Clinton and Gore in Oval office

"WE MUST BE COMMITTED TO A NEW KIND OF GOVERNMENT"

PART II

    President Clinton's recent State of the Union address revealed an agenda that is both revolutionary and far-reaching in its scope. Under the pretense of offering "opportunity", the President proposed a system of "human resource development" that literally reaches from the cradle to the grave. Many of these "opportunities" are in place in the form of "Goals 2000" (an education reform law), the "school-to-work" initiative, and a host of other "reforms" designed to enhance human capital for the global sweatshop.

    As was discussed in an earlier article, the power elite know "that the school is the cob or the center of all human resource development...." Therefore, since the turn of the century, it has been the unwavering objective of the large foundations to mold and shape the system of education in the U.S. and the world. Like a farmer practicing modern husbandry techniques, the globalists want to cultivate a human herd of workers that will produce efficiently and with a minimum of fuss. To achieve this objective, the rights of the individual, religious faith, patriotism, traditional values and the belief in absolutes must be stripped from the population, and there is no better place to start than in the classroom. "Theoretically a society could be completely made over in something like 15 years, the time it takes to inculcate a new culture into a rising crop of youngsters...." The Proper Study of Mankind by Stuart Chase (1948), written at the behest of Charles Dollard, then President of the Carnegie Corp.

    In 1902 John D. Rockefeller Sr. established the General Education Board in his effort toward "this goal of social control", according to Raymond Fosdick's memorial history of the Board. Frederick Gates (who questioned the importance of learning the 3R's) became the board's chairman and in an article entitled "The Country School of To-morrow" (The World's Work,  August 1912) he wrote, "In our dream we have limitless resources, and the people yield themselves with perfect docility to our molding hand. The present educational conventions fade from our minds; and, unhampered by tradition, we work our own good will upon a grateful and a 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."

    The plan was to drain the initiative and harness the individual potential of the students to the will of the controlling elite. This was recognized by former judge and New York City mayor, John Hylan, who launched a vociferous campaign to uproot the influence of the large foundations from the educational system as well as government. In a speech on March 26, 1922, he quoted from the above paper by Frederick Gates and said: "this is the kind of education the coolies receive in China, but we are not going to stand for it in these United States. One of my first acts as Mayor was to pitch out, bag and baggage, from the educational system of our city, the Rockefeller agents and the Gary plan of education to fit the children for the mill and factory." It looks like they came back, Mr. Mayor.

    Since those days the globalist influence has strengthened its grip on society as a whole and education in particular, the results being a steady erosion of educational standards (dumbing down) with a comparable increase in social fragmentation. Some have accused the public schools of failing at their job, but they have accomplished perfectly what they were given to do by the large foundations and globalist elites.

    To soothe the restless fears of the masses, the globalist elites still make a pretense of offering a better world, even while it increases the sharpness and precision of its "human resource development system." Some individuals may differentiate between human and, say, raw material commodities, but the system is proving by its methods that it regards its human resources no differently than livestock.

    "Employers and educators have to work together to maximize our nation's most precious investment - our investment in human capital. That's what School-to-Work is all about." (Miss America 1996, Shawntel Smith, in a speech in Michigan).

"We already know we should start teaching children before they start school. That's why this balanced budget expands Head Start to one million children by 2002." - President Clinton

    One of the more Orwellian concepts of this "human resource" system, a concept promoted by Bill Clinton, is the idea of "lifelong learning". "Opportunity" is the wrapping given to this Marxist idea. As the President's budget expands Head Start to one million children, pushing school age downward, the President is pushing for at least two years of college to be as universal as a high school education. As corporate downsizing continues and job security becomes a thing of the past, more and more adults will find it necessary to go back to school for retraining. They will also find in this new system that "retraining" is something that will never end as the world merges into the socialist model. "Schools face the challenges of preparing students for a labor market in an economy that is increasingly global in nature, and requires of its workers the ability...to be 'lifelong learners.'" (IAF-Industrial Areas Foundation Concept Paper prepared for the National Alliance).

"...Every adult American must be able to keep on learning for a lifetime....We must hold open the doors of college to all Americans....We must expand the frontiers of learning across a lifetime....Let's give more of our workers the ability to learn...for a lifetime." - President Clinton

    In the book, And Madly Teach  (1949), Mortimer Smith wrote, "Let us imagine the life of an average American in the year 2000....Private schools by then will have been abolished as anti-social, and the child will perforce go to a public school...preparing him 'for the realization of his best self in the higher loyalty' of serving the state....The state is supreme....(In the future) the school building is used all day for youth and all evening for adults....Our schools under the political power (will) have aggregated unto themselves more and more functions....If there is any unity in our discordant world of today it consists in a devotion to this socialistic principle."

    In the socialistic globalist society of the 21st century, the desires and dreams of the individual will be secondary to the goals of society as a whole. Harvard University professor Howard Gardner wrote, To Open Minds: Chinese  Clues to the Dilemma of Contemporary Education (1989) and Frames of Mind: The Theory of Multiple Intelligences  (1983), the latter of which contained the idea that "ultimately, the educational plans that are pursued need to be orchestrated across various interest groups of the society so that they can, taken together, help the society to achieve its larger goals. Individual profiles must be considered in the light of goals pursued by the wider society: and sometimes, in fact, individuals with gifts in certain directions must nonetheless be guided along other, less favored paths, simply because the needs of the culture are particularly urgent in that realm at that time."

    "Student 'profiles' are an important part of certain School-to Work initiatives, with employers having continual access to these as part of a permanent file on all individuals who are now considered to be 'lifelong learners.' In Communist China, the file is called a Dangan and describes the value of the individual to the state." (D.L. Cuddy, Ph.D., "The Industrial Areas Foundation" The Florida Forum, Summer, 1996).

"...We must do more to help all our children read....That's why we have just launched the America Reads initiative, to build a citizen army of one million volunteer tutors to make sure every child can read independently by the end of the third grade. We will use thousands of AmeriCorps volunteers to mobilize this citizen army. We want at least 100,000 college students to help." - President Clinton

    "Volunteer" is another word right out of the communist dictionary and used by the president in his speech. The president paints a picture of a large army of people taking the time to tutor children who are learning to read. As nice as the prospect sounds, very few of that "army" will be true volunteers. The college students Clinton talks about will merely be fulfilling requirements for graduation, and the AmeriCorps "volunteers" will be working off school loans. The word "volunteer" is used as another socialist wrapping for the practice of "compulsory, non-compensated service", exemplified by the marshaling of labor by the Soviets to work in the fields during harvest time.

    It appears to the casual observer that many politicians of this day have shifted to the "center". Faded are the red-hot liberals and the Goldwater conservatives. Politics shifted between the two paradigms until the pivot on which they swung wore out and the public tired of them both. Bill Clinton appears to have moved to the political "center" but it is in his agenda that we can outline the emergence of a new paradigm.

    The new paradigm is a marriage (called "incestuous" by William Grigg) between western capitalism and eastern Marxism. On the rhetorical level, it represents the best of both worlds, but on the level experienced by the masses, the worst of both.

    "While the ultimate goal of the global elite is a World Socialist Government resulting from a dialectical process, currently what we are experiencing is perhaps best characterized as 'multinational corporatism.' Not yet Socialism (where government owns at least key industries such as rails, utilities, banking, etc.), and not quite Fascism (where government controls at least key industries via regulations, etc.), 'multinational corporatism' is where large multi-national corporations (e.g., Archer-Daniels-Midland) contribute to key politicians (e.g., Bob Dole), who ram through legislative bodies (e.g., Congress) such things as GATT even though polls show about 80% of the public oppose it." (D.L. Cuddy, Ph.D., "International Socialism Versus a Constitutional Republic", The Florida Forum).

    In essence, the masses are deprived of the individual liberties afforded them by capitalism without the special economic protections inherent to socialist systems of this past century. They are subject to all of the ravages of early industrial era capitalism such as the huge industrial monopolies, the aggregation of capital in the hands of a small group of the elite, as well as the low pay and squalid working conditions described in Charles Dickens' writings. These must also endure the oppressive, brainwashing, all-seeing "Big Brother" of George Orwell's 1984. It is a new paradigm, cloaked in the garments of a "centrist" and a "moderate", proclaiming the glories of the coming millennium, while concealing the heart and intent of a blood-thirsty beast of prey.

"None are more hopelessly enslaved than those
who falsely believe they are free."
- Goethe

Written 4/97

 

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