-Caveat Lector-
>From This is the dawning of the New age New world Order
DL Cuddy Phd
Chapter Six
Education, Literary Symbolism,and One-World Socialism
Because of their desire for harmony, Masons do not say sectarian
prayers to Jesus for example, because that would be "divisive." Perhaps this
would explain why Horace Mann, a Mason who became known as "the father of
American public education,"felt that our public schools should be free from
"sectarian religious' influences."Mann became secretary to the Massachusetts
State Board of Education in 1837 and established the first "normal" (public)
school. His concept of "universal
education" followed the European "Pestalozzi" schools, whose founder Johann
Heinrich Pestalozzi (1746-1827) was a strong believer in Rousseau's
permissive educational beliefs (as in the latter's book, Emile).
Rousseau was influenced by Johann Friedrich Herbart (1776-1841), who
was influenced by the Free-mason Fichte (promoted by the Illuminati).
Preceding Mann was Fanny Wright (Madame Francoise d'Arus-mont), who came to
the U.S. in 1824 with the Marquis de Lafayette and then joined Robert Dale
Owen in 1828 in an experiment in communism in New Harmony, Indiana. Wright
was the favorite pupil of Jeremy Bentham (founder of Utopian welfare state
utilitarianism) and developed a system she called,"National, Rational,
Republican Educatton, Free for All at the Expense of All, Conducted under
the Guardianship of the State" to be "apart from the contaminating influence
of parents." She, Owen, and Orestes Brownson formed the Workingmen's Party
in New York with the purpose of controlling political power in the state, so
that they could establish a system of schools to destroy Christianity. (Karl
Marx's first international was called the Workingmen's International
Association.)
Brownson later converted to Christianity, and in The Works of
Orestes Brownson, vol. 19, one reads: "The great object was to get rid of
Christianity, and to convert our churches into halls of science. The plan
was not to make open attacks upon religion, although we might belabor the
clergy and bring them into contempt where we could; but to establish a
system of state - we said national - schools, from which all religion was to
be excluded, in which nothing was to be taught but such knowledge as is
vertfiable by the senses, and to which all parents were to be compelled by
law to send their children. Our completeplan was to take the children from
their parents at the age of twelve or eighteen months, and to have them
nursed, fed, clothed, and trained in these schools at thepublic expense; but
at any rate, we were to have godless schools for all the children of the
country.
. . . The plan has been successfully pursued . . . and the whole action of
the country on the subject has taken the direction we sought to give it. . .
. One of the principal movers of the scheme had no mean share in organizing
the Smithsonian Institute. "
This sounds somewhat like the 1930s congressionaltestimony by Kenneth Goff,
who said that he had been trained by the communists in "psychopolitics,"
which would link religion with mental illness in order to discredit
religious beliefs.
It was Robert Dale Owen himself who, as a member of the U.S.
Congress (1843-1847), introduced a bill establishing the Smithsonian
Institute. After editing the New Harmony Gazette (name changed in 1829 to
Free Enquirer, similar to the name of a twentieth century American Humanist
Association periodical), Owen went to New York and founded the Association
for Protection of Industry and for Promotion of National Education. After he
left Congress, he wrote Hints on Public Architecture (1849), and from
1853 to 1858 he was charge d'affaires in Italy (where the Masonic leader
Mazzini initiated Madame Blavatsky into the Carbonari in 1856).
Beginning in 1837 in the U.S., Freemason Horace Mann was pushing
non-sectarian education forward. In Paul Fisher's Behind the Lodge Door:
Church, State, and Freemasonry in America, one reads that Mann was an
en-thusiastic advocate of a philosophy which was "scientific, humanitarian,
ethical, and naturalistic, "and he believed in "character education without
'creeds, 'and in phrenology as a basis for 'scientific education. "'He held
that "natural religions tands . . . preeminent over revealed religion. .
. . "
Mann believed in "humanizing" schools, as did the German philosopher
Ludwig Andreas Feuerbach (1804-1872), who had studied under Hegel in Berlin
for two years in the 1820s. According to Ted Byfield in "Again the Educators
Have Used Our Children as Guinea Pigs," (Western Report, May 13, 1991),
Feuerbach "about one hundred ftfty years ago . . . propounded the
theory that
since the highest known entity is the human self then
self-actualization'should be the ultimate goal of educa-
tion" (forerunner of the humanistic "self-actualization" theory of Abraham
Maslow in twentieth century America).
Feuerbach abandoned Hegelianism for naturalism and believed that God is
merely the outward projection of man's inward nature.
These humanistic concepts greatly influenced Karl Marx, who wrote in
his Economic and Philosophic Manuscripts of 1844 that "Communism begins from
the outset with atheism. . . . Communism as fully developed naturalism,
equals humanism."
Marx also offered to dedicate his book Das Kapital some years later to
Charles Darwin, whose evolutionary theory explained in The Origin of the
Species by Means of Natural Selection, or the Preservation of Favored Races
in the Strugglefor Lifr (1859) was to gain later acceptance in American
public schools.
Darwin further revealed his racist (and eugenic) attitudes in The Descent of
Man and Selection in Relation to Sex (1871), in which he stated: "At some
future period, not very distant as measured by centuries, the civilized
races of man will almost certainly exterminate, and replace, the savage
races throughout the world. . . . The break between man and his nearest
allies will then be wider, for it will intervene between man in a more
civilized state, as we may hope, even than the Caucasian, and some ape as
low as a baboon, instead of as now between the Negro or Australian and the
gorilla. "
Not only would teachers contribute to the acceptance of Darwin's
theory of evolution, but they would also contribute to the growth of Marx's
communism, as Fyodor Dostoyevsky (1821-188 1) predicted that ". . . men
would gather together and exploit evil. Lawyers who will say theres no such
thing as guilt will be on their side. Teachers who deny God will be on their
side. They will not know it, but they will help evil conquer the world."
Relevant here is the letter that the perceptive Lord Acton wrote to
Richard Simpson on December 8,1861, in which he characterized a cunning and
treacherous group of people by saying, "They saw 'no divine part of
Christianity, ' but divinified humanity, or humanized religion. "
And in the same year, French statesman Adolphe Cremieux said, "A new
order will be substituted for the double empire of popes and emperors. "
Horace Mann's non-sectarian public schools were spreading far and
wide in the second half of the nineteenth
century, but questions were being raised. When the Hon. Zachary Montgomery
was nominated for assistant attorney general, there were anti-Catholic
attacks against him during his U.S. Senate confirmation hearings because of
his views concerning public education.
In 1886, Montgomery published Poison Drops in the Federal Senate: The School
Question from a Parental and Non-Sectarian Standpoint, stating that these
attacks failed, and showing that after about two hundred years of public
education in Massachusetts, the 1860 census figures showed that state to
have one native white criminal to every 649 people, while Virginia, which
always left the educational control of children to their parents, had only
one criminal to every 6,566 inhabitants.
More- over, the aggregate figure for suicides in six north eastern states
where the states controlled education was one to every 13,285, but in six
mid-Atlantic and southern coastal states where parents controlled education,
the aggregate for suicides was one to every 56,584.
Why?
Montgomery found that there were two causes
- first, the loss of parental authority and home influence over children,
through and by means of a state-controlled system of
education; and
second, a neglect of moral and religious education and training.
After reading Montgomery's analysis, letters of support were sent to him by
such individuals as John LeConte (president of the California State
University) and George Washington (grand-nephew and nearest living relative
to President Washington).
To demonstrate the attitude of those heading the public schools,
Montgomery quoted from the 1864
biennial report of the California state superintendent of public
instruction, John Swett, who wrote: "The vulgar impression that parents have
a legal right to dictate to teachers is entirely erroneous. . . . The only
persons who have a legal right to give orders to the teacher are his
employers, namely, the committee in some states and in others the directors
or trustees. . . . If his conduct is approved of by his employers,
theparents have no remedy against him or them." How did this philosophical
and
psychological mindset come about?
It was during the first half of the nineteenth century that the
French philosopher Auguste Comte (whose mentor was the French social
philoqopher and Mason Saint-Simon) founded positivism (which Comte called a
"religion") and modern sociology. He was a social engineer who stated in his
System of Postive Polity (1853),
"We must get rid of personality in every shape
....
To be continued
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