-Caveat Lector-
an excerpt from:
America's Secret Establishment
An introduction to The Order of Skull & Bones
by ANTONY C. SUTTON
Liberty House Press
2027 Iris
Billings, Montana 59102
1986
-----
Highly recommended. There is more in this book than can be presented here.
Many charts and reproductions of orginal source material.As always, Caveat
Lector.
In stock at: A-albionic Research, PO Box 20273, Ferndale, MI 48220-0273
[EMAIL PROTECTED] (Lloyd Miller, Research Director)
Om
K
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Memorandum Number Seven:
The Order's Objectives For Education
We can deduce The Order's objectives for education from evidence
already presented and by examining the work and influence of John
Dewey, the arch creator of modern educational theory.
How do we do this? We first need to examine Dewey's relationship
with The Order. Then compare Dewey's philosophy with Hegel and
with the philosophy and objectives of modern educational practice.
These educational objectives have not,, by and large, been brought
about by governmental action. In fact, if the present state of education
had been brought about by legislation, it would have been challenged
on the grounds of unconstitutionality.
On the contrary, the philosophy and practice of today's system has
been achieved by injection of massive private funds by foundations
under influence, and sometimes control, of The Order. This implemen-
tation we will describe in a future volume, How, The Order Controls
Foundations. In fact, the history of the implementation of Dewey's ob-
jectives is also the history of the larger foundations, i.e., Ford,
Carnegie, Rockefeller, Peabody, Sloan, Slater and Twentieth Century.
How John Dewey Relates To The Order
John Dewey worked for his doctorate at Johns Hopkins University
from 1882-86 under Hegelian philosopher George Sylvester Morris.
Morris in turn had his doctorate from University of Berlin and studied
under the same teachers as Daniel Gilman, i.e., Adolph Trendelenberg
and Hermann Ulrici.
Neither Morris nor Dewey were members of The Order, but the link is
clear. Gilman hired Morris, knowing full well that Hegelianism is a totally
integrated body of knowledge and easy to recognize. It is as different from
the British empirical school of John Stuart Mill as night and day.
John Dewey's psychology was taken from, G. Stanley Hall, the first
American student to receive a doctorate from Wilhelm Wundt at
University of Leipzig. Gilman knew exactly what he was getting when
he hired Hall. With only a dozen faculty members, all were hired per-
sonally by the President.
In brief, philosophy and psychology came to Dewey from academics
hand-picked by The Order.
From Johns Hopkins Dewey went as Professor of Philosophy to
University of Michigan and in 1886 published Psychology, a blend of
Hegelian philosophy applied to Wundtian experimental psychology. It
sold well. In 1894 Dewey went to University of Chicago and in 1902
was appointed Director of the newly founded - with Rockefeller
money - School of Education.
The University of Chicago itself had been founded in 1890 with
Rockefeller funds - and in a future volume we will trace this through
Frederick Gates (of Hartford. Connecticut)-, and the Pillsbury family
(The Order). The University of Chicago and Columbia Teachers'
College were the key training schools for modern education.
The Influence Of Dewey
Looking back at John Dewey after 80 years of his influence, he can
be recognized as the pre-eminent factor in the collectivization, or
Hegelianization, of American Schools. Dewey was consistently a
philosopher of social change. That's why his impact has been so deep
and pervasive. And it is in the work and implementation of the ideas of
John Dewey that we can find the objective of The Order.
When The Order brought G. Stanley Hall from Leipzig to Johns
Hopkins University, John Dewey was already there, waiting to write his
doctoral dissertation on "The Psychology of Kant." Already a Hegelian
in philosophy, he acquired and adapted the experimental psychology of
Wundt and Hall to his concept of education for social change. To il-
lustrate this, here's a quote from John Dewey in My Pedagogic Creed:
"The school is primarily a social institution. Education being a
social process, the school is simply that form of community life in
which all those agencies are concentrated that will be most ef-
fective in bringing the child to share in the inherited resources of
the race, and to use his own powers for social ends. Education,
therefore, is a process of living and not a preparation for future
living."
What we learn from this is that Dewey's education is not child
centered but State centered, because for the Hegelian, "social ends"
are always State ends.
This is where the gulf of misunderstanding between modern parents
and the educational system begins. Parents believe a child goes to
school to learn skills to use in the adult world, but Dewey states
specifically that education is "not a preparation for future living."
The Dewey educational system does not accept the role of developing a
child's talents but, contrarily; only to prepare the child to function
as a unit in an organic whole - in blunt terms a cog in the wheel of an
organic society. Whereas most Americans have moral values rooted in
the individual. the values of the school system are rooted in the
Hegelian concept of the State as the absolute. No wonder their is
misunderstanding!
The Individual Child
When we compare Hegel, John Dewey, and today's educational
thinkers and doers, we find an extraordinary similarity.
For Hegel the individual has no value except as he or she performs a
function for society:
"The State is the absolute reality and the individual himself has
objective existence, truth and morality only in his capacity as a
member of the State."
John Dewey tried to brush the freedom of the individual to one side.
In an article, "Democracy and Educational Administration" (School &
Society, XVL, 1937, p. 457) Dewey talks about the "lost individual,"
and then restates Hegel in the following way : "freedom is the participa-
tion of every mature human being in formation of the values that
regulate the living of men together." This is pure Hegel, i.e., man finds
freedom only in obedience to the State. As one critic, Horace M. Kallen
stated, John Dewey had a "blindness to the sheer individuality of in-
dividuals."
In other words, for Dewey man has no individual rights. Man exists
only to serve the State. This is directly contradictory to the Declaration of
Independence and the Constitution with the preamble "We the people." They then
go on to define the rights of the state which are
always subordinate and subject to the will of "We the people."
This, of course, is why modern educationists have great difficulty in
introducing the Constitution into school work. Their ideas follow Hegel
and Dewey and indirectly the objectives of The Order. For example:
"An attempt should be made to redress the present overemphasis
on individualism in current programs . . . students need to
develop a sense of community and collective identity." (Educa-
tional Leadership, May 1982, William B. Stanley, Asst. Pro-
fessor, Dept. of Curriculum and Instruction. Louisiana State
University).
The Purpose Of Education
What then is the purpose of education, if the individual has no rights
and exists only for the State?
There was no need for Hegel to describe education, and so far as we
know there is no statement purely on education in Hegel's writings. It is
unnecessary. For Hegel every quality of an individual exists only at the
mercy and will of the State. This approach is reflected in political
systems based on Hegel whether it be Soviet Communism or Hitlerian
national socialism. John Dewey follows Hegel's organic view of society.
For example:
"Education consists either in the ability to use one's powers in a
social direction or else in ability to share in the experience of
others and thus widen the individual conscienceness to that of the
race" (Lectures For The First Course In Pedagogy).
This last sentence is reminiscent of the Hitlerian philosophy of race
(i.e., right Hegelianism).
And today's educators reflect this approach. Here's a quote from
Assemblyman John Vasconcellos of California, who also happens to be
Chairman of the Joint Committee on the Master Plan for Higher Educa-
tion and the Education Goals Committee for the California State
Assembly - a key post:
"It is now time for a new vision of ourselves, of man, of human
nature and of human potential, and a new theory of politics and
institutions premised upon that vision. What is that vision of Man?
That the natural, whole, organismic human being is loving . . .
that man's basic thrust is towards community" (quoted in Rex
Myles, Brotherhood and Darkness, p. 347).
What is this "widening the individual conscienceness" (Dewey) and
"thrust . . . towards community" (Vasconcellos)?
Stripped of the pedantic language it is new world order, a world
organic society. But there is no provision for a global organic order
within the Constitution. In fact, it is illegal for any government officer or
elected official to move the United States towards such an order as it would
clearly be inconsistent with the Constitution. To be sure, Dewey was not a
Government official, but Vasconcellos has taken an oath allegiance to the
Constitution.
The popular view of a global order is probably that we had bettor look
after our problems at home before we get involved in these esoteric
ideas. Political corruption, pitifully low educational standards, and in-
sensitive bureaucracy are probably of more concern to Americans.
It's difficult to see what the new world order has to do with education
of children, but it's there in the literature. Fichte, Hegel's predecessor
from whom many of his philosophical ideas originated, had a definite concept
of a League of Nations (Volkerbund) and the idea of a league to enforce peace.
Fichte asserted "As this federation spreads further andgradually embraces the
whole earth, perpetual peace begins, the only lawful relation among states . .
."
The National Education Association, the lobby for education, pro-
duced a program for the 1976 Bicentennial entitled "A Declaration Of
Interdependence: Education For A Global Community."
On page 6 of this document we find:
"We are committed to the idea of Education for Global Communi-
ty. You are invited to help turn the commitment into action and
mobilizing world education for development of a world com-
munity."
An objective almost parallel to Hegel is in Self Knowledge And Social
Action by Obadiah Silas Harris, Associate Professor of Education mManagement
and Development New Mexico State University,
Cruces, New Mexico:
"When community educators say that community education takes
into consideration the total individual and his total environment,
they mean precisely this: the field of community education in-
cludes the individual in his total psycho-physical structure and his
entire ecological climate with all its ramifications - social,
political, economical, cultural, spiritual, etc. It seeks to integrate
the individual within himself (sic) and within his community until
the individual becomes a cosmic soul and the community the
world."
And on page 84 of the same book:
"The Cosmic soul . . . the whole human race is going to evolve an
effective soul of its own - the cosmic soul of the race. That is the
future of human evolution. As a result of the emergence of the
universal soul, there will be a great unification of the entire human
race, ushering into existence a new era, a new dawn of unique
world power."
This last quote sounds even more like Adolph Hitler than
Assemblyman John Vasconcellos. It has the same blend of the occult,
the ethnic and absolutism.
In conclusion we need only quote the Constitution, the basic body of
law under which the United States is governed.
The generally held understanding of the Constitution on the relation-,
ship between the individual and the State is that the individual is
supreme, the State exists only to serve individuals and the State has no
power except by express permission of the people.
This is guaranteed by Amendments IX and X of the Constitution
Amendment IX reads,
"The enumeration in the Constitution of certain rights shall not be
construed to deny or disparage others retained by the People."
Note, the "retained". And,
Amendment X reads,
"The powers not delegated to the United States by the Constitu-
tion, nor prohibited by it to the States, are reserved to the States
respectively, or to the people."
In brief, the proposals of John Dewey and his followers are un-
constitutional. They would never have seen the light of day in American
schoolrooms unless they had been promoted by The Order with its
enormous power.
Memorandum Number Eight: Summary
Up to this point we have established the following:
(1) By the 1870s The Order had Yale University under its control.
Every President of Yale since Timothy Dwight has either been a
member of The Order or has family connections to The Order.
It also appears that some Yale graduates who are not members of
The Order will act towards objectives desired by The Order. Some of
these, for example Dean Acheson, we can identify as members of Scroll
& Key, or with relatives in The Order. Others yet to be brought into our
discussion are members of Wolf's Head (for example, Reeve Schley,
who worked for the Rockefellers). Still others, for example Robert
Maynard Hutchins (Fund for the Republic), are Yale Graduates but not
yet identified as members of any Yale senior society. It appears at this
point that Ron Rosenbaum's assertion (in Esquire, 1977) , that members
of the Eastern Establishment who are not members of Skull & Bones
will be members of either Scroll & Key or Wolf's Head is holding up.
(2) So far as education is concerned, look-say reading originated
with Thomas Gallaudet and was designed for deaf mutes. The elder.
Gallaudet was not a member of The Order, but his two sons (Edson and
Herbert Gallaudet) were initiated in 1893 and 1898. Horace Mann, a
significant influence in modern educational theory and the first pro-
moter of "look-say," was not a member. However, Mann was President
of Antioch College, and the Tafts (The Order) were the most powerful
trustees of Antioch.
(3) We traced John Dewey's philosophy, that education is to
prepare a person to fit into society rather than develop individual
talents, to Herbart who was influenced by the Swiss Pestalozzi. Personal
development cannot be achieved by developing individual talents, it
must take the form of preparation to serve society, according to Il-
Herbart, Dewey and Pestalozzi. Pestalozzi was a member of the
Illuminati, with the code name "Alfred".
This raises new perspectives for future research, specifically whether
The Order can be traced to the Illuminati.
(4) The scene shifts in the late 19th century from Yale to Johns
Hopkins University. Member Daniel Coit Gilman is the first President of
Johns Hopkins and he has hand-picked either members of The Order
(Welch) or Hegelians for the new departments. G. Stanley Hall, the first
of Wilhelm Wundt's American students, began the process of
Americanization Of Wundt, established the first experimental
psychology laboratory for education in the United States with funds
from Gilman, and later started the Journal Of Psychology.
John Dewey was one of the first doctorates from Johns Hopkins
(under Hall and Morris), followed by Woodrow Wilson, who was President
of Princeton University before he became President of the United
States.
We noted that at key turning points of G. Stanley Hall's career the
guiding hand of The Order can be traced. Hall also links to another
member of The Order, Alphonso Taft. We noted that Wilhelm Wundt's
family had Illuminati connections.
(5) The Order was able to acquire all the Morrill Act land grant en-
titlements for New York and Connecticut for Cornell and Yale respec-
tively. However, member Gilman ran into trouble as President of
University of California on the question of the California land Grants and
corruption among the University regents. The first organized opposition to The
Order came from the San Francisco Times, but editor Henry George was not fully
aware of the nature of his target.
(6) The core of The Order's impact on education can be seen as a
troika: Gilman at Johns Hopkins, White at Cornell (and U.S. Minister to
Germany) and Dwight, followed by member Hadley, at Yale. Andrew
White was first President of the American Historical Association.
Richard T. Ely (not a member but aided by The Order) became a
founder and first secretary of the American Economic Association.
Members can also be traced into such diverse areas as the U.S. Naval
Observatory and the Union Theological Seminary.
(7) John Dewey, the originator of modern educational theory, took
his doctorate at Johns Hopkins under Hegelians. Dewey's work is pure
Hegel in theory and practice, and is totally inconsistent with the Con-
stitution of the U.S. and rights of the individual. A comparison of Ger-
man Hegelians, John Dewey and modern educational theorists
demonstrates the parallelism. Children do not go to school to develop
individual talents but to be prepared as units in an organic society.
Experimental schools at University of Chicago and Columbia Uni-
versity fanned the "new education" throughout the United States.
In brief, The Order initiated and controlled education in this century
by controlling its CONTENT. The content is at variance with the tradi-
tional view of education, which sees each child as unique and the
school as a means of developing this uniqueness.
Criticism of the educational system today bypasses the fundamental
philosophic aspect and focuses on omissions, i.e., that the kids can't
read, write, spell or undertake simple mathematical exercise. If we look
at the educational system through the eyes of The Order and its objec-
ties, then the problems shift.
If teachers are not teaching basics, then what are they doing?
They appear to be preparing children for a political objective which
also happens to be the objective of The Order. The emphasis is on
global living, preparing for a global society. It is apparently of no concern
to the educational establishment that children can't read, can't
write, and can't do elementary mathematics . . . . but they are going to
be ready for the Brave New World.
Summary Of The Order's Influence In Education
Institution / Field DIRECT (Major impact only)
Yale University Gilman / Dwight/ Hadley / White
Cornell University White
Johns Hopkins University Gilman/Welch/White
University of Chicago
Look-say reading Gallaudet (Edson and Herbert)
Influence of:
Horace Mann Taft
Herbert Illuminati (Pestalozzi i.e.
"Alfred")
Wundt Gilman/Taft/White
American Historical Assoc. White
Institution / Field INDIRECT (via a member of The Order
University of Chicago Hall/Ely/Dewey/Wilson/Morris
Hall/Dewey + foundation
financial aid
(Volume 111)
Columbia Teachers College Hall/Dewey t foundation financial aid
(Volume 111)
Look-say reading Mann/Gallaudet (Thomas)
American Economic Assoc. Ely
Refer to membership at end of Memoranda #1 and #6 for lesser influences.
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Aloha, He'Ping,
Om, Shalom, Salaam.
Em Hotep, Peace Be,
Omnia Bona Bonis,
All My Relations.
Adieu, Adios, Aloha.
Amen.
Roads End
Kris
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