PROLOGUE: FASCISM seeks COLLECTIVE “salvation”, eventually producing a TOTALITARIAN society of ONE, single, “organic” “WHOLE” benefiting ALL, COMPLETE CONFORMITY allowing no “separateness”. Fascism promises UTOPIA through THIS-worldly political “REBIRTH”, redemption and realization of “meaning”, “solutions” to never ending “CRISIS”, overcome with revolutionary “CRUSADES” of “ACTION” of “social justice” based on their own “WILL to POWER”, instincts and feelings, which typically produce reactionary tantrums by “heretics” who seek limitations on their power and/or critically question fascist utopian lack of “reason”, “reality” and/or DYSTOPIAN RESULTS. (“tragic” UNintended consequences) Totalitarian, all powerful GOD-STATES use political-religion to promise “heaven on earth”. Mussolini said “fascism IS a religion”. Fascists purposely mix and confuse politics and religion, Government and God, co-opting “God” in their pursuit of political POWER, a POLITICAL RELIGION OF government idol worship. The sheep-like MASSES, contemptible “clingers” and “deplorables”, require leadership by an elite “enlightened” political governing ruling class and/or messianic “CULT of PERSONALITY” (“gods” IN government). Contemptuous of freedom and democratic self-government, the “god OF government” seeks to SOCIALLY ENGINEER utopian “political paradise” through “science” and an evolutionary “Cult of “Progress”. A utopian FUTURE requires INDOCTRINATION of YOUTH and CENSORSHIP of anything contradicting politically correct conformity, preventing eventual totalitarian control on ALL aspects of society, propagated and proselytized by elite media “priests” and educational “seminaries”. Utopian idealism requires total elimination of anything old & corrupt, erasing past history, destroying politically INcorrect dogmas, and/or persecuting non-utopian “heretics” (“tragic” realist “phobes”) which question and PREVENT the “CULT of PROGRESS” and necessary transformational change “we can ALL believe in”.
FASCISM #1-The Collective #2-Rebirth #3-Crisis & Crusade #4-Action #5-Politics as Religion #6-Contempt for Democracy #7-The Cult of Personality #8-Social Engineering #9-Youth #10-Censorship #11- Fascist Economics (2017)
BASIC CRITERIA COMMON TO ALL or MOST TYPES of FASCISM:
#9) OBSESSION with YOUTH
CONTROL and INDOCTRINATION of YOUTH to the ENDS of the STATE
TOWARDS REVOLUTIONARY CHANGE and CREATION of a UTOPIAN STATE
#9) OBSESSION with YOUTH – TABLE of CONTENTS
The Fascist CULT of YOUTH
Obsession with Youth: FUTURE “TOOLS”of the state indoctrination:
SERVANTS of the NANNY STATE
Youth Indoctrination: “TOOLS” of totalitarian thought control, terror & tyranny
Youth Indoctrination: “TOOLS” of the totalitarian nanny state
Youth Indoctrination: PROGRESSIVE EDUCATION: collective equality –
dumbing down, leveling the masses
Youth Indoctrination: Totalitarian EDUCATION – coercion, “correctness” & conformity
Youth Indoctrination: SERVANTS of the Global NANNY STATE
EDUCATION: the ROAD to SERFDOM (Slaves to Debt)
Youth Indoctrination: FOLLOW the LEADER
“There are few things more dishonorable than MISLEADING the young” – Thomas Sowell
The FASCIST CULT of YOUTH ADOLESCENTS REJECTING ADULTHOOD
ROMANTICISM vs REALITY
LIBERAL FASCISM by Jonah Goldberg
The KINDERGARDEN of EDEN by Evan Sayet
The LIBERAL MIND: The Psychological Causes of Political MADNESS
by Lyle H. Rossiter, Jr., M.D
The FASCIST CULT of YOUTH: ADOLESCENTS REJECTING ADULTHOOD ROMANTICISM vs REALITY
Jonah Goldberg: “Children, like youth, are DRIVEN by PASSION, FEELINGS, EMOTION, WILL, INTUITION – which young people have in abundance – was MORE IMPORTANT than KNOWLEDGE and EXPERIENCE, insisted the radicals.
Mike Royko: “They came from a background of being rich kids, where tantrums would get them what they wanted – IMMEDIATE GRATIFICATION and social change“
Immature, self-destructive and self-indulgent “children” who threw “TEMPER TANTRUMS” AGAINST “REALITY”
The Fascist Cult of Youth: adolescents rejecting adulthood – romanticism vs reality
“There are few things more dishonorable than MISLEADING the young” – Thomas Sowell
Hitler rejoiced that he STOLE the HEARTS and MINDS of YOUTH, transforming universities into incubators of activism for the fatherland.
What was required, according to hitler, was a REVOLT AGAINST REASON” for “[i]ntellect has poisoned our people. Universities had to become incubators of revolutionary social action.
The FASCIST CULT of YOUTH
ADOLESCENTS REJECTING ADULTHOOD – ROMANTICISM vs REALITY
Jonah Goldberg: The liberal CULT of CHILD is instructive in its similarities to fascist thought.
The fascist quest for the NEW MAN and society THROUGH the CHILDREN in which every
individual feels the warm and loving embrace of the STATE…
which starts from the CRADLE until the GRAVE.
Children, like youth, are DRIVEN by PASSION, FEELINGS, EMOTION, WILL.
What was required, according to Hitler, was a REVOLT AGAINST REASON” for
“[i]ntellect has poisoned our people. Hitler rejoiced that he STOLE the hearts and minds of youth, transforming universities into incubators of activism for the Fatherland.
CAMOUFLAGE was KEY – do and say whatever it takes to gain POWER.
The youth must wrest control of society from their elders – universities had to become incubators of revolutionary social action
Fascists REJECTED the “COLD LOGIC” of their PARENTS and “CORRUPT”
TRADITIONS of society.
JUDEO-CHRISTIAN VALUES were a “SLAVE MORALITY” that COUNTERED the
“NATURAL” FASCIST “WILL to POWER”.
Are fascists “slaves” to their own passions and selfish “will to power”?
The VANGUARD of the REVOLUTION would be the NEW BREED of SUPERMAN –
“The PLEBS, who are excessively Christianized and humanitarian, will never understand
that a higher degree of EVIL is NECESSARY so that the SUPERMAN might THRIVE.
Mussolini: “the Superman knows REVOLT ALONE.
EVERYTHING that exists must be DESTROYED.
Even before the Nazis seized power, student radicals were eager to CHALLENGE the stodgy
conservatism of German higher education, which CHERISHED classically liberal academic
FREEDOM and the authority of SCHOLARS and TEACHERS. A wave of
Nietzschean pragmatism swept across Europe, bringing with it a wind that
blew away the STALE DOGMAS of THEIR PARENTS’ GENERATION,
revealing a NEW WORLD to be seen with FRESH EYES.
The Nazis told YOUNG people that their ENTHUSIASM should NOT BE RESTRAINED
through academic study – rather, it should be INDULGED through political ACTION.
Let us read NO MORE of JEWISH SCIENCE and FOREIGN ABSTRACTION, they cried. … learn of Germans and war and what we can DO for the NATION!
INTUITION – which young people have in abundance – was MORE IMPORTANT than
KNOWLEDGE and EXPERIENCE, insisted the radicals. Universities had to become
incubators of revolutionary social action.
Lenin: “There’s NO REVOLUTION POSSIBLE WITHOUT TERROR”
“TERROR” as an expression of the “WILL to POWER”
Princeton SDS 1967 meeting delegate – “i’m a nihilist! i’m proud of it, proud of it!”
Jonah Goldberg: “Youth represents the GLORIES of ‘UNREASON’. These sentiments are
deeply tied to the NARCISSISTIC POPULISM that celebrates the instincts of the masses.
“’I WANT IT NOW and I don’t care if it’s against the rules’ is the QUINESSENTIALLY
CHILDLIKE populist passion. The only way to “REVOLUTIONIZE YOUTH” was to have
“a serie of life and death conflicts”. Fascist violence was based on the CULT of
UNREASON, lust for action, and craving for “authenticity”.
Without the emotional bond between the leader and ‘the people’. fuhrer and volk,
fascism is Impossible.
The FASCIST CULT of YOUTH – ADOLESCENTS REJECTING ADULTHOOD,
ROMANTICISM VS REALITY. Fascists praised the young for their physical
strength and honored them for their idealism and spirit of self-sacrifice – qualities, they said,
that were often lacking in their elders. Fascists often presented their cause in generational
terms. As Goebbels declared, “the OLD ONES don’t even want to understand that WE
YOUNG PEOPLE even exist. they defend their power to the last. But one day they will be
defeated after all. YOUTH finally must be VICTORIOUS.
OBSESSION with YOUTH:
The FASCIST CULT of YOUTH
De Jouvenel described fascism as a “revolution of the BODY” that reflected YOUTH’s
HUNGER FOR DISCIPLINE, EFFORT, COMBAT and COURAGE. The young, who
loved “strong and slender bodies, vigorous and sure movements, [and] short sentences,”
consequently DETESTED MIDDLE-AGED, pot-bellied liberals and café verbosity.
Fascist educators emphasized character building over intellectual growth, DEVALUED the
TRANSMISSION of INFORMATION, inculcated BLIND OBEDIENCE to AUTHORITY
and DISCOURAGED CRITICAL and INDEPENDENT THINKING THAT
CHALLENGED FASCIST IDEOLOGY – romanticism (feelings) vs reality (facts)
According to Nazi writer Herman Klaus, the teacher “is not just an instructor and transmitter
of knowledge. … he is a soldier, serving on the cultural and political front of National
Socialism. For intellectuals belong to the people or they are nothing. The ultimate aim of
NAZI EDUCATION was NOT to MAKE STUDENTS THINK MORE RICHLY BUT to
MAKE THEM WAR MORE VIGOROUSLY.
As the Nazi minister of culture wrote, “the national socialist revolution has substituted for the
humanistic conception of culture a system of education which develops out of the fellowship
of actual battle. TEACHERS who DID NOT PRACTICE THESE PRINCIPLES or who
appeared skeptical of Nazi “idealism” were subject to DISMISSAL, often as a
RESULT of REPORTS by STUDENT INFORMERS.
Evan Sayet: “The REALITY of the PARADISE that is CHILDHOOD is where NEITHER
TOIL NOR INTELLIGENCE is MUCH REQUIRED and the ADULTS ABSORB all of the
CONSEQUENCES of STUPIDITY. The Fascist Cult of Youth – adolescents rejecting
adulthood – romanticism vs reality. “Escape” to the KINDERGARDEN of Eden”
OBSESSION with YOUTH: The FASCIST CULT of YOUTH
The KINDERGARDEN of EDEN – Adolescents Rejecting Adulthood by Evan Sayet
Evan Sayet uses the example of BRUCE SPRINGSTEEN’S songs to illustrate his thesis.
What is the WORST MOMENT in the SMALL CHILD’s LIFE? It’s that moment when one
of his parents leans out the window and shouts “PLAYTIME’S OVER; come in and DO
YOUR CHORES”. That’s the way the modern liberal sees having a JOB.
Because the RIGHT THINKER believes in the existence of the BETTER, he sees having a
JOB as a way to FULFILL HIS LIFE’s PURPOSE. He can make a better world by
PRODUCING things and DOING IT WELL. Evan Sayet: In “the reality of childhood in the
modern liberal era … EVEN LESS IS ASKED, MORE PROVIDED … CHILDHOOD ISN’T
OVER”. A JOB is the one and only thing that PREVENTS him from his life’s purpose the
PURPOSE of the SMALL CHILD’s DAILY LIFE HAVING FUN and DOING
WHATEVER FEELS GOOD.
If you listen to SPRINGTEEN’S LYRICS they are NOT MATURE THOUGHTS about the role
WORK plays in the GROWN-UP’S LIFE. They are the SMALL CHILD’s RANTINGS –
albeit in ADULT-SOUNDING VERBIAGE about HOW HORRIBLE IT is THAT the
GROWN-UP DOESN’T GET to SPEND ALL of HIS TIME PLAYING.
In one song, ‘Factory’, Springsteen takes us through a day in the life of a factory worker –
this despite the fact that springsteen had LITERALLY NEVER WORKED a JOB and
DOESN’T KNOW ANYTHING ABOUT the LIFE of SOMEONE WHO WORKS in a
FACTORY. The lyrics suggest what a CLEVER and ARTICULATE MAN/CHILD thinks it
MIGHT FEEL LIKE IF he were ever able to stop playing (the guitar) long enough to earn his
SPRINGSTEEN IMAGINES it [a job] the way a SMALL CHILD might imagine it: horrific,
joyless, colorless and dead, like that moment when the five-year-old’s parent leans out the
window and yells: ‘playtime’s over. Come in and do your chores.”
Springsteen believes [jobs] stripped these ‘men’ of their identities and left them with less
humanity than a piece of cold, hard steel.
The modern liberal is convinced that ANYONE WHO WORKS for a living must fall into
one of only THREE CATEGORIES: too STUPID to know, too DESPARATE to care or too
GREEDY to mind.
Actors, like small children, spend their days PRETENDING to bE DOING THINGS, with
no more cost to them in being wrong than there is to a five-year-old child being wrong about
how tea for here tea party is made. To the modern liberal, anyone who is so soulless and in so
much pain as those who work for a living must be … on the verge of committing horrific acts of
violence. The ‘protestors’ are just ‘being themselves’ and doing whatever ‘feels good’ to them,
and therefore … must have the INNOCENT SOULS of SMALL CHILDREN who have never
been CORRUPTED by SOCIETY .
“The modern liberal tries to undermine the mission of people with jobs so they can stop
working, get their jobs back and LIVE in PARADISE … enjoy bounty without toil”
Moden liberal believe that they are the VICTIMS of people who are INTENTIONALLY
DENYING THEM the UTOPIA to which THEIR INFANTILE BELIEF SYSTEM and
GRANDIOSE SENSE of SELF-ESTEEM convinces them would be theirs if only everyone
else would, like them, just not do or make anything.
The modern liberal is convinced that there’s something the matter with the people of
GOD and SCIENCE who DO and MAKE things and therefore, for the sake of PEACE,
‘SOCIAL JUSTICE’ and THEIR UTOPIAN DREAMS (as well for the sake of the working
People themselves who are too stupid or desparate to know what’s best for them), THEY
MUST BE STOPPED.
Like Adam and Eve in paradise or a CHILD on the KINDERGARDEN PLAYGROUND,
just being himself and DOING WHATEVER FEELS GOOD. The true believers efforts to
ELEVATE the NAÏVE and INEXPERIENCED CHILD (the LESSER) in ESTEEM,
STATURE, POWER and REWARD were met with an EQUAL and OPPOSITE EFFORT to
DENIGRATE and WEAKEN the BETTER – the knowledgeable and experienced adult.
Whereas western civilization taught their children to ‘respect their elders’ and ‘honor their
mothers and fathers’, the child in the modern era was instructed ‘DON’T TRUST ANYONE
OVER THIRTY’ and ‘QUESTION AUTHORITY’” It is not a coincidence that the true
believers chose thirty as the age when someone would suddenly – almost magically – go from
trustworthy to untrustworthy.
In the modern liberal era, thirty would become the age when the CHILD MIGHT FINALLY
FIRST GROW UP and reject the shackles of retardation that modern liberalism requires.
It was exactly the age when an adult might return and tell the children that they’d TESTED the
theories taught in the modern liberal classrooms AGAINST the REAL WORLD and found
them not only deeply wanting, but PROFOUNDLY DANGEROUS and DESTRUCTIVE.
It is simply a truism that when children get to ‘QUESTION AUTHORITY’ it is THEY who
BECOME the AUTHORITY. With LITTLE KNOWLEDGE or EXPERIENCE,
the CHILD DOESN’T POSSESS the TOOLS NEEDED to RIGHTLY JUDGE who is and
isn’t TRULY AUTHORITATIVE in their fields. This leaves the child with ONLY HIS
‘FEELINGS’ to determine who he’ll respect and agree to learn from.
Since the truth of the real world is sometimes sad – and NEVER UTOPIAN – those who
SPOKE the TRUTH HURT the CHILD’S FEELINGS and thus were then REJECTED.
Only those who REINFORCED the INFANTILE BELIEFS of the children were
EMBRACED by them as being truly in the know. In fact, those who SPOKE the TRUTH were
not only REJECTED, there were REVILED.
The modern liberal at the bottom believes himself to be VICTIMIZED by a SOCIETY that
DIDN’T BUILD A SUCCESSFUL BUSINESS (OR LIFE) FOR HIM. Like the frustrated
artists and failed intellectuals [adolescent adults ?] who turn to mass movements for
fulfillment, rich heirs cannot win the game of comparison of individual achievement.
As ZEALOTS … they often ATTACK the very things that MADE THEIR GOOD
FORTUNE POSSIBLE, as well as UNDERMINING the FREEDOM and well-being of
“Where people TOIL from sunrise to sunset for a bare life living,
they NURSE NO GRIEVANCES and DREAM NO DREAMS. – Eric Hoffer
The FASCIST CULT of YOUTH
Evan Sayet: “Like Adam and Eve just prior to eating from the apple, the modern liberal has
NEVER had MATURE THOUGHT in HIS LIFE. The [modern liberal] has never once
attempted to gather the facts, study the evidence and weigh these things in a rational
formulation in order to seek out the rightful answers. To the modern liberal, IGNORANCE is
the most CHERISHED of all traits. The REJECTION of RATIONAL THOUGHT and
ELEVATED STANDARDS – GOD and SCIENCE – is a MORAL IMPERATIVE because he
sees it as the means to finally ELIMINATE all of the world’s BIGOTRIES and PHOBIAS and
the ‘SOCIAL INJUSTICES’ that they cause.
When i say the modern liberal is MORALLY and INTELLECTUALLY RETARDED at the
level of the five-year-old child, it is not hyberbole; it’s a DIAGNOSIS.
It is the acquisition of KNOWLEDGE that ENDS the FIVE-YEAR-OLD’s BLISSFUL
YEARS of CAREFREE EXISTENCE. The reason that this retardation occurs at the
AGE of FIVE, and not say, three, seven or ten, is that five is exactly the age at which something
happens to virtually every American child: he ENTERS KINDERGARTEN.
hence what is termed “the kindergarden of eden” (a.k.a. regurgitating the apple)
The modern liberal is morally and intellectually retarded at the level of the five-year-old
Child. Morally and intellectually retarded does not mean that he ISN’T marvelously
CLEVER. It means only, as VOLTAIRE wrote, it’s a ‘CLEVERNESS’ used in the design of
MAKING US ALL STUPID.
Mike Royko, speaking about the radicals: “They came from a background of being rich KIDS,
where apparently TANTRUMS would get them what they WANTED”… and they wanted
immediate gratification and social change”. Immature, self-destructive and self-indulgent “CHILDREN” who threw “TEMPER TANTRUMS” AGAINST “REALITY” ?
ACTION , VIOLENCE and the WILL to POWER “REVOLUTIONARIES” REJECTING “REASON” ADOLESCENT TEMPER TANTRUMS
Obsession with Youth: Future “TOOLS” of the NANNY STATE (from CRADLE to GRAVE)
The LIBERAL MIND: The PSYCHOLOGICAL CAUSES of POLITICAL MADNESS
by Lyle H. Rossiter, Jr., M.D.
VETERAN psychiatrist calls liberals mentally ill publishes extensive study on ‘psychological causes of political madness’ Published: 11/12/2008
“Progressives love to emote when discussing politics. Emoting gives them an opportunity to
compassionately wring their [own] hands while blaming [others] for the suffering they
deplore. Liberals are typically selfish, spoiled children. they want what other people have, but
they don’t want to actually work for it. It’s much easier to throw tantrums and demand the
“right” to share in what others have earned. Because of this outlook, most liberals bask in a
perpetual state of imagined victimhood.
Nothing is their own fault, and every woe in their life is caused by “SOCIETY”.
By “other people”… by “fat-cats” and “corporate greed”. In order to make yourself feel better,
you may react with rage or contempt and efforts to belittle the other person to make yourself
appear better. Based on strikingly irrational beliefs and emotions, modern liberals
relentlessly undermine the most important principles on which our freedoms were founded,” says
Dr. Lyle Rossiter, author, “the Liberal Mind: the Psychological Causes of Political Madness”
Like SPOILED, ANGRY CHILDREN, they REBEL against the NORMAL
RESPONSIBILITIES of ADULTHOOD and DEMAND that a PARENTAL
GOVERNMENT MEET THEIR NEEDS from CRADLE to GRAVE. The roots of
liberalism – and its associated MADNESS – can be clearly identified by understanding how
children develop from infancy to adulthood and how distorted development produces the
irrational beliefs of the liberal mind,” he says.
When the modern liberal mind whines about imaginary victims, rages against imaginary
villains and seeks above all else to run the lives of persons competent to run their own lives,
the neurosis of the liberal mind becomes painfully obvious. Dr. Rossiter says the liberal
agenda preys on weakness and feelings of inferiority in the population by: creating and
reinforcing perceptions of VICTIMIZATION. Satisfying INFANTILE claims to entitlement,
INDULGENCE and compensation, augmenting primitive feelings of envy. Rejecting the
sovereignty of the individual, subordinating him to the will of the government”
A social scientist who understands human nature will not dismiss the vital roles of free choice,
voluntary cooperation and moral integrity – as liberals do,” he says. A political leader who
understands human nature will not ignore individual differences in talent, drive, personal
appeal and work ethic, and then try to impose economic and social equality on the population
– as liberals do and a legislator who understands human nature will not create an environment
of rules which over-regulates and over-taxes the nation’s citizens, corrupts their character
and reduces them to wards of the state – as liberals do.
The liberal mind asks and answers the following critical question: why would anyone want a political system that restricts personal freedom instead of enhancing it; DENOUNCES PERSONAL RESPONSIBILITY instead of promoting it; SURRENDERS personal sovereignty instead of honoring it; attacks the philosophical foundations of liberty instead of defending them; ENCOURAGES GOVERNMENT DEPENDENCY instead of self-reliance; and undermines the character of the people by making them wards of the state?”
How the modern liberal agenda CORRUPTS the character of the people by appealing to their base instincts and undermining the constraints of conscience. How the modern liberal agenda’s ideas and goals are self-contradictory and logically inconsistent. why the liberal mind believes in the irrational principles of the liberal agenda – and what it takes to effect a cure. What the liberal mind is passionate about is a world filled with pity, sorrow, neediness,
misfortune, poverty, suspicion, mistrust, anger, exploitation, discrimination, victimization,
alienation and injustice. They are poor, weak, sick, wronged, cheated, oppressed,
disenfranchised, exploited and victimized.
They BEAR NO RESPONSIBILITY FOR THEIR PROBLEMS. none of their agonies are
attributable to faults or failings of their own: not to poor choices, bad habits, faulty judgment,
wishful thinking, lack of ambition, low frustration tolerance, mental illness or defects in
character. None of the victims’ plight is caused by failure to plan for the future or learn from
experience. Instead, the ‘root causes’ of all this pain lie in faulty social conditions: poverty,
disease, war, ignorance, unemployment, racial prejudice, ethnic and gender discrimination,
modern technology, capitalism, globalization and imperialism.
In the radical liberal mind, this suffering is inflicted on the innocent by various predators and
persecutors: “big business, big corporations, greedy capitalists, u.s. imperialists,
the oppressors, the rich, the wealthy, the powerful and ‘the selfish’”.
The LIBERAL “CURE” for this ENDLESS MALAISE is a very LARGE
AUTHORITARIAN GOVERNMENT that regulates and manages society through a
cradle to grave agenda of redistributive caretaking.
The liberal cure is a GOVERNMENT EVERYWHERE DOING EVERYTHING FOR
EVERYONE. The liberal motto is “IN GOVERNMENT WE TRUST”.
To RESCUE the people from their troubled lives, the AGENDA recommends DENIAL of
personal responsibility, encourages self-pity and other-pity, FOSTERS government
dependency, PROMOTES sexual indulgence, RATIONALIZES violence, EXCUSES
financial obligation, JUSTIFIES theft, IGNORES rudeness, prescribes complaining and
blaming, DENIGRATES marriage and the family, legalizes all abortion, defies religious and
social tradition, declares inequality unjust, and REBELS AGAINST the DUTIES of citizenship.
The very premise on which the occupy movement and the liberal platform of wealth
redistribution are based in JEALOUSY. They WANT WHAT OTHERS HAVE, and they
want it WITHOUT COST TO THEMSELVES, either monetarily or based on time. They are
ENVIOUS of those with wealth, health insurance, homes, etc. It is a common attribute upon
which all liberal protesters rally around. The liberal movement amounts to nothing more than
MAKING EXCUSES to legitimize a platform of LAZINESS and ENTITLEMENTS.
We see this in the Occupy Protests. Their solution to counter corporate greed is to steal from
those that have worked hard to attain their level of wealth, and give to those who refuse to
reach such a work ethic. Money for nothing, or entitlement, seems to be a birthright for the
left. There are unlimited utopian constructs, for the mind is capable of infinite fantasies”
The fantasies take the form of grand social plans or experiments, the impracticability and
impossibility of which, in small ways and large, lead to the individual’s subjugation.
Fascination with Youth: Future “TOOLS” of the NANNY STATE (from CRADLE to GRAVE)
A PLAGUE of UNRULY CHILDREN
by Michael A. Thiac Americanthinker.com November 12, 2015
Michael A. Thiac: “The Spring Valley High School video of a deputy dragging a child out of a
chair wasn’t “disturbing,” I beg to differ; it’s very disturbing, but not for the reasons he
listed. The “child” was told by the teacher to leave the class, then by an administrator, and
finally by deputy Ben Fields. She refused each time. The initial video showed only a teenager
being pulled back and forth and assaulted by a man twice her size. Based on this limited
knowledge, Richland County Sheriff Leon Lott terminated deputy fields less than 48 hours later.
It is disturbing that a senior law enforcement executive fired a man when the situation was not
fully known at the time. However, what I saw in the video is greatly disturbing but on
multiple levels. To borrow the phrase from our president’s favorite Pastor,
America’s CHICKENS … HAVE SOME HOME … TO ROOST!” WE HAVE
GENERATIONS of CHILDREN NOW WHO WERE BORN BUT NOT RAISED.
I don’t know the particular circumstance of this student’s family, but in far too many
black families (and a growing number of white and hispanic families) the NORM is a
SINGLE MOTHER. The stats are THREE OUT of FOUR BLACK CHILDREN are
BORN OUT OF WEDLOCK. While there is no question this is the worse situation for the
child and the “parental unit,” it’s been encouraged since the ‘Great Society’.
The federal government told one generation after another, “young ladies, have kids,
Uncle Sam has become Uncle Sugar, we’ll pay for the kid. We’ll send you money, a rent
voucher and food stamps. Young men, have as many kids as you want, don’t worry about
supporting them, we’ll ‘raise’ them and you don’t have to worry about getting a job. we got
disability for that, you can chill….” Professor Thomas Sowell said it best, “the black family
survived centuries of slavery and generations of Jim Crow, but it has disintegrated in the
wake of the liberals’ expansion of the welfare state.
We’ve given birth to generations (and imported others) of people who were not raised to be
respectful and functional citizens of this nation. In ages past, the parents knew the primary duty
to raise their children was theirs, but this was also reinforced by other adults outside the house.
Part of the raising was the respect given to teachers and other school officials, police, and
adults in general. A child raised properly would have never had a phone out in class or at least
have put it away immediately after the teacher told her to do so.
Mark Levin said, the CIVIL SOCIETY was REINFORCED by the parents; CHILDREN
would learn the WORLD DOES NOT REVOLVE AROUND THEMSELVES and they must
show their ELDERS RESPECT. That notion now seems rather quaint, and the LOSERS are
SOCIETY in GENERAL and the CHILDREN in PARTICULAR. They don’t know the
discipline that they need to make their way in the world, delay gratification, and that they
must prepare to support themselves”
I’ve been in law enforcement for almost two decades, mostly on patrol and often in “da hood”.
I’ve seen the disaster these types of policies have brought upon society. In one family after
another, the CHILD is NOT DISCIPLINED OR TOLD “NO”. Accustomed to delayed
gratification and or told there are THINGS MORE IMPORTANT to HIMSELF.
In years past in a similar spring valley situation, the parent would be called and actually be
embarrassed by the way her child acts. Now as we see with later videos the 16 year old
refused to leave and struck the deputy, the family is still proceeding with a lawsuit.
Money and 15 minutes of fame are very enticing things and they don’t care the child is the
worse for it. On patrol i’ve had calls where a mother is reporting to the police, “my children
won’t do their homework”
I must explain to this “adult” that it’s NOT THE JOB of LAW ENFORCEMENT to RAISE
HER CHILD, and WHERE is the FATHER to assist you? But this is a symptom of a bigger
issue. The mother was NOT raised to by TWO PARENTS with discipline, guidance and
love to STEER HER to a BETTER life, particularly out of the ghettos of the major cities.
In many public housing projects you have GENERATIONS of the same family living in a
subsidized unit, and THEY’VE NEVER KNOWN ANYTHING BUT THIS HELLHOLE;
and THEY are QUITE CONTENT to LIVE THERE. SAD, PATHETIC and NOT
“I thought to myself: “lady the problem is not that you’re trying to discipline your child at
sixteen. the problem is you didn’t discipline her at six”. What is idolized, what is reinforced,
what is shown as your way to a BETTER life. education and vocational training? NO
Often black students working hard are told they are “acting white”. Discipline in getting up,
going to a job, putting in a full day’s work for a day’s pay, saving for your future? NO
Successful businessmen and women who achieve in small industries, such as the store manager,
mechanic shop owner?”
America took generations to get into this fix and it will take decades to get out of it.
The first step for any recovery is to admit you have a problem.
Michael A. Thiac is a police patrol sergeant
OBSESSION with YOUTH:
future“tools” of the nanny state (from cradle to grave)
“in a short time they will know nothing but this new community” – hitler
liberal fascism, jonah goldberg
hillary clinton, “advocate” for children
rob reiner and his allies: universal pre-school is an education silver bullet
how sesame street will save our children by yasmin coles
police alerted about ‘free-range’ children wandering around silver spring after 911 call by tom fitzgerald, marina marraco
#take back our kids by lloyd marcus
OBSESSION with YOUTH:
FUTURE “TOOLS” of the NANNY STATE (from CRADLE to GRAVE)
Since Plato’s Republic, politicians, intellectuals and priests have been fascinated with youth.
Fascism “CAPTURES” CHILDREN for SOCIAL ENGINEERING purposes. Hitler stated that WHOEVER, “OWNS THE YOUTH, GAINS the FUTURE”. The NUCLEAR FAMILY was the institution MOST RESISTANT to POLITICAL INDOCTRINATION.
Control and indoctrination of youth is done to the PURPOSES and ENDS of the STATE.
Jonah Goldberg: The liberal CULT of CHILD is instructive in its similarities to fascist thought.
Children, like youth, are driven by passion, feelings, emotion, will. Youth represents the
glories of ‘UNREASON’. These sentiments are deeply tied to the NARCISSISTIC populism
that celebrates the instincts of the masses. “I want it now and I don’t care if it’s against the
rules’ is the quinessentially childlike populist passion.
Fascism is a form of populism because the LEADER forges a PARENTAL BOND WITH HIS
CHILDREN. Without the emotional bond between the leader and ‘the people’. Fuhrer and
volk, FASCISM is IMPOSSIBLE. “’I’m on your side’, ‘I’m one of you’, constitutes the sales
pitch of every fascist and populist DEMAGOGUE.
Or as Willie Stark says to the nurturing crowd in all the king’s men: ‘your will is my strength.
Your need is my justice. Arguments, facts, reason: these are secondary.
Fascism “captures” children for social engineering purposes. “Government is the true parent
of the child”. The Jesuit educational maxim was, ‘give me a child until he is seven and i will
give you the man”. Hitler stated, “Your child belongs to us already. You will pass on. your
descendants … now stand in the new camp. In a short time they will know nothing but this
The state took the place of the anti-organic, contra-evolutionary influences of the family.
The home would no longer be seen as an island, separate from the rest of society.
Robespierre advocated that children be raised by the state. American educator and reformer John Dewey, author of “Democracy and Education” (1899), led a campaign to turn American public education into a propaganda mill for international socialism, getting them away from their parents, into “state” control and direction. Dewey stated, “Children who know how to think for themelves spoil the harmony of the collective society, which is coming where everyone is interdependent.” According to the U.S. Bureau of Education, “The public schools exist primarily for the benefit of the state rather than the benefit of the individual.
“Progressive” John Dewey introduced the German ideal and practice of KINDERGARTEN to
America. Kindergarten (german “child garden”) was to SHAPE the APPLES BEFORE THEY
FELL from the TREE. American reformers were impressed with the patriotic indoctrination
of young children, especially to weed out the un-American traits of immigrants. One of the core
tenets of kindergarten was the dogma that the STATE is SOVEREIGN over the FAMILY.
“Our problem is not merely to help the students to adjust themselves to world life, but to make them as unlike their fathers as we can.” – Woodrow Wilson
GOOD CHILDREN will be LESS ATTACHED to THEIR PARENTS and MORE ATTACHED to the “COMMUNITY”
The “HITLER YOUTH” GEARED CHILDREN to SERVE the STATE – ”HE ALONE,
WHO OWNS the YOUTH, GAINS the FUTURE”. Hitler stated, “I begin with the young.
We older ones are used up but my magnificent youngsters! Are there finer ones anywhere in the
world? look at all these men and boys! what material! with you and i, we can make a new
Nazi educators embraced SELF-ESTEEM and EMPOWERMENT in the name of SOCIAL
JUSTICE. Historically, fascism is of necessity and by design a form of YOUTH
MOVEMENT, and ALL youth movements have more than a whiff of fascism about them.
Exaltation of passion over reason, action over deliberation, is a NATURALLY YOUTHFUL
IMPULSE. Treating young people as equals, ‘privileging’ their opinions precisely because they
lack experience and knowledge, is an inherently fascist tendency because at its heart lies the
urge to throw off ‘old ways’ and ‘old dogmas’ in favor of what the nazis called the ‘idealism of
the deed”. (Fascist “action”)
Youth politics – like populism generally – is the politics of the TANTRUM and the HISSY
FIT. The INDULGENCE of so-called youth politics is one face of the sort of cowardice and
insecurity that leads to the triumph of barbarism.
While the Nazis often paid homage to the family. In practice the Nazis “invaded” the family
to break it’s “autonomy”. The “traditional” family is the enemy of “totalitarian” collectivism.
Parents complained: “we no longer have rights over our children”. Their children became
strangers, contemptuous of monarchy or religion, ”barking and shouting like Prussian
sergeants”, according to historian Michael Burleigh.
hitler: “your child belongs to us already … you will pass on. Your descendants … now stand
in the new camp … in a short time they will know nothing but this new community”.
Hitler rejoiced that he stole the hearts and minds of youth, transforming universities into
incubators of activism for the fatherland. Denunciations of parents by children was
encouraged. Teachers assigned student essays – what does your family talk about at home?
The nuclear family was the institution most resistant to political indoctrination, control and
indoctrination of youth to the ends of the state.
“There are few things more dishonorable than misleading the young.” – Thomas Sowell
“the youth must wrest control of society from their elders” – tom hayden
Bill Ayers grew up in a suburb of Chicago, graduated from a small prep school and the
University of Michigan, his father a CEO of Commonwealth Edison (1973 to 1980)
Ayers was the chief “theorist” of the Weather Underground. In 1970, Ayers explained what the
Weather Underground was all about: “KILL all the RICH people. Break up their cars and
apartments. Bring the revolution home, kill your parents, that’s where it’s really at.”
Mike Royko, speaking about the radicals in general: “they came from a background of being
RICH KIDS, where apparently TANTRUMS WOULD GET THEM WHAT THEY
WANTED.” The fascist quest for the new man and society, through the children.
“the state is sovereign over the family” …
Progressive education has two parents, Prussia and John Dewey. The kindergarten was
transplanted into the United States from Prussia because American reformers were so enamored
of the order and patriotic INDOCTINATION YOUNG CHILDREN RECEIVED OUTSIDE
the HOME. The progressive followers of John Dewey expanded program to make public
schools incubators of a NATIONAL RELIGION. They discarded the militaristic rigidity of
the Prussian model, but retained the aim of INDOCTRINATING CHILDREN.
The methods were informal, couched in the sincere desire to make learning ‘fun’, ‘relevant’
and ‘empowering’”. The SELF-ESTEEM OBSESSION that saturates our schools today
harks back to the Deweyan reforms from before world war II. But beneath the individualistic
rhetoric lies a mission for DEMOCRATIC SOCIAL JUSTICE, a mission Dewey himself
defined as a religion.
For other progressives, capturing children in schools was part of the larger effort to break
the backbone of the nuclear family, the institution most resistant to political indoctrination.
National socialist educators discarded the Prussian discipline of the past and embraced
self-esteem and empowerment in the name of “social justice.”
Constitutionally ordered liberal societies tend to view citizens as adults who are responsible
for their own actions. CHILDREN are the ACHILLES’ HEEL of EVERY SOCIETY.
We make allowances for children. We have different rules for them – as well we should – and
tend not to hold them accountable for their decisions.
Jonah Goldberg: The very concept of ‘the children’ was designed to CIRCUMVENT
TRADITIONAL POLITICAL PROCESSES. An entire category of human beings for whom
all violations of the principle of limited government may be justified. The ‘child savers’ of
the progressive era were brilliant at EXPLOITING THIS WEAKNESS.
Traditional objections to welfare as a violation of constitutional principles and a corrupter
of civic virtue – which only gained respectability in the late 1970s – were suddenly beside the
point. Clinton and others transformed the debate to one about cHildren”
Who cares if … ‘relief’ was ultimately detrimental to adults, sapping their initiative? The effects on adults were irrelevant. CHILDREN were the BENEFICIARIES of AID CHECKS, NOT THEIR PARENTS (even though their parents still cashed them)”
One tragic consequence of this strategy was that the GOVERNMENT USED CHILD
POVERTY to CRUSH INDIVIDUALISM and PRIDE among inner-city blacks.
This provided vital propaganda value for liberals. Ronald Reagan got traction for attacking
‘welfare queens’. No one would dare attack the UNFORTUNATE OFFSPRING of these
Suddenly to criticize welfare policy made you ‘ANTI-CHILD’, thus spawning all of those
liberal talking points about balancing the budget on the ‘backs of the children’”. This fed nicely
into the PSYCHOLOGICAL PROPAGANDA that CONSERVATIVES are just BAD
PEOPLE and that any break with the welfare state is motivated by ‘HATE’. At the end of the
day their welfare state – based though it may have been on love, concern and niceness –
resulted in more damage to the black family and specifically to black children than much that
can be laid at the feet of racist neglect.
TODAY, black children are less likely to be raised by two parents than they were
during the era of slavery.
HILLARY CLINTON has always been an “advocate” for children. For Clinton, welfare
policy was simply one front in a WIDER WAR. The “CRISIS” FACING CHILDREN
wasn’t merely an issue for poor citizens of the inner city.
For Hillary, CHILDHOOD IS a crisis, and the GOVERNMENT MUST come to the
In her 1973 article ‘children under the law’ in Harvard Educational Review, she criticized the
‘pretense’ that ‘children’s issues are somehow ‘beyond politics’ and scorned the idea that
‘families are private, non-political units whose interests subsume those of children’.
In her April 24, 1996 address to the United Methodist General Conference: ‘As adults we have to
start thinking and believing that there ISN’T REALLY ANY SUCH THING AS SOMEONE
ELSE’s CHILD” For that reason, we cannot permit discussions of children and families to be
subverted by political and ideological debate”. What Clinton means … is that there can be
NO DEBATE about WHAT TO DO ABOUT CHILDREN.
What must be done is to break the unchecked tyranny of the private home, as the
progressive icon Charlotte Perkins Gilmore put it. This ‘brilliant hope’ – as Gilmore described it
– is only realizable if children are cast as a class in perpetual crisis.
Much as the proletariat were portrayed by Marxists as being in a constant state of war, with the
nation under deadly siege by classical fascists, hillary’s children are in unimaginable
existential peril”. Clinton approvingly quotes the Cornell psychologist Urie Bronfenbenn:
‘The present state of children and families in the united states represents the greatest problem
our nation has faced since the founding of the republic. it is sapping our very roots”.
At a time when the well-being of children is under unprecedented threat, the balance of power
is weighted heavily against them. The GOVERNMENT MUST DO EVERYTHING IT
CAN TO ‘REVERSE the CRISIS AFFECTING OUR CHILDREN’, she declares. children,
after all, are citizens too. Here at last is a ‘moral equivalent of war’ that modern liberals can
rally around, a CRISIS ‘MECHANISM’ no one would identify as fascistic because when you
say ‘the children’ the last thing you think of are storm troopers.
“NO ONE WANTS TO BE SEEN AS ANTI-CHILD.
The ‘child crisis’ needed no definition because it had no boundaries. Even people without
children should care about other people’s children. Fast foods are targeted because they make
children fat – and nutritional decisions can’t be left to the parent. More than the much-reviled
products of big tobacco, big helpings and big food constitute the number one threat to
The Clinton administration and affiliated activists justified its gun control policies based on the
threat to children. Clinton has done work for the non-profit “Children’s Defense Fund”.
“[Clinton’s] writings on children show a clear, unapologetic and principled … desire to insert
the state deep into family life. A goal is the full and universal “theory that adequately explains
the STATE’s role in CHILD REARING.
She advocates the ABOLITION of the “MINORITY STATUS” of CHILDREN, abolishing
the legal codification of what DISTINGUISHES a CHILD from an ADULT “CHILDREN.
Like other persons, capable of exercising rights and assuming responsibilities until it is proven
otherwise. Charlotte Perkins Gilman stated: “Children as a class … with rights guarenteed by
the state”. Instead of absolute personal ownership – the unchecked tyranny of the private
home – what could this lead to? The legal right to divorce your parents?
For Hillary Clinton, the most important front in the ‘war’ to protect children is the first three
years of life. These precious moments are so critical that we cannot leave parents to cope with
them on their own. Hence, a vast array of programs are necessary to plug parents into a social
network that alleviates their responsibilitites. As Christopher Lasch noted well before she ever
wrote ‘It Takes a Village”, Clinton puts her FAITH IN ‘PROGRAMS’. The proliferation of
children’s programs – Head Start, day care, maternal care, baby clinics, programs for
assessing standards in public schools, immunization programs, child development programs –
serves her as an infallible index of progress. Rousseau wanted to take children away from
parents and raise them in state-owned boarding schools. Clinton doesn’t go that far, but …
believes by the time kids are old enough to go to boarding school, its too late. Hence her passion
for day care.
There is a second agenda here. Day care is the holy grail of baby-boomer feminists who
believe not that CHILDREN SHOULD BE LIBERATED from the FAMILY but that
MOTHERS SHOULD BE LIBERATED FROM CHILDREN. They believe in good faith
that society would be much improved if we all looked at EVERYBODY’S CHILDREN AS
THEIR OWN. They sincerely hold, in the words of the feminist philoshopher Linda
Hirschman, that WOMEN CANNOT BY ‘FULLY REALIZED HUMAN BEINGS’ IF THEY
DON’T MAKE WORK a BIGGER PRIORITY than MOTHERING.
Some couch their progressive utopianism in pragmatic language.
“we need to create the ‘NEW CENTURY’s IDEAL CHILDREN’. Uh-oh. Beware of
SOCIAL ENGINEERS who want to ‘CREATE’ a NEW TYPE of HUMAN BEING.
These new children will need to learn how to love everybody like a family member.
Multiple attachments to others will become the ideal. Shyness and exclusive maternal
attachment will seem dysfunctional. New treatments will be developed for children with
exclusive maternal attachments. Good children will be those who are less attached to their
parents and more attached to the ‘community’. The FASCIST QUEST for the NEW MAN,
living in a NEW, TOTALITARIAN SOCIETY in which every individual feels the warm and
loving embrace of the STATE, once again BEGINS in the CRIB.
Jonah Goldberg: “There are light years of distance between the programs of liberals and those
of the Nazis … or even the progressives of yore. Hillary is no fuhrer, and her notion of the
‘common good’ doesn’t involve racial purity or concentration camps. The liberal project Hillary
Clinton represents is IN NO WAY a NAZI PROJECT. The last thing she would want is to promote ethnic nationalism, anti-semitism or aggressive wars of conquest. BUT she indisputedly draws her vision from the same ETERNAL INSTINCT to IMPOSE ORDER ON SOCIETY, to CREATE an ALL-ENCOMPASSING COMMUNITY, to get past endless squabbles and esconce each individual in the security blanket of the state”
BUT it must be kept in mind that while these things were of enormous IMPORTANCE to
Hitler and his ideologues. They were in an important sense secondary to the underlying mission
and appeal of Nazism, which was to CREATE a NEW POLITICS and a NEW NATION
committed to SOCIAL JUSTICE, RADICAL EGALITARIANISM and the
DESTRUCTION of the TRADITIONS of the OLD ORDER.
So while there is light years of distance between the programs of liberals and those of nazis or
Italian fascists or even the nationalist progressives of yore, the UNDERLYING IMPULSE, the TOTALITARIAN IMPULSE, is PRESENT in BOTH. Collectivists of all stripes share the SAME TOTALITARIAN TEMPTATION to create a “politics of meaning”. What differs between them – and this is the most crucial difference of all – is how they act upon that temptation.
Hers is a POLITICAL RELIGION, an UPDATED SOCIAL GOSPEL – light on the gospel,
heavy on the social – spoken in soothing tones and conjuring a reassuring vision of
cooperation and community. The village may have replaced ‘the state’, and it in turn may have
replaced the fist with the hug, but an unwanted embrace from which you cannot escape is just a
NICER FORM of TYRANNY.
If one listens to Rob Reiner and his allies, UNIVERSAL PRE-SCHOOL is an education
silver bullet. Reiner sought universal pre-school for California students, leading the
1998 campaign for Proposition 10, a state ballot initiative calling for a 50-cent tax on
TOBACCO products to be used to help preschool children. Prop 10 sought to increase the tax
rate on commercial property from 1 to 1.55%, raising more than $3 billion annually for k-12 and
$1.5 billion for preschools. Getting them away from their parents, into state control and
“direction”. California voters rejected the universal pre-school proposal. The fascist quest for
the new man, and society, THROUGH the CHILDREN, in which every individual feels the
warm and loving embrace of which starts from the CRADLE until the GRAVE.
Obsession with Youth: Future “TOOLS” of the NANNY STATE (from CRADLE to GRAVE)
HOW SESAME STREET WILL SAVE OUR CHILDREN
by Yasmin Coles friendseat.com December 6, 2010
Yasmin Coles: “Sesame Street has been entertaining and educating generations of children
through its media programs. This time, through the sesame workshop, the nonprofit organization
behind sesame street, Sesame Street serves as TOOL that will help families address their
children’s food insecurities.
What is food insecurity? this problem is starting to become common among children across
the nation whose diet and nutrition are affected by the ongoing economic crisis. Because of the
lack of resources and in most cases, lack of information, many families resort to feeding their
children with unhealthy meals. This time, food for thought: eating well on a budget expands on
this program by creating a nutritional platform that will help children between the ages of two
and eight years gain access to good and healthy food. THROUGH THEIR IMMEDIATE
ENVIRONMENT: THEIR HOMES.
This program that food for thought: eating well on a budget ingrains a lifestyle of responsible
and sustainable eating despite the lack of economic resources. Initiatives such as this will not
only help families find means to cope with their economic situation without jeopardizing the diet
and nutrition of their children, but it will also introduce a more substantial lifestyle.
Hence, sesame street with sesame workshop, unitedhealthcare and the merck company introduce
a venue for lifestyle improvement and change, and not just a bandaid solution during these
During his state of the union address, Obama called for universal preschool education,
“To ensure that all 4-year-olds have access to quality preschool” .
Obama’s proposal to EXTEND the REACH of GOVERNMENT INTO the LIVES of
YOUNG AMERICANS was cooked up by the Center for American Progress (CAP), the
democrat think tank funded by george soros’ open society institute and the democracy alliance, a
soros and drummond pike outfit … that funds acorn and other “progressive” organizations.
The government admits HEAD START is a DISMAL FAILURE. With only a few exceptions,
teacher and classroom characteristics DID NOT DIFFER SIGNIFICANTLY between children
in the Head Start group and those in the control group,” the department of health and human
services discovered in 2010. EDUCATION is being SURREPTITIOUSLY CONVERTED
from ACADEMICS to SOCIALIST WORK FORCE TRAINING necessary for the U.S.
imminent merging into a GLOBAL, COLLECTIVIZED ECONOMY,’ writes Charlotte
Iserbyt, who worked for the U.S. department of education during the Reagan administration
John Dewey led a campaign to turn American public education into a propaganda mill for
Obsession with Youth: Future “TOOLS” of the NANNY STATE (from CRADLE to GRAVE)
POLICE ALERTED ABOUT ‘FREE-RANGE’ CHILDREN WANDERING AROUND SILVER SPRING AFTER 911 CALL
by Tom Fitzgerald, Marina Marraco MYFOXDC.COM April 13, 2015
Gaithersburg, Md. – A Maryland couple who practices “FREE-RANGE” PARENTING is
butting heads with authorities once again. Alexander and Danielle Meitiv’s two children,
ages 6 and 10, were picked up by child protective services because they were walking alone
in their Silver Spring neighborhood.
The couple has received national and local attention for their style of parenting. The Meitivs say
they don’t want to change their parenting style, but now are once again the subject of a
child protective services investigation.
Ten-year-old Raffi, and his 6-year-old sister, dvora, are known as “FREE-RANGE KIDS” and
are raised by their PARENTS to be INDEPENDENT. On Sunday at around 5 p.m., a Silver
Spring man walking his dog CALLED 911 BECAUSE the TWO CHILDREN were
WALKING AROUND by THEMSELVES UNACCOMPANIED.
“They just came and said, ‘hey, can I pet your dog,’ and I said, ‘yeah,’ and they pet it and then
they started walking,” said the caller. In the call, there is no mention of a threat to their
Two kids that are unaccompanied and they have been walking around for probably 20 minutes
by themselves,” he said in the 911 call. Despite being blocks away from home and identifying
themselves, the children were PUT in a POLICE CAR. After sitting in the car for about
two and a half hours, he said I’m going to bring you home, and instead he BROUGHT US TO
[CHILD PROTECTIVE SERVICES],” said Raffi Meitiv.
The children were taken by police there before their parents were allowed to take them home
the parents said the kids were supposed to be home by 6 p.m., and it wasn’t until 8 p.m. when
police contacted them. “We asked Montgomery county police capt. paul starks if the officer
followed procedure in this situation. ‘He sure did’, starks responded. Capt. Starks said their
officer saw a homeless man “eyeing the children,” and while the parents say the kids should
have been driven home, the law says that can’t happen until child protective services determines
that it is safe to return the children to their parents. Starks said the officer acted out of concern
for the safety of the children.
In order for the children to be released to the parents, the parents had to sign a temporary
safety plan agreeing they would no longer leave them unattended at least for the time being
While the couple reached out to Fox 5 Sunday night, when we visited Meitivs’ home on Monday,
The father said he had been told by his attorneys to stop talking. It is not known if any
new charges will be filed against the free-range parents.
In March, the Meitivs were found responsible for UNSUBSTANTIATED CHILD NEGLECT
FOR LETTING the CHILDREN WALK AROUND TOWN TOGETHER.
The Meitivs’ attorney told us on Monday that the couple has done nothing wrong in this case
their position is the children should have been returned to their home just blocks away from
where they were picked up instead of being driven out to the child protective services’
office in Rockville nearly 20 minutes away.
Obsession with Youth: Future “TOOLS” of the NANNY STATE (from CRADLE to GRAVE)
#TAKE BACK OUR KIDS
by Lloyd Marcus americanthinker.com April 26, 2015
Lloyd Marcus: “The BIBLE says ‘train up a child in the way he should go, and when he is old
he will not depart from it’” (proverbs 22:6).
“While my siblings and I had our individual periods of rebellion, like the prodigal son, we
defaulted back to our home training: our parents’ principles and values. Today, the left is
AGGRESSIVELY USURPING AUTHORITY OVER YOUR KIDS, RIPPING PARENTING
OUT of YOUR HANDS.
Decades of ALLOWING LIBERAL INDOCTRINATION TO GO UNCHALLENGED has
produced a generation of youths who believe that in the name of “fairness” no one should have
more than anyone else (fighting income inequality). Needs and desires are now declared to be
rights (government entitlements). In our quest to prove our tolerance as conservatives,
we ALLOWED the left to STEAL OUR KIDS’ MINDS.
In case you have not noticed, the left has zero tolerance for anyone daring to disagree with their
far left radical liberal agenda. They PUNISH and even seek to CRIMINALIZE OPPOSING
POINTS of VIEW. How long will it be before our kids are reporting their parents to authorities
after overhearing them express an opinion out-of-step with that of the left, government and the
mainstream media? It is time that we take back our kids from leftist INDOCTRINATION.
YOUTH INDOCTRINATION: SERVANTS of the GLOBAL NANNY STATE
“WE CAN NO LONGER SIT BACK and PASSIVELY ALLOW the LEFT to TOTALLY CONTROL the THINKING and BELIEFS of OUR KIDS. WE MUST #TAKE BACK OUR KIDS”
The SOVIET “NEW MAN” – PAVLIK MOROZOV
BLOODY UTOPIAN DREAMS, PART 2
PHOOEY ON JOHN DEWEY by Bruce Deitrick Price
The Enigma of the Third Reich By Carl Teichrib
EDUCATION is a DRIVING FORCE for the CHANGE NEEDED
UNITED NATIONS Department of Economic and Social Affairs Division for Sustainable Development, 2003
“IS LEFTIST SCHOOL INDOCTRINATION UNSTOPPABLE? by Bruce Thornton BRANDING YOUTH in the TOTALITARIAN STATE by Steven Heller
YOUTH INDOCTRINATION: SERVANTS of the GLOBAL NANNY STATE
The ENVIRONMENTAL TERRORIZING of CHILDREN by Alan Caruba “An ENVIRONMENTAL EDUCATION –
ACCEPTABLE BRAINWASHING? by Lisa Iceland
FAR LEFT BRAINWASHING OCCURS at OAKLAND UNIVERSITY GRADUATION CEREMONY by Dan Poole
A THANKSGIVING TOOLKIT
“INDOCTRINATION? HOUSTON PUBLIC SCHOOL ASSEMBLY SLAMS BUSH and HEAPS PRAISE on OBAMA by Mike Opelka EDUCATION FOR SUSTAINABLE TYRANNY by Michael J. Chapman OUR KIDS: VICTIMS of the ROUGH GRASP of the STATE by M. Catharine Evans
The D.O.E. [Department of Education] is NOW in the HIGH SCHOOL GIRL’s SHOWER by Larry Creech
YOUTH INDOCTRINATION: SERVANTS of the GLOBAL NANNY STATE
“The PUBLIC SCHOOLS EXIST PRIMARILY for the BENEFIT of the STATE RATHER than the BENEFIT of the INDIVIDUAL” – U.S. Bureau of Education
john dewey led a campaign to turn american public education into a propaganda mill for international socialism
“capturing” children for social engineering purposes
alan caruba: “environmentalism, like all tyrannies, begins by indoctrinating children”
u.n. agenda 21 chapter 36.2 plans to “re-orient” worldwide education toward sustainable development
the philosophy of global allegiance is now the official u.s. government policy for education
how to improve our current curricular frameworks and standards for a world transformed by globally accepted and internationally transcendent principles and processes of democracy” (cce, 2005, pp. 1-2)
local control of education has largely been forfeited to an unelected group of corporate bureaucrats who clearly have an agenda to transform the patriotic beliefs of american children
remove the memories and knowledge of
what america has traditionally stood for
by controlling what american school children learn
In George Orwell’s 1984 Winston Smith was not merely tortured, but brainwashed to change
his beliefs from minute to minute fascism recognizes youth as a vulnerable and politically
significant population in the 1920s and 1930s, fascist parties promised young people not only
jobs and educational opportunities, but also a divine mission – to be the leaders of a
revolutionary movement that would purify the nation
Fascists promoted a CULT of the YOUTH, featuring young heroes in their music, film and
literature, rejecting the ruling elite as cynical and complacent, and emphasizing the relative
youthfulness of their own leaders. Fascism celebrated duty, loyalty and physical vitality and
challenged the young to use their natural energy, idealism and competitiveness for the good of
the national community.
From the 1920s onwards, the Nazi Party targeted German youth as a special audience for its
propaganda messages. These messages emphasized that the party was a movement of youth:
dynamic, resilient, forward-looking, and hopeful. Millions of German young people were won
over to Nazism in the classroom and through extracurricular activities
In January, 1933, the Hitler Youth had only 50,000 members, but by the end of the year this
figure had increased to more than 2 million. By 1936, membership in the Hitler Youth
increased to 5.4 million before it became mandatory in 1939. The German authorities then
prohibited or dissolved competing youth organizations.
Education in the third reich served to indoctrinate students with the national socialist world
View. Nazi scholars and educators glorified Nordic and other “Aryan” races, while denigrating
Jews and other so-called inferior peoples as parasitic “bastard races” incapable of creating
culture or civilization.
After 1933, the Nazi regime purged the public school system of teachers deemed to be jews or
to be “politically unreliable” most educators, however, remained in their posts and joined the
National Socialist Teachers League. 97% of all public school teachers, some 300,000 persons,
had joined the league by 1936. In fact, teachers joined the Nazi party in greater numbers
than any other profession. In the classroom and in the Hitler Youth, instruction aimed to
produce race-conscious, obedient, self-sacrificing germans who would be willing to die for
Führer and Fatherland.
Devotion to Adolf Hitler (fascist cult of personality”) was a key component of Hitler Youth t
raining. German young people celebrated his birthday (april 20) -a national holiday – for
membership inductions. German adolescents swore allegiance to Hitler and pledged to serve
the nation and its leader as future soldiers.
Schools played an important role in spreading Nazi ideas to German youth. While censors
removed some books from the classroom, German educators introduced new textbooks that
taught students love for Hitler, obedience to state authority, militarism, racism, and antisemitism.
Schools played an important role in spreading Nazi ideas to German youth while censors
removed some books from the classroom. German educators introduced new textbooks that
taught students love for Hitler, obedience to state authority, militarism, racism and
anti-semitism. From their first days in school, German children were imbued with the cult of
Hitler. His portrait was a standard fixture in classrooms. textbooks frequently
described the thrill of a child seeing the german leader for the first time. Board games and toys
for children served as another way to spread racial and political
propaganda to german youth. toys were also used as propaganda vehicles to indoctrinate
children into militarism
The Hitler Youth and the league of German girls youth organizations were the primary
tools that the nazis used to shape the beliefs, thinking and actions of German youth. Youth
leaders used tightly controlled group activities and staged propaganda events such as
mass rallies full of ritual and spectacle to create the illusion of one national community.
Reaching across class and religious divisions that characterized Germany before 1933.
Founded in 1926, the original purpose of the hitler youth was to train boys to enter the sa
(storm troopers), a Nazi party paramilitary formation. After 1933, youth leaders sought to
integrate boys into the Nazi national community and to prepare them for service as soldiers in
the armed forces or, later, in the S.S.
In 1936, membership in Nazi youth groups became mandatory for all boys and girls between
the ages of ten and seventeen. After-school meetings and weekend camping trips sponsored by
the Hitler Youth and the League of German Girls trained children to become faithful to the Nazi
Party and the future leaders of the National Socialist state.
By September, 1939, over 765,000 young people served in leadership roles in Nazi youth
organizations which prepared them for such roles in the military and the german occupation
bureaucracy. Their public displays of these values encouraged young men and women to
abandon their individuality in favor of the goals of the Aryan.
After the unconditional surrender of the german armed forces in may 1945, some german boys
continued to fight in guerilla groups known as “werewolves”. During the following year, allied
occupation authorities required young germans to undergo a “de-nazification” process and
training in democracy designed to counter the effects of twelve years of nazi propaganda.
Fascist youth associations attracted large majorities of young people in Italy under Mussolini’s
rule and in Germany under the Nazi dictatorship.
In these state-sponsored movements, young people found a variety of subsidized leisure
opportunities, a strong national identity and clearly defined gender roles. Because leaders
encouraged members to put youth group duties above all other responsibilities, many youth
joined in order to undermine the traditional authority of parents, school or church
This practice reinforced core fascist beliefs that individuals owed primary allegiance to the
state and that youth – not their elders – would shape the future.
YOUTH INDOCTRINATION: SERVANTS of the GLOBAL NANNY STATE
BRANDING YOUTH in the TOTALITARIAN STATE
by Steven Heller
Steven Heller: Youth may be wasted on the young, but under the totalitarian state they were
not forgotten. For the state to prosper, youth was turned into a sub-brand that both followed
and perpetuated the dominant ideology. In Nazi Germany, being a member of the Hitler
Jugend (Hitler Youth) and bund deütscher mädel (organization of german maidens),
enabled children to conform to a party that dictated and built a sanctioned social community.
When Hitler took over the party he wasn’t particularly interested in german adolescents because
they could not vote. Yet propaganda minister Joseph Goebbels saw Germany’s
disenfranchised youth as the key to the nazi’s future. So by 1926, when hitler jugend was
founded, der führer also believed young people would provide a limitless supply of leaders and
The Italians were equally as demanding. Nothing was more integral to italian fascist life than
its youth, In 1923, Giovanni Gentile, the education minister and fascist philosopher, conceived
of a new educational system. This system was NOT INTENDED TO TRAIN YOUTH TO
THINK FOR THEMSELVES, but rather, to TURN THEM INTO INSTRUMENTS of the
REGIME. In fact “the CULT of the CRADLE”, as the fascist strategy was known, was an
aggressive official doctrine determined to INCULCATE in predominantly male youngsters.
“The mythology of the omnipotent regime in order to transform so-called “flowers of faith”
into soldiers of empire. Relentless propaganda campaigns and the ‘fascistization’ of schools
and youth groups would breed a new cultural order. The mystique of youth was a fascist
obsession, played out through propaganda and built upon the manufactured youthful image.
The shock troops of fascism were originally gangs of unbridled youth — a generation of
Combatants. Just evoking the word revolution implied a generational uprising.
Remove the memories and knowledge of what america has traditionally stood for by
controlling what american school children learn:
“The public schools exist primarily for the benefit of the state rather than the benefit of the individual” – U.S. Bureau of Education
“CO-ORDINATE” NATIONAL “PROGRESS”
use of “science” and “social planning” promised to “improve” the human condition
(e.g. eugenics) “faith” in “modernity” and “progress”
“scientific” social engineering
fascist “faith” in the perfectibility of man and government towards “progress”
“the objective of rousseau’s general will was to secure social justice by stripping the petty, covetous interests of individual human beings from the guidance of life“
jonah goldberg:“rousseau’s ‘general will’ became an intellectual foundation for future fascist and ‘totalitarian’ states“
italian fascist mussolini coined the term “totalitarian” to describe a “benevolent”(bene = good) society …… “where everybody belonged and was
taken care of, where everything was inside and nothing outside” the state fascists are often “progressives” that believe government can & should create a “utopian” society
since plato’s republic, politicians, intellectuals and priests have been fascinated with youth
“capturing” children for social engineering purposes
“GOVERNMENT is the TRUE PARENT of the CHILD”
YOUTH INDOCTRINATION: SERVANTS-TOOLS of the GLOBAL NANNY STATE
YOUTH INDOCTRINATION: “TOOLS” of the STATE
TOTALITARIAN THOUGHT CONTROL,TERROR & TYRANNY
YOUNG PEOPLE HAVE ALWAYS BEEN of IMPORTANCE in MOVEMENTS FOR REVOLUTIONARY SOCIAL and POLITICAL CHANGE
CRITERIA IDENTIFIED WITH “INDOCTRINATION”:
Start as EARLY as possible.
Persistently teach and praise the desired doctrine over a long period of time, preferably years.
Demonize alternative views and/or insulate the child from them.
Teach the child that he is not capable of making decisions about beliefs for himself (i.e., that obedience to authority is paramount).
Make the child believe that he owes it to you to uphold your worldview. Make him believe he has a debt to pay. In short, use guilt.
Discourage doubt by characterizing it as a weakness.
Immerse the child in a social environment composed only of people with the same beliefs.
Hitler USED the following elements of indoctrination:
START EARLY (children were 10)
DEMONIZE other worldviews and people (Jews, obviously)
LAVISH PRAISE (self-esteem) on one’s own worldview.
INSTILL OBEDIENCE instead of CRITICAL THINKING
TIGHT CONTROL of YOUTH’s ACTIVITIES, steering them through pro-Nazi organizations.
These boys and girls enter our organizations [at] ten years of age, and often for the first time
get a little fresh air; after four years of the young folk they go on to the Hitler Youth, where we
have them for another four years. And even if they are still not complete national socialists, they
go to labor service and are smoothed out there for another six, seven months . . . and whatever
class consciousness or social status might still be left . . . the wehrmacht [German armed
forces] will take care of that (Hitler, 1938)
Chinese in the 20th century, intent on modernizing their country, condemned their inherited
culture in part on the grounds that it was oppressive to the young. The international
communist movement had, from its earliest history, placed stress on the creation of strong
The Chinese Communist Party after 1949 maintained a large and extensive young communist
league for people aged 15-25. Before 1966, the YCL incorporated a sizeable proportion of
China’s youth, with up to 35 million members. the YCL was to be eclipsed during the cultural
revolution by the Red Guards, mobilized from among china’s youth by the mao faction
The Great Proletarian Cultural Revolution, was a socio-political movement that took place in
the people’s republic of china from 1966 through 1976. Set into motion by mao zedong, then
chairman of the communist party of china, the cultural revolution’s stated goal was to enforce
socialism in the country by removing capitalist, traditional and cultural elements from chinese
society, and to impose maoist orthodoxy within the party.
The cultural revolution marked the return of mao zedong to a position of political power,
after he lost most of his political influence after his failed Great Leap Forward.
From Spring 1966 until chairman mao zedong’s september 5, 1967, national decree, urban
youth in china played the leading part in a social and political convulsion that shook the
Chinese communist system to its foundations. The resolution called for a total revamping of
Chinese culture to PURGE western influences.
Mao relied heavily on the Red Guards, violent cultural critics sanctioned by the government
mao viewed the cultural revolution as a useful way to train another generation of
pro-communist youth to continue the fight against capitalism both at home and abroad
The movement brought chaos, as social norms largely evaporated and the previously
established political institutions disintegrated at all levels of government.
The Cultural Revolution was launched in May, 1966. Mao alleged that bourgeois elements
were entering the government and society at large, aiming to restore capitalism. Mao insisted
that these “revisionists” be removed through violent class struggle. China’s youth responded
to Mao’s appeal by forming Red Guard groups around the country, a mass paramilitary
social movement of young people. The red guards was a group of teenagers and students
formed in china in 1966 to attack the real or perceived enemies of mao zedong during the
cultural revolution. The purpose of using the Red Guard was to put in motion the cultural
revolution, one of the most influential policies.
The first phase of the revolution entailed the control of cities, factories, and university
campuses by the red guards. Workers and students were put in turmoil as mao’s forces
instituted a military takeover of cultural institutions previously tolerated by the Maoist regime.
The youth would take up mao’s legacy – “China’s future belongs to you. The young people
are the most active and vital force in society, most eager to learn and the least conservative in
The cultural revolution in Mao’s China saw a number of features of INDOCTRINATION.
Youth were encouraged to join, instilled with party propaganda. Children, starting from
primary school age, were required to read Mao’s “little red book”. The student movement
was elevated to the level of a nationwide mass campaign, calling on not only students, but also
the masses of the workers, peasants, soldiers, revolutionary intellectuals, and revolutionary
cadres to carry out the task of “transforming the superstructure.
The student movement “transforming the superstructure” by writing big-character posters
and holding “great debates.” China, Mao felt, needed a “cultural revolution” to put socialism
back on track.
On May 29, 1966 at the high school attached to tsinghua university, the first organization of
red guards was formed with the aim of punishing and neutralising both intellectuals and
mao’s political enemies. Fervently devoted to mao, the red guard attacked, persecuted, and
violently assaulted enemies labeled as “bourgeois,” “capitalist roaders,” “rightists,” or
chinese propaganda poster: “destroy the old world; forge the new world” a worker (or possibly red guard) crushes the crucifix, buddha, and classical chinese texts with his hammer; 1967
You young people, full of vigor and vitality, are in the bloom of life, like the sun at eight or nine in the morning
our hope is placed on you … the world belongs to you. china’s future belongs to you
On July 28, 1966, Red Guard representatives wrote to mao, stating that mass purges and all
such related social and political phenomena were justified and correct. Mao responded with
his own big-character poster entitled bombard the headquarters. Mao wrote that despite having
undergone a communist revolution, china’s political hierarchy was still dominated by
“bourgeoisie” counter-revolutionary elements.
Many schools were closed, and urban children deported to the country to work the land
under peasant farmers. The rationale of Mao’s program was rooted supposedly in the notion tha
bourgeois intellectuals” would be re-educated through physical labor, and that young people in
the urban areas would be deported and integrated with the rural peasant population
To facilitate the project, it is estimated that 12 million or more youth were transferred to
rural china during the cultural revolution. This program has been seriously assessed as having
been a developmental and educational strategy for third world countries. Other such uncritical
works, reflecting the influence of maoist ideology, have also taken seriously the regime’s claims
concerning education strategy.
The real purpose was primarily the promotion of the interests of the mao faction in its political
power struggle against opponents in the bureaucratic ruling class. Class labelling among the
young, even involving pre-school children, and the immense psychological damage this must
have done, was one of the more insidious features of the cultural revolution.
The Confucian family tradition seems to have been fused with crudely conceived class criteria
to damn whole groups of so-called “black” or “bad-class” categories. The Cultural Revolution
damaged the country on a great scale economically and socially. Millions of people were
persecuted in the violent factional struggles that ensued across the country, and suffered a wide
range of abuses including torture, rape, imprisonment, sustained harassment and seizure of
property. A large segment of the population was forcibly displaced, most notably the transfer
of urban youth to rural regions during the down to the countryside movement. Historical relics
and artifacts were destroyed. Cultural and religious sites were ransacked.
The CCP employed a variety of “thought control” techniques, including incarceration for
“thought reform,” construction of role models to be emulated, mass mobilization campaigns, the
creation of ideological monitors and propaganda teams for indoctrination purposes, enactment of
articles to be memorized, control of the educational system and media, a nationwide system of
loudspeakers, among other methods. While ostensibly aspiring to a “Communist utopia,” often
had a negative focus on constantly searching for enemies among the people. The means of
persuasion was often extremely violent, “a literal acting out of class struggle.
According to Shaw, the CCP utilizes propaganda to spread its policies, build social consensus,
and mobilize the population for social programs. Ideological tensions result in mass movements,
and the resulting spiritual control legitimizes the political establishment. “Political studies,
legal education, heroic models, and thought reform provide the CCP with effective weapons to
propagandize rules and legal codes, normalize individual behaviour, and rehabilitate deviants in
In the course of about two weeks, the violence left some one hundred teachers, school
officials, and educated cadres dead in BEIJING’s WESTERN DISTRICT ALONE. The number
injured was “too large to be calculated”. The most gruesome aspects of the campaign ended
up being the numerous incidents of torture and killing, and the suicides that were the final
option of many who suffered beatings and humiliation.
In August and September, 1966, there were 1,772 people murdered in beijing alone. In
Shanghai there were 704 suicides and 534 deaths in september. In Wuhan there were 62
suicides and 32 murders during September. Liu’s wife, Wang Guangmei, was lured by
trickery out of her home and taken to a mass meeting and publically humiliated. Her captors
dressed her in a skirt split up to hip level to imply
she was a whore.
to villages we go, to the borders we go,
to places in the fatherland where we are most needed we go
By late 1967, chaos compelled mao to order the red guards to stabilize production. Overly
zealous, the red guards ran amuck. Red guards were soon sent into the countryside to free
urban china from their raiding influence, which had helped to stagnate the chinese economy
The students were allowed to leave their homes, employment, and even families to join. those
who participated saw the red guards as a means to assert themselves, wreak revenge on past
enemies and loyally serve mao.
The youthful members of the Red Guards were notorious for their zealousness in attacking the “four olds” (old ideas, habits, customs and culture) Fervently devoted to mao, the red guard attacked, persecuted, and violently assaulted enemies labeled as “bourgeois,” “capitalist roaders,” “rightists,” or “counterrevolutionaries”. Intellectuals were especially targeted.
The accused were openly humiliated with violent insults and accusations during “struggle sessions,” which were carried out in public settings. Many were forced to wear dunce caps labeled with accusations and paraded through the streets. Numerous victims were in fact ardent supporters of mao, and some even served directly under him.
The burden of proof was always on the accused, who were advised to confess in exchange for
leniency. many victims were subjected to harsh prison terms, where ideological indoctrination,
torture, and even murder was common. Members of the red guards broke into homes,
smashed personal property, and pasted vitriolic posters outside. they destroyed priceless
artwork. They were especially responsible for the distribution of the “little red book” and for
spreading images of mao throughout the country.
They also partook in mass rallies in support of the cultural revolution and usually traveled to
such rallies free on trains and buses, often commandeered for their own use.
YOUTH INDOCTRINATION: SERVANTS-TOOLS of the NANNY STATE
HOW SUCCESSFUL was MAO in MANIPULATING the YOUTH?
History SL Internal Assessment Robin Strüber International School Hannover Region
The research question: how successful was mao zedong in manipulating the youth?
The scope of the research will analyze how mao used the red guard, a militant youth movement,
to further his cultural revolution policy and how he exerted his influence to send them to the
countryside in 1966 to become the sent down youth after they became too violent.
purpose of using the red guard – “able to put in motion the cultural revolution, one of the most influential policies”
Purpose of using the Red Guard
“Able to put in motion the Cultural Revolution, one of the most influential policies”
1The youth would take up Mao’s legacy, “China’s future belongs to you”
2The young people are the most active and vital force in society. They are the most eager to learn and the least conservative in their thinking
3The intellectuals often tend to be subjective and individualistic, impractical in their thinking and irresolute in action
4Bring the people away from ideas that did not belong inside a communist country
On the one hand historians argue that Mao exerted a great amount of control over the youth
because, “the future belongs to (them)”and that he was effectively teaching them to continue the
“era of socialism”. So that his aim was to secure his legacy would be carried on by the next
On the other hand, others argue Mao’s primary focus was to UTILIZE the YOUTH in the
CULTURAL REVOLUTION as he used the “Cultural Revolution in order to reassert his
authority over the Chinese government” and they were the social group he could most rely on to
back him without questioning. This is best supported by mao’s own public statement that “the
nation’s youth should purge the “impure” elements of Chinese society and revive the
I saw…teachers standing on the platform on the sports ground, with their heads bent and their
arms twisted into the ‘jet plane’ position then, some were … forced to kneel, while others,
including my english-language teacher, an elderlyman…were forced to stand on long, narrow
benches. he found it hard to keep his balance and fell, cutting his forehead ..
A Red Guard standing next to him instinctively stooped and extended his hands to help, but
immediately straightened up … with his fists clenched, yelling ‘Get back onto the bench!’ He did
not want to be seen as soft on a ‘class enemy.'” – Jung Chang, Wild Swans
The “loyalty dance” was a fixture of china’s cultural revolution, and kang wenjie’s
performance at a giant maoist teach-in was boffo. During the 23-day gathering, a 5-year-old
kindergartner was performing the “loyalty dance,” as it was known. in front of the soldiers in the
stadium stands, she skipped in place and sang:
no matter how close our parents are to us, they are
not as close as our relationship with mao
YOUTH INDOCTRINATION: SERVANTS-TOOLS of the NANNY STATE
DANCING FOR MAO
A photograph of a 5-year-old girl made her famous in China – and haunted the man who took it by Jennifer Lin Smithsonian Magazine May, 2009
Jennifer Lin: “Li Zhensheng heard singing followed by a burst of applause. Following the
sounds led the photojournalist to a young girl with unusually fair hair tied in ponytails,
dancing with her arms upraised and surrounded by smiling, clapping soldiers.
They were at the Red Guard Stadium in Harbin along with hundreds of thousands of
communist party cadres, workers, peasants and other soldiers who had gathered for a marathon
conference on the teachings of chairman mao Zedong. This was 1968, nearly two years into the
cultural revolution, Mao’s attempt to purge Chinese society of disloyal elements and escalate his
own cult of personality.
The conferees seemed to be trying to outdo one another in their professions of
love for their nation’s leader. On april 28, the last day of the 23-day gathering, a 5-year-old
kindergartner was performing the “loyalty dance,” as it was known. In front of the soldiers in
the stadium stands, she skipped in place and sang:
no matter how close our PARRENTS are to us, they are
not as close as our relationship with mao
How absurd, thought li, who was a photographer for the Heilongjiang daily, a party newspaper.
The girl certainly was lovely and eager to please, but the photojournalist found the excess of
zeal discomforting. They had to love him to the extreme,” says li, now 68 and retired.
In the CULT of MAO, everyone was expected to perform the loyalty dance – from miners to
office workers to toddlers to old ladies whose feet had been bound. The movements were always
toward the sky – that way you could show how respectful you were to mao,” Li says.
“EVERYONE KNEW HOW TO DANCE IT’”
Li kept on taking pictures – including those he called his “negative negatives”: Red Guards
shaving the head of a provincial governor because his hairline was too similar to mao’s” …
Security forces SHOOTING, POINT-BLANK, two accused counterrevolutionaries for
publishing a flier the government deemed too pro-Soviet.
THESE WERE SCENES that CHINA DID NOT WANT the REST of the WORLD – OR,
FOR THAT MATTER, ITS OWN PEOPLE – to SEE”
Treatment ranged from the awful (beatings and denial of medical help leading to premature
death) to the mild (condemnation and sending home from work, but on full pay)…” -Paul Clark,
Student Email Interview. SOURCE: BBC News. Courtesy of Li Zhensheng. (Apr. 27, 1967)
day after day, my ears were filled with the sound of angry, accusing voices, my eyes were blurred by images of hostile faces, and my body ached from rough handling and physical abuse. I no longer felt like a human being, just an inanimate object”
-nien cheng, life and death in shanghai
“SOAR to HEAVEN and PIERCE the EARTH!” – Red Guard chant
A struggle session was a form of public humiliation and torture used by the communist party
of China in the Mao era to shape public opinion and to HUMILIATE, PERSECUTE, OR
EXECUTE POLITICAL RIVALS and CLASS ENEMIES.
In general, the victim of a struggle session was forced to admit to various crimes before a crowd
of people who would VERBALLY and PHYSICALLY ABUSE the victim until he or she
confessed. Struggle sessions were often held at the workplace of the accused, but were
sometimes conducted in sports stadiums where large crowds would gather if the target
was famous enough. People attended many different types of struggle sessions, sometimes
consisting of 100,000 people
During the 1950s when mao’s government began the land reform movement, poorer peasants
seized the land from their landlords, who were given the title of exploiting class – an estimated
2 million landlords were swiftly executed after being subjected to a struggle session.
Their real motive was once again to force me to admit all my alleged crimes. “I did not
commit any crimes,” i asserted firmly. immediately two people jumped on me and cut off half
of my hair. the officer screamed again: “are you guilty?” i replied firmly again, “no”two people
then used a rope to tie my hands back tightly. It was connected to a loop around my shoulder
and underneath my armpits. It was knotted in such a way that a slight movement of my hands
would cause intense pain. This struggle session lasted for two hours
Afterwards, they untied me and handcuffed me instead. the handcuffs became a part of me for
the next one hundred days and nights. You Xiaoli was standing, precariously balanced, on a
stool. her body was bent over from the waist into a right angle, and her arms, elbows stiff and
straight, were behind her back, one hand grasping the other at the wrist,
It was the position known as “DOING the AIRPLANE”. Around her neck was a heavy
chain, and attached to the chain was a blackboard, a real blackboard, one that had been
removed from a classroom at the university where you xiaoli, for more than ten years, had served
as a full professor. On both sides of the blackboard were chalked her name and the myriad
CRIMES she was ALLEGED TO HAVE COMMITTED …. lately, “struggle session” has
come to be applied to any scene where victims are PUBLICLY BADGERED TO CONFESS
IMAGINARY CRIMES under the PRETEXT of SELF-CRITICISM and
Mao singled out NINE CATEGORIES of ENEMIES: LANDLORDS, RICH PEASANTS,
COUNTER-REVOLUTIONARIES, BAD ELEMENTS, RIGHTISTS, TRAITORS, FOREIGN
AGENTS, CAPITALIST ROADERS and -the stinking ninth –INTELLECTUALS.
Children of landowners were thrown into trash cans. Tania Branigan wrote in
the Guardian, “Across China teachers, former landlords and intellectuals were being
humiliated, beaten and murdered. They were hounded by neighbours, colleagues and pupils
moved by MISGUIDED REVOLUTIONARY FERVOUR, PERSONAL GRUDGES or little
more than WHIM. FRIENDS, CHILDREN and SPOUSES TURNED ON them.
In Guangxi, there are accounts of cannibalism. victims were condemned as “monsters and
freaks” by the time the chaos subsided 10 years later, an estimated 36 MILLION had been
PERSECUTED and at least 750,000 were DEAD in the countryside alone. People were
accused of being CLASS ENEMIES for doing the simplest of things: forgetting a slogan from
the little red book, wearing western clothes, seeking repayment of a debt or hoarding a piece
of meat peasants DEEMED “ANTI-SOCIAL” were forced to stand for hours with their
heads in the kowtow position, begging for forgiveness/
Senior officials had their heads shaved, dirty gloves stuffed on their mouths, and ink and
paint splashed on their faces. they were often forced to stand, bowing, with insulting signs hung
from their necks. Many hostile acts were taken by attackers seeking REVENGE, avenging a
GRUDGE or acting out of jealousy. People could make trouble for neighbors they resented for some reason or another by spreading rumors about them. If someone was jealous about another’s flying pigeon bicycle he could make a few comments about “bourgeois tendencies” to local units of Red Guards.
The targets of struggle had shifted so often and yesterday’s accusers had become today’s
accused so many times that everyone knew it could be them next. In 1966, teenage Red
Guards locked up, tortured and killed seven teachers at a secondary school affiliated with
Beijing Normal University, one of the best schools in china. The son of one teacher, who was
killed by a dozen 13- to 18-year-old Red Guard, told the Washington Post;
“They put her face down on a big cement table used for playing ping pong. they used belts
and clubs to beat her. at first she moaned a bit, but afterward she became silent.
The Red Guards at this school also confined more than 20 people, mostly teachers, in the
school dining room for two months. A history teacher who lost an arm fighting in the korean
war was caught after he tried to escape. I saw three of four people with shovel handles,
sticks and bats chase after him,” one observer said. “they BEAT HIM and BROKE his
artificial arm. he just fell back and tried to cover his head. He COULDN’T FIGHT BACK, or they would have killed him even more quickly. Within 10 minutes he was DEAD.
A restaurant owner in Shaanxi province told Newsweek about how he was haunted by images of
a teacher. His red guard faction killed for scolding students about wasting food..
He DIED FROM OUR TORTURE,” he said, “locked up in a basement”.
Chinese writer zheng yi reported that Red Guards and party workers in one remote area of
Guangxi ate the flesh of some 100 victims they had TORTURED to death.
The Chinese scholar Lu Xiuyaan reported in public affairs that red guards in guangxi
ate the flesh of the people they killed “as a way to demonstrate their ‘class feelings'”
One of former guangxi red guard, who participated in a cannibalism episode, told zheng, “what
I killed was the enemy. didn’t chairman mao teach us, ‘if we don’t kill them, they’ll kill us?’
Feng Jcai, author of one hundred people’s ten years, described a man who led a red guard
attack on student who defeated him in a political debate. “his faction trapped the guy and cut of
his tongue with scissors,” feng told Newsweek.
Thousands of people were publicly humiliated and tortured to such a degree that they
committed suicide. The son of a man who was once in the kuomintang was kept in a
cupboard for two years and then committed suicide after a brutal interrogation. another man
tried to commit suicide by killing and eating hundreds of flies.
During one phase of the cultural revolution factory fought factory, school fought school and red
guard factions fought each other over the honor of being the purest maoists
One man in northeast china – who was 13 when he joined the red guards and said that “for a teenager” the cultural revolution was very exciting. Described red guard factional fighting that began as a clash over ideals, escalated to struggle for local power, and ended up as a “revenge fest”.
At the end of July, 1968 high-school students seized party secretaries, principals, teachers
andclassmates and subjected them to VIOLENT BEATING. At least eight high-school party
secretaries, principals, or vice-principals were MURDERED or COMMITTED SUICIDE – the
first such murder was that of bian zhongyun, deputy principal of the Beijing Normal girls’ high school.
Mao “UNLEASHED a REIGN of TERROR in which the YOUTH of china were freed from
parental and societal constraints . . . to PERPETRATE ASSAULT, BATTERY and MURDER
UPON THEIR FELLOW CITIZENS to the extent their barely formed consciences permitted
the result was the JUVENILE state of NATURE, nationwide, foreshadowed in microcosm by
nobel prize-winner william golding in LORD of the FLIES. Then I felt ashamed: why don’t i
have more class consciousness? these are the ENEMIES of our class! How come other people
are capable of hitting them, and I’m not?
We had BARELY GRADUATED FROM HIGH SCHOOL … WE DID NOT EVEN HAVE
the MOST BASIC KNOWLEDGE ABOUT MANY THINGS … the experience was good
in that it TAUGHT ME to ‘EAT BITTERNESS’.
Everything that came afterwards did not seem challenging or impossible anymore
I think this experience – especially now that I am doing social study work – broadened my view
of Society. Bitter hatred toward bad people cannot be discouraged, and it is unavoidable.
the local police and army were ordered not to intervene when red guards were on the rampage.
• Cult Indoctrination – attitudes follow behavior.
Compliance breeds acceptance. People usually internalize commitments made voluntarily,
publicly, & repeatedly. Cult leaders know this and immediately move to strengthen the new
members commitment to the cult.
• Cult recruitment strategy exploits the foot in the door phenomenon
Ψ Cult Indoctrination – Persuasive Elements. •
The Communicator: Successful cults have charismatic Leaders. Charismatic leaders are thought to possess such qualities such as being visionary, energetic, & unconventional as well as having outstanding rhetorical ability. The Charismatic Leader gathers followers through dint of personality & charm, rather than any form of external power or authority. • The Message: The vivid, emotional message, & the warmth & acceptance that the Cult showers on lonely & depressed people is awesomely effective.
• The Audience: Recruits are often young people, under 25 (before attitudes & values stabilize). Most are educated, middle class people who are seeking answers that will make them happy. Social Psychology Robert C. Gates
YOUTH INDOCTRINATION: SERVANTS-TOOLS of the TOTALITARIAN NANNY STATE
PSYCHOLOGY, PROPAGANDA and the CHINESE CULTURAL REVOLUTION
by Deniz Cem Ozensoy April 26, 2012
Deniz Cem Ozensoy: “What we know as propaganda uses a constructed language on media to
implant ideas in the minds of individuals. It creates public trends on how susceptible we are to
authorities at “unfortunately, the human tendency to trust in an authority is well known, and
often exploited. Widespread propaganda played a central role in encouraging youth activism
through a variety of techniques during the chinese cultural revolution (1966-1976)”
“propaganda of this era used various techniques to distinguish the just [“us”] from the opposed” [“them”]
Some frequently recurring techniques included visually disfiguring and dehumanizing
opponents, distorting proportions to make favored groups look larger than their opponents, and
giving preferred physical traits such as a muscular build to the favored groups.
Devices included targeting and intimidating individuals, repeating certain ideas, using
depictions of large crowds to encourage the audience to join the ”bandwagon”, emphasizing
colors associated with violence, among other tactics. I interviewed delegates of governmental
authority in the classrooms (specifically, high-school history and political education teachers),
current high school students, their parents, and the generation that was at least 10 years old at the
time of the revolution to measure the success of such methods of propaganda in engineering
First, we need to understand the dynamics that fueled the cultural revolution, as well as the
true motivations behind it to understand that mao started [it] to affirm his grasp on the
Chinese political schemes. Mao envisioned measures that would create the communist
utopia: communal farms, communal access to the work force, placement of metal ovens within
each settlement to encourage local steel production, etc..
As he declared the beginning of the cultural revolution, mao urged young civilians to from
armed militias called the “red guards” to physically harass his political rivals. Just as
significantly, he urged militia that were guided by his “little red book” – of which individuals
were encouraged to memorize and apply to all aspects of their lives – to return to the countryside
once his adversaries were eliminated.
These posters clearly invited the chinese youth of 1960’s and early 1970’s to actively influence and interfere with the flow of Chinese politics. Even more significantly, the government actively encouraged extreme youth activism, albeit to cleanse itself from opposition. While the power of persuasion can generate the idea of a common enemy for a nation, it can also be used to impress upon citizens the idea of an all-powerful leader.
Propaganda has been used by leaders across the nations to stamp their authority – convincing
even the most cynical of their power and plans. Chairman mao’s image was used in a variety
of ways – from badges, to books, to posters – so that every citizen in the huge sub-continent
country would be in no doubt that he was their unchallenged leader. It can be argued that
without this wealth of ways that was used to spread the message of his personality, it would have
been very difficult to bring the population under his control.
More than two billion Mao badges, were produced during the Cultural Revolution, ensuring that
Mao was seen as the undisputed ruler across China. The badges became essential for
demonstrating revolutionary zeal, allowing wearers to both avoid denunciation and elevate
themselves above their peers Whe term has been applied to anytechnique designed to manipulate
human thought or action against the desire,will, or knowledge of the individual. The word
brainwashing derives from theChinese phrase Hsi Nao (Hunter, 1951) and is most appropriately
used in refer-ence to Chinese Communist thought – thought reform” or “ideological remolding”
(SzuHsing Kao Tsao),
a program of political indoctrination based on the conception that people who have not been
educated in a Communist society have, by definition, incorrect bourgeois attitudes and beliefs,
3) the use of mutual and self-criticism to stimulate self-examination andto facilitate competition
among group members in exposure of self and others with the aim of denigrating and destroying
all emotional ties with the past
4) systematic reward By group leaders and group members of self-exposure,confession and self-
criticism, thus affirming the policy that any man was re-
deemable provided he was willing to allow his “reactionary tendencies” to be exorcised
Wcoercive persuasion and the use of group forces was born of the necessity to win over Neutral
and hostile elements when the CCP was as yettoo weak to impose control by force, but it became
an effective working toolof the growing movement and came, with the take-over, to be one of
the CCP’smost salient characteristics as an Approach to social control.
The CCP approach to organizing and controlling the large Chinese population has
been to rely on a complex mixture of coercion and persuasion. The CCPleadership
has certainly been willing to use as much terror as was necessary to establish control
They have also revived the pao chia system of mutual surveillance by making each citizen
responsible for several others and demanding that any degree of deviation in thought or
action from the party line be immediately reported to the authorities
A tremendous amount of energy is devoted to propagandizing, educating, indoctrinating, and
in effect trying to convert the chines. Fiction is consistently maintained that virtually everything
that people are forced to do is done ‘voluntarily’ and the spectacle of people
‘enthusiastically’doing things which are obviously in conflict with their own personal interests is
one of the most remarkable phenomena observable in China.
Heavy emphasis was given to self-examination and confession in the context of smallgroup
discussion, with the aim of producing a genuine severance of all emotionalties to the past and a
Rebuilding of the Student’s self-image in terms of thenew Communist society.
As in other kinds of rites de passage, the student ratifiedhis growing new identity by acts such as public denunciation of his father.
The AVOWED PURPOSE of THOUGHT REFORM was to CREATE A “NEW MAN” WHOSE BASIC CHARACTER and ATTITUDES WOULD BE IDEALLY FITTED for the COMMUNIST SOCIETY of the FUTURE
The major implicit purposes of thought reform appeared. To be the creation of obedient citizens
and cadres, and the conversion of an entrenchedbureaucracy and intelligentsia into an arm of the
Communist state. There is little doubt that the ascetic, moralistic, and idealistic toneof the
message of thought reform has had a strong impact on a serious younger generation bent upon
bringing the “New China” into the front ranks of world powers
Mao did manage to raise the youth so that china still maintains the same ideological stance.
Despite Mao’s death, and beyond death his image is honored and revered by Chinese.
Despite that, mao came very close to losing control of the situation as the red guard was simply
over motivated and too militant, putting at risk mao’s authority. though mao managed to reassert
his control, the cultural revolution had a significantly.
Mao was successful in controlling the youth, using methods such as his cult of personality
and a broad band of propaganda, to secure their unswerving loyalty.
Nevertheless, his use of them in the cultural revolution was not successful and almost put his
authority at risk. The misdirection of YOUTH by Mao’s faction, and the cynical misuse of the
idealism of an ENTIRE GENERATION of the YOUNG in China, had devastating
consequences on the psychological well being of these young people of the many students who
were deported out to the countryside to perform menial tasks. Thousands were still there in
the 1980s, “abandoned by their radical patrons at the top”
The massive scale of the disillusionment among china’s youth, caused by their negative
experiences during the cultural revolution, underlines the fundamental responsibility of the
regime for the spreading mood of cynicism about socialism and politics in general among that
The struggle for democratic freedoms in the chinese people’s republic that was crushed in the Tienanmen Square massacre of 1989, a movement led by a fresh generation of student and worker youth, should have led to the flowering of socialist democracybut socialism itself was further discredited as the grip of the stalinist police state in china fastened anew on the populace, young and old.
YOUTH INDOCTRINATION: SERVANTS-TOOLS of the TOTALITARIAN NANNY STATE
FORMER RED GUARD REGRETS CAUSING MOTHER’s DEATH
DURING CULTURAL REVOLUTION
Zhang Hongbing accused his mother of counter-revolutionary talk
by Jeremy Blum Scmp.com August 7, 2013
Jeremy Blum: A former red guard is seeking repentance for accusing his mother of being a
“counter-revolutionary” – an act that led to her execution. Zhang hongbing is a 60-year-old
lawyer from anhui province and a far cry from the young boy who ACCUSED HIS MOTHER
of ANTI-MAOIST COMMENTS 46 YEARS AGO. Two months after the accusation,
his mother was executed by firing squad, and zhang has lived a LIFE of REGRET ever since.
I will never be able to forgive myself,” Zhang said in a recent interview with the beijing news”
Originally a member of the red guard, a social movement of young people organised during the
cultural revolution, zhang denounced his mother in 1970 after she criticised mao zedong’s
policies, burned a picture of the chinese leader and expressed support for Liu Shaoqi, former
Chinese head of state and one of mao’s political rivals. He was 16 at the time.
“I was shocked that the very image of her in my mind completely changed,” zhang said.
In My Eyes, She Was No Longer My Mother, But An Enemy. In a note that zhang delivered
to his fellow red guards, Zhang used his mother’s full name, fang zhongmou, and wrote that she
should be “EXECUTED” along with all other counter-revolutionaries.
At the time, he felt confident in his actions and was even supported by his father”
Now, however, a remorseful zhang admits that the cultural revolution mindset of the era, which
encouraged young people to denounce potential communist party traitors, completely
influenced his thinking.
“At that time, my mind was a mess,” zhang told the beijing news. “i did not regret my actions
but felt only that … I must stand firm [in my decision]… in that era, we had all been coerced
into an atmosphere where we could not run even if we wanted to. Zhang said that he felt
remorse after his mother died, but still believed that he had done the right thing.
His feelings slowly began to change as the years passed, however, particularly when his dreams
of serving as a soldier or party factory worker failed to come to fruition. There were many times
when i saw her in my dreams,” zhang said. “i would kneel on the floor, holding her hand tightly
… apologising for [what i’d done] … but she never answered me … for many years, i could
not help but shed tears … and howl [at night]”
Making matters worse, anhui district courts re-evaluated the case of zhang’s mother in 1980 and
made a re-trial verdict, determining that she should not have been executed and their original
judgment in the matter had been completely wrong. the experience made zhang begin to “curse
himself in his heart”
After searching for a way to make amends, zhang was influenced by the writings of chinese
author ba jin, who proposed building a cultural revolution museum to inform future
generations of the atrocities that occurred during the period, I was one of the murderers of
the cultural revolution,” he said. “people should look down on me and scold me. I should be
their negative example … [and] i hope that through my reflections, people will understand what
the situation was like back then”
YOUTH INDOCTRINATION: SERVANTS-TOOLS of the TOTALITARIAN NANNY STATE
FORMER RED GUARD APOLOGISES to
HIS VICTIMS of CULTURAL REVOLUTION
In an advert and letters, Liu Boqin confesses that he beat teachers and terrorised families, and now understood ‘sins of the Cultural Revolution‘
by Wu Nan scmp.com June 9, 2013
Wu Nan: An ageing former Red Guard from shandong province placed an apparently
unprecedented magazine ad to apologise to his victims. The latest edition of the liberal
monthly yanhuang chunqiu published the ad and two related letters to the editor from liu boqin
last week, prompting a wide discussion online.
“I was naive, easily bamboozled, and never distinguished good from bad,” Liu confessed in
a letter. Liu said he beat teachers, spat on them, and terrorised some families. he also played
practical jokes on his neighbors, such as throwing firecrackers into their courtyards in the dead of
night. Win his letter, liu states he is from jinan, the provincial capital. the fact that he was in jun
ior high school in the early days of the cultural revolution means he is in his early 60s.
As I grow older, I have a more profound understanding of the sins of the cultural revolution,”
he wrote. “I cannot forget what I’ve done”.
Years after that tumultuous period, which ran from 1966 to 1976, liu has searched for those he
once attacked as a Red Guard. he said that he was able to apologise to some victims and
received forgiveness. His letter lists nine names. “I want to apologize to all victims and their
families to obtain psychological relief. an open letter is simple and clear,” He wrote”
“In 2010, beijing based wang jiyu, born in 1951, wrote an article in the magazine describing how he had beaten someone to death during the cultural revolution. It reminds us that it’s necessary to dig deeper for the systematic reasons that caused the cultural revolution”, he said.
The demobilization of the red guard organizations had been accompanied by the physical
removal of millions of youths from the cities to the countryside.
Mao issued yet another directive that deemed it “very necessary for educated young people to
go to the countryside to be re-educated by the poor and lower-middle peasants. Cadres and
other city people should be persuaded to send their sons and daughters who have finished junior
or senior middle school, college, or university.
After Mao finally reined in the Red Guards, many had no families, no homes, no schools,
nowhere to go. Hundreds of thousands became street urchins, begging or stealing or doing a
day`s worth of menial work for a piece of bread or bowl of rice. The governement has officially
exonerated the red guards, but many former members, especially radicals and leaders, still
cannot get jobs because the rest of chinese society does not trust them.
“There’s no revolution possible WITHOUT TERROR” – Lenin
The CULT of YOUTH: TOTALITARIAN TANTRUMS, TERROR, & TYRANNY
“enemies of the racial nation were savagely beaten by roaming thugs.
guns were brought onto the campus, and students dressed up in military uniforms”
Mike Royko: “They came from a background of being RICH KIDS, where TANTRUMS would get them what they wanted – IMMEDIATE GRATIFICATION and social change“
Immature, self-destructive and self-indulgent “children” who threw “TEMPER TANTRUMS” AGAINST “REALITY”
The Fascist CULT of YOUTH: adolescents rejecting adulthood – romanticism vs reality
“There are few things more dishonorable than MISLEADING the young” – Thomas Sowell
Jonah Goldberg: Black athletes raised their FISTS in protest at the 1968 Olympics. The image
was entirely derivative of FASCIST aesthetics”. The FIST is the synthesis of our theory” – an
italian fascist in 1920. By the end of the decade, the civil rights movement had for all intents
and purposes become a black power movement. BLACK POWER, with its clenched fists,
afro-pagan mythology, celebration of VIOLENCE, emphasis on racial PRIDE and disdain for
liberalism was arguably America’s most authentic indigenous fascism. In it’s strictly political
dimension, there is no denying that the movement’s activist core was little more than a
FASCIST YOUTH CULT.
VIOLENCE has been a part of nearly ALL revolutionary movements. Fascists inherently
REJECT the PAST in their quest to build a UTOPIAN FUTURE, PERSECUTE
“HERETICS” against “progress
The STUDENTS wanted to RUN the universities,which to traditional academics was akin to
INMATES RUNNING the ASYLUMS. Professors who deviated from the new orthodoxy
faced all the familiar tactics of the campus left of the 1960s. Their classrooms were barricaded
or occupied, threats were put in their mail, denunciations were posted on campus bulletin
boards and published in student newspapers, lecturers were heckled.
When ADMINISTRATORS Tried to block or punish these antics, the STUDENTS mounted
MASSIVE PROTESTS, and STUDENTS NATURALLY WON, often forcing the resignation
of the administrator. Readers of a certain age probably know next to nothing about the
Cornell Uprising, and an even larger number probably have a hard time reconciling this
spectacle with the image of the 1960s conjured by the popular culture.
Liberal baby boomers have smeared the lens of memory with vaseline, depicting the
would-be revolutionaries as champions of peace and love – free love at that!
Self-styled revolutionaries had grown increasingly brazen in their campaign to force
concessions from the university. Students and professors who were labeled RACE TRAITORS
received DEATH THREATS. ENEMIES of the racial nation were SAVAGELY BEATEN by
ROAMING THUGS. Guns were brought onto the campus, and STUDENTS dressed up in
military uniforms. professors were HELD HOSTAGE, BADGERED, INTIMIDATED and
THREATENED whenever their teaching CONTRADICTED RACIAL ORTHODOXY.
The President was MANHANDLED by a FASCIST GOON in front of an audience made up
of the campus community. Events came to a climax when STUDENTS took over the student
union and local radio station. Armed with rifles and shotguns, they demanded an ethnically
pure educational institution staffed and run by members of their own race.
When it was suggested that those who opposed their agenda might be killed, most of the
‘moderates’ quickly reversed course and supported the militants. Eventually the fascist thugs
got everything they wanted. the authorities gave in to their demands”
The few who remained opposed QUIETLY LEFT the university.
Where did this happen? the university of Berlin in 1932? Milan in 1922? good guesses.
This happened at CORNELL in the spring of 1969. Paramilitary black nationalists
under the banner of the afro-american society seized control of the university after waging and
increasingly aggressive campaign of INTIMIDATION and VIOLENCE.
The PUBLIC EXCUSE of the armed seizure of the cornell student union was a cross burning
outside a black dorm. this was later revealed to be a HOAX orchestrated by
The black radicals themselves in order to provide a PRETEXT FOR THEIR VIOLENCE.
This Reichstage fire tactic worked perfectly, as the gun-toting fascist squadristi stormed
straight hall in the predawn hours, rousting bleary-eyed parents who were staying there for
These bewildered souls who had the misfortune to bankroll the educations of the very gun-toting
SCHOLARSHIP STUDENTS now calling them ‘pigs’ were forced to jump from a three foot
high cargo deck into the freezing Ithaca rain.
THIS is NAZISM in ITS WORST FORM”, declared a mother with breathless, if
understandable, exaggeration in it’s strictly political dimension, there is no denying that the
movement’s activist core was little more than a FASCIST YOUTH CULT. indeed the
movement of the 1960s may be considered the THIRD GREAT FASCIST MOVEMENT of
the 20th century. they were an avant-garde movement that sought to REDEFINE not only
At Cornell most of the black students were admitted on what we’d today call affirmative action,
with lower than average SAT scores. Many of the gun-toting revolutionaries were recruited
to the school precisely because they fit [the] STEREOTYPE of the NOBLE ‘GHETTO
YOUTH the AUTHENTIC negro … given preference over other blacks with higher scores and
better qualifications – because more qualified blacks were too ‘white’
Cornell “professors were held hostage, badgered, intimidated and threatened whenever their
teaching contradicted racial orthodoxy”
Perkins believed that universities should be laboratories for social change, training grounds for
‘experts’ who would parachute into the real world and ’fix’ society, like the progressives of
wilson’s and fdr’s day. For these reasons – plus a decided lack of courage – Perkins prostrated
himself to fascist goons while he ruthlessly turned his back on those whose educations, jobs and
even lives were threatened by black power radicals.
GERMAN STUDENTS insisted that they be taught “German science” and “logic”.
The black radicals wanted to be taught “black science” and “black logic” by black professors,
demanding a separate school tasked “to create the tools necessary for the formation of a
black nation. They backed up these demands not with arguments but with violence and
TOM HAYDEN was the son of middle-class parents in Detroit. Hayden played a role in the
early 1960s civil rights struggle in the south. At college, Hayden would become a radical
revolutionary leader. His 1962 “manifesto” STUDENT SOCIAL ACTION proclaimed that
YOUTH MUST WREST CONTROL of SOCIETY from THEIR ELDERS.
UNIVERSITIES had to BECOME INCUBATORS of REVOLUTIONARY SOCIAL ACTION ACTION = REVOLUTION ACTION = VIOLENCE
USE of ACTION (VIOLENCE and “TERROR”) TOWARDS “JUSTICE”
Jonah Goldberg: “The STUDENTS WANTED TO RUN THE UNIVERSITIES, which to
traditional academics was akin to inmates running the asylums. Professors who deviated from
the new orthodoxy faced all the familiar tactics of the campus left of the 1960s.
Their classrooms were barricaded or occupied, threats were put in their mail, denunciations
were posted on campus bulletin boards and published in student newspapers, lecturers were
heckled. When administrators tried to block or punish these antics, the students mounted
massive protests, and students naturally won, often forcing the resignation of the administrator
Readers of a certain age probably know next to nothing about the cornell uprising, and an
even larger number probably have a hard time reconciling this spectacle with the image of the
1960s conjured by the popular culture.
At Cornell most of the black students were admitted on what we’d today call affirmative action, with lower than average sat scores. many of the gun-toting revolutionaries were recruited to the school precisely because they fit [the] stereotype of the noble ‘ghetto YOUTH”.
The CULT of YOUTH: TOTALITARIAN TANTRUMS, TERROR, & TYRANNY
The PROGRESSIVES’ THUG AGENDA
by Christopher Chantrill AmericanThinker.com May 19, 2015
Christopher Chantrill: “That’s what the progressive agenda is really all about. It is a demand
for government favors: higher mandated wages, higher mandated benefits, more free baby-
sitting. And never mind where the money is coming from; enforcement officers will deal
with that the progressive agenda tells us that progressives really don‘t care about low-wage
people, for their agenda is a mess of thug politics that won’t really help anyone. but
progressives do care about the low-wage vote the callous pursuit of absolute domination and
the unrelenting exercise of the power of the modern state which disperses into the realm of
enterprise over the often derided and characteristically docile populace
What many progressives call social justice is neither very social nor just, especially as
concerns economics. It is a vision that calls out, not for justice, but for PAYBACK
Jonah Goldberg: “The WEATHERMEN BECAME the STORM TROOPERS of the new
left, horrifiying even those who agreed with their cause. We will burn and loot and destroy.
We are the incubation of your mother’s worst nightmare. Bourgeois self-loathing lay at the
very heart of the new left’s hatred of liberalism, its love affair with violence and its
willingness to take a sledgehammer to western civilization.
Convinced that all whites were born tainted with the original sin of ‘skin privilege’,
the fighting brigade of the new left internalized racialist thinking as hatred of their own
whiteness. On one occasion the feminist poet robin morgan was breast feeding her son at
the offices of the radical journal rat. A weatherman saw this and told her, ‘you have no right to
have that pig male baby’. ‘How can you say that? Morgan asked. ‘What should I do?
Put it in the garbage’, the weatherwoman answered”
Bernardine dohrn reflected the widespread new left fascination with the serial-killing hippie
ubermensch Charles Manson. Abbie hoffman set out to create a ‘vast myth’ of bloodshed and
shock. ‘We will burn Chicago to the ground’ – the intent was to force a confrontation that
would spill blood in the streets.
The CULT of YOUTH: TOTALITARIAN TANTRUMS, TERROR, & TYRANNY
The CLOSING of the AMERICAN MOUTH
by Suzanne Fields Nov 13, 2015 townhall.com
Suzanne Fields: “COLLEGE KIDS DO the DARNDEST THINGS. YOU send them AWAY to
OPEN UP their minds and they learn to close them, for themselves and for others. The
TANTRUM GENERATION just managed a left-wing coup at the university of missouri,
stifling freedom of expression and forcing out the president and chancellor of the university”
In his 1987 bestseller, “The Closing of the American Mind,” Allan Bloom demonstrated how
college students no longer exposed to are the great books and that higher education
impoverishes rather than enhances the intellect.
Someone could write a sequel called “The Closing of the American Mouth,” where political
correctness silences dissent on campus, revealing a deep ignorance of many things.
Once upon a time panty raids and swallowing goldfish were the rites of passage for sophomores,
challenging authority on campus with innocence and high spirits.
Student rebellion darkened with the free speech movement at the university of california in the
1960s. Today free speech on campus is under attack from the students themselves.
Protests at the university of missouri started over concerns of racism, but moved quickly to
suppress free speech for anyone who disagrees with the politically correct.
The protestors tried to prevent student reporters from covering the story.
Jonathan Chait compares the tactics of political correctness on campuses to traditional
Marxist methods of repression, the ideology that “prioritizes class justice over individual
rights and makes no allowance for legitimate disagreement. At the University of Missouri,
concern over racism became increasingly self-serving and selective. In calling for a
10% increase in black professors, the offended students were not at all
concerned by the disproportionate number of black athletes on the football team, whose
refusal to play was the tipping point for the resignations of the president and chancellor”
“proportional increases based on race are a double-edged and dangerous strategy”
Columnist Victor Davis Hanson suggests wryly that such logic requires a rewrite of the
dictum from george orwell’s “animal farm”. All hiring, admission and participation shall
reflect the racial diversity of the campus – except sports teams, given that sports is a far more
important activity than scholarship and teaching and thus alone requires selection solely on
legitimate criteria of merit.
This generation of college students seems particularly fearful of thinking for themselves, and is
quick to stifle debate on issues they oppose. The culture wars, [created] a barrage of bullets to
silence free speech, spreading intolerance through ignorance, infantilizing students who want to
be coddled rather than challenged.
College was once a preparation for ADULTHOOD, where exposure to different points of view
taught a student how to think rather than what to think. Without the ability to reason and
argue, they fall prey to thuggish tactics. they become the narrow and intolerant force they rail
against. Life gets complicated, as the statler brothers once sang, when you get past 18.
Students follow a pattern described by daniel greenfield of students as foot soldiers for
Daniel Greenfield: Cultural revolutions use angry student activists as foot soldiers, but behind
them are adults angling for power. The Red Guard or hitler youth member who beat teachers
or smashed store windows was a puppet in the hands of cruel and cynical men and women
some of them would eventually regret what they had done, the people whose lives they had
ruined for the cause, but by then it was often too late.
But true resistance to oppression is in fighting oppressors. Fighting oppression by destroying
free speech and silencing dissent is just oppression no matter how much hypocritical self-
righteous makeup it wears to the dance. The left is taking off its masks. it has given up
pretending that it believes in rights and freedoms
Now, in its final stage, it imposes oppression in the name of tolerance and sensitivity
it claims that eliminating the opposition is the only way to make its oppressed oppressors feel safe and welcomed
SNOWFLAKE TOTALITARIANS at YALE
by Scott Greer Mindingthecampus.org November 11, 2015
SCOTT GREER is an ASSOCIATE EDITOR at The DAILY CALLER
“Last week, a real-life south park episode somehow took place within the very prestigious
confines of yale university. In the lead-up to Halloween, yale dean burgwell howard sent out
an email requesting that students not engage in “cultural appropriation”. When it comes to
costume choice. That message prompted a very mild rebuke from the associate master of
silliman college erica Christakis.
According to the foundation for individual rights in education (fire), christakis took issue with
the tone of howard’s email that implied the school was trying to impose control over students’
choices and restrict free expression. She found that idea troublesome. additionally, she asked,
“is there no room anymore for a child or young person to be a little bit obnoxious … a little bit
inappropriate or provocative or, yes, offensive? ”
American universities were once a safe space not only for maturation but also for a certain
regressive, or even transgressive, experience; increasingly, it seems, they have become places
of censure and prohibition. Hundreds of students responded with a resounding, “there’s no
room for that, you bigot!” to christakis’s question”
This is where south park-style ABSURDITY enters the story.
More than 740 Yalies and offended allies signed a letter that declared Christakis’s opinion
somehow suppressed the viewpoints of minority students. Many of those same signatories
refused an invitation by the associate master and her husband, master of Silliman college
Nicholas christakis, to discuss the matter over a sunday lunch.
On thursday, 100 students confronted the husband and demanded a bended-knee apology
from Mr. Christakis for supporting his wife’s views. The professor tried to apologize for any
“pain” the email might’ve caused, but he stood by his support for free speech. That didn’t
suit his inquisitors, and they proceeded to engage in something that resembled an improvised
Dennis P. Halpin: “The labeling by the red guards of individuals as “capitalist roader” was as DEVASTATING AS THE CURRENT LABELING AS “RACIST” IS IN AMERICA”
Scott Greer: “Christakis was belittled for eliminating the pretense that. his college was a “safe
space” and was cursed at as students cheered on. When trying to speak, he was shouted
down by his chief accuser, ensuring he never got a good chance to defend himself.
A female sillimander excoriated the college master for ‘instigating more debate’ and valuing
free speech over making her home ‘less threatening’”
Apparently, the safety of all minority students is put into jeopardy by questioning the wisdom
of a school controlling costume choices. The implication here was that free speech could be
easily discarded when so many students were in “pain” over one milquetoast email.
OVER the LAST FEW YEARS, A GROWING MEDIA THEME … is that COLLEGE KIDS
are SLOWLY TRANSFORMING INTO WHINY BABIES WHO NEED CONSTANT
The Yale incident proves that this well-covered meme is no exaggeration. It’s one thing to
disagree with the Mr. and Mrs. Christakis over the issue of restricting “culturally insensitive”
halloween costumes. It is quite another to act like that opinion threatens your safety.
Students no longer object to speech they disagree with on political or moral grounds – they
simply say it jeopardizes their emotional well-being to have it aired and urge for its censorship
to protect them from harm”
“this safety argument has allowed these precious snowflake totalitarians to suppress speech on campus”
“free speech means nothing to them when it comes at the price of exposing their fragile little minds to ideas they don’t like”
“thanks to spineless administrators that rush to appease each and every need of designated minority groups, activists are able to get away with this inane rationale for censorship”
“the funny thing about the yale case is how it shows young people at one of the most prestigious universities in the world – with all the opportunities imaginable available to them – are able to think of themselves as victims of society”
“this is the creme of the meritocracy we’re talking about here, the ones who have reaped the rewards of america”
“more importantly, these are the kids who could very occupy the highest halls of power someday. and they think a nicely-worded email and halloween costumes oppress them”
“it’s disturbing that america’s best institutions are churning out individuals who have no desire to uphold free speech”
“imagine the insanity of watching a president demand the arrest of dissidents for violating his/her/xyr’s safe space”
“or diplomacy conducted via hysterical sobbing over how minor faux pas made a diplomat feel marginalized”
“that’d be the world we live if we gave these nincompoops power. and it could very well happen if universities like yale continue to coddle these students and give them what they want”
“the man who videotaped the show trial of christakis, fire president greg lukianoff, co-wrote a much discussed-article for the atlantic about how the safe space mentality is literally damaging the brains of students”
“what happened at yale last week should make everyone concerned about the gelding of free speech from campus. it’s not just about making sure different viewpoints get heard at colleges everywhere – it’s about the kind of future we want to have as a country”
“while south park may be an entertaining show, the prospect of its absurd storylines becoming daily life in america – all without the happy endings – is not a reality we want to have”
“soar to heaven and pierce the earth!”
– red guard chant
AMERICA’s POTENTIAL GREAT PROLETARIAN CULTURAL REVOLUTION
By Dennis P. Halpin americanthinker.com November 21, 2015
Dennis P. Halpin: “Supporters of free speech and basic civility throughout the world watched
in horror for a decade as chinese university campuses descended into violent chaos during
the great proletarian cultural revolution. Respected professors were shouted down, subjected
to public shaming that included being paraded through the streets in dunce caps, and forced to
attend public “struggle sessions” which included torture. Anne thurston recounted the use of
the “airplane” maneuver in her work enemies of the people. You xiaoli was standing,
precariously balanced, on a stool. her body was bent over from the waist into a right angle, and
her arms, elbows stiff and straight, were behind her back, one hand grasping the other at the
wrist. it was the position known as ‘doing the airplane’”.
“TOOLS” of the TOTALITARIAN THOUGHT CONTROL – TERROR & TYRANNY
“… on both sides of the blackboard were chalked her name and the myriad crimes she was alleged to have committed. she was accused of being a bourgeois academic authority”
“while living in china two decades ago, I heard numerous personal horror stories from chinese friends who were of the cultural revolution generation”
“one woman recalled with tears how her sister was driven to suicide by red guard harassment on a college campus”
“another recalled how her father, a high-ranking provincial official, was taken away in the middle of the night never to be seen again”
“even chinese leader deng xiaoping’s son, deng pufang, was subjected to red guard violence – being pushed out of the window of a building at peking university in 1968 and, as a result, becoming a wheelchair-bound paraplegic”
“during that same cultural revolution, mao’s fanatic wife, jiang qing, had rival zhou enlai’s adopted children, sun yang and sun weishi, tortured and murdered by red guards – sun yang died in the basement of renmin university”
“the current uproar on american campuses, specifically at the university of missouri and at yale, has not reached anything near a level of red guard violence”
“yet the video of mizzou assistant communications professor melissa click, calling for “muscle” for use against a student reporter and then attempting to grab his camera, displayed a fanaticism worthy of any red guard”
“and the yale student shouting obscenities at professor nicholas christakis and demanding his firing because of an email his professor spouse sent out concerning freedom of expression in the wearing of halloween costumes brings to mind past scenes of chanting red guards waving little red books giving the “quotations of chairman mao”
“on november 18th yale news reported that yale president peter salovey had emailed students his support for professors nicholas and erika christakis, rejecting demands that they be fired”
“SUCH MINDLESS, INTOLERANT, and VULGAR RED GUARD-LIKE DEMANDS are indeed unworthy of america’s great institutions of higher learning”
“as with mao’s red guards, the current american student movement has been galvanized by an attack on university administrators”
“the red guards accused university officials of “intellectual elitism” and “bourgeois tendencies.” a number of university officials were toppled, just as in the recent case of the university of missouri president in china, fired school administrators were then forced to perform such degrading labor as cleaning toilets”
“fellow students were also subjected to red guard ridicule for “bad class” backgrounds (usually descendants of the landlord class, capitalists, or intellectuals) in a manner similar to the current attacks on “white male privilege” on some u.s. campuses”
“the labeling by the red guards of individuals as “capitalist roader” was as devastating as the current labeling as “racist” is in america”
“the red guards sought the repression of any divergent ideas”
“the cancellation of former secretary of state condoleezza rice’s scheduled appearance at commencement ceremonies at rutgers university last year by student protestors is one more example of political correctness run amok”
“another example is that of demonstrators at political rallies seizing microphones and attempting to shout down speakers ”
“this mindless thuggish behavior displays a total disregard for that civil political discourse which is the hallmark of a free society, in sharp contrast to maoist china”
“american university students should recall that one of the greatest proponents of political correctness in the 20th century was chairman mao”
“the great debate of the decade-long cultural revolution over “red versus expert,” i.e. that strict adherence to maoist ideology was more essential than any technological or scientific expertise, deprived china of those very skills later promoted by deng’s “four modernizations”
“as a result, mao’s china remained an impoverished, isolated backwater out of sync with the economic boom then engulfing such neighbors as hong kong, taiwan, south korea and singapore”
“is that ideologically-driven backwardness the future for america that today’s student demonstrators desire? ”
“america’s coming great proletarian cultural revolution on its college campuses will not involve a formal school shutdown or an exile of students ”
“it will lead, instead, to a shutting down of ideas and an erosion of those academic skills vital to prepare america’s students for a challenging global economy”
“with the accelerating costs of a college education, as exemplified by millennial voters’ expressed concerns over the debt serving of their student loans, one would think that they would demand more content from their universities and their professors”
“curriculum based on political correctness and sensitivity training seems a prescription for a declining america”
“only when china threw off the fanatical political focus of the cultural revolution in favor of the economic reforms of deng xiaoping did it rise to be the world’s second-largest economy”
“america’s coming potential great proletarian cultural revolution is, thus, a likely roadmap for economic, political and cultural disaster”
“the liberally educated person is one who is able to resist the easy and preferred answers, not because he is obstinate but because he knows others worthy of consideration” – Allan Bloom
USEFUL IDIOTS GONE WILD
by Robert Weissberg Americanthinker.com November 23, 2015
Robert Weissberg: “Race-related protests on American college campuses are spreading faster
than head lice at a daycare center. All include demands that the university recruit more black
faculty and students, forcefully “re-educate” all students and faculty to expel lingering anti-
black racism and then do whatever is necessary to make the campus a warm, caring and, most of
all, a safe space for communities of color.
Far more is involved here than howling for school president’s head or cancelling a mid-
term exam to permit traumatized students time to heal. The ruckus is entirely about pushing
the university leftward, and these immature campus social justice warriors are what lenin
called useful idiots. All the nattering about diversity and dialogue is a subterfuge; these
HYPERSENSITIVE SNOWFLAKES and fellow traveler thugs are just the ground troops in
a much larger ideological war.
Recent New York Times op-ed by Ross Douthat let the cat out of the bag: “The protesters at Yale
and Missouri and a longer list of schools stand accused of being spoiled, silly, self-dramatizing
– and many of them are. but they’re also dealing with a university system that’s genuinely
President of Yale Peter Salovey thanked the unruly protestors for their disruptive, uncivil
antics with, “It is clear that we need to make significant changes so that all members of our
community truly feel welcome and can participate equally. College administrators genuinely
welcome these disturbances to advance a leftist political agenda should ask why school
administrators never discuss the downside of these demands or put such a premium of
feelings apart from any reality”
They certainly can ask protestors who will pay for all this iffy social engineering.
What about items on the list such as race-based hiring of faculty that are clearly illegal?
total silence. It will be awhile before the vcu president explains to protesters that excluding
White and Asian job applicants is illegal”
Better yet, how would these presidents react if some white students raucously demanded that
universities embrace color blind, merit-based policies? Or complained of their tuition
money going to frivolous non-academic pursuits? Presidents would surely note that
“colorblind” is a code word for “whites only.” hate! Muzzling politically incorrect faculty is
hardly a snap but universities now, happily, have these social justice recruits to perform this
The hypersensitive buttercups plus a few aggrieved football players can terrify professors,
even liberal ones, and the slightest departure from the orthodoxy can be career-ending. It
matters not that the offending lecture or reading assignment is factually correct or a venerated
classic. All professors understand the futility of confronting ideologically obsessed,
empty-headed, demonstration-prone undergraduates. No professor would discuss the
sky-high black crime rate if there was the slightest chance of a buttercup of color sobbing
If that happened, call the campus police … a microaggression in progress! Better to
preemptively scrub anything that might, somehow, possibly be deemed offensive to those just
itching to rally against “hate”. And for those unfamiliar with the latest newspeak, censorship is
now called creating‘safe spaces’. His agitation will be especially welcomed in departments
where some old geezers resist the pc party line.
Social justice warrior tactics are merely applying what was commonplace in communist
China. Public shaming whereby alleged perpetrators are paraded in public, often wearing
signs announcing their misdeeds and then forced to give humiliating confessions of guilt.
No doubt, unpc professors will now consider early retirement rather than wait for an angry mob
of offended snowflakes to hound them into leisure village. Campus transformations will also
come from hiring more minority faculty. Inevitably, pressured recruitment committees will
settle for job candidates unacceptable if they were white and these fresh recruits will
overwhelmingly embrace the left.
Students will pay upwards of $50,000 in annual tuition to hear incompetents try to indoctrinate
them in radical nonsense. Equally destructive will be admitting marginal students so as to
create a student body that demographically resembles the state of America. These
intellectually challenged youngsters are perfect cannon fodder. Most will correctly feel out
of place on the campus, overwhelmed academically and the consequences of this angst will
be yet more demonstrations and cries of institutional racism.
Given that subtle distinctions and complicated arguments are beyond them, discussions will
be nothing but sloganeering. Woe to the professor who tries to rebut the charge that
America is hopelessly racist without committing multiple microaggressions”
Don’t forget the armies of administrators tasked with helping black students, from deans of
inclusions to low-level mentors and role models. This bureaucratic expansion is, of course,
catnip for empire-building careerists but there’s the added benefit of having yet more pc
soldiers on campus. With time the faculty will become “stepford professors” obedient,
docile folk whose brains have been 100% cleaned of anything antithetical to diversity,
inclusion all the while celebrating the joys of multiculturalism.
It is naïve to believe that today’s administrators honestly see the contemporary university’s
primary mission as discovering truth. Nor are they holding the line against barbarians at the
gate. They are handsomely paid to keep the peace. how many of these besieged presidents
actually want academic departments that might hire a charles murray or thomas sowell? ”
College apparatchiki love silencing the disruptive truth-tellers, and are overjoyed that
students from protected classes are taking on this task.
College faculty, at least administrators and those in the social sciences and humanities have
long abandoned that pursuit of unvarnished truth. Disorderly students are just making
themselves useful [idiots] in the war on intellectual integrity. Critics of the creation of this
idealistic “new” human and society criticized it for its lack of realism
“Surely anyone with a sense of political realities can smell the danger that these silly, kind,
irrational people, in their cushioned isolation from reality, are bringing upon us ALL” …
”The danger starts with the universities, but it does not end there. that is what makes them much more scary” Stewart Alsop, The Greening of America
“UNIVERSAL EDUCATION is the MOST CORRODING and DISINTEGRATING poison that liberalism has ever invented for its own destruction” – Hitler
“remember, democracy never lasts long. it soon wastes, exhausts, and murders itself. there is never a democracy that did not COMMIT SUICIDE” – John Adams
FASCIST ACTIVISTS INTIMIDATING STUDENTS TO JOIN CAMPUS PROTESTS
by Rick Moran americanthinker.com November 16, 2015
Rick Moran: “Coming soon to a college near you; show trials of students who are
insufficiently enthusiastic about campus protests. Reports from some students and parents at
Columbia university reveal a disturbing element to campus protests; a not too subtle campaign
to intimidate students into joining the activists.
New York Post: Columbia student activists are pestering peers to attend campus protests and
walk-outs in solidarity with college students at missouri and yale or risk social isolation.
Students say rganizers posted flyers and sent facebook messages inviting undergraduates to wear
black clothing and join two demonstrations last thursday to support people of color who are
“marginalized and threatened”.
But some students worried they would be “ostracized” if they did not participate or dress in
sync, one college parent said. There’s been a campaign of intimidation, where students are
going dorm to dorm, floor to floor and asking students to go back to their dorms and put on black
if they’re not wearing black,” the parent said. My daughter told me people are uneasy and
fearful,” she added. “her personal politics are left-wing and she shares their sympathies, but
she doesn’t like to feel that she can’t wear blue if she wants to wear blue.
“We support them, but we’re here to learn”, said one senior who declined to give her name.
There’s a divide among students. people who are not willing to walk out are seen as not
supporting the movement. Hundreds of Columbia students gathered at the south lawn thursday,
and some speakers heckled bystanders who did not participate.
“Look at those guys playing frisbee – that is the definition of privilege,” said one speaker.
Another student wearing a t-shirt with the words “kill white supremacy” called columbia a
“white supremacist institution. She led the crowd in a progression of chants including “I love
black people,” “I love all black people” and “I love queer black people,” before adding “I love
black criminals” and “I love black people who steal”
You will be made to care,” is their battle cry. and why not? Egged on by teachers,
administrators, and other infantile officials who see the protesters as the vanguard for a new,
actitist left. The first step in the revolution is to intimidate those who refuse to be as rabidly
enthusiastic about the “cause” as they are.
At the start of the communist revolution in Russia, a few well publicized mass executions of
opponents worked wonders on the populace, making them docile and manageable”
“I daresay something similar is playing out on campus now – minus the executions, of course.
but the intimidation factor remains. Eventually, the activist’s demands will be impossible to
meet. At that point, the children will throw a tantrum and people are going to get hurt.
Anyone who makes light of this intimidation doesn’t recognize the dynamics of revolution or
the mindset of the totalitarians who are leading the protests. Insufficently motivated students
will be made to care. They will be instructed in the correct way to think, to act. resisters
will be taught a lesson and independent thought will be eliminated”.
“sounds like utopia to me”
DARTMOUTH PROTESTERS ASSAULT STUDENTS
WHILE SCREAMING RACIAL THREATS
by Alex Pheiffer: Dailycaller.com 11/15/2015
Alex Pheiffer: “A group of black lives matter protestors at dartmouth college led a violent
protest thursday, hurling racial insults at students and pushing them up against a wall as they
tried to study in the library. the dartmouth review reports. “f#ck you, you filthy
white f#cks!”, “f#ck you and your comfort!” “f#ck you, you racist shit!” they reportedly
About 150 dartmouth protesters shouted as they marched through baker-berry library at
dartmouth college. Students who didn’t join in on their protests were harassed, one woman
was pinned to a wall by protesters who shouted, “filthy white b#tch!” in her face.
Students who were seated were told to, “STAND the F*CK UP!” “YOU FILTHY RACIST
WHITE PIECE of SH*T!” The protesters actively disrupted students reviewing for exams,
entering study spaces and shouting at students who tried to close their door. One student was
forced to abandon her study room and ran out of the library.
The black-clad protesters also harassed students who wore “gangster hats,” and beats
headphones, calling them “symbols of oppression:. One protester wrote on facebook,
“we raised hell, we caused discomfort, and we made our voices heard all throughout this
campus in the name of standing up for our brothers and sisters across the country who are staring
terrorism and assault directly in the face.
A student wishing to remain anonymous told the dartmouth review that she clapped after a
protester said, “let’s give a round of applause for the beautiful people of color who were here
for this protest” However, she was then told by the protester, “for all of you that are sitting
down and applauding right now, ‘we don’t care about you’”.
‘SPECTRAL EVIDENCE’ in SERVICE of SOCIAL JUSTICE
by Jeffrey T. Brown americanthinker.com November 17, 2015
Jeffrey T. Brown: “In 1692, a group of malicious girls craving power and attention
and aided by older men and women caused the deaths of innocent neighbors through the
exploitation of something called “spectral evidence”.
It is exactly what it sounds like: invisible evidence”
The chaos was intended to cause panic, since decent god-fearing people could not grasp that
other members of the community, those allegedly so like them, could engage in such malignant
fraud, with stakes so high. Believing the girls to be the picture of virtue, it was naturally c
oncluded that the evil was being done to them, rather than being channeled through them as
The claims were patently absurd, but every attempt to examine the bases of the visions and
apparitions was silenced by the screams of the girls, who knew well enough not to allow
skeptical people to dig too deeply into the fraud. The longer this was allowed to go on, the
more innocent people who were swept into the hysteria, unable to defend themselves against
imaginary events of which they had no knowledge, because they never happened.
Here we are, more than three centuries after the salem trials, and we are still watching the
same charade being carried out by modern liars and frauds, hungry for power and control,
determined to ruin however many lives are necessary for them to get what they want.
Practical and pragmatic members of the community are being screamed and shouted down
by the modern-day salem accusers, whose lies and accusations strengthen all of these
As witch hunts have progressed for thousands of years, the accusers grow bolder, and
eventually people must die so that the accusers’ power can grow until enough people wake
up. By then, of course, it is too late. The accusers are almost never stopped before it is too
late, despite this same scenario having played out innumerable times over the course of
People must always die for the sake of the accusers’ power”
Many of the college fraudsters have been rewarded with the resignations of administrators
who, on the basis of spectral evidence, failed to cure an affliction no credible person ever
witnessed. It was enough that they pointed to the rafters and claimed that the invisible spirit of
racism sat there, taunting and offending them.
Someone had to pay, and the accusers took another step toward seizing control and
domination over the john proctors of the world, who see them as the immoral poseurs that
they are in a letter to the clergy of boston before his execution, proctor called what was
occurring “delusions of the devil”.
Ironically, it is often people pretending most aggressively toward morality and justice who are
the devil’s most dedicated servants. Those attacking the voices of truth and logic know that
scrutiny of evil always results in the eventual defeat of evil, albeit temporarily evil never dies,
and satan never rests. There are souls to take, whether by corruption or destruction. This is
always the end game.
It is why every plot that begins with the slander and defamation of the honest and innocent
always progresses toward imprisonment, and ends up in the murder of those who know the truth,
the more of them the better. It is the pattern of EVIL.
What may seem foolish and harmless today will grow, both in size and malice.
We must expose them now, because they are not just delusional college students, or global-
warmists, or socialists, or communists, or islamist apologists, or simply democrats, an affiliation
they all share
They are the latest instrument in a timeless fight between good and evil, between truth and
lies, and between life and death like the anarchist and destroyer they serve, they never rest,
and their goal is never met the question is whether, this time, we will be the generation which
stops them the jesuit educational maxim was, give me a child until he is seven and i will
give you the man’.
“Your child belongs to us already … you will pass on. your descendants … now stand in the
new camp ,,, In a short time they will know nothing but this new community” – Hitler
Children were the great red hope for the marxist-leninist “new soviet man”.
it seemed that marx’s day had come — and that Stalin’s Russia was the place where the grass
grew greener. As early as 1918, pravda, the voice of the communist party, affirmed:
“the children’s book as a major weapon for education must receive the widest possible
By 1924, two years after the soviet union was formed, the central committee of the party
announced its mission to develop a new kind of juvenile literature. Once in power,
stalin sought to modernize russia
stalin complained of russia’s economic “backward-ness”
stalin wanted to quickly industrial-ize of the new “soviet union”
a “communist” (anti-“capitalist”) industrial “giant” and “worker’s paradise”
all economic activity under government control
the central government pushed workers and managers to reach designated goals
Those who reached them were “rewarded”. Those who did not reach their “quotas” were
“punished”. Central planning was often inefficient, causing shortages in some areas
and surpluses in other areas. The state set all prices and controlled access to farm supplies
Some peasants refused to give up their land and sell crops at the state’s low prices
Many resisted state collectivation by killing and eating farm animals, destroying tools and
Stalin was furious, believing “kulaks” (wealthier farmers) were behind the resistance.
talin decided to“liquidate” the kulaks as a class” – “we must smash the kulaks,
eliminate them as a class.
In 1930, the politburo approved “on measures for the elimination of kulak households.
The politburo’s resolution has not achieved the notoriety of the Nazi’s “Final Solution”.
The government confiscated kulak land, shot them and/or sent them to labor camps
OGPU agents, like “raging beasts”, rounded up kulaks and their families.
five to eight million people starved to death in the ukraine alone. An estimated 4 million
children starved to death. Children and strangers were ambushed and eaten.
A new class of “bezprizorniye”(homeless) emerged. Orphans and abandoned kids lived in
freight cars and unfinished buildings. HOMELESS CHILDREN SCAVENGED for CATS,
BIRDS and POTATO PEELINGS. VASILY GROSSMAN REPORTED SOME
PARENTS KILLED and ATE THEIR CHILDREN.
some cannibals were shot – 325 worked on canal projects. Ukrainian newspapers were full of
pictures of smiling children. Soviet newspapers ignored the skeletons in the streets. Western
papers did report on the famine
Collectivi-zation did not significantly improve farm output. It did bring agriculture under
Stalin’s state control. Writer Boris Pasternak: “What i saw could not be expressed in words”
there was such inhuman, unimagin-able misery. Collectivization especially targeted ukraine,
the “breadbasket” of the soviet union.
Ukrainians clung stubbornly to their own national identity and preference for village-level
communal landholdings. Thousands were executed or killed from overwork. In the
Ukrainian village of velyki solontsi, 52 men had been “removed” as kulaks. Then their women
and children were taken and “dumped” along a river. Solzhenitsyn:“they burned whole nests
… families, From the star they watched jealously to be sure that none of the children …
no children, “fourteen, ten, even six years old – got away”
Many were put on railroad cars, stripped of all possessions. Shipped to LABOR CAMPS in
the Siberian tundra and taiga. Peasants were encouraged to denounce neighbors
14-year old Pavlik Morozov’s father secretly aided kulaks. Pavlik denounced his father in
court. Pavlik denounced other kulaks for hoarding grain. Pavlik was later ambushed and
murdered in the woods.
The boy, according to the official soviet investigation of his death in 1932, was killed by
relatives after he called the secret police to arrest his father for illegal activities.
Pavlik morozov was made into a national hero. The father was shot after a trial, according to
the fabricated story
Four of Morozov’s relatives were reputedly shot by the soviet government to help boost the
story, which was used to persuade millions of kids to be loyal to government rather than to
their families. The soviet union, who urged the nation’s children to follow the example
of 14 year-old Pavel Morozov
The LITTLEST ENEMIES’: CHILDREN of the STALINIST ERA
by Victoria Bird thevieweast.wordpress.com
Victoria Bird: “The Stalinist era was characterized by extensive terror and repression, with
large numbers of the soviet population living in fear of the ‘knock on the door’ that could
signify arrest, exile, imprisonment or execution. This climate of fear even extended to
young children, many of whom were terrified of the day when their parents would
Children who lost their parents as a result of stalin’s terror were affected in a
number of different ways. Some were interned in gulag camps along with their parents; some
were deported to live in exile in remote regions with their families and some were forced into
soviet orphanages. those who were left behind were stigmatised and ostracised, often even by
other family members who feared punishment if they were seen to be helping the child of an
‘enemy of the people’, so were left to fend for themselves on the city streets”
“whatever their ultimate fate, these children all found themselves marginalised, persecuted,
rejected and forgotten by mainstream society”
“instead their lives became dominated by a daily battle for survival, a battle that sadly many
did not win.
Stalinist propaganda worked very hard to present childhood as a happy and positive time.
children were presented as the loyal socialists of the future. Stalin was portrayed as the
‘little father’ raising the next generation of new soviet men and women.
Posters showing children praising stalin were put up everywhere, often including the caption
‘thank you, dear comrade stalin, for a happy childhood’”
Communist youth groups such as the young pioneers (for children aged 9-14) and the
komsomol (ages 14-18) were set up to provide children with a range of extra-curricular activities
including parades, theatre outings, sporting events and summer camps which many would
otherwise not have had access to”
Catriona kelly argues that the state was attempting to back up the claims of the ‘fairy tale
reality’ that supposedly characterized life in the Soviet Union. With sentimental visions of
childhood pervading throughout all propaganda and claims that the Soviet Union was the
best place in the world for children to grow up”
But, this fairy tale concealed the dark reality of many children’s lives during the stalinist era”
This famous photograph, entitled “friend of the little children” was published on the front
page of izvestia in 1936, showing a happy, smiling young girl being lovingly held up by stalin”
However, the young girl’s smiles hide her dark background”
Her name is Gelya Markizova, and her mother was mysteriously murdered after her father,
Ardan, was shot for allegedly plotting against stalin during the terror years”
Her real story was, of course, hidden by the state’s propaganda machine to perpetuate the
vision of happy childhoods that soviet propaganda was desperate to portray. While some
children do recall their stalinist-era childhoods with fond memories today, their experiences
were far from universal.
Many children were marginalised, rejected and persecuted. Far from having the happy
childhoods that they were supposedly entitled to, they were instead faced with great hardships
and a struggle for survival. As a result of stalinist terror and mass repression, hundreds of
thousands of parents were arrested and placed in the infamous gulag camps.
Resolution no 2213 stated that children up to the age of two must be kept in confinement
along with their mothers, so many young children were taken to the gulag and placed in camp
nurseries. In 1935 the introduction of article 12 of the criminal code also permitted children
from the age of twelve to be sentenced as adults and interned in the gulags. This law was
used to round up the children of those who had earlier been arrested for political crimes based
on the belief that ‘an apple never falls far from the tree’.
Many street children, the waifs and strays, commonly known as bezprizorni also committed
crimes (most commonly theft) and many were sent to the camps as punishment. Where they
found themselves living in bare, dirty cells in a brutal world where they mixed with older,
more dangerous criminals. Oleg Khlevniuk described how many older criminals treated these
youngsters brutally, often using them for sexual favours or forcing them into prostitution.
Many children also had to face the terrifying prospect of exile. those commonly targeted
included devout religious followers, ethnic minorities and ‘kulak’s’ (peasants who resisted
collectivisation). Numerous families were rounded up and forcibly relocated to remote and
uninhabited regions in russia’s far north, such as the urals, northern siberia or the open steppe
Many families were given little more than an hour to gather together sufficient food and
provisions for their ‘new lives’” One letter to the chairman of the vtsik told how thousands of
children died of starvation or disease during the journey into exile, to be buried in mass
unmarked graves. Homeless children along ‘children of the enemies of the people’
increasingly found themselves being placed in state-run orphanages. Starvation and
malnutrition were a routine occurrence in the orphanages. Many children forced to raid
nearby rubbish bins to find sustenance and there were reports of children lapping thin soup
directly from cupped hands due to the shortage of bowls.
Orphans commonly suffered from diseases such as typhus, malaria, dysentery, scurvy,
rickets, ringworm and lice as a result of their dire surroundings and poor hygiene.
One inspector’s report described how he had witnessed children having to live and sleep for
several days in the same bed as the corpses of other children. mortality rates among children
in some ukrainian orphanages actually stood at 100%. Those who managed to survive disease
and death in the orphanages were also faced with the threat of beatings, abuse and bullying from
the older inhabitants.
Propaganda poster: “Thank you, Comrade Stalin for our Happy Childhood!” (1936)
While stalinist propaganda may have presented an idealised ‘fairy tale’ image of soviet
childhood characterized by happy innocence, for some the reality was very different.
Many children were ripped away from their families, condemned to the gulags, forced into
exile, sent to orphanages or left to fend for themselves on the streets. Most of these children
endured severe physical and psychological trauma and those who survived often carried this
stigma with them into adulthood.
VICTORIA BIRD completed her BA in History at Swansea University, UK.
In her final year of study Victoria specialised in the history of communist Eastern Europe and
she also researched and wrote her History Dissertation about “Bezprizorni: The Result of Mass
Arrests and the Labour Camp System”
BLOODY UTOPIAN DREAMS, PART 2 The Enigma of the Third Reich
By Carl Teichrib March 2005 www.forcingchange.org
Carl Teichrib: “highly developed personalities … are being used to engineer great and
needed changes and to alter the face of civilization ..hey are the agents of destiny,
The creators of the new order and the initiators of the new civilization. The destroyers of
what must be destroyed before humanity can go forward along the lighted way”
The new age movement, like the political utopians of the 20th century, seeks a “perfect world”
balanced by economic, political, and spiritual unity and harmony
“It’s the world state, where global citizenship and planetary spirituality merges into the “perfect centralized” system”
YOUTH INDOCTRINATION: PROGRESSIVE EDUCATION
PHOOEY ON JOHN DEWEY
IVAN PAVLOV – EDUCATION GOES to the DOGS
PRIOR KNOWLEDGE – A STRANGE NEW RELIGION
The CON in CONSTRUCTIVISM
The CRUSADE AGAINST KNOWLEDGE, CAMPAIGN AGAINST MEMORY
DUMBING DOWN, LEVELING the MASSES
by Bruce Deitrick Price improve-education.org
Bruce Deitrick Price: Since 1930 America’s top educators are ideologues influenced by collectivist thinking. These people believe passionately in leveling. To achieve their goals, they have to dumb down both the schools and the students. The policy of dumb by design, to the extent our education establishment can slip it past parents and politicians, guides them
to this day.
John Dewey and a tiny group of educators (supported by rockefeller’s guilty millions) engaged in a furtive plot to transform the u.s. into a secular and socialist country. To make this happen, they determined that the young must be made less literate, less informed, than the parents. One generation into the future, these dumbed-down americans would surrender their dreams of freedom.
Here’s the capsule version of how educational theory evolved since 1920. leftists claimed the
russian revolution heralded a new era in human history. The Great Depression seemed to
provide proof for a marxian analysis. Ideological certainties raged. Stalin’s new Soviet man
must be our future! capitalism, individuality and western civilization must be euthanized!”
The purpose of our public schools – this is what our top educators believed – was to prepare
children for life as cogs in this new socialist machine. Since it’s probably not feasible to make
everybody smart, our far-left educators decided on the bizarre alternative: they would
make everybody dumb.
Since 1930 america’s top educators are ideologues influenced by collectivist thinking. These
people believe passionately in LEVELING. to achieve their goals, they have to dumb down
both the schools and the students. The policy of dumb by design, to the extent our education
establishment can slip it past parents and politicians, guides them to this day.
It’s hard to avoid this conclusion: our elite educators pulled off one of the great silent coups
in history. There’s probably only a few thousand of these extremists but they seized control of
the public schools and never let go. They are doing to the American educational system exactly
what Castro does to the Cuban economy, and for the same reasons. It’s FAIR, don’t you see,
that all Cubans be equally poor and all American children be equally ignorant. If this
country is going to be competitive, it’s time to become serious about education.
We must stop trying to level down, and start trying to raise up”
Fascism “captures” children for social engineering purposes . American educator and reformer
John Dewey, “Democracy and Education” (1899) led a campaign to turn American public
education into a propaganda mill for international socialism, getting them away from their
parents, into “state” control and direction.
“Children who know how to think for themelves spoil the harmony of the collective society,which is coming where everyon is interdependent” – John Dewey
“Government is the true parent of the child.
“the public schools exist primarily for the benefit of the state rather than the benefit of the individual” – U.S. Bureau of Education
Dewey introduced the german ideal and practice of kindergarten to America.
Kindergarten (german “child garden”) was to shape the apples before they fell
from the tree. American reformers were impressed with the patriotic indoctrination of young
PHOOEY ON JOHN DEWEY
by Bruce Deitrick Price improve-education.org
“i believe that the social life of the child is the basis of concentration, or correlation, in all
his training or growth. the social life gives the unconscious unity and the background of all
his efforts and of all his attainments” – John Dewey
Bruce Deitrick Price: “HERE’S WHAT YOU NEED to WATCH WITH DEWEY. HE SAYS
EDUCATION BUT HE MEANS INDOCTRINATION. HE BELIEVES the REASON
KIDS GO to SCHOOL is to LEARN to be PART of a GROUP”
The mere absorption of facts and truths is so exclusively an individual affair that it tends very
naturally to pass into selfishness. there is no obvious social motive for the acquirement of mere
learning, there is no clear social gain in success thereat”– Dewey, (The School and Society,1899)
Dewey had absorbed his collectivism from marx, hegel and other big thinkers of the 1800s and
had, apparently, never doubted it. but how will we reach that brave new world? You see the
offhand way he tosses aside the traditional school subjects. this contempt for knowledge, for
facts, for truths – which dewey states so openly -has stained the entire 20th century””
Please note the irony. he is himself hugely educated. but he has little interest in letting your
kids join him. instead, he is obsessed with their “social activities. Listening to john dewey,
you’d think that children have no families, homes, parents, siblings, friends, relatives, neighbors,
communities, sports, religions, hobbies, no life outside the school. If they aren’t socialized at
his school his way, they’ll be lost souls. Such arrogance
So Dewey inverts the main reason for the school’s existence, which is to provide the
intellectual discipline and direction that might not be provided by all those other forces.
Dewey wants to take schools out of the education business, as traditionally understood, and
put them in the conditioning (or parenting) business”
Especially savor this: the right organization of individuals. This phrase is clearly totalitarian.
It drafts a blueprint for commissars to follow. How is Dewey best described? a control freak?
an ideological extremist? A dreamer? for me, there’s something pathetic about this shy and
awkward professor trying to take over the world via “progressive” education”
Ssocialism, I often suspect, is finally the revenge of the nerds. That’s just quackery, and
sneaky as well. There is nothing accidental about it.
The mere absorption of facts and truths is so exclusively an individual affair that it tends very
naturally to pass into selfishness. there is no obvious social motive for the acquirement of
mere learning, there is no clear social gain in success thereat”
– John Dewey, (The School and Society, 1899)
A secret conspiracy. Dewey and a tiny group of pals (supported by rockefeller’s guilty
millions) engaged in a furtive plot to transform the u.s. into a secular and socialist country.
To make this happen, they determined that the young must be made less literate, less informed,
than the parents. One generation into the future, these dumbed-down americans would
surrender their dreams of freedom.
Recall how casually, in his creed, John Dewey dismissed math, history, science, literature,
geography – in order to make room for cooking, sewing and manual training! Now, here’s what
must be confronted directly: would the average American have voted for this? Of course not.
So Dewey had to preside over a slow-motion coup carried out, for all practical purposes, in the
dark of night. and thus began 100 years of deceit, disingenuousness and dishonesty.
100 YEARS of DECEIT, DISINGENUOUSNESS and DISHONESTY.
The DEWEY DECEPTION is an APT NAME”
John dewey, the world-famous educator, was retained circa 1920 by the new Russian
government to advise on the implementation of his “progressive” ideas throughout the u.s.s.r.
Circa 1932, the communist government realized that dewey’s progressive education had created
a generation of ignorant delinquents. The communists in Russia banished Dewey’s ideas
from their country. Meanwhile, the communists in this country celebrated dewey and his
Dewey and his buddy John Kilpatrick, about 1915, absolutely destroyed Maria Montessori’s
growing popularity in our country. This woman was a giant among educators; she cared about
children. Dewey was a socialist. He cared about imposing his theories on an unsuspecting
For what he did to [maria] montessori, that alone, he deserves: phooey on john dewey. when
it comes to what the best and wisest parents would want for their own children, montessori is
a reasonable first choice. she was focused on growth and acceleration: talk at three, write at
five, read at seven. keep those kids moving!
Dewey’s teachings are all about dilute, delete and delay, which means dumb and dumber.
ONLY YOU CAN PREVENT BAD PUBLIC SCHOOLS
Bruce Deitrick Price, improve-education.org
Bruce Deitrick Price: “Perhaps you are an eternal optimist, hoping the education establishment
will reform itself. I have bad news: the top people in education like what they’re doing just
fine. Dewey and his successors were/are socialists first, educators second”
Everything you see in k-12 education is not an aberration, but a fulfillment of dewey’s
“progressive” dream first formulated a century ago. John Dewey wrote thousands of pages
explaining his ideological vision. But if you want a single comment that captures all the
counterintuitive goofiness in a few words, listen to G. Stanley Hall. He was Dewey’s mentor
and himself one of the early titans of american education.
Professor hall said: “Reading should no longer be a fetish. Little attention should be paid to reading’. It’s a straight line from that inanity to the latest stats indicating that less than one third of fourth-graders and eighth-graders ever reach proficiency in reading.
And the point is, Professor Hall would be proud of our dumbed down K-12 schools.
So please don’t expect the education establishment to fix things. it’s up to you”
The education establishment has a largely hidden ideological agenda intended to transform
every aspect of the school. Their first concern is not academics or learning, no matter what
they say. The real emphasis is on creating cooperative children. In this way, children become
accustomed to being on the same level, as socialism requires.
Cooperative children are docile, controllable. Let’s be realistic: our ideologues will not be
able to create their brave new world if students learn to think for themselves”
Children are stymied by dysfunctional ways to learn reading, arithmetic, basic facts and
knowledge. Don’t expect these methods to work; they are cleverly designed not to work
Nobody learns to read with sight-words. nobody learns arithmetic quickly with reform math or
common core math. Nobody learns knowledge efficiently with constructivism.
It’s as if each child’s backpack had a 20-pound weight hidden in it, so that all progress is
Slowed. Take a few minutes to understand these bogus theories and methods so you can
explain them to somebody else. then you can oppose the education establishment.
The education establishment doesn’t leave much to chance. they have created an interlocking
array of bureaucracies, unions, foundations, think-tanks, political parties, publishers, media,
and agents of influence. So you can expect a continuous bombardment of wrong-headed
answers.. Stay focused on some simple points: if these people were sincerely trying to improve
education, would we have 40 million functional illiterates? Would our schools be mired in
widely acknowledged mediocrity? Would more than one third of the students entering college
need remedial education?
A hundred years ago, frank norris wrote a famous book called The Octopus. It was about the
interlocking, all-powerful railroad company. Today’s octopus is the education
establishment. There seem to be more than 100 separate entities that exist to make public
schools conform to liberal/progressive templates. These front groups pretend to be wise,
disinterested and constructive. But they seem to promote the same theories and methods, leading
to the same goals.
Fighting to win. they are extraordinarily good at marketing, jargon, advertising slogans,
seeming profundities, and disingenuousness. most people, hearing these for the first time, are
impressed. What’s not to like? What’s not to like is that all of them are, in essence, advertising j
ingles with all the depth of i’m loving it. Here is one quick example of what the reality looks
like: multicultural means that your kids are supposed to learn as much about foreign cultures as
about their own country. American third-graders know the names of rivers in china but don’t
know the word Mississippi. That’s just quackery, and sneaky as well. there is
nothing accidental about it.
YOUTH INDOCTRINATION: PROGRESSIVE EDUCATION
COLLECTIVE EQUALITY: DUMBING DOWN, LEVELING the MASSES
IVAN PAVLOV – EDUCATION GOES to the DOGS
by bruce deitrick price improve-education.org
Bruce Deitrick Price: Try – à la Proust – to remember that exact magical moment when you
first heard about Dr. Pavlov and his salivating dogs. Triumph!! Celebration!! I was hearing
glorious news that would forever change the world. DR. PAVLOV SOUNDED A BELL, and
HAD THEREBY “MADE” a DOG to SALIVATE” WONDERFUL! Which brings us to the
QUESTION that has started to HAUNT ME. WHY were SO MANY PEOPLE SO
THRILLED ABOUT THIS TRIVIAL LITTLE BIT of TRICKERY and MANIPULATION?”
Pavlov showed a coterie of lab-coated psychologists something they were DESPERATE TO
BELIEVE: THAT HUMANS COULD BE CONDITIONED and CONTROLLED.
That they could be made to do what the men in the white lab coats wanted them to do. we have
to ask: who’s salivating more here, the dogs or the psychologists?. We might also wonder: what
kind of PERSON WANTS THIS KIND of CONTROL?
I certainly do not. Normal people don’t, i submit, want to be in control of other people. But let
me assure you: these early psychologists a century ago, and their colleagues in the new field of
education, did want control. With it they believed they could re-design humanity to their own
Where were as well other groups who yearned for MORE CONTROL: managers, commissars,
social engineers, totalitarians, anyone eager to build a COLLECTIVIST UTOPIA.
Or a 1984. now they could create new kinds of humans, in new kinds of societies.
Brave New Worlds opened before their bedazzled eyes.
Isn’t it amazing? all of these people elated by a single small experiment with dogs, an
experiment that mainly dealt with a dog’s physiology, with its automatic systems”
I BELIEVE a HUGE SOPHISTRY OCCURS at THIS POINT.
An experiment on a dog’s body is passed off as proving something about its mind – and
indeed, human mind! These people wanted Pavlov’s experiment to mean something really big.
so they pretended that it did. This experiment was their ticket to control in lab or classroom,
their passport to power over members of a society, and their guarantee of fame and success as
the founders of a new science.
Pavlov did his work in the 1890s and 1900s. It exactly resonated with, and seemed to confirm,
the sensibility then emerging in europe and America. Already by 1908 an early educator named
Edward Lee Thorndike published a book called “the principles of teaching based on
psychology” which announced: the aim of the teacher is to produce desirable and prevent
undesirable changes in human beings by producing and preventing certain responses.
See anything there about learning or facts or knowledge? apparently teachers are no longer to
be concerned with such stuff”
Schools should be like laboratories. students should be like Pavlov’s Dogs. Education is just a
matter of making kids salivate when you want them to. But some seemed to imagine that
Pavlov’s work with dogs had fulfilled a WORLD-VIEW. The desire was there – the hunger,
the need – to PUT PEOPLE in STRAIGHTJACKETS and CONTROL THEM. FOR the
GOOD OF SOCIETY.
Pavlov made the whole process SEEM SCIENTIFIC. If you could do it, the psychologists
seem to be thinking, then it was good to do. It must be part of nature’s plan. I believe we can see
that psychology was way out on a limb from the start. it pretended to be a science, which it is
It promised total understanding of human behavior, which it hardly ever approached.
One shoddy intellectual device used in this pursuit was a massive reductionism – just ignore
and discredit anything that doesn’t fit, or that won’t allow itself to be controlled.
IGNORE, for example, GENETIC INHERITANCE, PERSONAL PHILOSOPHY OR
RELIGIOUS BELIEF. FOCUS ONLY ON BEHAVIORS. REDUCE the WORLD to
BELLS and SPIT, or various equivalents thereof.
A merry band of white-coated shrinks SIMPLY DECLARED that the WORLD WAS
MATERIALISTIC and MECHANISTIC; PEOPLE are MERE ANIMALS, i.e.
MACHINES made of MEAT. And all you need to do to control these simple objects is to
push the right buttons or ring the right bells”
My concern is with education and in trying to understand why so-called “progressive”
educators took us so far afield starting a century ago. The early educators/psychologists (the
same people founded both fields ca. 1890) needed dramatic proof for their premises and
conclusions, so they acted as though Pavlov had provided all that.
The more you look at this thing, the more perplexed you’ll be. a bell and a dog?
HOW DOES THIS EXPERIMENT EVEN EXTEND to EDUCATION? ”
Where is even the smallest relevance? what are you going to do – starve the students and
give them pellets of food to make them learn?”
EDUCATION is properly concerned with students learning to USE THEIR
INTELLIGENCE, LOGIC, JUDGMENT, KNOWLEDGE and EXPERIENCE to
UNDERSTAND the WORLD. WHAT KIND OF PERSON (I HAVE TO ASK)
EQUATES ALL THAT WITH SALIVATING?”
YOUTH INDOCTRINATION: PROGRESSIVE EDUCATION
COLLECTIVE EQUALITY: DUMBING DOWN, LEVELING the MASSES
PRIOR KNOWLEDGE – A STRANGE NEW RELIGION
By Bruce Deitrick Price improve-education.org
Here I go again, ridiculing one of the most popular and revered theories in modern
Education. So-called experts make shameless promises. the main one is when it comes to
LEARNING SOMETHING NEW, the important thing is what you’ve ALREADY
Prior knowledge says you must stay PERMANENTLY ANCHORED in the PAST, and
WHAT YOU DID BEFORE, by ASSESSING THEIR PRIOR KNOWLEDGE.
In short, teachers now have a RECIPE FOR WALLOWING IN PLACE.
Apparently, public schools were moving too darn fast”
A “far-fetched silliness that one of our experts outlined on the internet: “a large body of findings
shows that learning proceeds primarily from prior knowledge, and only secondarily from the
presented materials. Prior knowledge can be at odds with the presented material, and
consequently, learners will distort presented material. Neglect of prior knowledge can result in
the audience learning something opposed to the educator’s intentions, no matter how well
those intentions are executed in an exhibit, book, or lecture.
Note the premise that new learning comes from old knowledge. How is that even possible?
Isn’t that the silliest thing you’ve ever read? When you hear a lecture at school, you are not
learning anything from that lecture, you are activating your prior knowledge. That’s the
The common assertion about all of these situations is that students will have some piece of
misinformation in their head and they simply won’t be able to escape from it. What these
EXPERTS IMAGINE happening is that no matter what the teacher says, the students persist
in being locked in to their prior knowledge about sheep, jazz or fish. That’s simply not how
life works. The whole point of talking to someone, or listening to a lecture, or reading a book, is
to take new information into your brain.
If the author is credible, if the source is trustworthy, you’ll plant the new information directly
on top of the old information, and in no time the old information is gone, surplanted. But not
according to these experts. My broader thesis is that our education establishment specializes in
CONCOCTING RUINOUS SOPHISTRIES. The fascinating pattern is that children are
taught to look into the past for answers or to look inside themselves. They are told to look
everywhere except at new facts shimmering in front of them.
The FATAL CURSE is built in: kids will stay mired in the old knowledge no matter what
anyone does. The broad pattern in all of American public education is that the
AUTHORITIES DON’T WANT TO TEACH MUCH.
What else can children do but flounder around? They know a few things. They see a few clues
on the page. THEY’RE SUPPOSED TO SPIN THAT AROUND AND CREATE SOME SORT
of NUTRITIOUS MEAL. A formative experience for me, which i have thought about a great
deal, was basic training in the U.S. ARMY. There can’t be any more important skill for
military operations than competence with FIREARMS.
But not once did the military ask me if I knew anything about guns, had ever held or fired a
gun? If you wallow in prior knowledge, the theory and practice, you will be amazed that the
U.S. Army could forget to inquire about all these things. Here’s what i’ve realized. It’s
PROFOUNDLY IRRELEVANT WHAT PRIOR EXPERIENCE EACH SOLDIER HAS
HAD. Some know a great deal, some know nothing. What difference does it make?
Why waste time asking? ”
Many people will have prior knowledge that is unconventional, misinformed, or wrong. The
last thing you want to do is encourage that. So the efficient approach is to say to the recruits:
here is a gun, here is how you hold it, here is how you take it apart, here’s how you fire it;
let’s go to the rifle range and you will all become experts. this is real education”
More than anything else, PRIOR KNOWLEDGE APPEARS TO FUNCTION (MUCH LIKE
COOPERATIVE LEARNING) to KEEP an ENTIRE CLASS MIRED IN ONE SPOT.
These are pedagogies that seem more to serve collectivism than education” collective equality:
DUMBING DOWN, LEVELING the MASSES.
Instead of a forward-looking way to accelerate learning, PRIOR KNOWLEDGE is a
BACKWARD-LOOKING GIMMICK that ACTUALLY SEEMS INTENDED TO SLOW
THINGS DOWN. If all children are advancing at a glacial pace, you have achieved what
PROGRESSIVES CALL “EQUITY” and the rest of us call DUMBING-DOWN.
YOUTH INDOCTRINATION: PROGRESSIVE EDUCATION
COLLECTIVE EQUALITY: DUMBING DOWN, LEVELING the MASSES
The CON in CONSTRUCTIVISM
by Bruce Deitrick Price: improve-education.org
The constructivist concept seems to be contained inside a short phrase: construct new
Knowledge. Students shouldn’t be focused on acquiring information or submitting to other
people’s ideas; education should be concerned with constructing new knowledge.
It does sound wonderful, doesn’t it? Create new knowledge! that’s what einstein did, right?
And exactly that, according to many modern educators, is what children do all day in the
classroom, as teachers – guides at their sides – facilitate an explosion of brand new knowledge”.
The process was spelled out brilliantly by Piaget and Vygotsky, geniuses both. hmmm. So many
grandiose claims, so much smugness.
I was suspicious that constructivism might be another giant flying sophistry performing
whatever tricks an educator wishes. Here is where this sophistry goes: constructivists argue that
for children to truly learn that 2+3 equals 5 or that paris is the capital of france, it’s necessary
for children to construct this “new” knowledge for themselves.
If you just, for example, explain something to them, that’s not authentic. if they simply
Memorize that 9 times 9 is 81, that doesn’t count No, they must reinvent numbers, math, and
this or that bit of knowledge, Otherwise their education is an empty fraud”
“in summary, educators bring in constructivism so they can describe learning as happening in one particular way, and then insist that nothing else is learning.
Naturally, they have to change the schools all around to make sure that only the correct kind
\of learning occurs. It’s fascinating, isn’t it, how sweeping the demands are: everything old
must go, ideas, books, structures, everything! Teachers must be retrained, classrooms
rearranged, schools redesigned.
I found it difficult to dismantle this thing, to deconstruct its core. the reason, I finally realized,
is that the THREE WORDS – construct new knowledge – work magically well together, ”
“1) knowledge. this is one of our most prestigious words. davinci, galileo, archimedes, those guys dealt in knowledge. we love knowledge! simply to edit this word to “information” brings the hype down a few notches. you want to construct new information? okay, if you insist”
“2) construct. we build, assemble, model, memorize, learn or, if you like, construct the new stuff in our heads. but a sleight of hand occurs when theorists let “construct” suggest something more grandiose, namely, “create” or “invent.” Creating and inventing are humanity’s highest mental feats. it’s a stretch to insinuate that a child’s every mundane mental activity is tantamount to composing a poem or devising a theory”
“3) new. strangely, it’s this little word that is the biggest liar of the three, and that makes the whole sophistry work”
Children are learning new stuff every day – how to cross the street, how to identify a type of
vehicle, what a cloud is, what a word means. Fine. But in what sense is any of this “new”? it’s
new in the child’s own brain, of course. it is most definitely not new in the world, having
occurred trillions of time before. Where the constructivists lie is when they foster the
impression that children are making something new in the world, something original and unique
So much of 20th century education seems to be perfect storms of frail theory, robust sophistry
and gaudy jargon. More learning is always promised, even as the final result seems always
to be less learning” he entire educational process is definitely going to be slowed down.
teachers can no longer teach – they must facilitate, i.e., interact with each student individually,
which is simply not possible without hundreds of additional hours.
Classes will slow down as facilitators wait endlessly for every child to come up with their
“new” version of everything in life. At every turn, teachers are expected to be familiar with
each student’s “prior knowledge”- imagine the amount of labor entailed in that one requirement.
Worse of all, you just know that children will never be asked to learn all those thousands of
basic facts they need to move on up the academic ladder.
The whole point of constructivism, in fact, seems to be to put traditional fact-based education
on hold, while everyone busily and ostentatiously plays at “constructing new knowledge and
that is the con in constructivism. Here’s the constructivist creed: all children, if only you will
not teach them anything, are little davinci’s, churning out bold new truths.
Don’t wreck this beautiful geysering genius with your silly old suffocating schools”
If you state the facts, you’ve already destroyed the constructivist process. if you don’t state the
facts, the children will probably never learn them. multiply times many dozens of similar
scenarios each day. In constructivism you have an all-purpose alibi for skipping the boring
basics. that’s not real learning, Don’t you see?
Children should concentrate on devising their own personal versions of what used to be called
facts. It can sound wonderful. Kids skip all the tiresome little details, and just jump in the
pilot’s seat and fly.
Indeed, constructivism reminds me of another popular sophistry: higher level thinking (or
critical thinking). These are activities that children who know nothing are supposed to
engage in. Note the common elements of swift promotion and make-believe.
Kids who don’t know what war is, or what russia is, or who hitler was, or when 1941 was, will
be invited to reflect upon World War II. Similarly, children who know little about numbers
will be invited to construct “new knowledge” about arithmetic.
Modern educators always get things backward, because they don’t want to bother with the
nuisance of learning basic facts, of mastering foundational knowledge, of crawling before
walking. Here’s a disturbing question; are these educators just permissive and indulgent in a
Rousseauvian way? Or is their goal more sinister -dumbing down whenever possible?”
And is constructivism just another gimmick for making sure that each generation of students
is more ignorant than the one before?
My suspicion is that constructivism typically keeps a class in first gear. There’s … something
a little demented and totalitarian in the insistence that everything must be learned according to
a certain formula or sequence. when was that ever the truth? In fact, for the social
constructivist, reality is not something that we can discover because it does not pre-exist prior
to our social invention of it.
Kukla (2000) argues that reality is constructed by our own activities and that people, together
as members of a society, invent the properties of the world. Starting more than a century ago,
this country’s education establishment embarked on a schizophrenic quest to praise and
promote education while making sure that not much of it occurred.
I said schizophrenic but you might prefer the words disingenuous, hypocritical, deceitful,
double-dealing, unscrupulous, mendacious, shifty or perfidious. As a practical matter,
educators couldn’t very well announce that they wanted students to possess as little
knowledge as possible, with only enough reading and writing to be workers or serfs.
Some subtlety was required, and some misdirection. so educators did not praise ignorance.
instead, they praised policies and attitudes that would invariably lead to ignorance.
ingenious, huh? One might say diabolical.
In schools, this tendency favored cooperative children, minimal competition, and as much
leveling as could be managed. Our educators were concerned with creating peas in a pod.
All the things traditionally esteemed in education became irrelevant, even a nuisance”
“have I exaggerated? Not at all. This crusade against knowledge, this campaign against
memory, this devotion to ignorance, can be told via endless quotes from the top minds in the
field of education.
In 1929 Edward Thorndike and Arthur Gates, in their textbook about education, zeroed in on
the real problems: “artificial exercises, like drills on phonetics, multiplication tables, and
formal writing movements are used to a wasteful degree. Subjects such as arithmetic,
language and history include content that is intrinsically of little value. Starting in the early
1950’s, however, the public began to rebel. critics wrote bitterly about the anti-intellectualism
In response, the top educators became more cunning and sneaky. they devised what seems to
me a dark tide of clever sophistries. Each of these had a handsome sheen; it could be presented
to the public as an ingenious gift to children. In practice, these sophistries never delivered what
was promised. typically, they delivered precisely that mediocrity for which our educators had
publicly yearned a few decades earlier.
The two best-known gimmicks, discussed elsewhere on this site, sabotaged reading and
Arithmetic. But perhaps the most devastating gimmick of all was not well recognized. It was
subtle and operated invisibly. however, it showed up in all subjects, for all ages, from K to
college, and thus spread its damage widely.
This was the attack on memorization itself”.
This attack, implicit in dewey pre-1900, called for the steady demonization of knowing
anything, of actually having knowledge inside your head. We might think of it as an officially-
promoted cultural amnesia.
A new branch of anti-cognitive science or anti-epistomology seemed to arise. it’s all settled:
you can’t know anything; you shouldn’t know anything. So a fog of ignorance wafted over
the country. Those who criticize rote learning assert that it involves learning facts without
developing a deep understanding of them. Dreadful nonsense. Impossible to grasp
meaning’. Is that an appropriate description of what happens when a medical student
memorizes the names of the nerves; or a child in third-grade memorizes the names of the
The thesis throughout this article is that the education establishment was anti-knowledge and
adopted an anti-memory rhetoric merely as a means to that end. In the process, they had to
pretend that memory itself was an irrelevancy, a waste of time and energy, a silly thing
Really? Probably they didn’t even believe this nonsense themselves. Suppose i say to you: “i
can never remember your name, but i always forget your face. I don’t really know you,
Education and learning – how can we speak seriously about these two projects unless we are
talking about kids knowing stuff? Educators have tangled themselves in the silliest of
sophistries: they want to pretend to be devoted to education even as they exclude all the
essence. Here you start to see why so much of modern education ends up being a charade,
a game of make-believe. Keep the kids busy, keep the kids ignorant – that’s the sum of this
Each of these bad ideas is a leech sucking blood out of the educational process. It’s amazing
that some people still think all this inefficient nonsense could happen by accident. Not likely.
The genius of American education has been misdirected into concocting methods that
sound good but work badly. Schools that wish to improve have a clear path to follow:
get rid of the bad ideas.
YOUTH INDOCTRINATION: TOTALITARIAN EDUCATION
COERCION, “CORRECTNESS” & CONFORMITY
BACK TO SCHOOL: STUDENT INDOCTRINATION BEGINS by Walter Williams
An ANATOMY of INDOCTRINATION
A NEW NAS STUDY NEATLY DISSECTS CAMPUS LEFTISM by Bruce Bawer
DEFENDING INDOCTRINATION AS ‘ACADEMIC FREEDOM’
Welcome to the in-class radical rantings of USC’s Dr. Richard Dekmejian
by Sara Dogan
SCHOOLS FOR SUBVERSION HOW PUBLIC EDUCATION LAYS the GROUNDWORK FOR UNIVERSITY RADICALISM
by Mark Tapson
FLORIDA ATLANTIC UNIVERSITY: ANOTHER LEFT-WING SEMINARY
ON AMERICAN CAMPUSES TODAY, DESECRATING CHRISTIANITY WILL GET YOU TENURE by Dennis Prager
OBAMA PUSHING FEDERAL CONTROL of 1400 PUBLIC SCHOOLS – HOW the PRESIDENT and HIS RADICAL COHORTS are COERCING STATES to CEDE AUTHORITY to WASHINGTON by Arnold Ahlert
VLADIMIR LENIN SAID, “GIVE ME FOUR YEARS to TEACH the CHILDREN and the seed i have sown will never be uprooted. that’s the goal of the leftist teaching agenda.
BACK TO SCHOOL: STUDENT INDOCTRINATION BEGINS
A bad start to the academic year
by Walter Williams frontpagemag.com September 17, 2013
Walter Williams: “The new college academic year has begun, and unfortunately, so has
STUDENT INDOCTRINATION. Let’s look at some of it”
William Penn, Michigan State University professor of creative writing, greeted his first day of class with an anti-republican rant. Campus reform, a project of the arlington, va.-based leadership institute, has a video featuring the professor telling his students that Republicans want to prevent “black people” from voting”
He added that ‘this country still is full of closet racists” and described republicans as “a bunch of
dead white people – or dying white people” ”
To a student who had apparently displayed displeasure with those comments, professor penn
barked, “you can frown if you want.” he gesticulated toward the student and added, “you look
like you’re frowning. are you frowning? When the professor’s conduct was brought to the
attention of campus authorities, MSU spokesman Kent Cassella said, “at MSU it is important
the classroom environment is conducive to a free exchange of ideas and is respectful of the
opinions of others. That mealy-mouthed response is typical of university administrators.
professor penn was USING HIS CLASSROOM to PROSELYTIZE STUDENTS. That is
ACADEMIC DISHONESTY and warrants serious disciplinary or dismissal proceedings.
But that’s not likely. Professor Penn’s vision is probably shared by his colleagues, seeing as he
was the recipient of msu’s distinguished faculty award in 2003.
University of Southern California professor Darry Sragow shares Penn’s opinion. Last fall,
he went on a rant telling his students that REPUBLICANS are “STUPID and RACIST”
and “the last vestige of ANGRY OLD WHITE PEOPLE”.
UCLA’s new academic year saw its undergraduate student government fighting for constitutional
rights by unanimously passing a resolution calling for the end of the use of the phrase “illegal
immigrant. The resolution states, “the racially derogatory i-word endangers basic human
rights including the presumption of innocence and the right to due process guaranteed under the
U.S. Constitution. No doubt some UCLA administrators and professors bereft of thinking
skills helped them craft the resolution.
At many universities, part of the freshman orientation includes what’s called the “tunnel of
OPPRESSION” they are taught the evils of “WHITE PRIVILEGE” and how they are part of a
“RAPE CULTURE”. Sometimes they are forced to discuss their sexual identities with complete
Strangers. University officials are aware of this kind of academic dishonesty and
indoctrination; university trustees are not. for the most part, trustees are yes men for the
president. Legislators and charitable foundations that pour billion$ into colleges are unaware, as
Most tragically, parents who pay tens of thousands of dollars for tuition and pile up large debt to
send their youngsters off to be educated are unaware of the academic rot, as well.
I’ve taught for more than 45 years and routinely invited students to record my lectures so they
don’t have to be stenographers during class. I have no idea of where those recordings have
wound up, but if you find them, you’ll hear zero proselytization or discussion of my political and
personal preferences. To use a classroom to propagate one’s personal beliefs is academic
VLADIMIR LENIN SAID, “GIVE ME FOUR YEARS to TEACH the CHILDREN and the
SEED I HAVE SOWN WILL NEVER BE UPROOTED.
THAT’s the GOAL of the LEFTIST TEACHING AGENDA
An ANATOMY of INDOCTRINATION
A NEW NAS STUDY NEATLY DISSECTS CAMPUS LEFTISM
by Bruce Bawer frontpagemag.com April 8, 2013
Bruce Bawer: “If you’re on the lookout for first-class ideological indoctrination in america
today, there’s plenty of it to be found, of course, at such sprawling, internationally famous
universities as Harvard, Columbia and Berkeley”
As a rule, however, these places are so big that there’s room for pockets of dissent”
They’re so big that they can’t totally cut themselves off from the real world, as much as they
might want to. Many of them, in fact are located in or very close to major cities, whose
authentic diversity only underscores the factitiousness of the kind of “diversity” promoted on
No, if you want to see ideological lockstep and rinse-and-repeat brainwashing in their very
purest form, it’s best to look to the small, elite liberal-arts colleges. Preferably those that are
located out in the middle of nowhere or in adorable little college towns where the colleges
themselves set the local tone.
Case in point: Bowdoin, the alma mater of Hawthorne and Longfellow, no less, which was
founded in 1794, is located in Brunswick, Maine, has just under 1800 students.
Tuition costs that are upwards of $40,000 a year to undergraduates who’ve been congratulated
so often on being admitted to them that they make harvard students look as if they have
One bowdoin kid’s statement that “our student body represents some of the most intelligent
youth of the world. bowdoin’s worst student is by far and away [sic] much more astute than
the vast majority of humans. These places are also, very often, worlds unto themselves – to
their credit, the folks at bowdoin openly acknowledge the existence of something they call “the b
Where students are encouraged to see the college itself as something of a city on a hill: a small-
scale model of the better, more progressive world they should strive to help establish after
they graduate. After NAS board member tom klingenstein chided bowdoin president barry mills
on a golf course about his college’s ideological uniformity.
Mills (without mentioning klingenstein’s name) citedthe comment condescendingly in a
convocation address, implying that his golf partner was some racist, right-wing plutocrat who
didn’t cotton to bowdoin’s magnificent diversity. When, in fact, Klingenstein had been
criticizing the college precisely for its lack of real diversity, namely diversity of opinion.
No one who listened to Mills’s speech is on record as having noticed its utter
self-contradiction – namely, Mills’s implicit definition of diversity as the exclusion of the kind
of views held by people like klingenstein. If no one at bowdoin noticed this self-contradiction,
it’s because this kind of self-contradiction is the woof and warp of contemporary academic
orthodoxy, an orthodoxy whose goal, note well, is not to teach young people to think
rigorously and analytically about all types of ideas, and thus enable them to recognize such
But rather to endlessly reinforce the iron grip of leftist ideology on their minds, which is far
easier to carry out if their critical skills remain as lax and lazy as possible. So it is that when
such kids, in later life, are challenged by persons who don’t share their views. They rarely
have anything to offer in response other than name-calling, personal attacks and accusations
of ‘racism’ and the like. Don’t even realize they’re not actually engaging in intellectual
At Bowdoin, as at other such colleges, diversity in the contemporary academic sense – meaning
a fixation with group identity – is at the root of academic life today. Bowdoin,” Mills told
students in a speech, “is truly a place of real diversity in the broadest sense as compared to the
communities [in which] you may now choose to live. So diversity-minded is bowdoin, in this
sense, that identity-studies programs constitute no less than 18 % of the curriculum.
While bowdoin doesn’t demand that students take any courses in “english, philosophy, foreign
languages, european history, american history, world history, government, religion, psychology,
or sociology, and doesn’t even require history majors to take so much as one course in S.S.
history. It’s compulsory for history majors to take a certain number of courses in non-western h
istory. Not to mention that there’s a proliferation of student clubs based on group identity.
Long lost is the idea that it should be an objective, when bringing together kids from a wide
variety of backgrounds to be educated, to transcend such categories. On the contrary, the idea
is to produce young adults for whom class, race and gender labels are the very pillars of self-
knowledge. While it’s just not done, at a place like bowdoin, to praise america and american
values, absolutely no superlatives about the college and its values are considered too
When Mills gave a speech immediately after 9/11, he had nothing whatsoever to say about
America, choosing instead to take the opportunity to celebrate bowdoin’s values: “We at
Bowdoin above all stand for what is just and right. Such absurd parochialism is typical of
these colleges. So is the inculcation of “knowingness” – a trait that they describe as “the
antithesis of humility, the enemy of education and the formula for intellectual complacency
these aren’t. In other words, ignorant students who are starving and striving for
knowledge; They’re ignorant students who have been trained to be smug and self-satisfied, to
think that they’ve already got all the answers and that they themselves are the solution to the
Why, after all, should they be eager to learn? Academic ideology has already answered all the
important questions. Besides, it’s been made clear to them that there’s nothing in particular they
need to learn. All of life is an elective. Course content is irrelevant; what matters is that you
approach every topic with a reflexive, unquestioning belief in social construction, “social
justice,” and “global citizenship. The triumph of ideology … should be of the deepest c
oncern to all conservatives and genuine liberals (as opposed to leftist ideologues) who
understand just how vital the preservation of classical liberal education is to America’s future.
HAPPY HOLIDAYS: HARVARD INSTRUCTS STUDENTS HOW TO TALK TO
THEIR FAMILIES ABOUT ‘DIVERSITY’
by Rick Moran December 17, 2015
Rick Moran: “The office for equity, diversity, and inclusion at Harvard university has
thoughtfully given first-year students some helpful tips on HOW TO TALK TO THEIR
RACIST, BIGOTED RELATIVES WHEN THEY GO HOME FOR CHRISTMAS.
The social justice warriors have created a placemat to be used in freshmen dining halls that’s
divided into four parts, with talking points on subjects such as “black murders in the streets” and
To prepare for discussion of the topic of “house master title,” students should prepare answers
to the question: “why did they change the name? What does a housemaster have to do with
slavery? It’s not related to that at all.
When responding, the placemat suggests students say: “for some, the term master, used to
describe stewardship of a group of people (such as a house), is reminiscent of slave masters and
the legacy of slavery. The title, ‘house master,’ is no longer actively associated with its
historical antecedents nor is it used to address house masters. given the name is offensive to
groups of people, it doesn’t seem onerous to change it. The mastery of a subject is an
understandable use of the word. However, within our cultural and historical context,
implying mastery of people feels both inappropriate and ill-‘diversity’. The placemat implies
that they should be prepared to defend the motives of black student activists at other universities.
Why are black students complaining? shouldn’t they be happy to be in college?”
The placemat puts forward as a possible question, when answering, the placemat recommends
students acknowledge their privilege rather than criticize the experience of students of color.
When I hear students expressing their experiences of racism on campus i don’t hear
complaining,” the placemat suggests as a response”’diversity’. Instead I hear young people
uplifting a situation that i may not experience. If non-black students get the privilege of that
safe environment, I believe that same privilege should be given to all students.
The diversity office festooned the placemat in nice, cheery christmas colors. Teaching students
to propagandize their parents and relatives is not what these families are paying for when they
sent their kids to Harvard. But what the placemat really represents is a slavish devotion to a
warped view of the world that is being drummed into the heads of kids who don’t know any
better. They’ve already been brainwashed in high school so that these talking points seem
perfectly normal, despite the twisted view of reality being offered. These talking points
do not encourage ‘diversity’. They legitimize a cultural assault on common sense while
helping to create a victimhood narrative.
DEFENDING INDOCTRINATION as ‘ACADEMIC FREEDOM’
Welcome to the in-class radical rantings of USC’s Dr. Richard Dekmejian
by Sara Dogan May 12, 2013
Sara Dogan: “University administrators are supposed to be the guardians of academic
freedom at our institutions of higher education. They are charged with ensuring that faculty are
granted the right to teach and students the right to learn. But the response of usc’s provost
who defended a professor caught on tape ranting about his radical and extreme views in class
shows how school officials can misinterpret and misuse this essential doctrine to allow
indoctrinators free reign.
The professor in question, Dr. Richard Dekmejian, is a professor of political science at USC
who specializes in national security issues, middle east studies, terrorism and other related
topics. The twenty-minute classroom recording was made in fall 2012 by USC student Tyler
Talgo, who may face consequences for his actions since usc’s student code of conduct strictly
prohibits making such recordings – a fact that usc’s provost was sure to note in her statement on
Even at a leftist bastion such as usc, professor dekmejian can be considered an extremist. In a
mere twenty minutes of recorded classroom footage, dekmejian repeatedly hurls insults at
every republican president since reagan, claiming that they were “lazy” and that they “lied to
the American people,” while praising Jimmy Carter for “still going around doing good things””
He also blames Israel for the radicalization of Hamas and claims that Islam deserves praise for
its treatment of Jews and Christians.
Dekmejian’s radical rantings skewer so many conservative targets that it is difficult to find any
cohesion to his lecture. Dekmejian unleashes his venom on israel and its prime minister,
Benjamin Netanyahu. There’s going to be an election in Israel, by the way, because Netanyahu
wants to come back even more powerful,” he tells the class. “God help the globe. and Israel. and
the neighbors. He also offers the following explanation for Palestinian aggression towards
Israel, Hamas is the radicalized wing of the Muslim Brotherhood of Egypt and the Muslim
Brotherhood of Egypt in the Gaza strip and guess who was among the people that helped its
He also offers the following explanation for Palestinian aggression towards Israel: “Hamas is the
radicalized wing of the Muslim Brotherhood of Egypt and the Muslim Brotherhood of Egypt in
the Gaza Strip and guess who was among the people that helped its radicalization? Israel! Not
only by not creating a Palestinian state but by encouraging the most extremist Muslim
Unsurprisingly, Dekmejian fails to mention that Hamas and its Islamist allies have rejected
the offer of a Palestinian state multiple times since they will only be satisfied by israel’s total
annihilation and have served as the aggressor in the middle east conflict since Israel’s
Dekmejian also lauds islam as superior to christianity, noting that “under sharia law,
traditionally muslims recognize three religions: themselves (islam) and the two religions that
they came out of, that preceded them, judaism and Christianity. So therefore Christians and Jews
have certain rights, not equality, but they have certain rights … the great kings of Christian
Europe, they persecuted Jews. They didn’t give them that kind of benefit. at least islam did.
Dekmejian fails to note for his class that sharia law’s recognition of jews and christians allows
them to levy a special tax on them and to seize their synagogues and temples without
provocation or that many Christians suffer relentless persecution and fear for their lives in
Islamic regimes such as Pakistan and Egypt, not to mention the Palestinian controlled erritories.
Dekmejian even manages to disparage opponents of global warming theory. what climate change
has to do with his academic areas of expertise he doesn’t bother to explain – but then why
should he since his provost thinks he has license to say anything he wants in class.
All these attacks occurred in a mere twenty minutes. imagine what his students must hear in the
course of a semester!
Official university evaluations of dekmejian’s teaching are not released to the public but one can
get a good idea of his students’ opinions by visiting the online rating site, ratemyprofessors.com.
A spate of recent reviews rate his teaching as being of “poor quality” and include such
comments as “unorganized, rambles, does not provide any time for input, questions, or
discussion” and “he didn’t teach, [he] was trying to brainwash with political propaganda.
This is the worst teacher. i would never recommend him… he obviously has his own agenda.
why was he ever hired in the first place?” keep in mind that most of his students are typical
left-leaning college students who are accustomed to one-sided teaching.
Rather than expressing concern at Dekmejian’s use of his podium to indoctrinate
impressionable students with his radical views – which is a clear violation of their academic
freedom, University provost and senior vice president for academic affairs elizabeth garrett
defended the professor, claiming that his conduct is protected under academic freedom
which merely demonstrates her own ignorance of the principles laid down in the 1915
declaration on the principles of academic freedom and academic tenure and its more recent
Faculty members are entitled to freedom in the classroom in discussing their subjects,” garrett
said in a written statement – a clear falsehood since an astronomy professor telling students the
moon is made of green cheese would soon be facing disciplinary hearings. The freedom to take
unpopular positions and the freedom to express those positions publicly are at the foundation of
what it means to be a faculty member of a university. One of the most important principles of an
academic community has been that academic inquiry and discussion be free from censorship
or undue outside control.
This provost however did not utter a word in defense of conservative speakers like Ann
Coulter or David Horowitz who had to visit her campus under armed guard because of the
hostility to unpopular positions at her politically correct university. Provost Garrett is correct
that USC’s academic freedom policy protects the right of faculty to freely discuss their subjects
in class. But this freedom is not without corresponding responsibilities, in particular the
responsibility to act professionally and not to indoctrinate their students in the kind of half-
witted prejudices that are on display in the video of Dekemejian’s rant.
The Dekmejian incident makes the second time in recent months that a usc faculty member has
been caught on tape abusing his position to indoctrinate students with leftist diatribes.
Rather than concerning themselves with the students who violate school policy to record these
indoctrinators, Provost Garrett and USC’s administration would do better to spend their efforts
reigning in their out-of-control faculty and re-familiarizing themselves with the true meaning of
SCHOOLS FOR SUBVERSION HOW PUBLIC EDUCATION LAYS the
GROUNDWORK FOR UNIVERSITY RADICALISM
by Mark Tapson frontpagemag.com May 5, 2013
Mark Tapson: We have a GOVERNMENT EDUCATION SYSTEM that is turning out
students that are UNPREPARED FOR LIFE. It’s BROKEN ACADEMICALLY and
It is the PLAYGROUND for LEFT-WING ACTIVISTS to PUSH Their Personal Political
Agenda In The Classroom Under The Guise Of Education.
The INDOCTRINATION in K-12 schools was spawned from the universities. Activists like
Bill Ayers knew that to change the students, they had to change what and how they were
taught. In order to do that, they moved upstream to teacher colleges with an emphasis on things
such as “social justice math” and “cultural sensitivity” teacher educators are giving young
teachers the tools to use in the K-12 classroom.
Across the country, we see a hostility towards the free market system, the 2nd amendment and
the individual. there is a huge emphasis on the “collective” at the expense of individual rights
and parental control.
Common Core is the federal takeover of the education system. it is a national standard, and
when you have one set of standards, sooner or later, you’ll have one set of curricula”
that’s the problem. why does the government need to know our students’ religion and blood
type? or when they’re picked up by the bus? that’s the type of information that will be in the
common core database being implemented. It is FEDERAL CONTROL of EDUCATION
School choice is working. it’s the ultimate reform. it’s the silver bullet. Not a single form of
choice but all of them. Instead of tinkering with the jalopy by spending more, passing
meager tenure reform or implementing evaluation systems that can be killed in the courts by
unions, create choice in the system and let students escape all of that school choice is the
Ferrari. the EDUCATION BLOB – made up of democrats and republicans – want to
keep people trapped driving in the jalopy.
If parents and taxpayers rise up, education can be taken back. let the radicals keep the system.
create choice to let parents and students escape it. when that happens, the system will
collapse under the weight of poor results and fiscal mismanagement.
Abraham Lincoln once said AMERICA WOULD NEVER BE DESTROYED from
the OUTSIDE – if we “falter and lose our freedoms, it will be because WE DESTROYED
OURSELVES.” That’s what happening today, due to the growing trend of radical teachers
promoting their anti-American political beliefs in our K-12 classrooms.
FLORIDA ATLANTIC UNIVERSITY: ANOTHER LEFT-WING SEMINARY
ON AMERICAN CAMPUSES TODAY, DESECRATING CHRISTIANITY WILL GET YOU TENURE
by Dennis Prager Frontpagemag.com March 26, 2013
Dennis Prager: Question: what is the difference between Christian seminaries and American
universities? Answer: Christian seminaries announce that their purpose is to produce
committed Christians. American universities DO NOT ADMIT that their PRIMARY
PURPOSE is to PRODUCE COMMITTED LEFTISTS. They claim that their purpose is to
open students’ minds.
This month Florida Atlantic University provided yet another example of how universities have
become left-wing seminaries. An FAU professor told his students to WRITE “JESUS” (in
bold caps) on a piece of paper and then step on it. One student who did not, a junior named
Ryan Rotela, complained to the professor and then to the professor’s supervisor. he explained that
he had refused to do so because it VIOLATED HIS RELIGIOUS PRINCIPLES.
Two days later, Rotela was told not to attend the class anymore. The university then went on to
defend the professor in an email to a local CBS TV station: Faculty and students at academic
institutions pursue knowledge and engage in open discourse. while at times the topics
discussed may be sensitive, a university environment is a venue for such dialogue and debate””
After the story became national news, FAU issued an apology: We sincerely apologize for
any offense this has caused. Florida Atlantic University respects all religions and welcomes
people of all faiths, backgrounds and beliefs.
Of course, this “apology” was meaningless. apologizing for “giving offense” has nothing to do
with condemning the act. not to mention that kicking Rotela out of the class belied the
university’s claim of open discourse.
This story is significant because it provides yet another example of the deteriorated state of
American higher education. There are some excellent professors in the so-called
“social sciences” at American universities. But they are in the minority. The left has taken over
American universities as well as most high schools, and like almost everything the left has
influenced – education, religion, the arts and the economies of most countries – this influence has
been destructive. The argument that the professor represents no one but himself is refuted by
he fact that the university defended the professor until it feared the national outcry that
Moreover, in another nationally reported incident, northwestern university acted similarly
in 2011. One of its professors invited his 600 students to stay after class to watch a live 2012
demonstration of female ejaculation, the subject of that day’s class. A naked young woman (not a student) then used a motorized sex toy to come to orgasm. about 120 of the students watched.
When word got out, Northwestern defended the professor: ‘northwestern university faculty
members engage in teaching and research on a wide variety of topics, some of them controversial
and at the leading edge of their respective disciplines. The university supports the efforts of
its faculty to further the advancement of knowledge.
Like fau, only after national condemnation increased did northwestern “apologize”. Entire
books have been written providing hundreds of examples of left-wing indoctrination having
replaced education in american universities. FAU is just the latest example. It is also
instructive that the name to be stepped on was jesus, not, for instance, muhammad, allah or, for
that matter, Bill Clinton or Martin Luther King, Jr.
Imagine the reaction at FAU. If a professor had told students to step on the name Muhammad.
The professor would be condemned at huge rallies organized by the university to protest
“Islamophobia.” and he would fear for his life”
Desecrate Christianity and you get tenure. Desecrate Islam and you get bodyguards.
Or, imagine if the name had been martin luther king. fau professors would have competed with
one another in expressing outrage at this example of the racism that pervades the university and
America. The president of the university would have issued a statement condemning the
professor and distancing fau from his action. The universities’ damage is huge and enduring.
and you don’t have to believe in Jesus to recognize it.
OBAMA PUSHING FEDERAL CONTROL of PUBLIC SCHOOLS
HOW the PRESIDENT and HIS RADICAL COHORTS ARE COERCING STATES to CEDE AUTHORITY to WASHINGTON
by Arnold Ahlert Frontpagemag.com December 9, 2012
Arnold Ahlert: The effort to turn public school classrooms into laboratories for government
propaganda has reached a new milestone “common core state standards in English is a program
already adopted by 46 states and the District of Columbia. It calls for an increase in the reading
of “informational text” instead of fictional literature.
When the new standards are fully implemented in 2014, nonfiction texts will comprise 50 % of
reading assignments in elementary schools, with a required increase to 70 percent by grade 12.
“Thus, timeless literature such as of mice and men, or catcher in the rye will be replaced by
recommended nonfiction works such as “executive order 13423: strengthening federal
environmental, energy, and transportation management,” or “recommended levels of insulation
by the us environmental protection agency.
Proponents of common core, including the national governors association and the council of
chief state school officers, claim U.S. students have grown used to easy reading assignments
that leave them UNPREPARED to COMPREHEND COMPLEX NONFICTION.
This leaves too many students unprepared for the rigors of college and the demands of the
workplace, experts say. While some of the recommended texts are legitimate, such as alexis de
Tocqueville’s “Democracy in America,” those mentioned in the first paragraph, or a new
yorker essay titled “the cost conundrum,” which would give students the impression that the
affordable healthcare act is good policy, are little more than THINLY-VEILED EFFORTS to
PROMOTE a PROGRESSIVE AGENDA MASQUERADING AS EDUCATION.
Jamie highfill, an eighth-grade english teacher at woodland junior high school in fayetteville, ak
reveals some of the “UNINTENDED CONSEQUENCES” of the rollout. With informational
text, there isn’t that human connection that you get with literature. and the kids are shutting
down. they’re getting bored. I’m seeing more behavior problems in my classroom than I’ve ever
seen,” she added. David Coleman, the chief architect of the common core, who led the effort
to write the standards with a grant from the bill and melinda gates foundation, said educators are
Stanley Kurtz explains there is a good reason why control over public schools was kept out of
federal hands by the founding fathers. They realized that one political party or ideology
shaping the curriculum in public schools was a DIRECT ROUTE TO TYRANNY. What the
Obama administration has done has conditioned department of education funding and
regulatory waivers on STATE ACCEPTANCE of Common Core.
That such a move is CONSTITUTIONALLY SUSPECT AT BEST, and another NAKED
POWER GRAB AT WORST, should infuriate Americans who still believe an education is
about TEACHING CHILDREN HOW TO THINK, NOT WHAT TO THINK.
Considering the reality that this is being sold as an alternative to “easy reading assignments,”
they SHOULD ASK THEMSELVES HOW and WHY the PUBLIC SCHOOL
CURRICULUM was DUMBED-DOWN in the FIRST PLACE).
Accuracy in media’s (aim) Mary Grabar reveals how 48 state governors were lured into entering
a contest called “race to the top” for a portion of $4.35 billion of funds made available by the
stimulus package. It was one of the many ‘crises’ exploited by the obama administration,” she
writes. While the public was focused on a series of radical moves coming in rapid-fire
succession, like the health care bill and proposed trials and imprisonment of 9/11 terrorists on
domestic soil, governors, worried about keeping school doors open, signed on.
The educational component of Common Core is CONTROLLED by linda darling-hammond,
a RADICAL LEFT-WING EDUCATOR and close colleague of william ayers, member of
the domestic terrorist group the weather underground, professor of education – and a friend of
barack obama’s. Both darling-hammond and ayers have advocated ending funding
disparities between urban and suburban schools, ending standardized testing, and attacking
The big picture here is to ELIMINATE OBJECTIVE MEASUREMENT of KNOWLEDGE
and skills, and REPLACE THEM with teachers offering up SUBJECTIVE APPRAISALS of
students’ attitudes and behavior. In a 2009 article for the harvard educational review, darling-
hammond extolled these initiatives as the obama administration’s “opportunity to transform
our nation’s schools. Grabar reveals what such “transformation” is intended to achieve.
When these dangerous initiatives are implemented, there will be NO ESCAPING BAD
SCHOOLS and a RADICAL CURRICULUM by moving to a good suburb, or by home
schooling, or by enrolling your children in private schools, she warns.
Any states that wish to compete for RTTT school funding MUST EMBRACE common core.
thus, a portion of federal funding for schools is nothing less than an effort to COERCE the
STATES INTO ADOPTING a DE FACTO NATIONAL EDUCATIONAL SYSTEM.
The PROGRESSIVE AGENDA is already welcomed in many public schools. The common
core curriculum is nothing less than an effort to COORDINATE THAT AGENDA on a
In 2009, Bill Ayers was one of three keynote speakers at a conference sponsored by the
Renaissance Group, purportedly interested in finding ways to educate the “new american
student,” part of which deals with the alleged inability of white teachers to deal with the issues
of poverty, diversity and multiculturalism that affect their students. While some Americans
might contend that the emphasis on such OBVIOUS PROGRESSIVE TALKING POINTS is
overblown, they should still ask themselves why those in charge of overseeing the federal
government’s education programs would associate with a TERRORIST THUG whose
CONTEMPT FOR AMERICAN CULTURE, TRADITION and HISTORY is WELL-
Just before he was elected in 2008 president obama told his followers, “we are five days away
from FUNDAMENTALLY TRANSFORMING the United States of America” It would
appear that he and his progressive minions intend to MAKE GOOD ON THAT PROMISE, STATE by STATE, SCHOOL by SCHOOL – and CHILD by CHILD.
YOUTH INDOCTRINATION: SERVANTS of the GLOBAL NANNY STATE
Education is a driving force for the change needed (united nations department of economic
and social affairs division for sustainable development, 2003)
COMMON CORE INDOCTRINATION:
“The people must obey the government’s commands”
indoctrination and data mining in common core: here’s why america’s schools may be in more trouble than you think by tiffany gabbay
“is leftist school indoctrination unstoppable? by bruce thornton
ucla creates environmental indoctrination program by CollegeInsurrection.com
far left brainwashing occurs at oakland university graduation ceremony
by dan poole
our kids: victims of the rough grasp of the state by m. catharine evans
“a major goal should be to organize a worldwide education program” al gore (2000)
The Jesuit educational maxim was, ‘give me a CHILD UNTIL he is SEVEN and I will give
you the MAN’. Today’s progressives get children until they are 18 and sometimes 21.
That kind of influence is hard to match.
In 2008, presidential candidate barack obama committed to making sure that every child has
the chance to learn by creating a global fund for education. A new global fund for
education… must be capable of mobilizing the approximately $7 billion annually still needed
to achieve education
Secretary of State Hillary Clinton has recently called for a new architecture of global
Cooperation. The “education for all” developer is UNESCO. Both the U.N.’s educational
goals (via unesco and “education for all” ) and “common core” do sound very appealing on the
surface. Both UNESCO’s educational goals and common core are heavily funded by activist
and philanthropist bill gates, one of the wealthiest billionaires on earth.
Agenda chapter 36.2 says they plan to “RE-ORIENT” WORLDWIDE EDUCATION
TOWARD SUSTAINABLE DEVELOPMENT. Education is indispensable to changing
people’s attitudes so that they have the capacity to assess and address their sustainable
development concerns. It is also critical for achieving environmental and ethical awareness,
values and attitudes, skills and behavior consistent with sustainable development and for
effective public participation in decision-making.
To be effective, environment and development education should deal with the dynamics of
both the physical/biological and socio-economic environment. “Race to the Top”
grants promote a SOCIALIST EDUCATION SYSTEM. But call it a state-led COMMON CORE.
But the problem, in a nutshell, is simply: WHOSE VERSION of “SUSTAINABLE”
DO YOU WANT TO “RE-EDUCATE” EVERYONE TO BELIEVE? …
Assuming that you can accept MASSIVE-SCALE PROPAGANDIZING for the promotion of
one single belief system, under which people didn’t get a representative vote.
I can’t believe how many parents and educators have told me that they are willing to give up a
little bit of control in education to the federal government as long as their child gets a better
The three E’s of “sustainability”: environment, economy and equity referring to the U.N.
blueprint for environmental regulations, economic manipulation, and social equity.
The D.O.E. farms out various agenda 21 programs to a variety of non governmental
organizations (NGO), who promote world citizenship over honoring the values american
citizenship. This philosophy of GLOBAL ALLEGIANCE is now the official U.S. government
policy for education. Chapter 36 of agenda 21 emphasizes “that education is critical for
promoting sustainable development and improving capacity of the people to address
environment and development issues. Education is a driving force for the change needed
(United Nations Department of Economic and Social Affairs Division for sustainable
How to improve our current curricular frameworks and standards for a world transformed by
globally accepted and internationally transcendent principles and processes of democracy” (cce, 2005, pp. 1-2)
PUBLIC EDUCATION, in its current state, is based on the idea that GOVERNMENT is the
‘PARENT’ BEST EQUIPPED to provide children with the values and wisdom required to
grow into intelligent, functional adults,” adds Karen de Coster.
YANKING CHILDREN from THEIR PARENTS and ASSIMILATING THEM INTO
DUMBED-DOWN, DRACONIAN LEARNING POOLS BASED ON AGE and
COLLECTIVIZING THEIR LEARNING EXPERIENCE in a QUASI-PRISON
ENVIRONMENT HASN’T WORKED, and IT WILL NEVER BE IDEAL FOR the VAST
MAJORITY of the CHILDREN.
COMMON CORE INDOCTRINATION: “The PEOPLE MUST OBEY the GOVERNMENT’s COMMANDS” November 9, 2013
Wow, INDOCTRINATION TIED UP AS INSTRUCTION ON POSSESSIVES. this is
reportedly part of the common core lessons for third graders so it applies to all schools
employing those standards.
So THIRD GRADERS are LEARNING:
– IT is the PRESIDENT’s JOB TO MAKE EVERYTHING FAIR
SO THIRD GRADERS are LEARNING:
-The PEOPLE MUST OBEY the COMMANDS of GOVERNMENT OFFICIAL
SO THIRD GRADERS are LEARNING:
-The INDIVIDUAL’s WANTS are LESS IMPORTANT than the NATION’s WELL-BEING. LET’s TRY A NEW LESSON ON the USE of the POSSESSIVE
Tiffany Gabbay: COMMON CORE’s INSTRUCTION ON POSSESSIVES is ATROCIOUS INDOCTRINATION and COMMON CORE’S “STANDARDS” SHOULD BE INVESTIGATED and TOSSED
INDOCTRINATION and DATA MINING in COMMON CORE: HERE’S WHY AMERICA’s SCHOOLS MAY BE IN MORE TROUBLE THAN YOU THINK
by Tiffany Gabbay March 27, 2013
Tiffany Gabbay: The Blaze has been at the forefront in uncovering the disturbing details of the
nationalized curriculum standard known as common core one of the most troubling aspects of
this federal program is that government bureaucrats are currently mining sensitive and highly
personal information on children through common core’s tracking system. The data will then
reportedly be sold by the government to outside sources for profit. According to the
conservative think tank American Principles Project, common core’s technological project is
“merely one part of a much broader PLAN by the FEDERAL GOVERNMENT to TRACK
INDIVIDUALS from BIRTH THROUGH THEIR PARTICIPATION in the
As columnist and author Michelle Malkin has pointed out, the 2009 stimulus package included
a “state fiscal stabilization fund” to provide states incentives to construct “longitudinal data
systems (lds) to collect data on public-school students. In other words, an aggregation
SYSTEM to MINE PERSONAL DATA ON CHILDREN including information about their
health, family income, religious affiliation and homework.
Even more off-putting is the revelation that a 44-page department of education report released
indicates that the common core data-mining system could one day implement monitoring
techniques like “functional magnetic resonance imaging” (scanning one’s brain function)”
as well as “using cameras to judge facial expressions, an electronic seat that judges [a child’s]
posture, a pressure-sensitive computer mouse and a biometric wrap on kids’ wrists.. Through the
stimulus bill, AMERICANS’ PRIVACY HAS BEEN INCREASINGLY COMPROMISED”
Now, permission that once had to be granted by parents to family educational rights and privacy
act (ferpa) to release students’ data has changed with a January 2012 regulation mandating that
ALL INFORMATION COLLECTED BY SCHOOLS SINCE 2009 CAN BE SHARED
AMONG FEDERAL AGENCIES WITHOUT CONSENT.
“IS LEFTIST SCHOOL INDOCTRINATION UNSTOPPABLE?
by Bruce Thornton February 27, 2013
“IS LEFTIST SCHOOL INDOCTRINATION UNSTOPPABLE?
February 27, 2013 by Bruce Thornton
Bruce Thornton: “We often focus on the ideological biases of the university, where the more
lunatic examples of political correctness get the most attention. but in education as in
economics, there is a trickle-down effect. The grandees at the elite universities train the phds
who go on to second and third tier institutions, where they in turn train the students who get high
school and grade school teaching credentials. They also write most of the textbooks that end
up in k-12 classrooms. thus the progressive ideology metastasizes throughout the educational
system, determining the curriculum, the textbooks, and the point of view of the teachers.
at that level the ideas may be garbled, half-baked, incoherent, and a collection of clichés and
slogans, but they are still toxic and effective at transmitting a world-view to impressionable
When my kids were in public school I witnessed this process over and over. questionable
leftist ideas i had to sit through in graduate seminars turned up regularly in my kids’ english
and history courses and textbooks. in the marxiste interpretation of history, traditional
historical narratives reflect the “false consciousness” of capitalism’s academic publicists
justifying and “mystifying” a history marked by oppression and atrocities in service to a
The founding of the United States, then, was not about things like freedom and inalienable
rights, but instead reflected the economic interests and power of wealthy white property-
owners. the civil war wasn’t about freeing the slaves or preserving the union, but about
economic competition between the industrial north and the plantation south. the settling of the
west was not an epic saga of hardships endured to create a civilization in a wilderness,
but genocide of the indians whose lands and resources were stolen to serve capitalist
exploitation. inherent in this sort of history were the assumptions of marxist economic
determinism and the primacy of material causes over the camouflage of ideals and principles”
“various strains of postmodernism added a cultural relativism that put out of bounds any judgments of a culture’s values, since all such standards reflect the economic needs of the dominant power.
Generations of English and History professors approach their traditional subjects – as
narratives justifying an unjust, racist, exploitative western power of which all right-thinking
people should be ashamed. The politicizing of the universities has led to TWO ILL
First, the Gresham’s law of education means that adding all this material to the curriculum
necessitates the driving out of the traditional curriculum. driving out of the traditional
curriculum – based (imperfectly, to be sure) on fact and argument – that could provide the
empirical antidote to this left-wing toxin
Second, generations of credential students have sat in these courses and then gone on to teach
in high schools and grade schools, and to write the textbooks and curricula that propagate this
ideology. The RESULT is a STUDENT POPULATION IGNORANT of the BASIC FACTS
of HISTORY, the VACUUM FILLED with MELODRAMAS of VICTIMIZATION,
RACISM, OPPRESSION and VIOLENCE that cast the u.s. as a global villain guilty of
crimes against humanity.
So too with the movies, books, television shows, and popular music limbaugh identifies as
vectors of this disease. having been schooled in the evil designs of oppressive, greedy
corporations that abuse workers and rape the planet, these cultural consumers are natural
audiences for the plots of movies and television shows that recycle these dull clichés.
Having spent years being indoctrinated with romantic environmentalism and disney-fied visions of nature, they are susceptible to an anti-carbon politics that retards development of american oil resources in the name of “protecting the planet” from an apocalyptic rise in global temperatures caused by human and corporate misbehavior, a notion that barely qualifies as a hypothesis, let alone a scientific fact. but how could most products of our dysfunctional educational system tell the difference?
Agenda 21 chapter 36.2 states the plan to “re-orient” worldwide education toward
sustainable development. the jesuit educational maxim was, ‘give me a child until he is
seven and i will give you the man’. today’s progressives get children until they are 18 and
sometimes 21. That kind of influence is hard to match.
In 2008, presidential candidate barack obama committed to making sure that every child has the chance to learn by creating a global fund for education. A new global fund for education must be capable of mobilizing the approximately $7 billion annually still needed to achieve education . Secretary of State hillary clinton has recently called for a new architecture of global cooperation the “education for all” developer is UNESCO. both the U.N.’s educational goals (via unesco and “education for all” ) and “common core” do sound very appealing on the surface.
Both UNESCO’s educational goals and COMMON CORE are heavily funded by activist
and philanthropist bill gates, one of the wealthiest billionaires on earth.
Agenda 21 chapter 36.2 says they plan to “RE-ORIENT” WORLDWIDE EDUCATION
toward sustainable development. Education is indispensable to changing people’s attitudes so
that they have the capacity to assess and address their sustainable development concerns.
It is also critical for achieving environmental and ethical awareness, values and attitudes, skills
and behavior consistent with sustainable development and for effective public participation in
To be effective, environment and development education should deal with the dynamics of
both the physical/biological and socio-economic environment “race to the top” grants promote a
socialist education system but call it a state-led common core. but the problem, in a nutshell, is
simply: whose version of “sustainable” do you want to “re-educate” everyone to believe? …
Assuming that you can accept massive-scale propagandizing for the promotion of one single
belief system, under which people didn’t get a representative vote. I can’t believe how many
parents and educators have told me that they are willing to give up a little bit of control in
education to the federal government as long as their child gets a better education”
The three e’s of “sustainability”: environment, economy and equity referring to the u.n.
blueprint for environmental regulations, economic manipulation and social equity.
“UNIVERSAL EDUCATION is the most corroding and DISINTEGRATING POISON that liberalism has ever INVENTED for its OWN DESTRUCTION” – Adolf Hitler
SNOWFLAKES OR FASCISTS?
November 13, 2015
There was a much-beloved quote circulated among leftists, often attributed to Sinclair Lewis,
that “when fascism comes to America it will be wrapped in the flag and carrying a cross.” In
light of recent episodes of mob action on American campuses, the quote needs updating: When
fascism comes to America it will be
WRAPPED in “DIVERSITY” and DEMANDING “SAFE SPACES”.
Think of today’s democratic party as the little village of Hamelin. a piper called Bernie Sanders
toots his socialist tune, and all the little democrats skip along behind him to … where exactly?
According to the medieval legend, the pied piper of hamelin LED the CHILDREN AWAY and
The ENVIRONMENTAL TERRORIZING of CHILDREN
by Alan Caruba Warning Signs April 09 2012
Alan C Aruba: In many ways, the worst aspect of environmentalism is why greens not only
feel free to terrorize children with doomsday scenarios, but feel compelled to do so. I have
been reviewing books for some fifty years.
[Editor’s Note: In 1974 Alan Caruba was a founding member of the National Book Critics Circle]
Rachel Carson’s “Silent Spring” in 1962 and Paul Ehrlich’s “Population Bomb” have been
offering scenarios intended to move people and governments to take action that were based on
bad “science” and absurd doomsday predictions.
If you were FOOLED by global warming, they are counting on you to be fooled AGAIN by
“sustainability”, their reworking of marx’s communism in the form of a grandiose scheme to
control all of the earth’s bounty. The United Nations will hold a Rio+20 conference that will
declare that governments exist to ensure “sustainable well-being and happiness.
The declaration of Independence offers the opportunity to pursue happiness. It does not.
guarantee it, nor does it suggest that it is government’s job to provide it.
A key element of the green’s endless indoctrination schemes has been to reach children, the
most vulnerable among us and for this reason our schools have been turned into green prisons
where their version of the earth is pumped into the minds of children here and around
Their primary teaching tool is FEAR. fear that the oceans will rise and wipe out entire cities.
fear that the rainforests are disappearing … entire species are being destroyed by the hand of
man … the use of any kind of fuel, coal, natural gas, and oil is despoiling the planet.
I have reviewed books for some fifty years at this point and I could not put a number on the
books for children that hammer home these and other terrifying themes.
One crossed my desk the other day, “Our House is Round: a kid’s book about why protecting our earth matters” by Yolanda Kondonassis and illustrated by Joan Brush.
Our House is Round: a kid’s book about why protecting our earth matters has been called. The
PERFECT CHILDREN’S INTRODUCTION TO ENVIRONMENTAL ISSUES” by Fred
Krupp, the president of the environmental defense fund. The author is not a biologist, a
geologist, a meteorologist, or any other kind of scientist. She is a Grammy-nominated classical
harpist. a harpist!”
“Our earth has gotten messy. what should we do?” she asks her young reader.
What does she mean by “messy”? Her answer is that cars, trucks, and factories make
pollution, a kind of dirty gas or liquid that goes out into the air and into our rivers, lakes and
oceans. This book is written for CHILDREN AGE FIVE TO NINE!
Imagine now what it must be like to be that age and be told that the air is polluted and the water
is as carbon dioxide is not a pollutant. It is a gas as vital to all life on earth as oxygen is to the
life of living creatures. without it, not a single blade of grass or tree or the vegetation we call
“crops” would not grow. Livestock and wildlife depend on that vegetation. If you are age five to
nine, you likely are unaware of this.
This book and all the others that incorporate these lies are a form of psychological terror”
The same week I received ‘our house is round’, i also received ‘the big green book of the big
blue sea’ and ‘earth-friendly buildings, bridges, and more.’ you could stack all the
environmentally-themed children’s books I’ve seen and it would reach up several stories.
They are a corruption of geophysical and biological science. They have nothing to do with
“saving the planet” and everything to do with distorting children’s understanding of the real
world. It does not matter that kondonassis thinks she is serving humanity. the great lie of c
ommunism is that it will create a collectivist utopia. In reality it has always depended on
terror to maintain itself and it has failed wherever it has been tried.
environmentalism is its latest permutation.
It is the same reason that communism derides religion for its emphasis on life and morality.
Alan Caruba: “I have devoted my life to freedom of the press, … to publish, … to speak out, and
to urge participation in the life of the greatest nation on earth, but some books like “our house is
round” are the worst kind of mental pollution.
“ENVIRONMENTALISM, LIKE ALL TYRANNIES, BEGINS BY INDOCTRINATING CHILDREN”
“An ENVIRONMENTAL EDUCATION – ACCEPTABLE BRAINWASHING?
by Lisa Iceland “Green Living Tips” April 15, 2015
As time goes on, we see more examples of environmental issues being raised in the classroom,
and younger children being exposed to environmental subjects. Most schools now will have a
policy of getting children involved in environmental projects, and this has led to accusations of
brainwashing from some sources.
While brainwashing is something that we have come to associate with totalitarian states, is it
something we should be prepared to accept when it is for a cause we believe in? It can be said
that education is a way of preparing children for the world that they will move into when they
have outgrown their schooling. As this world comes to grips with environmental matters, the
fact is that it is not a subject that will go away tomorrow”
Therefore we might say that getting children involved in environmental projects is something
that will prepare them for a world that is going to see the environment as an ever bigger issue
the longer it is in question.
UCLA CREATES ENVIRONMENTAL INDOCTRINATION PROGRAM
by CollegeInsurrection.com November 15, 2012
Despite a UCLA student’s recent plea to keep politics out of the classroom, its staff has
created a whole new curriculum to promote “sustainability” and spread the global warming
message. Peter Wood of Minding the Campus provides details on the new ucla environmental
indoctrination program. UCLA has found a novel way to improve the politicization of its
Peter Wood of minding the campus: “UCLA today, the faculty and staff newspaper, reports
that the university’s institute of the environment and sustainability and the sustainability
committee have teamed up to help faculty members across the university figure out ways to
slip sustainability messages into their classes, regardless of the actual subjects they are
Participating faculty members get a two-hour workshop and a $1,200 grant to turn their
courses into vehicles of SUSTAINA-GANDA.The newspaper account highlights political
science professor Miriam Golden who is using the extra money to change reading lists, data sets,
homework assignments. Professor Golden is ardently behind the cause. “I think climate change
is the largest global challenge to ever face the human race, and we need to help students
understand the social and political implications,” she says”
UCLA innovation is the cash incentive, not the attempt at broader product placement. The
effort to get sustainability incorporated in every class has been a goal of the sustainability
movement for some time.
The question for the sustainatopians has been how best to make this happen. The National
Association of Scholars has watched these efforts unfold first as naked aggression, as we
reported in “an elbow in the ribs: prof-prodding toward sustainability’”
There is, however, something a little unsettling about an effort to make every class in a
university into a brick in a wall of advocacy. “Sustainability” falsely presents itself as
settled wisdom not only about the science of climate change, but about the proper economic,
political, and social responses. These are matters where students deserve the benefit of hearing
the best arguments from all sides. UCLA’s decision to STACK the DECK is, unfortunately,
all too common for the University of California. The best response from ucla faculty members
would be to refuse the money and to teach their courses in the spirit of fair-minded
scholarship, not as exercises in recruitment to a cause.
FAR LEFT BRAINWASHING OCCURS at OAKLAND UNIVERSITY GRADUATION CEREMONY by Dan Poole American3rposition.com April 30, 2012
Dan Poole: “Yesterday, Oakland University in Rochester Hills, Michigan held its ceremony
for the seniors graduating in the spring of 2012. Yours truly was one of those graduates.
A graduation ceremony is supposed to be a time of celebration and honor, and the speeches that
are given before and after students receive their diplomas are supposed to be straight forward and
devoid of any political posturing.
Alas, there is hardly a major university left in the U.S. that won’t take an opportunity to
brainwash their students with far left propaganda. such was the case when Oakland
University gave an honorary degree to 97 year old GRACE LEE BOGGS.
She was held up as the epitome of honor and virtue. the idea oakland university was trying to
convey is this: Grace Lee Boggs is who the graduating seniors should strive to become.
Who is Grace Lee Boggs that Oakland University would shower her with such extravagant
Let’s look at her history: Boggs was literally a communist activist who was a member of the
Workers Party (US), Johnson-Forest tendency, the socialist workers party, and the
correspondence publishing committee. All four of these organizations were as far to the left as
you can get. They each espoused communism and socialism in one way or another, and they
derived their ideology directly from the debunked theories of Karl Marx. She was also a
co-founder of one of them – the Johnson–Forest tendency, which is listed as “part of the series
on communism” according to that wikipedia article.
Like many of the communists she worked with, boggs believed that the soviet union was not an
example of totalitarianism, but rather was an example of “state capitalism:. In other words,
when Boggs encouraged the OU graduates to be the next American revolutionaries, she
wasn’t talking about the Founding Fathers, she was talking about the bloodthirsty
communists. When she talked about imagining things, she was referring to the
WORKERS’ PARADISE – the UTOPIA – that cannot exist and will never exist.
Indeed, while Boggs is thankful for what the vicious occupy wall street movement has done,
she doesn’t think it goes nearly far enough: “you have a long way to go. this enemy of ours is
not just Wall Street. it’s the whole culture.
Boggs is also a radical environmentalist, hence why she asked, “what will move us to care for
our biosphere instead of using our technological mastery to increase the speed at which we are
making it uninhabitable?” “the idea that humans are making the earth uninhabitable is an
eco-terrorist myth, but boggs is a communist ideologue, so she doesn’t care.
[Boggs] thinks Detroit is “a symbol of the end of industrial society,” which means she thinks
free market capitalism will result in the collapse of first world nations thanks to the myth of
On page 8 of the 72 page commencement guide that every parent received, oakland university
completely failed to say anything about boggs’ history. Instead, the commencement guide
highlighted her “many awards” and provided three glowing pictures at the top, one of which
was a logo with a pretty butterfly in the center. O.U. could have given an honorary degree to a
fire fighter or police officer who served his community for decades. or they could have given it
to a missionary who was on the ground helping starving children in Africa.
Instead, ou gave it to a communist revolutionary. they just couldn’t pass up an opportunity for
far left indoctrination even when it’s totally uncalled for. But here’s the larger point: Oakland
University is not known as a Marxist brainwashing institution. nor should it be.
I thoroughly enjoyed my four years there and did not clash with most of the professors I had.
Compared to the University of Michigan or any of the Ivy League schools, OU is decidedly
moderate in terms of its politics. If OU is giving an honorary degree to a communist like
Boggs, then imagine what it’s like elsewhere. The brainwashing is way worse at some
universities then others, but it exists in pretty much ALL universities across the United States.
Know this america: the 1960s radicals are now fully in control of the education system. your
sons and daughters aren’t being educated; they are being turned into slaves for the
government, little marxist soldiers who will robotically tout the anti-american values that
are thrust on them. The fact that a Communist revolutionary like Grace Lee Boggs would
be portrayed as the manifestation of American values is a damning indictment of how deeply
infected the education system has become.
As Vladimir Lenin said “give me four years to teach the children and the seed i have sown will
never be uprooted. give us the child for 8 years and it will be a Bolshevik forever.
As you can see, the TRUE HISTORY of GRACE LEE BOGGS was WHITEWASHED”
DAN POOLE is a Political Science major and History minor who is currently an
undergraduate Senior at Oakland University. A former intern for the Milford Times with dozens
of published articles
NOTE: When I think of anti-Western Civilization at Oakland University I think of Angela Davis and the FBI poster when she was wanted for Murder. Grace Lee Boggs and Angela Davis are cut from the same cloth. What a country! BE ON the FBI’s MOST WANTED LIST and BECOME a PROFESSOR!
In California, the Los angeles unified school district (lausd)will be force feeding students to
sell obamacare to their families, funded by a nearly million dollar state grant (though the state
is broke) from Covered California.
Teens will be trained to be messengers not to those groups, but to their own families, to get
more people enrolled in taxpayer-subsidized healthcare. Teens are part of a ‘pilot’ program to
test whether young people can be trained as messengers to deliver outreach and limited
education to family and friends in and around their homes,” said gayle pollard-terry, a lausd
spokesman in an e-mail.
Grant recipients like lausd will be held accountable by the state for fulfilling their promised
activities for outreach, said larry hicks, another lausd spokesman. At a minimum, grantees will
be required to submit to covered california monthly, quarterly, and annual reports on their
activities and progress towards agreed upon outcomes.
Disturbing comparisons with USING CHILDREN and GOVERNMENT EDUCATION
facilities to deliver “government-preferred messaging“ in the past and in other societies today
instantly spring to mind.
A THANKSGIVING TOOLKIT
The holiday season is just around the corner and if you thought you were going to get a chance
to sit around the table and forget about the craziness of this world and enjoy some good quality
time with your family, Think again.
Organizing for action (formerly president obama’s campaign engine obama for america, then
organizing for america) is calling on its membership to sell socialized medicine at the family
dinner table. They have created a series of talking points and persuasive tactics to try to
“MEDICINE is the KEYSTONE of the arch of SOCIALISM” – Vladimir Lenin
Take advantage of downtime after meals or between holiday activities to start your talk,” says
OFA’s marketing script, titled “health care for the holidays”.
At Thanksgiving and Christmas dinners, “people will be under the “misconception that the
government-designed health-payment plans are too expensive,” says the presidential pitch, which
was emailed out on Nov. 23.
Obama’s effort to push his political priorities into americans’ private family and religious
events reflects his determination to take over the nation’s health-care sector. The
progressives’ determination to gatecrash iconic family events reflects self-confidence in their
own expertise, their long-held pity and contempt for ordinary Americans and for the
institution of family, plus their ability to attract young people to their cause.
The online script tries to build up the confidence of young people nervous about making the
dinner-table pitch. If you have family members who are uninsured, you can play a big part in
helping them find coverage that works for them. it might not always seem like it, but your
family listens to you. so have the talk,” says the pitch. We’re not going to be able to fight this
fight without you,” she told the volunteers, who had gathered to hear a statement from their
The online script glosses over the many problems with the obamacare website. It urges
supporters to ask relatives to bring personal information, such as social security numbers, to
the dinner so they can use the family computer to join obamacare after dessert.
The script downplays the cost of obamacare premiums and deductibles, which are especially
high for young, healthy people
Other regimes have used children to help government penetrate private family and religious
CAMOUFLAGE was KEY – “at first do not alienate with any type of crude language, defiant
demeanor, or menacing appearance … true revolutionaries
do not flaunt their radicalism, alinsky taught. they cut their hair, put on suits and infiltrate the
system from within. ALINSKY viewed revolution as a slow, patient process. The trick was to
penetrate existing institutions such as churches, unions and political parties.
OUR KIDS: VICTIMS of the ROUGH GRASP of the STATE
by M. Catharine Evans November 21, 2013
M. Catharine Evans: “Wake up, mom and dad: YOUR GOVERNMENT HAS ITS PAWS
ALL OVER YOUR CHILDREN DURING SCHOOL HOURS – always figuratively, and too
often literally. IF PARENTS are TAKEN OUT of the EDUCATION EQUATION
COMPLETELY, SOMETHING WILL FILL THE VACUUM. and that something is bound
to be the POLICE STATE.
When kids in Brazil, Indiana participated in a mock drug raid at clay county courthouse as
part of a lesson in what it’s like to live in a police state, the “drug awareness skit” involved the
use of a drug dog and a small amount of an illegal substance planted on one of the students.
From police planting drugs on innocent children at a courthouse with a superior court judge
presiding to EXPOSING KIDS to an aggressive drug-sniffing dog and finally to the alleged
cavalier response of the child’s mother, whether premature or not, the brazil case is
CHILLING IN ITS ENTIRETY.
WHAT HAVE the CHILDREN ACTUALLY LEARNED?
THAT THEY CAN BE USED FOR EXPERIMENTATION and EXPLOITATION FOR
the SOCIAL GOOD and are NOT FREE to RESIST AUTHORITIES DESPITE the
THAT THOSE SWORN to UPHOLD THE LAW, to PROTECT and SERVE the
INDIVIDUALS in the COMMUNITY, CAN BREAK the LAW WITH IMPUNITY in
ORDER to TEACH the COMMUNITY A LESSON. That if the worst-case scenario happens
and someone is seriously injured as a result of the experiment, and the media is notified, the
AUTHORITIES INVOLVED WILL NOT BE HELD ACCOUNTABLE.
That the STATE WISHES TO PRODUCE COMPLIANT, PASSIVE, and PLIABLE
CITIZENS and is USING OUR SCHOOLS as INSTRUMENTS of OPPRESSION to
That those acting in the parents’ absence during the school day – teachers, administrators, law
enforcement, psychologists and even judges – HAVE COMPLETE CONTROL OVER THE
CHILDREN, WITH LITTLE OR NO INTERFERENCE FROM THEIR PRIMARY
GETTING RID of the NOTION THAT KIDS BELONG TO THEIR FAMILIES is not just
empty rhetoric coming from far-left socialists – it’s being ACTED UPON in SCHOOL
DISTRICTS ALL OVER the UNITED STATES.
On a daily basis, 50 million public school students from kindergarten through 12th grade
encounter surveillance cameras, metal detectors, police patrols, zero-tolerance policies,
lockdowns, drug-sniffing dogs, and strip-searches. Whitehead warns us that “america is on a
FAST TRACK to RAISING UP AN ORWELLIAN GENERATION.
“one populated by COMPLIANT CITIZENS ACCUSTOMED to living in a POLICE
STATE and who march in LOCKSTEP to the DICTATES of the GOVERNMENT.
The potential for an EDUCATIONAL BUREAUCRACY RUN BY SELF-APPOINTED
PRESTIGIOUS PLANNERS to evolve into an INSTRUMENT of COERCION,
OPPRESSION, and INDOCTRINATION.
A state educational machine with its semi-military organization of little children, its
OVERRIDING of INDIVIDUAL BENT and PREFERENCE”, … “its appeal to head instead
of heart, its rational morality, its colorless and jejune textbooks, its official cult of ethical and
civic principles … is far from attractive[.]
When we note the enormous resources and high centralization of a first-class educational
system; when we consider it takes FORCIBLE POSSESSION of the CHILD for half the time
during its best years, and SUBMITS the little creature to a CURRICULUM DEVISED more
and more with reference to its OWN AIMS and less and LESS WITH REFERENCE to the
WISHES of the PARENT.
When we consider that the democratic control of this formidable engine affords no guarantee
that it will not be used for empire over minds – we may well be apprehensive of future
developments. Where are the checks and balances within the school system to insure innocent
children are not victimized in service to the state? How have the majority of PARENTS
BECOME SO DEMORALIZED that THEY TURN A BLIND EYE to the DISSOLUTION
of THEIR ROLES as the CHILD’S PRIMARY DEFENDER? It was once the duty of public
schools to make sure the nation’s citizens were educated in reading, writing, mathematics,
history, and geography. NO MORE
EDUCATION FOR SUSTAINABLE TYRANNY
by Michael J. Chapman February, 2007 NewsWithViews.com
One good example of the “new earth ethic” is, “DEAR CHILDREN of the earth,” a popular
children’s book written as a letter from mother earth. Heavily illustrated with mystical
paintings of animals, CHILDREN are FRIGHTENED into believing people are a cancer and
threat to the sustainability of the planet.
The text, under one illustration of a dying rhinoceros, explains: “The animals have told me, ‘we
are worried, mother earth. we are afraid because our homes are being destroyed by people who
don’t know better, or don’t care.
Tell me, my children, where will the animals live when my forests are gone? where will the
whales and dolphins swim when my oceans are too dirty to live in?”
Likewise, mainstream textbooks include such scare tactics based on questionable science
one popular second grade textbook celebrates earth day by asking second graders:
“how would you feel if there were no trees?”
Another popular fifth grade social studies textbook parrots the dying-earth theme by summarizing:
“The earth needs your help… we are all children of the earth. It does not matter what country
you look at. We are all earth’s children and we should treat her as our mother.
The threat of environmental catastrophe is used to justify global governance including a
planned economy. STUDENTS are INDOCTRINATED to ACCEPT TOTAL CONTROL
through biased economic lessons in their social studies texts.
The D.O.E. [Department of Education] is NOW in the HIGH SCHOOL GIRL’s SHOWER
by Larry Creech americanthinker.com November 4, 2015
Larry Creech: “For more than two decades Americans have become DESENSITIZED to the ARROGANCE, HUBRIS and GENERAL INCOMPETENCE of WASHINGTON INSIDERS. Every day brings another revelation causing Americans to roll their eyes, shake their heads, and wonder what, if anything, can be done to a GOVERNMENT THAT SEEMS TO PAY NO ATTENTION TO ITS CITIZENS WHATSOEVER.
The civil rights division of the D.O.E. declared a new cultural battleground when it sent a
letter to dr. daniel cates, superintendent of the township high school district 211, a school district
near palentine, Illinois, accusing the district violating anti-discrimination laws when it did not
allow a transgender student who identifies as a girl to change and shower with the girls in the
girls’ locker room without restrictions.
The problem began when the transgender student’s family filed a complaint with the u.s.
department of education’s Office of Civil Rights (OCR), because the student was not allowed to
shower with the female students. The student filing the complaint is biologically male, but
self-identifies as female. The school made arrangements to accommodate transgender
students by providing separate, private facilities for the student to use to use. this was not
satisfactory for this student”
Dr. Daniel Cates, the superintendent, described the D.O.E. INTRUSION as “… a SERIOUS
OVERREACH WITH PRECEDENT-SETTING IMPLICATIONS. Cates said, ‘OCR has
rejected our proposal to have transgender students into our locker rooms along with a
reasonable request to shower or change clothes in private’”.
OCR has taken this position although there is NO FEDERAL LAW THAT ALLOWS ANY
HIGH SCHOOL STUDENT WHO REMAINS ANATOMICALLY ONE SEX TO
DISROBE OR SHOWER in the PRESENCE of OTHERS WHO ARE of the
OPPOSITE SEX in a PUBLIC SCHOOL LOCKER ROOM.
He said PARENTS HAD MADE IT RESOUNDINGLY CLEAR that THEY FAVORED
MAINTAINING SOME MEASURE of PRIVACY EXPECTATION’ in the LOCKER ROOMS.
He added, “… the district will continue to provide private accommodations for transgender
students to ensure a respectful school environment. The doe’s law and guidance web page to
get a better understanding of why education is in such an abysmal state. there are a plethora of
laws the doe has illegally created to allow it to insert itself into every aspect of a child’s life.
WHY is the D.O.E. INSERTING ITSELF INTO LOCAL SCHOOL ISSUES that HAVE NOTHING TO DO WITH LEARNING? ”
The transgender student has the same access to the legal system as anyone and could can file a
suit against the district. What about the right to privacy of the biologically female students?
how much more government ordered and subsidized intimacy will the doe require of these young
John Knight, the director of the L.G.B.T. and H.I.V. project of the American Civil Liberties Union of Illinois defended the suit saying, “what our client wants is not hard to understand: she wants to be accepted for who she is and to be treated with dignity and respect – like any other student.
Knight GAVE AWAY the LONG-TERM GOAL IN HIS STATEMENT, This is the first
time the department of education has ruled on a case of this sort and THEY are the
EXPERTS, and THEIR DETERMINATION THAT THIS is a VIOLATION of FEDERAL
LAW SHOULD HAVE an IMPACT NATIONALLY.
This is the OVERREACH Dr. Cates spoke of. the D.O.E. has tried, so far
UNSUCCESSFULLY, to INSERT ITSELF INTO CURRICULUM at the STATE and
LOCAL level. Having failed at illegal attempts to control curriculum they now have the new
cultural battlefield to spend money on and try to take political advantage of.
Regarding this issue there is no logical, practical, and more to the point, legal justification for
the doe’s attempt to violate young girl’s rights to privacy. Here is the reality: this is not
about transgender rights; they have been met by the district providing a private facility”
It is about the BIOLOGICAL FEMALE STUDENT’s RIGHT to PRIVACY; it is about the
biological female’s SAFETY. It is about the PARENT’s EXPECTATION of
PROTECTION of THEIR DAUGHTERS WHEN in the CARE of the SCHOOL.
It is only a matter of time before some creative biological male who is not transgender
decides to shower with the girl’s for any number of nefarious purposes. The U.S. Department of
education has tried for the last 7 years to implement. The Obama administration’s numerous
SOCIAL ENGINEERING AGENDAS and FAILED.
Larry Creech holds A B.A. and M.A. in humanities and liberal studies from georgetown university where he is preparing his doctoral dissertation in interdisciplinary studies
OBSESSION with YOUTH
EDUCATION: The ROAD to SERFDOM (SLAVES to DEBT)
student loans get a government takeover by Gilbert Cruz
Even an average student loan debt puts you on the road to Serfdom by Arturo f. Munoz
How government uses accounting tricks to hide the Student-Loan Swindle
by Jason Richwine
Taxpayers on Hook for $850 BILLION in student loans by David Hogberg
The federal government swept aside private competitors in the biggest change to the
federal student-loan program since its creation in 1965 in 2010, the federal government in
effect “nationalized” student loans the average student loan debt today is as large as the average amount of household savings in a retirement account: $24,000
“wasn’t it a desire for freedom from necessity – … the simple fact is that you live in a
world where you cannot do everything that your heart desires”
“with a college degree in my hands i will have the power to become wealthy” …
you would succeed in showing off to others how free you truly could become, … merely by
postponing the inevitable -– having to pay that average student loan debt so, you went ahead and fell for an ancient trick (bait and switch yet this trick chained you to a rail along the long
the student loan program is part of a larger pattern in which governments at all levels use
accounting tricks to hide the full cost of programs
“universal education is the most corroding and disintegrating poison that liberalism has ever invented for its own destruction” – adolf hitler
OBSESSION with YOUTH – EDUCATION: The ROAD to SERFDOM (SLAVES to DEBT)
STUDENT LOANS GET a GOVERNMENT TAKEOVER
by Gilbert Cruz April 5, 2010
In ADDITION to SECURING the PRESIDENT a VICTORY on HEALTH CARE,
the House bill took him one step closer to delivering on a promise to
“REFORM” the college-student-loan system.
In a final piece of legislation before the senate is approved, millions of students will get their
federal loans directly from the department of education
In 2010, the federal government in effect “NATIONALIZED” STUDENT LOANS.
The federal government SWEPT ASIDE PRIVATE COMPETITORS in the biggest change to the federal student-loan program since its creation in 1965.
OBSESSION with YOUTH – EDUCATION: The ROAD to SERFDOM (SLAVES to DEBT)
EVEN an AVERAGE STUDENT LOAN DEBT PUTS YOU ON
The ROAD to SERFDOM
by Arturo F. Munoz
Arturo F. Munoz: The average student loan debt today is as large as the average amount of
household savings in a retirement account: $24,000 that means that junior owes to a bank as
much money upon graduation as mom and dad have managed to accumulate for
retirement throughout all their career lives “to the great apostles of political freedom the word
‘freedom’ meant freedom from coercion, freedom from the arbitrary power of other
men, release from the ties which left the individual no choice but obedience to the order of a
superior to whom he was attached these are the words of nobel laureate F.A. hayek in his
superb book The Road to Serfdom
F.A. Hayek: Doesn’t this sound more like you, nevertheless? Isn’t this what you really wanted?
Wasn’t it a desire for freedom from necessity and from having to confront. The simple fact
that you live in a world where you cannot do everything that your heart desires that
encouraged that voice to whisper in your ear:
“With a college degree in my hands I will have the power to become wealthy”.
So, you went ahead and FELL for an ANCIENT TRICK (bait and switch).
You had the expectation that you would succeed in showing off to others how free you truly
could become, merely by POSTPONING the INEVITABLE – having to pay that average
student loan debt. Yet this trick chained you to a rail along the long ROAD to SERFDOM.
For you will have to pay off those loans. and you will GIVE UP FAR MORE THAN
THEY’RE WORTH. For it Is it not always better to be an insignificant freeman than an
And WHO CARES IF OTHERS ARE NOW SLAVES ALONG WITH YOU?
The new freedom promised, however, was to freedom from necessity, release from the
compulsion of the circumstances which inevitably limit the range of choice of all of us.
Freedom in this sense is, of course merely another name for power or wealth.
The bankruptcy abuse prevention and consumer protection act of 2005 makes it
virtually impossible for you to discharge student loan debt through bankruptcy.
For as long as you can make money in any way, you will be required by those in real power, YOUR MASTERS, the LENDERS – to PAY WHAT YOU OWE THEM.
OBSESSION with YOUTH – EDUCATION: The ROAD to SERFDOM (SLAVES to DEBT)
HOW GOVERNMENT USES ACCOUNTING TRICKS To HIDE the
by Jason Richwine May 12, 2014
Jason Richwine: The STUDENT LOAN PROGRAM is PART of a LARGER PATTERN in
which governments at all levels use accounting tricks to hide the full cost of programs.
The fundamental error made by the government is to treat the expected repayment as
guarenteed revenue rather than as a risky asset students MIGHT PAY BACK what the
government predicts they will, but TAXPAYERS MUST COVER the FULL COST of the loan
regardlessand since defaults tend to occur when the overall economy is weak,
the GOVERNMENT CANNOT DIVERSIFY AWAY the RISK.
OBSESSION with YOUTH – EDUCATION: The ROAD to SERFDOM (SLAVES to DEBT)
TAXPAYERS ON HOOK For $850 BILLION in STUDENT LOANS
by David Hogberg May 10, 2012 INVESTOR’S BUSINESS DAILY
David Hogberg: With a POSSIBLE HIGHER-EDUCATION BUBBLE LOOMING,
TAXPAYERS are ON the HOOK FOR ABOUT $850 BILLIONin STUDENT LOAN DEBT
The amount of outstanding student loan debt has SKYROCKETED from about
$440 BILLION in late 2008 to about $1 TRILLION today (2012)
“I think this data – $1 TRILLION IN OUTSTANDING DEBT and a lot of it
held by the federal government – is fairly persuasive evidence of a bubble” said jonathan robe,
a research and administrative associate at the Center for College Affordability and Productivity.
Robe points to a recent AP analysis that found 53% of BACHELOR’S DEGREE HOLDERS
UNDER AGE 25 WERE EITHER UNEMPLOYED OR UNDEREMPLOYED.
Debt loads are rising. average student debt for new graduates ROSE 24% after inflation from
2000-2010 to $16,932, according to the liberal progressive policy institute. the
AVERAGE FOR ALL BORROWERS is $23,300, the New York Federal Reserve says.
David Hogberg: part of the problem is rising college tuition, which has skyrocketed nearly 32% AFTER INFLATION from 2000-2010
AVERAGE ANNUAL TUITION is NOW ABOUT $17,464 BASED ON DATA from the NATIONAL CENTER for EDUCATION STATISTICS
“CHEAP and READILY AVAILABLE SUBSIDIZED STUDENT LOANS have contributed
to the TUITION EXPLOSION,”said robe “those loans make students far less price conscious
and it ENABLES the SCHOOLS to RAISE TUITION because they know if the student can’t
pay the tuition, they can PASS the BUCK ON TO the TAXPAYERS the
government-education industrial complex?
OBSESSION WITH YOUTH – INDOCTRINATION: FOLLOW the LEADER
“Houston Public School Assembly SLAMS BUSH and
HEAPS PRAISE on OBAMA
by Mike Opelka The BLAZE.com February 28, 2013
Mike Opelka: “The Katherine Smith Elementary School in Houston held an assembly on
Tuesday. The program was innocently titled, “A DREAM COME TRUE – Living in the
present by remembering the past and looking forward to the future.”
“As you might expect from the title of the show, most of the songs are a salute to civil rights
heroes like Rosa Parks and Dr. Martin Luther King, Jr. But there is also considerable
ADORATION heaped upon President Obama.“
“WHILE the MAJORITY of the PROGRAM MIGHT BE CONSIDERED to be an OVER-
the-TOP TRIBUTE to PRESIDENT OBAMA, the VERY FIRST SONG,
‘FEELS LIKE CHANGE’ actually TAKES a SHOT at PRESIDENT BUSH.
“This One’s For You – This song is a complete tribute or salute to President Obama. “
“Rosa sat so Martin could walk
Martin walked so Barack could Run
Barack ran, he ran and he won
SO THAT ALL OUR CHILDREN COULD FLY
Thousands of people
THAT NOVEMBER NIGHT
All of us here were for the FIGHT
NOW WE’RE AS ONE
CREATING a NEW NATION
SOME PARENTS HAVE ASKED ABOUT THE LINE SAYING,
‘NOW WE’RE as ONE, CREATING a NEW NATION’”
OBSESSION WITH YOUTH – INDOCTRINATION: FOLLOW the LEADER
I PLEDGE ALLEGIANCE to PRESIDENT BARACK OBAMA
by Vicki E. Alger iwf.org October 1 2013
Vicki E. Alger: “FORGET ANY PLEDGES of ALLEGIANCE to the FLAG and OUR
Republic. Students in one Wisconsin middle school were treated to a star-studded video created
by oprah winfrey’s harpo production company to commemorate peace one day –
a celebration of “global unity” and “intercultural cooperation”.
Too often the important task of promoting peace degenerates into narrow partisanship – and
sadly this effort is no exception. Worse, the peace one video shown to middle schoolers
undermines the CORE PRINCIPLES of FREE CITIZENSHIP.
The four-minute “I Pledge” video is intended to promote volunteerism among students, but it
takes a hard left-turn when several celebrities pledge to be ‘of service to barack obama’ and
‘a servant to our president’. Parents attending the STUDENT ASSEMBLY where the video
was shown objected to its PROPAGANDIZING ELEMENTS that were more reminiscent of a
campaign ad than a public service announcement.
The Hudson school district superintendent responded by shelving the video and apologizing.
Hudson middle school principal dan koch apologized to students directly, saying, “the video
conveyed a message that the people serve the presidency, when in fact our elected officials
serve the people. It is disturbing that the famous people in the video who pledged their
servitude have each overcome personal hardships to achieve successful careers through their
own hard work and sacrifices – not the beneficence of any elected official”
Thankfully, parental outcry will help these young students appreciate OUR RIGHTS and
RESPONSIBILITIES as AMERICAN CITIZENS, NOT SUBJECTS
Farrakhan on Obama:
“you are the instruments that God is going to use to bring about universal change…
when the messiah speaks, the YOUTH WILL HEAR, and the messiah is absolutely speaking”
on december 28, 2009 the danish newspaper politiken published an editorial
“obama greater than jesus” proclaiming obama “the practical savior of our times”
in her article, “I will follow him: obama as my personal jesus,” maggie mertens, associate editor of smith college’s the sophian, wrote,
“yes, I just said it. obama is my jesus … I’ve officially been saved, and soon, whether they like it or not, the rest of the country will be too … in the name of obama, amen!”
may 2014 school lesson portrays obama as messiah: a ‘mythical interpretation of obama’ calls
‘for students as young as third grade to read grimes’ book and do a number of activities,
including making a collage of obama.'” See “sing for change” and “yes, we can”
SCHOOL LESSON PORTRAYS OBAMA AS MESSIAH
‘MORE FITTING FOR an AUTHORITARIAN REGIME’
11/28/2013 WORLD NET DAILY.COM
A NEW LESSON PLAN for AMERICAN SCHOOL STUDENTS, offered on an open marketplace for educators, is reprising what some devout followers have called Barack Obama for several years already – a MESSIAH. Created by Sherece Bennett, it’s based on the book “barack obama: son of promise, child of hope” by Nikki Grimes.
Olson described the lesson as a “MYTHICAL INTERPRETATION of obama” and noted it
calls “for students as young as third grade to read grimes’ book and do a number of activities,
including making a collage of obama”.
Grimes’ book and Bennett’s lesson plan are more fitting for an authoritarian regime in which
children are taught to deify and praise their dear leader. One can almost envision teachers in
Cuba, Venezuela and Iran using similar books and lessons”, he wrote of the materials,
which he called “completely unsuitable for our classrooms”. The lesson, which is aligned
with the controversial common core national curriculum, includes a quiz on the material and tea
ches the author’s viewpoint.
Rush Limbaugh: “They happen to think obama is the end of the world, but in a great way, he’s
it. There’s nothing better, Obama is the messiah. People still have that kind of affection for
him. In a Jan. 7, 2008, speech at Dartmouth college, just before the New Hampshire primary he
told students: “A light will shine through that window, a beam of light will come down upon
you, you will experience an epiphany, and you will suddenly realize that you must go to the
polls and vote” for Obama.
During Obama’s 2008 campaign, a website called “is barack obama the messiah?” captured
the wave of euphoria that followed the democratic senator’s remarkable rise. The website
obama be thy name
thy change will come
thy will be done …
OBSESSION WITH YOUTH – INDOCTRINATION: FOLLOW the LEADER
MOVE OVER GOLDEN CALF, CHILDREN HAVE STARTED PRAYING to OBAMA
By Robert Laurie canadafreepress.com August 12, 2013|
If you thought that Barack Obama was just a mortal man elected to a temporary position in
office, you thought wrong. According to this video, he’s much, much, more than that. he is a
divine instrument, replete with God-given “special powers” a video was posted to youtube by
the boy’s mother, where it was billed as “a prayer for Barack Obama”.
The PROBLEM is THAT the CHILD HERE ISN’T PRAYING FOR the PRESIDENT,
HE’s PRAYING TO HIM.
He even goes so far as to thank him for “everything you have done for us” and – unbelievably –
for taking “all the responsibility” for his actions. If you want to be BRAINWASHED
follow along at home, we’ve included a transcript of the prayer
“A PRAYER FOR BARACK OBAMA”
“Thank you for all the stuff that you helped us with. Thank you for taking the courage and all
the responsibility for everything you have done for us.
And GOD HAS GAVE YOU SPECIAL POWERS and you are going to handle it just fin
you are GOOD, BARACK OBAMA. You are GREAT.
And when you get older you will be able to do great things love, Steven
with that, he shout’s a gleeful “barack obama!” … this, apparently, is the new word for “amen”
INFAMOUS OBAMA CULTIST SONG ‘SING FOR CHANGE,’ SIX YEARS LATER
by Moe Lane October 4th, 2014
This ‘sing for change,’ song first showed up in 2008, and it did not age well. “Sing for
Change” chronicles a recent Sunday afternoon – 22 children, ages 5-12, gathered to sing original
songs in the belief that their singing would lift up our communities for the coming election
Light, hope, courage and love shine through these NON-VOTING CHILDREN who believe
that their very best contribution to the Obama campaign is to sing. I’m going to put the
lyrics under the fold, largely because people need to be reminded about just how messed up
some parents can get when it comes to using their children as political props.
SING FOR CHANGE
Music and lyrics by Kathy Sawada
we’re gonna spread happiness
we’re gonna spread freedom
obama’s gonna change it
obama’s gonna lead ’em
we’re gonna change it
and rearrange it
we’re gonna change the world
now’s the moment, lift each voice to sing
sing with all your heart!
for our children,for our families,
nations all joined as one.
sing for joy and sing abundant peace,
courage, justice, hope!
sing together, hold each precious hand,
lifting each other up;
sing for vision, sing for unity
lifting our hearts to sing!
We’re gonna spread happiness
We’re gonna spread freedom
obama’s gonna change it
Obama’s gonna lead ’em
We’re gonna change it
And rearrange it
We’re gonna change the world
… it’s bad enough that somebody did this to their kids
but dear god but that song is horribly written. no rhymes, no rhythm, no scansion: nothing
but a dreary secular fundamentalism checking off all the ‘right’ boxes and enough smug to
choke a horse
WE’RE GONNA CHANGE the WORLD
Music and lyrics by Lily Campbell, age 9
We’re gonna spread happiness
We’re gonna spread freedom
Obama’s gonna change it
Obama’s gonna lead ’em
We’re gonna change it
And rearrange it
We’re gonna change the world.
COLLEGE CREDITS FOR HELPING OBAMA CAMPAIGN?
A Colorado public university may have violated the law by offering students course credits for volunteering to help with President Obama’s re-election
by Bob Kellog September 6, 2012 onenewsnow.com
Bob Kellog: Adams State University in Alamosa was offering a 12-week organizing internship
for the Obama campaign. Oliver Darcy of campusreform.org points out, taxpayer-supported
schools are not permitted to use public resources to help elect political candidates
August 2010 – people worship obama as if he were god:
Most of it is interesting, but some images are disturbing.
March, 2010 – high school students’ video inviting Obama to martin county draws parents’ ire:
“…about 2,000 students were basically a captive audience, taken from their homerooms to the
football field last week, to shoot the video request to the white house by the school’s
junior achievement program … the students didn’t have a choice to
participate in the video nor had parents been notified — through notes or on the school web site.
‘IT’S ALMOST LIKE THEY WERE TRYING TO CIRCUMVENT the PARENTS,’ said
diana blackard, whose daughter is a sophomore
‘you can hear it on the video… that says ‘everyone move in closer, move in closer,’ and ‘we’ve got to hear everyone shout ‘yes we can, yes we can.’ that’s a political slogan”
sting: obama is ‘sent from god’: “british recording artist sting says president obama could be
the answer to the world’s problems – the divine answer. ‘in many ways, he’s sent from god,
because the world’s a mess,’ he said.
SECOND-GRADERS in New Jersey were taught to sing songs of praise and fidelity to Barack
Obama in February and again in June, and parents only found out about it this September.
Proving that this rewritten jesus-song wasn’t an aberration, New Jersey second-graders were
taught to sing a second obama-personality-cult song to the tune of the battle hymn of the
republic. The teacher also led the children in giving a sort of heil obama salute. On cue, they
outstretched their right hands, accentuating their community of action in praising Obama.
Barack Hussein Obama
He said that all must lend a hand [?]
To make this country strong again. Mmm, mmm, mm!
Barack Hussein Obama
He said we must be clear today
Equal work means equal pay. Mmm, mmm, mm!
Barack Hussein Obama
He said that we must take a stand
To make sure everyone gets a chance. Mmm, mmm, mm!
Hello, Mr. President we honor you today!
For all your great accomplishments, we all [do?] say “hooray!”
Hooray Mr. President! You’re number one!
The first Black American to lead this great na-TION!
Hooray, Mr. President something-something-some A-something-something-something-some economy is number one again!
Hooray Mr. President, we’re really proud of you!
And the same for all Americans [in?] the great Red White and Blue!
So something Mr. President we all just something-some, So here’s a hearty hip-hooray a-something-something-some!
Hip, hip hooray! (3x)
The Obama school song video that she taped shows her book featured on an easel next to the
children hailing dear leader. She promotes her book as a tool that ‘allows children to see
themselves through the inspirational story of president obama growing up as an ordinary
child asking, who will change the world? ultimately, he realizes that he will’.
ENVIRONMENTALISTS SING ‘CLIMATE CAROLS’ to SUPPORT OBAMA’s CARBON PLAN
by Katie Colaneri Stateimpact.npr.org December 1, 2014
Katie Colaneri: “You better watch out, you better not cry, you better not pout, i’m telling you
why. climate change is coming to town. today is the last day to comment on the obama
administration’s proposal to cut greenhouse gas emissions from power plants. Given the season,
members of the clean air council, pennfuture, physicians for social responsibility and other
groups are shelving the usual sober arguments and singing their support of the controversial
Russell Zerbo helped write several of the “CLIMATE CAROLS” activists will sing outside the
Philadelphia offices of U.S. Sen. Bob Casey and the federal environmental protection
agen. Zerbo hopes the new verses will stick in people’s minds as much as the originals.
“When you’re talking about climate change, you’re really talking about preserving a familiar
winter, and I think a lot of people can relate,” he said. Under the EPA’s proposal, pennsylvania
would be required to cut its carbon emissions by more than 30 percent over the next 15 years
but not all Pennsylvanians favor the plan, seeing it as a major threat to the state’s coal
industry. For them, their climate carol may sound more like the Elvis hit “blue christmas”