Hijack: To seize control of (a moving vehicle) by use of
force, especially in order to reach an alternate destination.
This issue demonstrates the virtual takeover, or hijacking,
of American education by the same global elite who have already
been noted in other issues of The August Review. The time period
for this hijacking is roughly the same as the economic plundering
of America detailed in For Sale: The United States of America
-- it started roughly in 1973, and is still in progress today.
The success of globalism rides on the back of manipulating
the minds of students to reflect patterns of global dogma. These
students may be academically inferior to their 1970 counterparts,
but scholarship was easily traded for the globalist-friendly
character traits of a global citizen -- traits that will not
question the globalist agenda, but that will indeed welcome it as
an inevitable evolution of civilization.
It will be shown that the hijacking...
- had careful forethought and planning
- anticipated a specific timetable for implementation
- was actually implemented according to the stated
- included plans to remove resistance and obstacles
- was steeped in deception and double-talk
The common thread through all of this will be seen most
clearly in the common patterns of financing that repeatedly
surfaces: Foundations like Carnegie Corporation, Rockefeller
Foundation, Ford Foundation, and others, who backed those working
toward globalist ends.
The result is the total subversion of American education
into the hands of a relatively small band of global elitists.
There was no public or political mandate for their policies or
actions. By and large they operated behind the scenes by blurring
the distinctions between public and private policies, and by
making sure no one connected the dots to accurately display the
The mission of The August Review has been "Follow the money,
follow the power". In this case, we are following the money. The
big picture will reveal to the reader a startling scene that few
have experienced before.
BACKGROUND: POLICY AND PLANNING
In his contribution to the 1979 book, Schooling for a Global
Age, Robert Leestma of the U.S. Office of Education wrote:
"National security today involves more than military
preparation. Global education is one of the essential new
"The globalization of the human condition is
interweaving the destinies of all nations and peoples at an
accelerating rate and affecting many aspects of life. Global
education involves multidisciplinary perspectives about the
extended human family, the existing condition of mankind and the
planet, and foreseeable consequences of present trends and
The back side of the dust cover noted the financial backers
of the studies:
The Danforth Foundation
The John D. Rockefeller III Fund
Martha Holden Jennings Foundation
Charles F. Kettering Foundation
Charles Stewart Mott Foundation
The Needmor Fund
The Rockefeller Foundation
The Spencer Foundation
U.S. Office of Education
National Institute of Education2
Emphasis is added to note two things: first, the Rockefeller
and Kettering foundations originally funded the Trilateral
Commission. Second, public funds were intermixed with private
funds to facilitate and implement a non-public supported or
Schooling for a Global Age was an excellent example
of global education strategy because of its authority of
scholarship, financial backing and subsequent impact. Although it
was not an "official" US government publication, government
officials were quoted and substantial government funds were
provided so the study could be undertaken.
In short, this book typified the then-current thinking of
the National Education Association (NEA), the Department of
Education, the various foundations listed and most importantly,
the thinking of David Rockefeller et al.
A PHILOSOPHY OF EDUCATION FOR WORLD CITIZENSHIP
Keeping in mind The August Review's treatment of Humanism in
Global Religion for Global Governance, the following "purpose
statement" from Schooling for a Global Age exemplifies and
magnifies the Humanist philosophy on global education:
- "To develop student understanding of themselves as
- " To develop student understanding of themselves as
members of the human species.
- "To develop student understanding of themselves as
inhabitants and dependents of planet Earth.
- "To develop student understanding of themselves as
participants in global society.
- "To develop within students the competencies required
to live intelligently and responsibly as individuals, human
beings, earthlings, and members of global society. 3
"...We endeavor to create in world-centered schools the
kind of social order, the organizational climate, the physical
environment, and the formal curriculum that support and further
the purposes of global education."
"Identities, loyalties, and competencies as well as
rights, duties, obligations, and privileges are associated with
each of these goals. For example, students might explore the
issues involved and discuss the rights one has by virtue of
being a member of the human species. The Universal Declaration
of Human Rights, the Humanist Manifesto, and UNICEF and the
Rights of the Child are among many documents and other materials
which can be used in considering this question. "4
According to another contributor, Irving H. Buche, the
student "...will be capable of sustaining many allegiances,
without contradiction, on both a national and international scale,
and be closer to being, especially through the concept of global
perspectives, a world citizen."5
The Aspen Institute for Humanistic Studies was in total
agreement and support of this. In its white paper, American
Education and Global Interdependence, it stated:
"The educational enterprise has a vital role to play in
preparing present and future generations of Americans to cope
with inter-dependence. Universities contain intellectual skills
needed to develop the knowledge base about global
interdependence; developing a more secure knowledge base should
facilitate greatly the building of political consensus on what
we should do about global interdependence.
The mass media by their very nature are event-centered,
imposing on schools and colleges an obligation to provide
students with the continuity and depth of understanding demanded
by complex long-term interdependence issues.
Schools, furthermore, have the golden opportunity, if
they will but use it, of shaping the world views of future
generations of Americans along lines more compatible with the
realities of global interdependence before these views become
hardened through maturation along other less compatible lines.
Global education required the transformation of existing
local educational systems -- primarily those at the elementary and
secondary school levels - to produce students who saw themselves
not so much as Americans but as citizens of a world society.
Why? Because "nationalism" and "individualism"
are lumped in with the "other less compatible lines," and
stand in the way of globalist progress.
Society must be planned, they said, in overt and covert
ways; individual ethnic, cultural and intellectual differences
were to be subordinated to some predetermined set of
characteristics set forth by the elitist group preparing us for
AN ACTION PLAN WAS LAUNCHED
The Aspen Institute study noted, "The task of bringing
about the kind of transformation which will make education a
better instrument for coping with interdependence is formidable."7
To achieve their plan, global educators proposed to identify and
concentrate action upon what they called "critical leverage
points" in the educational system.
The plan was to subvert and change these critical points
into a program to achieve global goals. When analyzed, Aspen's six
point plan of action was nothing less than cultural genocide:
"Point 1: Revise curricula, the content of teacher
training and community education toward global education. It is
proposed to use the U.S. Department of Education as well as
independent foundations and local school systems for this
“Point 2: To obtain support from political and
educational leaders at both national and local levels,
particularly from boards of trustees and professional
organizations, to mold public support for global education.
“Point 3: To use universities and research
institutions to develop a "knowledge base" on interdependence in
order to help build the political consensus necessary for global
“Point 4: To shape existing world outlooks
within American popular culture.
“Point 5: To reach outward to the world through
educational institutes, particularly through the United Nations.
“Point 6: To influence mass media to these ends,
particularly through the use of internships that are part of
professional training in mass communications."8
(Editor's note: by this time, there were many college-age
students who had been raised in prototype "global schools"
who thought in global terms. They were "interned" in
strategic places within the media.)
Lastly, Aspen made it clear that this was an activist
plan: "Achieving the educational transformation, which the
future demands will require all of the spirit of conquest and
aspiration which we possess.9
CENTRALIZED, GOVERNMENT-CONTROLLED EDUCATION REQUIRED
Globalists recognized that American education was
essentially de-centralized and that public education had
historically played a role in the teaching of American history and
government. Thus, one objective was to heavily reduce the amount
of time devoted to the study of these subjects that were required
in the curricula of most states. These America-oriented curricula
were to be replaced with ones concentrating on world history and
They described the current educational system as a
"constitutional incongruity." Certain constitutional conflicts
existed that could not be overcome as long as education remained
in the hands of local and state governments. A major answer to
this was the creation of the Department of Education, which was
heavily lobbied by the global-minded National Education
The Aspen study also cited Roger Ulrich's The Control of
Human Behavior. According to Ulrich, conditioning is supposed
to start at the age of two years.10 It is recognized
within the global education community that the critical years for
the establishment of values and ideas is around seven to twelve.
Consequently, it was planned to subject students to a curricula
which employed behavioral techniques involving so-called
"values clarification" and situational ethics.
This whole plan was to manipulate students into an
artificial belief structure. Who picked the values they were to be
taught? Which set of ethics were used? The obvious answer is
theirs and not yours!
THE TIMETABLE: EXECUTING THE PLAN
Many made the mistake of underestimating the forces behind
global schooling. This was not some passive, "pie-in-the-sky"
ideological exercise of academia - it was highly organized,
completely funded and well staffed. It swept the country.
The following "timetable" is quoted exactly
from pages 240-241 of Schooling for a Global Age.
"PHASE 1, PREPARATORY PERIOD - BY 1980:
- Every state education department and most school
systems and teacher education programs would have a collection
of some basic references on global education and would have
provided opportunities for selected staff members to become
aware of the global education concept, some relevant research,
successful programs elsewhere, and local possibilities.
- In-service education programs would be available in
every region of the country to begin to acquaint teachers and
others with the global education concept.
- A survey of the role of the world in the community,
region, or state and vice versa would have been conducted,
planned, or under consideration in a majority of states.
"PHASE 2 - BY THE MID-1980s:
- Study groups would be at work in a sizeable
proportion of state education departments, local school
systems, and teacher education institutions to analyze and
enrich existing curricula, requirements, and materials from a
- In-service education opportunities would be
available in the majority of states, including through teacher
- Pre-service education programs would be offering
some orientation to global education, at least as an option.
- Initial research agendas would be established and
studies and surveys begun.
- A national baseline survey of the knowledge and
attitudes of students, teachers, administrators, parents, and
community leaders on global education concerns would be
- Every state education department and a sizeable
proportion of school districts would become involved in an
international educational exchange program for students and/
- State and local school board policy statements would
be giving explicit support to global education.
- National public awareness and local community
support would be growing, in part, because of increased
attention to global problems and issues in the mass media,
particularly television, and in the schools.
“PHASE 3 - BY 1990:
- Teachers in every state would have access to
in-service education programs for global education, at least
at the awareness level.
- Good case-study material on the initiation or
improvement of global education programs in a variety of
school and community situations would be becoming widely
- All school districts, state education departments,
and pre-service teacher-education programs would have access
to information clearinghouses and resource centers on global
perspectives in education.
- Teacher certification requirements in a sizeable
number of states would begin to reflect global education
- State curriculum requirements in a sizeable number
of states would begin to reflect global education objectives.
- School accreditation requirements would begin to
reflect attention to global education.
- Local, state, and national assessments of
educational progress would include attention to global
- Textbooks and other educational materials would
increasingly provide more adequate treatment of global issues
and perspectives. "11
PARENTS NEEDED TO BE EDUCATED ALSO
John I. Goodlad wrote in Schooling for a Global Age:
"Parents and the general public must be reached also.
Otherwise, children and youth enrolled in globally oriented
programs may find themselves in conflict with values assumed in
the home. And then the educational institution frequently comes
under scrutiny and must pull back. "12
The question boiled down to this: Were your values good
enough for your children, or not?
This thinking was expanded by Carl Rogers:
"Parents should understand that developing independent
individuals is not a goal of government education, and this
becomes apparent only with an understanding of the educator's
view of an individual: 'The emerging modern individual places
his confidence not in society's norms, not religion's rules, nor
parents' dictates, but in his own changing experience. He is, in
a very deep sense, his own highest authority. He chooses his own
The greatest obstacle to the implementing of global
schooling was not lack of funding, trained teachers or global
textbooks - it was the parent who was skeptical about the
federal government (with its blurred distinctions between private
and public institutions) being better qualified to say how their
child should be raised and educated.
"Rebel" parents who chose to educate their children
at home have become "examples" to globalists who drag the
parents into court on civil and criminal charges of negligence.
Private schools across the country have continuously fought
an onslaught of legislation that would destroy them, if passed.
Whenever a student is transferred to a private school, the public
school he or she attended loses state and federal budget funds for
the following year. In many cases, the formula for determining
funding was disproportionate to the total number of students in
attendance; thus, if 40% of the students withdrew to private
schools, those public schools could lose 70 or 80% of their
funding. This was intolerable to public educators, and pressure
was put on the parent to re-enroll the student in public school.
One of the key activist groups that dealt with parent as
well as student problems was the National Education Association
(NEA); it was the most powerful special interest group in
operation at the time: The NEA sent more delegates to the
Democratic National Convention in 1980 than any other
interest group, including trade unions.
The NEA worked closely with the Trilaterally oriented Carter
administration in setting up the long sought after Federal
Department of Education that was needed to centralize US
The NEA was also successful at blocking legislation that
would have allowed tuition tax credits for parents of students
enrolled in private schools. If passed, it would have dealt a
fatal blow to global educators because it would have encouraged
parents to seek better, private education for their children; in
turn, public schools would have their funding automatically
EARLY FINANCING OF GLOBAL EDUCATION
We noted in Global Religion for Global Governance
that the Aspen Institute for Humanistic Studies was funded
primarily by Atlantic Richfield, Rockefeller, Kettering,
Weyerhaeuser, Ford and the Markle Foundations. In addition, we saw
that almost 40% of Aspen's funding came from the National
Endowment for the Humanities (NEH).
NEH granted a whopping total of $185.3 million in 1979 to
many different Humanistic and globalist endeavors, including Aspen
Institute. While the US taxpayer contributed about 80% of NEH's
annual funding, the remaining 20% came from Lilly Endowment, the
Ford Foundation and the Andrew W. Mellon and Alfred P. Sloan
Watchers of the Public Broadcasting System saw many
global-oriented shows sponsored by the Ford Foundation.
We noted earlier that Kettering was a supporter of
Schooling for a Global Age. That book also states,
"Sub-study on the teaching of global education in schools [is]
supported by an additional grant from the Charles F. Kettering
Among the Kettering directorship, we found two notable
Humanists: George Gallup and Norman Cousins. Cousins was a
director of National Educational Television and the U.N.
Association of the U.S. Gallup surveys, which were always pitched
as being so "unbiased," were frequently called upon when
globalists needed to "prove" their case to the public by
doing a public opinion survey.
SIDE SHOW: MASS MEDIA AND THE MARKLE FOUNDATION
In Global Religion for Global Governance, The Markle
Foundation was identified as a prime contributor to the Aspen
Institute, with its ties to the Morgan banking establishment.
Markle's statement of purpose reads: "The goal of the
current program is to strengthen educational uses of the mass
media and communications technology."15
This foundation deserves extra coverage as a prime purveyor
of global education. The president of Markle Foundation was Lloyd
N. Morrisett. Over ten years before, when Morrisett was a
vice-president of Carnegie Corporation, he and Joan Cooney (wife
of Trilateralist Peter G. Peterson) originated the idea for
Sesame Street . He subsequently served as chairman of the
board of trustees of the Children's Television Workshop,
which produced Sesame Street.
According to the 1978 Annual Report of the Markle
"In its first operating year, 1969-1970, the Workshop
had 36 employees and a budget of$6.8 million. Almost all
this money came from three sources: The Office of Education, the
Carnegie Corporation of New York , and the Ford Foundation. The
Workshop itself was able to provide only $119,000 from its own
The report further stated that:
"CTW has established its status as a public charity
under the Tax Reform Act of 1969. The value of the public
charity classification to an organization such as CTW is that it
allows the receipt of individual or corporate contributions on a
fully tax deductible basis for the donor. It also facilitates
philanthropic donations by foundations. "17
This paved the way for globalist ventures like Sesame Street
to be persistently bailed out financially, year after year,
because they could not make their own way. In addition, major
supplemental funding came from your taxes.
INTO HIGH GEAR: THE CENTER ON EDUCATION POLICY
In 1995, the Center on Education Policy (CEP) was founded
and financed by globalist foundation money, and staffed by
operators who would carry out elite wishes. Its innocuous-sounding
Statement of Purpose that CEP is an "independent advocate for
public education and for more effective public schools" is
shattered by its own admission of who is providing the primary
The Atlantic Philanthropies
The George Gund Foundation
The Joyce Foundation
The Ewing Marion Kauffman Foundation
The Carnegie Corporation
The Hewlett Foundation
The Gates Foundation
The Ford Foundation
The Spencer Foundation
The William T. Grant Foundation
Phi Delta Kappa International18
Its Statement of Purpose has the audacity to proclaim "We
do not represent any special interests." "Instead", they say,
"we try to help citizens make sense of the conflicting opinions
and perceptions about public education and create the conditions
that will lead to better public schools."
"Conflicting opinions and perceptions", indeed!
Citizens and parents everywhere are still scratching their head as
to what has happened to our educational system. Johnny can't read,
write or do math, but he's been thoroughly indoctrinated with
globalist pap. If parents and citizens had understood this
chicanery in the early years, they would have collectively run the
globalists out of town on a proverbial rail.
CEP is not the only globalist education activist
organization financed by the likes of Carnegie and Ford
Foundations, but it is clearly representative that the original
global agenda is not only alive and well, but gathering momentum
with every passing year.
One might anticipate that the CEP has been carefully
tracking President George W. Bush's "No Child Left Behind Act"
since its passage in 2002.
NO CHILD LEFT BEHIND ACT (NCLB)
On the surface of it, the rhetoric of NCLB (nick-named as "nickle-bee"
by educators) seems to address turning the education system
around. "Leaving no child behind" is as sensible as the old
marketing line, "because a mind is a terrible thing to waste."
Certainly all Americans would like to see every child have a good
education, thus allowing each one to rise to their maximum
Prior to NCLB, federal aid for education was focused mostly
on certain groups of students (immigrants, minorities,
handicapped, etc.) rather than students across the board. This
changes with NCLB. It was the capstone of an effort started in the
1980's to federalize education for all students. Previous efforts
by Presidents George H.W. Bush and Bill Clinton failed to achieve
NCLB achieved two major goals for global education
operatives: First, and for the first time in the history of the
U.S., it centralizes control of all education standards under the
umbrella of the federal government. Second, it creates a mechanism
for mandatory national testing and data collection for children in
Both of these goals are worthy of discussion.
Standards-based reform looks to normalize various local,
district, state and federal standard into a consistent body of
standards that all schools will look to for guidance in creating
curriculum and even individual lesson plans. Ostensibly, a math
student in New York will learn algebra in the same way as a
student in Oregon.
Federalized standards-based reform is reinforced by
mandatory national testing. If students in an individual school
don't score "up to par" with the national targets, that school
will be subject to disciplinary action, up to and including
closing the school.
If whole schools and teacher jobs are on the line, they will
quickly learn to "teach to the test" and they will accept any and
all guidelines from above to make sure their school does well.
Test results are not merely aggregated however. NCLB
requires additional student data to be attached to each test, such
as racial, religious, socio-economic, etc. This allows research
scientists to slice and dice the data in order to draw all sorts
of inferences about the state of mind of each little segment of
society. It also allows them to determine psychological condition
of groups of students, such as their preparedness for global
The real danger of NCLB, however, is not with the academic
mechanics of the three "R's" of education: readin', writin', 'rithmetic.
Rather, the real danger is in specifying the textbooks used in
carrying out these lesson plans. For the first time in history,
such "recommended" reading lists will come from one centrally
Any parent in America who has raised school-age children in
the last 15 years has experienced curriculum battles with local
schools. When objectionable material is "slipped in" to the
classroom, parents have fought passionately with teachers,
administrators, school board members to have the material
replaced. In many cases, stunned (because there was resistance)
educators have given way to these angry parents by dropping the
This will not be a problem in the future. With the embedding
of NCLB, parents will simply be greeted with a shrug: "It's a
federal standard, Mrs. Jones, and we're really sorry, but it's out
of our control". Thus, take your curriculum wars to the federal
government. Good luck.
Prior to its passage in 2002, NCLB was passionately
showcased as President Bush's permanent legacy to the field of
education. Even though this was very close on the heels of 9/11, a
very big deal was made in the press about how it would finally
turn our failing school system around. Well, it's turning it
around all right, but in the opposite direction from what you were
led to believe!
It must be noted, however, that there is a growing
grass-roots resistance against NCLB from all quarters, from the
NEA to states, schools, teachers and parents. Their reasons have
little to do with what is written here, but it is resistance
ANTICIPATE AND NEUTRALIZE THE OPPOSITION
As you are already aware, the American Civil Liberties Union
(ACLU) has used and abused the U.S. legal system in order to
completely axe the trappings and practices (Ten Commandments and
prayer) of Judeo-Christian heritage from the public school system
The ACLU's seemingly irrational hatred and rhetoric against
anything Christian in public schools continues to rise. Not
satisfied with purely legal harassments, they are now resorting to
what they would be first to call "hate speech" if spoken against
any other religious group in the country.
Consider this recent example. Joe Cook, executive director
of the Louisiana chapter of the ACLU, on August 16, 2005 publicly
lambasted a school board who sought to exercise its rights of free
speech regarding prayer on school campuses. Cook stated,
"They [the school board] believe that they
answer to a higher power, in my opinion. Which is the kind of
thinking that you had with the people who flew the airplanes
into the buildings in the country, and the people who did the
kind of things in London."19
Such attacks are not coincidental.
As we will show, the American Civil Liberties Union is an
integral part of the elitist plan that has been funded by the same
globalist foundations that are funding global education.
While the mere mention of the letters "ACLU" is a cause for
heartburn for tens of millions of Americans, few understand the
history and purpose of this trojan-horse organization. The ACLU
has never been an independent organization to promote civil
rights; rather, it has been the legal lapdog of the global elite
since its founding in 1920. It's first director, Roger Nash
Baldwin, was fanatically pro-communist, except that he was also a
pacifist. This branch of pacifistic Marxism was originally
promoted by the Fabian Society in England starting in 1857.
Fabian Socialists and Marxist revolutionists were identical
in basic ideology, but disagreed only in the means to the end: The
Bolshevik revolution used military force to implement Marxism
while the Fabian Society promoted quiet subversion. Fabian Society
thinking was proven right when the USSR failed under its own
weight, and that same Fabian thinking is now gaining more and more
traction with every passing year.
The director of the ACLU from 1932 to 1954 was civil rights
activist and Humanist/Marxist author Corliss Lamont, the son of
Thomas W. Lamont..
To properly understand the Lamont family, we must go back to
the First World War.
Thomas W. Lamont (1870-1948) was one of the original
organizers of the Round Table group cited by Quigley in Tragedy
Thomas Lamont's autobiography was appropriately entitled
Across World Frontiers. He was not only a senior partner in J.P.
Morgan & Co., but was also a director of Guaranty Trust Company,
International Harvester Co. and the law firm of Lamont Corliss &
Co. Thomas Lamont was a key figure in the Morgan financial group.
(For further information and extensive documentation on the links
between J.P. Morgan and the development of the early Soviet Union,
see Wall Street and the Bolshevik Revolution by Antony Sutton.)
Mrs. Thomas Lamont was a member of several unusual
• Federal Union
• American-Russian Institute (on the Attorney General's
• National Council of American-Soviet Friendship
• American Committee for Friendship with the Soviet Union... and
numerous others. (See above citation for full list.)
In short, the Lamont family epitomized the links between:
• New York financial interests
So much for history of the ACLU-- let's look at the recent
Between 2000 and 2004, major financiers of the ACLU include:
|William and Flora Hewlett Foundation
|David and Lucile Packard Foundation
|Open Society Institute (George Soros)
As the old saying goes, "Cash talks, B.S. walks." In short,
the ACLU has been completely intertwined with and financed by
globalist/Marxist powers since its very inception. Indeed,
hirelings do the bidding of those who sign their paychecks!
Having laid this short groundwork, you are asked to answer
this question: What organization has single-handedly caused the
strike-down of both a) prayer and b) display of the Ten
Commandments anywhere in public schools? By "single-handedly",
this writer pointedly means that there have been no other public
contesters against these issues except for the ACLU. Not
Why would global elitists want all vestiges of
Judeo-Christian tradition removed from the classroom?
Because their global education agenda would not and could
not work as long as students could compare their propaganda to the
"inflexibility" and "intolerance" of the Judeo-Christian ethic.
In communist Russia, Lenin and Stalin's solution to
Christianity and Judaism was simple: kill the Christians and Jews.
Of course, they killed capitalists and the intelligentsia also--
totaling some 60,000,000 innocent people over several years. With
Fabian socialism, where violence was eschewed as unnecessary,
less-direct but equally potent means are used to neutralize its
enemies: kill the intellectual and moral implements of Christians
and Jews -- the Ten Commandments and prayer. In short, wipe the
Judeo-Christian ethic off the face of the country!
The ACLU has single-handedly killed both (prayer and the Ten
Commandments), and they did it with money directly contributed by
the same globalist elite who sought to control the educational
system for their own nefarious purposes.
Every condition of a hijack is now met: The moving vehicle
is the pre-existing system of education; the force used is
generated by massive amounts of private and diverted public money;
the alternate destination is socialistic globalism.
The data presented in this paper should not imply that
education was not in the cross hairs of globalists prior to the
early 1970's. In fact, there is a long history of elitist meddling
and social engineering experiments dating well back into the
1800's. Rather, the significant fact about modern history
(1973-present) is that globalist efforts and successes have
shifted into high gear.
It is also not implied that there are no other organizations
or areas of attack involved in the global assault on education.
There are many. It was sufficient here to demonstrate one coherent
set of data and evidence, even in skeleton form, to prove the
basic point. If this paper only draws a stick-man, complete data
and historical inquiry will certainly result in a more complete
The reader is finally reminded again that the proof of this
takeover is not seen by looking at direct evidence. Trying to pin
down specifics is like picking up a slippery bar of soap. The
pattern of things can be very clearly seen, however, by examining
the people and organizations who have put their own money on the
line to bring it about: after all, is there any stronger proof of
involvement than committing your own money?
1. Robert Leestma, Schooling for a Global Age, ed.
James M. Becker, p. 233.
2. Ibid., Dust cover.
3. Lee and Charlotte Anderson, Op. cit., pg. 8.
4. James Becker, Op. cit., pg. 41.
5. Irving Buche, Learning for Tomorrow, ed. Alvin Toffler,
6. American Education and Global Interdependence, Aspen
10. Roger Ulrich, Control of Human Behavior.
11. Robert Leestma, Op. cit., p. .240, 241.
12. John I. Goodlad, Ibid., 17.
13. Carl Rogers, Courses by Newspaper.
14. James Becker, Op. cit., p. vii.
15. Markle Foundation Annual Report (1977), p. 4.
16. Ibid., p. 8.
17. Ibid., p. 17.
Prayer school board likened to terrorists, WorldNetDaily,
20. The Foundation Directory Online, http://www.fdncenter.org.