Book 4.

Section 2:
Education to Collectivist Religion

Evil means anti-life! Evil thought to create an escape-proof mind-cage but, being evil, thought wrong.  If we know of evil we avoid it.  We now add to evidence and consequences of evil to help those who have human caring!

In 1918, shortly after the Bolshevik Revolution in Russia, a congress of Party education workers stated:
"We must create out of the younger generation a generation of Communists. We must turn children,[they] can be shaped like wax, into real, good Communists....

"We must remove the children from the crude influence of their families. We must take them over and, to speak frankly, nationalize them.

 From the first days of their lives they will be under the healthy influence of Communist children’s nurseries and schools. There they will grow up to be real Communists."

Bolshevik education was to displace the fundamental human social unit.  Teachers indoctrinated to disassociate education from thousands of years of human family experience.  Does this remind us of something?  Quote:
"At every hour of every day, I can tell you on which page of which book each school child in Italy is studying," boasted Benito Mussolini. On another occasion the fascist ruler declared: “It is the State which educates its citizens in civic virtue, gives them a consciousness of their mission and welds them into unity.” …

For those daring enough to challenge totalitarian overthrow of the family, Hitler had a pre-packaged response. On Nov. 6, 1933, Hitler confidently stated:
"When an opponent declares, “I will not come over to your side,” I calmly say, “Your child belongs to us already.... What are you?  You will pass on.  Your descendants, however, now stand in the new camp.  In a short time they will know nothing else but this new community.”

Those 'democratic' public education systems are based on philosophy of John Dewey (USA), a follower of the German-trained Hegelian philosopher George Sylvester Morris. Be it kept in mind that George Hegel was the shared ideological godfather for collectivists of every kind.

Dewey became the great promoter of so-called American “progressive education.”  This, humanist and atheist viewed education as a medium for socialist conversion and control.  Lavishing praise on the Soviet school system he wrote: quote:
"That which distinguishes the Soviet system both from other national systems and from the progressive schools of other countries is the conscious control of every educational procedure by reference to a single comprehensive social purpose."

Dewey was a signer of the 1933 Humanist Manifesto.  Two tenets of the manifesto state that "the universe" is "self-existing and [was] not created"; that "the traditional dualism of mind and body must be  rejected." Dewey wrote: “There is no God, and no soul.  Hence, there are no needs for the props of traditional religion.”

[Ed. Of course not; all the props are needed for deceit of children and to prop-up the humanist religion.]  The weakness of Dewey's theory was that mature adults could not be so easily tricked!  It could only be introduced by indoctrination of children and mentally challenged adults.  Dogma is in denial of progress.

Dogma, whether of religion or philosophy, represents death or decay of progress.  Life, based on truth is progressive; though the universe die the spirit of life is eternal.

Dewey steps back to animal worship.  As intelligence reveals, the fantasies of humanist theory do not fit life’s reality. 

As a simple illustration of Dewey’s influence on public education in America, consider the syllabus Published by Purdue University’s Department of Educational Studies, it states:
“Every widely held rationale for social studies education highlights the pre-eminent role of the social studies in the preparation of these democratic citizens.... Indeed, the National Council for the Social Studies (1994) has defined the primary purpose of the field as helping "young people make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an inter-dependent world." EQ.

In claim of democracy, State-controlled education will attain the same purpose no matter what the philosophy is labelled.  Hitler, Mussolini or Stalin, the dictate of pretend democracy is designed to mould the children to embrace the State as god; all serve the Head of State 'as the public good' in the nature of insects.

In the system Dewey promotes all free individual development is suppressed.  All so-called ‘free democracies’ now equally follow dogmatic socialist indoctrination in "civic virtue theology" as they evade the challenge of free human progress.

Dewey had not the intelligence to see that, in what he plans, he works with his own human potentials and what he advocates is to deny others theirs.

Egypt, bound to dogma, existed through 3 thousand years of stagnation changed only slightly by foreign interaction!  Many, presented with these facts will claim that it is too much of a stretch to compare our 'democratic' public education with the systems of the Nazis, the Communists, the Fascists or the fixations of ancient Egypt.

Granted, they differ, but the difference is only that the ‘more advanced' adopt improved indoctrination.  The revealing equality is that there is no fence between advance and decline!  While I live I grow!

Humanity can be deformed to iniquity but its pulse of life survives.  Though public education in ‘western’ cultures now descends to disgusting child abuse (as obnoxious as that of any great dictator) in stagnation of fixed order there is no survival value.
 
Now the NCLBA 
(No Child Left Behind)
It should be clear that the NCLBA is a detailed road map for the nationalization of education in the United States.  The planned new stage, “Outcome Based” education is the “end game” of a scientific “dumbing down” process.  In the name of education it plans to give every child the suppression of its human abilities.

From the table of contents of the first stage NCLBA, we may read: quote:
"Title  I:  Improving the Academic Achievement of the Disadvantaged";
"Title II: Preparing, Training and Recruiting High Quality Teachers
          and Principals"; and
"Title V: Promoting Informed Parental Choice and Innovative
          Programs."

At first glance, one is tempted to ask...: What is wrong with seeing the "academic achievement of the disadvantaged" improved? Who wouldn’t want to see their school staffed with "high quality teachers and principals"? But digging deeper into the hundreds of pages of NCLBA’s text, beyond the gloss of the headlines, a more disturbing picture emerges.

In Title I, Section 1001, we read that its stated purpose is to close "the achievement gap between high and low-performing children, especially the achievement gaps between minority and non-minority students, and between disadvantaged children and their more advantaged peers...."

The following quotes, taken directly from Title I, Section 1111, underline the NCLBA’s central theme: "the State plan shall describe a strategy for ensuring that students are taught the same knowledge and skills in such subjects and held to the same expectations as are all children"; "The academic standards required … shall be the same academic standards that the State applies to all schools and children in the State";

"The State shall have such academic standards for all public elementary school and secondary school children … which shall include the same knowledge, skills, and levels of achievement expected of all children."  (Emphasis added.)

 North Carolina state Representative Martin Nesbitt (D) sees the inherent illogicalness of this requirement: "You can’t put a child who has a learning disability or other impediment in a class of 30 children and expect [it] to achieve at the level the other children achieve at." E.A. End quotes.  From “No child left un-brainwashed” Jodie Gilmore.

It is so pathetic!  Were previous educators subnormal or incompetent?  Can we be so easily fooled as not to see that training for uniformity of achievement set by the State can only be achieved if those of high potential are limited to the lowest?  How can 'evenness' be forced other than by the suppression and oppression of those with abilities?

Do we want to spend money on teacher training and educate to eliminate challenge to State dictatorship! This plan seriously aims to reduce all to the lowest practical level.  Human normal is growth and advance; it has need of all variables and alternatives.  The only equality possible is death!

The lowest common order may seem to work for a while but culture degenerates as we see in evidence today.

This has clear meaning now that we know that ‘look-see’ reading, ‘self decided’ spelling and ‘total ignorance’ grammar was deliberately set to achieve progressive decline in literacy.  It represents State standards set to crush individuality and neutralize human intellect without rebellion.

Who Shall Teach – Who shall stand firm? Oklahoma State Representative Bill Graves has a better idea than "reforming" the NCLBA. He wants government out of education …  Graves told The New American that the Department of Education "should never have been created in the first place." He points out that the exact time when the federal government began to get involved in education was when the literacy rate in the U.S. began to decline.

He blames this result on the fact that our public school system is based on the philosophic dogma of humanism – socialist religion.

Some parents have reacted against the ‘improved” “dumbing down” education, but their commitment is to modification, not elimination, they don’t blockade schools, they beg for a hearing.  Poll Pot killed 25%; humanism plans to kill all human development!

The trap is set!

Section 3:  >>
Looking Back!  Slavery by law