Treason: Illuminati Destroy
Education
by
William Jasper
(abridged
by henrymakow.com)
In Crimes
of the Educators: How Utopians Are Using Government Schools To Destroy
America's Children,
Authors
Sam Blumenfeld and Alex Newman expose a plot to deliberately dumb
down the population, a mission exemplified
today by Common
Core.
Satanists
invert everything. In a satanic society, schools don't educate. They make the
student stupid.
The
Christian model is to attempt to raise everyone up. The Illuminati Jewish (i.e.
Communist) model is elitist. Reduce everyone to the level of cattle, better to
manipulate and exploit.
"In
our dreams ... the people yield themselves with perfect docility to our
moulding hands. ...We have not to raise up from them authors, poets or men
of letters....The task we set before ourselves is ... to train these people as
we find them to a perfectly ideal life just where they are."
("Occasional paper #1" Rockefeller General Education Fund"
in Josephson, "The Strange Death of FDR" 1948, p. 69)
Don't
kid yourself, their "moulding hands" will make the goyim insane as
well as stupid. They will spread gender confusion, sex addiction
(porn) and Satanism (through music, movies, TV etc.)
In Crimes
of the Educators: How Utopians Are Using Government Schools to Destroy America's Children, Samuel L. Blumenfeld and Alex
Newman lay bare the rot that runs to the heart of Common Core.
However,
this book is about far more than Common Core, which is but the latest iteration
in a long line of revolutionary programs imposed through the government school
system by the educational establishment to deconstruct America -- socially,
politically, psychologically, intellectually, morally, and spiritually:
look-say reading, the "new math," death education, values
clarification, sex education, multiculturalism, sensitivity training,
outcome-based education, etc.
Samuel Blumenfeld,
left, (who died last June) and Alex Newman are eminently qualified as a team to
tackle this important subject. Blumenfeld was one of America's most perceptive
observers of education for more than four decades, authoring ten books on education,
in addition to crisscrossing the nation many times on speaking tours. This
present volume recapitulates much of the extraordinary research into the
education dilemma that Blumenfeld first brought to the American public in the
early 1980s with his books Is Public Education Necessary? and NEA:
Trojan Horse in American Education.
MORE AT
RISK THAN EVER
In 1983, the
National Commission on Excellence in Education issued its shocking report A
Nation at Risk: The Imperative for Education Reform. Among its most damning
indictments, which Blumenfeld and Newman quote, is this alarming statement
summarizing the dire reality of the statistical evidence: "The educational
foundations of our society are presently being eroded by a rising tide of mediocrity
that threatens our very future as a Nation and a people."
"If an
unfriendly foreign power had attempted to impose on America the mediocre
educational performance that exists today," the report continued, "we
might well have viewed it as an act of war."
But
the erosion and mediocrity were not the result of war by "an unfriendly
foreign power." They were (and are) the result of war by an unfriendly
domestic power, a subversive Fifth Column of socialist educators who detested
America, its Christian foundations, and the American Founders' design of
limited, constitutional government that thwarted their plans for social
engineering and central planning.
Paranoia?
Wild "conspiracy theory"? That's what those with a vested interest in
perpetuating our nation's suicidal descent will say, of course.
However, the
evidence assembled by the authors speaks for itself -- literally. Blumenfeld
and Newman name names and provide copious documentation and quotes from
original sources....
They
prominently cite, for example, quotations from John Dewey, left, the
"father of progressive education," a committed socialist and an
ardent admirer of the Soviet Union, who targeted reading for destruction
because it was too "individualistic"; it allows individuals to learn
on their own and follow their own plans for their lives, independent of master
planners such as Dewey & Company.
Dewey and
his pro-Communist confreres at Columbia Teachers College, Harvard, and other
centers of cultural subversion insisted that everyone (except themselves and
their fellow elites, of course) must surrender his individuality in the
interests of "the cooperative," "the community," the
collective, the State.
Reading,
therefore, had to be subverted. Phonics, which is the only logical way to teach
an alphabetic system of language such as English, had to be replaced with a
revolutionary "look-say" or whole-word method that would teach
English as if it were a pictographic language like Chinese. This stood
thousands of years of experience and history on its head.
Dewey
realized that his revolutionary plan would have to be implemented patiently,
gradually, over many years, to avoid arousing suspicion and backlash. He also
recognized the need for lining up an authoritative phalanx of
"experts" to give the appearance of scientific consensus.
In his essay
"The Primary Education Fetish," which appeared in the Forum in
May 1898, Dewey wrote:
Change
must come gradually. To force it unduly would compromise its final success by
favoring a violent reaction. What is needed in the first place is that there
should be a full and frank statement of conviction with regard to the matter
from physiologists and psychologists and from those school administrators who
are conscious of the evils of the present régime.
Among the
"evils of the present regime" Dewey decried and detested were
personal independence, individuality, and the "endless drill" of
phonics-based reading methods.
ROCKEFELLERS
TREASON
After
reciting a lengthy litany of recent educational indicators cataloging our
nation's precipitous descent, Blumenfeld and Newman again return to a hard
truth that many Americans still do not understand and/or refuse to confront:
intentional malice, treason, and conspiracy.
"All of
the above is the lamentable story of the failure of our public schools to
educate American children. Those failures are not the result of an
accident," they write. "They are the result of programs created by
the best-organized and best-paid educators on the planet."
"All of
these programs that create failure were conceived to produce precisely the
results we are getting," Blumenfeld and Newman note. "But why are
American educators able to get away with these crimes? It's because Americans
cannot believe that our professional and highly respected educators could be
involved in a conspiracy to deliberately dumb down the nation. They recognize
that we are indeed being dumbed down, but they don't blame the educators. They
blame the children and the culture. In short, this conspiracy is protected by
its incredulity."
The
"educators" to whom the authors refer are not the ordinary classroom
teachers, but the leading lights of the educational establishment at our most
prestigious universities, think tanks, and government agencies.
The
education establishment that the Deweyites launched has become, say the
authors, "an asylum for the educationally insane. Once you accept their
mind-set you enter a world of esoteric nonsense that only the inner circle of
disciples can understand. To subject perfectly healthy, intelligent children to
the teachings of these insanities is a crime."
Blumenfeld
and Newman have performed a most vital service; this writer can think of no
more important book on education, nor a more timely assessment of, and
prescription for, what ails our schools and our society. Get it, read it, use
it -- and distribute it widely.
----
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