In my earliest studies of Freemasonry, I noticed a curious thing: one of its principal public policies is to promote and defend the public school system.[1]
Not just schools, but public schools. I wondered about it, but decided that it must be just a public relations gimmick, something to make the Masonic Lodge system look wholesome, respectable and safe, along with its similar public policy of giving lip service to patriotism.
After all, who could find fault with being in support of children and their chance to be educated, to have doors of opportunity opened for them? As a result of Masonry's consistent, ongoing public relations efforts in this regard the public, when thinking of what Masonry stands for, thinks of that dedicated teacher with an apple on her desk, Old Glory hanging on the wall, God Bless America painted
over the door and a room full of happy, growing children, feasting on knowledge.
Good PR, I thought, and left it at that. Later on in my studies of Freemasonry, I learned that support of public schools is also a matter of emphasis in the Order of DeMolay. In this prep school for the Lodge, the Masonic order for boys not yet 21 (the minimum age for joining the Lodge itself), the DeMolay boys in their black, hooded, Dracula style robes, declare in the opening ceremony of their lodge, their support of the public schools exclusively.[2]
Interesting, I thought, there is that public school angle again. And they must say,
"exclusively". This made me think that there must be more to Freemasonry's support of public schools than merely a matter of shallow public image building;
but I still had no idea of the motive, or the depth of their commitment.
Freemasonry And the New Age.
Still later in my Masonic studies, a friend called my attention to the fact that the late Alice Bailey, most revered of New Age writers, had made an interesting statement in her book, EXTERNALIZATION OF THE HIERARCHY. [3] She wrote that there were three main channels by means of which the American people will be prepared to receive and accept the New Age messiah, Lord Maitraya.
These three channels, she wrote, would be the traditional religious system (which translates to the dead church system), Freemasonry and the Public Schools. My mind seized upon the Freemasonry part because it was such an
important bit of evidence tying Masonry to the New Age and its neopagan revival.
The dead church angle made sense immediately. It is common knowledge that more and more traditional churches and their educational institutions, having long since abandoned the experiential reality of the Christian faith and belief in the Bible, and are dabbling in the New Age (or converting outright). For
example, not long ago there was a ripple in the news about a witchcraft seminar conducted by the theological seminary of Southern Methodist University in which a Neopagan instructor built an altar to the goddess Diana and had the students offer sacrifices to her.
Such dabbling of the dead church system in the New Age was not news to me;
once the unchanging standard of Holy Scripture is first doubted and then abandoned, such occult drifting is entirely predictable. But here again was the public schools thing.
Interesting, I again thought. But I just assumed that she meant something subtle like slipping a little occult poison into otherwise wholesome textbooks and materials. My attention was focused on the Freemasonry aspect of her statement, for that was what was on my mind. I had still not realized the fundamental importance to these groups of keeping children in the public schools, and the consequent threat to them represented by Christian schools, private academies and home schooling.
Alice Bailey had much, much more in mind than just mixing a little of the occult in with essentially traditional books and materials; but I failed even to suspect it I had not yet seen the public school connection.
.
Mormonism. Too.
Then, recently, a copy of a secret Mormon document, a handout at a leadership conference in Utah, shed more light on the subject. [4] The subject of the
conference was troublemakers within Mormonism, those who might cause problems by thinking independently rather than blindly following the ever
changing, and many contradictory pronouncements and positions of the Mormon hierarchy, the leadership elite.
There were 20 warning signs the leaders were told to watch for. Number 1 on the list was "They follow the practice of home schooling." Since, for Mormons, Christian schools are not an option, this translates in most cases to "They will not keep their children in public schools."
Since Mormonism cannot be truly separated from Freemasonry, and since neither can be separated from the New Age, this rang a very loud bell!
Mormonism is also committed to public schools! But why? I had still not seen the public school connection.
The Public Education Reform Movement.
Three years ago, public school reform hit Kentucky like a great tidal wave.
Before the citizens of the Commonwealth had any idea of what was happening,
let alone what it meant, they were overwhelmed. Their historic public school system, with its local control in the form of elected members of the local school board, was gone. The public school program, its goals and methods, had been radicalized, and control belonged to the State.
My wife, suspicious from the start of the promotional materials produced by the State, began to ask questions; the answers were disturbing. Similarly, my very first exposure to the State's program set off alarms in me. With no knowledge of all this, and with absolutely no preconceived ideas, I didn't like the sound of a Statesponsored radio promotional spot about the new program. It quoted an old African proverb to the effect that "It takes a whole village to raise a child."
I thought., " this sounds antifamily and unscriptural to me . . . it is saying that the parents, the family alone, can't be trusted with the rearing of the child, and that we need the State's help."
I thought, "Since when do we need to regulate American social and educational institutions on the basis of African proverbs?"
With every question, every discovery, the reform
program was revealed as unAmerican, unscriptural and antitraditional in its goals and practices. There was a great deal more there than the public had been told, and it all looked bad. Once again, the education bureaucrats were
reinventing the wheel and, as usual, it wasn't round. But this was much worse;
this time they were after total revision of our values, our social and political system; they were after the surrender of our personal freedom and privacy in the
guise of concern for child welfare. George Orwell's 'Big Brother' had arrived, and most of us didn't even know he was coming!
Kentucky Has Become the Showpiece.
For the radical social manipulators, Kentucky had become the focus, the chosen battleground for their breakthrough, and they had concentrated all the weapons they had in the assault. There had been several years of lowprofile planning sessions and an advertising campaign that presented rightsounding goals.
The total effect of the promotion was deceptive and dishonest, and most citizens were completely unaware of the impending changes. Those who were at all aware of it generally believed that it was merely a program to improve
academics, to raise standards of student performance, to improve literacy and get back to basics
Nothing could have been farther from the truth! In fact, its true purposes were exactly the opposite. When D Day came, the members of the legislature were presented with a 900 page bill, the KENTUCKY EDUCATION REFORM ACT (KERA), 9 days before the vote.
As a result of intense lobbying, even more intense political armtwisting, and recordbreaking sums of money from the pork barrel, most of them voted for the bill without even reading it. KERA became the law in Kentucky, the traditional
education system was history, local control was gone, Big Brother had arrived, and most Kentuckians, including the legislators, didn't even know it.
The New World Order Agenda.
The minds, money and political power behind the movement to overhaul Kentucky's (and all other states') public schools are the same ones behind the overall push toward the New World Order, with its OneWorld, socialist government and its OneWorld, New Age religion.
As a result of secret planning and collusion by governors of key states, principally Bill Clinton [then] of Arkansas, Wallace Wilkinson of Kentucky, Lamar Alexander of Tennessee, Jim Hunt of North Carolina and Thomas Kean of New Jersey, the push is now on to get all state legislatures to enact the program.
The real power behind the movement is, and has been for a century, the Carnegie Foundation. Working with it are the Rockefeller Foundation, the Ford
Foundation and the teachers' unions ( the NEA [National Education Association]
and the AFT [American Federation of Teachers]). The primary training grounds for education activist have been colleges of education in leftleaning universities, particularly Teachers' College of Columbia University.
Key leaders and doctrinal idols have included such as John Dewey, father of modern education and author of THE HUMANIST MANIFESTO, George Counts, associate of John Dewey at Columbia and author of Dare the Schools Create a New Social Order?, New Age prophetess Alice Bailey, Marilyn Ferguson, author of THE AQUARIAN CONSPIRACY
and globalist educators Robert Muller and Dorothy J. Maver.
Behind it all, thinly concealed, can be found the leaders of the Council on Foreign Relations with its international bankers and global manipulators, the very same people who control the key taxexempt foundations. Many of these men are Freemasons; many are humanists. Not one is known to be an evangelical Christian.
These immensely powerful men (and women) really do believe that they alone know what is best for the World and that it is only right that they and their friends, the cultural elite, should rule the World. And they intend to rule the World, using the machinery of the United Nations.
Cooperating happily are the major news media, controlled by the some people, progressively molding public perceptions. The only real obstacle to their plan is that most Americans don't want to give up American independence, cancel the Constitution, abolish the Bible and accept rule by a Godrejecting, World socialist dictatorship which will tell them what to do and what to think, monitoring and recording everything they say and do. The American people aren't fools.
In order for these Socialist manipulators to have any hope of success in bringing to pass their goals of global control, they must somehow eliminate traditional values and independent thinking in the general population and replace them with the ideals of global socialistic dictatorship. God, family and country must somehow be replaced by New Age paganism, state control of children, and the global community.
These dreamers and schemers have known from the beginning that their goals could not be reached quickly, that it would take several generations to gradually
weaken traditional values and then replace them. They have been patient, taking pleasure in their gradual progress; however, it appears that they are now
mobilizing for the final assault, and they smell victory.
These education reform programs have been introduced in bits and pieces for over a century, creating and promoting educational fads, rewriting history, discrediting the wisdom of the founding fathers and picking away at our
foundational beliefs and national sovereignty. But now they intend to bring it all together by the year 2000. All the big guns have been rolled out, all their
resources are being mobilized and the final push is on, nationwide. Their program is law, or is becoming law, in the several states.
Quietly, powerfully, and contrary to the Constitution, it is also moving through the U.S. Congress as proposed legislation for the entire nation in both the House and Senate. On the day of this writing, in late 1993, in the House it is called Parents as Teachers; in the Senate the Bush Administration's "America 2,000"
program is now called "Goals 2,000."
The School Reform Program in Summary.
Under the reform program the public schools would teach globalism, denounce national sovereignty, reject absolute standards of right and wrong, deemphasize scholastic achievement and emphasize right attitudes (e.g. accepting all lifestyles, and occult, New Age, religions as normal and good). Individual thinking and achievement will be out; group thinking and cooperative living will be in.
The teacher will no longer teach, becoming merely a facilitator, allowing the children to decide what they will do and how they will do it. Traditional classrooms and grade levels will be abolished, from preschool through high school. all children will be considered mentally ill at the outset and all will undergo psychotherapy; there will be a mental health clinic in each school.
Traditional achievement tests, to measure academic knowledge, will be replaced by assessment tests which will evaluate attitudes and beliefs.
Extensive computerized records (portfolios) will be kept on each child's attitudes and beliefs, along with snooping
files on the beliefs and attitudes of their parents and teachers. A social worker will be assigned to each child at birth, will bond with him, teach the parents how to rear the child and will closely observe the child in the home, to watch for any wrong beliefs or actions by parents. Disciplining of the child will not be
tolerated. Parents with old fashioned
ideas of right and wrong, Bible beliefs, etc. can have their children taken away by the State on the basis of emotional child abuse (spanking) in the home.
In the name of freeing the children to think for themselves, they will instead be indoctrinated with darkness and confusion, controlled by the State. Their
parents, if they attempt to train them up in the way they should go, to rear them in the nurture and admonition of the Lord. will be made criminals.
Aside from the unscriptural, unAmerican nature of all this, none of it has ever been tested, yet alone demonstrated to be an improvement. The enormous cost, of course, will be borne by the parents. As they have their children and their family lives taken away from them, they will at the same time have to assume the
crushing tax burden necessary to pay for it all. Education bureaucrats, social workers, mental health clinics and huge computerized record systems don't come cheap.
Finally, It All Made Sense.
Once I saw that the same people behind the New World Order and its New Age occult religion are, and have been all along, behind the current movement to radicalize the public schools, it all made sense. I saw that the only hope they could ever have to cause Americans to accept their radical Socialist dictatorship would be to control the education and values of at least one generation of
children, having eliminated the influence of parents and their traditional values.
An entire generation, indoctrinated, watched and controlled by them, is what they must have in order to succeed. This is why they have been infiltrating the public schools for so long, and this is why they oppose Christian schools, private academies and home schooling. If the children aren't in the public school system they can't be indoctrinated and controlled. It's just that simple.
The Public School Connection.
This, then, is the public school connection. This is why Freemasonry with its New Age vision for a oneWorld religion of neopagan nature worship promotes public schools exclusively
This is what New Age prophetess Alice Bailey clearly saw. This is what Mormon leaders, with their Masonic roots and affiliation, and their New Age vision for a
oneWorld theocracy, clearly see. This, dear friend of truth, is the public school connection. I may be wrong; but if there is a better explanation, I haven't found it.
I Couldn't Have Summarized It Better!
In the September, 1950 issue of New Age magazine, that most influential and prestigious of Masonic journals, all this was summarized perfectly. In his article,
"God's Plan in America, C. William Smith wrote the following:
"As stated before, God's Plan in America is a nonsectarian plan. Our Constitution is nonsectarian. Our great American Public Schools . . . God's chosen schools . . . are nonsectarian. The Great Spirit behind this great nation is nonsectarian. Our great American Public Schools have never taken away from any child the freedom of will, freedom of spirit or freedom of mind. That is the divine reason that Great God our King has chosen the Great American Public Schools to pave the way for the new race, the new religion and the new civilization that is taking place in America.
Any mother, father or guardian who is responsible for the taking away of freedom of mind, freedom of will or freedom of spirit is the lowest
criminal on this earth, because they take away from that child the God
given right to become a part of God's great plan in America for the dawn of the New Age of the world."
What could be more plain? What more could be said to convince you?
Endnotes:
1. Why Public Schools?, Henry C. Clausen , 33 degree, The Supreme Council, 33 degree (Mother Council of the World), Washington, DC, 1979
2. HRT Ministries Newsletter, 3rd Quarter 1990, Newtonville, NY. Interview with Harmon R. Taylor, Past Grand Chaplain, Grand Lodge of New York, 5 June 1993.
3. Bailey, Alice A.: The Externalization of the Hierarchy, Lucis Press, 1957.
Letter from Tara Center, North Hollywood, California (Marilyn Wilzbach) dtd 9 July 1987 to Kieth Harris (Omega Pub), Marion, KY.
4. Handout: Profile of the splinter Group Members or Others with Troublesome Ideologies, southern Utah Leadership Conference (LDS) on Dealing with
Apostate and Splinter Groups.