the blumenfeld education letter february_1994

8/7/2019 The Blumenfeld Education Letter February_1994

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The B lumenfeldEducation Letter

V ol. 9 , N o .2 (L ette r # SO )"My People Are Destroyed For lack Of Knowledge" HOSEA 4:6

F eb ru ary 1 99 4EDUTOR: Samuell. BlumenfeldThe purpose of this newsletter is to provide knowledge for parents and educators who want to save the children of Americafrom the destructive forces that endanger them. Our children in the public schools are at grave risk In 4 ways: academically,

spiritually, morally, and physically - and only a well-Informed public will be able to reduce these risks"Without VISion,the people perish"

W ho Contrc ,ls Americ an Educ a tion?In our November 1993issue, we wrote

about the existence ofBritain's secret educa-tion establishment, founded in 194(1andknown as the All-SoulsGroup. According tothe London Sunday Telegraph of 6/27/93,this powerful group meets three times ayearin an oak-panelled room inRhodes House atOxford University. No minutes are kept ofits meetings and no papers or public state-ments ever emerge. They are protected byChatham House Rules, which dictate pro-ceedings are off the record. Membership inthe group, which isdecidedly left-wing initsviews, is by invitation only and the criteriaare shrouded in mystery.

Does such an exclusive, secretive edu-cation establishment exist in the UnitedStates?

Undoubtedly. That's the reason whyPresident Reagan could not abolish theDepartment of Education, and why conser-vatives in the department were pressuredout oftheir positions themoment theystartedto do anything threatening to the establish-ment. Who are they in that top controllinggroup? The top foundation heads likeErnestBoyer, top professors of education like JohnGoodlad, BillSpady, and Terrel Bell,and top

educational operatives in the state and fed-eral governments. They are the ones whodecide on policy,coordinateitsimplementa-tion throughout the United States and pro-vide for its funding.

As for the actual formation of an educa-tion establishment in the U.S., it probablystarted in earnest with a confidential meet-ing called the Cleveland Conference organ-ized in 1915by Prof. Charles [udd, head ofthe University ofChicago School of Educa-tion. Judd, who got his PhD at Leipzig underProf. Wilhelm Wundt, was leading themovement to organize education reform inconformity with psycho-progressive-social-ist goals. Among the members of the firstCleveland Conference were the president ofthe University ofChicago who later becamepresident of Yale, directors of the RussellSageand Rockefeller foundations, the direc-tor of the Harvard Graduate School of Edu-cation, the founder of the World Federationof Education Associations, and top profes-sors from Stanford and Columbia universi-ties. They were joined in later years by suchluminaries as the heads ofCBS,theCarnegieCorporation, and Harvard University, andRalph Tyler of Stanford whose pioneering

The Blumenfeld Education Letter is published monthly. Sources ofproducts and services described are not necessarily endorsedby this publication. They are intended to provide our readers with information on a rapidly expanding field of educational activity.Permission toquote isgranted provided proper credit isgiven. Original material iscopyrighted by The Blumenfeld Education Letter.Subscription Rate: 1 year $36.00. Address: Post Office Box 45161,Boise, Idaho 83711. Phone (208) 322-4440.


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Education Letter, Pg. 2 IFebruary 1994 - --,

work in psychological testing helped Ben-jamin Bloom design Outcome-Based Educa-tion.The Conference has no constitution, nominutes, no officers save a "factotum," nobylaws, no "public life." (SeeTyack, Manag-e rs o f Virtue, p. 132.) But its members are thecontrollers of American education. And thatis why the education establishment is sounresponsive to parental complaints andwishes. The establishment has its ownagenda, which is basically the agenda of theNew World Order.

performance of public duties as their highest aim."Moreover ... he would have been particularly pleasedthat a Rhodes Scholar was in charge of an administra-tion that included a sizable contingent of his "boys."

What kind of careers do AmericanRhodes Scholars choose when they return tothe U.S.? A survey of the first 25 years ofscholars found that 33 percent became edu-cators, 24 percent lawyers, 13 percent busi-nessmen, 8percent doctors, and only 6 per-cent went into government service. Nowa-days, twice as many Rhodes Scholars areentering government service or foundationwork.Some of the Rhodes Scholars who haveachieved positions of influence are J . Wil-liam Fulbright (1925) U.S. Senator from Ar-kansas; Daniel], Boorstin (1934)Librarian ofCongress; Walt W. Rostow (1936) nationalsecurity adviser; Byron R. White (1938)Supreme Court Justice; Nicholas Katzenbach(1947) U.S. attorney general; StansfieldTurner (1947) director of the CIA; GuidoCalabresi (1953) dean of Yale Law School;Neil Rudenstine (1956) president of Har-vard; Jonathan Kozol (1958) left-wing au-thor and admirer of Fidel Castro whose bookon illiteracy says nothing about the cause ofour illiteracy problem: the discarding ofphonics in favor of look-say; Lester Thurow(1960)liberal economist, dean ofSloan Schoolat MIT; David Souter (1961) U.S. SupremeCourt Justice; David Boren (1963)U.S. Sena-tor; Richard Lugar (1954) U.S. Senator; PaulSarbannes (1954) U.S. Senator; Bill Bradley(1965)U.S. Senator; Robert Reich (1968)U.S.Secretary of Labor; George Stephanopoulos(1984) Clinton's White House spokesman;and Thomas F. Birmingham (1972) Massa-chusetts state senator who sponsored andpromoted the state's new aBE reform bilLCecil John Rhodes would have been delighted I

at the news that BillClinton is president of the United T h e G lo b a l C o n t e s t IStates, for Rhodes specifically intended his scholar-ships for young men "who have shown during school ::Jdays that they have instincts to lead [and] esteem the As you will notice, there isn't a true

L__ The Blumenfeld Education Letter ~Post Office Box 45161~Boise, Idaho 8371

T h o s e R h o d e s S c h o la rs h ip sIt is significant that Britain's secreteducation establishment meets in RhodesHouse, Oxford University, named after CecilRhodes, who made his fortune in gold anddiamond mining in South Africa inthe 1880sand formed a secret society in 1891 with anelite membership to promote the interests ofthe British Empire. The Rhodes Scholar-ships were established by Rhodes's will as afacade to conceal the secret society. Accord-

ing to Professor Caroll Quigley, Bill Clin-ton's mentor at Georgetown University, thescholarships "were to be one of the instru-ments by which the members of the secretsociety could carry out [Rhodes's] purpose."(The Anglo-American Establishment, p. 33)Rhodes died in 1902 and the groupobviously failed in its mission to preservethe British Empire, but the scholarshipscontinue to be awarded. There is little doubtthat they are now being used to recruit thefuture leaders of the New World Order. Anarticle about Cecil Rhodes in the B osto n G lo beof Feb. 14,1993 remarked:


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Education Letter, Pg. 3, February 1994

conservative among them. All of them tosome degree or another are promoting theagenda of the New World Order. Accordingto author Malachi Martin, the free-marketNew World Order with its pagan-humanistphilosophy is merely one of three forcesvying for hegemony over the human race.He writes in his book, The Ke ys o f This B lo o d(p.15):

Willing or not, ready or not, we are all :involvedin .an all-out, no-holds-barred, three-way globalcompetition. Most of us are not competitors, how-ever. We are the stakes. For the competition is aboutwho will establish the first one-world system of gov-ernment that has ever existed in the society ofnations.The competition is all-out because, now that ithas started, there is no way it can be reversed or calledoff. No holds are barred because, once the competi-tion has been decided, the world and all that's in it-our way of life as individuals and as citizens of thenations; our families and our jobs; our trade andcommerce and moneYi our educational systems andour religions and our cultures; even the badges of ournational identity, which most of us have always takenfor granted - all will have been powerfully andradically altered forever. No one can be exemptedfrom its effects. No sector of our lives will remainuntouched.The competition began and continues asa three-way affair because that is the number of rivals withsufficient resources to establish and maintain a newworld order .... Indeed, the three rivals themselves... speak aboutthis new world order not as somethingaround a distant comer of time, but as something thatis imminent. As a system that will be introduced andinstalled in our midst by the end of this final decade

of the second millennium.

which is by no means dead. In fact, recentevents in Russia attest to the enduring powerof the communist establishment which isabout to put a stop to the free-market, priva-tization process. In addition, Gorbachev hasbecome head of a new world organizationcalled the Green Cross which has as its aiman IIecologically safe future" for mankind. Inan interview in Pa ra de Magaz in e of January23,1994, Gorbachev said:

The Green Cross is in its infancy but is alreadydrawing strong support. ... We need a global focus.... We have to change our values. We have to educatepeople .... Educational systems all over the worldmust take up this task, international codes of lawmust be developed, and the practical work of envi-ronmental cleanup must be undertaken .... Leadersin religion, politics and science must speak out andpoint us in new directions, toward a new paradigmfor our civilization .... If we're going to protect theplanet's ecology, we're going to need to find alterna-tives to the consumerist dream that is attracting theworld .... We recognize the gradualness of change, aswe recognize the urgency of change .... We recognizethat we will learn as we go. There is no clear answer,except that the old ideologies in our civilization mustgive way to the new challenges to our civilization.The growing environmental movement in the worldmust be the vehicle for that.

Note the use of a green cross as anecological symbol. A good deal of carefulthinking and marketing knowhow must havegone into the choice of a cross to symbolize amovement led by Gorbachev.Concerning the third contender, Martinwrites:The final contender in the competition for thenew world order is not a single individual leader of a

single institution or territory. Itisa group of men whoare united as one in power, mind and will for thepurpose of achieving a single common goal: to bevictorious in the competition for the new global he-gemony.While the acknowledged public leader andspokesman for this group is the current Americanpresident, the contenders who compose this assem-blage of individuals are Americans and Europeans

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Who are the three contenders? Martinsees the first as Christian civilization basedon Biblical morality and values. He sees theCatholic church as the last remaining world-wide stronghold of these values. Its opposi-tion to abortion in the face of fierce secularhumanist pressure indicates that ithas notabandoned moral absolutes.The second contender is communism


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tax-exempt foundations. While a good dealof the money lubricating educational restruc-turing today comes from federal and stategovernments, the private foundations werea crucial source of funding for progressiveeducation in the early days. For example inthe 1954 Reese Committee Staff Report onRelations Between Foundations and Educa-tion, we read:According to our compilations, the CarnegieCorp. has contributed to all educational purposesfrom 1911to 1950, approximately $25,300,000.... TheCarnegie Corporation of New York had contributeda total of $1,237,711 to the National Education Asso-ciation, the Progressive Education Association, theAmerican Council of Education, perhaps the major

part of their sustenance in the early years.

Before I could think of how best to reply, hevolunteered. this: "Mr. Dodd, we operate here underdirectives ... which emanate from the White House.Would you like to know what the substance of theirdirectives is?"My answer was, "Yes, Mr. Gaither, I would likevery much to know."Whereupon he said: "The substance of thedirectives under which we operate is that we shall useour grant-making power to alter life in the United.States so that we can be comfortably merged with theSoviet Union."Needless to say, I nearly fell off the chair ....I said, "Mr. Gaither, legally you are entitled touse your grant-making power for this purpose but Ido not think you are entitled to withhold this infor-mation from the American people to whom you arebeholden for your tax exemption. So why do you nottell the American people what you have just toldme?" His answer was: "Mr. Dodd, we would not

think of doing that."The next experience Dodd had was withthe Carnegie Endowment for InternationalPeace which had worked hard to get the U.S.Senate to ratify the United Nations treaty.The president of the foundation, Dr. JosephJohnson, who had succeeded Alger Hiss inthat position, was extremely cooperative and

offered Dodd's staff access to the corpora-tion's minute books from its inception. Doddwrites:My first reaction is that he had lost his mind. Ihad some suspicion what these minute books mightwell contain, but there was no objection from theircounsel and there seemed to be no disagreement onthe part of the vice presidents.All of them were relatively young. My guesswas that none of them had ever read the minutesthemselves. As a result, Iaccepted the invitation andsent a member of my staff to New York. She later

brought back to me on Dictaphone belts what she haddictated from the minutes ofthe board. This informa-tion came as a shock to all of us.In 1908 the trustees had raised this question, "Isthere any way known to man more effective than war,assuming that you wish to alter the life of an entirepeople?" They discussed this question academicallyand in a scholarly fashion for almost a year and cameup with the conclusion that war is the most effective

'--------The Blumenfeld Education Letter - Post Office Box 45161-Boise, Idaho 83711----~

In the area of curriculum reform andtextbook revision, the Carnegie Corporationprovided the American Historical Societywith the funds to produce a new set of socialstudies textbooks with a clear pro-socialistbias.Dodd 's D is co v e rie s

Norman Dodd .. a former banker whohad been appointed research director of theReece Committee was asked to investigatethe tax-exempt foundations. He found thatonly 12 of the 7,000 foundations in the coun-try represented 80 percent of the capitalendowments of all of them. He and his staffdecided to concentrate on those 12.Hewrotein 1984 ( Fr e eman D ig e st, June 1984):This brings me to two experiences which I willdescribe to you. The first was my response to aninvitation during November 1953, from PresidentRoman Gaither of the Ford Foundation, to meet in his

office in New York. Upon arriving there, I wasgreeted with the following:"Mr. Dodd, we invited you to come because wethought that perhaps, off the record, you would bekind enough to tell us why the Congress is interestedin the operations of foundations such as ourselves,"


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means known to man, assuming that you want tobegin concentrating power in government and aban-don the dispersion of authority contemplated by theConstitution.They then raised Question No.2: "How do weinvolve the United States in such a war?" This was in1909.... The trustees answered the question this way:"We must control the diplomatic machinery of theUnited States."That brings up Question No.3, which is: ''Howdo we secure control of the diplomatic machinery ofthe United States?" And the answer comes up, ''Wemust get control of the State Department."Thattied in with priorinformation our commit-tee had uncovered indicating that the hand of theCarnegie Endowment for International Peace hadalready become a powerful policy-making force in-side the State Department.Finally, in 1917, we did get in a war - WorldWar 1. These trustees then had the brashness tocongratulate themselves on the wisdom and validityoftheir original decision. The impact ofour participa-tion in World War I immediately indicated its capac-ity to alter our national life. The trustees even went sofar as to dispatch a telegram to President WoodrowWilson, pressuring him to see to itthat the war did notend too quickly.Finally the war was over. The trustees then tookup the problem of preventing - as they put it - areversion of life in the United States to what it wasprior to 1914. They came to the conclusion that to gainthat end they must somehow get control of educationin the United States. They realized this was a prodi-gious piece of work, so they tried to obtain the assis-tance of the Rockefeller Foundation.

textbooks, was a member of the Rockefellerfunded General Education Board from 1917to 1920. Itwas a half-million dollar grantfrom the General Education Board in 1920which financed the establishment of theHarvard Graduate School of Education.Walter A. Jessup (1877-1944)r who got hisPhD at Teachers College, Columbia Univer-sity, and became president of the Universityof Iowa in 1916, became president of theCarnegie Foundation for the Advancementof Teaching in 1934 and president of theCarnegie Corporation in 1941.U . S . - S o v ie t A g r e e m e n t

In short, top educators have been partand parcel of the secret elitist network pro-moting a humanist world government fromthe very beginning, and they have used thegreat foundations to finance their plans. In1985an American-Soviet education exchangeagreement was negotiated by the CarnegieCorporation for the purpose of developingnew curricula and teaching materials.Also in 1985, the Carnegie Corporationof New York established the Carnegie Fo-rum on Education and the Economy. In May1985 the Forum's advisory Council createdthe Task Force on Teaching as a Profession.The result of the Task Force's work was areport entitled IIA Nation Prepared: Teach-ers for the 21st Century." Init is the rationalefor all of the insanity that now passes foreducational restructuring. As the report said,"We do not believe the educational systemneeds repairing; we believe itmust be rebuiltto match the drastic change needed in oureconomy if we are to prepare our childrenfor productive lives inthe 21st century."What were the solutions offered by theCarnegie Forum? A National Board forProfessional Teaching Standards (to controlwho mayor may not teach), an "integrated"curriculum, team teaching, school-based

'-- __ - The Blumenfeld Education Letter - Post Office Box 45161- Boise, Idaho 83711

Itshould benoted that prominent edu-cators were among the earliest trustees of thevarious foundations. For example, NicholasMurray Butler 0862-1947), who was presi-dent of Columbia University from 1901 to1945r was an original trustee of the CarnegieFoundation for the Advancement of Teach-ing, a trustee of the Carnegie Corporation ofNew York, and president of the CarnegieEndowment for International Peace. He wasalso president of the National EducationAssociation in 1895.Frank E. Spaulding (1866-1960), aWundtian PhD who organized Yale's de-partment of education and wrote numerous


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management, life-long learning, criticalthinking, higher order thinking skills, etc.And the way for implementation has beenwell lubricated by grants to the EducationCommission of the States, the NationalGovernors Association, the Council ofChiefStateSchool Officers, and the N ationalAsso-ciation of State Boards of Education.

At the same time, the U.S. Departmentof Education is pumping billions of dollarsinto educational"research" through its owngrant-giving powers. But the Department ofEducation apparently takes its orders fromthe Carnegie Foundation, for most, if not all,of its grants support the educational aimsand goals of the Carnegie group.Enter Terre l Bell

One of the things we've learned over thepast ten years is that in this business youhave to know who's who. You have to knowwhom you can trust and whom you can't.For example, one of the biggest mistakesmade by the first Reagan administration wasthe appointment of Terrel H. Bell as Secre-taryofEducation. Reagan wanted to abolishthe Department ofEducation, but Bellwantedto preserve it, for he was an establishmenteducator and no one in the Reagan admini-stration had any idea that that would createa problem. The next four years proved to bean endless struggle between Bell and theconservatives, and in the end, the conserva-tives lost a crucial cultural battle, even thoughBillBennett replaced Bell in the second term.

Dear Ted:I am forwarding this letter to accompany theproposal which you recommended Bill Spady and Iprepare in connection with Outcome-Based Educa-tion. This proposal centers around the detailed proc-ess by which we will work together to implementOutcome-Based Education using research verifiedprograms. This will make it possible to put outcome-based education in place, not only in Utah but in allthe schools of the nation. For those who desire, wewill stand ready for regional and national dissemina-tion of the Outcome-Based Education program.We are beginning to see positive, preliminaryresults from some of the isolated schools in Utahwhich have implemented Outcome-Based Education.These positive indicators are really exciting!We sincerely urge your support for funding theproposal as presented.Warmest regards, Lee.Can you believe it? Itwas Bell himselfwho recommended that Spady and Burning-ham apply for a grant from the U.S. Dept. ofEducation to work out the process of imple-menting OBE in all the schools of America!What good is it to elect conservatives tooffice when the first thing they do is handover their power to the enemy? By the way,it was Jim Baker on the White House staff

who proved to be Belli smost valuable ally inthe war against the conservatives. But whatthat letter reveals is that 10 years ago TerrelBell, Leland Burningham, and Bill Spadywere planning to put aBE in all of the schoolsof America. Whom can you trust amongthese establishment educationists? Not aone.The Big C omputer

There is one other very dangerous fed-eral education project to be aware of. It'sbeen in the works at least since 1974, but weweren't made aware of it until Bev Eakmanexposed it in her book, E du ca tin g f o r the 'N e wWo r ld O r de r ,' published in 1991. It's aboutthe monster computerized National Data

~ The Blumenfeld Education Letter - Post Office Box45161-Boise, Idaho 83711~------,

To give you an idea of how much of aninsider Bell was, here is the text of a shortletter sent to him by G. Leland Burningham,State Superintendent of Public Instruction inUtah, dated July 27, 1984. The text is takenfrom a Xerox copy of the original. Burning-ham writes:


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Education Letter, Pg. 8 , February 1994

System of Elementary and Secondary Edu-cation which will collect personal data aboutevery child in the public system to be used bythe government for its own purposes.All of this is tied in with Vice PresidentAI Gore's drive to build an informationsuperhighway across the nation. This willmean the complete loss of privacy for theAmerican citizen and the ability of govern-mentto control everyone through the educa-tion system. If you add to that the informa-tion the government already has about eachcitizen in the files of the IRS,state automobileregistries, gun licensing bureaus, and theinformation the government will have aboutus in Clinton's socialized health care system,our rulers will have a complete, detaileddossier on every American citizen whichwill include psychological, religious, andpolitical data. Our lives will be more con-trolled than in any other society in history. Itwill be the end of individual freedom inAmerica.How can we fight this educational jug-gernaut determined to destroy our freedom?It's not easy, but itcan be done with patience,persistence, and a strategy that finds theweak links inthe totalitarian system.

Ina way, we are much better preparedtoday than we were ten years ago. We havemuch more information than we had then,and we are much more aware of the wilyways of the enemy. If the Republican partyis not controlled by conservatives but byNew World Order so-called moderates, itwill not help us regain our freedoms. Weknow what happens when conservatives andmoderates coexist in the same Republicanadministration. The moderates do every-thing in their power to thwart conservativeaims. They would rather back Democratsthan see conservatives win.That's what happened to Michael Farrisin Virginia and that's what "moderate"Republicans will try to do with Oliver North.

Conservatives must learn how to usepower when they get it, even though politi-cal power is something they don't enjoypursuing. But today, our survival dependson our ability to assert political power. Thatis why conservatives must fight to gaincontrol of their local Republican organiza-tions and run for office. Only the state legis-latures and the Congress can put a stop tothis totalitarian drive. Only when our ownpeople are in the state legislatures and theCongress will we be finally heard.

G e o r g e B u s h a n d t h e P y r a m idGeorge Bush apparently believes inplanning ahead. He already has a date forNew Year's Eve-in 1999. MillenniumSoci-ety officers say that Bush has committedhimself to ushering in the next century fromthe Great Pyramid of Cheops at Giza, Egypt,at noon Greenwich Mean Time on that day.The society, founded in 1979 by EdwardMcNally, now a New York attorney, annu-ally gives balls in cities around the world for

the benefit of students selected to attendUnited World Colleges, a worldwide groupof schools headed by Britain's Prince Char-les and supported by the late ArmandHammer. In 1985, Bush prepared a state-ment that was read at the society's NewYear's Eve balls in Washington and Beijing.Bush said that he and his wife, Barbara,"fervently support the society's dedicationto education, international understandingand world peace." (L.A. Times, 1/3/89)Commen t : Youwould think that George Bush,who claims to be a Christian, would prefer tocelebrate the beginning of the newmillennium in the Holy Land where Christtrod the earth than inPharoah' s Egypt wherethe Pyramid has long symbolized the occultvision of a one-world pagan system.

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the blumenfeld education letter february_1994

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