Re: [CTRL] This is the dawning of the New Age New world Order I
-Caveat Lector- Thank you so much, SnoOwl, for this insightful and inspiring critique. It is individuals like yourself who can help us and our children to dream better dreamsotherwise, the twenty-first century will witness a dreary replay of the horrors of the twentieth century. Isn't it time that we free ourselves from the hatreds and obsessions of the past? How long must we go on repeating the same mistakes over and over again? Yesterday, my students and I were discussing this very problem. How do we extricate ourselves from the mistakes of the past? (Or as the Norwegian dramatist, Henrik Ibsen, describes it, "the sins of the fathers.") If we don't have the courage to move forward, what will become of this society? I agree. Best wishes, Wm On Thu, 28 Jan 1999, Sno0wl wrote: -Caveat Lector- On 27 Jan 99, , Taylor, wrote: -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). While this is an interesting history of education, what would you suggest in it's stead? Prior to these forward, "progressive" steps in Education, only the children of the wealthy elite and moneyed middle-class learned to read and write. The horrors of industrial England with it's relentless exploitation of child labor was preceded by a primitive agricultural world ruled by church and monarchy in fuedal style, in which only the children of the aristocracy were "schooled" and then only in what was relative to their prospective functions. Fuedal Europe, with its lack of education survived in rural areas until the end of WWII. I am a product of "progressive" schools. These schools created people who were trained not only to read and write, but to think for themselves. You may regret technology and progress, but the unparalleled gains in so many areas have been pioneered by a generation of "progressively" schooled students, who, given free rein, found many areas in which to exercize their erudition and creativity, opening up five decades of unparalleled "progress" and amazing advances in living standards for many, if not all, of us. I have also been a teacher and taught through "progressive" methods, including the open classroom. Rather than generating chaos, children as young as 7 found the schoolroom a place where they could work and play and develop a real love for learning. Reading and writing skills were an object of delight, not drudgery. Math became fascinating and relevant to real situations. Reading and math scores soared. Even the least able were free to "make mistakes" freely and without shame, until they "got it." And I am pleased to say that by year's end, everyone --even the least able--"got it." Children want to learn, until the shame of their "mistakes" and the fear of humiliation turn the classroom into a hell that anyone would want to escape. Learning is an exploration of life. Not a dreary obligation that takes one out of life. Would you go back to the fuedal state, ruled by the church and prayer? Would you really bring the fear of hellfire and damnation back into the classroom? If so, you have a very dim view of humanity. We are no longer an agricultural society. We are no longer an industrial society. We are in a new and different time and demands a skilled and well-educated populace that can think, perform, invent, and innovate. The problem with education is not "progressivism"--it is the need for brighter, more inspired and creative teachers, who can provide rich learning environments. . The problem with society is not progressive education. It is the enormous gap between rich and poor, which increasingly shows young people a limitation in their future prospects that generates a form of rage and hopelessness. Young people are presented with a world in which only celebrities--entertainment and sports stars--live a "real" life, realizing "The American Dream.". Where the only upscale alternative is a corporate niche, which can no longer be considered "safe" past the age of 40--except for the special few who can survive into upper management. Or a menial place at the bottom of the pile, struggling with
Re: [CTRL] This is the dawning of the New Age New world Order I
-Caveat Lector- On 27 Jan 99, , Taylor, wrote: -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). While this is an interesting history of education, what would you suggest in it's stead? Prior to these forward, "progressive" steps in Education, only the children of the wealthy elite and moneyed middle-class learned to read and write. The horrors of industrial England with it's relentless exploitation of child labor was preceded by a primitive agricultural world ruled by church and monarchy in fuedal style, in which only the children of the aristocracy were "schooled" and then only in what was relative to their prospective functions. Fuedal Europe, with its lack of education survived in rural areas until the end of WWII. I am a product of "progressive" schools. These schools created people who were trained not only to read and write, but to think for themselves. You may regret technology and progress, but the unparalleled gains in so many areas have been pioneered by a generation of "progressively" schooled students, who, given free rein, found many areas in which to exercize their erudition and creativity, opening up five decades of unparalleled "progress" and amazing advances in living standards for many, if not all, of us. I have also been a teacher and taught through "progressive" methods, including the open classroom. Rather than generating chaos, children as young as 7 found the schoolroom a place where they could work and play and develop a real love for learning. Reading and writing skills were an object of delight, not drudgery. Math became fascinating and relevant to real situations. Reading and math scores soared. Even the least able were free to "make mistakes" freely and without shame, until they "got it." And I am pleased to say that by year's end, everyone --even the least able--"got it." Children want to learn, until the shame of their "mistakes" and the fear of humiliation turn the classroom into a hell that anyone would want to escape. Learning is an exploration of life. Not a dreary obligation that takes one out of life. Would you go back to the fuedal state, ruled by the church and prayer? Would you really bring the fear of hellfire and damnation back into the classroom? If so, you have a very dim view of humanity. We are no longer an agricultural society. We are no longer an industrial society. We are in a new and different time and demands a skilled and well-educated populace that can think, perform, invent, and innovate. The problem with education is not "progressivism"--it is the need for brighter, more inspired and creative teachers, who can provide rich learning environments. . The problem with society is not progressive education. It is the enormous gap between rich and poor, which increasingly shows young people a limitation in their future prospects that generates a form of rage and hopelessness. Young people are presented with a world in which only celebrities--entertainment and sports stars--live a "real" life, realizing "The American Dream.". Where the only upscale alternative is a corporate niche, which can no longer be considered "safe" past the age of 40--except for the special few who can survive into upper management. Or a menial place at the bottom of the pile, struggling with multiple, poor-paying jobs in a struggle to survive.. Moreover, many of the public schools in many of our great cities--where the majority of the population live and work--are shameful, Dickensian wrecks, where teachers must provide supplies out of their own pockets, and struggle to "make do" with outdated books and inferior materials while all the money goes to the suburbs. The problems of education are economic and cultural. Having taught in Harlem, in NYC., in upstate NY in a mainly rural community, and in Vermont, in a public school that served both a wealthy community and the children of the poor who served them, I think that young people need --in varying degrees according to the culture they come from --structure, need the security of order, but also need the opportunity to learn and explore in a "progressive" atmosphere that supports learning, learning to
[CTRL] This is the dawning of the New Age New world Order I
-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 onPublic 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
