Secret Plan to Make Your Children Mindless Robots

What follows calls to mind the extensive use of behavior modification techniques on students, causing them to question and reject traditional values, and preparing them to willingly submit to totalitarian controls. I strongly suggest you set down before you read this!:

From – Impact of Science Upon Society by Bertrand Russell (Columbia University Press: New York, 1951; Simon and Schuster: New York, 1953):

 “Education should aim at destroying free will so that after pupils are thus schooled they will be incapable throughout the rest of their lives of thinking or acting otherwise than as their school masters would have wished…. Influences of the home are obstructive; and in order to condition students, verses set to music and repeatedly intoned are very effective…. It is for a future scientist to make these maxims precise and discover exactly how much it costs per head to make children believe that snow is black. When the technique has been perfected, every government that has been in charge of education for more than one generation will be able to control its subjects securely without the need of armies or policemen.”

From – “The Deliberate Dumbing Down of America” by Charlotte Thomson Iserbyt:

“The collectivist philosophy that the group is more important than the individual got off the ground in education in the 1950s as a result of the experimental research of educators conducting work similar to that of Alice Miel. By the 1990s egalitarian dumbing-down, outcome-based education—with its cooperative learning, mastery learning, group grades, total quality management, etc.—is the accepted method in the schools of education and in the classroom”

In 1952 “Modern Math” was introduced to dumb down math students so they couldn’t apply the math concepts to “real life situations when they get out of schools,” according to a “Dr. Ziegler” who served as chairman of the Education Committee of the Council on Foreign Relations in 1928.

In 1953 Norman Dodd, a Yale graduate, Intellectual and New York City investment banker was chosen to be the research director for the Reece Committee of the U.S. House of Representatives in 1953. The Reece Committee was named for its creator, Rep. Carroll Reece of Tennessee, and was formed to investigate the status of tax-exempt foundations. Dodd sent committee questionnaires to numerous foundations, and as a result of one such request, Joseph E. Johnson, president of the Carnegie Endowment for International Peace, invited Dodd to send a committee staffer to Carnegie headquarters in New York City to examine the minutes of the meetings of the foundation’s trustees. These minutes had long since been stored away in a warehouse. Obviously, Johnson, who was a close friend of former Carnegie Endowment’s president and Soviet spy Alger Hiss, had no idea what was in them.

 The minutes revealed that in 1910 the Carnegie Endowment’s trustees asked themselves this question: “Is there any way known to man more effective than war, to so alter the life of an entire people?” For a year the trustees sought an effective “peaceful” method to “alter the life of an entire people.” Ultimately, they concluded that war was the most effective way to change people. Consequently, the trustees of the Carnegie Endowment for International Peace next asked themselves: “How do we involve the United States in a war?” And they answered, “We must control the diplomatic machinery of the United States by first gaining control of the State Department.” Norman Dodd stated that the trustees’ minutes reinforced what the Reece Committee had uncovered elsewhere about the Carnegie Endowment: “It had already become a powerful policy-making force inside the State Department.”

During those early years of the Carnegie Endowment, war clouds were already forming over Europe and the opportunity of enactment of their plan was drawing near. History proved that World War I did indeed have an enormous impact on the American people. For the first time in our history, large numbers of wives and mothers had to leave their homes to work in war factories, thus effectively eroding woman’s historic role as the “heart” of the family. The sanctity of the family itself was placed in jeopardy. Life in America was so thoroughly changed that, according to Dodd’s findings, “[T]he trustees had the brashness to congratulate themselves on the wisdom and validity of their original decision.” They sent a confidential message to President Woodrow Wilson, insisting that the war not be ended too quickly.

 After the war, the Carnegie Endowment trustees reasoned that if they could get control of education in the United States they would be able to prevent a return to the way of life as it had been prior to the war. They recruited the Rockefeller Foundation to assist in such a monumental task. According to Dodd’s Reece Committee report: “They divided the task in parts, giving to the Rockefeller Foundation the responsibility of altering education as it pertains to domestic subjects, but Carnegie retained the task of altering our education in foreign affairs and about international relations.”

 During a subsequent personal meeting with Mr. Dodd, President Rowan Gaither of the Ford Foundation said, “Mr. Dodd, we invited you to come here because we thought that perhaps, off the record, you would be kind enough to tell us why the Congress is interested in the operations of foundations such as ours?”

 Gaither answered his own rhetorical question with a startling admission:“Mr. Dodd, all of us here at the policy making level of the foundation have at one time or another served in the OSS [Office of Strategic Services, CIA forerunner] or the European Economic Administration, operating under directives from the White House. We operate under those same directives…. The substance under which we operate is that we shall use our grant making power to so alter life in the United States that we can be comfortably merged with the Soviet Union. ”

Stunned, Dodd replied, “Why don’t you tell the American people what you just told me and you could save the taxpayers thousands of dollars set aside for this investigation?” Gaither responded, “Mr. Dodd, we wouldn’t think of doing that.”

 In public, of course, Gaither never admitted what he had revealed in private. However, on numerous public occasions Norman Dodd repeated what Gaither had said, and was neither sued by Gaither nor challenged by the Ford Foundation. Dodd was subsequently warned that “If you proceed with the investigation as you have outlined, you will be killed.”

The Reece Committee never completely finished its work of investigating and receiving testimony in open hearings involving the representatives of the major tax-exempt foundations. The process was completely disrupted and finally derailed by the deliberately disruptive activity of one of its members, Congressman Wayne Hays of Ohio.

According to general counsel for the Reece Committee, Renee A. Wormser’s account in Foundations: Their Power and Influence (Devin-Adair: New York, 1958, p. 341):

 “[Hays] was frank enough to tell us that he had been put on the committee by Mr. [Sam] Rayburn, the Democratic Leader in the House, as the equivalent of a watchdog. Just what he was to ‘watch’ was not made clear until it became apparent that Mr. Hays was making it his business to frustrate the investigation to the greatest extent possible”.

From - Science And Human Behavior BY B.F. Skinner(Macmillan & CO: New York, 1953)

 “Operant conditioning shapes behavior as a sculptor shapes a lump of clay.”

From – Education In The New Age by Alice A. Baley (an American Theosophist) (Lucis Trust: New York London, 1954),

 Chapter 3: The Mental Transition Period:

 “There are three immediate steps ahead of the educational system of the world, and some progress has already been made towards taking them. First: The development of more adequate means of understanding and studying the human being. This will be made possible in three ways:

• • The growth and the development of the Science of Psychology. This is the science of the essential man, and is at this time being more generally recognised as useful to, and consistent with, the right development of the human unit. The various schools of psychology, so numerous and separative, will each eventually contribute its particular and peculiar truth, and thus the real science of the soul will emerge from this synthesis.

  • The growth and the development of the Science of the Seven Rays . This science will throw light upon racial and individual types; it will clearly formulate the nature of individual and racial problems; it will indicate the forces and energies which are struggling for expression in the individual and in the race; and when the two major rays and the minor rays (which meet in every man) are recognised and studied by the educator in connection with the individual, the result will be right individual and group training, and correct vocational indications.

  • The acceptance of the Teaching anent [about] the Constitution of Man given by the esotericists, with the implied relation of soul and body, the nature of those bodies, their qualities and purpose, and the interrelation existing between the soul and the three vehicles of expression in the three worlds of human endeavors.

“In order to bring this about, the best that the East has to offer and the knowledge of the West will have to be made available. The training of the physical body, the control of the emotional body, and the development of right mental apprehension must proceed sequentially, with due attention to the time factor, and also to that period wherein planned coordination of all aspects of the man should be carefully developed.” (pp. 69–70)

From – “The Deliberate Dumbing Down of America” by Charlotte Thomson Iserbyt :

Chapter 5: The Sick Sixties – psychology and skills

“Presidents Eisenhower, Kennedy and Johnson, while ostensibly concerning themselves with racial injustice, economic inequities, and equal educational opportunities, were, in fact, responsible for installing the lifelong control system—the Planning, Programming, Budgeting Management System (PPBS)—into all departments of government. This was accomplished during what would become “The Sick Sixties” under the guise of “accountability to the taxpayers,” a theme which was repeated throughout the remainder of the century.

“American education would henceforth concern itself with the importance of the group rather than with the importance of the individual. This would be true in spite of the push towards individualized emotional health rather than on his academic learning. In order to change society, it was essential to identify the attitudinal changes needed in each student; then, modify the student’s behavior according to the preconceived model approved by government social engineers known as “change agents.” This model did not allow for competition or individual thought, belief, etc., but was conceived to standardize (robotize) human beings—particularly Americans—so that the entire populace would be in general agreement with government policy and future planning for world government.

 “In 1956 The Elementary and Secondary Education Act of 1965 (ESEA) was signed into law by Lyndon Johnson. This was the most important piece of legislation to pass during his administration. This legislation successfully removed of the last semblance of local contron over education.

 “Two of the major federal initiatives developed with funding from The Elementary and Secondary Education Act of 1965 , which contributed to the “deliberate dumbing down” of not only students, but teachers as well are:

• The 1965–1969 Behavioral Science Teacher Education Program (BSTEP)

• The 1969 publication by the federal government of “Pacesetters in Innovation” , a 584-page catalogue of behavior modification programs to be used by the schools.

 Pacesetters provided evidence of a concerted effort to destroy the last vestiges of traditional academic education, replacing it with a behavior and mind control system guaranteed to create the “New Soviet Man” who would be unlikely to challenge totalitarian policies emanating from his local, state or federal/international government.

“Professor John Goodlad, the nation’s premiere change agent who received federal and tax-exempt foundation grants for at least thirty years, said in 1969:

“The most controversial issues of the twenty-first century will pertain to the ends and means of modifying human behavior and who shall determine them. The first educational question will not be “what knowledge is of the most worth?” but “what kinds of human beings do we wish to produce?” The possibilities virtually defy our imagination”.

“Behavior change on such a massive scale necessitated the creation of many agencies and policy devices which would oversee the implementation of the necessary innovations.

Three of the agencies were:

• The National Assessment of Educational Progress (NAEP), which tested students at various grade levels
• The Education Commission of the States (ECS), which enabled the states to become unified regarding education and its outreach—one entity supposedly controlled by its member states, but in reality controlled by its consensus policy which invariably reflected federal policy—and
• The National Diffusion Network (NDN) which served as the transmission belt and advertising agency for federally funded programs, the majority of which were intended to destroy traditional right/wrong absolutist values through psychotherapeutic and behavioral techniques“

Here is the link for Charlotte Thomson Iserbyts wonderful book where you can download a free .pdf copy. There is much more information and documentation of the facts and circumstances going back to the 1800′s showing the planning and reasoning that went into this scheme.

The Deliberate Dumbing Down of America.pdf

Many thanks to Charlotte Thomson Iserbyt for the work and research she put into this book. Special thanks to John Webster for sharing this wonderful book with me!