Additional
Titles
THE
DELIBERATE DUMBING
DOWN
OF AMERICA
By Samuel L.
Blumenfeld
NewsWithViews.com
Charlotte Thomson Iserbyt’s new book, “The Deliberate Dumbing Down of
America,” is without doubt one of the most important publishing events
in the annals of American education in the last one hundred years.
John Dewey’s “School and Society,” published in 1899, set
American education on its course to socialism.
Rudolf Flesch’s “Why Johnny Can’t Read,” published in 1955,
informed American parents that there was something terribly wrong with the
way the schools were teaching children to read, and my own book, “NEA:
Trojan Horse in American Education,” published in 1984, explained in
great detail how and why the decline in public education was taking place.
But Iserbyt has done what no one else wanted or could do.
She has put together the most formidable and practical compilation
of documentation describing the well-planned “deliberate dumbing down”
of American children by their education system.
Anyone who has had any lingering hope that what the educators have
been doing is a result of error, accident, or stupidity will be shocked by
the way American social engineers have systematically gone about
destroying the intellect of millions of American children for the purpose
of leading the American people into a socialist world government
controlled by behavioral and social scientists.
This mammoth book is the size of a large city phone book: 462 pages of
documentation; 205 pages of appendices; and a 48-page Index.
The documentation is “A Chronological Paper Trail” which starts
with the Sowing of the Seeds in the late eighteenth and nineteenth
centuries, proceeds to The Turning of the Tides, then to The Troubling
Thirties, The Fomentation of the forties and fifties, The Sick Sixties,
The Serious Seventies, The “Effective” Eighties, and finally, the
Noxious Nineties. The
educators and social engineers indict themselves with their own words.
Iserbyt decided to compile this book because, as a “resister” to what
is going on in American education, she was being constantly told that she
was taking things out of context. The
book, she writes, “was put together primarily to satisfy my own need to
see the various components which led to the dumbing down of the United
States of America assembled in chronological order—in writing.
Even I, who had observed these weird activities taking place at all
levels of government, was reluctant to accept a malicious intent behind
each individual, chronological activity or innovation, unless I could
connect it with other, similar activities taking place at other times.”
And
that is what this book does. It
connects educators, social engineers, planners, government grants, federal
and state agencies, billion-dollar foundations, think tanks, universities,
research projects, policy organizations, etc., showing how they have
worked together to advance an agenda that will change America from a free
republic to a socialist state.
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 and state 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.
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 any lie the experts tell them.
Iserbyt’s long journey to becoming a “resister,” started in 1973
when her son, a fourth grader, brought home from school a purple ditto
sheet, embellished with a smiley face, entitled “All About Me.”
She writes: “The questions were highly personal; so much so that
they encouraged my son to lie, since he didn’t want to ‘spill the
beans’ about his mother, father and brother.
The purpose of such a questionnaire was to find out the student’s
state of mind, how he felt, what he liked and disliked, and what his
values were. With this
knowledge it would be easier for the government school to modify his
values and behavior at will—without, of course, the student’s
knowledge or his parents’ consent.”
From that time on, Iserbyt became an activist in education.
She became a member of a philosophy committee for a school, was
elected as a school board member, co-founded Guardians of Education for
Maine (GEM), and finally became senior policy advisor in the Office of
Educational Research and Improvement (OERI) of the U.S. Department of
Education during President Reagan’s first term of office.
As a school board member she learned that in American education, the end
justifies the means. “Our
change agent superintendent,” she writes, “was more at home with a lie
than he was with the truth.” Whatever
good she accomplished while on the school board was tossed out two weeks
after she left office.
It was during her tenure in the Department of Education in Washington,
where she had access to the grant proposals from change agents, that she
came to the conclusion that what was happening in American education was
the result of a concerted effort on the part of numerous individuals and
organizations—a globalist elite—to bring about permanent changes in
America’s body politic. She
was relieved of her duties after leaking an important technology grant—a
computer-assisted instruction proposal—to the press.
Another reason why Iserbyt decided to publish this book is because of the
reluctance of Americans to face unpleasant truths about their government
educators. She wants parents
to have access to the kinds of documents that were only circulated among
the change agent educators themselves.
She wants parents to see for themselves what has been planned for
their children and the kind of socialist-fascist world their children will
have to live in if we do nothing to counter these plans.
Therefore, getting this book into the hands of thousands of Americans
ought to be a major project for lovers of liberty in the year 2000. It will do more to defeat the change agents than anything
else I can think of.
Samuel L. Blumenfeld
is the author of eight books on education, including “Is Public
Education Necessary?” and “The Whole Language/OBE Fraud,” published
by The Paradigm Company, 208-322-4440.
His reading instruction program, “Alpha-Phonics,” is available
by writing The Tutoring Company, P.O. Box 540111, Waltham,
MA 02454-0111.
www.alpha-phonics.com
www.howtotutor.com
