-Caveat Lector-
an excerpt from-
America's Secret Establishment
An introduction to The Order of Skull & Bones
by ANTONY C. SUTTON
Liberty House Press
2027 Iris
Billings, Montana 59102
1986
-----
Highly recommended. There is more in this book than can be presented here.
Many charts and reproductions of orginal source material. As,always, caveat
lector.
In stock at: A-albionic Research, PO Box 20273, Ferndale, MI 48220-0273
[EMAIL PROTECTED] (Lloyd Miller, Research Director)
Om
K
-----
Memorandum Number Two:
The Look-Say Reading Scam
A tragic failure of American education in this century has been a
failure to teach children how to read and write and how to express
themselves in a literary form. For the educational system this may not
be too distressing. As we shall see later, their prime purpose is not to
teach subject matter but to condition children to live as socially in-
tegrated citizen units in an organic society - a real life enactment of the
Hegelian absolute State. In this State the individual finds freedom only
in obedience to the State, consequently the function of education is to
prepare the individual citizen unit for smooth entry into the organic
whole.
However, it is puzzling that the educational system allowed reading to
deteriorate so markedly. It could be that The Order wants the citizen
components of the organic State to be little more than automated order
takers; after all a citizen who cannot read and write is not going to
challenge The Order. But this is surmise. It is not, on the basis of the
evidence presently at hand, a provable proposition.
In any event, the system adopted the look-say method of learning to
read, originally developed for deaf mutes. The system has produced
generations of Americans who are functionally illiterate. Yet, reading is
essential for learning and learning is essential for most occupations. And
certainly those who can read or write lack vocabulary in depth and
stylistic skills. There are, of course, exceptions. This author spent five
years teaching at a State University in the early 1960s and was appalled
by the general inability to write coherent English, yet gratified that some
students had not only evaded the system, acquired vocabulary and
writing skills, but these exceptions had the most skepticism about The
Establishment.
The Order comes into adoption of the look-say method directly and
indirect]y. Let's start at the beginning.
The Founder Of Deaf Mute Instruction
Look-say reading methods were developed around 1810 for deaf
mutes by a truly remarkable man, Thomas Hopkins Gallaudet. Thomas
H. Gallaudet was the eldest son of Peter Wallace Gallaudet, descended
from a French Huguenot family, and Jane Hopkins. Jane Hopkins
traced her ancestry back to John Hopkins and the Reverend Thomas
Hooker in the seventeenth century, who broke away from the Con-
gregational Church to help found Hartford, Connecticut. This parallels
the story of the Lord family (see Volume One). The Lords also traced.
their ancestry back to Hopkins and Hooker and the Lords founded
Hartford, Connecticut. And it was in Hartford, Connecticut in 1835 that
a printer named Lord produced Thomas Gallaudet's first look-say
primer. Mother's Primer.
Gallaudet's original intention was to use the look-say method only for
deaf mutes who have no concept of a spoken language and are
therefore unaware of phonetic sounds for letters. For this purpose,
Gallaudet founded the Hartford School for the Deaf in 1817. The
Gallaudet system works well for deaf mutes, but there is no obvious
reason to use it for those who have the ability to hear sounds.
Anyway, in 1835 Mother's Primer was published and the
Massachusetts Primary School Committee under Horace Mann im-
mediately adopted the book on an experimental basis. Later we shall
find that Horace Mann ties directly to The Order - in fact, the co-
founder of The Order. On pages 73-74 we reproduce two pages from
the second edition of 1836, with the following directions to the teacher:
". . . pointing to the whole word Frank, but not to the letters. Nothing
is yet to be said about letters. . ."
THE
M O T H E R ' S P R I M E R,
to
TEACH HER CHILD ITS LETTERS.
and
H O W TO R E A D.
Designed also for the
LOWEST CLASS IN PRIMARY SCHOOLS,
ON A NEW PLAN.
_________________
By Rev. T. Gallaudet,
Late Principal of the Deaf and Dumb Asylum, Hartford.
_________________
Second Edition.
HARTFORD.
Daniel Burgess & Co.
1836.
Why did Horace Mann push a method designed for deaf mutes onto
a school system populated with persons who were not deaf mutes?
There are two possible reasons. The reader can take his or her pick.
First, in 1853 Mann was appointed President of Antioch College. The
most influential Trustee of Antioch College was the co-founder of The
Order - Alphonso Taft.
Second, Mann never had a proper education and consequently was
unable to judge a good method from a bad method for reading. Here's
a description of Mann's school days:
"The opportunities for the lad's schooling were extremely meagre,
The locality enjoyed the reputation of being the smallest school district,
with the poorest school house and the cheapest teacher in the State."
Mann's teacher was Samuel Barratt and we quote: "In arithmetic he
was an idiot. He could not recite the multiplication table and could not tell
the time of day by the clock . . . Six months of the year he was an earnest
and reliable teacher, tasting nothing stronger than tea, then for another
six months he gave himself up to a state of beastly drunkeness . . ."
By 1840 there was a backlash, and the look-say system was dropped
in Massachusetts.
The Second Attempt
Towards the end of the 19th century The Order came on the scene
- and the look-say method was revived. The youngest son of Thomas
Hopkins and Sophia Gallaudet was Edward Miner Gallaudet. Two of
his sons went to Yale and became members of The Order:
* Edson Fessenden Gallaudet ('93), who became an instructor of
physics at Yale, and
* Herbert Draper Gallaudet ('980, who attended Union
Theological Seminary and became a clergyman.
Then the method was adopted by Columbia Teachers' College and
the Lincoln School. The thrust of the new Dewey-inspired system of
education was away from learning and towards preparing a child to be a
unit in the organic society. Look-say was ideal for Deweyites. It skipped
one step in the learning process. It looked "easy," and de-emphasized
reading skills.
The educational establishment rationalized look-say be claiming that
up to the turn of the century reading was taught by "synthetic"
methods, i.e., children were taught letters and an associated sound
value. Then they learned to join syllables to make words. This was held
to be uninteresting and artificial. Educational research, it was claimed,
demonstrated that in reading words are not analyzed into component
letter parts but seen as complete units. Therefore, learning to read
should start with complete units.
Education
Of course, there is a gigantic non sequitur in this reasoning process.
Certainly a skilled reader does see words as complete units. And a really
skilled reader does see lines and paragraphs at a glance. But the ac-
curacy of perceiving the whole is based on the degree of understanding
and knowledge of the component parts.
The educational establishment argues today in the 1980s that, based
on further experimental testing, it is easier for a child to read the line
"the rocket zoomed into space" than "the cat sat on the mat." Th.
line has "contrasting visual structure" and the second quote has a
"similar visual pattern."
What they have done now is to make a mountain out of a molehill,
convert the relatively simple task of learning to read into an unnecessari-
ly complex system.
Why? That we shall see as the story progresses.
l__ __l __l __ l__ __l
The cat sat on the mat.
l__ __l_l _____l _l_ _ ___
The rocket zoomed into space.
The visual patterns of words in two sentences.
How children are taught to read - and why they can't.
pp. 71- 76
-----
--cont--
Aloha, He'Ping,
Om, Shalom, Salaam.
Em Hotep, Peace Be,
Omnia Bona Bonis,
All My Relations.
Adieu, Adios, Aloha.
Amen.
Roads End
Kris
DECLARATION & DISCLAIMER
==========
CTRL is a discussion and informational exchange list. Proselyzting propagandic
screeds are not allowed. Substance�not soapboxing! These are sordid matters
and 'conspiracy theory', with its many half-truths, misdirections and outright
frauds is used politically by different groups with major and minor effects
spread throughout the spectrum of time and thought. That being said, CTRL
gives no endorsement to the validity of posts, and always suggests to readers;
be wary of what you read. CTRL gives no credeence to Holocaust denial and
nazi's need not apply.
Let us please be civil and as always, Caveat Lector.
========================================================================
Archives Available at:
http://home.ease.lsoft.com/archives/CTRL.html
http:[EMAIL PROTECTED]/
========================================================================
To subscribe to Conspiracy Theory Research List[CTRL] send email:
SUBSCRIBE CTRL [to:] [EMAIL PROTECTED]
To UNsubscribe to Conspiracy Theory Research List[CTRL] send email:
SIGNOFF CTRL [to:] [EMAIL PROTECTED]
Om
