ONE WORLD ORDER: PROGRAMMING THE MASSES
“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 One 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:
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 American Republic and enslave every average American in the bonds of satanic globalism.
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 America’s children to function as the submissive workers of the One World Order, compliments of the taxpayers.
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), 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.”
There is certainly not a dearth of books that express views about America’s dismal educational problems as well as the other associated problems that affront our children. Another excellent, well researched and documented book is the deliberate dumbing down of america (September 1999) by educational whistle-blower Charlotte Thomson Iserbyt. It remains Barnes and Noble’s #1 bestseller in their History of Education category. Iserbyt is a former school board director in Camden, Maine and was co-founder and research analyst of Guardians of Education for Maine (GEM) from 1978 to 2000. During the first Reagan administration Iserbyt was the Senior Policy Advisor working in the U.S. Department of Education’s Office of Educational Research and Improvement (OERI). She was instrumental in revealing a “major technology initiative which would control curriculum in America's classrooms.
A huge educational modification gradually occurred – America went from an academic education (1880–1960) to a values education (1960–1980) to a workforce training “education” (1980–2000). In Iserbyt’s book “the case is made that the values education period was critical to the transformation of education. It succeeded in persuading (brainwashing? duping?) Americans into accepting the belief that values were transient, flexible and situational—subject to the evolution of human society. Brave new values were integrated into curricula and instruction. The mind of the average American became ‘trained’ (conditioned) to accept the idea that education exists solely for the purpose of getting a good paying job in the global workforce economy.”
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 America’s children, her greatest resource.
Following is a much abbreviated timeline from Iserbyt’s must read book revealing tax-exempt financial backing and government compliance in the collapse of America’s educational system:
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.
1905 The Intercollegiate Socialist Society (ISS) was founded in New York City by Upton Sinclair, Jack London, Clarence Darrow and others. Its permanent headquarters were established at the Rand School of Social Studies in 1908 and ISS became the League for Industrial Democracy (LID) in 1921. John Dewey became president of the League for Industrial Democracy in 1939.
The Carnegie Foundation for the Advancement of Teaching was founded.
1906 National Education Association (NEA) became a federally chartered association for teachers under the authority of H.R. 10501.
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.
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)
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.
1919 “The Institute of International Education (IIE) was founded through a grant from the Carnegie Endowment for International Peace. The Institute’s purpose was to operate a student exchange program. The U.S.-Soviet Education Agreements were negotiated by the Carnegie Endowment’s parent organization, the Carnegie Corporation, fostering exchanges of curriculum, pedagogy and materials as well as students.”
“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 Chicago, Illinois.”
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 Georgetown University described the CFR as “a front for J.P. Morgan and Company in association with the very small American Round Table Group.”
1922 On December 15 the Council on Foreign Relations endorsed world government.
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).
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.
“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.”
“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 Providence by careful planning and private capitalism by some form of social economy.”
“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?”
“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.”
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)
Schools: The Battleground for Freedom By Allen Quist
America's Secret Establishment, An Introduction to the Order of Skull
& Bones by Antony c. Sutton, 2002, pg. 31
© 2006 Deanna Spingola
- All Rights Reserved
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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 Family History Center. She has a great interest in politics and the direction of current government policies, particularly as they relate to the Constitution.
web site: www.spingola.com
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.