- Karl Marx, The Communist Manifesto, 1848
The kindergarten or infant school has a significant part to play in a child's education. Not only can it correct many of the errors of home training, but it can prepare the child for membership... in the world society... As long as the child breathes the poisoned air of nationalism, education in world-mindedness can produce only rather precarious results. As we have pointed out, it is frequently the family that infects the child with extreme nationalism. The school should therefore use the means described earlier to combat family attitudes that favor jingoism. (2)
- United Nations Educational, Social, and Cultural Organization (UNESCO), 1949
The people who have taught us to believe whatever they were told by their parents or their teachers are the people who are the menace to the world. (3)
- Dr. G. Brock Chisholm, Director General of the UN's World Health Organization, speech of September 11, 1954
If we want to talk about equality of opportunity for children, then the fact that children are raised in families means there's no equality... In order to raise children with equality, we must take them away from families and communally raise them. (4)
- Dr. Mary Jo Bane, U.S. Department of Health and Human Services, Clinton Administration
Every child is our child. (5)
- motto of the United Nations Children's Fund (UNICEF)
One of the most terrifying features of totalitarian society is the control and brainwashing of children and youth by the Omnipotent State. The 20th century's experiments with such "education" must never be forgotten, for they produced monstrosities of unimaginable evil: the Hitler Youth; Mao's Red Guard; the Young Pioneers of Vladimir Lenin, Joseph Stalin, and Fidel Castro; and the cold-blooded murderous youth of the Cambodian Khmer Rouge.
Children were "transformed" through a "reshaping of consciousness." They were taught to publicly denounce (and even execute) their parents, to reject all tradition, to renounce their religion and embrace atheism (or, in the case of Nazi Germany, to embrace Hitler's Teutonic paganism), and to betray their countries.
Matt Cvetic, who for nine years was an undercover agent in the Communist Party USA for the FBI, attended a secret meeting of top-level Communists in 1948, at which a Soviet agent relayed a speech that Stalin had given directing the American Communists to put new emphasis on the recruitment of youth. Here is part of Stalin's speech:
Comrades, Hitler gained control of the Youth in Germany before he was able to wage a successful Nazi Revolution in Germany. We Communists gained control of the Youth in Russia before we were able to wage a successful Communist Revolution in Russia, and Comrades, we must gain control of the Youth in the United States if we are to wage a successful Communist Revolution in that nation. For this purpose, we are ordering our Comrades to set up a new Communist Youth group in the United States. (6)
As Cvetic pointed out, "Within a few short months after this meeting, more than 6,000 American students were recruited into this new Communist Youth movement known as the Labor Youth League." (7) This youth apparatus has gone through various structural and name changes over the years, but its purpose has remained unchanged. In 1983, it was reorganized and renamed the Young Communist League (YCL), the name under which it still operates.
However, the primary danger to American children and youth at that time emanated not from the YCL or other groups overtly associated with the Communist Party. Those efforts that were openly Communist only reached tens of thousands of young people. Far more dangerous were the pro-Communist, pro-UN, internationalist programs in our schools that were reaching tens of millions of students. Thanks to generous funding from the Carnegie Endowment, the Rockefeller and Ford Foundations, and the other Insider foundations, subversive textbooks and curriculum materials were flooding our schools. Thousands of teachers were being programmed at college to serve as "change agents." Change agents like Lydia Shchevchenko. In his memoirs, former Soviet dictator Nikita Khrushchev told of the lasting influence of this childhood teacher on his life:
I suppose you could say my political education began during my boyhood in the little village of Kalinovka where I was born. My schoolteacher there was a woman named Lydia Shchevchenko. She was a revolutionary. She was also an atheist. She instilled in me my first political consciousness and began to counteract the effects of my strict religious upbringing. My mother was very
religious, likewise her father - my grandfather... When I think back to my childhood, I can remember vividly the saints on the icons against the wall of our wooden hut, their faces darkened by fumes from the oil lamps. I remember being taught to kneel and pray in front of the icons with the grown-ups in church. When we were taught to read, we read the scriptures. But Lydia Shchevchenko set me on a path which took me away from all that." (8)
Where did that path lead? Nikita Khrushchev's subsequent career was detailed in a seven-part study, The Crimes of Khrushchev, published by a congressional committee in 1959.9 During Stalin's bloody purges, the report notes, Khrushchev, "as the Number 1 Communist official in the Moscow area... sent thousands to their death, scores of thousands to hideous slave labor camps." (10) When Stalin was ready to launch his planned genocide of the people of the Ukraine, Khrushchev "was sent in 1937 as Stalin's trusted killer.... When his two-year Ukrainian purge was over, an estimated 400,000 had been killed and terror gripped the whole population." (11) Later, he added to his infamy, gaining the title of "the Butcher of Budapest" for his ruthless subjugation of Hungary. (12)
How many would-be and wanna-be Khrushchevs have been created by Lydia Shchevchenko's myriad counterparts in America? The thought is frightening; the number is certainly far greater than most Americans would ever imagine. Khrushchev was born in 1894 and the time period of his revolutionary formation referred to above was probably around 1900-1910, before the Czar was overthrown and Lenin came to power. Khrushchev did not say whether Lydia was actually a member of one of the Communist organizations in Czarist Russia.
The important point is that it is not necessary for someone like Lydia to be an actual disciplined Party member in order to be an effective "change agent" in carrying forward the Communist revolution. As Lenin said, "We must build Communism with non-Communist hands." (13)
Lydia Shchevchenko was, at the very least, a "state-of-mind Marxist." She had consciously rejected God and country, embraced the "revolutionary faith," and dedicated herself to its propagation. Like Lydia, there are many thousands of American educators who have imbibed of the "revolutionary faith," and, to varying degrees, have adopted and propagated its tenets. Many are "state-of-mind Marxists" without even knowing it. Some of these consider themselves Democrats, Republicans, liberals, or even conservatives and libertarians, but they are transmitting the Marxist contagion nonetheless. They are greatly assisted in this subversion, as we shall see, by the major teachers unions, the CFR-dominated tax exempt foundations, and the various agencies of the United Nations.
Equally important to this subversion process is the massive disinformation and moral corrosion provided by the Insider-run mass media and pop culture, most especially the so-called "entertainment" aimed at youth. Over the past two generations, we have seen these educational and cultural elements carrying forward a massive, coordinated program of conquest through "a slow reshaping of consciousness," as prescribed by Italian Communist theorist Antonio Gramsci. (14)
"In a developed society, 'the passage to socialism' occurs neither by putsch nor by direct confrontation," Gramsci maintained, "but by the transformation of ideas, which is to say - a slow reshaping of consciousness." "And the stake of this war of positions is the culture, that is - the source of values and ideas," said Gramsci. "The seizure of political power is not possible until after the seizure of cultural power." (15)*
*For the most complete exposition of the Gramsci strategy for "the seizure of cultural power" in America, see the special "Gramsci issue" of The New American, "Prisoners of the Total State," July 5,1999.
Dumb Down, Bum Down, Numb Down, Scum Down
The Pratt House thought cartel has been doing all within its power to speed this "seizure of cultural power." Like their Fascist and Communist brethren, the CFR one-worlders realize full well that for their global totalitarian vision to succeed, they must take control of the children and youth. For their New World Order to triumph they must have obedient, subservient masses - an unthinking, goose-stepping lumpen proletariat. In order to achieve this goal they know they must destroy, or "deconstruct," what they refer to as "mass thought patterns" and "consciousness" - most especially in children and youth - so they can "reconstruct" and "reshape" the thought patterns and consciousness according to their own designs.
Through their dominant influence in education, the mass media, and the centers and instruments that produce our popu lar culture, the Insiders' change agents are aggressively pursu ing this destruction -deconstruction/reshaping-reconstruction process. This process contains several components, which we refer to as the dumbing down, bumming down, numbing down, and scumming down of American society and culture.
The dumbing down of America has been the subject of intense concern and great debate for several decades. The alarming 1983 report, A Nation at Risk, by the National Commission on Excellence in Education warned that "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." (16) That report and dozens of others before and since have cataloged the grim results of this dumbing-down process: widespread illiteracy, high student dropout rates, continuous decline in scores in all areas of academic achievement, the plummeting of the U.S. to last or near-last place on test scores, etc.
These results should not surprise: Traditional academic core subjects have been replaced with "politically correct," multi-cultural programming; phonics instruction has been supplanted by various look-say, whole-word "reading" programs; and evolutionary dogma, sex education, and enviro-Leninist propaganda have replaced real science. *
*For one of the most informative exposes of this scheme to intellectually cripple and subvert American children and youth, see: The Deliberate Dumbing Down of America by Charlotte Iserbyt (Ravenna, Ohio: Conscience Press, 1999). This 750 page, telephone book-size opus is a masterpiece of research and educational detective work by one of America's top education experts. Other important works along these lines are Educating for the New World Order by Beverly K. Eakrnan (Portland, Ore.: Halcyon House, 1991) and America 2000/ Goals 2000 - Moving the Nation Educationally to a "New World Order," compiled and edited by James R. Patrick (Moline, III.: Citizens for Academic Excellence, 1994). Deliberate Dumbing Down is available from American Opinion Book Services, P.O. Box 8040, Appleton, WI 54912.
The bumming down of America is proceeding on many fronts, but the attack through the schools is especially pernicious. The public (i.e., government) schools have trained several generations of children to look to Big Brother in Washington for the "solution" to every problem, whether real or contrived. Responsibility, initiative, pride of workmanship, self-sufficiency, and independence are being replaced by the irresponsibility, sloth, slovenliness, and dependence of the welfare state. The government schools are being transformed into socialist cradle-to-grave, womb-to-tomb "community centers" that also serve as daycare centers, medical clinics, senior citizen centers, and providers of "lifelong learning" for adult education.
The numbing down and scumming down of America, likewise, is proceeding on many fronts, the educational system working in tandem with the CFR-controlled mass media and the "entertainment" industry to destroy every vestige of decency, honor, and virtue. Since fomenting the social upheavals of the 1960s, these same forces have been accelerating their attack, promoting alienation, rebellion, cynicism, hedonism, promiscuity, paganism, and false idealism. They are pressing on to destroy the residual Christian culture of America and the values system it upholds in order to clear the way for their planned "reshaping" process. **
**Some of the most important works exposing this war on America's moral foundations are: JudithA. Reisman, Kinsey: Crimes and Consequences (Arlington, Va.: Institute for Media Education, 1998); Samuel Blumenfeld, Is Public Education Necessary? (Boise, Idaho: The Paradigm Co., 1991); Balint Vazsonyi, America's Thirty Years War (Washington, D.C.: Regnery Publishing, 1998); Berit Kjos, Brave New Schools (Eugene, Ore.: Harvest House Publishers, 1995); Barbara Morris, The Great American Con Game (Escondido, Cal.: Image FX, 1997); Paul C. Vitz, Faith of the Fatherless: The Psychology of Atheism (Dallas, Texas: Spence Publishing Company, 1999); Brenda Scott, Children No More (Lafayette, La.: Huntington House Publishers, 1995); and Claire Chambers, The SIECUS Circle: A Humanist Revolution (Belmont, Mass.: Western Islands, 1977).
Attack From Within
The aforementioned study, A Nation at Risk, ominously noted: "If an unfriendly foreign power had attempted to impose on America the mediocre educational performance that exists today, we might well have viewed it as an act of war. As it stands we have allowed this to happen to ourselves... We have, in effect, been committing an act of unthinking, unilateral, educational disar mament." (17)
The statement is both true and false at the same time. While it is true that no foreign nation has "imposed" (in the military sense, that is) our educational disaster upon us, it is not altogether true that we have "done this to ourselves." A close examination of the subversive educational "reforms" of decades past that produced our present catastrophe shows that the individuals and organizations most responsible do indeed constitute a power "foreign" to - and militantly hostile to - our constitutional and spiritual heritage. And they have indeed been carrying out unrelenting, total warfare against American society.
Integral to this total war is the rooting out of individualism and all loyalties that compete with supreme loyalty to the omniscient, omnipotent, omni-beneficent state - in this case, the world state. Thus the traditional family is viewed by these aspiring global overlords not just as a competitor, but as a mortal enemy. Philosophers as varied as Aristotle, Cicero, John Locke, and G.K. Chesterton have noted that the family is ordained by God and Nature to raise and educate children. That truth is plainly obvious. But the one-worlders will have none of that. The parents and the family must be supplanted by agents of the global state: the school and other social agencies.
This is basic Tyranny 101; it follows the statist, textbook dogmas of Rousseau, Marx, Lenin, Hitler, Stalin, Mao, and others of their totalitarian ilk throughout history. The Hitlerian UNESCO screed quoted at the head of this chapter, charging the family with "infecting" the child with bad attitudes, is taken from a UNESCO program for teachers, published in 1949 under the heading, Toward World Understanding. In this 10-part series, UNESCO (United Nations Educational, Scientific and Cultural Organization) complained that "before the child enters school his mind has already been profoundly marked, and often injuriously, by early influences" - most particularly by parents, of course, who are deemed hopelessly ignorant and insufficiently "world-minded." (18) Parents are seen by UNESCO as retrograde influences who tend to teach their children love for God and country, which UNESCO condemned as "infecting" the minds of children with "nationalism," "chauvinism," and "sclerosis of the mind." (19)
This pernicious one-world, anti-parent, anti-family, anti-patriotism sentiment was already being spread through the schools many years earlier by the radical National Education Association (NEA), the nation's largest teacher's union. When the United Nations was created, the NEA became (and remains) one of its biggest promoters. (20)
For the NEA, the United Nations became the hope of the world. In January 1946, Joy Elmer Morgan wrote in the NEA Journal:
In the struggle to establish an adequate world government, the teacher has many parts to play. He must begin with his own attitude and knowledge and purpose. He can do much to prepare the hearts and minds of children for global understanding and cooperation... At the very top of all the agencies which will assure the coming of world government must stand the school, the teacher, and the organized profession. (21)
The NEA's ardor for the UN and a global school board has intensified over the years. In 1993, the militant teachers union took a major step in its push for one-worldism by launching Education International (EI), a worldwide federation of teachers unions. (22) Mary Hatwood Futrell, the NEA's radical-left former president, moved to Brussels, Belgium (headquarters for the European Union) to head EI's new global union operation. (23) Futrell, ever the darling of the CFR coterie, had proven her one-world bona fides by serving on many Carnegie panels and commissions and reliably promoting the big government, globalist line. The Insiders knew she could be entrusted with the task of spearheading this new global initiative.
Education International, which now claims 24 million members through its 304 affiliate organizations, serves as an important teachers auxiliary to the Socialist International, dependably supporting just about every socialist scheme imaginable. EI boasts of its 'privileged' status with UNESCO: "At UNESCO, EI is one of 16 organisations worldwide holding the coveted status of NOD in formal associate relations." (24) With Futrell holding the reins at EI, it is not surprising that the union behemoth follows the NEA lead, supporting every move to empower the UN, particularly in the area of education.
The NEA's 2000-2001 Resolutions include this paean to the UN:
The National Education Association recognizes the interdependence of all people... The Association urges all nations to develop treaties and disarmament agreements... The Association further believes that the United Nations (UN) furthers world peace and promotes the rights of all people by preventing war, racism, and genocide. (25)
The NEA and EI support increased funding for the UN, increased authority for the World Court, creation of the International Criminal Court, ratification of most UN treaties, and expansion of UN power in virtually all areas. (26) The NEA-EI education mafia is tailor-made for the Insiders' one-world purposes. With tens of millions of dollars in dues forcibly taken from members' paychecks, the union is a cash cow for revolution. With tens of millions of teachers worldwide as members, it can exert enormous influence in classrooms, as well as local, state and national elections. (27)
The NEA one-world subversives also affect the classrooms and national and state education policy through think tanks like the National Training Laboratory (NTL) in Bethel, Maine. The NTL was set up by the NEA in the 1940s to re-educate teachers along politically correct lines. NTL says it works "to change teachers' inflexible patterns of thinking." (28) An NTL teachers manual says of children: "Although they appear to behave appropriately and seem normal by most cultural standards, they may actually be in need of mental health care in order to help them change, adapt, and conform to the planned society in which there will be no conflict of attitudes or beliefs." (29)
Another NEA-created and supported think tank is the Association for Supervision and Curriculum Development (ASCD), one of the leading educational purveyors of "global think." At a 1985 international-curriculum symposium in Enschede, Netherlands, ASCD officials told participants of the need for a "world core curriculum" to meet the needs of our "increasingly global interdependency." (30) ASCD executive director Gordon Cawelti told symposium participants that the proposed world core curriculum would be based on UN guru Robert Muller's book, New Genesis: Shaping A Global Spirituality. (31)
At the beginning of his World Core Curriculum Manual Muller states that "the underlying philosophy upon which [his] School is based will be found in the teaching set forth in the books of Alice A. Bailey by the Tibetan teacher Djwhal Khul..." and M. Morya. (32) This is quite an admission considering that Mrs. Bailey's exalted position in the occult Theosophical firmament is second only to that of Theosophy founder and high priestess Madame Blavatsky. Bailey, who alleged that Khul and Morya communicated with her telepathically, was a rabid Luciferian and founded the Lucifer Publishing Company and the theosophical journal Lucifer. (33)
So we are not engaging in hyperbole at all when we refer to the Insiders' attack on families and children as devilish, demonic, diabolic, or satanic. The totalitarian threat to the family posed by UNESCO, NEA, EI, NTL, ASCD, Carnegie, et al, is real and is thoroughly evil. The threat presents itself in three significant ways:
• The Rule of Law. The militant shock troops first lobby for ratification of UN treaties, such as the Convention on the Rights of the Child. Once ratified (or even before ratification), they fraudulently assign these treaties the exalted status of "international law," which, they assert, overrides all federal, state, and local authority. In order to show our respect for the "rule of law," they and their prostitute "legal scholars" say, we must "harmonize" our laws and policies with those of the "international community." They know that most local officials, school board members, state legislators, and congressmen are unfamiliar with, and unable to muster an effective defense against, the supposed authority of "international law." Thus the UN treaties provide the home-grown revolutionaries with the weapons to undermine our laws and transform our government and institutions into subservient instruments of the UN to enforce global political correctness.
• The Global School Board. Through UNESCO, NEA, EI, and hundreds of other organizations and think tanks, the global structure bureaucracy is already being established for a worldwide socialist system that is intended to provide school teachers with indoctrination and certification, schools with accreditation, and students with the subversive materials and programs they "need" for graduation.
• The New Faith. In our "interdependent" world, the UN provides the new focal point to teach children about our global "oneness." Loyalty will be transferred from the family to the state and from the nation to the UN. Children will be (or are already being) taught to be "citizens of the world." They are being programmed to reject "narrow," "divisive," "bigoted," "dogmatic" Christianity and to adopt pagan and occult beliefs.
In the early 1950s, as the UNESCO programs began working their way into school textbooks and curricula, and as the truly subversive nature of the programs became known, a significant number of parents and educators became alarmed. They prevailed upon elected officials, who began to challenge and condemn the UN's perfidious insinuation of collectivist propaganda into the schools.
In 1953, Senator William Jenner (R-Ind.), the courageous chairman of the Senate Internal Security Subcommittee, attacked the UNESCO subversion head-on, challenging his Senate colleagues in these words:
How many of you Senators know what the UN is doing to change the teaching of the children in your own home town? The UN is at work there, every day and night, changing the teachers, changing the teaching materials, changing the very words and tones - changing all the essential ideas which we imagine our schools are teaching to our young folks.
How in the name of Heaven are we to sit here, approve these programs, appropriate our own people's money - for such outrageous "orientation" of our own children, and of the men and women who teach our children, in this nation's schools? (34)
Some of the one-worlders were audacious and zealous enough candidly to admit the subversive agenda of UNESCO, though they praised it as a necessary and righteous subversion. Such, for instance, was the case at the Saturday Review, which, in 1952, published a wildly pro-UNESCO editorial which declared:
If UNESCO is attacked on the grounds that it is helping to prepare the world's peoples for world government, then it is an error to burst forth with apologetic statements and denials. Let us face it: the job of UNESCO is to help create and promote the elements of world citizenship. When faced with such a "charge," let us by all means affirm it from the housetops. (35)
More astute Insiders realized, however, that the time was not yet ripe for open confrontation on such fundamental and emotionally charged issues. The wiser course was to ease up and drop back for awhile, and cloak their true aims in more noblesounding and less threatening verbiage about "world peace," "collective security," "ending world hunger," etc. Which is what they did.
Now, however, after decades of softening up the American public with one-world propaganda, calculatedly undermining our morality and religious fervor with carnal and irreligious "entertainment," and destroying patriarchal authority and responsibility and family ties through welfare statism, the totalitarian internationalists are pressing forward with fresh audacity.
They are rapturously pushing on toward the dystopic vision of the developing cradle-to-grave socialist world state outlined years ago by UNESCO director-general Julian Huxley. In 1947, Huxley announced that UNESCO would be exploring "the application of psycho-analysis and other schools of 'deep' psychology to education." (36) The use of such techniques to cultivate a sense of world citizenship, said Huxley, "would mean an extension of education backwards from the nursery school to the nursery itself." (37)
This Huxleyite conception of life-long, womb-to-tomb, UNdriven indoctrination (and re-indoctrination, repeated as often as the UN mandarins deem necessary) has been integral to the UNESCO drive over the decades. It has come frighteningly close to fruition in many current UN programs, declarations and proposals, such as the UN's Millennium Forum Declaration of May 2000, which states that "education will be universal and lifelong, and will nurture a sense of world citizenship." (38)
"The Rights of the Child"
In 1989, the UN General Assembly adopted the United Nations Convention on the Rights of the Child (CROC), which, shorn of its pretended concerns for the welfare of children, is a blatant statist attack on the family and parental authority and responsibility. It proposes a massive intrusion of government into family matters. Implementation of the CROC would radically alter the parent-child relationship, interjecting government-appointed "child advocates" between parents and children. Ultimately, it aims at stripping parents of their traditionally recognized rights to control the upbringing and education of their children and to pass on to their children their religious values and beliefs. If the people of the United States allow the conspirators in our government to subject us to the supposed authority of the CROC, we will soon see UN-approved government child "experts" assuming complete control over our children and parental rights completely destroyed. *
*For a more detailed analysis of the dangers posed to families, parents, and children by the CROC and other related UN schemes, see: this author's book, Global Tyranny, Chapter 8; William Norman Grigg, Freedom on the Altar: The UN's Crusade Against God and Family; and the following articles posted on our Internet website: ''Your Child, the Global Citizen," July 21, 1997; "A Higher Warfare," April 17, 1995; and "UN Takeover of the Child," August 8,1994. For a complete text of the UNCROC, see www.un.org/dodcroc
In March 1990, representatives from more than 150 countries met in Jomtien, Thailand, for a five-day World Conference on Education for All (WCEFA). (39) Official sponsors of this Insider-run event included UNESCO, UNICEF, UNDP (United Nations Development Program), the World Bank, other UN agencies, and one-world NGOs. Out of this major agenda-setting palaver came two documents: The World Declaration on Education for All, and The Framework for Action to Meet Basic Learning Needs. (40) The Framework set forth six education goals, which just happened to be virtually identical to the controversial Outcome-Based Education (OBE) program set out by then-President George Bush (CFR) in his "America 2000" education plan. (41)
In order to facilitate coordination of U.S. OBE policies with those of the UN globocrats, a U.S. Coalition for Education for All (USCEFA) was launched at a meeting held on October 30-November 1, 1991 in Alexandria, Virginia. (42) Gathering under the banner of "Learning for All: Bridging Domestic and International Education" were movers and shakers from the government and private sector. Conference cosponsors included Apple Computer, IBM, the National School Board Association, the American Federation of Teachers, the National Education Association, the U.S. Department of Education, the College Board, USAID - and the usual tax-exempt foundations. (43) Heading up the USCEFA as president was Janet Whitla, director of the Education Development Center, Inc., infamous for its pro-homosexual, pornographic, promiscuity-promoting sex education programs and globalist curricula. (44) The Coalition is pushing to make UNESCO the global school board which will dictate educational policy for the world.
For the past decade, unbeknownst to American parents, the Convention on the Rights of the Child has been in the process of implementation through the USCEFA programs. One indication of the frightening progress of this subversion is the increasing acceptance, especially in political and academic circles, of totalitarian sentiments. Among those promoting dangerous new state authority, we point to Professor Jack C. Westman of the University of Wisconsin-Madison, Professor David Lykken of the University of Minnesota, and Connecticut Superior Court Judge Charles D. Gill, a co-founder of the National Task Force for Children's Constitutional Rights (NTFCCR). Dr. Westman, Dr. Lykken, and Judge Gill are leaders in the despotic drive to mandate government licensing of all parents.
"The United Nations Convention [on the Rights of the Child] clearly declares that the state has a role in child-rearing," says Dr. Westman, approvingly. "Because the consent of children is not required for the exercise of parental power, it is in the privacy of their homes that their civil rights are least assured." (45)
In a 1991 law journal article, Judge Gill wrote: "The [UN] Convention makes a total break from previous approaches to children's rights. Previous 'rights' were paternalistic, whereas the Convention makes the state directly responsible to the child." (46) Westman, Lykken, Gill, et aI, view the family and parents with outright hostility, while idolizing
the state and its supposed capacity to raise better children.
These extreme, totalitarian sentiments have been made "respectable" in influential circles thanks to help from the Pratt House one-world elites. These statist nostrums have moved from the stage of advocacy by socialist fringe groups to acceptance by "mainstream" Democrat and Republican politicians. The forces pushing this agenda have enormous financial resources at their disposal, and they are geared up for major, continuous, offensive action. If they are not aggressively exposed and opposed by a significant, growing, and increasingly determined constituency of parents, grandparents, and concerned citizens, an American version of the Hitler Youth or Red Guard - under the rubric of national service, of course - will not be long in coming.
That is a terrifying prospect, but even that does not begin to depict the full extent of the anti-family agenda the Insiders and their UN lackeys envision for their global police state. Space permitting, we would detail the UN programs for global:
• Forced abortion (47)
• Proliferation of chemical abortions (RU486) (48)
• Coercive population control and eugenics programs (49)
• Forced mass population relocation
• Mandatory school "sexual orientation" programs promoting homosexuality
• Outlawing of independent home schooling and independent private and religious schools
• Euthanasia and assisted suicide.
The piecemeal Marxist abolition of the family is a fact, and the UN is the instrument through which the one-world Insiders intend to carry out their abolition program worldwide.
1. Karl Marx and Frederick Engels, The Communist Manifesto, 1848. American Opinion edition with introduction by William P. Fall (Appleton, WI: 1974), p. 22.
2. "Towards World Understanding: In the Classroom With Children Under Thirteen Years of Age," Part V, UNESCO Publication 356 (Paris:
Georges Lang, 1949), pp. 9, 58.
3. Brock Chisholm on Education, speeches by Dr. Chisholm at the Asilomar Conference on Education, September 10-12, 1954, p'ublished by Asilomar Conference of the Mental Health Society of Northern California, p. 20.1954
4. Dolores Barclay, "It's Surviving and Healthy ... ," Tulsa World, Sunday, August 21, 1977.
5. Motto in letterhead of United States Committee for UNICEF, 333 East 38th St., New York, NY 10016 (undated [circa 1993-94] letter from Chair Hugh Downs in file).
6. Matt Cvetic, The Big Decision (USA, 1959), p. 143.
7. Jasper, "U.S.-Soviet Educational Exchanges," The New American, March 13, 1989, p. 12.
8. Edward Crankshaw, Khrushchev Remembers (Boston: Little Brown, 1970), p. 22.
9. "The Crimes of Khrushchev," Parts 1-7, Committee on Un-American Activities, House of Represenatives (U.S. Government Printing Office, 1959-60).
10. Ibid., Part 1, "Consultation with Mr. Eugene Lyons," p. 7.
12. "'Butcher of Budapest,m Honolulu Star Bulletin, September 15, 1971, p. A-23.
13. Congressional Record, "Extension of Remarks of Hon. John H. Rousselot of California," September 20, 1961.
14. Bernard Moran, "Race Relations, Churches, Peace Movement," in Dennis L. Bark and Owen Harries (eds.), The Red Orchestra, Volume 3:
"The Case of the Southwest Pacific" (Stanford University, Stanford: Hoover Institution Press, 1989), p. 181.
16. A Nation At Risk (The National Commission on Excellence in Education, 1983), p. 5. Report posted on U. S. Department of Education website: www.ed.gov/pubslNatAtRiskirisk. html on 3/29/01. See p.1 of web page.
18. "Thwards World Understanding: In the Classroom With Children Under Thirteen Years of Age," Part V, UNESCO Publication 356 (Paris:
Georges Lang, 1949), pp. 7,53.
19. Ibid., pp. 54-55.
20. Samuel L. Blumenfeld, NEA: Trojan Horse in American Education (Boise, Idaho: The Paradigm Company, 1984), pp. 193-197.
21. Joy Elmer Morgan, "The Teacher and World Government," [NEAj Journal, January 1946, quoted in Blumenfeld, op. cit., p. 194.
22. See Education International website, "A few words about EI,":
http://www.blogger.com/www.ei-ie.%20org/ei/englishleeiabout.htm. viewed on 03/27/2001.
23. "Executive Board of EI," Education International website:
http://www.blogger.com/www.ei-ie.org/%20ei/eiexbo.htm ei/eiexbo.htm viewed on 03/27/01.
24. For EI status with UNESCO, see: "EIlUNESCO Partnership,"
http://www.blogger.com/www.ei-ie.%20org/%20ei/%20en%20gl%20i%20s%20hi%20eei%20pa%20rtners%20hip%20_un%20esco.%20html. viewed on 3/27/2001.
25. "NEA 2000-2001 Resolutions:" I-I. Peace and International Relations.
26. Ibid. For Education International see their website: http://www.ei-ie.org/, viewed on 04/01/01.
27. "A few words about EI," Education International website:
www.eiie.org/englishleeiabouLhtm, viewed on 04/01/01.
28. William F. Jasper, "Outcome-Based Education: Skinnerian Conditioning in the Classroom," The New American, August 23, 1993, p. 8.
30. Jasper, "Communist 'Scholars'; Teacher Training; and a 'New Age' Hero," The New American, January 13, 1986, p. 36.
32. World Core Curriculum Manual (Arlington, Texas: Robert Muller School, 1986), Preface.
34. Congressional Record, March 20, 1953.
35. Editorial, "The Climate of Freedom," The Saturday Review, July 19, 1952.
36. Julian Huxley, UNESCO: Its Purpose and Its Philosophy (Washington, D.C.: Public Affairs Press, 1947), p. 33.
37. Ibid., p. 33.
38. Samuel L. Blumenfeld, "It Takes a Global Village," The New American, July 3, 2000, p. 31.
39. "World Conference on Education for all (EFA) Jomtien Thailand, 5-9 March 1990." See: http://www.un.org.lb/undbase/%20confi on 3/27/01.
41. Six goal areas arrived at in Jomtien, Tailand reported in "Learning for All: Bridging Domestic and International Education," Conference Report, October 30, 31, November 1, 1991, Alexandria, Virginia (United States Coalition for Education for All), p. 1. Compare to Bush program in: Carol Innerst, "By any other name: America 2000 isn't dead yet," Washington Times, February 8, 1993, p. A3.
42. "Learning for All:... " Conference Report, op. cit., p. 1.
43. Jasper, "Outcome-Based Education: Skinnerian Conditioning in the Classroom," The New American, August 23, 1993, p. 11.
45. Jack C. Westman, M.D., Licensing Parents: Can We Prevent Child Abuse and Neglect? (New York: Plenum Press, 1994, p. 153.
46. Charles D. Gill, "Essay on the Status of the American Child, 2000 A.D.: Chattel or Constitutionally Protected ChildCitizen?," Ohio Northern University Law Review, Vol. XVII, No.3, 1991, p. 578.
47. See, for example, the following articles in The New American: William F. Jasper, "Death March to Cairo," June 27,1994, p. 5; Julie Makimaa,"Wolfin 'Humanitarian' Clothing," July 3, 2000, pp. 35-37.
48. See, for example, the following articles in The New American: Makimaa,"Wolf in 'Humanitarian' Clothing," July 3, 2000, pp. 35-37; Jasper, "Unleashing the Killer Pill," November 6, 2000, pp.12-17; Steve Bonta, "Exporting Infanticide," December 4, 2000, p. 19.
49. See, for example, the following articles in The New American: William Norman Grigg, "Anti-Nata list Assault," April 3, 1995, pp. 35-36; Grigg, "Gender Politics in Beijing," October 30, 1995, p. 5; Jasper, "Unleashing the Killer Pill," November 6, 2000, pp. 12-17