-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
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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
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Memorandum Number Nine:
Conclusions And Recommendations
A General conclusion is that The Order has been able to convert the
educational system from one aimed at developing the individual child, to
one aimed at conditioning the child to be a unit in an organic, i. e.,
Hegelian, society.
When we look at philanthropic foundations in the next volume we
shall see the way this has been implemented by private foundation
funds.
There is not sufficient evidence to argue whether the decline in
educational standards is an accidental by-product of this "new educa-.
tion" or a deliberate subsidiary policy. In any. event, the Reagan ad-
ministration policy of merit pay will compound, not solve, the problem.
Recommendations for reform have been forthcoming at intervals
since the late 1950s when educational problems first surfaced. At the
time of Sputnik there was a hue and cry about the backward nature of
U.S. training in mathematics and science, which at the University level
are not at all backward. Anyway the educational establishment
recognized an opportunity and cried, "more. more money." They got
it, and there was a massive expansion in the '60s. But the funds have
been poured into social conditioning. Mathematics and sciences have
taken back seat in the last 30 years.
Then in 1981, James S. Coleman of the University of Chicago pro-
duced a study of public schools for the U.S. Department of Education.
In this study Coleman used the National Opinion Research Center to
contact 58, 728 sophomores and Seniors in 1,016 public, parochial, and
private schools across the United States. His findings were:
* private and parochial schools provide an education closer to the
common school ideal than do public schools,
* private school students learned more than public school
counterparts,
* Coleman wrote it was paradoxical that "catholic schools func-
tion much closer to the American ideal of the common school
. . . than do public schools."
* private schools provide "a safer, more disciplined and more
ordered environment" than public schools,
* "blacks and Hispanics perform better at private schools."
The reason? Private schools are less under the influence of the
Dewey educational philosophy. They still have to use accredited
teachers, but these teachers - quite bluntly - have been able to sur-
vive the teacher training conditioning.
Yet the educational establishment does not see the writing on the
wall.
In Fall 1983 a report by John Goodlad, Dean of the School of Educa-
tion at University of Southern California, will be published. John I.
Goodlad wrote the Foreword to Schooling For A Global Age (McGraw
Hill, 1979) which includes these comments:
"Enlightened social engineering is required to face situations that
demand global action now" (page xiii).
"Parents and the general public must be reached . . . otherwise
children and youth enrolled in Globally oriented programs may
find themselves in conflict with values assumed in the home."
And more. Another 345 pages of globalony follows.
Nothing about the child as an individual. Nothing about the child as a
repository of talents that need to be encouraged. Nothing about basic
education: the 3 R's.
Yet this Goodlad report is being pushed in The New York Times
(July 19, 1983) as the most "comprehensive report" ever made on
American schools. These are some Goodlad proposals:
* education should start at 4 years old
* schools should be smaller
* head teachers with doctorates should have more pay.
And this does nothing. of course. to stop what a former Commis-
sioner of Education called "a rising tide of mediocrity."
If the United States is to survive in the coming technologically inten-
sive age, then certain recommendations follow. These are:
* the function of the school is to develop individual talent. Social
engineering as an objective has to be discarded.
* A thorough grounding in the 3 R's is essential for a good education
tion. In other words, "content" is all important.
* It follows that Schools of Education should be abolished (this is
under serious discussion at Duke University and has been pro-
posed at University of Michigan and even Cal Berkeley).
* Teacher credentials should be based on subject matter entirely,
not educational theory.
* All restrictions on private schools should be abolished.
* Public schools should be returned to local control.
pps 110-111
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Aloha, He'Ping,
Om, Shalom, Salaam.
Em Hotep, Peace Be,
Omnia Bona Bonis,
All My Relations.
Adieu, Adios, Aloha.
Amen.
Roads End
Kris
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