Education reform will_control_you-marilyn_reicks-1991-60pgs-edu

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EDUCATIONREFORM

WILL CONTROL

You666 4 U

By Marilyn L . Reicks

EDUCATION REFORM WILL CONTROL YOU

Unelected Rulers Hidden Behind Elected Government Officials

CFR NML ACIR 10 Federal Regions "1313" TrilateralistsTax-free Foundations Quasi-public agencies ECS NEA AFT

State School

ate College or University"Hub of the Community"

"Hub of the Industrial Park"

B

State

Industry

Taxpayer

Business

Foundation $ Sr

Industrial's $ s$'s

ENSLAVED IN THE WEB OF "THE PLAN"

E DUCAT ION REFORM

WILL CONTROL

YOU

666 4 U

By Marilyn L . Reicks

I

WARNINGS AGAINST FALSE TEACHERS

Colossians 2 :8

See to it that no one takes you captivethrough philosophy and empty deception,according to the tradition of men, accordingto the elementary principles of the world,rather than according to Christ .

New Aterican Standard Bible

Printed in the United States of America

Faith Alive, PublisherP .O . Box 154Decorah, Iowa 52101

Copyright 1991

All rights reserved .

II

Preface

During the Fall of 1989, I received anexcellent teacher evaluation . Yet, that sameschool year, 1989-1990, I lost my teaching jobon February 13!

The Marshalltown Community School Districtwas chosen by the National Education Associationto be the first experimental learning laboratoryin the United States . I exposed that the lab wasno great honor! In actuality, it is the model toshow how to take control of the schools awayfrom the local district and place decision-making in the hands of the local hierarchy ofthe NEA . Twice, we put out flyers throughoutMarshalltown warning the citizens . At boardmeetings, protesters spoke .

On February 12, the school board of theMarshalltown Community School Districtunanimously voted to give away the public trustby turning powers to control teacher performanceover to the reins of the NEA lead teachers .Before the vote, I explained in detail how theboard was about to give government powers awaythat is not theirs to give .

At the time, I was teaching fourteen milesfrom Marshalltown in another school district .After being on the playground for morning recessduty, February 13, I was called to myadministrator's office and asked, "Do you wantto have a leave of absence?" I knew that I hadlost my job! Within two months I lost my fiveyear marriage .

Marshalltown Model

Decisionmaking powers have been placed in thehands of the local power structure of the NEA .

A model for community education is being putin place: A model to show other schools in thenation how the school can become "the hub of thecommunity" . Human services, health specialists,social services, law enforcement personnel, theworld of work professionals, child care workers,and other social organizations and governmentagencies will work with the school . Servicesincluding primary health care, social services,counseling, child care, job training,employment, leisure activities, retirement,parenting, and et cetera will be controlledthrough the school . Global control at the locallevel . Control over every aspect of your life -womb to tomb .

III

Control over every aspect of your life - womb totomb .

E DUCAT I ON RE FORM

WILL CONT RO L

YOU

666 4 U

Part 1

Education Reform Will Control You

"The Plan"

Part 2 Schools Aren't Public Anymore!

Who is in control?

Methods of control .

We Must Come of the System .

We must come out from among them .The biggest share--of local and state taxdollars--goes for education . Our own money isbuying us into the schemes of Satan!

IV

Education Reform Will Control YOU

Education Reforn Will Control YOU

Part 1

"The Plan"

By the year 2000, Elite World Planners intendto control every aspect of your life .

This booklet will attempt to show you beyondany doubt of the truth of the above statement .

An Umbrella Over YOU

Can you visualize a large umbrella thatextends over your entire community . Now imaginethat under that protection you will be entitledto : life-long learning including education atall levels from about two years of age toretirement, primary health care includingpsychological, social services, parentingskills, child care to provide services any timeof day during the entire ' year, counselingservices, leisure time amusement, physicalactivities, and the world of work promotionswill provide job-training, employment and re-training .

Sounds like an ideal community or does it?1

METRO EXPERIMENTAL LEARNING LABORATORY SYSTEM

The Metro Experimental Learning Laboratory System willbe a comprehensive and complex educational umbrella . Schoolsare to be open every day of the year, every hour of the day,and will offer services to everyone from cradle to grave,

Local School - CommunityMiddle School

Use of the School Building :Substance Abuse ProgramsStudent Lock InAll night educational andrecreational programs onsubstance abuse and New Ageteachings .Special Services

Social Services___PsychologicalCounselingEducational Consultant

Local School - NeighborhoodElementary School

Use of School Building :Wellness ClinicsPre-parenting classesWell Baby ClinicChild Day CarePre-schoolKindergartenPrimary GradesNight ClassesRecreation

01

0c

INTEGRATION

vChurches used for :

Educational andpsychological pre-school screening

ograms .Land Stewardship . IEnvironmental Ministry .],

Community OrganizationsPromotional programs for

education .

pr

iness

T

Job Training

ocnooi nurseMedia ServicesTelecommunicationsHot Line ServicesCareer EducationChild AbuseCrisis InterventionSuicide PreventionStudent At-Risk

Isupport and financing of public

:CX Local School - District-wide

High SchoolIExperimental Learning Labs

Student Recreation Centerdustry

CampsiteOutdoor Learning Laboratory

Learning Center for the World of Work

/'

Work ExperienceZ 4rLocal School Local School

Community College

Employmentco


What if you have no say in what happens to you?What if you have to do what you are told becauseyou have been taught you must comply for thegood of the community? The ideal community wouldnot be much fun under totalitarianism .

You think that total control over everyaspect of your life can't happen in America .But it is happening right now!

In 1984, William M . Bowen, Jr ., a teacher for34 years, warned in his book, Globalism :America's Demise :

"When Community Education (Thephilosophy) and the community school(the physical facility) are fully inplace, the schools will be the coreof all community activity .'

"With everyone under the auspicesof the government schools anddependent on them for recreation andleisure, training and everyimaginable service--the facilitieswill be open around the clock, everyday of the year . Community educationwill place every one under theindoctrination of the New AgeGlobalists ." 2

On May 1, 1984, Burton Linne stated bluntly,"Why need we trouble to socialize banks andfactories? We socialize human beings ." Rulerslike Hitler and Napolean knew that you cancontrol a nation by controlling education .Today, elite planners intend to control theworld through education .

In the Information Age, blood and bullet warswill be replaced by battles for the brain .People are familiar with weapons of warfare . TheNew Age warfare is more abstract, theoretical,and intangible . The attacks are not only moredifficult for minds to visualize and comprehend,but much of the strategy planning is purposely

4


hidden from our view .

Excellence In Education Act

In 1987, Iowa Governor Terry Branstad signedinto Iowa law the Excellence in Education Act .The next year, he became the chief spokesman forthe nation's 50 governors - as the Chairman ofthe National Governors Association . Branstadchose two areas to focus the association'sefforts on : education and environment .

First Ever Education Summit

"Education 'Summit' Scheduled For September,Governors Say," a headline in Education Week in

May, reported that Governors from 13 states andPresident Bush planned the summit . "The idea for anational meeting bringing together state and localeducators, governors, business leaders, and federalofficials was first proposed by Mr . Bush during thePresidential campaign ." 3

September 27-28, 1989, 1 the nation'sgovernors and the President George Bush gatheredtogether for the first-ever education summit . Atthis historic meeting, the United StatesPresident and the National Governors Associationset forth six national goals for education toenhance excellence in education across thenation . The national goals are :

1 . By the year 2000, all children in Americawill start school ready to learn .

2 . By the year 2000, the high schoolgraduation rate will increase to at least90 percent .

3 . By the year 2000, American students willleave grades four, eight, and twelvehaving demonstrated competency inchallenging subject matter includingEnglish, mathematics, science, history,and geography ; and every school in Americawill ensure that all students learn to usetheir minds well, so they may be prepared

5


for responsible citizenship, furtherlearning, and productive employment in ourmodern economy .

4 . By the year 2000, U .S . students will befirst in the world in science andmathematics achievement .

5 . By the year 2000, every adult Americanwill be literate and will possess theknowledge and skills necessary to competein a global economy and exercise therights and responsibilities ofcitizenship .

6 . By the year 2000, every school in Americawill be free of drugs and violence andwill offer a disciplined environmentconducive to learning . 4

Already, I can you hear you saying, "So what,that sounds good to me . We must do somethingabout our disgraceful education system and catchup with other developed countries of the world ."

Sure we've been bombarded for years about theneed to reform education . We have had at least300 reports pushing for change in education . Thereports point out that we have too manyilliterates, students not ready for the world ofwork, and youngsters unable to cope in the realworld . Industrialists and business leaders arebecoming alarmed and are getting involved topush for improvements in learning .

Help me heave aside the stacks of convincingevidence swamping us into a state of completecomplacence to the demands of "experts" andprofessionals . We will examine information thatis not readily visible to the general public .

In NEA Today, November, 1989, NEA PresidentKeith Geiger exposed the underlying purpose ofthe summit for educational excellence . He toldthat the results of the summit were refreshingand that the participants agreed on the need forcomprehensive school restructuring . He revealed,"It endorses two proposals that I'm convincedcan profoundly transform American education . Thefirst of these proposals calls for decentralized

6


school management . . . Effective reform will comeonly when decision-making authority restssquarely with the men and women who work at thelocal school site ."5 (author's emphasis) .

Geiger went on to uncover the otherunderlying goal, "The second proposal calls onthe federal government to pump new life --andnew funds--into programs that prepare youngpeople for the challenges of formal schooling .Children must be ready--both physically andemotionally . 6 (author's emphasis .)

Health Care : A Hot Potato

The health care issue is a hot potato formany people . Suffice for this book to make somebrief comments . Primary health care, if itbecame a right for students, (as it has in thestate of Iowa for at-risk students under theschool finance legislation enacted in 1989)would cost the people many more times whatprivate health care costs .

Adelle Davis, was one of America's foremostnutrition authorities, who in 1954 made somestartling remarks in her book, Let's Eat RightTo Keep Fit :

"If the 'solution' to themalnutrition among low-incomefamilies takes the form of welfarehandouts, the American taxpayer canexpect to pay doubly : first for theprocessed, health-destroying foods ;second, for the medical carenecessitated by the resulting illhealth . . . producing disease in humanbeings is the cruelest of allpossible cruelties . . .When a countrycan be convinced that it is 'thebest-fed nation in the world' whilemillions of its people are dying . . .Itis time to realize that we have beenas completely brainwashed as if wewere living behind the Iron Curtain" 7

7


Mind Manipulation

Whoever has the power, has the authority tocontrol the schools . The real frighteningthought is what would be done with mind-manipulation in the schools if emotional healthwas state mandated . Sex education, valuesclarification, and substance abuse programs thatconfuse children's thinking on right and wrong,and cause more involvement, not less, in deviantmoral behavior are frightening to parents .Global education programs promote a one-worldphilosophy and through the undermining ofnationality and one's culture anger manypatriots .

Under human potential laws, could parents bedeprived of bringing their children up in aparticular religious belief? Could parents becharged with abuse if they taught their childrento believe in sin and salvation? Would thechildren be removed from the home? All theseissues are only a few among countless otherscropping up in schools across America .

We could fight many, many bush fires here andthere . The mind altering techniques go underdifferent names throughout the land . Semantics--word usage--has hindered the battle to uncoverfacts . "Here's Looking At You 2000", "Quest","Project Charlie", "Tactics for Thinking" areall values changing programs . Today, someprograms as "Tactics for Thinking", and variousmeditation programs are going beyond the olderprograms by introducing the children to FarEastern religious thought and practices .Christians can't have baccalaureate services,carry a Bible to school, say a prayer with theclass . . . but Eastern religious thought, paganism,and witchcraft are openly discussed andpromoted!

Global Aim : Local Action

As horrible as all the teachings are, I8


believe to be effective fighters for freedom, wemust thoroughly understand what is holding thepower structure in place and who is promotingsuch an evil educational philosophy .

We must determine what they intend to gain bytotal control over education .

It would take volumes to expose all thegroundwork done behind the scenes to bring us tothis point in American history . Let's begin with

some up-to-date behind the scenes schemes .The National Education Association is one of

the strongest lobbies at the Congress of theUnited States and the state legislatures . At thetime of every election, we become conscious ofhow teachers work to elect their friends ofeducation . How did the teacher union become sopowerful?

In the book, Planethood, is the statement,"Think globally--act locally" . 8 It's up to you!You can empower yourself to save the world! Thisshould be warning enough to us--Watch changes atthe local level .

Having taught public education for twenty-four years, I believe from my experiences andstudy that education will be the vehicle forcontrol of our lives in the New World Order .On February 13, 1990, I lost my teaching jobbecause I exposed how the first school district,chosen nationally by the NEA

to be anExperimental Learning Laboratory, was going tocompletely destroy local control of education .

I now believe that school, the MarshalltownCommunity School District, Marshalltown, Iowa,is also becoming one of the models for thenation in how to regulate life from the womb tothe tomb. In April, 1991, the Iowa State Boardof Education had a meeting in Marshalltown atwhich time community and governmental agenciessuch as social services and health carespecialists explained to the State Board howthey were working with the school . How can thisbe happening in schools for elementary andsecondary education? Do parents no longer haveany choice about who examines or works with

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Education Reform Wi11 Control YOU

their children? What will happen if the mothersand fathers feel that they do not need or wantsuch services! Will they be compelled to havetheir family enslaved in such a system?

U.S ./Russia General Agreements

In November, 1985, at the Summit in Geneva,Switzerland, the United States of America andthe government of the Union of Soviet SocialistRepublics signed the General Agreement betweenthe two governments . Article I of the documentreads 1 . The Parties will encourage and developcontacts, exchanges and cooperation in thefields of the natural sciences, technology, thehumanities and social sciences, education,culture, and in other fields of mutual intereston the basis of equality, mutual benefit, andreciprocity . 9

Earlier in October of 1985, "A meeting ofAmerican and Soviet educational computerexperts . . . produced an agreement to exchangespecialists involved in the improvement ofelementary and secondary education ."' () (The NewYork Times, December 10, 1985 .)

The meeting in Moscow was held under theauspices of the Carnegie Corporation of New Yorkand the Soviet Academy of Sciences, and approvedby the U .S . State Department and NationalSecurity advisors ."

When inquires were made to the U .S . Dept . ofEducation concerning the outrage of such anexchange between a free nation and a nationcommitting utter atrocities for years, theresponse was : "the State Department . . . apparentlydetermined that it would be more appropriate fora non-federal organization, the CarnegieCorporation of New York, to represent the UnitedStates in the exchange ." 12 Where does it statein our Constitution that any privateorganization, or specifically,

the

Carnegie10


Corporation has any right to conduct affairs ofgovernment?

Tax-Free Foundations

In 1954 Norman Dodd, who was involved in theCongressional investigations of unAmericanactivities in the United States, exposed thesubversive actions of some tax-free foundationssuch as Carnegie, Rockefeller, and Ford .He obtained from the Carnegie minutesdocumentation to prove that since the earlynineteen hundreds the Carnegie foundation hasworked quietly and determinedly behind thescenes to change America through educationalinstitutions .

Mr . Dodd, research director of theextraordinary study of tax-free foundationsreported that Rowan Gaither, president of theFord Foundation openly admitted, "We operatehere under directives which emanate from theWhite House, the substance of which was that weshall use our grant-making power to alter lifein the United States so that we can becomfortably merged with the Soviet Union ." 13

This all strikes very close to home when atown of only 8,000 people, the little Norway ofIowa, looks like it could be getting involved inthe alteration of the attitudes of Americans .

Hotbed of International Intrigue???

Quiet northeast Iowa, certainly can't be ahotbed of Socialism can it? Certainly not asmall town, proud of its beautiful collegecampus, could not have internationalconspiratorial activities taking place could it?

"Visiting Soviets discuss USSR changes inforum" complacently appeared in the lower frontsection of the Decorah Public Opinion, Tuesday,Sept . 10, 1991 . The article told that a group ofpsychologist from the Soviet Union are visitingLuther College .

Through the college bulletin it was learned

11

Education Re form W i 11 Con t ro 1 YOU

that a group of 10 Soviet Psychologists will beon the Luther campus Sept . 9-14 for a programof lecture and classroom sessions, socialinteraction and public events .

Both sources of information reported that,"Luther is the first American institution toinitiate an exchange relationship with theSoviet Institute of Psychology ." 14

According to the Decorah newspaper, DavidBishop, is a Luther assistant professor ofpsychology and the coordinator of the group'svisit. "During last spring break, Bishop led agroup of Luther students on a study trip to theinstitute in Moscow . Bishop says the twoinstitutions plan reciprocal visits on an annualbasis, and may start an annual institute inSoviet-American psychology at Luther . "1S

How quickly people forget! The media hypeinforms us that communism is dead . Peopleblindly accept what they read as the absolutetruth . The propagandists continue paving the wayfor the elite world planners to completelycontrol the unsuspecting masses .

Dr. Vladimir Rusalov, Head of the Laboratoryof Individual Differences (personality) at theInstitute of Psychology in the Soviet Academy ofSciences, delivered a lecture on Wednesday,Sept . 18, at 7 p .m . in the Center for Faith andLife on the Luther College campus in Decorah,Iowa .

Why are we letting the masters of mind-manipulation come freely into our county? WouldAmerican approve of the 1985 General Agreementif they knew about it and fully understood whatthose exchanges will do to freedom in America?

Well, what are you Christians going to doabout this? Are you going to just read aboutthe Soviets coming here to influence theindoctrination of your children? Or, are yougoing to get involved with many, many othersstand up, speak out, and get some action going?It is high time that we curb the actions of theplanners for a one-world government . Oh, well,you say its inevitable, it's scriptural .

12


What does the Lord tell you to do . Ephesians5 :11 " . . . do not participate in the unfruitfuldeeds of darkness, but instead even exposethem . . .4:27 . . . do not give the devil anopportunity ."

Are Federal grant-making powers transforminga conservative Lutheran college as Luther was,into a liberal socialist den of vipers intent ondestroying what is left of this once greatnation? You must admit grants to the collegesis the curse on them .

A bold headlined front page article, "PeacePrize Forum attracts thousands", Decorah PublicOpinion, February 26, 1991, highlighted a speechby Walter Mondale a major speaker at the peaceconference . If it wasn't so serious, it wouldbe perfectly ludicrous--having a former U .S .Senator a featured speaker at a Christiancollege, who co-sponsored a bill (1975,1976)which raised the ire of countless Christians .The proposal would have set up a new federalOffice of Child and Family Services supervisinga network of federal day-care centers forchildren . Today, our schools have to have allpoints of view to the point that our people arecompletely complacent about issues .

The Carnegie Foundation is heavily involvedin education reform as documented in thefollowing :

The Carnegie Forum on Education and theEconomy, a program of Carnegie Corporation ofNew York, was established in January 1985 . TheForum was created to draw America's attentionto the link between economic growth and theskills and abilities of the people whocontribute to that growth, and to help developeducation policies to meet the economicchallenges ahead . 16

The center section of A Nation Prepared:Teachers for the 21st Century, is,--titled, "ThePlan" . Much of what is contained in that plan isbeing enacted into law by state legislatures

13

Education Reform Wi 11 Control YOU

across this nation . Individual schools andschool districts are putting "The Plan" in placeas rapidly as they can .

The Heart of "The Plan"

areOn page 55, the major elements of "Thelisted :

Create a National Board forProfessional Teaching Standards,(This board was created in 1987, itis under the majority control ofNEA .) organized with a regional andstate membership structure, toestablish high standards for whatteachers need to know and be able todo, and to certify teachers who meetthat standard . 17

Restructure schools to provide aprofessional environment forteachers, freeing them to decide howbest to meet state and local goalsfor children (In simple, languagethis means turning the authority tocontrol the school over to theteachers .) while holding themaccountable for student progress . 18

Restructure the teaching force, andintroduce a new category of LeadTeachers with the proven ability toprovide active leadership in theredesign of the schools and inhelping their colleagues to upholdhigh standards of learning andteaching . 19 (The lead teachers willhave, the key positions in the school,and "The Plan" on page 61 reads " . . .schools headed by the Lead Teachersacting as a committee, one of whomacts like a managing partner in aprofessional partnership .

In

such

14

Plan"


schools, the teachers might hire theadministrators .)

Require a bachelors degree in thearts and sciences as a prerequisitefor the

professional

study ofteaching . 20

Develop a new professionalcurriculum in graduate schools ofeducation leading to a Master inTeaching degree, based on systematicknowledge of teaching and includinginternships and residencies in theschools . 21

Mobilize the nation's resources toprepare minority youngsters forteaching careers . 22

Relate incentives for teachers toschoolwide student performance, andprovide schools with the technology,services and staff essential toteacher productivity . 23 (Under theIowa proposed Initiative for WorldClass Education this is spelled outclearly. Teachers will be rewardedadditional salary if students showprogress on pre-determined goals andobjectives .)

Make teachers' salaries and careeropportunities competitive with those inother professions . 24

The big question is whose goals andobjectives are being worked out in oureducational systems? In the book, TrilateralsOver Washington, Antony C . Sutton and Patrick M .Wood present some real eye-opening information :

The Trilateral

Commission

wasfounded (in 1973) by the persistent

15


maneuvering of David Rockefeller andZbigniew Brzezinski . Rockefeller,chairman of the ultrapowerful ChaseManhattan bank, a director of manymajor multinational corporations and'endowment funds' and has long been acentral figure in the mysteriousCouncil on Foreign relations (CFR)(established in 1921) . Brzezinski, abrilliant prognosticator of one-worldidealism, has been a professor atColumbia University and the author ofseveral books that have served as'policy guidelines' for the CFR . 25

Under the sub-heading The Trilateral PowerBase we learn :

"We are looking at a family offamilies, a collective of powerholders with at least severalhundred, perhaps several thousand,members, who collectively aim todivert the world, not just the UnitedStates, to their own collectiveobjectives . "26

"The source of funds is always areliable clue to the source of power . . .27 What are the practical levers ofpower? Political influence is notcreated in a vacuum : it comes largelyfrom financial backing . Who providesmost financial backing? Who has the_power to finance or not to finance : Andwho gains : In our society it is themajor institutions such as laborunions, multinational corporations(MNCs), foundations, and internationalbanks . Obviously Trilateralism was notfounded by labor unions or any group ofambitious academics . The first step inour analysis then is to portray the

16

Educat ion Reform Will Control YOU

links of Trilateralists withinternational banking and MNCs . Suchlinks are complex because bankinterlocks are complex . Banks areinterwoven into a network, controllingthe U .S . economy in a large partthrough stock voting, debt holding, andinterlocking directorships ." 28

John A . Stormer in his 7-million copy 1964best seller disclosed :

"Amazingly, the fortunes ofAmerica's most successful tycoons,dedicated by them to the good ofmankind, have been re-directed tofinance the socialization of the UnitedStates . 29

Two special Congressionalcommittees exposed the extent to whichtax-exempt foundations are using theirresources for Un-American andsubversive activity . Yet, apparentlynothing has been done to check thisflow of millions of dollars annuallyinto the hands of conspirators In 1952,the investigation was started by aSpecial Committee of the House ofRepresentatives headed by CongressmanE . E . Cox (D-Ga) .(Special Committee ToInvestigate Tax-Exempt Foundations,82nd Congress, known as the CoxCommittee) . It continued in the 83rdCongress under the

direction

ofCongressman Carrol Reece (R-Ten) ."80(Special Committee To Investigate Tax-Exempt Foundations, 83rd Congress,known as the Reece Committee) .

Even though the research was hampered by lackof staff, gross lack of cooperation fromagencies of the government, and the foundationsthemselves, the studies showed :

17

Educat ion - Reform Wi 11 Contro 1 YOU

"The investigations provedincontrovertibly that money of Americancapitalist--Ford, Rockefeller,Carnegie, Guggenheim, etc .--has largelyfinanced those working for theestablishment of a "new world order ." 31

. . .The movement to socialize Americavia education discussed earlier waslargely financed by foundation funds .The Reece Committee found : 32

The Rockefeller and Carnegie fundsprovided the financing for the radicalmovement in education lead by Counts,Dewey, Kilpatrick and Rugg . Directgrants were made to the NationalEducation Association, ProgressiveEducation Association, AmericanHistorical Association, and to thecenter of the revolutionary movement,Teachers College, ColumbiaUniversity ." 33 (Report, ReeceCommittee, pg . 120,135-141,149 .)

While ordinary people are scrimping andsaving to pay all the many kinds and forms oftaxes that we have today, the tax-freefoundations are restructuring the entire worldthrough education reform .

We have the real rulers hiding behind whatmost people still believe is the government . Thepolitical activity of the nation is beingcontrolled through a network of interlockingagencies . The Council on Foreign Relations(1921) as its name implies works with foreignaffairs . Its domestic arm is the CED, theCommittee for Economic Development . Across thestreet from the CFR is located the NationalMunicipal League which masterminds "1313" inChicago . The building for "1313" was built in1938 and financed by the Carnegie Corporationand Rosenwald fund (Sears,

Roebuck & Co .) .18

DESIGNS TO DESTROYSELF- GOVERNMENT

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Through activities at "1313" organizations havebeen set up to influence elected politicians .There are organizations which politicallyinfluence governors, legislators, Congressmen,county and city officials .

"1313" : CFR Controlled

In 1975, a retired Lieutenant Colonel of theU .S . Army, Archibald E . Roberts, explained"1313" in his book, The Republic: Decline andFuture Promise:

The private agencies through whichthe Council on Foreign Relations(identified by much testimony as thesecret government of the United States)influences officials at the city,county, and state levels of publicadministration, are located at theRockefeller University of Chicago . 34

Mr . Roberts on page 14 of his book listedtwenty-two organizations under the heading, "The'Original' C .F .R . Metro Organizations" . Five ofthose listed included :

Organization

Founded/ToChicago

Nat'l . Assoc . of Attorneys General 1907

1935

At this one address, 1313 East 60thstreet, Chicago (hence the nickname"1313") are listed no less than twenty-five METRO organizations . Through thisinterlocking directorate sixty (orseventy-one) decision-makers at the topechelon of the C .F .R . shape andmanipulate domestic United

States

20

National Governor's Conference 1908 1938Federation of Tax Administrators 1937 1967National Legislative Conference 1948 1948Conference of Chief Justices 1949 1949


policy35 . . .By 1953 a politicalconglomerate of twenty-two METROagencies had been established at theUniversity of Chicago . To this groupof "1313" control agencies weresubsequently added : The NationalAssociation of Counties (NACo), TheNational League of Cities (NLC), andThe U .S . Conference of Mayors (USCM) .all were directly involved in thepromotion and passage of the infamous"regional governance" bill, "TheIntergovernmental Cooperation Act of1968 ." (Public Law 90-577) . All areimplicated in the seditious conspiracyof "regional governance ." 36

These twenty-five coordinatingorganizations control, in turn, theirpolicy unit within the federalgovernment, which is entitled, "TheAdvisory Commission onIntergovernmental Relations ." ACIR isthe United Nations "cell" withinCongress . Significantly, UN penetrationof the U .S . legislative process isexplained by the fact that the UnitedNations Organization is an arm of theCouncil pn Foreign Relations . The CFRestablished the UN for the purpose ofdirecting U .S . foreign affairs, as"1313" directs

U.S .

domesticaffairs . 37

. . .METRO professionals in Chicagoprepare "regionalism" regulations andstatutes which are then passed on tocity, county, and state governments,via "1313" agencies, for passage andimplementation . . . 38

Is it any wonder that the states all seem tobe passing similar education bills? Only theyall have different titles and they are worded

21


somewhat differently . But when one looks beyondthe bill names and specific vocabulary searchingfor the essence of the legislation, thesimilarities show up . Then our conciousnessbecomes heavy with the realization of how muchthe advisors and guides behind the scenes ofpublic view are controlling state and localgovernments .

Why don't more elected government officialsattempt to expose what is happening? Did thesilencing of McCarthy in 1954 and his death in1957, frighten other conservative Congressmanenough that now most keep their mouths shut whenthey observe the unAmerican activities takingplace?

The Advisory Commission on IntergovernmentalRelations was created in 1959 by Congress andPresident Eisenhower . In Information U.S.A . (abook which lists many government offices andbureaus) by Matthew Lesko, the ACIR is listed ina separate section of the book under quasi-official agencies, meaning it is partly publicand partly private . The public part is that youpay tax dollars for it, but its control is underthe majority rule of "1313" .

ACIR bombards Federal and State governmentswith legislative proposals . Many times the pushfor passage of a measure is cloaked invocabulary fooling the citizens into thinking itis for the common good of the people .

Forexample in Iowa :

"Home

Rule" for municipalgovernment was voted for by the peoplein 1968,and again in 1978, the voters passed"Home Rule" for county governments . Home Rulesounded to most people like they would have moresay in local

government

but too late theyrealized it had just the opposite effect .

A map that we do not see very often is oneshowing the United States divided into tenFederal Regions . Archibald E . Roberts's book onregionalism supplies us with additionalinformation :

Although given little publicity,

22

Education Reform WI11 Control YOU

the White House, on March 27, 1969,pronounced that the United States hadbeen divided into ten Metro regions . Inso doing, .President Nixon and hiscontrollers set in motion a series ofpre-planned events which would, byFebruary 12, 1972, place virtuallyevery facet of the lives of U .S .citizens under the domination ofsocialist planners . 39

It is important to realize that the Presidentdid not have the authority of Congress or anystate legislature to establish regionalgovernment . The people who serve in thoseFederal Regional Councils are not elected by younor are they accountable to the taxpayers .

It is intended, of course, thatregional council members will assumeall real authority over Stategovernments and the people theyrepresent . The people and the Stateswill be reduced

to

politicalimpotency . 40

Promises of bloc grants and revenue sharinghave bought cooperation between the regionalcouncils and state and local government bodies .

Few realized then, or comprehendnow, that regional governance is a newform of government which has beencovertly engineered to replace thecity, county, state, and schooldistrict system .41 . . . An examination ofthe type of government proposed underregional government show that it is agovernment by appointed rather thanelected officials . Under regionalgovernment disfranchised U .S . citizensare to be held in bondage, inperpetuity, as producers and serversfor a self-appointed Oligarchy. 4 2

23

N

This integrated conceptualschema was taken from --

HUMAN GROWTH AND DEVELOPMENTA GUIDE TO CURRICULUM

DEVELOPMENT

IOWA DEPARTMENT OF EDUCATION

From page 28, I quote, "Theintegrated schema emphasizes theholistic philosophy of thecurriculum . . . how they link . . .

SKILLShome . . . school . . . community .

Page 18 . . ."Human growtheducation . . . lifelong process .. . a series of interrelatedtopics . . .it is preferableincorporated into other topics . ."

Ilk

9 PREVENTION/

~?~~

INTERVENTION

o"0

1PLIFE-SPAN

DIMENSIONALDEVELOPMENT

az r

0Q

LIFE a

0tp

NCA

The original six diagrams from Human Growth and Developmenthave been copied, re-arranged, and explained by M .Reick s, 1989 .

11, - SEaus : C

From these diagrams it is obvious that our life-spanwill be completely controlled by community education . Theinteraction between the learner, the learning institution,and the community will be an integrated never-ending cycle .We will be a controlled society right in our own community .

Schools Aren't Public Anymore

Part 2


Despite the down-home flavor and rustic castof the government office of Lamar Alexander, theUnited States Secretary of Education, thesecretary's words sound harsh and seem to re-echo loudly in the home-like surroundings .

I think it's time to rethink what a"public school" is . We've assumed thatit's a school operated by a schooldistrict . But that's only because we'vealways done it that way .'

The man who describes himself as a sparkplugfor change must think that all of us out hereJust fell off the turnip wagon . An interviewerasked him ,"Would . .a school run by Xerox--beaccountable to the public? He had the audacityto answer :

Yes, because that school would stillbe public in nature . It would have tomeet the same high-standards, and itwould be accountable to some publicinstitution . 2

The reporter said to Alexander, "You supporta national assessment system. Does that alsomean a national curriculum?" Again the U .S .head of education gave an answer which sounds asif he thinks Americans have blank spaces betweentheir ears . He replied :

You can have national standards,even a national

assessment system,26


without a national curriculum . 3

Oh yeah! Does he believe our minds are sofull of the education propaganda churned outthrough the media for years that we won't seethrough that one . It doesn't take brilliance torealize that if national standards are set, andif assessment tools are developed to test forthose standards, teachers will have to usecurriculum that teaches to those tests . So, theend result will be a national curriculum!

"Schools wait for Their Report Cards", anarticle in NEA Today, December, 1989, says that :

School-by-school, district-by-district, even state-by-stateachievement comparisons are the latestwrinkle in education reform . Thetheory is that comparison will triggerthe ultimate reform weapon : publicpressure .4

The vice-like squeeze is on to push us intoreform from the national level, pressure fromabove ; and from below,

at the local level .Former Education Secretary Terrel

Bell

iscredited with beginning the national comparisonof education performance with his wall charts .The wall charts compared the states on the costof education, graduation rates, SAT scores, andother data on huge, wall-sized charts .

Beverly K . Eakman in her well-documentedinformative book, Educating for the New WorldOrder, 1991, presents convincing evidence abouttesting . Today tests are not just testingacademic skills, but are testing attitudes andvalues .

Were these truly academic tests, andwere the government legally sanctionedto a use a "national test' and producea "national curriculum,' perhaps thewhole business would fly--the onlycomplaint being, perhaps,

redundancy,27


or overkill . But if tests areprimarily, or even half, attitudinal innature, set up in such a way as tobring in psychologically manipulativecurricula to correct "wrong answers,then a question of legality arises .Federal law specifically forbids thegovernment from involving itself incurriculum at all, much lessnationalizing it .s

In Information U .S .A ., is printed these factsabout the National Assessment of EducationalProgress Data Base :

The NAEPIRS data base containsfindings from the National Assessmentof Educational Programs (NAEP) project .NAEP is an on-going assessment of theachievements of students aged 9, 13,and 17 with periodic coverage ofadults . NAEPIRS contains data collectedsince 1969 on more than ten millionstudents in ten subject areas,including reading, mathematics,science, writing and social studies .Retrievable data includes : attitudes,background, sex, race, geographicallocation, economic status, parentaleducation, achievement level and more . 6

So we learn that a data base maintained bythe U.S . Department of Education has testedchildren for over twenty-two years already!Why does the government test attitudes? Why isgovernment so concerned about economic statusand parental education?

For years teachers have been taught to writeeducation objectives for behavior change intheir students . Why all the big emphasis onbehavior change? Eakman in her book contendsthat if attitudes are known and they don't matchwhat the planners'

objectives

are,

then28


curriculum can be funnelled to that student orschool to change thinking . Eakman calls itpeople-shaping through programming . ShirleyCorrell, who reviewed a mind-manipulationprogram in 1983 and warned :

Total Government Control ofthe . . . schools, for the purpose ofmolding society to the will of a smallelite, [is} not responsible to thegeneral populace . . . and steps must betaken . . ." 7

Nothing was done! Meanwhile the elite moversand shakers are steaming full throttle down thetrack . Not just content in setting six nationaleducation goals, the Nation's Governors are nowpushing for creation of a mechanism to monitorthe Nation's and States' progress towardsmeeting the goals .

The Governors of Missouri, Indiana, Iowa,South Carolina, Washington, and Colorado sit onthe National Education Goals Panel ; along withfour members of the U .S . Congress which includethe Majority and Minority leaders of the Senateand the House of Representatives ; the fourmembers of the President's Administrationinclude Lamar Alexander, Secretary of Education ;Darman, Director, Office of Management andBudget ; Porter, Assistant to the President forEconomic and Domestic Policy ; John H . Sununu,White House Chief of Staff . Their aim is to :

"spur . . . efforts by providing anhonest mirror of

the

levels

ofachievement existing in

Americaneducation among learners of all agesand to select educational performanceindicators and benchmarks that willencourage and drive reform . 8(author's emphasis) .

Six Resource Groups of nationally recognizededucators, business people and technical experts

29


were asked by the Panel to identify indicatorsto measure progress toward the national goals .They are to identify what data are available forthe first annual Progress Report which is to bereleased on September 29, 1991 . That report willbe the subject of A Forum on National EducationGoals in Des Moines, Iowa, October 27-28 .

The panel printed a Discussion Document to beused to seek public dialogue and comment .There were regional and national forums torecord testimony which was synthesized into adocument to guide the Panel on indicators andreferences to be used in the report inSeptember . All organized to look as if thepeople had input, but most likely the design ofthe reform was already formulated . The forumswere just smoke and mirrors to make it all looklike it was what the people wanted .

"Withering Away" of the State

The big buildup on education reform remindsme of the words of Engel regarding the"withering away" of the state . In this Age ofInformation, changes are made to look likegolden opportunities . But if one examines moreclosely beyond the highly proclaimed advantages,it becomes evident that it is just anotherattempt to adulterate the government .

Nikita S . Khrushchev, Premier of the USSR,1959, during a visit to the U .S . for talks withPresident Eisenhower, made the often repeatedjolting remark, "We will bury you ." 9 Khrushchevadmitted himself that that shocker was distortedand that what he was saying .was not thephysical burial of any people but that socialismwould overtake capitalism, capitalism would beburied .

Hey wait a minute, but it is the capitalistthemselves that are using the laboring people tovote us into socialism! The heads of laborunions are working hand in glove with theglobalist to take this country into a SocialDemocracy .

30


The elite planners are hoodwinking us! As thecontrollers of propaganda, they make thelaborers believe capitalism is being wiped out,while in actuality the multi-nationalcorporations hope to be the controlling elite ofthe entire world .

U .N . Vehicles : Education & Environment

The United Nations can't take direct controlof the world so through deception they aremoving toward world domination . Two vehiclesthat most would not suspect are being used toput us under the power of the planners --education and the environment .

It is true that much of the wealth and powerof this earth is already in the hands of theelite planners . But the major task yet to beaccomplished is the bringing of the people tothe point where they want and work for a one-world society . Education and environment fitthat plan very adequately .

Wallace Foundation

For example in Iowa : The general assemblydeclared the public good requires that Iowasuccessfully participate and compete in theemerging world economy . To meet that goal, thelegislators established The Wallace TechnologyTransfer Foundation of Iowa in 1989 .

Under section 28 .153 of the Code of Iowa, itreads,"The Foundations shall not be regarded asa state agency, except for purposes of chapter17A" (Chp . 17A is the Administrative ProcedureAct intended to provide a minimum proceduralcode for the operation of state agencies whenthey take action affecting the rights and dutiesof the public .) But the Wallace TechnologyTransfer Foundation is not a state agency!!!(author's emphasis) .

The members of the board of directors, arenot considered state employees, except forpurposes of chapter 25A (which is the State Tort

3 1


Claims Act) . Under the act, state agencies areprotected against claims against the state ofIowa caused by negligent or wrongful act oromission of any employee of the state . Again,the Wallace Technology Transfer Foundation ofIowa is not to be regarded as a state agency,then how can members of the board of directorsbe considered state employees???

The executive director, and employees are notstate employed except for chapter 25, they canbe under the state retirement system, receivestate health and dental benefits and other stateemployee benefits!!!

Foundation's Funding

The foundation's fund is composed of moneyappropriated by the Iowa general assembly, moneyfrom the United States, other states, foreignnations, and private sources . (Wow! what are wesetting up here in Iowa, is it an internationalmarketing system to control agriculture,business, industry, commerce, science andtechnology?)

The foundation will develop a strategic planto coordinate activities of technology andresearch centers operated by the stateuniversities with Iowa industry, and stategovernment . The foundation will review licensesand patents (will this become a control on whogets patents?)

The mission of the foundation shall includebut is not limited to the following : (author'semphasis) .

1 . A program to identity barriers which mayhinder the development and exploitation oftechnology in the global economy .

2 . Continued development of Iowa's capacityfor scientific and technologicalinnovation .

3 . A cooperative, coordinated program offorecasting, assessment, development, andcommercial transfer involving Iowa'scapacity for scientific and technological

32


innovation .4 . Formulation of a long-range strategic plan

to guide state investment in appliedresearch, development, and commercialtransfer of selected scientific andtechnological innovation and in thedevelopment of Iowa scienceinfrastructure .

5 . A mechanism to organize funding from avariety of sources to support thedevelopment and commercial transfer ofscientific and technological innovation .

6 . An outreach program to actively seek andimprove products and processes with Iowa's

scientific and technological innovations .7 . Establishment of a seed capital fund which

shall be administered by the board toprovide seed

capital

for

thecommercialization of products, or thedevelopment of processes or materialsthrough research at Iowa colleges anduniversities or by private industry . 10(author's emphasis) .

A brochure from the foundation claims thatthe foundations is playing a key role in Iowa'seconomy by supporting the formation of newbusinesses to utilize scientific and technologyresources of the state . (Is the foundationmaking sure new businesses come under itsinfluence and within a few years, under thefoundation's power to control?)

The brochure shows a triangle : The left topangle is labeled Iowa Colleges and Universities,and the opposite one is marked Iowa Industry andAgriculture, with the lower angle titled StateGovernment . Underneath it reads, "The WallaceTechnology Transfer Foundation : A three-waypartnership whose mission is to enhance andexpand Iowa's technology-commercializationopportunities ."11

The Wallace Foundation seems to be followingthe ideas of Marx and Engel to centralize allinstruments of production in the hands of the

33


state .Noting the changes in the world around us, it

is interesting to analyze what Marx and Engelswrote : "National differences and antagonismsbetween peoples are vanishing gradually from dayto day, owing to the development of thebourgeoisie (This word means the middle classproperty owner--as Marx would have the readerbelieve . In actuality, today we know that we arebeing manipulated into a global economic andpolitical system by mega-corporate commercialand industrial interests .), to freedom ofcommerce, to the world market, to uniformity inthe mode of production and in the conditions oflife corresponding thereto . "12

"America 2000"

"America 2000", spring 1991, is a blueprintreleased by President Bush and Lamar Alexander,the U .S . Secretary of Education, on how to meetthe national education goals by the year 2000 .There seems to be many common objectives thatconnect "America 2000" to the national goals andother national reports, they include :

Outcomes-based education - assessment of aschool, school district, as well asstudents, in what they can do and not justwhat courses they offer or have taken .

Focusing on early childhood education andchild care .

An emphasis

on math-science based - oncompeting with schools in other nations .

Functional literacy .National testing using not only academic

skills but higher order thinking skills andbehavior observation of the student .

Empowerment of teachers to allow them to havesite-based decision-making powers (teacherscontrolling education) .

Increased use of high level technologyincluding satellites, telecommunications(using fiber optics), computers and data

34


bases nationwide, and networking researchlaboratories .

Establishment of family resource centers inor near the schools . Increased parent andfamily involvement meaning teacher vists tothe home and parents physically attendingclass in school (family under dictatorialpowers!) .

Collaboration between specialists fromgovernment agencies, social servicedepartments, community organizations, andthe schools .

Involvement by business and industry inpromoting and financing education reform .

Job training and employment to involve closecooperation between the school program andtraining or employment in a business orindustry .

Nation's School Report Card

On September 29, 1990, the nation's reportcard was released . Colorado Gov . Romer,chairman of the National Education Goals Panel,and Lamar Alexander appeared on the ABC program,"This Week With David Brinkley" . Romer related,"This report card is going to say to America,look, we've got a long ways to go ." He told thatit is clear that "performances are sub-par" and"In math . . . we're not doing well at all ." 13

Romer made suggestions on how to improvestudent performance :

Standardized national tests for all studentsin fourth and eighth grades .

Increasing school system budgets by trimmingfrom other government programs, raisingextra revenue through new taxes and smarterspending of school dollars .

An extended school year . 14

The Secretary of Education Alexander saidthat a lot of money has gone into education withonly marginal results . That remark sounds to the

35


author like he is pushing for the financing ofeducation to be linked with student and schooldistrict achievement .

Linking financing with performance soundsgood on the surface! But whose goals are westriving for? Who is writing the nationalassessment and who will interpret it? Who willissue rewards? Who will operate the punitivesystem over the non-conformers? "The Plan"becomes an unpleasant, frightening situation .Global arms are reaching into our community lifeto control, and with inquisitive eyes and ears,are reaching right into our family home .

Corporate Influence

In 1988,

Marc Tucker,

former

executivedirector of the Carnegie Forum, launched a newentity, the National Center on Education, basedin Rochester, N .Y .

"The center has received a $200,000grant from the Carnegie Corporation ofNew York . . . The institute

will

workcollaboratively with the

school

anduniversity systems . . . to test out someof the ideas explored in the forum's1986 report, A

Nation

Prepared:Teachers for the 21st Century."15

The National Center on School-Based Reformwas created in

1988

in

Jefferson

County,Kentucky . The center's

president,

Schlechty,helped engineer one of the

nation's

firstcareer-ladder programs in North Carolina .

"The Center . . . will provide technicalassistance to districts interested inrestructuring their schools . . . Fundingfor the center . . . has been provided bythe Matsushita, Bell-South, and Gheensfoundations and the local schoolsystem ." 16

36


In 1989, "Business leaders . . . met withPresident Bush and pledged a 10-year effort inwhich key corporations will work with everystate ." 17 Additional information stated thatover all there are some 140,000 ties betweencorporations and schools according toPartnerships in Education .

There are many examples of partnerships ineducation . I will describe only a few :

"With corporate help, we're building theschool of the future right now", was an articleon smart classrooms in The American School BoardJournal, Mar ., 1989 . In 1986, in Scott County,Kentucky, The Toyota Motor Manufacturing built a$1 .2 billion plant . Local schools invited theJapanese-owned automobile-manufacturing giant tobe their partner in education .

"The first step was to establish astrategic planning team . Its purpose :to develop a five-year plan to guidethe Scott County schools into the"Toyota era"--and into the 21stcentury . We asked board members,administrators, teachers, business andindustry leaders, state educationofficials, education consultants, andToyota officials to serve on theplanning team . . . to develop a 'Blueprintfor Excellence" in educationtechnology ." 1 8

Wal-Mart stores have signs up that if acustomer buys certain brands that Wal-Mart andthe manufacturers of those products will helpbuy computers for local schools .

In Cedar Rapids, Iowa, Sept ., 1991, fundingby US West Foundation for a parent education-preschool project was announced by the schooland University of Northern

Iowa officials . 19Grocery stores offer to buy computers for the

schools if enough grocery receipts are placed inthe box with the name of the school of yourchoice . When so many receipts are received, the

37


store will buy a computer or computers for thatschool .

The summer, 1991, Kids for Saving EarthNews, a newspaper for kids featured a specialU .N . edition . KSE News is published four times ayear by Kids for Saving Earth, with the help ofTarget, their International Sponsor .

The front page of NEWS reported about kids

Stores . The class winners and their schools werewritten up with a short description of theirwinning project . "On June 5, these ChampionDefenders will be recognized at the UnitedNations in New York City in a tribute tointernational environmentalists, celebrities,and heads of state who have made a significantimpact on the environment ." 20

It seems so sad that the world governmentpromoters are scaring the wits out of littlechildren about the pollution problems andmaterialistic bloat of this planet . Suchconditions were not created by the little onesbut by the very people that are now yelling themost to do something .

The activities of KSE will condition theyoung to do anything for the environment even togiving up the sovereignty of this nation for aone-world management system that will solve theenvironment crisis .

Are today's environment issues purposelybeing set in place to force people everywhere toaccept worldwide controls on them? Educationwill condition the minds to not only acceptglobal powers but to even request such controlsand work for them .

Who will benefit most - the masses who didnot create the situation or the elite worldplanners who intend to control an entire world?

How can Christians stand still for letting"The Plan" become reality? If men believe thatmen alone can solve the world's problems why are

38

who were selected

"Champion Defenders"

fromthousands who entered the Earth Expo

'91sponsored by the United Nations EnvironmentProgramme, Kids for Saving Earth, and Target


Christians not protesting?If the God of the Christians is not in the

schools, why are Christians there?How can our Lord restrain his hand against

the people when not even the Christians are goodsoldiers for the Lord? Why aren't more peopleremembering the words of second Timothy 2 :3,"Thou therefore endure hardness, as a goodsoldier of Jesus Christ ."

How can parents allow the world's ways to betaught to their children? Do too many think thatit does not matter if we compromise on God'sprinciples? Does it make more sense to them toconform to pagan practices such as celebratingHalloween than to be strong for the Lord?

The Lord wants us joyful but to find it inwisdom . Wisdom comes from the knowledge of God.The Bible is our guide for a good life . Butmost important by staying close to the truthsand teachings of the Bible a believer will findeternal peace and happiness with the Lord .

No wonder Satan wants Christian teachingsout of the schools . Is there any doubt why Satanwants full reign in the schools---they havebecome Satan's Church . The schools are teachingthere is no right or wrong, many teachings arecontrary to the Bible (i .e . the Bible teachesthat homosexuality is an abomination to theLord, the schools teach that it is an alternatelifestyle) sexual immorality is upheld, Easternreligious teachings such as Hinduism ispracticed in public schools, and witchcraft,satanic practices, and paganistic teachings cannot be kept out as their presenters claim thatthey have rights under law and should have equalaccess in the schools . Such an educationalsystem is placing humanists in high positions inbusiness and government . We are indeed in aswiftly moving downward spiral to a wicked evilworld .

Whittle Communications

In speeches I made in 1989, I warned about39


"Channel One" . Whittle explained for an articlein U .S . News & World Report, Nov . 6, 1989,aboutthe idea for Channel One . The news broadcast forteens runs for 12 minutes, including 2 minutesof commercials . The three segments : headlinenews, feature story and a running feature, arebeamed into a school via satellite . The programopens with a flashy graphic featuring the world .(the entire broadcast has an emphasis on worldnews) .

In the article, Whittle :

"Talks about year-round schooling,about combining day care and educationand combining work with school, aboutdedicating one grade to public service,such as helping teach a younger grade,and, of course, about using electronictechnology to help kids learn . 21

Almost three years later, I was stunned toopen the local paper, the Decorah Journal, Sept .26, 1991, to read a front page headline, "Whatdo you think of Channel I?" Pictures of localhigh school junior and seniors appeared with theanswers to the interviewer's questions .

One intelligent senior certainly saw theproblem with Channel One as she replied thatthere was more world news and not much onAmerica . She also pointed out that it's wrongfor schools to push commercials forcing studentsto watch them .

Why would any school district be tempted touse Channel One with advertising sandwiched inwith the news? Whittle Communications Co . signsa three year agreement with a school district,who wants to receive the programming, andprovides without charge "the satellite dish,wiring, video cassette recorder and televisionsnecessary to view the program, . . ."22

Children At-Risk

In the new Iowa School Foundation law is a40


new section on programs for At-Risk children .I sent out an alert about at-risk and earlychildhood legislation in April, 1989 :

Today, as I drove through the countryside, Iwas beginning to enjoy thoughts of spring whenmy thinking turned to the Iowa State House--abruptly the joy vanished .

An Early Childhood Bill, has been amended bystriking everything after the enacting clauseand inserting language like the following : It isthe goal of the general assembly to ensure thatearly childhood educational opportunities areavailable to meet the needs of all children inthis state . . . Only appropriately certified orlicensed personnel will

staff these programs• . .establish standards for teachers, and thosewho work with children from birth through eightyears of age . . . standards for facilities,curricula, materials . . . parenting skills . ."substantial parental involvement" means thephysical presence of parents in the classroom• . .before and after school child care . . . childday care for children not enrolled in school• . .assist school districts in the development ofall-day, everyday kindergarten programs, childcare programs, and before and after schoolprograms for children . . . area education agenciesto develop statewide technical assistancesupport network . . .cooperate with other healthand community agencies . .human services . . . homevisits . .parenting skills in providing forchildren's learning and their physical, mental,and emotional development . . . experientialeducation .

The School Finance Bill, has similar languageon child care, parenting skills, and also,includes school-based youth services for at-riskstudents, programs which at a minimum providejob training and employment services, mentalhealth and family counseling services, andprimary health care . Programs will beconsidered which provide access after school, inthe evening, on weekends, during the summer, andtwenty-four hour telephone

hotline service .41


Partnerships between the public and privatesectors are particularly encouraged .An amendment to require written parental

consent lost .

ARE OUR CHILDREN TO BE UNDER THE TOTAL ABSOLUTE

CARE OF THE STATE???

Tax dollars will quickly vanish on programsto set up "babysitting services", healthcenters, and child care by government licensedpersonnel in our schools .

Will the schools become giganticexperimental laboratories to tinker with theminds of our children? Another aspect is thatif government services skyrocket, this willaccelerate inflation and further reduce familybudgets causing dependence on governmentalassistance, and will create cyclic events withno relief in sight .

For sure, many will point to the at-riskchildren as a reason for day-care but do theyconsider such programs as "clinically dangerous"or do they fear the "depersonalization" of tinytots? Have they any feelings for the privacy andrights of parents?

Even experiments with monkeys demonstate thatbabies grow and develop better with their ownmothers . There are inherently important factorsto consider in the emotional-cognitivedevelopment of a young child . For example : thebonding between a child and the parent isextremely important to the psychologicalmaturation of a child .

Some, today, bemoan the plight of family lifeand promote the dependence of families ratherthan encourage their 'independence . Governmentshould protect the family but not demean anddestroy family life .

I believe education is the nu ber one important

issue in our nation today,42


Single Societal Institution

William Lepley was quoted in the CedarRapids Gazette, Sun ., Mar . 19, 1989, as sayingthat in his ideal future district, schoolbuildings are "hubs of the community, since thesociety in the year 2010 has realized that theschool is the single societal institution , aresource and a catalyst for children, family, aswell as learners of all ages. In straightforward language, he simplified "The Plan" foreducation so all can easily understand it :

"Teachers in ideal schools aremanagers of the learningenvironment . . . The ideal school housessocial agencies such as health, job,and human service agencies, child careand serve as the community's

seniorcitizen volunteer centerto ideal schools--openclock--for educationalranging from childbirthclasses toplanning . . . thecoordinates children andservices, in addition to

43

. .adults comeround

theopportunitiesand parentingpre-retirementsuperintendent

familyeducation ."23

Lepley also reveals how it will be held inplace . He tells of how by the year 2000, eachlearner's microcomputer will be connected topowerful instructional databases worldwide . Aglobal authority will be in control!

The school is to be the single institutionfor the society! Folks, what does that quoteindicate for the position of the church in ourfuture? A war is waging over whether or notChristians will be able to practice their faithaccording to Biblical teachings and have theright to acknowledge the Lord Jesus Christ .

goa5tSNEP

n

of,ts

ow ofOept ~

Elementary AndSecondardEducation

\ ,5

VocationalAnd AdultEducation

NEHNational Endowment

for the HumanitiesThe Act of Congress that authorized

the Endowment defines the humanitiesas the study of . . . those aspects of thesocial sciences which have humanisticcontent and employ humanistic methods ;and the study and application of thehumanities to the human environment .

Through the U .S . government thereis an expansion of activities suchas grants, loans, awards, fellow-ships, conferences, university/industry research, etc .

UNITED STATESDEPARTMENT OF EDUCATION

Special EducationAnd Rehabilitation

Services

SecretaryUnder Secretary t

PostsecondaryEducation

EducationResearch AndImprovement

BillinguaIEducation

Civi~-Rights

DATA BASES maintained by theby the Department of EducationSome programs provide financialassistance directly to privatefirms, institutions, or individual

ERIC is the largest database in the world devoted entirelyto educational literature andmaterials on many topicsincluding current researchand development .


New Age religion

A New Age religion is in the caking, I

personally, believe that this new anti-God

religion will get its biggest impetus in the

public schools .

There are many indicators of a new religion inmany stages of development . New Age writer,Marilyn Ferguson in her book, "The AquarianConspiracy" wrote that "the AquarianConspirators" were more involved in educationthan in any other work . "They were teachers,administrators, policymakers, and educationalpsychologists ."

In 1988, the bill that was much more than asex education bill became a state mandate toteach mind altering practices in the publicschools . Values clarification, behaviormodification, group consensus reachingtechniques, me-ism, world government, and more,now must be taught in the classrooms . Of course,the bill doesn't say it exactly in that way, thelaw reads that instruction shall includeresponsible decision-making, social skills,self-esteem, awareness of- the cultures of otherpeoples and nations, human sexuality,interpersonal relationships, and parentingskills .

Religion will be taught as comparativereligion teachings . The students will study non-Christian religions . A young person will studyother religions to the extent that his immaturemind will consider Christianity as just one ofmany, and not that important anymore . Will therebe teachings on cults and the occult, also?

Are you beginning to see the spiritualwarfare that we are in? Can you see that thisbattle is not one just for the fundamentalists,the home schoolers, or for the private Christian

45


schools? Do you understand that all Christiansmust work together to protect theirConstitutional rights and freedoms to practicetheir religious beliefs . Then let's work inunison to protect Christian education fromanti-God forces!

The state expects all private !W Christianschools to employ state certified teachers andto be state accredited . How can we let the stateattempt to enforce state powers over ourChristian education? We can not allow the stateto dictate to our schools that we must hireteachers trained under humanistic teachertraining programs . There is no way that aChristian school should teach global educationas mandated by the state . How can a Christianschool, supporting moral teachings and Biblicaltruths ; teach classes on the weighing of values,mind altering techniques, and higher orderthinking skills involving visualization andguided imagery, and techniques from far Easternpagan influences?

My heart is in trying to alert people to thetremendous dangers we face today if academicfreedom is lost . My desire is to warn morepeople of the impending education crisis .

Grand Exodus

What can Christians do? I believe we mustremove all, Christians out of any state school -elementary, secondary, or higher educationinstitution . The powers coming down on usrequire immediate and drastic steps-- it seemsone of the best ways to slow evil forces down .

Public education was a Marxist idea in thefirst place . "Free education for all children inpublic schools . Abolition of child factory laborin its present form . Combination of educationwith industrial production, etc ." 24

Today education is being combined withindustry. The Globalists will control the familyand the work place through elementary and

46


secondary education . State colleges anduniversities and industrial parks built aroundcolleges will control businesses, industry,finance, research and development . Throughmodern technology we will be a managedsociety . . . through lasers, computers,telecommunication, fiber optics, genetics,biotechnology, medicine, and other scientificinterventions . All of our life from the cradleto death will controlled .

A New Lesson: The 2nd American Revolution

Mr . DiLorenzo wrote of an excellent solutionto our education crisis in The Freeman magazinein July, 1991 :

"Needed : A New American HistoryLesson . . . public school cartels . . .support . . . politicians (who) use thecoercive powers of government toenforce "private" cartel agreements . . .Local public schools are monopoliessince, by law, they enjoy a captiveaudience of students, are funded bycompulsory taxation, and mandatoryattendance laws force their"customers" to "consume" their"product" . . .The American Revolutionwas fought partly as a protest overgovernment-sponsored monopolies thatKing George III tried to impose on thecolonists . It would be a fine historylesson indeed for America's schoolchildren to witness a second Americanrevolution against monopolisticgovernment, starting with thedismantling and privatization of thepublic school cartel ." 25

With our children in the socialisticschools of America, it should be plain to anyonehow we have slipped so far into socialism . Let'sget our children out of state schools and give

47


new hope to a nation in grave danger .

"Revolutionize American Education"

President Bush on October 1, 1991, in aCNN televised program from a junior high schoolclassroom, in a soft spoken voice told thenation, "revolutionize American education" .I believe the revolution in education he spokeof would completely socialize America .

Let's have a revolution! President Bushcalled for a revolution, isn't it time we givehim one . Let's revolutionize education torestore America to the republic it was meant tobe!

Take the students of the United States out ofstate schools en masse . Put the students inschools that do not use state certified teachersand state accreditation, or homeschool withoutfollowing state regulations . Education is theGod-given right and responsibility of parents .

Liberty comes from our Creator . OurConstitutional government was instituted toprotect its people and their liberties . We haveallowed anti-God forces to adulterate ourgovernment to the point that we are the slavesof government .

Early schools were Bible schools so thateveryone would know wisdom . "The fear of theLord is the beginning of knowledge : but foolsdespise wisdom and instruction ."(Proverbs 1 :7) .

If our nation is to be blest, we must set ourpriorities straight and practice guidance fromour Lord .

"Receive my instruction, and not silver; andknowledge rather than choice gold . For wisdom isbetter than rubies ; and all the things that maybe desired are not to be compared to it ."

With deep concern for my nation and itspeople .

48


Part I "The Plan"

Bibliography

1 . Bowen, William, Jr ., Globalism: America'sDemise, Huntington House Inc ., c . 1984 .

2 . Ibid .3 . "Education 'Summit' Scheduled For September,

Governors Say", Education Week, May 24,1989 .

4. National Education Goals Panel, March 25,1991, In 1990 the President and Governors ofthe United States agreed upon the sixNational Education Goals .

5 . NEA Today, November, 1989, President'sViewpoint, "The Summit of EducationExcellence" NEA President Keith Geiger .

6 . Ibid .7 . Davis, Adelle, Let's Eat Right To Keep Fit,Harcourt Brace Jovanovich, Inc ., 1954, page261 .

8 . Planethood, The Key to Your Survival andProsperity, Benjamin B . Ferencz, Prosecutor,Nuremberg War Crimes Trials, AdjunctProfessor of International Law, PaceUniversity ; in cooperation with Ken Keyes,

9 . The General Agreement between the UnitedStates of America and the Government of theUnion of Soviet Socialist Republic, signedby Secretary of State George Shultz andSoviet Foreign Minister Shevardnadze onNovember 21, 1985 .

10 . LISTEN AMERICA, "EDU-GATE" IS BIGGER THANTHE "IRAN-CONTRA AFFAIR" AND "WATERGATE"COMBINED, a paid advertisement written byconservative thinkers appeared in TheWashington Times, July 17, 1987 .

11 . Ibid .12 . Ibid .13 . Ibid .

14 . "Visiting Soviets discuss USSR changes inforum" the Decorah Public Opinion, Tuesday,

49


Sept .

10, 1991 .15 . Ibid .

16 . A Nation Prepared : Teachers for the 21stCentury, The Report of the Task Force onTeaching as a Profession, Carnegie Forum OnEducation and the Ecomomy,

May

1986,introduction page iii .

17 . Ibid . page 55 .18 . Ibid .1 9 . Ibid .20 . Ibid .21 . Ibid .22 . Ibid .23 . Ibi d .24 . Ibid . pages 55 and 57 .25 . Trilaterals Over Washinton,

Anthony C .Sutton and Patrick M . Wood, The AugustCorporation, 1978, page 1-2 .

26 . Ibid . p . 37 .27 . Ibid . p. 39.28 . Ibid . p . 40-41 .29 . None Dare Call It Treason, John A . Stormer,

Liberty Bell

Press, Forissant, Missouri,1964, page 173 .

30 . Ibid .31 . Ibid .32 . Ibid . page 175 .

33 . Ibid .34 . The Republic: Decline and Future Promise,

Archibald E . Roberts, Lt . Col ., AUS, ret .,Betsy Ross Press, 1975, page 13 .

35 . Ibid .36 . Ibid .37 . Ibid .38 . Ibid . page 13-14 .39 . Ibid . Page 3 .

40 . Ibid . page 4 .41 . Ibid . page 342 . Ibid . page 3-4 .

50


Part 2 Schools Aren't Public Anymore

Bibliography

1 . "The Tennessee

'Sparkplug', NEA Today,May/June 1991 .

2 . Ibid .3 . Ibid .4 . "Schools wait for Their Report Cards", anarticle in NEA Today, December, 1989

5 . B .K. Eakman, Educating for the New WorldOrder, Halcyon House, Portland, Oregon,1991, Page 35 .

6 . Information U.S.A ., Matthew Lesko, 1986,page 493-494 .

7 . B .K . Eakman, Educating for the New WorldOrder, Halcyon House, Portland, Oregon,1991, Page 247 .

8 . National Education Goals Panel, March 25,1991, Washington, DC .

9 . "We Will Bury You", Nikita S . Khrushchev,during a press conference at the NationalPress Club, Washington, D .C ., as reported bythe Washington Post, Sept . 17, 1959 .part ofthat press conference appeared in Communism,Fascism, Democracy, The TheoreticalFoundations edited by Carl Cohen, 1962,p .202-3 .

10 . Chapter 28, Division XIV, Code of Iowa, DesMoines, Iowa .

11 . Brochure, "Wallace Technology TransferFoundation", Notice of SolicitationTechnology Services Support Activities, 317Sixth Avenue -Suite 840, Des Moines, Iowa50309 .

12 . Communism, Fascism, Democracy, TheTheoretical Foundations edited by CarlCohen, 1962, page 106 .

13 . "Nation's school report card notencouraging", Gannett News Service,Washington, D .C ., Des Moines Register, DesMoines, Iowa, Sept . 30, 1991 .

5 1

19 .


14 . Ibid .15 . "Rochester Site

of

Research

Center",Education Week, Jan . 13, 1988 .

16 . "National Center on

school-Based ReformCreated", Education Week, February 24, 1988 .

17 . "The Selling Of Our Schools", U.S. News &World Report, Nov . 6, 1989

18 . "With corporate help, we're building theschool of the future right now", TheAmerican School Board Journal, Mar ., 1989 .Information taken from "Area schools try tobetter 'report card'', Kurt Rogahn staffwriter, Cedar Rapids Gazette,

Sept . 30,1991 .

20 . Special U .N . Edition, Kids For Saving EarthNews, published four times a year by Kidsfor Saving Earth, with the help of Target,International Sponsor, Summer 1991 .

21 . "The Selling Of Our Schools", U.S. News &World Report, Nov . 6, 1989

22 . "What do you think

of Channel 1?, TheDecorah Journal, Decorah, Iowa, Sept . 26,1991 .

23 . "21st century schools will offer learningfor all citizens", William Lepley, MuscatineJournal, Sat ., April 22, 1989

24 . Communism, Fascism,

Democracy,

TheTheoretical Foundations edited by CarlCohen, 1962, p .109 .

25 . "America's OPEC : The Public School Cartel",Thomas J . DiLorenzo,

The Freeman, July,1991 .

As Christians we must remember the words ofRevelation 2 :26 : "And he that overcometh, andkeepeth my works unto the end, to him will Igive power over the nations ."

52

Marilyn L . Reicks

Bachelor of Science in Education in 1969 -WartburgCollege, Waverly, Iowa . The degree was in elementaryeducation kindergarten through grade nine .Master of Science in Education in 1979 - DrakeUniversity, Des Moines, Iowa . My masters degree wasin Learning Disabilities and Emotional Disturbance .

Taught public education over 24 years : In ruralschools in the early fifties, fifth grade in theseventies, and then went back to college for mymasters . I taught learning disabilities, first injunior high grades 7-9 ; then set up a classroom foremotionally disturbed high school students who cameto a residential center in the district . Thosebehavior disordered and emotionally disturbed youngpeople came from areas around the entire state . Ilearned a lot about what was happening to students inmy state . Even though a sixteen year old studentcould not read well or do math, the emphasis was onbehavior modification not on improving his/herabilities to perform well in academics .

Was one of eight Iowa elected pro-family delegatesto the 1980 National White House Conference onFamilies. I began awakening to the evil in our land .

Was the sole founder and incorporator ofProfessional Educators of Iowa in 1981 .

In 1982, was asked to read applications to theFederal government for Law Related Education .

Member of the Iowa Right to Work board for tenyears.

Member of the national advisory board of ConcernedEducators Against Forced Unionism .

Was the Republican candidate for staterepresentative from the Marshalltown area in 1986 .

In 1985, I gave up a $23,000 teaching contract . Irefused to allow positive peer culture activities inmy classroom . My next teaching position at $16,000 ayear meant a $7,000 cut in salary . Two years later, Iwas cut to half-time . I believe my philosophy ofteaching and political beliefs were not wanted .During 1988-89, I drove 70 miles a day to teach intwo school districts, giving me full time employment .

During Easter vacation, 1987, I cut my visit shortin Denver, Colorado to fly home to lead a group ofteachers in a protest to the Governor of Iowa aboutthe proposed Excellence in Education Act (law '87) .

LEAD TEACHERS WITHIN LOCAL SCHOOL WALLS

LEADTEACHERS,THEENGINEERSFORTHEREFORMOFTEACHINGAND EDUCATION BY TEACHERS SUPERINTENDENT

PRINCIPAL

NATIONAL CERTIFICATIONBOARD-Certificationfrom a teacher controlnational standards boar

NCATE, NATIONACOUNCIL FORACCREDITATION OFTEACHER EDUCATIONTEACHER COLLEGES

TEACHER TRAININGIN-SERVICERESEARCH TEACHER CENTERS

Share informationwith other lead teachers-district, state,region, nation .

TEACH S°and Business Leaders

ORGANIZATIONSUNION CONTRACTS

STATE CAPITOLEstablish teacher evaluation

LOBBYING TO INFLUENCEcriteria and control performance- E-4 LEGISLATION A TAXA 0based compensation .

f

.cce.4a7a7The Buck Stops 'Her '

' 1 •(for non-conformers . ,

7- a_ 97

Partnerships-Civic

PARENTS

TAXPAYERS