of Science Upon Society by Bertrand Russell (Columbia University Press: New York, 1951; Simon and Schuster: New York, 1953) was published:
Education should aim at destroying free will so that after pupils are thus schooled they will be incapable throughout the rest of their lives of thinking or acting otherwise than as their school masters would have wished Influences of the home are obstructive; and in order to condition students, verses set to music and repeatedly intoned are very effective It is for a future scientist to make these maxims precise and discover exactly how much it costs per head to make children believe that snow is black. When the technique has been perfected, every government that has been in charge of education for more than one generation will be able to control its subjects securely without the need of armies or policemen. (page 44-45)
1956: Taxonomy of Educational Objectives: The Classification of Education Goals, Handbook II, Affective Domain by David Krathwohl, Benjamin Bloom, and Bertam Massie (Longman: New York/London, 1956) was published. Excerpt follows:
In fact, a large part of what we call "good teaching" is the teacher's ability to attain affective objectives [attitudes, values, beliefs] through challenging the student's fixed beliefs and getting them to discuss issues. (page 52-53)
1960: United Nations Educational, Scientific and Cultural Organization's Convention Against Discrimination was signed in Paris, France in 1960. This Convention laid the ground-work for control of American education - both public and private - by U.N. agencies and agents. (page 57)
1969: Professor John Goodlad, the nation's premier change agent who has been receiving federal and tax-exempt foundation grants for at least thirty years, said in 1969:
The most controversial issues of the twenty-first century will pertain to the ends and means of modifying human behavior and who shall determine them. The first educational question will not be "what knowledge is of the most worth?" but "what kinds of human beings do we wish to produce?" The possibilities virtually defy our imagination. (page 56)
On July 18, 1961, Congressman John M. Ashbrook delivered a speech before congress entitled "The Myth of Federal Aid to Education without Control" (Congressional Record: pp. 11868-11880). Excerpts below:
That there was any doubt of the Federal bureaucrats' intentions in this matter was laid to rest with the discovery of a Health, Education, and Welfare publication, A Federal Education Agency for the Future, which is a report of the Office of Education, dated April 1961 I feel that its pronouncements are a blueprint for complete domination and direction of our schools from Washington. The publication was not popularly distributed and there was some difficulty in obtaining a copy.
Fifty-six pages of findings contain recommendations which call for more and more Federal participation and control and repeatedly stress the need for Federal activity in formulating educational policies. It recommends a review of teacher preparation, curriculum and textbooks. It calls for an implementation of international educational projects in cooperation with UNESCO in the United Nations, and ministries of education abroad. (page 62)
Dr. Chester M. Pierce, M.D. of Harvard University wrote an article entitled "Becoming Planetary Citizens: A Quest for Meaning" which appeared in the November 1972 issue of Childhood Education. Excerpts follow:
In the past forty years social science experimentation has shown that by age five children already have a lot of political attitudes. Regardless of economic or social background, almost every kindergartner has a tenacious loyalty to his country and its leaders. This phenomenon is understandable in the psychological terms of loyalty to a strong father-figure and of the need for security. But a child can enter kindergarten with the same kind of loyalty to the earth as his homeland
New View of Parenting
Another essential curricular decision you will have to make is what to teach a young child about his future role as a man or a woman. A lot will depend on what you know and what your philosophy is about parenting Already we are hearing about experiments that are challenging our traditional views of monogamous marriage patterns (page 113)
1973: Schooling in the United States by John Goodlad, M. Frances Klein, and Jerrold M. Novotney (Charles F. Kettering Foundation Program: McGraw-Hill Co., New York, 1973) was published. Excerpts follow:
Several experimental preschool programs make extensive use of behavioral theory (now called "operant conditioning" or "behavior modification") as a means of instruction in both the cognitive and socioemotional realms. (page 119)
The School Counselor, Publication of the American Personnel and Guidance Association, published a special issue on the subject of "Death" in its May 1977 issue (Vol. 24, #5).
Helping Students Clarify Values:
The last goal is to help students clarify their values on social and ethical issues. An underlying, but seldom spoken, assumption o9f much of the death education movement is that Americans handle death and dying poorly and that we ought to be doing better at it. As in the case of many other programs, many Americans believe that education can initiate change. Change is evident, and death education will play as important a part in changing attitudes toward death as sex education played in changing attitudes toward sex information and wider acceptance of various sexual practices. (page 145)
In the August of 1978 issue of The National Educator Barbra Morris, Editor of The Barbra Morris Report and author of many books related to education
reported on a speech given at the University of Illinois by Mary F. Berry, assistant secretary in the U.S. Office of Education (1977), regarding Chinese education.
For the Red Chinese, according to Ms. Berry, truth is a relative concept. In the U.S. schools students are taught the same thing in "values clarification." It's called situation ethics and it means it's okay to lie, or cheat or steal or kill when it suits your purpose. (page 149)
Schooling for a Global Age edited by James Becker (McGraw Hill: New York, 1980) was published. The preface by Professor John Goodlad is excerpted here:
Parents and the general public must be reached also [taught a global perspective]. 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. (page 162)
There is much more that I could quote from the book but this should be enough to show you that if you have children in public schools there is an effort to change their views to that of the school officials. Many teachers don't even realize what is going on. Get your children out of the public schools before it is too late, for them and for America.