There is A Strategic Plan for the American DOE

"The Purpose of Education is to change the thoughts, actions, and feelings of students."

Department Of Education INSIDER CHARLOTTE ISERBYT served as Senior Policy Advisor in the Office of Educational Research and Improvement (OERI), U.S. Department of Education, during the first Reagan Administration, where she first blew the whistle on a major technology initiative which would control curriculum in America's classrooms.

While working there she discovered a long term strategic plan by the tax exempt foundations to transform America from a nation of rugged individualists and problem solvers to a country of servile, brainwashed minions who simply regurgitate whatever they're told.

The Deliberate Dumbing Down of America - Charlotte Thomson Iserbyt
​Regionalism = Consolidation = Communism = Global Systerm = Totalitarianism

Jul 11, 2012 Charlotte Thomson Iserbyt wide-ranging 65 minute audio interview.

Part one of our exclusive interview with Iserbyt breaks down how conditioning/training under a corporate agenda has replaced traditional education, leading to a deliberate dumbing down of Americans. Iserbyt further explains how Reagan signed agreements merging the U.S. and Soviet systems under the United Nations banner, turning over education and many other areas of public policy to global control.

This  exposé is a must see for anyone who wants to truly know why the education system is deliberately crafted to produce human drones with no critical thinking whose only skills are to be subservient, trust authority and follow orders.

Education has been Planned for 100 years by the Boston Brahmins and Ruling Elite:
​The shifting focus in Education from that of true learning to workforce training; How operant conditioning is used to establish a stimulus-response culture in schools.

SCARE Planned for 100 years:
Pay for Performance = Performance Based teaching, Results Based, Competancy Based, Outcome Based Model, Standards Based

2012 Ground Breaking Decision:
Los Angeles teachers and administrators agreed with the district for the first time to use student test scores as part of performance reviews beginning this school year. http://www.latimes.com/

 

THE ROOTS OF EDUCRATS' INITIATIVES IN THE VISION OF HISTORICAL POWER ELITES

Charlotte Iserbyt - Skull and Bones, The Order at Yale

Iserbyt explains the connection of her father and grandfather to the elite Skull & Bones secret society, including an exclusive look at the official members list the public was never meant to see. Iserbyt also explores the research of Anthony Sutton and others who've made the connection between Skull & Bones, the Illuminati and experimental psychology from Germany that has been injected into the American education system since the late 1800s. Also in play is the elite's control of the Left-Right political paradigm, infiltration of key policy groups and backing from globalist foundations that have threatened to undermine the American way for the better part of a century. ~ infowars.com prison planet

 

May 20, 1940

Skull and Bones Yale's Tap Day in Stover at Yale (1911). In the eyes of a few incurable schoolboys, being tapped for Skull & Bones still ranks second only to being President of the U. S. Founded in 1832 by a group of disgruntled Phi Beta Kappa-rejects, Bones is the oldest and most sacred of Yale's six senior secret societies (Skull & Bones, Scroll & Key, Wolf's Head, Elihu Club, Book & Snake, Berzelius). The first senior society, the Order of Scull and Bones (yes, “Scull,” not Skull), was created in December 1832. ~ Time Magazine 1940

Tap Lines
In 1882, there was a quota for Skull and Bones. Two members needed to be from the Yale Literary Magazine. One or two came from the baseball, football or boating teams. One joined from the Yale Daily News and other Yale publications. At least one was set for high scholarship. This was done to, as Decrow put it, “secure representative men from all the leading student interests in the class.” In 2008, the demographics were noticeably different. For the 2007-'08 class of Bones, one member was a ornithologist, a handful were from the cultural and international student communities, one was a Yale Daily News editor and several had accomplished large-scale community service projects. To be sure, the “tap lines” no longer play much of a role in society choices. It is not uncommon for seniors to decline taps today because they feel they have many time commitments and existing social obligations.

1785

 

 

Why these self-proclaimed 'ruling elites' view human beings as resources to serve economies. The internationalist approach to Education and its link to proposed world government.

 

This, The New England Primer book from England, was first used to teach children in America.

American Antiquarian Society, 185 Salisbury Street, Worcester, Massachusetts 01609-1634, [p] 508-755-5221
americanatiquarian.org has the only children's copy of the New England Primer. http://www.americanantiquarian.org

Charles L. Nichols, ‘The Holy Bible in Verse,’ Proceedings of the American Antiquarian Society 36 (1926): 71-72.
Verses by Rogers appeared as early as the 1683 edition of The New England Primer, or Milk for Babes. Nichols notes that a print showing Rogers was included in later editions of this work.
Book Of Marders - or - google cache

A New England Primer, 1727: This was the children's first schoolbook from 1683 to 1850. Nor did the New England press stop here. Apparently he was the first chain-store printer for, as soon as his own success was assured, he established printing plants in New York and New Haven with James Parker
http://www.collectorsweekly.com/articles/four-hundred-years-of-printing-in-america/
 

Jamie Robert Vollmer writes that when America's public schools were established in the 17th century, their chief purpose was to teach basic reading, some writing and arithmetic skills, and cultivate values that served a democratic society. The founders of these schools assumed that families and churches bore the major responsibility for raising a child. At the beginning of the 20th century, however, politicians, academics, members of the clergy, and business leaders saw public schools as a logical site for the assimilation of immigrants and the social engineering of citizens -- and workers -- for the new industrial age.

The religious underpinnings of various social justice movements:

United States - Social Justice Movements

• Jewish: tzedukah (translated as justice, not charity); Tikun Olam (repair of the world)​

• Protestant/US: Social Gospel (late 19th/early 20th c), which led to the Settlement (house) movement (Hull House/Jane Addams), labor reform, etc.​

• Catholic: Catholic Worker movement (Dorothy Day et al)​

• Great Britain/19th century--Social Welfare reforms (labor, education, factories, slums, etc.)

Settlement Houses

Streiff Dissertation PDF
This research focuses on two settlement houses in Boston, Massachusetts in the 1890s.

American society and American philanthropic institutions were not prepared to deal with the by-products of the new industrial-capitalist economy (namely, extensive poverty and increased social segregation) or the rise of big cities. As a result, progressive social reformers developed new methods of helping poor, largely immigrant communities adjust to a rapidly changing, increasingly complex urban society.

One such effort was the settlement movement. Begun in London’s East End in 1884, the movement emphasized residence and the creation of community. The movement’s leaders worked to facilitate communication across class lines, provide cultural luxuries (like university level classes and art exhibits) to the poor, create functioning neighborhoods in the midst of blight, and spur others – primarily, idealistic, upper-class, college-educated men – to participate in social reform. The English settlement movement (and the American movement, which began in 1886) represented a new, alternative approach to helping the poor; mid-nineteenth century social reformers focused on moralism, and viewed poverty as the product of vice and moral failure. Settlement workers viewed poverty largely as an environmental problem that they could help solve through settlement-sponsored activities and amenities.

In 1849, the Boston Committee of Internal Health described the Irish tenement district in the North End as a Perfect hive of human beings, without comforts and mostly without common necessities; in many cases huddled together like brutes, without regard to sex or age, or sense of decency; grown men and women sleeping together in the same apartment, and sometimes husband and wife, brothers and sisters in the same bed. Under such circumstances, self respect, forethought, all high and noble virtues die out, and sullen indifference and despair or disorder, intemperance and utter degradation reign supreme. (in Howard 1976, 66) Thus, the immigrant poor, like the native-born urban poor, represented deviancy and a contagious moral threat to the rest of American society.

The men who designed, funded, and implemented America's formal educational system in the late 1800s and early 1900s wrote about what they were doing. British System of Education Review

SOCIAL REFORM

Sinclair Lewis developed a character in his novel Ann Vickers (1932, 224) who denounced settlements as “cultural comfort stations, rearing their brick Gothic among the speakeasies and hand laundries and kosher butcher shops, and upholding a standard of tight-smiling prissiness.” The Real Thomas and AlbertVickers
 

Comparisons between the charity organization movement of the 1870s and the settlement movement of the 1880s and 1890s were inevitable. Settlement houses fell into decline in the 1920s, partly because the state had begun to provide amenities previously only provided by settlements: public libraries, public baths, public parks with playgrounds, and public museums.
 

Davis 1967, 221:  Davis’s account offers the first comprehensive look at the major personalities behind the settlement movement in New York, Chicago, and Boston, and their activities in progressive education, the rising labor movement, and local politics. He compares the approaches of nineteenth-century charity workers and settlement workers, and after furnishing the reader with a mountain of evidence (settlement houses provided these three cities with the first public baths, the first public playgrounds, the first public clinics, the first public kindergartens, the first free art exhibits, the first college extension classes, and much more), he concludes that “the philosophy of the charity organization movement led to philanthropy, and the philosophy of the settlement movement led to reform” (Davis 1967, 19). Further, he argues that if the 1920s were the “seedtime” of New Deal social reform, then settlements produced many of the original seeds – settlement workers were influential in the founding of the NAACP, the ACLU, and the Women’s Trade Union League. Davis contends that, were it not for the settlement workers, many Americans would still believe that individual weakness, not social environment, was the greatest cause of poverty.

From 1900 to 1910, public schools assumed responsibilities related to nutrition, immunization, and health. With each successive decade or so, the social reach of  public education expanded.

In the 1950s, we broadened science and math education, added safety education, driver's education, wider music and art education, stronger foreign language requirements, and sex education. In the 1990s, we added conflict resolution and peer mediation, HIV/AIDS education, CPR training, death education, America 2000 initiatives, inclusion, service learning, and many, many more. Vollmer lists each addition from the turn of the last century to the present. "The truth is that we have added these responsibilities without adding a single minute to the school calendar in six decades," he observes. "No generation of teachers and administrators in the history of the world has been told to fulfill this mandate: not just teach children, but raise them.
http://horacemannleague

 

Every teacher should realize:
she  / he is a social servant set apart for the maintenance of the proper social order and the securing of the right social growth.

2012 Pasi Sahlberg of Finland described the Global Educational Reform Movement (GERM) in his book Finnish Lessons. GERM is testing, accountability and choice. It is a nasty virus that destroys creativity. Finland opposes GERM and its schools and students are thriving.

Here is another nation that rejects GERM: Scotland.
Melissa Benn, a prominent supporter of the public sector in Britain., praises Scotland for its wise policies.

 

1844 Merchants Magazine and Commercial Review author Freeman Hunt

MERCANTILE EDUCATION pgs. 144 - 148

" Resolved, That a union of education and labor is as advantageous to a young nation, desirous to introduce the useful arts, as schooling and learning a trade is among the enterprizing young men of an industrious community, &c. &c.;" for, whatever may have been thought of the value of education, it is certain that little has been said heretofore upon the subject among merchants. This, then, is a most hopeful token of the times ; and we propose to enlarge a little upon the topic of what education means, as applied to mercantile life.

INFLUENCE OF COMMERCE ON EDUCATION. pages 456 - 46

Commerce teaches often, by example, even more effectually than books do by precept. Whether foreign or domestic, it is, whenever easy, frequent and active, calculated to pour a flood of light into the human mind, on almost every subject; and to strike it with the more force, as it is light from practice—light from actual experiment—light from living and embodied excellence. No matter whether the defects in our education relate to politics, religion, literature, the sciences, or the arts—in all of them, precept, compared with example, is uncertainty and doubt, compared with reality. Example is theory verified, and therefore when seen by travel or commerce, as new example often is, it becomes more convincing than the strongest argument. Hence the proverbial advantages arising from good companions and foreign travel.

Ultimately a battle between the individual and the State. The individual is the stronger; and will win.

The state is a fiction sanctified by Hegel and his followers to CONTROL the individual. Sooner or later people will wake up. First we have to dump the trap of right and left, this is a Hegelian trap to divide and control. The battle is not between right and left; it is between us and them. It has no life spirit and pretends that the State "is the march of God on earth". This is the thinking of immature juveniles, deadly and destructive and has almost totally infected Washington.

The schools and schoolmasters of Colonial days in Medford.

Thomas Mann: The children's day had not then dawned, only the first faint streaks of light were visible above the eastern horizon. Neither Plato in his perfect republic nor Sir Thomas More in his ideal state had ever dreamed of such a thing as the American common school, where every child, the poorest as well as the richest, girl as well as boy, can claim, not as a charity, but as a right, the possession of the keys of all knowledge; and for the support of which a first mortgage is held on every cent of the accumulations of every childless millionaire.
 

The law of 1642, while recognizing to the full parental responsibility, suggested not only the viciousness of indolence and the educative office of labor, but just as plainly indicated the state ownership of the child and its responsibility for him.
Horace Mann had not yet formulated his three famous propositions on which the common school system of Massachusetts rests: [p. 4]

• 1st. That the successive generations of men, taken collectively, constitute one great commonwealth.
• 2d. That the property of this commonwealth is pledged for the education of all its youth up to such a point as will save them from poverty and vice, and prepare them for the adequate performance of their social and civil duties.
• 3d. That the successive holders of this property are trustees, bound to the faithful execution of their trust by the most sacred obligations; and that embezzlement and pillage from children have not less of criminality, and more of meanness, than the same offenses perpetrated against contemporaries.​​

On October 18,  2012 -- The Carnegie Corporation of New York -- in cooperation with the Bill and Melinda Gates Foundation, TIME magazine, and Time Warner -- convened the TIME Higher Education Summit, bringing together more than 100 leaders of American colleges and universities, federal and state officials, and corporate and philanthropic leaders.

Panels discussed critical challenges and opportunities facing higher education: access, cost, globalization, and technology. The summit coincided with the release of a special issue of TIME magazine on higher education. Federal Department of Education Secretary Duncan delivered remarks on the importance of accelerating attainment and achievement in higher education and then participated in a panel discussion at the TIME Summit on Higher Education in New York City.“I think we all agree that the future of higher education is vitally important to America’s future,” he said. “But, I would also suggest to you that higher education is approaching a crossroads, where leaders will be asked to choose between incremental and transformational change. At the heart of this choice is a paradox. In many ways, our system of higher education is still the envy of the world…. And yet, for all its success, our system of higher education has to get dramatically better. In the era of the knowledge-based, global economy, America has to rapidly accelerate college attainment and learning to prosper and maintain its global competitiveness.”

In 1908 William A. Wirt was hired as the Superintendent of schools of Gary, Indiana,

and it was in Gary that Wirt gradually built an innovative school system that captured national attention. Wirt devised a diverse curriculum to prepare youth for the new emerging industrial state, and a significant part of Wirt's innovative currciulum included sports, games, and play activities. Wirt referred to his system as a work-study-play school, but it was also termed as the Gary plan and platoon school. Wirt contended that the school curriculum needed to recreate the old value system of pastoral life to counter the social, political, and industrial changes that had occurred in American society.The purpose of this presentation is to discuss the influence of industrialization on establishing the work-study-play concept in education and the value that physical education had on preparing youth to serve the industrial state.

 

David Rockefeller Sr. (born June 12, 1915) is an American banker, statesman, globalist, and the current patriarch of the Rockefeller family. He is the youngest and only surviving child of John D. Rockefeller Jr. and the only surviving grandchild of billionaire oil tycoon Skull and Bones John D. Rockefeller, founder of Standard Oil.

-- Social Control, 1906; Edward A. Ross, University of Wisconsin Sociologist, trained in Germany
"Plans are underway to replace community, family and church with propaganda, education, and mass media . . .
the state shakes loose from Church, reaches out to School . . .
People are only little plastic lumps of human."
 

At the same time, William Torrey Harris, US Commissioner of Education from 1889 to 1906, wrote:

Ninety-nine [students] out of a hundred are automata, careful to walk in prescribed paths, careful to follow the prescribed custom. This is not an accident but the result of substantial education, which, scientifically defined, is the subsumption of the individual.

In that same book, The Philosophy of Education, Harris also revealed:

The great purpose of school can be realized better in dark, airless, ugly places. . . . It is to master the physical self, to transcend the beauty of nature. School should develop the power to withdraw from the external world.

Several years later, President Woodrow Wilson would echo these sentiments in a speech to businessmen:

We want one class to have a liberal education. We want another class, a very much larger class of necessity, to forego the privilege of a liberal education and fit themselves to perform specific difficult manual tasks.

While President of Harvard from 1933 to 1953,

James Bryant Conant wrote that the change to a forced, rigid, potential-destroying educational system had been demanded by "certain industrialists and the innovative who were altering the nature of the industrial process."

The captains of industry and government explicitly wanted an educational system that would maintain social order by teaching us just enough to get by but not enough so that we could think for ourselves, question the sociopolitical order. The American population was to become the workforce and children of the captains of industry and government were meant to rule the world.

This was the openly admitted blueprint for the public schooling system, a blueprint which remains unchanged to this day. Although the true reasons behind it aren't often publicly expressed, they're apparently still known within education circles.

Clinical psychologist Bruce E. Levine wrote in 2001:

I once consulted with a teacher of an extremely bright eight year old boy labeled with oppositional defiant disorder. I suggested that perhaps the boy didn't have a disease, but was just bored. His teacher, a pleasant woman, agreed with me. However, she added, "They told us at the state conference that our job is to get them ready for the work world; that the children have to get used to not being stimulated all the time or they will lose their jobs in the real world."

1916

January 26, 1916 The General Education Board holds virtually the same kind of securities as does the Foundation, and the institutions to which gifts have been made are thereby obliged to sustain the industrial system under which the Rockefeller fortune is created. Evidence of the Rockefeller effort to control the policy of the school board in New York City was disclosed in a letter from Abraham Flexner, Secretary of the General Education Board, to Edgerton L. Winthrop Jr., President of the Board of Education, under the late Mayor Mitchel. The letter is dated January 26, 1916, and reads as follows: "Dear Winthrop: "It seems to me that there was a painful lack of clean-cut decisiveness about our conference yesterday afternoon. Unless we can stick to a resolution once formed and not raise questions continuously THOSE WHO OWN IT Page 149 and show an inability to hold to a line of action once determined upon, these other fellows will run away with the situation despite our major- ity. I have just spoken to Wile over the telephone. In my opinion, we should postpone action not only on the report of the nominating committee, but also on Dr. Maxwell's letter asking leave of absence, because we shall not have our full voting strength there today. Arn- stein, Fosdick and I shall be absent and perhaps others. On the other hand, we shall have our full voting strength on election day. If Max- well's letter is brought up today and we lose on it, the other fellows will infer that we have not control of the Board and two or three wobblers may go over to them on the presidential election. Please show this letter to Mr. Whalen and for heaven's sake, take no chance of being defeated on any proposition between now and February 7th. Very sincerely yours, (Signed) Abraham Flexner. One of the charges in the campaign which defeated Mayor Mitchel for re-election in 1917, was that the Rockefellers dominated the public schools. Another charge was that the Rockefellers aim to control educational facilities, to make "menials and mechanics of children of the poor." The accusation is based mainly on the following extract from "Occasional paper No. 1" issued by the General Education Board (page 6), and credited to the pen of the Rev. Frederick T. Gates: "In our dreams we have limitless resources and the people yield themselves with perfect docility to our moulding hands. The present education conventions fade from our minds, and unhampered by tradi- tion, we work our own good will upon a grateful and responsive rural folk. We shall not try to make these people or any of their children into philosophers or men of learning or of science. We have not to raise up from from among them authors, editors, poets or men of let- ters. We shall not search for embryo great artists, painters, musicians, nor lawyers, doctors, preachers, politicians, statesmen of whom we now have ample supply. The task that we set before ourselves is very simple as well as a very beautiful one, to train these people as we find them to a perfectly ideal life just where they are." On page 10 of the same paper, we find : "So we will organize our children into a little community and teach them to do in a perfect way the things their fathers and mothers are doing in an imperfect way, in the homes, in the shop and on the /ft arm. The General Education Board advocated the Gary System in the New York public schools as did the Public Education Association, supported by the Rockefellers. This system was rejected by the people whose children patronize the public schools and who pay virtually the entire cost of city government.

1927

1927 The Gary Strike Admirer of the famed Gary system of secondary education wondered what connection there might be, if any, between that system and last week's strike of 1,357 pupils at the Emerson High School in Gary, Ind. The immediate details of the strike had greater racial than educational significance (see RACES, p. 12).
The Gary system was installed by Superintendent William Albert Wirt, who last week was obliged to deal with the strikers. The system consists in a year-round school schedule for the purpose of fully utilizing school equipment; and in elective courses, elective vacations, informal grading and self-discipline—to promote mental initiative. In last week's strike, pupils who had presumably been thoroughly Garyized for the past several years, took the law into their own hands. Students of the Gary system recalled that one criticism of it was that it would decrease teachers' influence over pupils.

1934

President Roosevelt 1934 State of the Union Address
http://www.janda.org/politxts/State%20of%20Union%20Addresses/1934-1945%20Roosevelt/FDR36.htm

President Roosevelt on the The American Liberty League
On Jan. 3, 1936, in an unprecedented joint session of Congress, when President Roosevelt announced a ban on military exports to fascist Italy, he blasted the American Liberty League:

"They steal the livery of great national ideals to serve discredited special interests…. This minority in business and industry... engage in vast propaganda to spread fear and discord among the people. They would gang up against the people's liberties…. They seek the restoration of their selfish power.….
Our resplendent economic aristocracy does not want to return to that individualism of which they prate, even though the advantages under that system went to the ruthless and the strong. They realize that in 34 months we have built up new instruments of public power. In the hands of a people's government this power is wholesome and proper. But in the hands of political puppets of an economic aristocracy, such power would provide shackles for the liberties of the people. Give them their way and they will take the course of every aristocracy of the past – power for themselves, enslavement for the public."

THE N.E.A. IN THEIR OWN WORDS

1906 - On June 30, the National Education Association becomes federally chartered or incorporated under H.R. 10501, Public Law 398. The National Education Association has been founded in 1857, but until 1870 was called the "National Teachers' Association."

1912 - The NEA begins to promote the training of teachers in sex education and sex hygiene.

1913 - The NEA establishes the Commission on the Reorganization of Secondary Education, which had a membership including several young rebels of the era. 

1918 containing seven cardinal principles or objectives for the education of every American boy and girl, including ethical character.

1915 - The Educational Trust, known as the Cleveland Group (because its first meeting was in Cleveland), meets for the first time. Among the members of the group are George Strayer, professor at Teachers College, and NEA President from 1918-1919; Elwood Cubberly, Dean of Stanford University School of Education and leader of the Educational Trust; Charles Judd, a colleague of John Dewey, who received his Ph.D. from Wilhelm Wunt in Leipzig in 1896.
In David Tiack's and Elizabeth Hansot's "Managers of Virtue," printed in 1982, Judd is quoted as urging the Cleveland conference to attempt, "the positive and aggressive task of a detailed reorganization of the materials of instruction in schools of all grades." Tiack and Hansot will also write, "There were placement barons, usually professors of educational administration in universities such as Teachers College, Harvard, University of Chicago, or Stanford who had an inside track in placing their graduates in important positions. One educator comments after spending a weekend with Cubberly in Palo Alto that, 'Cubberly had an educational Tammany Hall that made the Strayer-Engelhard Tammany Hall in New York look very weak.' And one principal recalled Strayer's law for dealing with disloyal subordinates as 'give 'em the ax.' " This was the beginning of a plan to use the credentialing process of teachers to control education.

End of the 1920's the American Historical Association now carries out the Carnegie Foundation goals that will change how history is taught in America.

In 1954 the Reece Committee, chaired by Carroll B. Reece, produced its findings regarding the influence of tax-exempt foundations in the field of education.*
 

The report also briefly mentions their influence in politics, propaganda, social sciences and international affairs. The Rockefeller Foundation, Ford Foundation, Carnegie Foundation and others were discussed during the Committee hearings. Programs of social engineering designed to acclimate the people to globalist policy and goals, combined with pushes for global governance have been pushed on the American people for almost 100 years.

1932 - The father of progressive education, John Dewey, was made the honorary President of the National Education Association.

1933 - Dewey co-authored the first humanist manifesto.

Civilian Conservation Corps

How all this happened

1933 - 1942 started the Civilian Conservation Corps see the National Archives of Records of the Civilian Conservation Corps [CCC] In June 1933, the ECW decided that men in CCC camps could be given the opportunity of vocational training and additional education. Educational programs were developed that varied considerably from camp to camp, both in efficiency and results. More than 90 percent of all enrollees participated in some facet of the educational program. Throughout the CCC, more than 40,000 illiterate men were taught to read and write.

1934 - In July at the 72nd annual meeting of the National Education Association, held in Washington, D.C., in a report titled, "Education for the New America, " Willard Givens, who will become executive secretary of the NEA in 1935 and serve for 17 years, said this: "A dying laissez faire must be completely destroyed and all of us, including the owners, must be subjected to a large degree of social control. An equitable distribution of income will be sought, and the major function of the school is the social orientation of the individual. It must seek to give him understanding of the transition to a new social order." Givens had submitted similar language in the report of the Committee on Education for the New America of the Department of Superintendents of the National Education Association at the Department's meeting in Cleveland on February 28 of 1934.

December 1934, the NEA Journal editor, Joy Elmer Morgan, writes an editorial calling for government control of corporations.

1938, on June 29, the "New York Herald-Tribune," covering the National Education Association convention in New York City reports: "Dr. Goodwin Watson, professor of education at Teachers College, Columbia University, begged the teachers of the nation to use their profession to indoctrinate children to overthrow conservative reactionaries directing American government and industry. He declared that Soviet Russia was one of the most notable international achievements of our generation.

1940, the National Education Association begins promoting the "Building America" social studies texts which a California Senate Investigating Committee on Education will later condemn for its subtle support of Marxism or socialism, contrary to American values.

1942, in December, the National Education Association Journal editor Joy Elmer Morgan writes an editorial, "The United Peoples of the World," explaining a world organization's or world government's need for an educational branch, a world system of money and credit, a uniform system of weights and measures, a world police force, and other agencies.

1946, in January, the National Education Association Journal publishes "The Teacher and World Government" by Joy Elmer Morgan, editor of the "NEA Journal" from 1921 through 1955, in which he proclaims: "In the struggle to establish an adequate world government, the teacher can do much to prepare the hearts and minds of children for global understanding and cooperation. At the very top of all the agencies which will assure the coming of world government must stand the school, the teacher and the organized profession."

1946, In April the "NEA Journal" prints: "National Education in an International World," by L. Candel of Teachers College, Columbia University, who comments: "The establishment of the United Nations Education, Cultural and Scientific Organization marks the culmination of a movement for the creation of an international agency for education which began with Comminius. Nations that became members of UNESCO accordingly assume an obligation to revise the textbooks used in their schools. Each member nation, if it is to carry out the obligations of its membership, has a duty to see to it that nothing in its curriculum, courses of study and textbooks is contrary to UNESCO's aims."

1946, In August, the NEA sponsors a world conference of the teaching profession -- representatives from 28 nations are present -- which drafts a constitution for a world organization of the teaching profession. "The organization will hold its first regular meeting in August 1947 in Glasgow, Scotland and will be a mighty force in aiding UNESCO." These are the words of William Carr, Associate Secretary of the NEA's Education Policies Commission.

1947, in October, the National Education Association Journal includes "On the Waging of Peace," by NEA official William Carr, who states: "As you teach about the United Nations, lay the ground for a stronger United Nations by developing in your students a sense of world community. The United Nations should be transformed into a limited world government. The psychological foundations for wider loyalties must be laid. Teach about the various proposals that have been made for strengthening the United Nations and the establishment of world law. Teach those attitudes which will result ultimately in the creation of a world citizenship and world government. We cannot directly teach loyalty to a society that does not yet exist, but we can and should teach those skills and attitudes which will help to create a society in which world citizenship is possible."

1948, "Education for International Understanding in American Schools: Suggestions and Recommendations" is produced by the NEA with partial funding by the Carnegie Corporation and contains the following statements:

"The idea has become established that the preservation of international peace and order may require that force be used to compel a nation to conduct its affairs within the framework of an established world system. The most modern expression of this doctrine of collective security is in the United Nations Charter. Many persons believe that enduring peace cannot be achieved so long as the nation-state system continues as at present constituted. It is a system of international anarchy, a species of jungle warfare. Enduring peace cannot be attained until the nation-states surrender to a world organization, the exercise of jurisdiction over those problems with which they have found themselves unable to deal singly in the past."