by Deanna Spingola
May 22, 2006
"To achieve world government,
it is necessary to remove from the minds of men their individualism, loyalty to
family tradition, national patriotism, and religious dogmas." "We
have swallowed all manner of poisonous certainties fed us by our parents, our
Sunday and day school teachers, our politicians, our priests....The
reinterpretation and eventual eradication of the concept of right and wrong
which has been the basis of child training, the substitution of intelligent and
rational thinking for faith in the certainties of old people, these are the
belated objectives ...for charting the changes in human behavior." Brock
Chisholm, 1959 Humanist of the Year and former head of World Health
Organization, in the February 1946 issue of Psychiatry
The manipulating maneuvers of The Order of Skull and Bones (hereafter called
The Order) have focused on specifically changing society with an eye towards
the globalist goal of a New World Order. In order to drastically alter
civilization, members of The Order infiltrate society's institutions and use
their influence, backed by the vast wealth of the international bankers, to
gain absolute control. The societal elements as defined by Antony C. Sutton in An
Introduction to the Order of Skull & Bones:
- Education — how the population of the future
will behave.
- Money — the means of holding wealth and
exchanging goods.
- Law — the authority to enforce the will of the
state, a world law and a world court is needed for a world state.
- Politics — the direction of the state.
- Economy — the creation of wealth.
- History — what people believe happened in the
past.
- Psychology — the means of controlling how people
think.
- Philanthropy — so that the people think well of
the controllers.
- Medicine — the power over health, life and
death.
- Religion — people's spiritual beliefs, the spur
to action for many.
- Media — what people know and learn about current
events.
- Continuity — the power to appoint who follows in
your footsteps. [1]
I will briefly address, in this and forthcoming articles in this
current series, each of these fundamental facets of society and how they have
been controlled in order to devastate the
Education:
Real education, as opposed to brainwashing, should be a lifelong personal
pursuit rather than a state scheduled mass indoctrination limited to just what the
state wants you to know or believe in order to fulfill some stealthily crafted
agenda for the dismal existence of the masses. Ideally, people, as they are
exposed to a growing body of information and technology, should have the
opportunity to exercise their inherent abilities in order to expand their
understanding.
At birth, our minds are empty vessels waiting to be stimulated. We adapt to
what we absorb. Perceptions about the world, about ourselves and others are
developed primarily by our parents and then by our teachers, our relatives,
friends, politicians and the media. Discrimination and wisdom increase with age
— we must choose exactly what we wish to imbibe: facts which educate or fiction
that merely entertains. Most entertainment leaves us ignorant and vulnerable to
misinformation and deceptive propaganda. A dumbed-down, non reading adult
society is much easier to influence and control than an alert, well educated
principled population who have been schooled in history, classical literature,
a foreign language, grammar, and have an understanding of their moral civic
responsibilities. Education should inspire us how to think, not what to think —
we have not learned if we merely regurgitate information on command. Our
education should motivate us to scrutinize data, evaluate evidence, make
comparisons and make appropriate application.
A principled population, not seeking government entitlements, would also demand
responsible, principled leaders. Independent personal study after high school
or college, beyond readily accessible information, requires time and is not
effortlessly available to overtaxed individuals attempting to keep their heads
above water in an economically depressed society. Yes, despite official
contradictory claims, we are not merely depressed but bankrupt.
Obedience trained students read specific books, designed to produce globalist
convictions, introduce faith shattering alternative beliefs and create distrust
of traditionalism, but rarely read anything not required. Many graduates never
open a book after they leave school. They are satisfied to read, if they are
able, the newspaper headlines, People magazine or catch a few
"news" shows on television. After all, why bother to read if one can
tune into some familiar pleasant personality disseminating the
"news"? People who do not read have no advantage over those who
cannot read. Thus, ignorance, definitely not bliss but rather intellectually
lethal, is unfortunately ubiquitous.
Current classrooms, as well as life in general, are chaotic. Reasonable
discipline and mutual respect are absent. Moral relativism has replaced the
moral compass of our Judeo-Christian foundation. Anything related to that
foundation has been legally altered and unfortunately legalization gives
credibility to decadence. Judges, who have falsely sworn to protect and abide
by the Constitution, have verbally manipulated that foundational document into
oblivion. They are globalists, sympathizers, or fellow travelers who trade
principles for money, power or "just to get along." It is not
coincidental! The evidence surrounds us: our drugged disrespectful children
cannot read, communicate without repetitive language laziness, write
intelligibly, calculate numbers without a calculator or spell without a spell
checker. It does not take a genius to acknowledge that there is something
horribly amiss with our children. A brief comparison with previous generations provides justification for
the obvious — the onslaught against our youth carried out by the government's
educational system is deviously deliberate. A spurious curriculum has been
designed to inculcate
Chester M. Pierce, Harvard University psychiatrist said the following at the
1973 International Education Seminar, as quoted in Educating For The New
World Order (June 1991), [2] an excellent book by Beverly K. Eakman:
"Every child in America who enters school with an allegiance toward our
elected officials, toward our founding fathers, toward our institutions, toward
the preservation of this form of government... all of this proves the children
are sick, because the truly well individual is one who has rejected all of
those things and is what I would call the true international child of the
future." [3]
There is certainly not a dearth of books that express views about
A huge educational modification gradually occurred —
This isn't just about your own children. Everyone should thoroughly read her
comprehensive book as well as the other books available on this important
issue. See a list below.
The federal government should not be dictating curriculum. Local property taxes
pay for schools but they have been seduced into accepting additional funds
which always include federal regulations, policies and programs including
Bush's "No Child Left Behind." This is nothing but a disguised UNESCO
school to work program, a detriment to
Following is a much abbreviated timeline from Iserbyt's must-read book
revealing tax-exempt financial backing and government compliance in the
collapse of
1902
The General Education Board (GEB) was incorporated by an
act of the United States Congress. Approved January 12, 1902, the General Education
Board was endowed by Mr. John D. Rockefeller, Sr., for the purpose of
establishing an educational laboratory to experiment with early innovations in
education. [6]
1905
The Intercollegiate Socialist Society (ISS) was founded in
The Carnegie Foundation for the Advancement of Teaching was
founded. [7]
1906
National Education Association (NEA) became a federally
chartered association for teachers under the authority of H.R. 10501. [8]
1908
Italian educator, the late Maria Montessori (1870–1952),
developed a method of teaching — relying on guidance and training of senses
rather than more rigid control of children's activities — which would be very
influential throughout the rest of the century.
The Montessori Method was published in 1912 and much of Montessori's
work was printed by the Theosophical Publishing House.
Elizabeth Clare Prophet, the cultic head of the Church Universal and Triumphant, founded a
group called Montessori International, and previous U.N. Deputy
Secretary-General Robert Muller, the celebrated author of the New Age World Core Curriculum, claimed that the
Montessori Method was one of the educational programs which would greatly
benefit global children for the New Age. [9]
1913
Frederick T. Gates, director of charity for the
Rockefeller foundation, set up the Southern Education Board (SEB), which was
later incorporated into the General Education Board (GEB), setting in motion
"the deliberate dumbing down of America." Gates wrote The Country
School of Tomorrow: Occasional Papers No. 1 (General Education Board: New
York, 1913) [10]
1918
In the January 13, 1918 issue of New York World William
Boyce Thompson, Federal Reserve Bank director and founding member of the
Council on Foreign Relations applauded Russia for their "sweeping world
changes."
Carnegie and Rockefeller Foundations planned the demise of traditional academic
education. Rockefeller's focus would be national education; Carnegie would be
in charge of international education. [11]
1919
"The
"The
Progressive Education Association (P.E.A.) was founded and organized by John
Dewey, even though he would not become a member in its early years. P.E.A.'s
goals and aims were projected for the last half of this century at a board
meeting held November 15–17, 1943 in
1921
The League for Industrial Democracy changed its name from
the Intercollegiate Socialist Society (ISS) and stated its purpose as:
"Education for a new social order based on production and not for
profit" ("A Chronology of Education," Dorothy Dawson, 1978).
Harold Rugg, writer of social studies textbook series entitled The Frontier
Thinkers (1921) published by the Progressive Education Association became
president of the National Association of Directors of Education Research which
would later become known as the American Educational Research Association.
"The Council on Foreign
Relations was established through the efforts of Col. Edwin Mandell House. He
was the initiator of the effort to establish this American branch of the
English Royal Institute of International Affairs". ... "The late
Professor Carroll Quigley of
1922
On December 15 the Council on Foreign Relations endorsed
world government. [14]
1925
The International Bureau of Education, formerly known as
The Institute Jean-Jacques
Rousseau, was established with a grant from the Rockefeller Foundation. The
Bureau became part of the United Nations Educational, Scientific and Cultural
Organization (UNESCO). [15]
The following books,
among many others, were published urging a New World Order facilitated, in
large part, by the American educational system:
"Toward Soviet America" by William Z. Foster, Head of the Communist
Party USA, Foster indicates that a National Department of Education would be
one of the means used to develop a new socialist society in the U.S. [16]
"The New World Order" by F. S. Marvin, describing the League of Nations
as the first attempt at a New World Order. Marvin says, "Nationality must
rank below the claims of mankind as a whole." [17]
"Dare the School Build a New Social Order?" by educator-author George
Counts who asserts that "the teachers should deliberately reach for power
and then make the most of their conquest" in order to "influence the
social attitudes, ideals and behavior of the coming generation. The growth of
science and technology has carried us into a new age where ignorance must be
replaced by knowledge, competition by cooperation, and trust in
"Humanist Manifesto" (1933) co-author John Dewey, the noted
philosopher and educator, calls for a synthesizing of all religions and "a
socialized and cooperative economic order." Co-signer C. F. Potter said in
1930, "Education is thus a most powerful ally of humanism, and every
American public school is a school of humanism. What can the theistic Sunday
schools, meeting for an hour once a week; teaching only a fraction of the
children, do to stem the tide of a five-day program of humanistic
teaching?" [19]
"The Teacher and World Government" (1946) written by former editor of
the "NEA Journal" (National Education Association) Joy Elmer Morgan.
He says: "In the struggle to establish an adequate world government, the
teacher can do much to prepare the hearts and minds of children for global
understanding and cooperation. At the very heart of all the agencies which will
assure the coming of world government must stand the school, the teacher, and
the organized profession." [20]
"In 1940, teachers were asked what they regarded as the three major
problems in American schools. They identified the three major problems as:
Littering, noise, and chewing gum. Teachers last year were asked what the three
major problems in American schools were, and they defined them as: Rape,
assault, and suicide." William Bennett (1993) [21]
Suggested Books:
Brave New Schools by Berit Kjos
America's Schools: The Battleground for Freedom by Allen Quist
Children No More: How We Lost a Generation by Brenda Scott
Cloning of the American Mind: Eradicating Morality through Education by
B. K. Eakman
History of American Education: From Harvard Scholars to Worker Bees of the
New World Order by Vaughn Shatzer
Mental Health Screening: How Will it Affect Your Children? by Dennis L.
Cuddy, Ph.D.
NEA Grab for Power by Dennis Cuddy, Ph. D.
Outcome-Based Education: The State's Assault on Our Children's Values by
Peg Luksik and Pamela Hobbs Hoffecker
Pokemon & Harry Potter: A Fatal Attraction by Phil Arms
Public Schools, Public Menace, How Public Schools Lie to Parents and Betray Our
Children by Joel Turtel
The Myth of ADHD and Other Learning Disabilities by Dr. Jan Strydom and
Susan duPlessis
Who's Watching The Playpen? by David Benoit
NOTES:
[1]
[2] Educating for the "New World Order," A Summary
[3] They Told The Truth! ...About The New World Order
[4] the deliberate dumbing down of america
[5] the deliberate dumbing down of
[6] Ibid, Chapter 2
[7] Ibid, Chapter 2
[8] Ibid, Chapter 2
[9] Ibid, Chapter 2
[10] Ibid, Chapter 2
[11] Ibid, Chapter 2
[12] Ibid, Chapter 2
[13] Ibid, Chapter 2
[14] Ibid, Chapter 2
[15] Ibid, Chapter 2
[16] An Expose of the New World Order
[17] Ibid
[18] Ibid
[19] Ibid
[20] Ibid
[21] World News Stand, Education
Deanna Spingola has been a quilt designer and is the author of two
books. She has traveled extensively teaching and lecturing on her unique
methods. She has always been an avid reader of non-fiction works designed to
educate rather than entertain. She is active in family history research and
lectures on that topic. Currently she is the director of the local
© Copyright 2006 by Deanna Spingola
http://www.renewamerica.us/columns/spingola/060522
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