The UN Declares Total War on the Family
Abolition of the family!.... Do you charge us with wanting to stop the
exploitation of children by their parents? To this crime we plead guilty.1
— Karl Marx, The Communist Manifesto, 1848
The kindergarten or infant school has a significant part to play in a
child's education. Not only can it correct many of the errors of home
training, but it can prepare the child for membership ... in the world
society.... As long as the child breathes the poisoned air of nationalism,
education in world-mindedness can produce only rather precarious results. As
we have pointed out, it is frequently the family that infects the child with
extreme nationalism. The school should therefore use the means described
earlier to combat family attitudes that favor jingoism.2
United Nations Educational, Social, and Cultural Organization (UNESCO),
The people who have taught us to believe whatever they were told by their
parents or their teachers are the people who are the menace to the world.3
Dr. G. Brock Chisholm,
Director General of the UN's World Health
Organization, speech of September 11, 1954
If we want to talk about equality of opportunity for children, then the fact
that children are raised in families means there's no equality.... In order
to raise children with equality,
we must take them away from families and communally raise them.4
Dr. Mary Jo Bane,
U.S. Department of Health and Human Services,
Every child is our child.5
motto of the United Nations Children's Fund (UNICEF)
One of the most terrifying features of totalitarian society is the control
and brainwashing of children and youth by the Omnipotent State.
century's experiments with such "education" must never be forgotten, for
they produced monstrosities of unimaginable evil: the Hitler Youth; Mao's
Red Guard; the Young Pioneers of Vladimir Lenin, Joseph Stalin, and Fidel
Castro; and the cold-blooded murderous youth of the Cambodian Khmer Rouge.
Children were "transformed" through a "reshaping of consciousness." They
were taught to publicly denounce (and even execute) their parents, to reject
all tradition, to renounce their religion and embrace atheism (or, in the
case of Nazi Germany, to embrace Hitler's Teutonic paganism), and to betray
Matt Cvetic, who for nine years was an undercover agent in the Communist
Party USA for the FBI, attended a secret meeting of top-level Communists in
1948, at which a Soviet agent relayed a speech that Stalin had given
directing the American Communists to put new emphasis on the recruitment of
Here is part of Stalin's speech:
Comrades, Hitler gained control of the Youth in Germany before he was able
to wage a successful Nazi Revolution in Germany. We Communists gained
control of the Youth in Russia before we were able to wage a successful
Communist Revolution in Russia, and Comrades, we must gain control of the
Youth in the United States
if we are to wage a successful Communist Revolution in that nation. For this
purpose, we are ordering our Comrades to set up a new Communist Youth group
in the United States.6
As Cvetic pointed out,
"Within a few short months after this meeting, more
than 6,000 American students were recruited into this new Communist Youth
movement known as the Labor Youth League." 7
This youth apparatus has gone
through various structural and name changes over the years, but its purpose
has remained unchanged. In 1983, it was reorganized and renamed the Young
Communist League (YCL), the name under which it still operates.
However, the primary danger to American children and youth at that time
emanated not from the YCL or other groups overtly associated with the
Communist Party. Those efforts that were openly Communist only reached tens
of thousands of young people. Far more dangerous were the pro-Communist,
pro-UN, internationalist programs in our schools that were reaching tens of
millions of students.
Thanks to generous funding from the Carnegie
Endowment, the Rockefeller and Ford Foundations, and the other Insider
foundations, subversive textbooks and curriculum materials were flooding our
schools. Thousands of teachers were being programmed at college to serve as
Change agents like Lydia Shchevchenko.
In his memoirs,
former Soviet dictator Nikita Khrushchev told of the lasting influence of
this childhood teacher on his life:
I suppose you could say my political education began during my boyhood in
the little village of Kalinovka where I was born. My schoolteacher there was
a woman named Lydia Shchevchenko. She was a revolutionary. She was also an
atheist. She instilled in me my first political consciousness and began to
counteract the effects of my strict religious upbringing. My mother was very
religious, likewise her father - my grandfather....
When I think back to my
childhood, I can remember vividly the saints on the icons against the wall
of our wooden hut, their faces darkened by fumes from the
oil lamps. I remember being taught to kneel and pray in front of the icons
with the grown-ups in church. When we were taught to read, we read the
scriptures. But Lydia Shchevchenko set me on a path which took me away from
all that." 8
Where did that path lead?
Nikita Khrushchev's subsequent career was detailed
in a seven-part study, The Crimes of Khrushchev, published by a
congressional committee in 1959.9
During Stalin's bloody purges, the report
"as the Number 1 Communist official in the Moscow area
... sent thousands to their death, scores of thousands to hideous
When Stalin was ready to launch his planned genocide
of the people of the Ukraine, Khrushchev,
"was sent in 1937 as Stalin's
trusted killer.... When his two-year Ukrainian purge was over, an estimated
400,000 had been killed and terror gripped the whole population." 11
he added to his infamy, gaining the title of "the Butcher of Budapest" for
his ruthless subjugation of Hungary.12
State-of-Mind Marxists How many would-be and wanna-be Khrushchevs have been
created by Lydia Shchevchenko's myriad counterparts in America? The thought
is frightening; the number is certainly far greater than most Americans
would ever imagine. Khrushchev was born in 1894 and the time period of his
revolutionary formation referred to above was probably around 1900-1910,
before the Czar was overthrown and Lenin came to power. Khrushchev did not
say whether Lydia was actually a member of one of the Communist
organizations in Czarist Russia.
The important point is that it is not necessary for someone like Lydia to be
an actual disciplined Party member in order to be an effective "change
agent" in carrying forward the Communist revolution.
As Lenin said,
build Communism with non-Communist hands."13
Lydia Shchevchenko was, at the very least, a "state-of-mind Marxist."
had consciously rejected God and country, embraced the "revolutionary
faith," and dedicated herself to its propagation. Like Lydia, there are many
thousands of American educators who have imbibed of the "revolutionary
faith," and, to varying degrees, have adopted and propagated its tenets.
Many are "state-of-mind Marxists" without even knowing it.
Some of these
consider themselves Democrats, Republicans, liberals, or even conservatives
and libertarians, but they are transmitting the Marxist contagion
nonetheless. They are greatly assisted in this subversion, as we shall see,
by the major teachers unions, the CFR-dominated tax exempt foundations, and
the various agencies of the United Nations.
Equally important to this subversion process is the massive disinformation
and moral corrosion provided by the Insider-run mass media and pop culture,
most especially the so-called "entertainment" aimed at youth.
Over the past
two generations, we have seen these educational and cultural elements
carrying forward a massive, coordinated program of conquest through "a slow
reshaping of consciousness," as prescribed by Italian Communist theorist
"In a developed society, 'the passage to socialism' occurs neither by putsch
nor by direct confrontation," Gramsci maintained, "but by the transformation
of ideas, which is to say - a slow reshaping of consciousness."
stake of this war of positions is the culture, that is - the source of
values and ideas," said Gramsci. "The seizure of political power is not
possible until after the seizure of cultural power."15
For the most complete exposition of the Gramsci strategy for "the seizure
of cultural power" in America, see the special "Gramsci issue" of The New
American, "Prisoners of the Total State," July 5, 1999.
Dumb Down, Bum Down, Numb Down, Scum Down
The Pratt House thought cartel has been doing all within its power to speed
this "seizure of cultural power." Like their Fascist and Communist brethren,
the CFR one-worlders realize full well that for their global totalitarian
vision to succeed, they must
take control of the children and youth.
New World Order to triumph
they must have obedient, subservient masses - an unthinking, goose-stepping lumpen proletariat. In order to achieve this goal they know they must
destroy, or "Reconstruct," what they refer to as "mass thought patterns" and
"consciousness" - most especially in children and youth - so they can
"reconstruct" and "reshape" the thought patterns and consciousness according
to their own designs.
Through their dominant influence in education, the mass media, and the
centers and instruments that produce our popular culture, the Insiders'
change agents are aggressively pursuing this
destruction-deconstruction/reshaping-reconstruction process. This process
contains several components, which we refer to as the dumbing down, bumming
down, numbing down, and scumming down of American society and culture.
The dumbing down of America has been the subject of intense concern and
great debate for several decades. The alarming 1983 report A Nation At Risk,
by the National Commission on Excellence in Education, warned that "the
educational foundations of our society are presently being eroded by a
rising tide of mediocrity that threatens our very future as a nation and a
That report and dozens of others before and since have cataloged
the grim results of this dumbing-down process: widespread illiteracy, high
student dropout rates, continuous decline in scores in all areas of academic
achievement, the plummeting of the U.S. to last or near-last place on test
These results should not surprise: Traditional academic core subjects have
been replaced with "politically correct," multi-cultural programming;
phonics instruction has been supplanted by various look-say, whole-word
"reading" programs; and evolutionary dogma, sex education, and
enviro-Leninist propaganda have replaced real science.*
* For one of the most informative exposes of this scheme to intellectually
cripple and subvert American children and youth, see: The Deliberate Dumbing
Down of America by Charlotte Iserbyt (Ravenna, Ohio: Conscience Press,
1999). This 750-page, telephone book-size opus is a masterpiece of research
and educational detective work by one of America's top education experts.
Other important works along these lines are Educating for the New World
Order by Beverly K. Eakman (Portland, Ore.: Halcyon House, 1991) and America
2000 / Goals 2000 - Moving the Nation Educationally to a "New World Order,"
compiled and edited by James R. Patrick (Moline, 111.: Citizens for Academic
Excellence, 1994). Deliberate Dumbing Down is available from American
Opinion Book Services, P.O. Box 8040, Appleton, WI 54912.
The bumming down of America is proceeding on many fronts, but the attack
through the schools is especially pernicious.
The public (i.e., government)
schools have trained several generations of children to look to Big Brother
in Washington for the
"solution" to every problem, whether real or contrived. Responsibility,
initiative, pride of workmanship, self-sufficiency, and independence are
being replaced by the irresponsibility, sloth, slovenliness, and dependence
of the welfare state.
The government schools are being transformed into
socialist cradle-to-grave, womb-to-tomb "community centers" that also serve
as daycare centers, medical clinics, senior citizen centers, and providers
of "lifelong learning" for adult education.
The numbing down and scumming down of America, likewise, are proceeding on
many fronts, the educational system working in tandem with the
CFR-controlled mass media and the "entertainment" industry to destroy every
vestige of decency, honor, and virtue. Since fomenting the social upheavals
of the 1960s, these same forces have been accelerating their attack,
promoting alienation, rebellion, cynicism, hedonism, promiscuity, paganism,
and false idealism.
They are pressing on to destroy the residual
Christian culture of America and the values system it upholds in order to
clear the way for their planned "reshaping" process.**
** Some of the most important works exposing this war on America's moral
foundations are: Judith A. Reisman, Kinsey: Crimes and Consequences
(Arlington, Va.: Institute for Media Education, 1998); Samuel Blumenfeld, Is
Public Education Necessary? (Boise, Idaho: The Paradigm Co., 1991); Balint
Vazsonyi, America's Thirty Years War (Washington, D.C.: Regnery Publishing,
1998); Berit Kjos, Brave New Schools (Eugene, Ore.: Harvest House
Publishers, 1995); Barbara Morris, The Great American Con Game (Escondido,
CaL: Image FX, 1997); Paul C. Vitz, Faith of the Fatherless: The Psychology
of Atheism (Dallas, Texas: Spence Publishing Company, 1999); Brenda Scott,
Children No More (Lafayette, La.: Huntington House Publishers, 1995); and
Claire Chambers, The SIECUS Circle: A Humanist Revolution (Belmont, Mass.:
Western Islands, 1977).
Attack From Within
The aforementioned study A Nation At Risk ominously
"If an unfriendly foreign power had attempted to impose on America
the mediocre educational performance that exists today, we might well have
viewed it as an act of war. As it stands we have allowed this to happen to
We have, in effect, been
committing an act of unthinking, unilateral, educational disarmament."17
The statement is both true and false at the same time. While it is
true that no foreign nation has "imposed" (in the military sense,
that is) our educational disaster upon us, it is not altogether true
that we have "done this to ourselves."
A close examination of the
subversive educational "reforms" of decades past that produced
our present catastrophe shows that the individuals and
organizations most responsible do indeed constitute a power
"foreign" to - and militantly hostile to - our constitutional and
spiritual heritage. And they have indeed been carrying out
unrelenting, total warfare against American society.
Integral to this total war is the rooting out of individualism and all
loyalties that compete with supreme loyalty to the omniscient, omnipotent,
omni-beneficent state - in this case, the world state.
Thus the traditional
family is viewed by these aspiring global overlords not just as a
competitor, but as a mortal enemy. Philosophers as varied as Aristotle,
Cicero, John Locke, and G.K. Chesterton have noted that the family is
ordained by God and Nature to raise and educate children.
That truth is
plainly obvious. But the one-worlders will have none of that. The parents
and the family must be supplanted by agents of the global state: the school
and other social agencies.
This is basic Tyranny 101; it follows the statist, textbook dogmas of
Rousseau, Marx, Lenin, Hitler, Stalin, Mao, and others of their totalitarian
ilk throughout history.
The Hitlerian UNESCO
screed quoted at the head of this chapter, charging the family with
"infecting" the child with bad attitudes, is taken from a UNESCO program for
teachers, published in 1949 under the heading Towards World Understanding.
In this 10-part series, UNESCO (United Nations Educational, Scientific and
Cultural Organization) complained that "before the child enters school his
mind has already been profoundly marked, and often injuriously, by early
influences" - most particularly by parents, of course, who are deemed
hopelessly ignorant and insufficiently "world-minded." 18
Parents are seen
by UNESCO as retrograde influences who tend to teach their children love for
God and country, which UNESCO condemned as "infecting" the minds of children
with "nationalism," "chauvinism," and "sclerosis of the mind."19
This pernicious one-world, anti-parent, anti-family, anti-patriotism
sentiment was already being spread through the schools many years earlier by
the radical National Education Association (NEA), the nation's largest
teachers union. When the United Nations was created, the NEA became (and
remains) one of its biggest promoters.20
For the NEA, the United Nations became the hope of the world. In January
1946, Joy Elmer Morgan wrote in the NEA Journal:
In the struggle to establish an adequate world government, the teacher has
many parts to play. He must begin with his own attitude and knowledge and
purpose. He can do much to prepare the hearts and minds of children for
global understanding and cooperation...
At the very top of all the agencies
which will assure the coming of world government must stand the school, the
teacher, and the organized profession.21
The NEA's ardor for the UN and a global school board has intensified over
the years. In 1993, the militant teachers union took a major step in its
push for one-worldism by launching Education International (EI), a worldwide
federation of teachers unions.22
Mary Hatwood Futrell, the NEA's
president, moved to Brussels, Belgium (headquarters for the European Union)
to head EI's new global union operation.23
Futrell, ever the darling of the
CFR coterie, had proven her one-world bona fides by serving on many Carnegie
panels and commissions and reliably promoting the big government, globalist
line. The Insiders knew she could be entrusted with the task of spearheading
this new global initiative.
Education International, which now claims 24 million members through its 304
affiliate organizations, serves as an important teachers auxiliary to the
Socialist International, dependably supporting just about every socialist
scheme imaginable. EI boasts of its "privileged" status with UNESCO:
UNESCO, EI is one of 16 organizations worldwide holding the coveted status
of NGO in formal associate relations." 24
With Futrell holding the reins at
EI, it is not surprising that the union behemoth follows the NEA lead,
supporting every move to empower the UN, particularly in the area of
The NEA's 2000-2001 Resolutions include this paean to the UN:
The National Education Association recognizes the interdependence of all
people... The Association urges all nations to develop treaties and
The Association further believes that the United
Nations (UN) furthers world peace and promotes the rights of all people by
preventing war, racism, and genocide.25
The NEA and EI support increased funding for the UN, increased authority for
the World Court, creation of the International Criminal Court, ratification
of most UN treaties, and expansion of UN power in virtually all areas.26
NEA-EI education mafia is tailor-made for the Insiders' one-world purposes.
With tens of millions of dollars in dues forcibly taken from members'
paychecks, the union is a cash cow for revolution. With tens of millions of
teachers worldwide as members, it can exert enormous influence in
classrooms, as well as local, state and
The NEA one-world subversives also affect the classrooms and national and
state education policy through think tanks like the National Training
Laboratory (NTL) in Bethel, Maine. The NTL was set up by the NEA in the
1940s to reeducate teachers along politically correct lines.
NTL says it
"to change teachers' inflexible patterns of thinking."28
teachers manual says of children:
"Although they appear to behave
appropriately and seem normal by most cultural standards, they may actually
be in need of mental health care in order to help them change, adapt, and
conform to the planned society in which there will be no conflict of
attitudes or beliefs." 29
Another NEA-created and -supported think tank is the
Supervision and Curriculum Development (ASCD), one of the leading
educational purveyors of "global think." At a 1985 international-curriculum
symposium in Enschede, Netherlands, ASCD officials told participants of the
need for a "world core curriculum" to meet the needs of our "increasingly
ASCD executive director Gordon Cawelti told
symposium participants that the proposed world core curriculum would be
based on UN guru Robert Muller's book New Genesis: Shaping a Global
At the beginning of his World Core Curriculum Manual Muller states that,
underlying philosophy upon which [his] School is based will be found in the
teaching set forth in the books of Alice
A. Bailey by the
Tibetan teacher Djwhal Khul..." and M. Morya.32
quite an admission considering that Mrs. Bailey's exalted position in the
occult theosophical firmament is second only to that of Theosophy founder
and high priestess Madame Blavatsky.
Bailey, who alleged that Khul and Morya
communicated with her telepathically, was a rabid Luciferian and founded the
Lucifer Publishing Company and the theosophical journal Lucifer.33
So we are not engaging in hyperbole at all when we refer to the Insiders'
attack on families and children as devilish, demonic, diabolic, or satanic.
The totalitarian threat to the family posed
by UNESCO, NEA, EI, NTL, ASCD, Carnegie, et al., is real and is thoroughly
evil. The threat presents itself in three significant ways:
The Rule of Law. The militant shock troops first lobby for ratification of
UN treaties, such as the Convention on the Rights of the Child. Once
ratified (or even before ratification), they fraudulently assign these
treaties the exalted status of "international law," which, they assert,
overrides all federal, state, and local authority.
In order to show our
respect for the "rule of law," they and their prostitute "legal scholars"
say, we must "harmonize" our laws and policies with those of the
They know that most local officials, school board
members, state legislators, and congressmen are unfamiliar with, and unable
to muster an effective defense against, the supposed authority of
"international law." Thus the UN treaties provide the homegrown
revolutionaries with the weapons to undermine our laws and transform our
government and institutions into subservient instruments of the UN to
enforce global political correctness.
The Global School Board. Through UNESCO, NEA, EI, and hundreds of other
organizations and think tanks, the global structure bureaucracy is already
being established for a worldwide socialist system that is intended to
provide school teachers with indoctrination and certification, schools with
accreditation, and students with the subversive materials and programs they
"need" for graduation.
The New Faith. In our "interdependent" world, the UN provides the new focal
point to teach children about our global "oneness." Loyalty will be
transferred from the family to the state and from the nation to the UN.
Children will be (or are already being) taught to be "citizens of the
They are being programmed to reject "narrow," "divisive," "bigoted,"
"dogmatic" Christianity and to adopt pagan and occult beliefs.
In the early 1950s, as the UNESCO programs began working their way into
school textbooks and curricula, and as the truly subversive nature of the
programs became known, a significant number of parents and educators became
They prevailed upon elected officials, who began to challenge and
condemn the UN's perfidious insinuation of collectivist propaganda into the
In 1953, Senator William Jenner (R-Ind.), the courageous chairman of the
Senate Internal Security Subcommittee, attacked the UNESCO subversion
head-on, challenging his Senate colleagues in these words:
How many of you Senators know what the UN is doing to change the teaching of
the children in your own home town? The UN is at work there, every day and
night, changing the teachers, changing the teaching materials, changing the
very words and tones - changing all the essential ideas which we imagine our
schools are teaching to our young folks.
How in the name of Heaven are we to sit here, approve these programs,
appropriate our own people's money - for such outrageous "orientation" of
our own children, and of the men and women who teach our children, in this
Some of the one-worlders were audacious and zealous enough candidly to admit
the subversive agenda of UNESCO, though they praised it as a necessary and
Such, for instance, was the case at the Saturday
Review, which, in 1952, published a wildly pro-UNESCO editorial which
If UNESCO is attacked on the grounds that it is helping to prepare the
world's peoples for world government, then it is an error to burst forth
with apologetic statements and denials.
Let us face it: the job of UNESCO is
to help create and promote the elements of world citizenship. When faced
with such a "charge," let us by all means affirm it from the housetops.35
More astute Insiders realized, however, that the time was not yet ripe for
open confrontation on such fundamental and emotionally charged issues. The
wiser course was to ease up and drop back for awhile, and cloak their true
aims in more noble-sounding and less threatening verbiage about "world
peace," "collective security," "ending world hunger," etc. Which is what
Now, however, after decades of softening up the American public with
one-world propaganda, calculatedly undermining our morality and religious
fervor with carnal and irreligious "entertainment," and destroying
patriarchal authority and responsibility and family ties through welfare
statism, the totalitarian internationalists are pressing forward with fresh
They are rapturously pushing on toward the dystopic vision of the developing
cradle-to-grave socialist world state outlined years ago by UNESCO
director-general Julian Huxley.
In 1947, Huxley announced that UNESCO would
"the application of psycho-analysis and other schools of 'deep'
psychology to education." 36
The use of such techniques to cultivate a sense
of world citizenship, said Huxley,
"would mean an extension of education
backwards from the nursery school to the nursery itself."37
This Huxleyite conception of lifelong, womb-to-tomb, UN-driven
indoctrination (and re-indoctrination, repeated as often as the UN mandarins
deem necessary) has been integral to the UNESCO drive over the decades.
has come frighteningly close to fruition in many current UN programs,
declarations and proposals, such as the UN's Millennium Forum Declaration of
May 2000, which states that,
"education will be universal and lifelong, and
will nurture a sense of world citizenship." 38
"The Rights of the Child" In 1989, the UN General Assembly adopted the
United Nations Convention on the Rights of the Child (CROC), which, shorn of
its pretended concerns for the welfare of children, is a blatant statist
attack on the family and parental authority and responsibility.
It proposes a massive intrusion of government into family matters.
Implementation of the CROC would radically alter the parent-child
relationship, interjecting government-appointed "child advocates" between
parents and children.
Ultimately, it aims at stripping parents of their
traditionally recognized rights to control the upbringing and education of
their children and to pass on to their children their religious values and
beliefs. If the people of the United States allow the conspirators in our
government to subject us to the supposed authority of the CROC, we will soon
see UN-approved government child "experts" assuming complete control over
our children and parental rights completely destroyed.*
* For a more detailed analysis of the dangers posed to families, parents, and
children by the CROC and other related UN schemes, see: this author's book,
Global Tyranny, Chapter 8; William Norman Grigg, Freedom on the Altar: The
UN's Crusade Against God and Family; and the following articles posted on
our Internet website: "Your Child, the Global Citizen," July 21, 1997; "A
Higher Warfare," April 17, 1995; and "UN Takeover of the Child," August 8,
1994. For a complete text of the UNCROC, see www.unicef.org/crc/crc.htm.
In March 1990, representatives from more than 150 countries met in Jomtien,
Thailand, for a five-day World Conference on Education for All (WCEFA).39
Official sponsors of this Insider-run event included UNESCO, UNICEF, UNDP
(United Nations Development Program), the World Bank, other UN agencies, and
Out of this major agenda-setting palaver came two documents:
The Framework set forth six education goals,
which just happened to be virtually identical to the controversial Outcome-Based Education (OBE) program set out by then-President
(CFR) in his "America 2000" education plan.41
In order to facilitate coordination of U.S. OBE policies with those of the
UN globocrats, a U.S. Coalition for Education for All (USCEFA) was launched
at a meeting held on October 30-November 1, 1991 in Alexandria, Virginia.42
Gathering under the banner of "Learning for All: Bridging Domestic and
International Education" were movers and shakers from the government and
private sector. Conference cosponsors included Apple Computer, IBM, the
National School Board Association the American Federation of Teachers, the
National Education Association, the U.S. Department of Education, the
College Board, USAID - and the usual tax-exempt foundations.43
the USCEFA as president was Janet Whitla, director of the Education
Development Center, Inc., infamous for its pro-homosexual, pornographic,
promiscuity-promoting sex education programs and globalist curricula.44 The
Coalition is pushing to make UNESCO the global school board which will
dictate educational policy for the world.
For the past decade, unbeknownst to American parents, the Convention on the
Rights of the Child has been in the process of implementation through the
USCEFA programs. One indication of the frightening progress of this
subversion is the increasing acceptance, especially in political and
academic circles, of totalitarian sentiments.
Among those promoting
dangerous new state authority, we point to Professor Jack C. Westman of the
University of Wisconsin-Madison, Professor David Lykken of the University of
Minnesota, and Connecticut Superior Court Judge Charles D. Gill, a
co-founder of the National Task Force for Children's Constitutional Rights
Dr. Westman, Dr. Lykken, and Judge Gill are leaders in the
despotic drive to mandate government licensing of all parents.
"The United Nations Convention [on the Rights of the Child] clearly declares
that the state has a role in child-rearing," says Dr. Westman, approvingly.
"Because the consent of children is not required for the exercise of
parental power, it is in the privacy of their homes that their civil rights
are least assured."45
In a 1991 law journal article, Judge Gill wrote:
"The [UN] Convention makes
a total break from previous approaches to children's rights. Previous
'rights' were paternalistic, whereas the Convention makes the state directly
responsible to the child."46
Westman, Lykken, Gill, et al., view the family
and parents with outright hostility, while idolizing the state and its supposed capacity to raise better children.
These extreme, totalitarian sentiments have been made "respectable" in
influential circles thanks to help from the Pratt House one-world elites.
These statist nostrums have moved from the stage of advocacy by socialist
fringe groups to acceptance by "mainstream" Democrat and Republican
politicians. The forces pushing this agenda have enormous financial
resources at their disposal, and they are geared up for major, continuous,
If they are not aggressively exposed and opposed by a
significant, growing, and increasingly determined constituency of parents,
grandparents, and concerned citizens, an American version of the Hitler
Youth or Red Guard - under the rubric of national service, of course - will
not be long in coming.
That is a terrifying prospect, but even that does not begin to depict the
full extent of the anti-family agenda the Insiders and their UN lackeys
envision for their global police state.
Space permitting, we would detail
the UN programs for global:
Forced abortion 47
Proliferation of chemical abortions (RU486)
Coercive population control and eugenics
Forced mass population relocation
Mandatory school "sexual orientation" programs promoting homosexuality
Outlawing of independent home schooling and independent private and
Euthanasia and assisted suicide
The piecemeal Marxist abolition of the family is a fact, and the UN is the
instrument through which the one-world Insiders intend to carry out their
abolition program worldwide.
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