Dumbing Down of the USA: The Secret History of Western Education
Charlotte Iserbyt
Charlotte asked me to post this. She has been on my show (see at the end)
Ed
Morris, a brilliant black gentleman, with many years in radio and as a
reporter, is in touch with me on a daily basis.
Too bad
so few of our so-called "conservative" education/political researcher
patriots, and well-funded websites, don't appear to have a clue. I
don't mean YOU. You know that. You are priceless jewels.
Some of our researchers have actually, purposely or not, turned out to
be far more dangerous than the enemy. Some have followed, mistakenly or
not, the well-funded tax-exempt Heritage Foundation's agenda which is
basically the same as that of the Carnegie Foundation and other
globalist left-wing tax-exempt foundations. Without Heritage Foundation
activities we would not be approaching the demise of the USA as a
constitutional republic. Carnegie et al could not have succeeded on
their own.
Remember
the old days when we all worked together (1960s through 1990s?) One of
us had an interview and needed stuff, and all of us would stop whatever
we were doing, no matter how important, to get the stuff to her or him
using fax machines? We might have won the war had those listed below not
died and the handful of us still left had the support they gave us.
Young people in their
twenties should be grateful for fact those long gone and a few of us
still alive did what we did to postpone the disaster now facing our
nation and our children's futures. Those young people had their first
twenty or so years in a USA, still partially free, which was meant to
go down in 1976. Remember Declaration of Interdependence?
the deliberate dumbing down of america, pages 132-133:
OCTOBER 24, 1975 THE WORLD AFFAIRS COUNCIL OF PHILADELPHIA ISSUED “A DECLARAtion of
Interdependence” written by well-known historian and liberal think tank Aspen Institute board
member Henry Steele Commager. This alarming document, which called to mind President
Kennedy’s July 4, 1962 speech calling for a “Declaration of Interdependence,” was written as
a contribution to our nation’s celebration of its 200th birthday, and signed by 125 members
of the U.S. House and Senate. Excerpts follow:
Interdependence” written by well-known historian and liberal think tank Aspen Institute board
member Henry Steele Commager. This alarming document, which called to mind President
Kennedy’s July 4, 1962 speech calling for a “Declaration of Interdependence,” was written as
a contribution to our nation’s celebration of its 200th birthday, and signed by 125 members
of the U.S. House and Senate. Excerpts follow:
WHEN IN THE COURSE OF HISTORY the threat of extinction confronts mankind, it is necessary
for the people of The United States to declare their interdependence with the people of
all nations and to embrace those principles and build those institutions which will enable
mankind to survive and civilization to flourish....
Two centuries ago our forefathers brought forth a new nation; now we must join with
others to bring forth a new world order....
WE AFFIRM that the economy of all nations is a seamless web, and that no one nation can
any longer effectively maintain its processes of production and monetary systems without
recognizing the necessity for collaborative regulation by international authorities.
[Ed. Note: In 1976 the National Education Association produced a social studies curriculum
entitled A Declaration of Interdependence: Education for a Global Community which Congresswoman
Marjorie Holt (R.-MD) described as “an atrocious betrayal of American independence.”
It wasn’t until the 1980s and 1990s that the relationship between “interdependence” or “new
world order” and America’s education of children became prominent in outcomes in each
state. Interdependence is also an undergirding concept in global education.
In 1976 a coterie of internationalists thought their plans would have smooth sailing, not
the resistance they encountered at the grassroots level which set them back a good twenty
years. What we are experiencing in 1999 (American soldiers being deployed world-wide as
part of United Nations “peace-keeping” operations, and UN land confiscation through executive
orders, etc.) was delayed by the activism of courageous Americans to whom we all owe
an enormous debt of gratitude.]
for the people of The United States to declare their interdependence with the people of
all nations and to embrace those principles and build those institutions which will enable
mankind to survive and civilization to flourish....
Two centuries ago our forefathers brought forth a new nation; now we must join with
others to bring forth a new world order....
WE AFFIRM that the economy of all nations is a seamless web, and that no one nation can
any longer effectively maintain its processes of production and monetary systems without
recognizing the necessity for collaborative regulation by international authorities.
[Ed. Note: In 1976 the National Education Association produced a social studies curriculum
entitled A Declaration of Interdependence: Education for a Global Community which Congresswoman
Marjorie Holt (R.-MD) described as “an atrocious betrayal of American independence.”
It wasn’t until the 1980s and 1990s that the relationship between “interdependence” or “new
world order” and America’s education of children became prominent in outcomes in each
state. Interdependence is also an undergirding concept in global education.
In 1976 a coterie of internationalists thought their plans would have smooth sailing, not
the resistance they encountered at the grassroots level which set them back a good twenty
years. What we are experiencing in 1999 (American soldiers being deployed world-wide as
part of United Nations “peace-keeping” operations, and UN land confiscation through executive
orders, etc.) was delayed by the activism of courageous Americans to whom we all owe
an enormous debt of gratitude.]
Read bolded words from Paul Mort, education change agent from New York City, 1946:
Taken from the deliberate dumbing down of america, 1999.
Appendix I
Excerpts from Community-Centered SchoolsCommunity-Centered Schools: The Blueprint, Montgomery County, Maryland Schools, as
proposed by Dr. Nicholaus L. Englehardt and Associates, Consultants, and written by Dr.
Walter D. Cocking (New York City: April 1, 1946). This was probably the most important
blueprint for the nation, although The Hawaii Master Plan [see 1969] certainly follows in
its footsteps. Dr. Paul Mort’s statement below is right on target. It took exactly fifty years to
implement “The Blueprint” in every school of the nation. Letter of transmittal states:
[The] program should be put into operation gradually… and Dr. Paul Mort and others have
accumulated evidence which shows a period of almost fifty years between the establishment
of need (need assessment, etc.) and the school programs geared to meet it.
If the school as an agency of society is to justify itself for the period ahead of us,
it must be accepted that its fundamental function is to serve the people of the entire
community, the very young children, the children of middle years, early adolescent youth,
older youth and the adults as well.
The task of the teacher of the future is a greatly different task than that which teachers
usually performed in the past. The fundamental equipment expected of the teacher of
yesterday was knowledge of the subject he taught. Modern education demands teachers
who are acquainted by experience as well as by study with our democratic society and who
participate actively in the life of the community.
They have a broad cultural background and an understanding of world conditions.
Teacher educational institutions have not prepared teachers to do these things. Prior
emphasis has been upon subject matter and method.
The Blueprint goes on to list the major purposes of a total instructional program “of benefit to
the entire community.” Under “The Educational Program” one finds:
continuing and improving the teaching of the cultures of the past;
developing the ability to communicate effectively;
developing the ability to think;
developing desirable personality and character traits;
discovering and developing worthwhile interests;
developing respect for others, or intercultural relations;
protecting and promoting health;
developing wholesome home and family life (Other agencies must accept at least some of
the responsibilities formerly borne by the family. The school must study the problem
intensively. It must experiment.);
developing wholesome habits and understanding of work;
good members of society cannot be developed if they are ignorant of work and what goes
into it. In the years which lie ahead, it would appear that the school is the only agency
which society has which can be expected to accept this responsibility.
IT MUST BE DONE. [emphasis in the original]
developing understanding of economic principles and forces (Emphasis must be placed
upon the economic principles and forces which are operating at that time rather
than upon those of the past.);
developing consumer competence… schools of the future must do much about such
things;
developing vocational competence;
developing social and civic competence—understand obligations as a member of the
group;… and to give wholeheartedly and unselfishly service to his local, state, national
and world government;
developing understanding of, and skill in, the democratic way of life;
developing knowledge, understanding of, and skill in, the creative arts;
developing understanding of, and skill in, wholesome and worthwhile leisure activities (Much
depends upon people discovering and practicing worthwhile leisure pursuits.);
developing a well-rounded emotional life with particular attention to moral and spiritual
needs. (A well-balanced emotional life is the final test of a well-educated person.
It is our belief that all people are religious, that religion finds expression in many
different ways. We do not believe in America that they should teach any particular
kind or type of religion.)
Under “The Service Program” one finds Health and Medical Services. (In the school of the
future, provision must be made not only for children enrolled but to all people, young and
old.) The list is endless and includes the following cradle-through-grave services: recreational,
library, guidance and counseling, child care, demonstration and experimental services,
planning and research, employment, audiovisual, social welfare, group meeting place,
character-building services. The Plan [Blueprint] states further:
The end results are that the school makes itself indispensable to all phases of
community life. In the future development of school programs, the service program will
receive increasing emphasis until the school becomes in fact the agency to which all the
people in the community turn for assistance.
Thank you, dear friend, for all you did to postpone accomplishment of the evil ones' agenda for at least 25 years.
Just one (rather minor) example of cultural destruction:
Talk about media's encouragement of dumbing down:
Tonight during U.S. Open (tennis) TV carried a GMS Sierra Ultimate car
ad, in which following outrageous grammar was accompanied accompanied
by garbage music: "Me and You just sitting on the train" blah, blah,
blah, rather than "You and I"... blah blah, blah".
It's
not just the schools with the goal to "dumbdown"; it's most all major
societal groups, government agencies, corporations, U.S. Chamber of
Commerce, non-profit groups, and tax-exempt organizations involved,
which, of course, are all accomplishing "planned" cultural destruction".
Those
receiving this email may not hear from me as much as in the past; I
must now give 90 percent of my time to deal with personal issues.
However, I still want to hear from the few of you who are still waging
the battle, and...
God bless you few who have not been deliberately diverted from the real issues. Please hang in.
Charlotte
