Socialism in Education
COUNT DOWN TO SOCIALISM IN AMERICAN
A 1996 poll revealed the
surprising news that over 50% of Americans feared their government;
perhaps this is the fulfillment of a warning by Thomas Jefferson. “When
all government, domestic and foreign, in little as in great things,
shall be drawn to Washington as the center of all power, it will render
powerless the checks provided of one government on another and will
become as venal and oppressive as the government from which we have
separated.”
From the beginning of America’s
colonies until nearly 1837, education in America was purchased through
private schools of choice. The churches provided free schools to all
who would come. Horace Mann, a Harvard elite, believed his mission was
to remove educational control from the communities and the people -
delivering control to the state.
One of the NEA’s founders
Zalman Richards, at the Union’s 1858 convention, condemned private
education with scorn. He asserted that private schools were degrading
to the teaching profession. By 1885 some in the NEA were espousing that
both property and children belong not to the people, but to the state.
By 1905 the American government was spending nearly 22% of all public
funds on public education. “Remember” the tenth plank of the Communist
Manifesto: “Free education for all children in public schools [and]
combination of education with industrial
production…”
John Dewey, father of modern
education, in 1933 coauthored the Humanist Manifesto I. The manifesto
confidently asserts that: 1. Man evolved by chance, 2. Man created god,
3. Man is his own authority,
4. There are no absolutes, 5. All men should be exposed to diverse
“realistic” viewpoints –including profanity, immorality and perversion,
6. ALL forms of sexual expression are acceptable, 7. Government
ownership or control of the entire economy, 8. Global Citizenship,
replaces self- determination and nationalism, and 9. No existence
beyond the grave - no heaven or hell.
The United Nations education
program was approved in 1946 at the first United Nations Educational,
Scientific and Cultural Organization (UNESCO) General Conference. One
of the first items on its agenda was the creation of ‘A Study Of
Education For International Understanding in the primary and secondary
schools and in institutions of higher learning of Member States, to be
conducted by the Member States with the assistance of the UNESCO
Secretariat’. Each nation was required to conduct a study of how
textbooks treated the subject of international agencies and world
government.
The National Education Association
in 1954 published a book [in compliance with UNESCO] to instruct
educators in the proper methods of teaching children about the benefits
of world government. It had specific chapters dealing with each benefit
and one chapter on how to develop world-minded teachers. The issue of
altering world history through educational textbooks was so important
that two chapters were dedicated entirely to that subject.
The “Soviet Education Programs;
Foundations, Curriculums, Teacher Preparation” was published in 1960 by
the U.S Department of Health, Education and Welfare. This document was
the blueprint for the School-To-Work restructuring that would take
place in America. In 1961, Rep. John M. Ashbrook tried to alert
Congress as to the U.S. adoption of a soviet approach to education by
citing a HEW document called “A Federal Educational Agency for the
Future”. Ashbrook called the new education program “a blueprint for
complete domination and direction of our schools from Washington.”
Remember Thomas Jefferson’s warning?
Two major federal initiatives were
developed in 1965 with funding from the “Elementary and Secondary
Education Act” which was passed in that same year. One was the
Behavioral Science Teacher Educational Program; the other was a
government publication “Pacesetters In Innovation” - - a 584-page
catalogue of behavior modification programs to be used by America’s
schools. No, not 584 pages of educational programs, but 584 pages
filled with behavior modification programs. In summary, the intent was
to create future Americans who would accept the United Nations and the
concept of a global nation and one world government.
If schools really taught American
history and government, people would know that in 1970 Congress
recognized that the federal government had limited authority in
education. In an amended General Education Provisions Act clearly
stated a “Prohibition against Federal Control of Education”: forbidding
the federal government from exercising any “direction, supervision, or
control over the curriculum, program of instruction, administration or
personnel of any education institution, school, or school system, or
over the selection of library resources, textbooks, or other printed or
published instructional materials by any educational institution or
school system.” In case you are wondering, this law is still valid! The
government and educational elite get around this law by a loophole,
which allows federal funding of “research and development”. All
790 federally mandated programs are using America’s children as
research projects. Do the words guinea pigs come to anyone’s mind?
Catherine Barrett, then president
of the National Education Association (1976), gave a speech in which
she said, “First, we will help all of our people understand that school
is a concept and not a place. We will not confuse “schooling” with
education. The school will be the community, the community the school.”
This reflects the Communist view of education and lifetime control of
the masses. Barrett continued, “We will need to recognized that
so-called ‘basic skills’ which currently represent nearly the total
effort in elementary schools, will be taught in one quarter of the
present school day. The remaining time will be devoted to what is truly
fundamental and basic -- time for academic inquiry, time for
students to develop their own interests, time for a dialogue between
students and teachers – more then a dispenser of information, the
teacher will be a conveyor of values, a philosopher [in secular
humanism]. Students will learn to write love letters and lab notes.”
In the 1980’s, the DOE (Department
of Education) changed the character of public schools from ‘teaching’
to ‘ workforce training’, the Soviet poly-technical system. This was
done through a DOE work called “Course Goals Collection”, fourteen
volumes of 15,000 goals covering every major subject taught in public
schools. 70,000 copies were distributed to approximately 16,000 school
districts then in existence. This is how Outcome-based education made
its way into the schools of America. OBE’s purpose is to change
attitudes, values and beliefs.
During the 1990’s we were given
Goals 2000 and School-to-Work programs that transformed our schools,
which through one generation will transform America. School-To-Work was
put in place not by legislation, but by executive orders of state
Governors. Charlotte Iserbyt in her book “The Deliberate Dumbing Down Of America”
describes this transformation as “the internationalization of education
with the exchanges of data systems, curricula, methods, etc., all
essential for the implementation of the international socialist
management and control system being put into place right now.”
In his last term, President
Clinton issued an Executive Order calling for all American schools to
adopt “international education”. International education is defined in
detail in the U.N. World Declaration On Education For All 1990. It is
School-To-Work for the world. The March-April 2000 issue of Foreign Affairs, written by
officials in the Clinton administration, states that the new Federal
system of education is based on standards developed by “international
agreements”. The U.N. World Conference On Education For All,
states that the ultimate goal of education is “to work for
international peace and solidarity in an interdependent world.” That
folks, is the beginning of the New One World Order.
The official title of the Nazi
party was “The National Socialist Workers Party Of Germany”. The Nazi’s
called themselves “The Children of the New Age of World Order”. Those
who challenged the Nazi’s power were branded “conservative
reactionaries” or worse yet, Christians were condemned as “right wing
fanatics”. History teaches us that if we do not learn the lessons of
the past we are doomed to repeat those
mistakes.
Joseph R.
Larson
Chairman: Restoring America
restoringamerica.org
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