Cradle of Unreason

Educating For the New World Order

Adventure That Led to Washington

A Review by Jean Carpenter

When Anita Hoge, an exasperated parent, was faced with the gobbledygook language mentioned by Richard Mitchell, she had her own adventure in deciphering and trying to make sense of it. That adventure has been journalized by B. K. Eakman in Educating for the New World Order, and is the incredible story of how one gutsy woman took on the whole establishment, from local school district to federal government, forced the revelation of the most unique and mind-boggling cases of misrepresentation in American history, and won!

[Or did she?]

She discovered that learning is considered "behavior change," now the province of the schools rather than of the parents. Is their purpose to turn our bad little boys and girls into good little boys and girls? Let them tell you in their own words:

Every child in America who enters school with an allegiance toward our elected officials, toward our founding fathers, toward our institutions, toward the preservation of this form of government ... all of this proves the children are sick, because the truly well individual is one who has rejected all of those things and is what I would call the true international child of the future.
-- HarvardŐs Dr. Chester M. Pierce, Educating for the New World Order, p. 218

É mankind is by far the most destructive of all species that inhabit the earth.
-- James M. Becker, in Education for a Global Society, ibid., p. 220

That he is also the most constructive of all species that inhabit the earth is never mentioned. BeckerŐs philosophy is echoed in most of the "educational" films and other materials, to the point that, in the course of time children cannot help but absorb the idea that mankind must be controlled and regimented to keep him from destroying the planet and everything on it.

While battling specific programs Anita Hoge thought several times she had won Ń only to discover the same programs re-instituted under another name.

The teenage suicide rate has tripled in the years since death education and suicide prevention courses were introduced. One lesson declares that suicide is a declaration of freedom. Another declares that in some cultures suicide is not a sin, but a way of handling an unsolvable problem. These programs are prepared for the classroom by the American Association of Suicidology.
-- ibid., p. 229

Since explicit sex education was instituted as a course of study, illegitimacy and venereal disease rates have only increased. "Failures Seen in Education on 'Safe Sex'" was the title of a front-page story in the Washington Post on June 24, 1990. "AIDS Experts Worry As Warnings Are Ignored" was the subtitle. That, of course, was just what the studies on sex education had foretold. And did they recommend removal of sex education? No. They recommended even more explicit sex education.

She discovered that there are federal mandates, which are ...

... the strings that are attached to federal funds, and the federal funds are the bait used to ensure that every school district in the country is included in the "reform" effort.
Ń ibid., p. 135

As a consequence, communities no longer control their schools, and the federal government -- between its educational "research" arms ... its block and special grants, and the NAEP -- influences far, far more of the nationŐs educational funding than the approximately seven percent or less of the total it directly contributes. Thus the U.S. Department of EducationŐs $50 billion-dollar-plus, tax-supported price tag is a powerful force in how the nearly $400 billion dollars is spent on education (elementary, secondary, and higher education, public and private)....

The people -- in this case, parents -- gave away their functions and powers and received in return "token" representation. What they did not give away, district administrators (who are now in control of most school boards) took away. The state, through the SEA's [state educational associations], took more, mainly because they owed their continued existence to the U.S. Department of Education. What is left of parents' rights, the courts are usurping daily.
-- ibid., p. 136, 137

Now the school districts, though still largely locally funded, are nevertheless sufficiently addicted to the federal handout (it is federal, though it changes its name to "state" as it passes through the state's books) to dance to the tune that is piped. Never mind that all the money came from our own pockets, and little comes back after being siphoned off into many pockets in Washington and the State Capitals.

But nobody seems to be asking the bottom-line question:

Where in the Constitution was the federal government given any authority at all with regard to education?

To continue: NEA: Trojan Horse In American Education
The Game Plan