Written to Major Curtis Tomlin, U.S. Army Retired

by Larry Rice, born a Texan in the United States of America and now Father of Four Wonderful Children

Who All Believe in God thru Jesus Christ



America used to have great and wonderful schools. While test scores comparing our schools with other nations have been going down hill for decades, the school system leaders have been making excuses. All kinds of excuses. The local school people tend to believe their authoritative leaders, and so the deception gets passed on, our schools are getting excellent! Excellent for what? Excellent scores for the new world order means American students scored at the bottom of the heap in the 1998 international math and science test, below countries few have ever heard. Still the Education System hands out signs and bumper stickers Proudly Claiming A DECADE OF EXCELLENCE!. What propaganda that is, what hype! But it is true that for about a decade now, truely a little longer American schools have been unknowingly following the lead of the U.N. New World Education Plan.
The goal is to dumb down American students, that's working, so it is a decade of Excellence for the U.N. But not for America.

Another goal is to graduate a new crop of students every year who will accept the U.N. Plans for World Peace.
Just look in your text books to find endoctrination statements like this ---
            The U.N. is our best hope of world peace and economic fulfillment,
            after the failure of prior institutions like Nationalism and Religion
                to solve the problems of the world.
That's what is in new standards of state-federal paid text-books!

Last minute flash: One of the obstacles we face now is all those who have been conditioned to walk away from controversy and conflict, to just seek peace at any price, so long as they keep their job and keep getting those gold stars of praise from the public school system, many, parents and teachers alike, prefer to ignore the bigger picture.

Flash 2:
Specific examples from text books and xeroxed materials never seem to be enough to those who don't want to believe.
Those who argue against what I say here, often say something like "Well, that's just one grain of sand on a beach. Is that all you're talking about?"
Or, they'll say "That doesn't seem so terribly bad to justify a major upheaval about it."
WELL, my answer for you to use to all those folks goes like this: Let's reverse the burden of proof.
Show me a book that does what we want it to do.
Show me a book that spends more time on the ideas of the Declaration of Independence ideas than
it spends on the culture of the Yumamana Indians in south west America who were a sub-tribe of the Pueblo Indians.
Show me a class of students who can write a knowledgeable essay on the factors leading up to 1775.
Show me a current public school text book that teaches the root ideas of America more than Socialized Democracy.
Show me a current history book that glorifies the ideas of George Washington more than those of Karl Marx.


Show a course, even a short course that has children role playing according to traditional values
instead of new age standards. Show a course that instills respect for absolute values over self-defined feel good choices.
If you find one. Show it to me. Meanwhile I can show you many examples of children being taught contrary to traditional values.

The current emphasis for change in our school system has come from the U.N. one world government plans for one world educational system for all the children.
Those plans are NOT fed directly from the U.N. to our Dept. of Education. That would be too obvious.
No, those plans are then studied by a combination of people who subsequently feed them into the Erika database where U.S. tax dollars pay for further documentation, re-writing into words acceptable to Americans, and then as research, become part of the American educational database.
Finally, some of it is encouraged and supported by powerful political, financial, and educational forces,...till it winds up in special teacher short courses, handbooks suitable for xerox and distribution to students and teachers and administrators.

Something does not have to be officially happening to be happening. For example, OFFICIALLY, the New Standards of History have not been adopted; however, unofficially, those new standards have been implemented a little more each year for decades.
That is a different chapter. More on that later.

The current force behind the decade old re-structuring of our public school goals and courses,
is rooted in big government, a mixture of socialism, communism, one world government, U.N., Unesco, WHO, World Health Organization, banking, IMF, World Bank, banking families, and that curse of usury generated by fractional reserve banking that generates infinite interest rates. As banks charge interest on money they don't have it is clear to see that any interest divided by zero money equals infinite interest. You can argue about usury all you want, but one thing remains clear, infinite interest is a sin. It is a sin against God and man. It is terrible. And this concept is so little taught and so resisted by the System,.....
You can learn about this from the book titled "The Creature from Jekyll Island" published by American Media and written by Edward Griffin. There are other publications with this information, but they are not in your public schools, and especially not in state paid text books.


As you read through this, bear in mind, that people interactions, like chemistry, is not simple.
The various merging and blending of different forces is not always obvious. Who would have on their own figured out that the banking cartel families supported the communists during their start up in Russia?
Who has studied to realize that the monied powers care not what form of government is claimed, so long as they keep control over the money used by that government. "Let me control the money, the power to pay for getting things done, and I care not who makes the laws."
Banking cartel families have supported the communists, Stalin, Mussolini, Hitler, the British and European kings against Napolean, and all variations of Humanism and atheism that deny the truth of God, ..... why,...? So as to enable serving of Mammon.

That is the strongest conflict on earth. Jesus makes this clear when He states, warns, that man cannot serve God and Mammon. So, where are we? The U.N. has published its plans for global governance, global education, and global mental health.
A world meeting on Global Governance is scheduled for the fall of the year 2000.
This plan is far advanced. It has been working even through the American tax dollars paying for the re-orientation of children to accept the standards of the new world order. This is the truth. Don't hide your eyes from it any longer.

Read on, to see more documentation and details from many writers.



====================== The Roots of Change in Our Schools ================



A statement was read into the Congressional Records in 1963 about Communist Goals in America.

This article is in reference to Goal 17 as referred to in essay a54 at Major Tomlin's site.



First let us recognize some ancient historical roots of conflict:

1. God makes a statement and that old serpent contradicts.

2. The tension of balance between individual decisions and group and national decisions.

3. Man cannot serve God and Mammon. Conflict between serving God and serving the money-power of this world.

Individual liberties and Group Liberties conflict.

This nation was established to preserve individual liberties. Now there is a growing conflict.







here is a start on filling in the blanks for Goal 17 in a54 which currently says to be defined later, ie is empty.

I have supplied some material.

Suggest www.sepschool.org and www.voicenet.com/~sakossor and enlist the people to send examples from materials used by their children from the public schools, ESPECIALLY the xerox copied material, which is often much more extreme than the text books. I have boxes filled with material examples but the time to do it..... in the years of my children attending WFISD, I have seen more examples of things mentioned below than I have time to count or print for you.

This years Grammar book for 7th grade gives a strong example of demeaning parents in contrast to praising the child, judging the parent as unsuitable, not as reasonable as the child, not as sociable, .... on page 166-7, and I didn't look for more, till someone dealt with that example from the school system.

The new social studies book has fulfilled one more major goal of THE NEW STANDARDS OF HISTORY, with the use of CE for AD

and BCE for BC on the calender dates. Yet people continue ignoring the purpose of new standards because officially they are not approved by the U.S. Senate. The money people have paid for the use and inclusion of those new standards whether congress approved them or not! School people, Wake UP!







Goals of the U.N., owo, nwo, deniers of God, in American Schools,



Goal # 17Get control of schools. Use them as transmission belts for Socialism and current Communist propaganda. Soften the curriculum. Get control of the teachers associations. Put the party line in the textbooks.



Evidence that is proof for those willing to see the truth

1620-1810 Private schools, church schools, independent schools, founded on scripture

1810-1850 Common schools replaced with state schools

Noah Websters Bible and Dictionary published to help American's learn the truth of God

Sunday School Board founded to replace lost Bible teaching in schools.

1850??? Noah Websters Dictionary being stripped of most scripture references

1877-1947 Absolute Law replaced with Evolutionary Law (Relative Positive Law)

Blackstone replaced by ________ and John Dewey's Socialized Democracy and Education

1933 Government introduces first act of socialism. Many arguments exist that this government gifting did anything to shorten the Great Depression. But you have to find old books to read.



War Powers Act, centralizing power at will of the president only, omitting Congress and Courts



1941 Gov takes over all industries for war effort.



1948 Bible classes disallowed on campus.

1961 Prayer disallowed

1962 Bible reading disallowed

1963 Ten Commandments disallowed

1994 At elementary and secondary levels, there is growing visability of programs that actually constitute the substitution of propaganda and subtle indoctrination for teaching.

This is no more prominently evident than in the area of so-called social studies where such true disciplines as history have been absorbed, diluted, or simply dumped aside in the interest of "peace studies," "global education," , environmentalism, various programs related to "stress reduction," and racialist-ethnic programs in "self-esteem." p189 Ref#4 Such courses are wolves in sheeps clothing p190



PEACE STUDIESExhortation and propaganda aimed at young and forming minds, telling them to avoid any sort of conflict, personal or societal. Casting suspicion on nationalism, national traditions, national defence,...while encouraging uncritical acceptance of a centralized world government, a global totalitarian state. p190 R4



SOCIAL STUDIES AND WORLD WAR II A social studies text used in Lincoln, Nebraska, for example treats WWII as a tragic example of man's love of weapons and does not even mention Hitler's plans of genocide. Saying there are too many weapons and all human problems can be solved by doing away with them. On the basis of such materials the young children are then told to speculate and do creative writing on how to make a safer and more peaceful world! p191 R4



ALLEGIANCE TO THE WORLD In some curriculum materials, students are encouraged to think in terms of centralized global governance through such exercises as designing a flag for the world, the purpose being to develop allegiance to the world rather than to local or national culture. That the Judeo-Christian heritage is the marked "bad-boy" in the plot of world difficulties is seen in notes given in teachers' guides, where it is suggested that instructors point out the destructive impact of the concept of "chosenness" in religions and mark Christianity as an "especially war-like religion" p191 R4



National Socialism and the Protestant Church in Germany, Birgir Forrell, in The Third Reich, 831

Why did Protestants Welcome Hitler? , Richard V. Peierard, Fides et Historia (Spring 19788-9)



Nietzsche declared the "death of God",

Vacuum in the church filled by man-wrought human perfectionism, increasingly for 200 years.

Mystery of Iniquity in the world, working towards its goals of mayhem and destruction through deceit and deception, incarnating in human culture and institutions. As H.D. Leuner observed in consideration of Hitler's persuasion of a whole nation to submit to an unparalled modern idolatry, it will all make little sense to those who do not believe in the existence of a personal devil. p14 R4

Examples of the Mystery of Iniquity incarnating itself through institutions and national organizations that deny and contradict God, include, The religion of Mammon, Communism, Nazi Germany, the U.N., huge institutions denying God, absolute law, and Jesus Christ p14, R4



1956 Time or Life Magazine carried this front cover.



Hitler deceives Lutherans, p68 R4







From the book, Reason in the Balance

Why Johnny Can't Tell Right from Wrongby William Kilpatrick of Boston College.

Drug-abuse programs that actually encourage drug use

sex-ed programs that encourage teens to experiment with sex

A common reminder of these programs is that they are ultimately the only proper judges of what is right and wrong for them, and that they should NOT accept traditional standards merely because their own parents have taught them that way .

The message, ONLY YOU CAN JUDGE, is reinforced by role-playing and discussion scenarios in which parents are typically overbearing, unfair, unfriendly, disliked, judged, disapproved, and run-down, and teens do the right thing by charting their own course.



Training the students to RATIONALIZE WHATEVER THEY DO.

Lessons in moral reasoning and values clarification present teenagers with complex hypothetical problems, unlikely to be encountered in day to day adolescent life, which tend by their nature to encourage relativism. Is it right to steal money to buy medicine for a dying friend? If a man will help a young woman to reach her lover, (save her family, avoid disaster) only if she sleeps with him, should she do it? p160 R5



To endorse TRADITIONAL MARRIAGE is to critize other arrangements. p162 R5

Teaching VALUESp163-166, R5

John Stuart Mill "On Liberty" p163, R5



The education system wants CRITICAL THINKING when it comes to traditional values.

The E.S. reverses itself when it comes to subjects where the educators are not relativists.

They do not want the child to hear Creation science before hearing Evolutionary science. p165R5

One E.S. teacher said there can be much dredging up of misguided objections to evolutionary theory. The objections are spurious, --but how is the teacher to reveal their errors to students who are at the beginning of their science studies? The Evolutionist then went on to explain that what the Creationists really propose is a situation where young children without scientific training are asked to decide a complex issue on partial evidence.... see p165 R5

In matters of ethics and morality, young students are invited to challenge the standards and beliefs of their parents and make their own decision. When it comes to evolution however, the same student must be protected from spurious notions that may seem valid to their untutored judgment. MANY PARENTS know it is much wiser to do the reverse of what the ES is doing.

To tell the children firmly what limits on behavior they must observe and to encourage them to practice their critical thinking after they have learned foundational truths on which to base a true decision. p165 R5



Professor in the COLLEGE OF EDUCATION at the University of South Carolina, described as an "agnostic progressive" and an out-of-the-closet homosexual....attracted statewide attention as sponsor of graduate level summer course called "Christian Fundamentalism and Public Education" ... to assist school practioners ... in understanding the fundamentalist phenomenon, and COMBATTING ITS CHALLENGE TO PUBLIC EDUCATION IN A SECULAR DEMOCRACY...... p185 R5





p159 R5

The naturalistic premise that opinions about values are inherently subjective. See the book Social Justice in the United States, mostly unknown except to law professors. p155 R5





Schools no longer teach the wisdom of America's Founding Fathers.



George Washington's Farewell Address is no longer taught much less explained to students.



The Declaration of Independence is no longer explained to the students.



Totally insufficient history stories are given, making it impossible for the child to understand America's war with England in 1775 through 1782, or even 1812!



No history stories are given to the students that could communicate the moment of 1776; only anals of history are offered for the child to memorize a few names, dates, and definitions.



Not enough context (ie stories) is given on the names, dates and definitions for comprehension.



The U.N. is praised and acknowledged to become the salvation of the world where religion and nationalism failed. This is in our children's social studies and history books and who knows where else, many places.





Now the text-books sell the U.N. and values and merits and praises of Socialized Democracy. Karl Marx is praised in highlighted articles while George Washington is ignored and slandered.



I have pointed these things out to teachers, superintendents, and school board members and parents over six years. Nearly all the younger ones and those who have been reading only material from "inside the education system, approved by the N.E.A. and its minions"

consistently make excuses and defend the status quo.



Trash stories have replaced virtuous stories.

Trash models have replaced good models.

Trivia has replaced foundational purpose.

Short attention span required assignments have replaced longer connected thinking.

Isolated facts have replaced connected building blocks.

International test scores have fallen to the bottom.

New Standards for History, unofficially approved while officially denied.





Reference

1. The Dumbing Down of Our Children, has a chapter on education colleges that explains why teachers no longer recognize what's happening. Only the old teachers, mostly retired can now recognize what has happened. And few of them have enough of the bigger picture to see why and how it has happened. But at least many of the older teachers can tell you how things used to be and how different the teaching is today.

2. Brave New Schools

3. xxxxxxxxx

4. Resurrecting the Third Reich, Hitler said the protestant church would do anything to keep their jobs and their comforts p 68; war over core curriculum, scorn for American heritage, programmed ignorance, p186 ; Johny can't read, write, Johny can't think, marked decline in the teaching of history and literature, published by National Endowment for the Humanities, p187

5. Reason in the Balance, Johnson, InterVarsity Press, 1995, chapter 8 on education especially!

a few more thoughts:
The higher up in a system the authorities are, the more conformed to its thinking they are.
The System sees to that. It's like getting a Ph.D. in a specialized branch of Skinnerian Psychology. Those people can't see the other competing branches of thought as having more than an iota of truth. Truth is there are four major brands of psychology and they contradict terribly. But those with Ph.D.'s in any of them, rarely can see the light of day for all the details of mis-guided and mis-understood information they have absorbed, and believed, and accepted as their filter for everything else.
Credit for this quote from John Taylor Gatto goes to Steve Sakossor, see his home page

John concludes: The tracks of what 20th century forced schooling was meant
to be are right on the surface, right under our noses. But we avoid seeing
what's there in the hopes it will go away. The state is busy organizing
your children and linking them inextricably to the current economy, just as
if the way we live together in society today is the end of history and the
best we can do. It wasn't greed that drove this astonishing project to
organize everybody and everything, but another of the deadly sins, pride.
It was a dream of political and economic unification of the globe under
rational scientific management just as if THAT could account for everything
of worth. The presumptive planetary managers didn't hate ordinary people,
but they did consider them waste products....

Jonathan Kozol (American education reformer):
The first goal and primary function of the U.S. public school is
not to educate good people, but good citizens. It is the function
which we call --in enemy nations-- "state indoctrination."
--------------------------------------------------------------------------------

Other related sites: Steven Kossor Psychologist Home Page The Systematic Destruction of Character Steven Kossor, psychologist
National Socialism Disquised as Education Reform Steven Kossor
Horrors! Maybe the Schools Are Working! Kossor site/ by Sheldon Richman

History of changes in education and law I compiled this from many sources

  Arizona Parents for Traditional Education Compiled from parents on U.N. plans inside our school system today

Concerned Women for America on curriculum in public schools

And on the other side of the fence, to show you those who planned to battle over the hearts of children in the public school...   What are the humanists saying   as given by the editor of The Humanist

One more, for your information about those gathering strength to work against the things I love People for the American Way Don't be fooled by the name. The original American way of government specified in our Constitution is to be a republic that recognizes God. The first several presidents all knew and spoke that the Declaration of Independence and the Constitution were tied together, that the Constitution was only to be interpreted in light of the Declaration; much like the charter and by-laws of a corporation. The Declaration gave the spirit and the Constitution gave the details of how to run the government; but never forget that this nation was ESTABLISHED by the Declaration. The Constitution explained how to run it, and the Declaration has never been nullified, though it is being ignored. The Constitution dates itself from the Declaration. That in itself is sufficient evidence. The first several presidents said the Constitution had to be understood in light of that Declaration; yet what school today teaches our children about the grievances against big government as expressed in that profound document?? Not to be found in public school text books for a definite reason. They don't want the children to understand our Founding Father's grievances against big government of King George: alas, the children might apply those ideas to their own lives! What problems the people seeking bigger and bigger government would then have!!!!! That's why they don't teach it. That's why very little of individual rights is mentioned to the child, while group rights and national socialism, or socialized democracy is highly praised. But if you think about it, group rights run contrary to individual rights. Somebody pointed that out to me. Think on it. It'll get you going.

There are hundreds of articles and speeches written by those actively working to bring about a new world order. NWO speeches and events this is only a fraction of them compiled by Dr. Cuddy and posted at www.khouse.org
Here is a place where you can read a brief chronological history of those ideas. THE NEW WORLD ORDER by D.L. Cuddy, Ph.D D.L. Cuddy and John Loefller detail the long and secret history of a formal, deeply rooted organization dedicated to achieving a one-world government, or a New World Order. NWO speeches and events

2: Three Threats to Freedom by John Loeffler, World Affairs Editor World Affairs commentator John Loeffler examines the gradual erosion of our rights in this nation, and our loss of freedoms as Christians under the banner of 'tolerance'. Don't believe it can't happen here, because it already is. Three Threats to Freedom and the Banner of Tolerance

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