WHAT IS DESTROYING PUBLIC EDUCATION IN AMERICA?

originally posted: 4/13/08
Updated: 12/24/08

These are excerpts of books or articles that describe what exactly has destroyed our public education system. It is self evident that the farther that we have moved away from the original intent and interpretation of our Constitution and away from God and the Bible, the deeper we have sunk into an educational wasteland in our public schools.

The overwhelming factor now molding America into a global socialist state has increasingly turned our "schools" into subtle propaganda, conditioning and indoctrination camps for young minds. This socialist process was started by none other than the "father" of modern American public education, John Dewey. Part of the socialist educational agenda includes destruction of 'individualism' and the incremental dumbing down of standards and attacking traditional American mores and culture. Dewey sought to create students who were dependent upon the state and eager to follow the mandates of the state and to become a future employee who would blindly follow and appease. The indulgences and preference slathered upon certain groups of people in recent decades; bowing and scraping to "multi-culturalism," has supercharged social divisions and class envy. Class warfare is exactly what educational Marxists want to foster in order to command even more power, as they employ a 'conquer and divide' strategy under the guise of creating “unity,” when what they are really fighting for is an outcome-based consensus (synthesis) that they desire and ultimate control.

My personal quest is to always follow the power trail back to the instigators of destruction and evil. In the quest to expose the seminal institutions responsible for most of the heinous philosophies and assault upon education in this case, has led me again to the infamous Freemasons and Jesuits. As many researchers have established, these secret societies are basically branches of the same rotten tree with roots in ancient, occult mystery religions.  Both have been undermining everything good in America for centuries.  Six of the nine justices that grievously removed the Bible and prayer from the public schools, were Freemasons and for over 150 years their Luciferic cult has been insidiously at covert war with authentic Christendom and our Constitution. Karl Marx was a Jesuit educated, 32nd degree Freemason according to the site linked above as well as many other web sites- just to mention one of their most "successful" iconic weapons of mass destruction.  The "father"  of "modern educational transformation," is considered to be John Dewey, but he was merely a cooperative pawn of a masonic, socialist, educratic svengoolie  by the name of  William Rainey Harper, who  knew that Dewey had the right socialist stuff, to spread the "gospel" of Chauatqua.  No one explains this better than educational renegade hero, John Taylor Gatto, who eagerly points out Harper's elite relationship with Freemasonry. These elite Freemasons seem to turn up when the proverbial "rocks" are finally turned over via intensive scrutiny and research. Can you say "evil genius?"

"The chapter in nineteenth-century history, which made Chautauqua the harbinger of the new United States, is not well enough appreciated. Ideas like evolution, German military tactics, Froebel’s kindergartens, Hegelian philosophy, cradle-to-grave schooling, and systems of complete medical policing were all grist for Chautauqua’s mill—nothing was too esoteric to be popularized for a mass audience by the circuit of tent-Chautauqua. But above all, Chautauqua loved Science. Science was the commodity it retailed most energetically. A new religion for a new day.

Thinly veiled, soft, yet authoritarian Marxism now rules our schools as well as our executive and legislative branches of government. The citizens and students who don't "fall in line" with this "outcome-based," politically correct attack upon our society and our children, suffer from confusion and alienation. Educratic Marxists with autocratic Machiavellian avarice and cunning, have been able to attack, disparage, obfuscate, lie, miscontsrue, and in recent decades, they have weaponized the use of manipulating the emotional strings of the public. Our society has become increasingly feminized and even forced to accept abberant, homosexual “life-styles” as being normal- even special. (They promote this perverse, destructive propaganda, openly now in many school districts) They pursue all of this under the guise of promoting "humanism, science and modern progress," which was the "raison detre" of the Freemason Jacobins and their handlers, the Jesuits, during the French Revolution. 

Obama's final campaign infomercial (for instance) was chock full of shallow, pandering, "tear-jerking moments" meant to charge the emotions of his followers, while promising (in effect) that his administration would heal the wounds and fix all of the problems caused by those ‘evil Republicans’ (inferred). The most stealthy and insidious forms of immorality, socialism and Marxism are being foisted and used with an undeclared goal of forcing American society to embrace a hybrid, Western version of communism. The top leaders, instigators and proponents of this immoral onslaught who pose as educational philosophers, desire nothing less than the cultural and political destruction of our country, whether they consciously know it or not. Many of them no longer even try to hide their loathing for America. In most Conservative circles, Obama is now openly called an anti-American president and Marxist. His plan for America is obviously to allow it to self-destruct so that he can rebuild it in his image.

I experienced socialist indoctrination, revisionism, and America haters personally as a college student in recent years. One professor forced us to buy and read an 800 page Marxist diatribe as our sole text book for an important education class that was supposed to teach us how to teach Social Studies. The text ripped our country and anything "Eurocentric" or conservative. It was hateful of traditional America and our Marxist professor (an apostate Jew who openly derided Orthodox Jews) attempted to stealthily indoctrinate and mold the class into his image. Two of us became openly critical and hostile to the text and his "method," while most of the class assimilated and even bonded with our communist "professor." Both of us "dissenters" coincidentally happened to get terrible student teaching positions, even though we were two of the brightest and highest achieving students in our whole class. It was quite obvious to us that the ethnic and socialist/leftist leaning students who agreed with him, got the better assignments in the schools. Neither he or his text prepared any of us to be good teachers but rather his goal for us was to hate traditional America and to blame it [specifically conservative Republicans] for all the problems in the world and in America. Marxist strategy is to 'attack, blame, and demonize' traditional Western values, then to cause cultural, racial and class envy and divisions as they seek to conquer and divide our society through educational "revolution." Why do you think that Obama's pal, Communist revolutionary, weather underground, cop-killing, pentagon-attacking bomber, Bill Ayers, became a college professor? In fact, my professor was a friend of his!
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What made the assault upon our public schools possible was the departure from teaching traditional values, morals and character in American schools. This did not happen by mere neglect but rather was a concerted effort on the part of educational psychologists and philosophists to remove not only the teaching of the Bible and biblical mores, such as the ‘golden rule,’ but to create a moral and ethical void that ushered in an exponential moral and cultural decline from which our society will probably never recover. The teaching of 'morality' was considered to be quasi-religious so the humanist sophists merely eliminated it. Many schools became social experiments increasingly void of traditional morals, character and human decency. The history of this decades long progrom against morality and previously held, universal human decency, became mainstream after Supreme Court rulings that removed the Bible and anything that could lead to the teaching of “religion” in the classrooms. The leading philosophy that first filled that void was called ‘Logical Positivism.’ My source for this portion of this article is a secular professor by the name of Dr. Thomas Linkona, a developmental psychologist. The source material is from a college course offered by Drake University, a non-religious institution. What is particularly stunning about Dr. Linkona’s research and historical perspective concerning the necessity of teaching character in the classroom, is his indictment of the horrible decisions and philosophies that were ushered in after the Supreme Court evicted “religion” from the schools. The Bible had been a text book used to teach history, character, morals, ie: human decency, for over 150 years of our Republic but suddenly the arrogant revisionist court decided to eliminate such teaching from the classroom. America has been in a mortal tailspin ever since. Only recently have the secularists realized that the only way to rescue the schools and restore character and human decency to the classroom, was to at the least, incorporate “character education” back into the curriculum.

Dr. Linkona describes four major assaults upon the schools that created the moral and character dilema in our public schools, which has caused massive breakdowns and the ‘dumbing down’ of public education. (His quotes from his lecture are interspersed with my own analysis in the next few paragraphs.) It is no surprise that such a terrible breakdown in our public schools commenced with formal “Secularization” beginning with the elimination of prayer from the public schools by the Supreme Court and other decisions that called for making a “sharp distinction between church and state.” “Values clarification” in the ‘60’s basically meant that teachers were to be “neutral” when it came to distinguishing between “good and bad values,” which was then intended to be left up to the student!!! The educational gurus in our country had universally decided (like fascists- without consulting parents or communities because of course only they knew what was best for everyone) that morality was a “subjective” concept that shouldn’t be taught by teachers because it would probably lead to the teaching of “religion.” “The educational authorities had lost their moral nerve, which had once been their central role in their mission. All of this left public education and our country into a state of deep spiritual and moral decline." Several errant and dangerous movements and philosophies then arose to fill the void of traditional morals.

‘Logical Positivism' was originally the theory of a consortium of European educational philosophers called the "Vienna group". Later, Alfred Ayer became the major proponent of actually applying the morally and spiritually bankrupt philosophy, which called for the elimination from public education of anything that could not be “scientifically proven.” Ayer was an atheist who is reported to have had a religious conversion after surviving a near death experience in his old age (perhaps he saw the Lord or the hell that had been awaiting him?). “Logical Positivism" dictated that only truth which could be scientifically “proven” was to be taught in public schools, which eliminated anything dealing with religion or morals (how was "Evolution" taught as fact?). Atheist reprobate "intellectuals" have long dominated and dictated the educational philosophies of our public schools, though they represent the smallest fraction of our society. This philosophy was the formal beginning of the end of morals and character being formally taught in public schools because ‘morality’ was not a provable science. The outcome: moral chaos and increasingly bad behavior in schools as students were not to be formally instructed as to what was morally good or bad for them to do. Morality became something totally subjective and thus optional. “Morals” and universal human decency were no longer something proper to teach in our public schools. This was pure atheist philosophy packaged and deployed as being educational necessity.

The 2nd destructive movement to further erode the teaching of morals and character, was called ‘Personalism.’ Personalism focused the spotlight in the importance of the individual but not in the traditional American selfless sort of way but rather in a self-indulgent sort of way. Some good attention was given to the dignity, worth, and autonomy of the individual but it went to far. In emphasizing personal rights over personal responsibilities, it tended to create personal anarchy and narcissism. ‘Personalism’ supercharged the thinking, behavior and actions that break down relationships, family and society. Freedom was promoted over commitment. Freedom without commitment and responsibility, leads to personal rebellion and anarchy, which became so popular since the ‘60’s. Through subsequent decades, rebellion and hellish behavior has become the standard in America- admired by American youth and always finding new ways to be aberrant, offensive even dangerous. Classrooms and students have become increasingly uncivil and out of control since the ‘60’s and so has America. Personalism rightly led to protesting social evils such as racism, sexism, government corruption but had a destructive downside by de-legitamizing the authority of schools, government, and religion. This further eroded belief in objective and moral norms. It led to the preoccupation with personal fulfillment and indulgence of self. Important social structures and commitments were weakened such as marriage and parenting. Personalism also greatly fueled the destabilizing sexual revolution and the idea of personal sexual promiscuity and experimentation. What would stop such a person from also experimenting with altering personal existence through drug use?

The 3rd assault revolved around ‘Pluralism.’ With an increasingly “multicultural, non-melting pot of different cultures and religions, how were they to decide what sort of morals or character values were they going to teach. With ‘Personalism’ (which led to the complete indulgence of the “individual”) and “Logical Positivism” having already poisoned the public education system, of course they weren’t going to be able to agree on what constituted common, universal values, character or morals. More and more human products of the ‘60’s who had been innoculated with the previous self-indulgent and ammoral philosophies and culture that was produced by Personalism and Logical Positivsim, were now beginning to shape the public schools into their own image. How could they possibly decide what constituted values and morals? So “Pluralism” became an excuse to not address the black hole void caused by the long absence of values and character education, which had been an intrinsic, natural part of traditional American education for over 150 years.

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Dennis Cuddy, Phd., clearly identifies the most glaring and dangerous assault upon our country and educational system in 'THE PEOPLE’S REPUBLIC OF AMERICA':

The World Socialist Government will be a synthesis of Western Capitalism and Eastern Communism, and a useful example of this would be to explain how America and China are becoming more and more alike.

In 1949, the Communists took control of China, and regarding the years 1950 to 1960 Stewart Fraser compiled and edited CHINESE COMMUNIST EDUCATION: RECORDS OF THE FIRST DECADE, in which one finds “Education Must Be Combined With Productive Labor” by Lu Ting-yi who stated: “Now this combination of schooling with productive labor has given rise to the campaign to reform school curricula and the efforts to change school systems…. Our education is… Socialist education…. Education must serve politics, must be combined with productive labor…. The combination of education with productive labor is required by our country’s Socialist revolution and Socialist construction by the great goal of building a Communist society…. The purpose of the training is unified, that is, to train Socialist-minded, educated workers.”

Including the 1950s and 1960s, Theodore Chen in COMMUNIST CHINA, 1949-1969, explained: “The primary concern of education is not the acquisition of knowledge, but the remolding of behavior, attitudes, emotions and thoughts.”

And regarding the years 1969 to 1976, Jonathan Unger in EDUCATION UNDER MAO related that “schools were to teach concepts that were relevant to industrial and agricultural work.” The next year (1977), the top federal education official for the U.S., Mary Berry, toured China and delivered a speech titled “The Chinese Experience in Education: What America Stands To Learn” on November 17 at the University of Illinois, stating that she saw “nearly complete unity between education and labor – so complete that activities came to seem a basic, natural part of life, as they should be.” She continued to reveal that the U.S. Office of Education was developing Lifelong Learning programs modeled after the Chinese Communist programs, and she expected these programs to meet the “needs for intellectual fulfillment and social growth. It is here that the Chinese have set the pattern for the world to follow, and it’s here that American higher education may have it its last, best opportunity for growth.”

With the beginning of the 1980s, American business was becoming increasingly concerned that it would not have enough skilled workers to compete in the “global economy” it was promoting. Thus, there began a significant promotion of School-to-Work (STW) which I described in an earlier article. The STW promotion was largely led by the Carnegie-supported National Center on Education and the Economy, with board members like Hillary Clinton and David Rockefeller, Jr.

Relevant to this effort, in 1983 Howard Gardner wrote FRAMES OF MIND: THE THEORY OF MULTIPLE INTELLIGENCES, in which he concluded: “Ultimately, the educational plans that are pursued need to be orchestrated across various interest groups of the society so they can, taken together, help the society to achieve its larger goals. Individual profiles must be considered in the light of goals pursued by the wider society; and sometimes, in fact, individuals with gifts in certain directions must nonetheless be guided along other, less favored paths, simply because the needs of the culture are particularly urgent in that realm at that time.”

In China, each person has such a profile called a “dangan” and in the U.S. students have academic profiles as well. In China, its Communist dictators can literally force people into certain occupations desired by its rulers. In the U.S. under STW, a girl in Las Vegas schools who wanted to be a veterinarian was advised that she should be educated for a career in a casino because that’s what Las Vegas needed!

That China was used as a model for American education not only was displayed by Mary Berry’s 1977 remarks, but in 1989 Howard Gardner authored TO OPEN MINDS: CHINESE CLUES TO THE DILEMNA OF CONTEMPORARY EDUCATION.

In the decade of the 1990s, the first annual China-U.S. Conference on Education was held in Beijing in July 1997 with featured keynote speakers including Mary Futrell (former NEA president) and Carolyn Warner (former superintendent of Arizona’s Department of Public Instruction and on the 1990s GOALS 2000 National Skill Standards Board), who has opined that “those who educate are more to be honored than those who bear the children. The latter gave them only life, the former teach them the arts of living.” The annual China-U.S. conferences continued July 14-18, 1998 with the theme “Four Qualities for the New Millennium.” At the same time, the Beijing Institute of Education and Global Interactions (Phoenix, Arizona) promoted school partnerships between the U.S. and China. The conferences continued into the 21st century with topics covering educational leaders, the community colleges, and women’s issues. In 2005, a conference picked up on Howard Gardner’s theme of “multiple intelligences,” and in 2007 the conference was on literacy.

The Power Elite’s synthesis of America and China has American students increasingly being trained for productive labor (part of Marx’s COMMUNIST MANIFESTO), while China is adopting certain free market principles (Shanghai is looking more and more Western) and its cities and schools are increasingly emphasizing the American concept of specialization (Shengzhou produces half the world’s neckties). There is no way American students taking perhaps two or three specialized courses (e.g., Welding I, II, III) in high school can hope to compete with Chinese students who have many more years of specialized education, and who work for much lower wages after they graduate. This is perhaps why a city like Shenzhen with 12.4 million people already has 100,000 factories producing a majority of the world’s laptops, cell phones, jeans, etc. There is no way Americans can compete with this, that is, unless we become more and more like the Chinese, living in what will become “The People’s Republic of America.” And once all the nations of the world are synthesized like this, the Power Elite will have achieved its goal of a World Socialist Government.

The process has worked like this. First, Fascist elements were introduced with government and corporations working in tandem. This was done so that corporations could become transnational, investing heavily (and transferring jobs) elsewhere. Once the global economic system was in place, the current economic crisis could drive corporations’ stocks down and devalue currencies resulting in a demand (reported October 10, 2008) for a “global solution” to the problem. Remember in my March 24, 2008 NewsWithViews column, I wrote about “the Power Elite’s plan to create a global economic crisis (greatly devalued currencies, stocks, bonds, etc.)… This will result in the world’s population submitting to the Power Elite’s ‘International Planning’ (for International Socialism) whereby they will manage the world’s (and each nation’s) economy. The political structure they will form to do that will be a World Socialist Government.” The “global solution” could also involve the introduction of a global currency (the Phoenix) pictured on the cover of THE ECONOMIST twenty years ago (January 9, 1988). The Phoenix was forecast for A.D. 2018, but remember that H.G. Wells in EXPERIMENT IN AUTOBIOGRAPHY (1934) said the “planned world-state” would be an “Open Conspiracy” in the form of “liberal socialism,” and that when “finally precipitated, its coming is likely to happen very quickly.” Five years before this, the stock market crashed in 1929 in part due to “large-scale corporate thimble-rigging” (corporations holding securities in other corporations in a pyramidal manner), according to John Kenneth Galbraith who identified Goldman Sachs (GS) as one of the participants in the 1920s."
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What about America? The Demwits are choosing between a racist-socialist and a feminist-socialist (2008 race). The Repugnants’ have chosen a Demwit incognito. Gas and food prices are rising like the flood waters in the Midwest, babies are still being slaughtered each day in the name of choice, Christians are told we can no longer home school our own children and our 1st Amendment right to publicly proclaim what the Bible says about sodomites is now considered hate speech, 20 million non-Americans are here illegally and our leaders want to keep them here, we’re not safe in our own homes and this administration wants the Supreme Court to judicially amend the 2nd Amendment to allow for more gun control, and my dumb, fellow Americans believe the best way to fix these problems is to put more anti-Christian socialists in office! My nation is dying, and I’m helpless to do anything about it.
former public school teacher Randy Murray FULL ARTICLE
Mr. Murray has also written a book on the subject, Legally Stupid: Why Johnny doesn't have to read


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John Taylor Gatto's book: THE UNDERGROUND HISTORY OF AMERICAN EDUCATION, is a must read. I don't know if he is a Christian but he reveals more about the nefarious history and nature of American public "education" than any other secular source:

"Exactly what John Dewey heralded at the onset of the twentieth century has indeed happened. Our once highly individualized nation has evolved into a centrally managed village, an agora made up of huge special interests which regard individual voices as irrelevant. The masquerade is managed by having collective agencies speak through particular human beings. Dewey said this would mark a great advance in human affairs, but the net effect is to reduce men and women to the status of functions in whatever subsystem they are placed. Public opinion is turned on and off in laboratory fashion. All this in the name of social efficiency, one of the two main goals of forced schooling....Americans failed to notice the deliberate conversion of formal education that was taking place, a transformation that would turn school into an instrument of the leviathan state. Who made that happen and why is part of the story I have to tell." Prologue - Page 3

"School is a religion. Without understanding the holy mission aspect you’re certain to misperceive what takes place as a result of human stupidity or venality or even class warfare. All are present in the equation, it’s just that none of these matter very much—even without them school would move in the same direction. Dewey’s Pedagogic Creed statement of 1897 gives you a clue to the zeitgeist:

"Every teacher should realize he is a social servant set apart for the maintenance of the proper social order and the securing of the right social growth. In this way the teacher is always the prophet of the true God and the usherer in of the true kingdom of heaven."

What is "proper" social order? What does "right" social growth look like? If you don’t know you’re like me, not like John Dewey who did, or the Rockefellers, his patrons, who did, too." Prologue p. 4 "School as religion"
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The following astounding quote of Gatto's, counters the omission, disinformation and propaganda passed on by brainwashed or ignorant teachers and professors (particularly the Marxist who pretended to teach me how to teach History) that our founding fathers and colonial citizens were "illiterate" and "stupid" compared to the brilliant and egalitarian imbeciles who have ruined our schools and are destroying our country. Gatto boldly heralds the self-taught heroes who were the cornerstone founding fathers and tells important developmental facts about their lives that the modern educrats have omitted about these key founding Americans. The omission of these important facts about just these two major American icons, is proof of the concerted effort to de-Americanize and propagandize public education. Socialist educrats don't want you to know how noble, intelligent, accomplished, moral and "RELIGIOUS" our founding fathers were!

George Washington for instance was one of these "home-schooled," self-taught iconic father of our country. By age 15 he had achieved the equivalent of a college degree today. He quickly became a master surveyor. He was a galant, master horseman and ballroom dancer! This intelligent, accomplished man of highest possible personal character was considered to be one of the least intelligent men among his founding father peers. Gatto fails to mention that Washington was a stalwart Christian who prayed daily and consistently read his Bible and repeatedly publicly invoked the Providence of God as being absolutely the foundation of our country!

Gatto also throws a spotlight on Benjamin Franklin, certainly one of the most important founding fathers. He was a bona fide genius and had the equivalent of numerous degrees. He simply followed his natural inquisitive nature from the time he worked for his father as a child and mastered everything he could. Gatto strangely also omits the FACT that Franklin believed strongly in the Bible (even founding a Christian college!) and in God's divine Providence as being absolutely necessary in winning the Revolution and founding our country. Whether he personally followed it or also had non-orthodox interpretations doesn't mesh with his public statements about Christianity, Jesus and the Bible, which at least publicly, seemed as mainstream as the majority of his founding brothers.

Since most modern "scholars" have been so brainwashed concerning Franklin's dubious Christian beliefs (I am not saying that he was perfectly orthodox in his beliefs) but I need to include these quotes of and facts about Franklin and his public beliefs:

“ God governs in the affairs of man. And if a sparrow cannot fall to the ground without his notice, is it probable that an empire can rise without His aid? We have been assured in the Sacred Writings that except the Lord build the house, they labor in vain that build it. I firmly believe this. I also believe that, without His concurring aid, we shall succeed in this political building no better than the builders of Babel” –Constitutional Convention of 1787 | original manuscript of this speech

“In the beginning of the contest with Britain, when we were sensible of danger, we had daily prayers in this room for Divine protection. Our prayers, Sir, were heard, and they were graciously answered… do we imagine we no longer need His assistance?” [Constitutional Convention, Thursday June 28, 1787]

In Benjamin Franklin's 1749 plan of education for public schools in Pennsylvania, he insisted that schools teach "the excellency of the Christian religion above all others, ancient or modern."

In 1787 when Franklin helped found Benjamin Franklin University, it was dedicated as "a nursery of religion and learning, built on Christ, the Cornerstone."

Gatto researched intensively to discover the truth about early American education and literacy:

"Looking back, abundant data exist from states like Connecticut and Massachusetts to show that by 1840 the incidence of complex literacy in the United States was between 93 and 100 percent wherever such a thing mattered. According to the Connecticut census of 1840, only one citizen out of every 579 was illiterate and you probably don’t want to know, not really, what people in those days considered literate; it’s too embarrassing. Popular novels of the period give a clue: Last of the Mohicans, published in 1826, sold so well that a contemporary equivalent would have to move 10 million copies to match it. If you pick up an uncut version you find yourself in a dense thicket of philosophy, history, culture, manners, politics, geography, analysis of human motives and actions, all conveyed in data-rich periodic sentences so formidable only a determined and well-educated reader can handle it nowadays. Yet in 1818 we were a small-farm nation without colleges or universities to speak of. Could those simple folk have had more complex minds than our own?" THE UNDERGROUND HISTORY OF AMERICAN EDUCATION, Chapter 3, p.2 'Intellectual Espionage'
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From the foreward of 'The Deliberate Dumbing Down of America':
...Mrs. Iserbyt has also documented the gradual transformation of our once academically successful education system into one devoted to training children to become compliant human resources to be used by government and industry for their own purposes. This is how
fascist-socialist societies train their children to become servants of their government masters. The successful implementation of this new philosophy of education will spell the end of the American dream of individual freedom and opportunity. The government will plan your life
for you, and unless you comply with government restrictions and regulations your ability to pursue a career of your own choice will be severely limited. 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 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. It reminds one of how the Nazis charged their victims train fare to their own doom. 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 anything the experts tell them.
And so, our children continue to be at risk in America’s schools. They are at risk academically because of such programs as whole language, mastery learning, direct
instruction, Skinnerian operant conditioning, all of which have created huge learning problems that inevitably lead to what is commonly known as Attention Deficit Disorder
and the drugging of four million children with the powerful drug Ritalin. Mrs. Iserbyt has dealt extensively with the root causes of immorality in our society and the role of the public schools in the teaching of moral relativism (no right/no wrong ethics). She raises a red flag regarding the current efforts of left-wing liberals and right-wing conservatives (radical center) to come up with a new kid on the block—“common ground” character education—which will, under the microscope, turn out to be the same warmed-over values education alert parent groups have resisted for over fifty years. This is a perfect example of the Hegelian Dialectic at work. The reader will find in this book a plethora of information that will leave no doubt in the mind of the serious researcher exactly where the American education system is headed. If we wish to stop this juggernaut toward a socialist-fascist system, then we must restore educational freedom to America. Americans forget that the present government education system started as a Prussian import in the 1840’s–’50’s. It was a system built on Hegel’s belief that the state was “God” walking on earth. The only way to restore educational freedom, and put education back into the hands of parents where it belongs, is to get the federal government, with its coercive policies, out of education. The billions of dollars being spent by the federal government to destroy educational freedom must be halted, and that can only be done by getting American legislators to understand that the American people want to remain a free people, in charge of their own lives and the education of their children. The PBS "documentary" presented the spread and practice of early Islam as being a rational and peaceful religion, when nothing could be further from the truth. How do they get away with showing and teaching such propaganda when our citizens and soldiers are murdered because Jihadists are merely following the orthodox model of Islam created by Mohamed and commanded in the Koran?







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from: http://www.historicist.com/articles2/publiceducation.htm

"Famous men such as George Washington, John Adams, and James Madison were home-schooled. John Adams stated in 1765 (before the rise of public education):

"All ranks and orders of our People are intelligent, are accomplished - a native of America, especially of New England, who cannot read and write is as rare a Phenomenon as a Comet." (Benson & Gangel, 1983)

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OUR PUBLIC SCHOOL TEXT BOOKS ARE BEING USED TO SPREAD PROPAGANDA- EVEN JIHAD op-ed by Tony Blankley in Washington Times December 23, 2008:

"In their conclusion, the authors quote the great historian of Islam, Bernard Lewis' observation concerning the willful bending of history: "We live in a time when great efforts have been made, and continue to be made, to falsify the record of the past and to make history a tool of propaganda; when governments, religious movements, political parties, and sectional groups of every kind are busy rewriting history as they wish it to have been, as they would like their followers to believe that it was."

I discuss some of the findings of Mr. Tobin's and Mr. Ybarra's study in my latest book ("American Grit - What It Will Take to Survive and Win in the 21st Century," which will be released in January). "The Trouble with Textbooks" identifies a system of self-censorship and cultural equivalence that celebrates everybody and omits many unpleasant historic facts.

The grievance group that has become particularly adept at influencing textbook publishing is the organized Muslim lobby. The founder of the Council on Islamic Education, the chief Islamic group for vetting textbooks in the United States, refers to his work as a "bloodless revolution … inside American junior high and high school classrooms."

He is, regrettably, right. While these days one may expect "sensitive deference" to Muslim sensitivities, the authors show how American textbooks have gone so far as to outright proselytize Islam.

As "The Trouble with Textbooks" shows, textbooks relate Christian and Jewish religious traditions as stories attributed to some source (for example, "According to the New Testament…"), while Islamic traditions are related as indisputable historic facts. The authors cite the textbook "Holt's World History," where one can read that Moses claimed to receive the Ten Commandments from God, but Muhammad simply "received" the Koran from God. In the textbook "Pearson's World Civilizations," the book instructs that Jesus of Nazareth is "believed by Christians to be the Messiah"- which would be a fine comparative religion study observation if the book didn't also disclose that Muhammad "received revelations from Allah."

The "Trouble with Textbooks" is filled with such shocking examples. It reports on a textbook, "McDougal Littell's World Cultures and Geography," which relates that "Judaism is a story of exile" and that "Christians believe that Jesus was the promised Messiah," but that the Koran "is the collection of God's revelations to Muhammad." As "The Trouble with Textbooks" makes only too clear, one instance could perhaps be overlooked, but in fact there is a consistent, malicious practice that Islam - and only Islam - is repeatedly described in numerous prominent public school textbooks as historical truth. In those textbooks, Christianity and Judaism are equally consistently described as mere notions of their believers.

I have no problem with religions being taught in public school textbooks on a comparative basis. But to see Islam, alone, taught as the "truth" is an outrage. This is only one small part of the assault on truth in textbooks by organized Muslim special pleaders analyzed in the book "The Trouble with Textbooks." As you might expect, there are constant examples of American textbooks describing recent Middle East Israeli/Palestinian history in a manner consistent with the late Yasser Arafat's version rather than anything approaching honest and accurate history.

I understand that perfect objectivity in the study of history is never possible. And it would not surprise anyone that each country tends to teach its children its history - and the history of the world - in a manner that makes the country look better than it perhaps is. What is particularly galling in this report on American textbooks is that some fraction of the 5 million or so Muslims in America is winning the battle for textbook writing against the interest and tradition of the 275 million or so Judeo-Christian Americans.

"The Trouble with Textbooks" is a wake-up call to the parents of America to fight back to re-insert the truth of our history in our children's textbooks and classrooms. Is it too much to ask that in American schools our traditions and faith not be denigrated, but rather get equal treatment with other faiths and traditions?

Extremely powerful commentary to the article includes these two deadly accurate assessments of the problem with the text books being discussed but which are typical of the propagandizing that now permeates our nation's text books:


Everything the article says is accurate. I’ve had the opportunity of reviewing the two textbooks mentioned by Tobin and Ybarra. They’re being used in the AZ middle school system today and probably will be for the next 5 years.

After reading the textbooks, I wrote a white paper which went to the AZ Superintendent of Schools and two state senators. It created enough of a flap that the senators, myself, and three of the AZ school hierarchy (the Superintendent’s lobbyist, the lady who was in charge of the Social Studies curriculum and her superior) had a meeting which lasted about 40 minutes last July.

I asked why such inaccuracies were being presented to the students. No direct answer. I asked why the subject of unequal distribution of income was a topic in that it usually was addressed only by Marxists. I asked why the U. S. was presented as an imperialist nation? The lady who was in charge of the Social Studies curriculum for the state tried to defend the statement. This lady’s in her mid-to-late 50'sand should have known better.

The textbooks denigrated Senator Joseph McCarthy and President Ronald Reagan. Such propaganda is usually offered only by Marxists.

So...folks, we have a major crisis on our hands with academia, as if you didn’t know. It has been taken over by Marxists and Muslims who want to destroy the U. S. This crisis was been gaining momentum since the late 1930's and began to get up a good head of steam by the mid-fifties. I witnessed it as an undergrad at Dartmouth College and have been watching it progress since 1954. The tipping point has been reached. We must do something NOW! Especially now that the Muslims have insinuated themselves into the system.


By: Abdulameer

Moslems are pursuing jihad (i.e., the spread of Islam throughout the world) on many fronts, not only through violence and murder. There are many forms of non-violent jihad. Robert Spencer calls it "stealth jihad". Others call it "cultural jihad" or "soft jihad". The textbook jihad is one of those fronts, and it is an extremely serious problem. The authors of the textbooks do not understand anything about Islam, and so they rely on spokesmen from the Moslem community, without realizing that those spokesmen are only sales reps for Islam whose sole purpose is to present a false and whitewashed image of Islam to naive Americans. These Moslem spokesmen should no more be trusted to tell us the truth about Islam than sales reps for Phillip Morris can be trusted to tell us the truth about tobacco smoking. The textbook publishers do not understand anything about Islam, either, and neither do our high school teachers. So, everyone in the chain must rely on Moslem propagandists for the material about Islam which gets into the textbooks. The result is that the minds of tens of millions of American teenagers are being polluted with Moslem propaganda so that, when the time comes for them to vote and take part in civic life, they will be intellectually unable to assess the menace that Islam presents. We must expose this dangerous ideological fraud before it is too late!!
Moslems are pursuing jihad (i.e., the spread of Islam throughout the world) on many fronts, not only through violence and murder. There are many forms of non-violent jihad. Robert Spencer calls it "stealth jihad". Others call it "cultural jihad" or "soft jihad". The textbook jihad is one of those fronts, and it is an extremely serious problem. The authors of the textbooks do not understand anything about Islam, and so they rely on spokesmen from the Moslem community, without realizing that those spokesmen are only sales reps for Islam whose sole purpose is to present a false and whitewashed image of Islam to naive Americans. These Moslem spokesmen should no more be trusted to tell us the truth about Islam than sales reps for Phillip Morris can be trusted to tell us the truth about tobacco smoking. The textbook publishers do not understand anything about Islam, either, and neither do our high school teachers. So, everyone in the chain must rely on Moslem propagandists for the material about Islam which gets into the textbooks. The result is that the minds of tens of millions of American teenagers are being polluted with Moslem propaganda so that, when the time comes for them to vote and take part in civic life, they will be intellectually unable to assess the menace that Islam presents. We must expose this dangerous ideological fraud before it is too late!!

Quite clearly, the leftists who pose as "liberals" in our country have become so powerful and so pervasive that they now dictate curriculum and revise history texts at will so as to indoctrinate, brainwash, whitewash and propagandize our whole public school system. Their hatred of traditional, Christian-based America is so strong that they are systematically (spiritually demonic really) inclined to embrace the jihadist's propagandized and white-washed version of Islam, in order to undermine traditional American mores and history. Most of them do this "unconsciously" and believe deeply that they are absolutely correct (devilishly self-righteous) in their blind pursuit to mold young minds into their warped image. In fact, they have expedited the destruction of our Republic by bonding with a deadly enemy and will lead America into bondage. Their hatred of traditional America is so strong that they are willing to allow a propagandized version of Islam to be taught in the classroom. I know this quite personally as I had to show (as a substitute) Islamic propaganda in classrooms produced by PBS, that totally sanitized and venerated the inception of Islam and the "devout holiness" of Mohamed (I let the students know what I disagreed with and how bloody and despotic their "evangelizing" was!). At one point, the narrator specifically lied by proclaiming that "Islam was not spread by the sword."