NEW WORLD ORDER
PART TWO
EDUCATION
We’re still following the levels of influence which comprise our failed educational system. You know, when something fails, it’s usually due to a selfish agenda being imposed on the structure of the system. And when we try to twist the truth out of shape for our own gain, or protection or whatever, the outcome is marred to the extent of our twisting. The less truth residing in a system, the sooner the system collapses. Our educational system is being used for reasons other than what we’ve come to believe that they are. The money that talks the loudest in U.S. education is globalist-collectivist-socialist money – the foundations. We’ll get to them after we look at some more of the details that twisted our educational system out of effectiveness.
Education. Yeah, sure. Many of you out there know that the U.S. education system is both useless and detrimental to the health of our youth and our nation. I know that. But I’m here to offer you some foundational evidence of the root cause of the system’s failure: the climb toward globalism.
Well, briefly, last time, just by way of a little bit of review, it all started with Dewey, John Dewey, and his teaching of no absolutes. No absolutes. So the thrust of education, then, if there is no absolute, the thrust of education is social integration into an ever-greater whole, starting at the very lowest, even before kindergarten, Head Start programs and so forth. They get down as far as the government goes and gets into our educational system, that’s where they integrate into the social group, and then they move on to the next social group, until the attainment of complete globalism, where we’re all in the same group, and the whole planet is in the same group. That’s where no absolutes leads.
And his two main disciples – first-level disciples if you want to call them, first-generation Dewey disciples – are a couple of guys named George Counts and Dr. Harold Rugg. And they carried this concept into the classroom through curriculum changes on the one hand, and Rugg, through textbooks and teachers’ manuals and so forth. But we saw that that ties back into the group of outspoken socialist reformers in Britain called the Fabian Society. In 40 years they had infiltrated the British government to control the office of Prime Minister and held 20 other high-level positions, eight of which were in the cabinet. See, the quiet back-door revolution is the kind of war that they wage. And there’s one agenda which ties all the facets of life together – all the facets of life together, not just education. You look at trade, politics, manufacturing, law, economics, environmentalism, education, and you’re going to find that the driving principle today, the driving principle is globalism. It’s everywhere. We’re never going to get away from it. We’re headed for one-world government, with the U.N. at the top. And we know who runs the U.N., don’t we? See, the supreme global instrument is the U.N. And you’ll find that the driving force of the U.N. is the socialist elite foundation.
I brought this book again called None Dare Call It Treason by John A. Stormer. We read a bunch out of it last time, and we’ll do a little bit more today. I’m going to start on page 108.
The section before this he outlines in pretty good detail, with lots of documentation, that one of the propaganda techniques that they used in education to further globalism now – see, the thrust of education now is globalism, and these guys that are perverting our educational system are using it in a lot of different ways to promote globalism. One way that they did that, that he outlines in the previous section, like I said, is class hatred. There was no class hatred in the beginning of this country. But our history books don’t purvey that image. They talk about the nobility, the ones who are more finely dressed, the upper class, instead of the masses, the poorer and less educated people, instead of the well-to-do, or conservative, or property holders, and the common man. They created this whole class struggle. They do the same thing with free enterprise, because free enterprise is not global. Everybody under the same umbrella, that’s global. No free enterprise.
With the foundations for the class struggle firmly laid, business, free enterprise, and profits are painted as the source of all evil, just as Counts, Rugg and other Frontier Thinkers – that was a Teachers College of Columbia University group of John Dewey’s disciples, the Frontier Thinkers – just as Counts and Rugg and other Frontier Thinkers recommended. Craven and Johnson in their textbook, ‘Corporate industry represented a greater investment of capital and consequently a greater concentration of power in politics than the slaveholders ever dreamed of possessing.’ Did you catch that? Slaveholders. Corporate industry, capitalism, is like slaveholders. If this subtle equating of business with slaveholding was not an adequate condemnation, the authors recite in an approving manner this quotation by Lincoln Steffens, remember him? ‘Big business was and still is the current name of the devil, the root of all evil, political and economic.’ Whoa, gosh! Steffens is quoted and praised in many texts. Students are not told that Steffens was a vocal supporter of the American Communist Party, who said, ‘Communism can solve our problems.’
Gavian and Hamm, in The American Story, another textbook, defamed business and stirred up class hatred by quoting Mary Lease, an English socialist who said, ‘Wall Street owns the country. It is no longer a government of the people, by the people, and for the people, but a government of Wall Street, by Wall Street, and for Wall Street. The parties lie to us. The people are at bay. Let the bloodhounds of money who have dogged us thus far beware.’ Gee, uh, what a tirade. Yeah. Get those Wall Streeters. That’s them! That’s a socialist railing against the socialists! See? That’s what I call elite 180-ism. They yell and scream about themselves to help the masses decide to unite behind the government. The only way we’re going to get rid of the Wall Street special interests is to vote for me! That’s the way the elite works. They foment a crisis, no matter how small or how large. It depends on what they want to accomplish. They can blow up a bridge in order to pass a local law that takes some kind of control over a community, all the way to fomenting and financing both sides of a war between two nations, just to beat the heck out of one of them so that they learn a lesson. And when they get through, if they don’t make sure that one side or the other wins, they win anyway, because they financed both sides of the war. They did that with the Civil War. They get a crisis going and then they take control of our lives, as they fix the crisis. Just the way the terrorism thing is doing right now. It’s exactly the same thing. We can’t have a world war with all the nukes! It’s impossible, and they know that. So they have to have something else.
Many years ago they started the environmentalist movement, the environmental movement, so we could have war on the environment and get control of people. I’ve done several shows on that. And now we’ve got terrorism. The class struggle theme is the vehicle used to openly advocate cradle-to-grave welfare care for all. In a section blatantly called Welfare of the People from the Cradle to the Grave, MacGruder says this: “The United States has increasingly curbed the selfish and provided for the welfare of the many. The Government has established the Childrens' Bureau to look after the welfare of every child born in America.” That was in 1964. Now the U.N. is doing it. And the U.N. is going to guarantee that your kid is brought up properly whether you like it or not, because “properly” is their way. If you don’t bring them up their way, they’ll take your kid away. The provisions are there. That’s part of what the implementation is. Another way to get control of a little part of your life.
MacGruder’s text, American Government, is a study in propaganda in itself. Listen to this; this is wonderful stuff! Listen to this: “Because of sickness, accidents” – oh, they’re just going to take such good care of us – “Because of sickness, accidents and occasional unemployment” – okay, just occasional unemployment – “it is difficult or impossible for a laborer who has reared a family to save from his meager wages.” And the author has in parentheses, “this is untrue.” It might be untrue today, however. And, the quote goes on, “it is more just to place all the burden of supporting those who have been unfortunate or even shiftless upon everybody instead of some dutiful son or daughter who is not responsible for their condition.” Did you hear that phrase go by, “... or even shiftless”? It’s our job to take care of those bums even if they decide they’re going to be bums anyway! You know, they weren’t out of work; they decided they were going to live on the dole. We’ve got to take care of them anyway. Is that socialism? Is that taking control of people’s lives? Taking control of some of your money to take care of somebody else while they control them too?
With the school children of America being educated in this philosophy, is it any wonder that total government expenditures for welfare rose from under $5 billion annually during the depths of the Depression to $35 billion annually in 1961, one of the most prosperous years that the nation has ever experienced. And how many hundreds of billions are paid out today? That’s the way they keep you controlled, keep you on welfare. Of course, now they push you out into flipping burgers.
MacGruder’s high school text, American Government, as mentioned earlier, uses nearly every classical propaganda trick to confuse students into accepting socialism. Consider this non sequitur under the heading, Medical Service Under Our System of Free Enterprise: “In a democracy we believe in evolutionary method rather than revolutionary methods of a dictatorship. And under our system of free enterprise, competition improves the standard of the service and tends to reduce the cost. Therefore, instead of jumping right into socialized medicine, why not have the government support projects such as the following” – I remind you again, this was in 1964, and now all of these things are already in place; they’re already in place – “If free enterprise medicine works so well, and MacGruder acknowledges that it does, why consider socialized medicine at all? Either immediately or by the backdoor approach that MacGruder recommends. He advocates approaching socialized medicine gradually” – remember the frog, gradually turning up the water until it’s so hot that he boils to death but he doesn’t get out because it’s too gradual – “approaching socialized medicine gradually through such steps as federal aid for training doctors.” Don’t doctors get federal grants nowadays? Federal funds for hospital construction. And government payment of hospital costs for lengthy illnesses. We’re doing all that today. It’s all in there.
Internationalism. Since World War II, propaganda for the world government of the United Nations has been added to textbook agitation for the collectivist society envisioned by Counts and Rugg. The drive, spearheaded in America by the National Education Association – we busted them last time – see, one of these social-globalist-Communist guys – I’ve got to stop her for a second a disclaim a little bit. Stormer, in 1964, is heavy on the Communist part. And it’s true that all of these people did have Communist affiliations and were working the Communist line. But let’s not focus on Communists; let’s focus on the end result of the U.N. taking over everything. That’s what’s going on. So don’t bump out of the flow of the story here, the information as it comes, by the word “Communist,” because he uses it a lot. I mean, I just bumped over it myself. But they were in charge, this one high-level person, the guy who was the chairman of the National Education Association, for 17 years, a socialist guy pushing this global agenda.
As part of the worldwide movement by UNESCO, it received the official blessing of President Truman’s Commission on Higher Education. The Commission’s report issued in 1947 had these recommendations. This was in 1947. Let’s see how much of this stuff has happened today. The role which education will play officially must be conditioned essentially by policies established in the State Department of this country and by the ministries of foreign affairs in other countries. Higher education must play a very important part in carrying out in this country the program developed by UNESCO. The United States Office of Education must be prepared to work with the State Department and with UNESCO.
What was the UNESCO program that the Presidential Commission recommended that American schools should implement? Embodied in the nine-volume UNESCO study called Towards World Understanding, it is the blueprint for conditioning American children for the day when their first loyalty will be to a socialist, one-world government under the United Nations. The work of Counts and Rugg that they laid in the foundation for the first two steps, the destruction of the U.S. Constitution and the free economy, so that America could be easily merged into a socialist world federation. UNESCO’s director general under whom the plan was prepared was Julian Huxley, an atheist philosopher and a member of the Colonial Bureau of the British Fabian Society. See, there are the Fabians again. The goal of UNESCO was stated plainly in the study’s first volume. It recommended that children should be educated in ‘the qualities of citizenship which provide the foundation upon which international government must be based if it is to succeed.’ Teach them how to be world citizens.
Under Huxley, UNESCO envisioned that destruction of the children’s love of country and patriotism was the first step towards education of world citizenship. Sure! Take away their home and they join the neighborhood. The report said on the opening page of Volume 5, called In the Classroom with Children Under 13 Years of Age, ‘Before the child enters school, his mind has already been profoundly marked and often injuriously by earlier influences, first gained, however dimly, in the home.’ Teachers, pay attention, please! The kids are learning some bad stuff at home! That’s what it says. The attack on the home and the parents continues on page 9, and the teacher is told this: ‘The kindergarten, or infant school, has a significant part to play in a child’s education. Not only can it correct many of the errors of home training, but it can also prepare the child for membership at about age seven in a group of his own age and habits, the first of many such social identifications that he must achieve on his way to membership in the world society.’ Be part of the group.
Why do you think consensus is so big? Because that’s what they’ve been teaching us in the school. After such guarded references to injurious influence of the family on the young child, the UNESCO study makes it plain that the errors of home training include parental encouragement of patriotism. Not that they taught them the wrong equations for calculus, but that they’re teaching them to love their country! This is a great place we live in! No, don’t tell them that – don’t tell them that, they’ll get patriotic.
On page 58 of the Guidebook for Teachers it says, “As we have pointed out, it is frequently the family that infects ...” – look at that! – “infects”! Right in your face with that one. “... infects the child with extreme nationalism. The school should therefore use the means described earlier to combat family attitudes.” And among the means described earlier is the suppression of American history and geography, which might enhance pro-American sentiments in children. UNESCO gives specific instructions, in Volume 5, page 11, on how this is to be done: “In our view, history and geography should be taught at this stage as universal history and geography. Of the two, only geography lends itself well to study in the years prescribed at this present survey” – from three years to 13 years old. “The study of history, on the other hand, raises problems of value which are better postponed until the pupil is freed from the nationalist prejudices which, at present, surround the teaching of history.” Well, they don’t any more. Not any more. They got rid of all that stuff.
This has finally manifested itself in our community and can be seen any day of the week. Put down the country. Put down the government. There are large segments of this community who constantly degrade, deride and diminish our government, without balance. Never mind any of the good things that our government does, has done. Only talk about bad things. The WTC tragedy is a typical case in point. If you talk to five people in our community, and my guess is that two of them will likely say something like, “Well, we deserved it.” Well, what do you expect? What do you expect? All the crummy stuff that our government does, our rotten government? What we need to do is get rid of our rotten government; that’s what we need to do. Of course get rid of that rotten government. What’s the alternative? If we get rid of our rotten government, where will we go? Where is the logical place to go in replacing our rotten government?
Well, railing on the government is usually done from a personal agenda, to make one more acceptable, or safe, feel provided for. And all these rest on fear – fear of the unknown. See, a known which is stronger than any unknown is the only thing that can relieve that fear. I’m sorry, but consensus is fear-driven. Consensus is fear-driven, not right-guided. The fear of any intrusion on our idea of a good (selfish) life drives us to eliminate all possible causes of disruption. We have two choices; we can beat them or join them. Number one, beat them. If we can’t persuade the other person, community, nation, whatever, to join us, then we beat them into submission. Or if we can join enough of them, there won’t be any necessity for taking any side trips into war. All our resources could be put into furthering our global control manipulation. And this is acknowledging the clear objective of population reduction, that only a good war can accomplish. Of course, I don’t know, they’re doing a pretty good jobs with AIDS.
See, the elite have to provide for their own protection at the same time that they’re taking control. So they can’t start a fight that’s going to wipe them out. So a good old-fashioned war on terrorism, the environment, whatever, is right up their alley, and they push for that stuff.
World socialism is another way of saying everybody’s on our side. There is only one side. See, we’ve set the highest rule of man, the highest manifestation of fear in mankind’s history, recorded or before. We set one of those up. All rules are manifestations of fear. I’m getting to the point here; I’m getting to it. All rules are manifestations of fear. The lowly stop sign is a perfect example. We make that rule out of the fear of getting broadsided at the intersection. Rules are the physical reflection of fear. And it follows that the bigger the rule, the more intense the fear. The absolute biggest – biggest, most inclusive rule will try to relieve the very biggest, most all-inclusive fear. The biggest rule that man has yet come up with is the U.N. It governs everybody! They’re running our government. The U.N. is gradually taking over control of the world. Every treaty, every resolution, every outreach of the U.N. is aimed at unifying some part of the world or the world economy. And when all the parts are unified, the U.N. will govern the world. The world will have agreed. The world will have consented to allow the U.N. to protect all of humanity so that we can get on with our lives. That’s what we’ve been taught. As rotten as that is, that’s what we’ve been taught, and that’s the way we’re living today. And that’s why our system of education is in such trouble.
Okay, back to UNESCO and how they’re under-educating our kids. Carl W. Bigelow, another professor of education at Columbia – remember Columbia University Teachers College, Dewey, Rugg, Counts? – and a UNESCO board member too, directed a seminar on Volume 2 of a work called Towards World Understanding, a series, maybe I’ve mentioned that before. The UNESCO seminar report called The Education and Training of Teachers recommended this. Wait till you hear this one. “Therefore, we regard it as a matter of first importance for social and international living” – got that phrase, “international living”? – “that educators should be more concerned with the child and the healthy development of his body and mind than with the content of the various subjects that go to make up the school curriculum. Because of failure to adopt a wise approach to child growth and development, the primary school still tends to function as if it were an institution for the abolition of illiteracy.” Ha ha ha!! Should the school’s primary function be the teaching of reading, writing and arithmetic, the abolition of illiteracy, or the conditioning – is their word – of the child for social and international living, being part of the group.
Bigelow’s thesis expressed in this UNESCO publication is a simple restatement of John Dewey’s original progressive theories. The ultimate result can only be the under-education of a child. The graduates produced by such an “education” do not have the basic knowledge on which to make sound judgments. If they do not understand the source of America’s strength, they cannot see the fallacies of a world collectivist order, and their decisions are going to be made based on the strongest voice they hear. The most sure, confident, strong voice that they hear, they’ll take it as true, because they don’t know any better. Professional education journals and faculty members at Teachers College Columbia University are agitating for mandatory revision of textbooks to confirm the UNESCO standards even before the standards were publicly announced.
Writing in the NEA journal of April 1946, Isaac Leon Kandel of Teachers College Columbia University said this: “Nations that become members of UNESCO accordingly assume an obligation to revise textbooks used in their schools. Unilateral efforts to revise materials of instruction are futile. The poison” – wow, strong language here – “the poison of aggressive nationalism injected into children’s minds is as dangerous for world stability as the manufacture of armaments. In one, as in the other, supervision of some kind of international agency is urgent.” Get the U.N. on this thing! “A textbook revision to obliterate national history and geography, downgrade patriotism and love of America and build tolerance for the Communist enemy in Russia has been accomplished in line with the UNESCO recommendations. Patriotic impulses are generally belittled and equated with extremism, in line with UNESCO’s proposals for overcoming the ‘injurious parental influences.’”
The United States’ Experiment in Democracy, a book by Craven and Johnson – that’s a textbook – they call the middle class the Ku Klux Klan. In the 1920s many Americans were excessively nationalistic and intolerantly patriotic. The official Ku Klux Klan literature reflected the average middle class in its assertions of 100% Americanism. Note the linking of the middle class and patriotism with the Ku Klux Klan. This is typical.
Another text, History of the American Way, by Faulkner, Kepner and Merrill, says there was an increase in the number of so-called 100 percent Americans whose behavior was quite un-American and un-Democratic. The Ku Klux Klan, for example.
Another textbook says, “National feeling was very strong, and it was often shown in undesirable ways. The strong nationalism of the years following World War I was commonly expressed in such slogans as ‘America first’ and ‘100 percent Americanism.’” That’s undesirable; America first, undesirable. Don’t want to do that, no!
They even downgraded the heroes. In one of the textbooks, Washington is said to be “cold and over-dignified, but after his death, American patriots developed a myth of his God-like qualities.”
And then they promote Russia. Here’s what it says here. This outlines the Communist government. “Under the constitution of 1936, the government is a federation. It is a union of 16 Soviet Socialist Republics. The powers are divided between the union and the member republics, somewhat as those of our union are divided between the United States and the states. Suffrage (that’s voting) is granted to men and women 18 years of age and over. The voters directly or indirectly elect the two houses comprising the Supreme Council. This body legislates and also chooses the presidium, consisting of a chairman and 36 members, which carries on the government. There are also ministers comparable to our cabinet members.” Well, that sounds okay, doesn’t it? There’s nothing wrong with Russia, the Communists. They’re okay. At no point is the student told directly that the Soviet voter is given no choice, that the only candidates on the ballot are those selected from above by the Communist Party. And in describing the collectivist farms in Russia, the MacGruder textbook says, ‘The members of each collective have a sort of town meeting to determine policies and elect the manager.’ Well, MacGruder, in line with the UNESCO advice to avoid the unattractive, does not mention that ten million small Russian farmers were murdered before the remainder “accepted” the collectivist farm idea. Hmm. Is that heavy enough for you?
The cruel, harsh and humane methods used in the Russian Communist state are ignored or deliberately distorted, while Soviet progress is praised. Mowrer and Cummings, in their textbook, The United States and World Relations, are guilty in this way. Here’s what they said: ‘Notable progress has been made in many sections of the country, particularly in those that are remote from Moscow, as shown by the really remarkable expansion in the Arctic.’ In accordance with the UNESCO instructions to disregard the unattractive, students are not told that the remarkable expansion of the Arctic has been accomplished largely by 20 million inmates of Soviet slave labor camps. The Mowrer and Cummings book points up the problem. On the surface is an anti-Communist. But in the presentation of factual information, it builds the attitude in the student that the Soviet system has its merits.
On page 14 in MacGruder’s textbook he says that “We have peace in the United States,” and repeats this from earlier – “We have peace in the United States because we have agreed to federal laws and have an army to enforce them. When we have a definite international law and an army to enforce them, then we shall have international peace. When atomic bombs are made only by the world government and used only by a world army, who can resist?” Yeah, who can resist? Certainly not the United States if the Afro-Asian bloc, the neutralist bloc, united, and as usual, go with the Communist countries and voted democratically to place all Americans in slavery. Would it be wrong? Yeah, it probably would be wrong, but it would be democratic.
And yet throughout the book, MacGruder’s textbook, the student is conditioned to accept world government, without discussing whether it would be good or bad. Finally, in the last two chapters, MacGruder spells out in detail the specific steps which would be taken to prepare the world government, and they include these: Give the U.N. absolute power to regulate in a national trade and commerce. We’re close to that now, aren’t we, at the World Trade Organization. Immigration control, now handled by each country, would be relinquished to the U.N., along with the power to arbitrarily move people from one part of the world and settle them in a place that a U.N. planner determines that their skills, etc., are needed. Place control of the Panama Control in the United Nations. Well, we know what happened to the Panama Canal since this book was written in 1964, don’t we? Establish the international police force strong enough that no nation can resist its orders. Give the U.N. power of taxation. Place broadcast stations, press, speech, etc., under U.N. control to ensure development of “cooperative public opinion.” Cooperative public opinion, that’s another word for brainwashing. And more than half of those recommendations are already in place and being solidified. Three years ago on the internet, there’s a place called libertymatters.org that has the global agenda for the U.N. listed, and these things are all in there: standing army, world court, taxation, complete control of trade.
See, as fantastic as many of these proposals might sound – in 1964 they sounded fantastic; they’re not today, though – they were taught to the children in America as early as 1952. And today, 1964, they are being discussed openly and seriously as steps to be taken by the U.S. government. All those who support such programs are not Communists. And I’m glad he’s saying this, because we get hung up in our Communist thing to where we lose the point. Those who write such textbooks put them into school systems and vehemently defend them when they are exposed are not Communists or even pro-Communists. What they are is misguided socialist idealists who are founded and funded by the elite foundations and are consumed with the idea of solving world problems through one-world socialist government.
See, it’s not Communism, it’s globalism. It’s always been globalism. It’s never been socialism, Communism; it’s always been globalism, which is not true socialism, because socialism is everybody is equal; that’s what they say. But it never works that way, because the guys who are in charge, the big money people, they stay in charge, they stay the big money people. And that’s who the socialist system serves. But these other people, they believe that if all human differences, economic, religious, political and so forth, can be eliminated – eliminate all the differences, all mankind’s problems would disappear as well. And striving for this idealistic goal they emotionally banish all fact and reason. Past Communist treachery, the farmers and the slave labor camps and all that, which would be an obstacle to a world socialist brotherhood, is pathologically ignored.
The Progressivist thinkers are actively advocating a massive program of federal aid to education – that’s been in for years, hasn’t it? – which would ultimately remove control of the schools from the local level and transfer it to Washington. The appointment of one Progressivist thinker as the head of the Office of Education would ensure that the amoral socialistic theories of Dewey, Counts and Rugg could be permeated into those schoolhouses and textbooks which have thus far been immune. Because of control of schools at the local level, the job of ensuring that they remain sound, and making them so if they are not, must be done locally. However, the parent, school administrator or organized group which opposes or even questions the theories and methods of the Progressivists is likely to bring down a storm of attacks, smears and vilification. The National Education Association’s National Commission for the Defense of Democracy through Education – great title! – can and will rush its training propagandists to the scene and charges of socialist bias in education will be vehemently denied or ridiculed.
A Pasadena story in a press of publication issued by the NEA Defense Commission when parents in Pasadena, California, rebelled at the indoctrination of their children is typical. Of the Pasadena parents, the report said they apparently claim that this country has already moved into or is rapidly moving toward some form of socialism, collectivism or statism. They contend that subversive elements have sifted into the public education and that many teachers are seeking to change the American way of life. They charge that John Dewey’s Progressive Education is an instrument designed to break down American standards and weaken the fabric of American society. They oppose certain educators who they assert are seeking to indoctrinate the views of the country for a changed social and economic order. This report was issued in 1951 by the National Education Association.
The NEA executive secretary at the time was Willard Givens, who himself had publicly stated, “We are convinced that we stand on the verge of a great culture. But to achieve these things, many drastic changes must be made. A dying laissez-faire” – not dying because he says so, I suppose – “must be completely destroyed. And all of us, including the owners, must be subjected to a large degree of social control.” Well, today, the NEA’s Defense Commission, in Gestapo-like fashion, maintains a blacklist. And this is 30 years ago, they’ve got this blacklist going. What do you think they’re doing today? A blacklist of individuals and organizations which publicly question and criticize the quality of education. The NEA Commission for ‘defense of democracy’ in its 1961 annual report, admitted this – the NEA-CIA-FBI, is what it amounts to: “About one thousand requests for information concerning individuals or groups thought to be causing trouble for the schools or the profession were received during the year. Several new fact sheets and information bulletins concerning critics of education were prepared. The commission has” – here it is – “The commission has probably the most complete files of their kind of critics of education.” We know where you live and where your family lives! The Tulsa Tribune, after determining that a dossier on its editor was in the NEA files of the critics of education, asked editorially, “What is the function of the National Education Association? To improve the education of America’s children? Or to stifle criticism of present educational methods?”
Now globalism is the structure on which the Antichrist comes to power. And we aren’t very far from achieving complete globalism. The systems are already there; they’re already in place; in the U.N., the World Court, WTO, IMF, World Bank. And don’t think that it will take a long time for globalism to mature. The WTC attack has boosted globalism more in the last 30 days than anything else in the last 30 years. See, because globalism, under the elite plan, is spelled C-O-N-T-R-O-L.
Do you feel out of control? Well, there’s only one sure way to relieve that helpless feeling. Start living your life as though God is real and will do what He says.
This is Jack.
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