FROM Descent into Slavery, an imperfect though insightful analysis of recent history up until 1980, by Des Griffin [Emissary Publications, California; 1980], p.227:
It has long been a recognized fact among geopoliticians that the most effective way to undermine a society is to change the value systems embraced by its citizens. To accomplish this goal in the United States, the international conspirators knew that it was essential to gain control of America’s schools and colleges. These institutions could then be used as potent tools in their ‘urban renewal’ program for the destruction of the ‘old order’ in the United States, and also to ‘re-educate’ (or brainwash) coming generations of Americans into an acceptance of an alien philosophy that would ultimately lead to their descent into slavery.
As explained in Fourth Reich of the Rich (pp. 76-82), this assault on American society was led by the Rockefellers and their General Education Board. Their aim, as expressed by Dr. Harold Ruggs in The Great Technology, page 32, was the “creation of a new public mind . . . Old stereotypes must be broken down and new ‘climates of opinion’ formed in the neighborhoods of America.”
The subversive system of ‘progressive education,’ financed by the Rockefellers and their associates and directed by John Dewey, was used in the early years to sow and nurture the seeds of destruction of traditional education.
The assault was somewhat modified with the arrival in Washington of Franklin Roosevelt in 1933 and the publication, in the same year, of the Humanist Manifesto. This document, which many modern educators look upon as their ‘Bible,’ was revised and brought up to date in 1973. Though a short document, Humanist Manifesto II lays bare the methods that are being used to subvert our nation’s youth through the government school system. This statement may appear to be an overly harsh indictment of the American school system but, as we shall see, it is fully justified.
Many people refer to our ‘public schools’ but this is a hideous misnomer. Public schools don’t exist. As Barbara Morris forcefully points out in Change Agents In the Schools, the word ” ‘public’ implies belonging to or controlled by the people. ‘Schools’ are thought to be places where children study and learn the ‘wisdom of the ages’ and are exposed to civilizing influences” (p. 16). (more…)