extracted from "Secret Societies That
Threaten to Take Over America"
“Education is crucial...” stated
professor George Mosse in his book
Culture, “for if an ideology can be institutionalized through the education
establishment, it has won a major battle. The Nazis realized this only too
Upon close inspection, it will be found that the American education
establishment has been created and guided for many years by the progenitors
of the globalists who created both communism and National Socialism.
The oil magnate
John D. Rockefeller created the General Education
Board (GEB) in 1903 to dispense Rockefeller donations to education.
1960, it had ceased operating as a separate entity and its programs were
rolled into the Rockefeller Foundation. In 1917, the GEB made a $6
million grant to Columbia University to create the New Lincoln School, a
private experimental coeducational school in New York City.
current school literature, the facility engages in,
“enrolling students from
kindergarten through grade 12. Its predecessor was founded as Lincoln
School in 1917 by the Rockefeller -funded General Education Board as ‘a
pioneer experimental school for newer educational methods,’ under the aegis
of Columbia University’s Teachers College.”
According to Eustace Mullins:
“From this school descended the national
network of progressive educators and social scientists, whose pernicious
influence closely paralleled the goals of the Communist Party, another
favorite recipient of the Rockefeller millions. From its outset, the
Lincoln School was described frankly as a revolutionary school for the
primary and secondary schools of the entire United States.
discarded all theories of education that were based on formal and
well-established disciplines, that is the McGuffey Reader type of
education, which worked by teaching such subjects as Latin and algebra, thus
teaching children to think logically about problems.”
Other Rockefeller-connected entities that still shape the United States
During the Carter administration, a
former Rockefeller assistant, Paul Volcker, was named chairman of the
U.S. Central Bank, the Federal Reserve System.
John D. Rockefeller , who claimed to be a devout Baptist, began his attempt
to influence American education in the late 1800s, with a $600,000 donation
to the American Baptist Education Society for an endowment for the
University of Chicago.
Between 1890 and 1914, Rockefeller , through the
society, handed out close to a million dollars to many different schools.
But the lynchpin of his attempt to guide American education was his
formation of the National Education Board and the continuing Rockefeller
support to the University of Chicago.
The mammoth university now encompasses an undergraduate college, four
graduate divisions, six professional schools as well as libraries,
laboratories, museums, clinics, and other institutions; nursery and K-12
schools; a continuing-studies program; and an academic press. In 2003, a
university center opened in Paris to accommodate the school’s program of
Europe an studies.
Closely connected to Rockefeller ’s University of Chicago
is the English world’s most accepted authority on everything, Encyclopaedia
Britannica. Formerly a privately held not-for-profit company, Encyclopaedia
Britannica, headquartered in Chicago, also owns Merriam-Webster
Incorporation, one of the world’s leading publishers of dictionaries and
Until recently, the encyclopedia firm was owned by the William Benton
Foundation, whose sole beneficiary was the University of Chicago, in
accordance with the wishes of its namesake, Senator William Benton, a former
vice president of the university.
A former senator from Connecticut, Benton graduated from Yale University in
1921, then worked in advertising until becoming a part-time vice president
of the University of Chicago in 1932.
During World War II, he served as
assistant secretary of state in Washington, D.C., until 1947, during which
time he was active in organizing the United Nations. He served as a member
of and delegate to numerous United Nations and international conferences and
commissions. A declared Democrat, he was U.S. senator from 1949 until 1953.
From 1943 until his death in 1973, Benton was chairman of the board and
publisher of Encyclopaedia Britannica.
It was announced in 1996 that 100 percent of the company’s stock was
purchased for an undisclosed amount by an investment group led by Jacob Safra, who headed the Swiss bank of his name, which in 1955 opened a branch
Bank Jacob Safra Switzerland is part of the
Safra Group, a far-flung chain of financial institutions.
Some conspiracy researchers see the
private ownership of the world’s premier encyclopedia as the perfect means
for controlling public knowledge, particularly in the areas of history and
“The creation and funding of the University of Chicago had done much to
enhance Rockefeller ’s public relations profile among Baptists and
The only difficulty was that education, on the whole, wasn’t in
bad shape,” explained Paolo Lionni, author of The Leipzig Connection, his
1993 book that traced the deleterious effects of experimental psychology on
the education system back to German professor of philosophy Wilhelm Max
Wundt, the founder of experimental psychology.
American educational system was deeply rooted in the beliefs and practices
of the Puritan Fathers, the Quakers, the early American patriots and philosophers. Jefferson had maintained that in order to preserve liberty in the
new nation, it was essential that its citizenry be educated, what ever their
income. Throughout the country, schools were established almost immediately
after the colonization of new areas.”
These school systems included ones
established by the Quakers in Pennsylvania and the Midwest, the free school
movement in New York, and a large number of “normal schools,” so named for
helping to set the norms for education.
By the start of the twentieth
century, the United States was home to many major universities, which turned
out thousands of well-trained teachers each year.
“Educational results far exceeded those of modern schools. One
has only to read old debates in the Congressional Record or scan the books
published in the 1800s to realize that our ancestors of a century ago
commanded a use of the language far superior to our own. Students learned
how to read not comic books but the essays of Burke, Webster, Lincoln,
Their difficulties with grammar were overcome long before
they graduated from school, and any review of a typical elementary school
arithmetic textbook printed before 1910 shows dramatically that students
were learning mathematical skills that few of our current high school
graduates know anything about.
The high school graduate of 1900 was an
educated person, fluent in his language, history, and culture, possessing
the skills he needed in order to succeed.”
The agenda behind Rockefeller’s creation of the GEB may have been revealed
in correspondence from Frederick T. Gates, Rockefeller’s choice to head the
“In our dreams, we have limitless resources and the people
yield themselves with perfect docility to our molding hands. The
present education conventions fade from their minds, and unhampered by
tradition, we work our own good will upon a grateful and responsive rural
folk. We shall not try to make these people or any of their children into philosophers or men of learning, or men of science.
We have not to raise up
from among them authors, editors, poets or men of letters. We shall not
search for embryo great artists, painters, musicians nor lawyers, doctors,
preachers, politicians, statesmen, of whom we have an ample supply.
“The task we set before ourselves is very simple as well as a very beautiful
one, to train these people as we find them to a perfectly ideal life just
where they are. So we will organize our children and teach them to do in a
perfect way the things their fathers and mothers are doing in an imperfect
way, in the homes, in the shops and on the farm.”
Paolo Lionni wrote:
“It would be false to say [John D. Rockefeller ] was the
mastermind of international intrigue and deception. But it wouldn’t be false
to say the Rockefeller money has been used in various ways to forward
social and global control through economics, foundations, the United
Nations, universities, banking, industry, medicine, and, of course,
education, psychology, and psychiatry ...
“It is not incorrect to say that a major segment of today’s modern
institutions exist not because of honest study and concern for the truth in
the respective fields but because Rockefeller’s money was available at
their inception to fund incredible PR campaigns, establish ‘professional’
publications and societies, steamroller over any competition (regardless of
their legitimacy or value), and continue selling the ideas until accepted
and institutionalized within the basic fabric of society.
“...That’s a tremendous amount of control and involvement for one group!
What if the theories and practices they funded and continue to fund are
fundamentally flawed and don’t lead to the best possible situations in the
various fields mentioned? Well, the views in most of those areas are
fundamentally flawed and they don’t lead to the best solutions in ‘mental
health,’ education, medicine, sanity, and happiness.
But, most likely,
despite all ‘humanitarian’ posturing, they were never intended to.”
Norman Dodd, Director of research for the House Select Committee to
Investigate Foundations and Comparable Organizations, reported that in 1952
the president of the Ford Foundation told him bluntly that,
directive from the White House,” his foundation was to “use our grant-making
power so as to alter our life in the United States that we can be
comfortably merged with the Soviet Union.”
Now, with the collapse of
communism, the advent of the United Nations and NATO, along with various
economic treaties now in place, it would appear that this globalist goal is
close to becoming realized.
Dodd also stated that the congressional investigation found that the
Guggenheim, Ford, and Rockefeller Foundations and the Carnegie
Endowment were “working in harmony to control education in the United
He added that these entities had been subverted from the original
goals of their creators by subsequent directors - another example of wealth
taking control of existing organizations.
Some of the past and current organizations and foundations linked by
membership or funding to the plutocracy that once supported the Nazis
Agency of International Development
American Civil Liberties
American Council of Race Relations
American Press Institute
Battelle Memorial Institute
Center for Advanced
Studies in the Behavioral Sciences
Center for Constitutional Rights
for Cuban Studies
Center for Democratic Institutions
Foundation for National Progress
German Marshall Fund
Institute for Pacific Relations
Institute on Drugs
International Institute for Strategic Studies
Mont Pelerin Society
Association for the Advancement of Colored People
National Council of
New World Foundation
Stanford Research Institute
Tavistock Institute of Human Relations
Union of Concerned Scientists
International Red Cross
David N. Gibbs, associate professor of political science at the University
of Arizona, noted that the intelligence community has long taken advantage
of academia to propagate their views and philosophies - as always, through the
distribution of money.
“While pundits never tire of the cliché
that American universities are dominated by leftist faculty who are hostile
toward the objectives of established foreign policies, the reality is
altogether different: The CIA has become ‘a growing force on campus,’
according to a recent article in the Wall Street Journal.
finds it needs experts from academia, and colleges pressed for cash like the
revenue.’ Longstanding academic inhibitions about being publicly associated
with the CIA have largely disappeared: in 2002, former CIA director Robert
Gates became president of Texas A & M University, while the new president of
Arizona State University, Michael Crow, was vice chairman of the agency’s
venture-capital arm, In-Q-Tel Inc...
The CIA has created a special
scholarship program, for graduate students able and willing to obtain
security clearances. According to the London Guardian, ‘the primary purpose
of the program is to promote disciplines that would be of use to
And throughout the country, academics in several
disciplines are undertaking research (often secret) for the CIA.”
American youth were educated in the principles of National Socialism before
World War II.
In 1935, Ernst Mueller, head of the German-American Settlement League,
acquired lakeside property in Yaphank, Long Island, and invited Americans of
German descent to visit and relax. He also formed a group called the
German-American Youth. The youth in Yaphank constructed tents on platforms,
called Camp Siegfried.
Gustave Neuss, the grandson of German immigrants,
whose father served as a judge in Yaphank, recalled:
“Some of the parents
complained about the harsh conditions and at least one removed her daughter
from the camp because of this. The regimen included education in
pro-Nazi doctrine to ensure a new generation having the pure Aryan
Neuss’s father initially was friendly with the German organization but soon turned against them because of their anti-Semitism and
The youth organization was part of the German-American Bund, an anti-Semitic
fraternal group formed in the 1930s by a merger of the National Socialist
German Workers Party and the Free Society of Teutonia. German-American Bund
activity was not limited to Yaphank and the New York City area.
“Groups of the pro-Nazis were located throughout the United States. Hitler’s
claim was that after he had conquered Europe he would then take over the
USA. The Bund and other pro-German groups located throughout the country
provided a cadre of subversives to assist in such a takeover.”
Although many German-American organizations existed in the prewar United
States, the Bund was among the only ones to express support for Nazi ideals.
In February 1939, Bund leader Fritz Kuhn addressed a crowd of about twenty
thousand in Madison Square Garden and railed against President “Frank D.
Rosenfeld” and the “Bolshevik-Jewish conspiracy” threatening America.
the nation entered the war, some Bund members fled the country while others
were placed in internment camps.
Although the American Nazi Bund never developed into a serious threat - even
Hitler tried to distance himself from it - the subversion of the educational
process under which it prospered continued.
The National Teachers Association, now known as the National Education
Association (NEA), was founded in 1850 as a professional teacher organization, but
today has become the largest labor union in the United States, representing
almost 3 million educators.
In 1966, the NEA merged with the American
Teachers Association, an organization primarily concerned with education in
the black community, yet another special interest of the Rockefellers, who
funneled money into black education programs and organizations.
Rockefeller’s General Education Board had spent more than $3.2 million in
gifts to support black education, criticized by some as merely a means to
instill white values and worldviews in black students.
According to William H. Watkins, author of The White Architects of Black
Education: Ideology and Power in America, 1865–1954, John D. Rockefeller
Sr. was more concerned with shaping a new industrial social order than
providing a useful education.
“The Rockefeller group demonstrated how
gift- giving could shape education and public policy,” commented Watkins.
Conservative Republican Pat Buchanan decried the efforts of the NEA as a
negative influence on American education.
In a 1999 interview, he stated
“ever since the judges have gotten heavily into education, and the
National Education Association has gotten into control of the Department of
Education, test scores go down, there’s violence in classroom, things are
Criticism also has been leveled at the NEA Ex-Gay Educators
Caucus, whose literature states the purpose of the caucus is to “work within
the NEA to make policy changes to ensure that the Ex-Gay voice is heard.”
Opposing the Ex-Gay Educators Caucus at the 2004 NEA National Convention was
Kevin Jennings, a former private-school teacher in Massachusetts and
founder of the Gay Lesbian Straight Education Network, who has partnered
with the NEA in promoting acceptance of homosexuality using curriculum
materials in the nation’s schools, beginning as early as kindergarten and
the elementary grades. At the convention, Jennings was presented the NEA’s
human rights “creative leadership” award.
Education today is mixing drugs with student control.
In years past, if a
child was acting up or caught staring out the window, he or she received a
rap on the knuckles with a ruler and was told to stay with the rest of the
class. Today, the child is sent to the school nurse, who oftentimes tells
the parents the student has attention-deficit hyperactivity disorder (ADHD)
and recommends the administration of
Prozac (94% sodium fluoride) or
Ritalin, psychotropic drugs that have been shown to produce psychosis in lab
At least one state has put a stop to this practice.
In 2001, the
Connecticut House voted 141–0 on a law prohibiting school personnel from
recommending to parents that their children take Ritalin or other mood-
Republican State Representative Lenny Winkler, one of the
bill’s primary sponsors, quoted studies showing the number of children
taking Ritalin nationally jumped from 500,000 in 1987 to more than 6 million
The bill also prohibited the state’s Department of Children and
Families from taking children away from parents who decline to put their
children on mood- altering drugs.
A 1999 study at the Human Development Center at the University of Wisconsin
in Eau Claire found that thirteen “ADHD” children on medication, over four
years, performed progressively worse on standardized tests than a group of
thirteen normal children with similar IQs and other characteristics.
study, by Dr. Gretchen LeFever, an assistant professor of pediatrics and
psychiatry at Eastern Virginia Medical School, revealed that while children
in her community used the drug Ritalin two to three times more than the
national rate, their academic performance in relation to their peers showed
For her persistence in questioning the rising incidence of
drug use in school-children, Dr. LeFever was fired in 2005.
Psychiatrist Peter Breggin, in his 1991 book Toxic Psychiatry, wrote:
“Hyperactivity is the most frequent justification for drugging children.
The difficult-to-control male child is certainly not a new
phenomenon, but attempts to give him a medical diagnosis are the product of
modern psychology and psychiatry. At first psychiatrists called
hyperactivity a brain disease. When no brain disease could be found, they
changed it to ‘minimal brain disease’ (MBD).
When no minimal brain disease
could be found, the profession transformed the concept into ‘minimal brain
dysfunction.’ When no minimal brain dysfunction could be demonstrated, the
label became ‘attention deficit disorder.’ Now it’s just assumed to be a
real disease, regardless of the failure to prove it so.
imbalance’ is the code word, but there’s no more evidence for that than
there is for actual brain disease.”
Alan Larson, a former secretary of the Oregon Federation of Independent
Schools, criticized the expanding diagnosis of attention deficit disorder
(ADD) and was an outspoken critic of the indiscriminate use of drugs,
“[T]he labeling of children with ADD is not because of a
problem the kids have; it is because of a problem teachers who cannot
tolerate active children have.”
According to John Cornwell, author of Hitler’s Scientists, the center of
psychoanalysis shifted from Germany to the United States after the war.
“[M]any of the homegrown analysts were German trained,” he noted.
charge was echoed by Dr. Thomas Roeder, Volker Kubillus, and
in their book
Psychiatrists - the Men Behind Hitler.
“In the period since
1971,” they wrote, “child and adolescent psychiatry developed completely
along the theoretical and methodological lines developed by its Nazi- era
The influx of Nazi-trained psychiatrists after World War II,
particularly in the military and intelligence fields, has produced a
blossoming of psychological disorders.
The American Psychiatric Association,
in its 1952 Diagnostic and Statistical Manual for Mental Disorders (DSM),
defined only 112 mental disorders.
By the publication of DSM-IV in 1994, the
number had grown to 374.
“Today, though psychiatry may still be suspect among the public, it has won
over both government and the media. The profession and its treatments
inundate talk shows, magazines, and the front pages of our newspapers,”
wrote Bruce Wiseman, the U.S. national president of the Citizens Commission
on Human Rights and former chairman of the history department at John F.
In the 1970s, when the drug companies tried to find substitutes for LSD
because of its serious side effects, they developed the antidepressant
Prozac (fluoxetine) followed by Zoloft (sertraline), Effexor (venlafaxine),
and Paxil (paroxetine).
Dr. Helmut Remschmidt, who directed the
Child and Adolescent Psychiatry until 1984, was a leader in research into
hyperactivity in children.
He studied under Dr. Hermann Stutte, who was
associated with Nazi psychiatrists involved in the German euthanasia program
and had received his doctorate from Robert Sommer, director of the Deutscher
Verband fur psychische Hygiene, or the German Association for Mental
Dr. Remschmidt, long after the war, still pointed to “a genetic
answer” to hyperactivity and was a leading proponent of the use of drugs
such as Ritalin.
“It is by no means shocking for Remschmidt to be a prominent advocate of
horrible things,” commented Roeder, Kubillus, and Burwell.
“After all, he is
a disciple and protégé of Nazis... What is equally frightening and obvious
is that the racist and elitist theories of the original child
psychiatrists - as documented in 1940 at the First Congress - have not only
survived but flourished. It has been a natural passage of poison from
teacher to student, from the Nazis to subsequent generations of child and
The efforts ‘to spot and screen’ - that is,
to distinguish between the valuable and less valuable human beings - are more
than dubious - they are indefensible.”
Yet, the number of child psychologists
in U.S. schools grew from a mere 500 in 1940 to more than 22,000 by 1990.
According to Kelly Patricia O’Meara, a former chief of staff in the U.S.
House of Representatives, whose investigative reports on child vaccines and
mood- altering drugs prompted congressional hearings,
“Thirty years ago,
the World Health Organization (WHO) concluded that Ritalin was
pharmacologically similar to cocaine in the pattern of abuse it fostered,
and cited it as a Schedule II drug - the most addictive in medical use.
Department of Justice also cited Ritalin as a Schedule II drug under the
Controlled Substances Act, and the Drug Enforcement Agency (DEA) warned that
‘Ritalin substitutes for cocaine and d-amphetamine in a number of behavioral
O’Meara pointed to a 2001 study at the Brookhaven National
Laboratory that confirmed the similarities between cocaine and Ritalin, but
found that Ritalin is more potent than cocaine in its effect on the dopamine
system, an area of the brain many doctors believe is most affected by these
Drugs such as Ritalin, now used to treat questionable mental afflictions,
are taken by tens of millions of American youngsters. A 1986 edition of The
International Journal of the Addictions listed 105 adverse reactions to
Ritalin, including suicidal tendencies.
Americans wonder why there has been a rash of school shootings and teen
suicides in recent years, yet virtually all of these killings have involved
a student on mood- altering drugs or just coming off them. In five cases of
school shootings between March 1998 and May 1999 - including the tragedy at
Columbine High School - at least seven of the students involved were being
It was downplayed but reported that Seung-Hui Cho, the gunman in
the Virginia Tech shootings in April 2007, had been undergoing psychological
counseling and had prescription psychoactive drugs in his possession.
In his book
Reclaiming Our Children, psychiatrist and drug critic Dr.
Peter Breggin analyzed the clinical and scientific reasons for asserting that Eric
Harris’s violence at Columbine was caused by the prescription drug
“I’ve also testified to the same under oath in depositions in a case related
to Columbine,” Breggin wrote, adding, “I also warned that stopping
antidepressants can be as dangerous as starting them, since they can cause
very disturbing and painful withdrawal reactions.”
A Website called TeenScreenTruth is dedicated to gathering information off
the Internet to help teens “connect the dots to see the revealing
connections” between mood-altering drugs and teen violence.
“Here’s a statistic that is rarely mentioned in news reports:
in nearly every school-shooting incident, the children and teens involved
were already taking one or more psychiatric drugs or had just recently come
off them, and had been under the care of a psychiatrist or mental-health
The same is true for the majority of child and teen
suicides - they were already on some type of psychiatric drug program that was
supposed to be treating their ‘mental illness’ yet they killed themselves
This assessment was echoed in a 1999 article in
Health and Healing by Dr.
Julian Whitaker, who stated,
“[V]irtually all of the gun-related massacres
that have made headlines over the past decade have had one thing in common:
they were perpetrated by people taking Prozac, Zoloft, Luvox, Paxil, or a
related antidepressant drug.”
In 1998, GlaxoSmithKline, maker of Paxil, was ordered to pay $6.4 million to
surviving family members after Donald Schnell, sixty, flew into a rage and
killed his wife, daughter, and granddaughter just forty-eight hours after
The TeenScreenTruth site and the Indianapolis Star compiled a list of
violent episodes dating as far back as 1985, when Steven W. Brownlee, an
Atlanta postal worker on psychotropic drugs, killed two coworkers.
In 1986, fourteen-year-old Rod Mathews of Canton, Massachusetts, beat a
classmate to death with a baseball bat while on Ritalin.
In 1988, thirty-one-year-old Laurie Dann, who had been taking Anafranil
and lithium, walked into a second- grade classroom in Winnetka, Illinois,
and began shooting. One child was killed and six wounded.
Later that same year, nineteen-year-old James Wilson went on a shooting
rampage at the Greenwood, South Carolina, elementary school and killed two
eight-year-old girls and wounded seven others. He had been on Xanax, Valium,
and five other drugs.
In 1989, Patrick Purdy, twenty-five, opened fire on a schoolyard filled
with children in Stockton, California. Five kids were killed and thirty
wounded. He had been treated with Thorazine and Amitriptyline.
In 1993, Steve Lieth of Chelsea, Michigan, walked into a school meeting
and shot and killed the school superintendent, wounding two others, while on
In 1996, ten-year- old Tommy Becton grabbed his three-year- old niece as a
shield and aimed a shotgun at a sheriff ’s deputy who
had accompanied a truant officer to his Florida home. He had been on Prozac.
In 1997, Michael Carneal, fourteen, opened fire on students at a high
school prayer meeting in Heath High in West Paducah, Kentucky. Three died
and one was paralyzed. Carneal reportedly was on Ritalin.
In 1998, Kip Kinkel, a fifteen-year-old in Springfield, Oregon,
murdered his parents and proceeded to his high school, where he went on a
rampage, killing two students and wounding twenty-two others. Kinkel had
been prescribed both Prozac and Ritalin.
In 1998, eleven-year-old Andrew Golden and fourteen-year-old Mitchell
Johnson apparently faked a fire alarm at Westside Middle School in
Jonesboro, Arkansas, and shot at students as they left the building. Four
students and a teacher were killed. The boys were said to be on Ritalin.
In 1999, Shawn Cooper, fifteen, of Notus, Idaho, took a shotgun to school
and injured one student. He had been taking Ritalin.
On April 20, 1999, Eric Harris, eighteen, and Dylan Klebold, seventeen,
shot and killed twelve classmates and a teacher and wounded twenty-four
others at Columbine High School in Colorado. Harris had been taking Luvox.
In 1999, Todd Cameron Smith walked into a high school in Taber, Alberta,
Canada, with a rifle and killed one student and injured another. He had been
given a drug after a five- minute phone consultation with a psychiatrist.
In 1999, Steven Abrams drove his car into a preschool playground in Costa
Mesa, California, killing two. He was on probation with a requirement to
In 2000, T. J. Solomon, fifteen, opened fire at Heritage High School in
Conyers, Georgia, while on a mix of antidepressants. Six were wounded.
The same year, Seth Trickey of Gibson, Oklahoma, thirteen, was on a
variety of prescription drugs when he opened fire on his middle- school
class, injuring five.
In 2001, Elizabeth Bush, fourteen, was on Prozac. She shot and wounded
another student at Bishop Neumann High in Williamsport, Pennsylvania.
Also in 2001, Jason Hoffman, eighteen, was on Eff exor and Celexa, both
antidepressants, when he wounded two teachers at California’s Granite Hills
Same year, in Wahluke, Washington, Cory Baadsgaard, sixteen, took a rifle
to his high school and held twenty-three classmates hostage. He had been
taking Paxil and Effexor.
In Osaka, Japan, also in 2001, Mamoru Takuma, thirty-seven, went into a
second- grade classroom and started stabbing students. He killed eight. He
had taken ten times his normal dose of an antidepressant.
In 2005, sixteen-year- old Native American Jeff Weise, on the Red Lake
Indian Reservation in Minnesota, was under the influence of the
antidepressant Prozac when he shot and killed nine people and wounded five
before committing suicide.
In 2006, Duane Morrison, fifty-three, shot and killed a girl at Platte
Canyon High School in Colorado. Antidepressants later were found in his
Other incidents cited, but not apparently related to schools, included:
In 1987, William Cruse was charged with killing six people in Palm Bay,
Florida, after taking psychiatric drugs for “several years.”
The same year, Bartley James Dobben killed his two young sons by throwing
them into a 1,300-degree foundry ladle. He had been on a “regimen” of
In 1989, Joseph T. Wesbecker, forty-seven, just a month after he began
taking Prozac, shot twenty workers at Standard Gravure Corporation in
Louisville, Kentucky, killing nine. Eli Lilly, which makes Prozac, later
settled a lawsuit brought by survivors.
In 1991, sixty-one-year-old Barbara Mortenson was arrested by
San Jose, California, police, who said she had “cannibalized” her eighty-
seven-year-old mother while on Prozac.
In 1992, Lynnwood Drake III shot and killed six in San Luis Obispo and
Morro Bay, California. Prozac and Valium were found in his system.
In 1993, sixteen-year- old Victor Brancaccio attacked and killed an
eighty-one-year-old woman and covered her corpse with red spray-paint. He
was two months into a Zoloft regimen.
In 1995, while on four medications, including Prozac, Dr. Debora Green set
her Prairie Village, Missouri, home on fire, killing her children, ages six
In 1996, Kurt Danysh, eighteen, shot and killed his father seventeen days
after his first dose of Prozac. He told authorities, “I didn’t realize I did
it until after it was done... This might sound weird, but it felt like I had
no control of what I was doing, like I was left there just holding a gun.”
It would appear that
German drug science and German psychiatry have provided
the foundation for action toward today’s schoolchildren who are being
increasingly steered to drugs for any complaint, from true antisocial
behavior to mere daydreaming.
And why hasn’t the “watchdog” media put these stories together and presented
it to the public?
Direct-to-consumer pharmaceutical advertising grew from
$791 million in 1996 to more than $3.8 billion by 2004.
Those familiar with
this subject claim media executives fear the loss of advertising revenues
from the giant pharmaceutical corporations, some of the largest advertisers
in the nation.
Why haven’t physicians spoken out about this? Many have, but
they don’t receive significant coverage in the corporate mass media, and
many more fear reprisals from both the drug corporations and the federal
Additionally, corporate drugs are heavily promoted to
“The pharmaceutical companies send representatives to
physicians’ offices talking about their drugs, giving free samples of their
drugs, those types of things. That effort dwarfs the [pharmaceutical
corporations’] advertising expenditures,” explained Alan Mathios, a dean at
the College of Human Ecology at Cornell University.
But the education issue that has drawn the greatest recent controversy is
Public Law 107-110, better known as the No Child Left Behind Act of 2001 (NCLB),
a prized legacy of the Bush administration.
According to the act, its
“to ensure that all children have a fair, equal, and significant
opportunity to obtain a high-quality education and reach, at a minimum,
proficiency on challenging state academic achievement standards and state
Signed into law by President
George W. Bush on January 8, 2002, the act
nevertheless brought immediate criticism from educators, state authorities,
and libertarians alike.
They questioned the act’s sweeping proposals, which
range from forcing teachers to conform to federally mandated curricula to
inflicting monetary punishments on school districts that do not live up to
federal expectation, and even taking state control or turning them over to
private management companies. They also questioned the $410 million
apportioned for the education of migratory children, most of whom come from
the families of illegal aliens. Standardized testing has proven a handicap
to children who speak English as a second language.
While no caring person would want to be caught leaving some poor child
“behind,” there was nevertheless the irksome feeling by many that the act
was a thinly disguised attempt to force conformity on students and
standardize the minds of American youth. It smacks of the same uniformity of
education sought by the National Socialists under Hitler.
and libertarians even claim that the act is an usurpation of state authority
by the federal government.
In 2007, the new Congress began taking steps to
protect states from the controls and punishments of NCLB. For example, in
2005, when Utah passed a state law allowing school districts to ignore
portions of NCLB, the Department of Education threatened to withhold federal
The backbone of NCLB is federally mandated standardized testing, which long
has been accused of cultural bias.
In fact, the entire practice of testing
as a determinant of educational quality has been called into question,
because the emphasis on tests forces teachers to teach only material that
will get students to pass the tests, leaving a deficiency in grasping
greater understanding and thinking critically. It should also be realized
that both the textbook publishers and the standardized testing firms are,
for the most part, controlled by the same globalist corporations under
The act rewards districts with better test scores, so critics claim that
schools lower their standards to show improvement on test scores. The
kids are not learning more, just being assessed differently.
A 2007 report
from the Center on Education Policy (CEP) indicated increased test scores in
reading and math, but it was unclear if this reflected enhanced learning or
lower standards on student tests.
“Look at any state that has a 90 percent
proficiency level with lots of students in poverty,” commented Jack
Jennings, president and CEO of CEP. “That doesn’t happen without either an
extraordinary effort to raise the quality of education for all students or
setting lower standards.”
Another portion of the NCLB Act that rankled libertarians was Section 9528,
which requires schools to give military recruiters the name, home phone
number, and address of every enrolled student.
Schools are not required to
tell the students or parents that their information has been passed on, but
students can ask to not have their contact information shared. But filing
the required form often means student information is withheld from
universities and job recruiters as well as the military.
Unlike the Nazis, who placed great emphasis on athletics and physical
fitness, the NCLB Act narrowly focuses on two main skills: reading and math.
As a result, there are claims that other areas of schooling have been
neglected, especially physical education.
This idea was reinforced by recent data from the Centers for Disease
Control, showing kids between the ages of six and nineteen, some nine
million youngsters, suffer from obesity.
“With the obesity rates going up
and it’s in our face, why are we cutting PE time? I don’t get it,”
questioned PE teacher Garrett Lydic, Delaware’s 2006 Teacher of the Year.
“The focus right now is on testing,” he said, referring to a series of
academic tests now mandated by federal law. “The result is that there’s less
time to get kids more active.”
“It’s a stretch even to call the law ‘well-intentioned’ given that its
creators, including the Bush administration and the right-wing Heritage
Foundation [Paul Weyrich, its founder, has been accused of ties to Nazi
collaborators] want to privatize public education. Hence NCLB’s merciless
testing, absurd timetables and reliance on threats,” commented USA Today
education writer Alfie Kohn.
“No wonder 129 education and civil rights
organizations have endorsed a letter to Congress deploring the law’s
overemphasis on standardized testing and punitive sanctions. No wonder
30,000 people [mid-2007] have signed a petition at educatorroundtable.org
calling the law ‘too destructive to salvage.’ ”
Like Hitler, the globalist creators of a new empire carry an innate distrust
of education that might explain why their education programs appear to
savage true learning.
“I do not wish any intellectual upbringing whatsoever,
knowledge may only demoralize youth,” Adolf Hitler once said.
He echoed the
statement of John D. Rockefeller, founder of the National Education Board,
“I don’t want a nation of thinkers. I want a nation of workers.”
Hitler also felt that intellectuals might not only present a rival to Nazi
ideology but could form a group separate from the common man through a
feeling of superiority due to their knowledge and education.
“What we suffer
from today is an excess of education,” he stated in 1938. “What we require
is instinct and will.”
Hitler’s sentiment was echoed recently by President George W. Bush.
Journalist Ron Suskind, writing in the New York Times Magazine, reported an
incident in Washington:
“Forty democratic senators were gathered for a lunch
in March  just off the Senate floor. I was there as a guest speaker.
Joe Biden was telling a story, a story about the president. ‘I was in the
Oval Office a few months after we swept into Baghdad,’ he began, ‘and I was
telling the president of my many concerns.’ ...
Bush, Biden recalled, just
looked at him, unflappably sure that the United States was on the right
course and that all was well. ‘Mr. President,’ I finally said, ‘How can you
be so sure when you know you don’t know the facts?’
Biden said that Bush
stood up and put his hand on the senator’s shoulder. ‘My instincts,’ he
said. ‘My instincts.’”
The Fourth Reich in America, it seems, is guided by “instincts,”
during Hitler’s Reich.
One major difference between the Third Reich and the Fourth is the lack of
emphasis on flag ceremonies and repetitious pledges. In Nazi Germany, a
school day did not pass without these ceremonies of the state.
But in multicultural and globalized America, although schoolchildren still
recite the Pledge of Allegiance and raise the U.S. flag, any formal ceremony
has dropped away. Today, hardly any American - child or adult (with the
possible exception of some Girl and Boy Scouts) - knows or observes proper flag protocols.
If the Pledge of Allegiance is used in schools, it is generally spoken over
the loudspeaker. Students can recite along or not, as they will. If they can
obtain a note from their parents, they are not even required to stand.
Patriotic allegiance to one’s nation is not conducive to the globalists’
agenda of borderless countries under the control of multinational
Today, such nationalistic trappings have been replaced by ubiquitous
corporate logos and slogans. More and more educational programs are being
underwritten - and guided - by corporate officials. President Bush’s secretary
of education Margaret Spellings hosted the 2006–07 Siemens Competition in
Math, Science, and Technology.
In May 2006, she told attendees of the first
National Summit on the Advancement of Girls in Math and Science in
“I recently met with George Nolen, president and CEO of
Siemens Corporation, and I look forward to working with him on President
Bush’s American Competitiveness Initiative.”
Business leaders began to realize that education had failed to keep up with
the corporatism of America.
Prudential CEO Art Ryan complained that hiring
high school graduates today is a high risk.
“They can’t do many of the
things you would like them to do. But have high schools changed to reflect
that economy? I would argue not enough.”
Another rising concern in education that can be traced back to corporate
intrusion is the rise of advertising in schools.
According to a debate
posted on the official NEA Web site, teachers have complained that getting
kids to buy products, feel good about a corporation, or adopt the viewpoints
of an industry on an important issue is not the purpose of education and
that promotional sponsored education materials blur the line between
education and propaganda and lead to distorted lessons.
Manny Lopez, a fourth-grade teacher at the International Community School
in Oakland, California, warned,
“Upon entering our schools, advertisers
would dictate the placement of their billboards, banners, and lightboxes.
The highly visible areas normally reserved for students’ artwork, bulletin
boards, and school/community message centers would be taken over. It would
only be a matter of time before advertisers would attempt to have a hand in
the curriculum, molding a school into a corporate image.”
teacher Elizabeth Gould wrote,
“[Advertising] gives students a warped sense
of the world. They think everything is up for sale - ethics, morals,
Arguing in favor of school advertising, Kathleen McMahon, a fourth-grade
teacher at Alice Costello School in Brooklawn, New Jersey, said,
ideal world, schools would have all the money they need to fund programs and
buy equipment, but we’re not living in Utopia. Public and private colleges
accept money from plutocrats every day.”
Gary Ruskin, writing in Advertising Age magazine, urged advertisers to
exercise self-restraint or face future legal restrictions.
“Advertisers are being expelled from schools in droves. Channel One, the
in-school advertising service, was removed last school year from Nashville,
and will soon be kicked out of Seattle. New restrictions on the marketing or
sale of soda or junk food in school have been approved in places such as
California, Texas, New York City and Philadelphia.”
Corporate involvement with education is not a new idea. In the late 1800s, a
group of Chicago businessmen became concerned that education in Germany and
Austria was moving ahead of American education.
“Unlike American schools,
German classrooms divided kids into two tracks: one for those destined to
become managers and the other for those destined to be their employees,”
explained Elizabeth Weiss Green writing in U.S. News & World Report.
But even in the 1800s, thoughtful persons questioned the propriety of
business guiding education.
“Education would then become an instrument of
perpetuating unchanged the existing industrial order of society. Who, then,
shall conduct education so that humanity may improve?” questioned John
Dewey, the American philosopher, psychologist, and education reformer.
In mid-2007, billionaires Bill Gates and
Eli Broad announced they had pooled
$60 million to finance a campaign to emphasize education in the 2008
However, the pair’s ideas for improving American education were
immediately criticized, because the three tenets of their campaign were:
making teachers’ salary increases dependent on student test scores, keeping
students in class with more days and longer hours, and setting federal
curriculum standards based on input from corporate leaders.
National Socialism in
the Germany of the 1930s made a strong appeal to its
The Nazis fully realized that if the younger generations could be
brought to their worldview, the future of National Socialism would be
“Fascism in all countries made a fetish of youthfulness,” commented
George L. Mosse, author of Nazi Culture.
“What a contrast this offered to
the elderly politicians haggling in parliaments, or to the fossilized
bureaucracies which ran the nations (and the political parties) of Europe.”
Modern America also has witnessed conflict between the younger and older
The genesis of this generational conflict began with the rock-
and-roll music of the 1950s and grew full-blown with the Vietnam War, when
families were split along lines of age. The young embraced the antiwar
movement while the older generations, tempered by the propaganda of World
War II, supported the war policies of Lyndon Johnson and Richard Nixon.
Here again was a reflection of Nazi Germany, where Hitler’s promises of a
more prosperous future held considerable sway with the younger generations.
“The young were set off against the old,” observed Mosse, “and the
distinction that was made between the old and young nations was operative
within the Volk itself. When Hitler damned the bourgeoisie, he was
inveighing against the older generation, brought up under the [First and
This generational conflict, caused by control over popular culture such as
music, films, art, etc., was merely another use of the divide- and-conquer
American journalist and educator Milton Mayer was both Jewish and of German
ancestry. He traveled in Europe before the war and tried unsuccessfully to
gain an audience with Hitler in 1935.
Seven years after the war ended,
Mayer traveled in Germany, searching to understand what had made the average
German blindly follow National Socialism.
“I never found the average German,” he recounted in a 1955 book, “because
there is no average German. But I found ten Germans sufficiently different
from one another in background, character, intellect, and temperament to
represent, among them, some millions or tens of millions of Germans and
sufficiently like unto one another to have been Nazis.
“I found - and find
- it hard to judge my Nazi friends,” he wrote. “I liked
them. I couldn’t help it... I was overcome by the same sensation that had
got in the way of my newspaper reporting in Chicago years before. I liked Al
Capone. I liked the way he treated his mother. He treated her better than I
Mayer recounted the story of one unnamed German academic, a language
teacher, and his experience as Hitler’s Third Reich grew in prominence. In
light of modern America, it is worth repeating.
This teacher said that after 1933 no one seemed to notice the ever-widening
gap between the government and the people.
“This separation of government
from people, this widening of the gap, took place so gradually and so
insensibly, each step disguised (perhaps not even intentionally) as a
temporary emergency measure or associated with true patriotic allegiance or
with real social purposes. And all the crises and reforms (real reforms,
too) so occupied the people that they did not see the slow motion
underneath, of the whole process of government growing remoter and
As a scholar, this man was consumed with,
“meetings, conferences, interviews,
ceremonies, and, above all, papers to be filled out, reports,
bibliographies, lists, questionnaires... It was all rigmarole, of course,
but it consumed all one’s energies, coming on top of the work one really
wanted to do. You can see how easy it was, then, not to think about
fundamental things. One had no time. The dictatorship, and the whole process of its coming into being, was above all diverting. It provided an
excuse not to think for people who did not want to think anyway.
Unconsciously, I suppose, we were grateful. Who wants to think?”
He said to live in this process required not noticing it.
“Each step was so
small, so inconsequential, so well explained or, on occasion, ‘regretted,’
that, unless one were detached from the whole process from the beginning,
unless one understood what the whole thing was in principle, what all these
‘little measures’ that no ‘patriotic German’ could resent must some day lead
to, one no more saw it developing from day to day than a farmer in his field
sees the corn growing. One day it is over his head.”
Pastor Martin Niemoeller spoke for men like this academic when he said:
“First they came for the Communists, but I was not a Communist so I did not
speak out. Then they came for the Socialists and the Trade Unionists, but I
was neither, so I did not speak out. Then they came for the Jews, but I was
not a Jew so I did not speak out. And when they came for me, there was no
one left to speak out for me.”
A great part of this hesitancy to resist
encroaching fascism was not due to fear, according to the academic Milton
Mayer, but to genuine uncertainty that anyone else was seeing the things as
In Nazi Germany, people who questioned
the motives behind government policies were deemed alarmists.
In America today, they are called conspiracy
“[I]n small gatherings of your oldest friends, you feel that you are talking
to yourselves, that you are isolated from the reality of things. This
weakens your confidence still further and serves as a further deterrent...
It is clearer all the time that, if you are going to do anything, you must
make an occasion to do it, and then you are obviously a troublemaker. So you
wait, and you wait,” explained an unnamed teacher quoted by Mayer.
one great shocking occasion, when tens or hundreds or thousands will join
with you, never comes. That’s the difficulty. If the last and worst act of
the whole regime had come immediately after the first and smallest,
thousands, yes, millions would have been sufficiently shocked... But of
course this isn’t the way it happens. In between, come all the hundreds of
little steps, some of them imperceptible, each of them preparing you not to
be shocked by the next.”
He said that the person who is aware suddenly sees
the world in a new way.
“The world you live in - your nation, your people
not the world you were born in at all. The forms are all there, all
untouched, all reassuring, the houses, the shops, the jobs, the mealtimes,
the visits, the concerts, the cinema, the holidays. But the spirit, which
you never noticed because you made the lifelong mistake of identifying it
with the forms, is changed.
Now you live in a world of hate and fear, and
the people who hate and fear do not even know it themselves; when everyone
is transformed, no one is transformed. Suddenly it all comes down, all at
once. You see what you are, what you have done, or, more accurately, what
you haven’t done - for that was all that was required of most of us: that we
do nothing... And the people in Germany who, once the war had begun, still
thought of complaining, protesting, resisting, were betting on Germany’s
losing the war.
It was a long bet. Not many made it.”
Of particular concern to Americans who look beyond the advancing fascist
agenda is the question of who will come to their rescue? Nazi-occupied
Europe, and even many Germans toward the end of the war, looked hopefully to
the Allied nations for their liberation.
If America, today the world’s
foremost empire - a new Reich - falls under fascist domination, where can
Americans look for deliverance?