Kathleen Marquardt and Tommy Helms
September 28, 2013
As I write this, parents, teachers and other concerned citizens of Tennessee are reviewing school textbooks that will be utilized for the next six years, that is until 2020. If you do not live in Tennessee, please do not quit reading. Almost every textbook in the schools in every state come from the same group of publishers: Houghton Mifflin Harcourt, Pearson, and McGraw-Hill.
The reviewers are looking for different things; some are looking at how Christianity and Islam are dealt with, how, or if, the Constitution is taught, how much of the text promotes Agenda 21 and perhaps some are looking at things I haven’t mentioned.
Looking at today’s textbooks is not enough to understand what is going on in our schools. While reviewing many of them can actually make you ill, when you see the how and why these things are being taught (and have been taught for decades now, gradually working up to the outright lies, omissions and brainwashing) you will have a better understanding of the evil behind our public school instruction.
In 1965, The Department of Health, Education and Welfare commissioned Michigan State University to write a report, Behavioral Science Teacher Education Program (BSTEP), that is designed not to only change our children’s values, attitudes and beliefs, but with far more malevolence (if you can conceive something more evil than that) this program will make most of them into brain-dead slaves.
Page 255 of BSTEP (288 of the PDF) has a chart “Detailing the Controlling Elite,” the Overview reads:
The Protestant Ethic will atrophy as more and more enjoy varied leisure and guaranteed sustenance. Work as the means (illegible) end of living will diminish in importance except for a few with exceptional motivation, drive, or aspiration. No major source of a sense of worth and dignity will replace the Protestant Ethic. Most people will tend to be hedonistic, and a dominant elite will provide “bread and circuses” to keep social dissension and disruption at a minimum.
A small elite will carry society’s burdens. The resulting impersonal manipulation of most people’s life styles will be softened by provisions for pleasure seeking and guaranteed physical necessities. Participatory democracy in the American-ideal mold will mainly disappear. The worth and dignity of individuals will be endangered on every hand. Only exceptional individuals will be able to maintain a sense of worth and dignity.
I could stop here and you would have read more than you need to comprehend what our government plans for us. Don’t even say “conspiracy theory” here. This is an official document. You have to admit, they have chutzpah; they put it out there for us to see. Not immediately after they wrote it, but now you can download the entire document. SEE IT. Go to the links and read it. “No major source of a sense of worth and dignity will replace the Protestant Ethic.” This is one of their goals. Can they be anything other than evil? Every sentence in those two paragraphs is damning.
I won’t stop yet. On page 251 (p. 284 of PDF) we see Hitler’s
Greater need to be able to work with children who are biologically superior (years needed before biological improvements will be reflected in the kinds of persons in the professions)
Page 252 (285 of PDF)
Need to help students develop attitudes compatible with societal needs . . .
You don’t mind the government, through our schools, changing the values, attitudes and beliefs of your children?
247 (280 of PDF) you will read:
For those who wish some structure, the following is provided. There are five broad categories with several sub-categories:
Futurism as a social tool and decision making by an elite
2. Population factors
a. Population concentrations
b. Increasing youthfulness of the population and generational gap
3. Biological capabilities
a. Biological capabilities in controlling inherited characteristics and potentialities
b. Body repair and health improvements
4. Man and interaction dynamics
a. Shifting social values
b. Governance and services by varied agencies, organizations, and enterprises.
c. A controlling elite
d. Conflict and cooperation among peoples at home and abroad
e. International arrangements and nationalism
5. Man’s technical and natural resources
a. Knowledge explosion and means of analyzing, processing, storing, and retrieving ideas and information
b. Systems approach and cybernetics
c. Diffusion of prosperity and increased social mobility
d. Communications capabilities and potentialities for opinion control
e. Transportation capabilities (supplemented by communications capabilities.
f. Nuclear power
g. Space and underwater explorations
h. Environmental pollution
Planning to overturn the values of the Great American Experiment, the writers of this document see a Brave New World that no longer sees values in the works of our Forefathers. They are renouncing the Judeo-Christian/Western Culture values that gave freedom to all who resided here and are inculcating the anti-human, anti-freedom values promoted through so-called social justice and global government.
There is little doubt that environments do change. To recognize present and future environments one must know the sources of change which create a new environment. Technology is the major source of change. It opens up possibilities of manipulating, mastering and transforming nature, resources, time and space. It offers a systematic disciplined approach to objectives, permits precision and measurement and a systems concepts that may be quite contrary to traditional religious, esthetic and intuitive modes. Because of technology, decision-making can be based on such techniques as simulation model construction, linear programming, and operations research.
Seeing the demise of the US’s prestige in the world, these writers see most humans as resources now like trees and oil and cotton, just not as valuable. In the next to the last sentence below, the canons the Occident (the Western World), are to be replaced by those of the globe. In other words moral relativism at its zenith. Instead of sovereign countries choosing the values they wish to exemplify, all countries will have all values – at least all the values promoted by the UN, i.e., no values with a moral absolute: (p240 or 273 PDF)
But, other sources of change in society exist. These include the diffusion of existing goals and privileges in society, the structural development in society, and the relationship of the United States to the rest of the world. Human capital rather than financial capital is considered urgent; sociological questions about relationships of new technological modes of decision-making to the political structures of society are raised; and there tens to be a shift from the product sector of economy to that of service. Also, the canon of the Occident has been replaced by the canon of the globe. Or image of man is ceasing to assume tacitly that the white man is made peculiarly in the likeness of God.
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I don’t need to show more examples. Look at the date BSTEP was commissioned, 1965. It is a playbook for making our children perfect inhabitants of and Agenda 21 world. Agenda 21 wasn’t unveiled to the public until 1992 and yet BSTEP is too close to Agenda 21 not to be a part of the plan. Now I will ask you, do we have a chance to turn this around? It has been in the works for almost 50 years.
We will see. Many people went to Nashville to give their appraisals of the schoolbooks. Many more were there to show their support. If they were heard and if our legislators care about our children and grandchildren, they will demand changes.
© 2013 Kathleen Marquardt - All Rights Reserved
Kathleen Marquardt has been in the freedom movement since before it was called that. She was founder and chairman of Putting People First, a non-profit organization combatting the animal rights movement. Her book, AnimalScam: the Beastly Abuse of Human Rights, was published by Regnery in 1993. Kathleen has been Vice President of American Policy Center since 2000. She is also a contributing writer and researcher for Freedom Advocates.