"Give me a child and I'll shape him into
"The state must declare the child to be the most
precious treasure of the people as long as government is perceived as working
for the benefit of children, the people happily will endure almost any
curtailment of liberty."
and environment determine
personality and character."
"Any rational action must have a certain aim. It is
rational in the same degree as it pursues its aim consciously and consistently,
and as it determines its means according to this end. To choose the end is
therefore the first thing we have to do if we wish to act rationally; and we
must be careful to determine our real or ultimate ends, from which we must
distinguish clearly those intermediate or partial ends which actually are only
means, or steps on the way, to the ultimate end.
If we neglect this
distinction, then we must also neglect to ask whether these partial ends are
likely to promote the ultimate end, and accordingly, we must fail to act
rationally. These principles, if applied to the realm of political activity,
demand that we must determine our ultimate political aim, or the Ideal State,
before taking any practical action. Only when this ultimate aim is determined,
in rough outline at least, only when we are in possession of something like a
blueprint of the society at which we aim, only then can we begin to consider
the best ways and means for its realization, and to draw up a plan for
practical action. These are the necessary preliminaries of any practical
political move that can be called rational, and especially of social
This, in brief, is the methodological approach which I
call Utopian (social)
piecemeal (social) engineer will, accordingly, adopt the method of
searching for, and fighting against, the greatest and most urgent evils of
society, rather than searching for, and fighting for, its greatest ultimate
good . This difference is far from being merely verbal. In fact, it is the most
important. It is the difference between a reasonable method of improving the
lot of man, and a method which, if really tried, may easily lead to an
intolerable increase in human suffering.
The piecemeal (social) engineer can
claim that a systematic fight against suffering and injustice and war is more
likely to be supported by the approval and agreement of a great number of
people than the fight for the establishment of some ideal." " - Karl
"Public schools open to everyone were basically put
into operation not as a benevolent gesture to spread knowledge, but as a system
to inculcate patriotism, national
values, and fill the job gaps in our social structure, keeping the economic
network running as smoothly as possible. That is why it was made compulsory." -
Current educational systems were designed by
foundations set up by industrialists to inculcate children into their roles in
the industrialized factories, business' and institutions of an industrialized
These educational systems based on the
philosophy of materialistic pragmatism using Prussian methodology inculcated
children to live by the bell, move through life as if on conveyor belts and,
most importantly, to follow instructions mechanically.
tunnel vision of instruction attempts to create a conforming army of mindless
human automatons with their soul's corrupted by a split between the highly
compartmentalized, contradictory, conflicting thoughts and ideas of specialized
mechanized systems and their life as an organic being.
of these industrial corporate barons have attempted to create a robust economy
for these mindless human automatons by creating a never ending stream of
"customer service representatives" , "aggressive telemarketing specialists",
"instant food preparation equipment operators" and "procurement and shipping
experts", in other words mindless "factory" workers or mindless human
National Education Association is established to elevate character to
advance the interests of the teaching profession and promote the cause of
popular education in the US.
The National Education Association
boasts that it is the only organization that represents or has the possiblity
of representing the great body of teachers in the United States thus inferring
a monopolistic aim.
Fabian Society founded in
England to spread socialism by peaceful
1889 American Historical
Association established to promote historical studies.
1890 Progressive Education Association is
Core values promoted include democracy as a system for
cooperative living in which educational experience is designed to adjust the
individual to the crowd.
John Dewey undertakes experimentation to
stimulate pragmatic and empirical thinking.
John Dewey holds
educational concepts as instruments in which their truth or falsity depended
upon whether or not they worked successfully.
Intercollegiate Socialist Society, a branch of the Fabian Society,
founded for the purpose of awakening
intellectuals the benefits of socialism.
American Council on Education is founded to coordinate the services of
educational institutions and organizations to contribute to the Creel
Commission in the national crisis brought about by World War I.
1934 American Historical Association publishes a report
that after giving careful consideration concludes that the day of the
individual in the US had come to an end and that the future would be
characterized, inevitably, by some form of collectivism and an increase in the
authority of the State.
1936 John Dewey Society formed with the twofold purpose
of conducting research in the field of education and promoting the educational
philosophy of John Dewey.
It could be supposed that those who were
members of this organization would be devoted to the premises upon which Mr.
Dewey had based his experiments in education since . Basically, these were .
Socialist Society is rebranded The
League for Industrial Democracy.
"The broad study which
called our attention to the activities of these organizations has revealed not
only their support by foundations, but has disclosed a degree of cooperation
between them which they have referred to as "an interlock," thus indicating a
concentration of influence and power, By this phrase they indicate they are
bound by a common interest rather than a dependency upon a single source for
capital funds. It is difficult to study their relationship without confirming
this . Likewise, it is difficult to avoid the feeling that their common
interest has led them to cooperate closely with one another and that this
common interest lies in the planning and control of certain aspects of American
life through a combination of the Federal Government and education . This may
explain why the foundations have played such an active role in the promotion of
the social sciences, why they have favored so strongly the employment of social
scientists by the Federal Government, and why they seem to have used their
influence to transform education into an instrument for social
HEARINGS BEFORE THE SPECIAL COMMITTEE TO INVESTIGATE TAX-EXEMPT
FOUNDATIONS AND COMPARABLE ORGANIZATIONS - HOUSE OF REPRESENTATIVES -
EIGHTY-THIRD CONGRESS - SECOND SESSION ON House Resolution
"If this finding
were to prove useful to the committee, it would be necessary
to define the public interest.
This would be found in the principles and the
form of the Federal Government as expressed in the Constitution.
Subsequent studies were made by the staff of the size, the scope, the
form, and the functions of the Federal Government for the period 1903-53, the
results of which are set forth in detail in the report by Thomas M. McNiece,
assistant research director, labeled "The Economics of the Public
These original studies of
the public interest disclose that during
the 4 years 1933-36 a drastic change took place which constituted a revolution.
Responsibility for the economic welfare of the
American people had been transferred to the executive branch of the Federal
Government, a corresponding change in education had taken place from an impetus
outside of the local community, and this revolution had occurred without
violence and with full consent of an overwhelming majority of the
In seeking to explain this unprecedented phenomenon,
subsequent studies clearly showed it could not have occurred peacefully or with
the consent of the majority unless educational associations in the US had
prepared an advance endorsement.
These findings appeared to justify two
postulates, the first of which was that
the policies and practices of
institutions purporting or obliged by statute to serve
the public interest would
reflect this phenomenon, and
second, that foundations whose trustees were empowered to make grants for
educational purposes would be no exception.
On the basis of these,
after consultation with counsel, I directed the staff to
explore foundation practices,
educational procedures, and the
operation of the executive branch of the Federal Government since 1903 for
reasonable evidence of a purposeful relationship between them.
ensuing studies disclosed such a relationship and that it had existed
continuously since the beginning of this 50-year period.
these studies seemed to give evidence of a response to our involvement in
Likewise, they seemed to reveal that grants had
been made by foundations, chiefly by
Rockefeller, which had been used to further this purpose by directing
education in the US toward an international frame of reference and discrediting
the traditions to which it had been dedicated, by training individuals and
servicing agencies to render advice to the executive branch of the Federal
Government, by decreasing the dependency of education upon the resources of the
local community, and freeing it from many of the natural safeguards inherent in
this American tradition, by changing both school and college curricula to the
point where they sometimes denied the
principles underlying the American way of life, by
experiments designed to determine
the most effective means by
which education could be pressed into service of a political nature.
To insure these determinations being made on the basis of impersonal
fact, I directed the staff to make a study of the development of American
education since the turn of the century, and of the trends and
techniques of teaching, and
of the development of curricula since that time .
As a result it became
quite evident that this study would have to be enlarged to include the
accessory agencies to which these developments and trends have been traced.
The work of the staff was then expanded to include an investigation of
such agencies as American Council of Learned Societies, National
Research Council, Social Science Research Council, American
Council on Education, National Education Association, the League
for Industrial Democracy, Progressive Education Association,
American Historical Association, John Dewey Society, and
The select committee of the 82nd
Congress did not ask the representatives of the foundations to explain why they
were indulging in propaganda, in view of
large grants to organizations, projects,
and persons which are promoting special interests or
These representatives were also not requested to explain
activities of foundations which are, in fact, influencing legislation, inasmuch
as their grants frequently have an outright political objective rather than an
Large foundations have a tremendous influence on
the intellectual and
educational life of our country.
These foundations, possessing huge sums of untaxed wealth, seem to be
dedicated to promoting specific views on such matters as the welfare state, the
policy, the nature of the American economy, and so on, rather than
presenting objective and unbiased examination of these issues.
Extensive evidence that I have examined shows that organizations which
are primarily committed to a given ideology have received large grants from
some big foundations over many years, and in numerous instances they have
received such grants simultaneously from different foundations.
assets of the large foundations are tax exempt and, therefore, ought to be
spent on projects and organizations representing the views of all of the people
and not only of a segment dedicated to a specific ideology.
activities of some of the large foundations appear to be biased in favor of a
particular ideology, in reality they are indulging in propaganda calculated to
influence legislation on both domestic and international matters.
Under such circumstances, these foundations are
violating their charters given to them by the US Congress and are
betraying a public trust. In the realm of
the social sciences many foundations have not observed the highest standards of
scholarship and ethics, which require the presentation of only factual and
In fact, the want of ethics and the
misrepresentations of some foundations are so low that a business corporation
doing the same thing would be condemned by the Federal Trade Commission and
held guilty of false advertising." - Norman Dodd
school's curriculum is a mind
altering device. A school's curriculum is a means through which children's
minds are shaped with ideas and beliefs. What we teach the young is extremely
Arts teach children to
exercise that most exquisite of capacities, the ability to make judgements in
the absence of rules. Existing primary
public education emphasizes fealty to rules. The rules that the arts obey
are located in our children's emotional interior; children come to feel a
rightness of fit among the qualities with which they work. There is no rule
book to provide recipes or algorithms
to calculate conclusions.
They must exercise
judgement by looking inside themselves.
The arts also teach that
neither words nor numbers define the
limits of our cognition; we
know more than we can tell. There are many experiences and a multitude of
occasions in which we need art forms to say what literal language cannot say."
- Elliot W. Eisner, professor of education and art at Stanford
This web site is not a commercial web site and
is presented for educational
This website defines a
new perspective with which to engage reality to which its author adheres. The
author feels that the falsification of reality outside personal experience has
forged a populace unable to discern propaganda from reality and that this has
been done purposefully by an international corporate cartel through their
agents who wish to foist a corrupt version of reality on the human race.
occurs when any group refuses to tolerate religious practices, religious
beliefs or persons due to their religious ideology. This web site marks the
founding of a system of philosophy named The Truth of the Way of Life - a
rational religion based on reason which requires no leap of faith, accepts no
tithes, has no supreme leader, no church buildings and in which each and every
individual is encouraged to develop a personal relation with the Creator and
Sustainer through the pursuit of the knowledge of reality in the hope of curing
the spiritual corruption that has enveloped the human spirit. The tenets of The
Truth of the Way of Life are spelled out in detail on this web site by the
author. Violent acts against individuals due to their religious beliefs in
America is considered a "hate crime."
This web site in no way condones
violence. To the contrary the intent here is to reduce the violence that is
already occurring due to the international corporate cartels desire to control
the human race. The international corporate cartel already controls the world
economic system, corporate media worldwide, the global industrial military
entertainment complex and is responsible for the collapse of morals, the
elevation of self-centered behavior and the destruction of global ecosystems.
Civilization is based on cooperation. Cooperation does not occur at the point
of a gun.
American social mores and values have declined precipitously
over the last century as the corrupt international cartel has garnered more and
more power. This power rests in the ability to deceive the populace in general
through corporate media by pressing emotional buttons which have been
preprogrammed into the population through prior mass media psychological
operations. The results have been the destruction of the family and the
destruction of social structures that do not adhere to the corrupt
international elites vision of a perfect
world. Through distraction and coercion the direction of thought of the
bulk of the population has been directed toward solutions proposed by the
corrupt international elite that further consolidates their power and which
further their purposes.
All views and opinions presented on this web
site are the views and opinions of individual human men and women that, through
their writings, showed the capacity for intelligent, reasonable, rational,
insightful and unpopular thought. All factual information presented on this web
site is believed to be true and accurate and is presented as originally
presented in print media which may or may not have originally presented the
facts truthfully. Opinion and thoughts have been adapted, edited, corrected,
redacted, combined, added to, re-edited and re-corrected as nearly all opinion
and thought has been throughout time but has been done so in the spirit of the
original writer with the intent of making his or her thoughts and opinions
clearer and relevant to the reader in the present time.
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