PART III – HUMANISM’S TRIUMPH
“Train up a child in the way he should go, And when he is old he will not depart from it.” (Proverbs 22:6)
By the middle of the 20th century, it was time to put the plan into operation. The great coupe against American education was stealthily put in place.
The revolution in Western education that took place mid-century last, was led by men who genuinely believed that they were serving the interests of mankind. That’s the last good thing I’ll say about their efforts. The road they built was paved with good intentions. You know where that road leads. What we saw during the course of the revolution, (and it was nothing less), was the destruction of the Judeo-Christian ethic and the establishment of the religion of Humanism. In a September 2005 broadcast, prophecy expert, Hal Lindsey quoted a National Education Association article from 1968. By its own admission, the NEA’s main concern was hashing out “…what behavior we wish to produce.” This was full-fledged determinism. Rather than reflecting the culture, the education establishment had become all about creating the culture. This was a monumental shift. To this end they employed touch therapy, values clarification, meditation, and self-esteem therapy. Their aim was to modify societal beliefs; to free it from the bondage of Christianity. Over the course of the decades that followed, Biblical ideas became increasingly mocked; – first in academia, and later in the society at large. Interestingly though, their Humanist agenda has proved to be an educational disaster. Sliding test scores since the 1960’s had given pay to the lie.[i]
Remember, education had been seen as the element necessary to capture the culture. Lindsey quoted Vladimir Lenin saying, “Give me a child for the first 5 years of his life and he will be mine forever.” Hitler and Nikita Kruschev, the Russian leader of the 50s & 60s, recognized the importance of controlling education to control a society, the latter, calling education “…a weapon serving the interests of the Communist Party.”[ii] The American oligarchy was not immune from the arrogance of such grand schemes. In 1933, Matt Mason, president of the Rockefeller Foundation, was advocating the use of the “Social Sciences… [for] the control of human behavior.”[iii] But this was a movement with international origins and worldwide aspirations. By 1942, an editorial in the NEA Journal, the American teacher’s union, was advocating world government; complete with a single currency and global control of education.[iv] After the war the drive toward internationalism continued. In 1946 the newly formed UNESCO, the educational arm of the United Nations, set out to establish a world curriculum. Julian Huxley, its first Director set out its goals. Its aim was “scientific world humanism.” It was to educate people in order to enable “…the transfer of full sovereignty from separate nations to a world organization.”[v]
Of course the powers that by now controlled education in the US were in full agreement with this agenda. In 1958, a commission recommended doing away with “separate courses in history, economics, civics and geography.” They were to be replaced by ‘social studies’, as part of weaning the masses from their patriotic nationalism. The report concluded that “…the age of individualism and laissez faire in economy and government is closing and that a new age of collectivism is emerging.” So education must prepare the population for a society where “…individual property rights will be altered and abridged”. In fact, in 1960, the Soviet education plans were adopted and published by the US Department of Health Education and Welfare. American children would now be the subject of “Pavlovian conditioned reflex theory.”[vi] This was untrammeled communism and complete social control that was being advocated.[vii]
In fact, it was much more than that. By 1985 the NEA’s curriculum division was encouraging the adoption of the World Core Curriculum. This curriculum was based on the mystical, occultic philosophy of Alice Bailey, the Theosophist, who admitted that her writings were produced under the demonic influence of her “spirit guide.” The framework for the project was cobbled together by UN diplomat and fellow occultist, Robert Muller. Whether seen by all of its human players or not, the demonic purpose of this new direction in education was slowly unfolding before the world. That purpose was the preparation of society for the coming of a One World Government and One World Religion. This is exactly our future as laid out in Revelation. A coming Man of Sin will control a One World Political and Religious System, that will control every aspect of a person’s life.
The first of these, the Designing Education For The Future papers, redefined the state-Federal relationship, making state and local agencies, merely enforcers of Federal directives. Local parental control was completely bypassed. The purpose of the 1967, Behavioral Teacher Education Project was, in its own words, “…the impersonal manipulation through schooling of a future America in which few will be able to maintain control over their own opinions.” It called for the use of “subliminal influences” and “…a multipurpose identification number which enables employers and other “controllers” to track their underlings. It was this project that also envisioned the use of chemicals to control the behavior of minor students. No longer was knowledge and skill to be pursued. Instead education would now focus on “…pleasure cultivation and interpersonal relationships and other attitudes and skills compatible with a non-work world.”[x] This takeover of American education did not go completely unrecognized. In 1961, Rep. John Ashbrook alerted Congress of the potential of Federal domination of our schools. For the most part, his warning, as well as those of others, fell on deaf ears. By 1965 two major programs were put in place that furthered the socialist-control agenda: The Behavioral Science Teacher Education Program and Pacesetters in Innovation. Both were behavior modification programs designed to “…indoctrinate children…to believe in values contrary to those on which this nation was based.” [viii] In fact, as John Taylor Gatto points out, it was from 1967-74 that American teacher training was covertly revamped. Several policy papers were adopted to accomplish this end.[ix]
During the course of the 20th century, the education system had become the primary tool in creating the society of the New World Order. Its progress had almost gone unnoticed by the American public until recently. Incremental changes have dethroned the icons of Western culture, until all vestiges of Judeo-Christian- European culture became dirty words, to be derided and shunned. Dr. Chester Pierce of Harvard bemoaned the fact that children entered school with “….a lot of political attitudes” including “tenacious loyalty to his country”. He dreamed of kids that would have the “…same kind of loyalty to the earth as to his homeland.” Pierce’s dream is being fulfilled.[xi] Ecology has replaced religion. Moral relativism had triumphed. There is no right and wrong. Good and evil are in the eyes of the beholder. Promoting the new philosophy that would soon dominate American schools, William Glasser wrote: “…there are no right answers.” This became, even more than he knew, the theme of a new generation.[xii]
The leadership of the NEA had bought into the New World Order dream. It had cooperated with the Communists to advance the socialist vision. [xiii] In 1948, it had officially signaled its disdain of American values, announcing that, “…enduring peace cannot be achieved so long as the nation-state system continues”. [xiv] Since then it has allied itself with the Federal education bureaucracy and cooperated with UN internationalists to gain total control of America’s children in order to ease the transition to a One World System. Left in the dark, its rank and file membership has remained largely silent. But there is a price to pay. So let’s weigh the price our society has paid for embracing that legacy of the Humanist Revolution.
Polls coming out in 2017 show that the indoctrination of a generation has been largely successful. Despite the fact that Communism / Socialism was responsible for many tens of millions of deaths under leaders like Stalin and Mao – in Russia and China respectively, about half of American millennials would prefer to live under a socialist or communist system. 44% of millennials chose socialism, 7% communism and 7% fascism – another form of socialist organization. Only 42% favored capitalism. And a good number of millennials had a hard time defining the difference between socialism and capitalism.[xv] [Another triumph of the American education system!]
[i] Hal Lindsey, from his September 29, 2005 broadcast on TCT
[ii] Benson, Ezra Taft. “An Enemy Hath Done This” Salt Lake City, UT, Parliament Publishers 1969, pgs. 229-230.
[iii] Dennis Laurence Cuddy, Chronology of Education, (Highland City, FL), Pro-Family Forum, 1993
[iv] J Elmer Morgan, NEA Journal, December 1942
[v] Dennis Laurence Cuddy, Chronology of Education, (Highland City, FL), Pro-Family Forum, 1993, pg 25
[vi] Alan Caruba, Subversion of Education in America, National Anxiety Center, December 4, 2001
[vii] Rene A Wormser, Foundations, Devin-Adair, 1958, pg 146
[viii] Alan Caruba, Subversion of Education in America, National Anxiety Center, December 4, 2001
[ix] John Taylor Gatto, Speech to the Vermont Homeschooling Conference
[x] The Behavioral Teacher Education Project, as quoted by John Taylor Gatto at a Speech to the Vermont Homeschooling Conference
[xi] Chester M Pierce, Becoming Planetary Citizens: A Quest for Meaning, Childhood Education, November 1972
[xii] William Glasser, Schools Without Failure, 1969
[xiii] Dennis Laurence Cuddy, Chronology of Education, (Highland City, FL), Pro-Family Forum, 1993
[xiv] Dennis Cuddy, The Grab For Power, Marlborough NH, Plymouth Rock Foundation, 1993
[xv] Nearly half of millennials in America would prefer to live in a socialist rather than capitalist society, according to new survey,
Daily Mail, November 2, 2017