-Caveat Lector- from: http://www.sntp.net/education/sutton_1.htm Click Here: <A HREF="http://www.sntp.net/education/sutton_1.htm";>Skull & Bones Society Controls Education: Yale,…</A> ----- Skull & Bones Society: How The Order Controls Education by Antony C. Sutton This is taken from Antony C. Sutton's book, America's Secret Establishment: An Introduction to the Order of Skull & Bones. How The Order Controls Education Memorandum Number One: It All Began At Yale The first volume of this series introduced The Order, presented three preliminary hypotheses with examples of the evidence to come. We also asserted that any group that wanted to control the future of American society had first to control education, i.e., the population of the future. This volume will outline the way in which education has been controlled by The Order. It all began at Yale. Even the official Yale history is aware of Yale's power and success: "The power of the place remain(s) unmistakable. Yale was organized. Yale inspired a loyalty in its sons that was conspicuous and impressive. Yale men in after life made such records that the suspicion was that even there they were working for each other. In short, Yale was exasperatingly and mysteriously successful. To rival institutions and to academic reformers there was something irritating and disquieting about old Yale College." "Yale was exasperatingly and mysteriously successful," says the official history. And this success was more than obvious to Yale's chief competitor, Harvard University. So obvious, in fact, that in 1892 a young Harvard instructor, George Santanyana, went to Yale to investigate this "disturbing legend" of Yale power. Santanyana quoted a Harvard alumnus who intended to send his son to Yale - because in real life "all the Harvard men are working for Yale men. But no one has previously asked an obvious question - Why? What is this "Yale power"? A Revolutionary Yale Trio In the 1850s, three members of The Order left Yale and working together, at times with other members along the way, made a revolution that changed the face, direction and purpose of American education. It was a rapid, quiet revolution, and eminently successful. The American people even today, in 1983, are not aware of a coup d'etat. The revolutionary trio were: Timothy Dwight ('49) Professor in the Yale Divinity School and then 12th President of Yale University. Daniel Coit Gilman ('52), first President of the University of California, first President of the Johns Hopkins University and first President of the Carnegie Institution. Andrew Dickson White ('53), first President of Cornell University and first President of the American Historical Association. This notable trio were all initiated into The Order within a few years of each other (1849, 1852, 1853). They immediately set off for Europe. All three went to study philosophy at the University of Berlin, where post-Hegelian philosophy had a monopoly. * Dwight studied at the Universities of Berlin and Bonn between 1856 and 1858, * Gilman was at the University of Berlin between 1854 and 55 under Karl von Ritter and Friedrich Trendelenberg, both prominent "Right" Hegelians, and * White studied at the University of Berlin between 1856 and 1858. Notably also at the University of Berlin in 1856 (at the Institute of Physiology) was none other than Wilhelm Wundt, the founder of experimental psychology in Germany and the later source of the dozens of American Ph.D.s who came back from Leipzig, Germany to start the modern American education movement. Why is the German experience so important? Because these were the formative years, the immediate post-graduate years for these three men, the years when they were planning the future, and at this period Germany was dominated by the Hegelian philosophical ferment. There were two groups of these Hegelians. The right Hegelians, were the roots of Prussian militarism and the spring for the unification of Germany and the rise of Hitler. Key names among right Hegelians were Karl Ritter (at the University of Berlin where our trio studied), Baron von Bismarck, and Baron von Stockmar, confidential adviser to Queen Victoria over in England. Somewhat before this, Karl Theodor Dalberg (1744-1817), arch-chancellor in the German Reich, related to Lord Acton in England and an Illuminati (Baco v Verulam in the Illuminati code), was a right Hegelian. There were also Left Hegelians, the promoters of scientific socialism. Most famous of these, of course, are Karl Marx, Friedrich Engels, Heinrich Heine, Max Stirner and Moses Hess. The point to hold in mind is that both groups use Hegelian theory of the State as a start point, i.e., the State is superior to the individual. Prussian militarism, Naziism and Marxism have the same philosophic roots. And it left its mark on our trio. Gilman wrote his sister from St. Petersburg in April, 1854: And what do you think I am "keeping' for? Tell me, some day when you write, for every year makes me feel that I must draw nearer to a point. When I go home to America I must have some definite notions. Day and night I think of that time, and in all I see and do I am planning for being useful at home. I find my wishes cling more and more towards a home in New England, and I long for an opportunity to influence New England minds. If I am an editor, New York is the place; but, to tell the truth, I am a little afraid of its excitements, its politics, its money-making whirl. I look therefore more and more to the ministry as probably the place where I can do more good than anywhere else; that is to say, if I can have a congregation which Daniel C. Gilman Senior at Yale Notice the Skull & Bones Pin will let me preach such things as we have talked over so many times in our upstairs confabs. I am glad you remember those talks with pleasure, for I look upon them as among the greatest "providences" of my life. If ever I make anything in this world or another I shall owe it to the blessed influences of home. For me, it seems as though new notions and wider views of men and things were crowding upon me with wonderful rapidity, and every day and almost every hour I think of some new things which I wish to have accomplished in America.... I find my thoughts, unconsciously, almost, dwelling on the applications of Christianity or the principles of the New Testament to business, study, public education, political questions, travel, and so forth. I had a long talk with Mr. Porter in Berlin (it was three days long with occasional interruptions) on topics related to such as I have named, and he assures me that there are many places in New England ripe for the advocacy of some such views upon these questions as I have often hinted to you at home. I toldhim a great deal about my thoughts on such things, talking quite as freely and perhaps more fully than I have ever done with you girls at home. He seemed exceedingly interested .... He told me that the kind of preaching I spoke of was the kind now needed - the kind which would be most influential of good - and on the whole he encouraged me to attempt it. I feel more and more desirous to do so, and shall keep on, in all I see and hear abroad, with the examination of every influence now working upon men - churches and schools, politics and literature... Daniel Coit Gilman is the key activist in the revolution- of education by The Order. The Gilman family came to the United States from Norfolk, England in 1638. On his mother's side, the Coit family came from Wales to Salem, Daniel C. Gilman in his early 70s as president of the University of California Massachusetts before 1638. Gilman was born in Norwich, Connecticut July 8, 1831, from a family laced with members of The Order and links to Yale College (as it was known at that time). Uncle Henry Coit Kingsley (The Order '34) was Treasurer of Yale from 1862 to 1886. James 1. Kingsley was Gilman's uncle and a Professor at Yale. William M. Kingsley, a cousin, was editor of the influential journal New Englander. On the Coit side of the family, Joshua Coit was a member of The Order in 1853 as well as William Coit in 1887. Gilman's brother-in law, the Reverend Joseph Parrish Thompson ('38) was in The Order. Gilman returned from Europe in late 1855 and spent the next 14 years in New Haven, Connecticut - almost entirely in and around Yale, consolidating the power of The Order. His first task in 1856 was to incorporate Skull & Bones as a legal entity under the name of The Russell Trust. Gilman became Treasurer and William H. Russell, the cofounder, was President. It is notable that there is no mention of The Order, Skull & Bones, The Russell Trust, or any secret society activity in Gilman's biography, nor in open records. The Order, so far as its members are concerned, is designed to be secret, and apart from oneor two inconsequential slips, meaningless unless one has the whole picture. The Order has been remarkably adept at keeping its secret. In other words, The Order fulfills our first requirement for a conspiracy - i.e., IT IS SECRET. The information on The Order that we are using surfaced by accident. In a way similar to the surfacing of the Illuminati papers in 1783, when a messenger carrying Illuminati papers was killed and the Bavarian police found the documents. All that exists publicly for The Order is the charter of the Russell Trust, and that tells you nothing. On the public record then, Gilman became assistant Librarian at Yale in the fall of 1856 and "in October he was chosen to fill a vacancy on the New Haven Board of Education." In 1858 he was appointed Librarian at Yale. Then he moved to bigger tasks. The Sheffield Scientific School The Sheffield Scientific School, the science departments at Yale, exemplifies the way in which The Order came to control Yale and then the United States. In the early 1850s, Yale science was insignificant, just two or three very small departments. In 1861 these were concentrated into the Sheffield Scientific School with private funds from Joseph E. Sheffield. Gilman went to work to raise more funds for expansion. Gilman's brother had married the daughter of Chemistry Professor Benjamin Silliman (The Order, 1837). This brought Gilman into contact with Professor Dana, also a member of the Silliman family, and this group decided that Gilman should write a report on reorganization of Sheffield. This was done and entitled "Proposed Plan for the Complete Reorganization of the School of Science Connected with Yale College." While this plan was worked out, friends and members of The Order made moves in Washington, D.C., and the Connecticut State Legislature to get state funding for the Sheffield Scientific School. The Morrill Land Bill was introduced into Congress in 1857, passed in 1859, but vetoed by President Buchanan. It was later signed by President Lincoln. This bill, now known as the Land Grant College Act, donated public lands for State colleges of agriculture and sciences . . . . and of course Gilman's report on just such a college was ready. The legal procedure was for the Federal government to issue land scrip in proportion to a state's representation, but state legislatures first had to pass legislation accepting the scrip. Not only was Daniel Gilman first on the scene to get Federal land scrip, he was first among all the states and grabbed all of Connecticut's share for Sheffield Scientific School! Gilman had, of course, tailored his report to fit the amount forthcoming for Connecticut. No other institution in Connecticut received even a whisper until 1893, when Storrs Agricultural College received a land grant. Of course it helped that a member of The Order, Augustus Brandegee ('49), was speaker of the Connecticut State Legislature in 1861 when the state bill was moving through, accepting Connecticut's share for Sheffield. Other members of The Order, like Stephen W. Kellogg ('46) and William Russell ('33), were either in the State Legislature or had influence from past service. The Order repeated the same grab for public funds in New York State. All of New York's share of the Land Grant College Act went to Cornell University. Andrew Dickson White, a member of our trio, was the key activist in New York and later became first President of Cornell. Daniel Gilman was rewarded by Yale and became Professor of Physical Geography at Sheffield in 1863. In brief, The Order was able to corner the total state shares for Connecticut and New York, cutting out other scholastic institutions. This is the first example of scores we shall present in this series - how The Order uses public funds for its own objectives. And this, of course, is the great advantage of Hegel for an elite. The State is absolute. But the State is also a fiction. So if The Order can manipulate the State, it in effect becomes the absolute. A neat game. And like the Hegelian dialectic process we cited in the first volume, The Order has worked it like a charm. Back to Sheffield Scientific School. The Order now had funds for Sheffield and proceeded to consolidate its control. In February 1871 the School was incorporated and the following became trustees: Charles J. Sheffield Prof. G.J. Brush (Gilman's close friend) Daniel Coit Gilman (The Order, '52) W.T. Trowbridge John S. Beach (The Order, '39) William W. Phelps (The Order, '60) Out of six trustees, three were in The Order. In addition, George St. John Sheffield, son of the benefactor, was initiated in 1863, and the first Dean of Sheffield was J.A. Porter, also the first member of Scroll & Key (the supposedly competitive senior society at Yale). How The Order Came To Control Yale University >From Sheffieli Scientific School The Order broadened its horizons. The Order's control over all Yale was evident by the 1870s, even under the administration of Noah Porter (1871-1881), who was not a member. In the decades after the 1870s, The Order tightened its grip. The Iconoclast (October 13, 1873) summarizes the facts we have presented on control of Yale by The Order, without being fully aware of the details: "They have obtained control of Yale. Its business is performed by them. Money paid to the college must pass into their hands, and be subject to their will. No doubt they are worthy men in themselves, but the many whom they looked down upon while in college, cannot so far forget as to give money freely into their hands. Men in Wall Street complain that the college comes straight to them for help, instead of asking each graduate for his share. The reason is found in a remark made by one of Yale's and America's first men: 'Few will give but Bones men, and they care far more for their society than they do for the college.' The Woolsey Fund has but a struggling existence, for kindred reasons." "Here, then, appears the true reason for Yale's poverty. She is controlled by a few men who shut themselves off from others, and assume to be their superiors . . ." The anonymous writer of Iconoclast blames The Order for the poverty of Yale. But worse was to come. Then-President Noah Porter was the last of the clerical Presidents of Yale (1871-1881), and the last without either membership or family connections to The Order. After 1871 the Yale Presidency became almost a fiefdom for The Order. >From 1886 to 1899, member Timothy Dwight ('49) was President, followed by another member of The Order, Arthur Twining Hadley (1899 to 1921). Then came James R. Angell (1921-37), not a member of The Order, who came to Yale from the University of Chicago where he worked with Dewey, built the School of Education, and was past President of the American Psychological Association. >From 1937 to 1950 Charles Seymour, a member of The Order, was President followed by Alfred Whitney Griswold from 1950 to 1963. Griswold was not a member, but both the Griswold and Whitney families have members in The Order. For example, Dwight Torrey Griswold ('08) and William Edward Schenk Griswold ('99) were in The Order. In 1963 Kingman Brewster took over as President. The Brewster family has had several members in The Order, in law and the ministry rather than education. We can best conclude this memorandum with a quotation from the anonymous Yale observer: "Whatever want the college suffers, whatever is lacking in her educational course, whatever disgrace lies in her poor buildings, whatever embarrassments have beset her needy students, so far as money could have availed, the weight of blame lies upon this ill-starred society. The pecuniary question is one of the future as well as of the present and past. Year by year the deadly evil is growing. The society was never as obnoxious to the college as it is today, and it is just this ill-feeling that shuts the pockets of nonmembers. Never before has it shown such arrogance and self-fancied superiority. It grasps the College Press and endeavors to rule in all. It does not deign to show its credentials, but clutches at power with the silence of conscious guilt." It is very important to understand the change in philosophy which occurred in the mid-to-late 1800s. Previously religion had largely controlled the direction of societies, often with direct association with governments. The State had a notorious history in Europe of backing a specific religion, promoting it to the exclusion of all others, and oppressing the rest. The 1800s marked a point in history where thinking men correctly saw the problems religion had where it aligned with the State and exerted force over thought and behavior. The reaction against the previous tendency of religion, metaphysics and philosophy was the complete support of "science". Results and responses have taken the form of humanism, atheism, pragmatsim, egalitarianism, and other philosophies which tend to deny Man as anything more than a fancy animal. It may seem that it is a case of either the correctness of "religion" or the validity of "science". The use of religion was wrong and destructive and the use of science (as applied to human beings and societies) is equally wrong and destructive. What they both have in common is the use of the State to forward and enforce upon the people an arbitrary belief system about the nature of Man, and his relationship to others and to the universe around him. People should granted the right to accept and believe whatever they choose, and this applies to religion and to the products of what is called modern science. But this is impossible when modern governments support, promote and enforce modern psychiatric and psychological theories on their people. The views of modern "scientific" psychiatry and psychology are the result of a belief system which conceives Man as an indiviudal to be unimportant, and "society" to be everything. These subjects also view Man as an "animal", solely biological in nature, and ignore Man's entire "mental" realm. The underlying beliefs and assumptions of these two subjects (along with the entire trend of "modern science") consider man to be an animal, a biological organism alone, with no awareness or consciousness. Man is to be controlled using behaviorism, belief manipulation (through education and the media), genetics, electric shock, drugs and microchip brain implants (the future of psychiatry and social control). See Materialism & Psychiatry Function As Ideologies and Orthodoxy. Many of these wealthy and well-educated folks really believed they were at the dawn of a new wonderful age where science and reason would finally solve the many questions about Man and his activities. Largely, their intentions, in part, may even have been lofty, but something very much went wrong. "Science" did not solve the problems, and in fact, is acting to cause more and more problems as regards Man and his societies. There is a reason for this. Science has largely been a success when applied to "dead" things such as matter and energy - electronics, mechanics, civil engineering, physics and chemistry. It has been a complete failure when applied to individuals (i.e. psychiatry, modern psychology) and societies (sociology, group psychology, mass manipulation, behavioral control). While this is covered fully in other sections, this is due to the fact that Man is and functions primarily as a mind. Each and every one of us has a mind which directs attention, imagines, conceptualizes, intends, desires, chooses, and it is within a mind alone where all responsibility, self-determinsim, creativity, morality, and decency originate. "Science" has NEVER examined this with a goal to understanding it, or developing ways to improve upon it's capabilities. The "science" of modern psychology has nothing to do with a mind, understanding it, or improving it. See the Definition of Psychology for more on this. Instead, "science", working with governments and "advertizers" have primarily spent all their time and energy figuring out how to control and manipulate minds, to forward their ideas of "order", "social harmony", and "peace". The current wealthy world controllers probably largely believe they are doing what is right, because they accept these basic ideas: 1) Man is of the nature of matter completely - denies all aspects and functions of Man's mind. 2) All life and social structure is evolving due to force against force (Hegel's dialectic). 3) The individual is a cog in the wheel of the all-important social machine. 4) "Science" and reason applied to Man will solve the "problem" of Man. It will seem to do this, at least in a very distorted sense, as long as they resort to force (which is all they ever do) - drugs, shock treatments, trickery, deceit, disinformation, guns and oppression. It is common today to believe social "order" and "harmony" to be desireable. Most of us do. The concepts of "order" and "harmony" have their source in observations of matter and energy - atoms, molecules, the solar system, and organic structures and functioning - or in analysing pure concepts, such as mathematics and logic. But a mind isn't of the nature of matter, doesn't follow the rules of matter (unless forced to), is the originator of all concepts, and it is basically a dumb idea to consider or believe the concepts that people should be "in harmony" or "well-ordered". What do these terms even actually mean? Really! Try to write down what these concepts mean - no two people will agree. These terms are extremely vague concepts, and nothing more. "Order" and "harmony" may be fine for atoms, your living room furniture, or a china cabinet, but it is an insane analogy when forced upon conscious, living beings and societies. The above assumptions are all false. These are ideas and concepts, which are really only cute theories about Man and life. They are not fundamentally true. They are believed and accepted by certain elitists (and many others). They are often very complex, and seem very "intelligent" (both the concepts and the elitists). That these theories had their source in and continue to be presented by the "best colleges" and universities, such as Harvard, Yale, Cornell, Johns Hopkins, Princeton, etc. simply goes to show 1) how lacking in honesty and intelligence "intelligent" people actually can be, and 2) that the views and beliefs of these major educational institutions have been controlled for at least 100 years by people who find these ideas useful for their own purposes. For a more involved study of Man, what he is, belief, reality and force, see An Essay On Reality, Belief and The Mind. It may be all a conspiracy, it may be only ill-informed people (which no secret plans or designs) continuing to propagate false theories and concepts, or it may be somewhere in between these two extremes. Regardless, the results have been disastrous on people and society. The best in Man has been systematically denied, and is being eradicated by the theories and practices of modern psychology and psychiatry. Education has been largely destroyed. Man's ability to think has also been further compromised by attacking it with "legal" psychiatric drugs and illegal drugs. As long as you are looked at as a cog in the larger, and more important, State machinery, you will be ignored, oppressed, and harmed. There is no "good" communism, socialism, fascism, capitalism, or any "ism" when the State is viewed as senior in importance to the individual which makes it up and where any type of force is used to enact anything. They all, every time, and in every case, will act to control and deny the individual. And this always involves denying and attempting to control Man's inherent nature and abilities - all of which reside within the mind. Coupled with materialism, which basically considers man to be an animal and ignores his mind entirely, this is a lethal combination. Past religions, which aligned with the State, oppressed Man and his mind, and modern "scientific" psychological and social theories, which correctly attacked the past tendencies of religions, have severely erred, and are now doing exactly the same thing - oppressing Man and his mind. They are playing the same game. There is no conflict of "religion" versus "science". It's all an illusion. In fact, they have been both, practically speaking, entirely materialistic - forcing Man further away from his capabilities as a conscious mind, and only towards his biological, animal nature. If Man is treated like an animal he will act like one - just like so many goats or cows to be bred, herded, controlled, and brought to slaughter. Modern theories and practices do exactly this. But if Man is treated like a mind, with intelligence, intention, creativity, responsibility, morality and decency, then he will come to display these things. This has never been done in the history of planet Earth, except in small isolated cases. The educated elite say they have studied Man in all his past forms, and know what he is and how to "help" Man evolve. It's rubbish. They have studied Man only at his worse, under the worse circumstances, and always under direct force or the threat of force. By omitting Man's mind, all it is, and all it does, they take right out of the equation what makes Man different from all other life forms. What makes him "better". What makes him responsible, able to be moral, creative, and intelligent. They deny his awareness and consciousness. Denying this denies all decency and life itself. This is the 20th century. This is the results of "modern physical sciences" as applied to the individual and groups, when Man is conceived to be nothing more than a biological beast. It is soon to be the 21st century unless many of us wake up real fast and do something about it. Get The Book! America's Secret Establishment: An Introduction to the Order of Skull & Bones by Antony C. Sutton - the complete book with more details & facts about the hidden forces behind modern public education, psychology, economics, politics and world chaos. Covers Yale University's link to a secret German society, the Bush Family (i.e. George), and much more. Very well reserached and written. Suggested Reading List - the Demise of the Educational System - OBE (Outcome-Based Education), NEA (National Education Association), educational psychology, German psychology & influences, demise of public education, educational sabotage, Wundt, Pavlov, Dewey, Skinner, Watson. Say NO To Psychiatry! Back to Education Main Page Back to Main SNTP Page Pursuing Truth in all subjects... ©Gene Zimmer 1999 ALL RIGHTS RESERVEDvvtfzgALL, vvtsutton02, say no to psychiatry, FTR, Foundation for Truth in Reality ----- Aloha, He'Ping, Om, Shalom, Salaam. Em Hotep, Peace Be, All My Relations. Omnia Bona Bonis, Adieu, Adios, Aloha. Amen. Roads End <A HREF="http://www.ctrl.org/";>www.ctrl.org</A> DECLARATION & DISCLAIMER ========== CTRL is a discussion & informational exchange list. Proselytizing propagandic screeds are unwelcomed. Substance—not soap-boxing—please! 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