Common Core

By Dennis L. Cuddy, Ph.D.
May 11, 2015
NewsWithViews.com

Dennis Laurence Cuddy, historian and political analyst, received a Ph.D. from the University of North Carolina at Chapel Hill (major in American History, minor in political science). Dr. Cuddy has taught at the university level, has been a political and economic risk analyst for an international consulting firm, and has been a Senior Associate with the U.S. Department of Education.

Cuddy has also testified before members of Congress on behalf of the U.S. Department of Justice. Dr. Cuddy has authored or edited twenty books and booklets, and has written hundreds of articles appearing in newspapers around the nation, including The Washington Post, Los Angeles Times and USA Today. He has been a guest on numerous radio talk shows in various parts of the country, such as ABC Radio in New York City, and he has also been a guest on the national television programs USA Today and CBS's Nightwatch.

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By Dennis L. Cuddy, Ph.D.
March 2, 2015
NewsWithViews.com

There is a great controversy today over the current educational reform movement known as Common Core (CC). Many people have offered specific criticisms of the movement, but they generally look at CC in isolation. However, it is important to understand the back ground of CC, and a good starting point for that begins with the Illuminati, which began on May 1, 1776.

The fundamental purpose of the Illuminati was to do away with existing authority (e.g., monarchical, religious, etc.) and adopt the principle of its founder, Adam Weishaupt, which was that they, the Illuminati or Enlightened, knew what was best for people. The leaders of CC today also believe they know, even better than parents, what is best in education for children in the United States. Relevant to education, certain members of the Illuminati became tutors to princes, who would then become czars, kings, etc. (e.g., Alexander I of Russia) and be under the influence of the Illuminati.

In terms of what we know today as elementary and secondary education, Illuminati member Johann Heinrich Pestalozzi (a Swiss, code-named Alfred) had the greatest influence. According to Will Monroe's HISTORY OF THE PESTALOZZIAN METHOD IN THE UNITED STATES (1907), the educational ideas of Pestalozzi began to be printed in journals and textbooks in the United States in 1806. They began to be used in some school systems, especially in New England where they were viewed favorably be the intelligentsia of Horace Mann's day. This was the first half of the 1800s, and Mann became known as the "Father of the American Public Education."

Utopian Socialist Robert Owen visited Pestalozzi at Yverdon, Switzerland in 1818, and applied the Illuminist's educational principles in Britain and America. In 1825, Owen established the first commune in the United States in New Harmony, Indiana. Joining Owen in 1828 was Frances Wright (formerly Madame Francoise D'Arusmont from France) who, with Owen's son Robert Dale Owen and Orestes Brownson, formed the Workingmen's Party in New York.

According to A CONCISE HISTORY OF THE AMERICAN REPUBLIC (vol. 1) by Samuel Morison, Henry Steele Commager, and William Leuchtenburg, Frances Wright became "a lecture-platform apostle of...a system which she called 'National, Rational, Republican Education, Free for All, at the Expense of All, Conducted under the Guardianship of the State,' apart from the contaminating influence of parents." After Brownson became a Christian, he revealed in THE WORKS OF ORESTES BROWNSON (20 volumes) that their plan in establishing their political party was as follows: "The great object was to get rid of Christianity, and to convert our churches into halls of science. The plan was not to make open attacks upon religion, although we might belabor the clergy and bring them into contempt where we could; but to establish a system of state---we said national---schools, from which all religion was to be excluded, in which nothing was to be taught except such knowledge as is verifiable by the senses, and to which all parents were to be compelled by law to send their children. Our complete plan was to take the children from their parents at the age of 12 or 18 months, and to have them nursed, fed, clothed, and trained in these schools at the public expense; but at any rate, we were to have godless schools for all the children of the country....The plan has been successfully pursued...,and the whole action of the country on the subject has taken the direction we sought to give it. One of the principal movers of the scheme had no mean share in organizing the Smithsonian Institute."

Brownson further revealed that the connection between the Workingmen's Party, Robert Owen (father of Robert Dale Owen), Pestalozzi and Horace Mann is very important. In HORACE MANN: EDUCATIONAL STATESMAN, Heidelberg College (Ohio) Prof. E.I.F. Williams wrote: "The 'workingmen's movement' was an organization of the liberals in opposition to the conservative order....Its members were the radical wing of the Jacksonian democracy. In 1831 a large convention (of the Workingmen's Party) made up of farmers and workmen was held in Boston....Leaders such as Horace Mann (in Massachusetts)...urged their cause. Education was advanced as the surest and best method of advancing their aspirations....Labor leaders were enthusiastic about education in tax-supported schools....Education soon took first place among the reforms they demanded. They urged the necessity of an 'equal, universal, republican system of education.'...Reform was the watch-word of the day....More than two hundred communists Utopias were established....For two or three decades, they centered the attention of the country on socialistic and communistic schemes for human betterment. One of the most famous of the communities was established at New Harmony, Indiana by Robert Owen."

By Dennis L. Cuddy, Ph.D.
March 16, 2015
NewsWithViews.com

In HORACE MANN : EDUCAT0NAL STATESMAN, E.I.F. Williams related that Robert Owen "brought William McClure, 'father of American geology,' to organize his school. He first introduced the Pestalozzian system into the United States....Later, the Pestalozzian movement spread to other sections (of the country), and among its enthusiastic champions were Horace Mann....Very soon (after New Harmony) another society based on Owen's principles was begun at Yellow Springs, Ohio, where Antioch College was to be founded." Horace Mann was president of Antioch College from 1853 until his death on August 2, 1859. In 1837, Mann had established the first "normal" (public) school in the United States as part of his effort to promote non-sectarian education.

In 1848, the COMMUNIST MANIFESTO was published, including Plank No. 10, which provided for a "Combination of education with industrial production" (a type of school-to-work approach). Nine years later in 1857, the National Education Association (NEA, until 1870 called the National Teachers Association) was founded and emphasized the importance of teachers in children's education. Following this, California State Superintendent of Public Instruction John Swett in 1864 declared: "The vulgar impression that parents have a legal right to dictate to teachers is entirely erroneous...."

In 1879, Illuminati member Kirchenrat Karl Kasimir Wundt's (code name Raphael) grandson, Wilhelm Wundt established the first laboratory in experimental psychology at the University of Leipzig (Pavlov studied there in 1884). The first of his American students was G. Stanley Hall, who would become John Dewey's mentor at Johns Hopkins University (where Dewey received his doctorate in 1884). Educational experimentalists James McKeen Cattell, Charles Judd and James Earl Russell also received doctorates from Wundt. Dewey later become known as the "Father of Progressive Education," even though Dewey himself used that appellation in reference to Francis Parker, who had studied the ideas of Pestalozzi when in Europe.

Twelve years after receiving his doctorate, Dewey established in January 1896 his own laboratory school at the University of Chicago, an institution of higher learning well-endowed by John D. Rockefeller, Sr. This oil magnate in 1902 chartered the General Education Board, and appointed Frederick Gates (a Baptist minister) as chairman. Gates wrote Occasional Letter, No. 1 (published in THE WORLD'S WORK in 1912) in which he remarked: "In our dream, we have limitless resources, and the people yield themselves with perfect docility to our molding hand. The present educational conventions fade from our minds; and, unhampered by tradition, we work our own good will upon a grateful and responsive rural folk."

On October 12, 1917, THE NEW YORK TIMES published Judge John Hylan's comments about a letter by Dr. Abraham Flexner (Secretary of the General Education Board and formerly of the Carnegie Foundation describing a "secret conference" of New York City Board of Education's members to elect a board president who would institute a type of school-to-work outcome-based education program. Five years later, THE NEW YORK TIMES (March 27, 1922) covered a speech by Judge Hylan after he had become mayor of New York City.

In the speech, Mayor Hylan said: "The warning of Theodore Roosevelt has much timeliness today, for the real menace of our republic is this invisible government which like a giant octopus sprawls its slimy length over city, State and nation....The little coterie of powerful international bankers virtually run the United States Government for their own selfish purposes....These international bankers and Rockefeller-Standard Oil interests control the majority of newspapers and magazines in this country." Mayor Hylan quoted from Frederick Gates' paper mentioned above, and then said "This is the kind of education the coolies receive in China, but we are not going to stand for it in these United States. One of my first acts as Mayor was to pitch out, bag and baggage, from the educational system of our city the Rockefeller agents and the Gary plan of education to fit the children for the mill and factory."

By Dennis L. Cuddy, Ph.D.
March 30, 2015
NewsWithViews.com

Following the theme of the Illuminati and Common Core proponents that "they know what is best for the rest of us," Arthur Calhoun in `1919 authored the third volume in his series, A SOCIAL HISTORY OF THE AMERICAN FAMILY, which became a widely used social service textbook. In it, he noted that "the child passes more and more into the custody of community experts," and he also elaborated that "the new view is that the higher and more obligatory relation is to society rather than to the family; the family goes back to the age of savagery while the state belongs to the age of civilization. The modern individual is a world citizen (a view of the Illuminati), served by the world, and home interests can no longer be supreme....As soon as the new family, consisting of only the parents and the children, stood forth, society saw how many were unfit for parenthood and began to realize the need for community care....As familism weakens, society has to assume a larger parenthood.

The school begins to assume responsibility for the functions thrust upon it....The kindergarten grows downward toward the cradle and there arises talk of neighborhood nurseries....It seems clear that at least in its early stages, socialism will mean an increased amount of social control....We may expect in the socialist commonwealth a system of public educational agencies that will begin with the nursery and follow the individual through life....Those persons that experience alarm at the thought of intrinsic changes in family institutions should remember that in the light of social evolution, nothing is right or valuable in itself." Remember the above references to "cradle" and "follow the individual through life" when reading a later part of this series describing a letter written by National Center on Education and the Economy president Marc Tucker on November 11, 1992 to Hillary Clinton about Bill Clinton's presidential victory giving them a chance to implement their "cradle to grave" plan for everyone.

In the 1920s, "Father of Progressive Education" (and later National Education Association honorary president) John Dewey went to the Soviet Union and authored an article in the December 5, 1928 edition of THE NEW REPUBLIC, in which he described "the marvelous development of progressive educational ideas and practices under the fostering care of the Bolshevist government...the required collective and cooperative mentality....The great task of the school is to counteract and transform those domestic and neighborhood tendencies...the influence of home and Church....In order to accomplish this end, the teachers must in the first place know with great detail and accuracy just what the conditions are to which pupils are subject in the home (remember this when reading about Common Core's collection of large amounts of personal data)....One of the most interesting pedagogical innovations...to discover the actual conditions that influence pupils in their out-of-school life...(is using) the themes of written work, the compositions of pupils, and also a detailed study throughout the year of home and family budgets....The institution of the family is being sapped indirectly rather than by frontal attack....There is no word one hears oftener than Gruppe, and all sorts of groups are instituted that militate against the primary social importance of the family unit.

In consequence, to anyone who looks at the matter cold-bloodedly, free from sentimental associations clustering about the historic family institution, a most interesting sociological experimentation is taking place....Our special concern here is with the role of the schools in building up forces and factors whose natural effect is to undermine the importance and uniqueness of family life....The earliest section of the school system, dealing with children from three to seven, aims to keep children under its charge six, eight, and ten hours a day, and in ultimate ideal this procedure is to be universal and compulsory....Reference to this phase of Soviet education may perhaps be suitably concluded by a quotation from Lenin: 'We must declare openly what is concealed, namely, the political function of the school....It is to construct communist society.'"

The next year (1929), Edward Thorndike (trained by Wundtians in the United States) and Arthur Gates authored ELEMENTARY PRINCIPLES OF EDUCATION, in which one reads: "Traditionally the elementary school has been primarily devoted to teaching the fundamental subjects, the three R's, and closely related disciplines....Artificial exercises, like drills on phonetics, multiplication tables, and formal writing movements, are used to a wasteful degree. Subjects such as arithmetic, language, and history include content that is intrinsically of little value...."

(In an upcoming part of this series, NEA president Catherine Barrett will make a similar comment in 1973.) Pursuing these "progressive education" attitudes, Thorndike will produce new spellers, math texts, dictionaries, and textbooks on education and educational testing.

A year later (1930), the "Dick and Jane" basal reading series begins, using the "look-say" or "whole word" method of reading instruction Up until this time, there was a high rate of literacy among the people of the United States, but the consequences of "progressive educators" using the "look-say" approach (instead of the highly successful intensive phonics method) will prove disastrous, causing a growing problem of illiteracy.

By Dennis L. Cuddy, Ph.D.
April 13, 2015
NewsWithViews.com

Four years after the look-say "Dick and Jane" basal reading series was introduced, in 1934 CONCLUSIONS AND RECOMMENDATIONS (the last of a 17-volume study concerning American education) of the Commission on Social Studies of the American Historical association was published. The work of the Commission was financed ($340,000) by the Carnegie Corporation. Commenting on the document in THE NEW REPUBLIC article "A New Education for A New America" (July 29, 1936), British Socialist Professor Harold Laski remarked that the volume contained "a content of teaching which frankly admits that the age of government control has arrived....For, at bottom, and stripped of its carefully neutral phrases, the report is an educational program for a socialist America."

Two years after Laski wrote this, on March 1, 1938, according to George Mosse's NAZI CULTURE in the chapter "The Key: Education of Youth," under the Nazis (National Socialists), "the textbooks were increasingly National Socialist, the teachers were regimented....The individual states were abolished....The Nazis attempted to unify the school system, as they 'meshed the gears' of all other activities in the Third Reich....Changes in the curriculum brought all schools closer together....Social pressures aided the Nazis in getting rid of the influence of the older generation...." Under Common Core, assessments drive curricula to unify nationally education in America, and school systems' teachers become to a certain extent regimented in preparing students for the assessments (getting correct answers is not enough, but also knowing how), whether in individual classrooms or for the College Boards.

"Getting rid of the influence of the older generation" in the United States was also important for the power elite. And the way to do this was through "critical thinking." Three years after the Nazis began the educational program mentioned above, Edward Glaser authored AN EXPERIMENT IN THE DEVELOPMENT OF CRITICAL THINKING (1941). It was one the first books on the subject and followed the psychodrama and sociometry work of Rumanian psychiatrist Jacob Moreno in the early part of the 20th century.

Critical thinking developed into critiquing, which in turn developed into criticizing the values of "the older generation." The purpose was to establish a "generation gap," with the new generation adopting more humanistic than Biblical values.

By the end of World War II, the National Education Association (NEA) was promoting world government. In the NEA JOURNAL (January 1946), Joy Elmer Morgan (editor of the NEA JOURNAL, 1921-1955) wrote "The Teacher and World Government," in which he proclaimed: "In the struggle to establish an adequate world government, the teacher...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."

Similarly two years later, Sir Julian Huxley (first director-general of UNESCO) authored UNESCO: ITS PURPOSE AND ITS PHILOSOPHY (1948), in which he wrote of UNESCO's educational program that it could "stress the ultimate need for world political unity and familiarize all peoples with the implications of the transfer of full sovereignty from separate nations to a world organization...political unification in some sort of world government will be required...."

Of course, if there were to be a world government, something would have to be done to bring capitalist and communist governments together. In 1953 Ford Foundation president H. Rowan Gaither told Norman Dodd (research director for the Congressional Reece Committee) that the foundation was operating under directives from the White House "to the effect that we should make every effort to so alter life in the United States as to make possible a comfortable merger with the Soviet Union."

As mentioned earlier, "Father of Progressive Education" John Dewey very much admired what the Soviets (remember that the second S in USSR stands for Socialist) were doing. He taught at Columbia University from 1905 to 1930, and by the early 1950s, the Deweyites had taken control of Columbia's Teachers College. In A HISTORY OF TEACHERS COLLEGE: COLUMBIA UNIVERSITY (1954), Lawrence Cremin et al explained that "the single most powerful education force in the world is at 120th Street and Broadway in New York City. Your children's teachers go there for advanced training....With one hundred thousand alumni, TC has managed to seat about one-third of the presidents and deans now (1953) in office at accredited U.S. teaching training schools. Its graduates make up about twenty percent of all our public school teachers. Over a fourth of the superintendents of schools in the one-hundred sixty-eight U.S. cities with at least fifty thousand population are TC-trained."

By Dennis L. Cuddy, Ph.D.
April 27, 2015
NewsWithViews.com

[Note: Just like Skull & Bones (S&B) member John Kerry was the designated loser (he could have challenged the vote in Ohio, but he didn't) to fellow S&B member George W. Bush in 2004, now Lincoln Chafee (classmate of Jeb Bush at Phillips Academy in Andover, MA) has entered the Democratic race for the presidency against Hillary Clinton. Chafee's role is to oppose Hillary from the left, thereby dampening leftist support for her in the general election. I have already written how Hillary was "dirtied up" with Benghazi (and more recently by her emails), and how potential Republican threats to Jeb such as Perry in Texas, Christie in New Jersey, and McDonald in Virginia were "dirtied up" as well.

Recently, Jeb's Florida friend Sen. Marco Rubio has entered the Republican race which will split the Hispanic vote with Sen. Ted Cruz of Texas. This is like Teddy Roosevelt split the vote with William Howard Taft allowing Woodrow Wilson to be elected president in 1912, and Ross Perot took enough votes away from George H.W. Bush in 1992 so Bill Clinton was elected president. Additionally in the 2016 race, Rand Paul will siphon off the libertarian Republican voters, all of which will allow Jeb Bush to win some early primaries with only a plurality (nowhere near a majority) of votes. Jeb's team will also see to it that conservative Republicans' love for Gov. Scott Walker of Wisconsin will be dampened by showing his lack of knowledge of foreign affairs and asking such questions as "If Scott Walker is really a conservative, why does he say he admires/respects Bill Clinton's Secretary of State Madeline Albright?"

Another example of how the global power elite runs things is the fact that President Obama is lining up with Congressional Republicans and against his own Party regarding authorization for the currently discussed Pacific trade deal. When it comes to the global economy, presidents whether Democratic or Republican are told what to do by the global power elite.

For those who read my last column on April 13, you will want to read the last paragraph again as something has been added.]

Relevant to the effort to move us toward a "comfortable merger" with the Soviet Union as mentioned above, in 1960 HEW published SOVIET EDUCATION PROGRAMS, wherein one reads: "...wherever we went, we felt the pulse of the Soviet government's desire to educate and train a new generation of technically skilled citizens....USSR plans to bring all secondary school children into labor education and training experiences through the regular school program."

Beginning in the early 1960s, the Deweyites in control of education in the United States moved the emphasis in education from the cognitive domain (basics of reading, math, etc.) to the affective domain (social relationships, feelings, etc.). Grade inflation and social promotions began along with a fall in SAT scores. The educational elite said that the "new math" would help the United States to lead the world in the future (similar to Common Core proponents today saying students will have more depth of understanding), but it turned out to be a disaster.

Following the shift away from the basics, NEA president Catherine Barrett in the early 1970s in SATURDAY REVIEW OF EDUCATION remarked that : "Dramatic changes in the way we will raise our children in the year 2000 are indicated, particularly in terms of schooling....We will need to recognize that the so-called 'basic skills,' which currently represent nearly the total effort in elementary schools, will be taught in one-quarter of the present school day....When this happens---and it's near---the teacher can rise to his true calling. More than dispenser of information, the teacher will be a conveyor of values, a philosopher....We will be agents of change." Furthermore, Carolyn Warner, Arizona State Superintendent of Public Instruction, was quoted in the ARIZONA REPUBLIC (January 7, 1975) as saying that "those who educate are more to be honored than those who bear the children. The latter gave them only life, the former teach them the art of living."

In 1972, UNESCO's bestseller LEARNING TO BE: THE WORLD OF EDUCATION TODAY AND TOMORROW was published. In this editor work, the authors say they are in search of a "new educational order...based on scientific and technological training, one of the essential components of scientific humanism." The book also emphasized relativity and dialectical thought, and proclaimed that "...an individual should avoid systematically setting up his beliefs and convictions...his behavior and customs as models or rules valid for all times."

[Note: The situation in Baltimore looks like the Alinsky Model. Hillary Clinton wrote her senior thesis at Wellesley College on Saul Alinsky, and Barack Obama became a community organizer as a follower of Alinsky. There is an Acknowledgement to Lucifer at the front of Alinsky's RULES FOR RADICALS, and in that book, Alinsky says the community organizer should "rub raw the resentments of the community" and "fan the latent hostilities." Isn't that what occurred in Baltimore?]

In the early 1970s, Michael Lerner (who would become an important adviser to Hillary Clinton) authored THE NEW SOCIALIST REVOLUTION, in which he proclaimed: "Education will be radically transformed in our socialist community...the main emphasis will be on learning how to... live and work collectively....The next level is learning some series of skills, for one's first set of jobs." And in Vladimir Turchenko's THE SCIENTIFIC AND TECHNOLOGICAL REVOLUTION AND THE REVOLUTION IN EDUCATION (1976) imported into the United States is described "linking instruction with productive labor" (this is similar to plank 10 of the COMMUNIST MANIFESTO mentioned earlier).

The year after Turchenko's book appears in the United States, on November 17, 1977 U.S. Assistant Secretary of Education Mary Berry delivered an address, "The Chinese Experience in Education: What America Stands to Learn," at the University of Illinois. She revealed that the U.S. Office of Education was developing Lifelong Learning programs modeled after the Communist Chinese programs. Two years later, the U.S. Department of Education (USDOE) was established under President Jimmy Carter, fulfilling a promise he had made to the NEA.

In 1980, Ronald Reagan was elected president, taking office in January 1981. Over the next several years, Carter administration holdovers left the National Institute of Education (within USDOE). One of them, Marc Tucker (an NIE Associate Director) went to the newly established (early 1985) Carnegie Forum on Education and the Economy (CFEE). This was after North Carolina Governor Jim Hunt had written an article in PHI DELTA KAPPAN (Fall 1984) advising linking education and the economy, and he suggested to David Hamburg (Carnegie Foundation CEO) that he fund a CFE (and Hunt became Vice-Chairman).

The year after CFEE was begun, Mike Cohen left NIE in 1986 and went to the National Governors Association (NGA). About the same time, Ramsey Selden (who had opposed our efforts to have more intensive systematic phonics taught in schools) left NIE and went to the Council of Chief State School Officers (CCSSO) as one of their lead education personnel. The NGA (of which Hunt has been a chairman) and CCSSO would eventually be the lead organizations promoting Common Core.

In the Winter 1987/88 edition of ACTION IN TEACHER EDUCATION, Professors Martin Haberman and James Collins wrote in "The Future of the Teaching Profession" that "schooling is now seen primarily as job training and, for this reason, quite comparable to schooling in non-democratic societies. Once education is redefined as a personal good and as emphasizing preparation for the world of work as its first purpose, our schools can appropriately be compared with those of the USSR."

At the same time as Haberman's and Collins' article appeared, the CFEE changed its name to the National Center on Education and the Economy (NCEE) with board members including David Rockefeller, Jr. and Hillary Clinton. Early in 1989, NCEE produced TO SECURE OUR FUTURE: THE FEDERAL ROLE IN EDUCATION, which would play an important role in framing the issues and shaping the agreements that would be made at the Education Summit held at the University of Virginia (Charlottesville) in September 1989.

George H.W. Bush (Skull & Bones member elected president in November 1988) and the governors of the 50 states met at the Summit and agreed to establish National Education Goals. Even though President Bush was a Republican and had many Republican governors from whom to choose, he selected Gov. Bill Clinton Rhodes scholar) to head the initial work. This is an example of how the Power Elite manages both the political left and right.

Following the summit, the NGA would ask members of NCEE's staff to assist in the development of national education goals (6 but later 8). This process would culminate in the announcement of national education goals by President George H.W. Bush in his January 31,1990 State of the Union address.

In the summer of 1989, NCEE's Board of Trustees created the Commission on the Skills of the American Workforce to study the current and future skill needs of our nation's non-college workforce. The Commission then compiled a report, AMERICA'S CHOICE: HIGH SKILLS OR LOW WAGES!, which was released in June 1990.

In February 1990, the U.S. Department of Labor established the Secretary's Commission on Achieving Necessary Skills (SCANS), which was charged with "defining a common core of skills that constitute job readiness in this new economic environment" (note the term "common core," and Gov. Hunt would title his program "JobReady"). In 1992, SCANS issued SKILLS AND TASKS FOR JOBS: A SCANS REPORT FOR AMERICA 2000. This is an example of why the American people should never let the national elite tell the rest of us what to do. On page 3-199 of the report under Responsibility (F13), it states the following: "Milk Cows. To perform this task, the farmer brings cows to a barn early in the morning and sets up milking equipment, and ensures proper operation. The farmer then brings the first cows into the milking parlor and feeds them by attaching milkers....Task ID#: 7131631." These "geniuses" actually said you feed cows by attaching milkers to them !

By Dennis L. Cuddy, Ph.D.
May 11, 2015
NewsWithViews.com

[Note: The situation in Baltimore looks like the Alinsky Model. Hillary Clinton wrote her senior thesis at Wellesley College on Saul Alinsky, and Barack Obama became a community organizer as a follower of Alinsky. There is an Acknowledgement to Lucifer at the front of Alinsky's RULES FOR RADICALS, and in that book, Alinsky says the community organizer should "rub raw the resentments of the community" and "fan the latent hostilities." Isn't that what occurred in Baltimore?]

In the early 1970s, Michael Lerner (who would become an important adviser to Hillary Clinton) authored THE NEW SOCIALIST REVOLUTION, in which he proclaimed: "Education will be radically transformed in our socialist community...the main emphasis will be on learning how to... live and work collectively....The next level is learning some series of skills, for one's first set of jobs." And in Vladimir Turchenko's THE SCIENTIFIC AND TECHNOLOGICAL REVOLUTION AND THE REVOLUTION IN EDUCATION (1976) imported into the United States is described "linking instruction with productive labor" (this is similar to plank 10 of the COMMUNIST MANIFESTO mentioned earlier).

The year after Turchenko's book appears in the United States, on November 17, 1977 U.S. Assistant Secretary of Education Mary Berry delivered an address, "The Chinese Experience in Education: What America Stands to Learn," at the University of Illinois. She revealed that the U.S. Office of Education was developing Lifelong Learning programs modeled after the Communist Chinese programs. Two years later, the U.S. Department of Education (USDOE) was established under President Jimmy Carter, fulfilling a promise he had made to the NEA.

In 1980, Ronald Reagan was elected president, taking office in January 1981. Over the next several years, Carter administration holdovers left the National Institute of Education (within USDOE). One of them, Marc Tucker (an NIE Associate Director) went to the newly established (early 1985) Carnegie Forum on Education and the Economy (CFEE). This was after North Carolina Governor Jim Hunt had written an article in PHI DELTA KAPPAN (Fall 1984) advising linking education and the economy, and he suggested to David Hamburg (Carnegie Foundation CEO) that he fund a CFE (and Hunt became Vice-Chairman).

The year after CFEE was begun, Mike Cohen left NIE in 1986 and went to the National Governors Association (NGA). About the same time, Ramsey Selden (who had opposed our efforts to have more intensive systematic phonics taught in schools) left NIE and went to the Council of Chief State School Officers (CCSSO) as one of their lead education personnel. The NGA (of which Hunt has been a chairman) and CCSSO would eventually be the lead organizations promoting Common Core.

In the Winter 1987/88 edition of ACTION IN TEACHER EDUCATION, Professors Martin Haberman and James Collins wrote in "The Future of the Teaching Profession" that "schooling is now seen primarily as job training and, for this reason, quite comparable to schooling in non-democratic societies. Once education is redefined as a personal good and as emphasizing preparation for the world of work as its first purpose, our schools can appropriately be compared with those of the USSR."

At the same time as Haberman's and Collins' article appeared, the CFEE changed its name to the National Center on Education and the Economy (NCEE) with board members including David Rockefeller, Jr. and Hillary Clinton. Early in 1989, NCEE produced TO SECURE OUR FUTURE: THE FEDERAL ROLE IN EDUCATION, which would play an important role in framing the issues and shaping the agreements that would be made at the Education Summit held at the University of Virginia (Charlottesville) in September 1989.

George H.W. Bush (Skull & Bones member elected president in November 1988) and the governors of the 50 states met at the Summit and agreed to establish National Education Goals. Even though President Bush was a Republican and had many Republican governors from whom to choose, he selected Gov. Bill Clinton Rhodes scholar) to head the initial work. This is an example of how the Power Elite manages both the political left and right.

Following the summit, the NGA would ask members of NCEE's staff to assist in the development of national education goals (6 but later 8). This process would culminate in the announcement of national education goals by President George H.W. Bush in his January 31,1990 State of the Union address.

By Dennis L. Cuddy, Ph.D.
May 25, 2015
NewsWithViews.com

[Note: Rarely do I make a personal plea, but I am now. Many of you know that I have been taking care of my mother since she broke her femur in 5 places 9 years ago. On May 18, she became 91 years old, and I do all the cooking, cleaning, washing, etc. In the past 9 years, I have had a regular night's sleep only about 7 times due to all the necessary caregiving work. As a fulltime caregiver, I have not been able to have a typical salaried job, and if I worked and paid someone else to be a caregiver, I would have to pay them not much under $50,000 a year. So either way, I am out a lot of money.

Recently, the Veterans Administration (VA) notified my mother that they had made a mistake, and she owed them over $7000 from her VA's widow's pension payment. Plus, the VA reduced her monthly pension payment to just $32. How is anyone supposed to buy food, etc. on that? Then just a few days ago, the owner of our condominium notified us that she is going to sell it. My mother has been in the hospital twice (for dehydration and a fall) in the last month, and a move at this time would not be helpful to her health. The only way to be sure she will not be forced to move is to buy the condominium, but I obviously do not have the money to do that. However, you could help me to make a down-payment and pay for other expenses, so anything you can send me (in care of NewsWithViews) would be greatly appreciated. Thank you so much.]

In 1990, NCEE formed the National Alliance for Restructuring Education, which had the Industrial Areas Foundation (IAF, founded by radical Saul Alinsky) produce a concept paper, "Engaging the Public: One Way to Organize." Remember what Alinsky wrote about community organizers "rubbing raw resentments" and "fanning latent hostilities."

On May 23, 1991, the Bush administration presented to Congress the "America 2000 Excellence in Education Act," based on the 6 (later 8) national education goals and calling for a "national test" based on national standards. Although the test was supposed to be voluntary, the administration urged colleges to consider test results in their admissions decisions and employers to consider them when making hiring decisions.

President Bush's Secretary of Education from 1991 to 1993 was Lamar Alexander, who endorsed the concept of "a brand new American school" that would be open from 6am to 6pm year-round. He said "these schools will serve children from age 3 months to 18. That may be a shocking thought to you, but if you were to do an inventory of every baby in your community, and think about what the needs of those babies were for the next four or five years, you might see that those needs might not be served any other way."

Also in 1991, WE MUST TAKE CHARGE: OUR SCHOOLS AND OUR FUTURE, by Chester Finn was published. Finn had been head of the U.S. Department of Education's Office of Educational Research and Improvement. In the book, not only does Finn advocate a national curriculum, but he also stated that local control "has become an anachronism no longer justified by research, consistent with sound fiscal policy or organizational theory, suited to our mobility patterns, or important to the public." After reading the book, President Bush's Secretary of Education Lamar Alexander told Finn, "You saved me 6 months" in organizing the president's education initiative.

Likewise in 1991, the "Michigan Model" Common Core Curriculum was introduced. And from July 29 to August 4, teachers from around the country met at Snowmass, CO and produced dozens of performance tasks for students that "are tied to world-class standards that all students will need to meet," according the NCEE's president Marc Tucker. In a press release dated August 5, Colorado Gov. Roy Romer at Snowmass was quoted as saying that President Bush's proposal for a national student examination could lean heavily on the work of the New Standards Project.

A few months later, in the March 1992 edition of EDUCATIONAL LEADERSHIP, an article titled "Will America Choose High Skills or Low wages" by Ira Magaziner (Rhodes scholar) and Hillary Clinton was published, in which they referred to President Bush's education initiative, "America 2000," announcing the development of a national examination system for the nation's K-12 school systems.

By Dennis L. Cuddy, Ph.D.
June 8, 2015
NewsWithViews.com

[Note. In my NewsWithViews column for April 15, 2013, I predicted that terrorists could set an apartment complex in this country on fire at night, and on May 27, 2015, the LOS ANGELES TIMES reported that the L.A. Police Department's anti-terrorism division arrested Dawud Abdulwali "on suspicion of arson in connection with a fire that destroyed a downtown Los Angeles apartment complex" on December 8, 2014 at 1:20am (night). Abdulwali may have been a "lone wolf," but he may also have been prompted by ISIS, which was looking at how long it took for him to be found and arrested. The time between the fire and his arrest was about 170 days. Suppose ISIS now calculated one of its members here could have as many as 170 days to set as many apartment or forest fires as possible!]

Hillary Clinton and Ira Magaziner were on the board of NCEE which wanted, according to A HUMAN RESOURCES DEVELOPMENT PLAN (1992), a "national system of education in which curriculum, pedagogy, examinations and teacher education and licensure systems are all linked to the national standards, and the standards are the same everywhere."

Also in 1992, NCEE president Marc Tucker co-authored THINKING FOR A LIVING: WORK SKILLS AND FUTURE OF THE AMERICAN ECONOMY, in which he wrote: "As this is written (1992), the former members of the Communist bloc in Eastern Europe and the Soviet Union are setting out to fashion new societies....Many of those countries have done a better job than we of building effective human resource development programs, and for that reason, may yet surprise the world in economic prowess."

On August 2, 1992, Assistant Labor Secretary Roberts Jones announced that the federal government was preparing to deny aid and student loans to schools that fail to prepare their graduates with the skills needed to compete for jobs in the modern workplace, saying "This is a touchy subject."

Three months later, NCEE president Marc Tucker wrote a revealing letter to his board member Hilary Clinton on November 11, 1992 saying he had just come from David Rockefeller, Jr.'s office where they were "celebrating" Bill Clinton's election as president, as that would allow putting into place their agenda to integrate education into a national system of "human resources development...from cradle to grave...(for) everyone....We propose that Bill (Clinton) take a leaf out of the German book" (regarding required) "apprenticeship slots."

Relevant to Tucker's letter, American Enterprise Institute senior fellow Lynne Cheney wrote in her April 2, 1997 article "Whose National Standards?" in THE WALL STREET JOURNAL: "Undersecretary of Education Mike Smith has worked closely with the NCEE. Like Robert Schwartz, then head of educational giving for the Pew Foundation, Mr. Smith was among those whom NCEE president Marc Tucker brought together right after the 1992 election to advise Mrs. Clinton. After the meeting Mr. Tucker wrote an 18-page letter to "Dear Hillary" advising that the Clintons aim to " remold the entire American system" of education and training. Crucial to spinning a "seamless web" of education and labor policy that would envelop all Americans "from cradle to grave," Mr. Tucker wrote, are "clear national standards of performance."

The result of the Tucker-Clinton plan was that Tucker's ally at the National Institute of Education (where I worked) within the Office of Educational Research and Improvement (OERI), Mike Cohen, wrote Goals 2000 for President Clinton's Secretary of Education Richard Riley, for whom Cohen was a Special Assistant for several years after working for the National Governors Association (NGA). On April 21, 1993 President Clinton transmitted the "Goals 2000: Educate America Act," to Congress.

Title I of the legislation "codified into law the 6 (later 8) national goals." Title II of the legislation dealt with national education standards and assessments. And Title IV established a National Skill Standards Board. One of the Board members was Carolyn Warner, who as the State Superintendent of Education for Arizona said that "those who educate are more to be honored than those who bear the children. The latter gave them only life, the former teach them the art of living" (ARIZONA REPUBLIC, January 7, 1975).

Commenting on the legislation, Dianne Ravitch (Assistant Secretary of OERI during the Bush administration) wrote in the May 26, 1993 NEW YORK TIMES "Clinton's Math: More Gets Less," in which she stated: "The Clinton administration's school reform bill would expand dramatically the scope and cost of federal regulation of local schools....To satisfy Congressional critics, the Administration revised its bill, laying the foundation for an interventionist Federal role in local schooling....At the heart of the bill is a powerful new agency, called the National Education Standards and Improvement Council, which would function like a national school baord. It would certify national curriculum standards, state tests and state 'opportunty to learn' standards."

On March 26, 1994, the U.S. Senate passed the legislation (the House passed it earlier), and Goals 2000 became law with 8 goals codified, and provision for a National Education Standards and Improvement Council, which would certify "what all students should know and be able to do" and certify "national content and student performance standards." These last provisions amounted to the widely objectionable "outcome-based education," which would later be combined with "school-to-work" to form the basis of Common Core. In 1994, Sen. Ted Kennedy's School-to-Work Opportunities Act also passed Congress.

Mike Cohen mentioned above was "detailed" on June 28,1996 from the U.S. Department of Education to the White House to become President Clinton's advisor on education. In that position, Cohen was able to exert great influence upon the President's February 4, 1997 "State of the Union" address, in which the president delivered a "Call to Action" concerning education, calling for "national standards representing what all our students must know to succeed in the knowledge economy of the 21st century. Every state and school must shape the curriculum to reflect these standards....To help students meet the standards and measure their progress, we will lead an effort over the next two years to develop national tests of student achieve in reading and math."

By Dennis L. Cuddy, Ph.D.
July 27, 2015
NewsWithViews.com

[Note: Polls are showing Donald Trump at or near the top in the Republican primary race for the presidency. However, have you considered the possibility that he is really the Democrats' (Hillary's) secret weapon? It is true that he has been critical of Hillary Clinton, but he is not saying anything other Republicans haven't said about her. So who is he really hurting with his comments about Sen. John McCain, Mexicans and others? The consensus is that his outbursts are severely harming "the Republican brand." But what if that's the whole purpose? He has even threatened to run as a third party candidate, which would guarantee a Democrat victory. What could be his motive for secretly causing the Democrats to win? It's obvious ! He's sympatico on important issues. For example, he has been very pro-abortion rights, and he has given money to leading liberal Democrats Hillary Clinton, Senators Harry Reid and Charles Schumer U.S. House Speaker Nancy Pelosi and others! Just consider the possibility that Trump's candidacy is part of a secret Democrat (Hillary) plan!]

Commenting on President Clinton's proposed national standards, two months after his State of the Union address, former head of the National Endowment for the Humanities Lynne Cheney wrote: "Whose National Standards?" (THE WALL STREET JOURNAL, April 2, 1997) referring to an earlier attempt to develop national history standards and stating: "Ninety-nine members of the U.S. Senate voted to reject history standards that would have students learning more about Joseph McCarthy than George Washington, more about Indian chief Speckled Snake than about Thomas Edison."

The same is occurring under Common Core (CC) today. College Board (CB) president (and Rhodes Scholar) David Coleman announced the 34 Advanced Placement (AP) courses high school students take would be aligned with CC. Now AP teachers must teach the CB's "Framework" defining "the required knowledge of each period" in history. The CB website states that "all questions (in the AP exam) are derived from the course's stated objectives." In the "required knowledge" for the American Revolutionary period, there's no Jefferson, Adams, Madison or Franklin. In the Civil War period, there's no Gettysburg Address. In the World War II period, there's no Hitler, D-Day or Truman. Regarding the Civil Rights movement, there's no Martin Luther King, Jr., Rosa Parks, etc.

The primary entity promoting CC has been Achieve, which was founded in 1996. Its first president was Robert Schwartz (who had worked at NIE where I worked), and one of its first co-chairmen (from 1996-2002) was IBM's former CEO Lewis Gerstner. Shortly after Achieve was founded, Gerstner made an announcement that indicated that he and other CEO's would consider locating/expanding or not their corporations' facilities in a particular place in the U.S. based upon whether the locality or state had adopted Achieve's internationally benchmarked standards!

Relevant to these internationally benchmarked, most people do not realize that CC is part of a much larger international effort. As part of a New Transatlantic Agreement, on May 5-6, 1997 the U.S. and the European Union convened a major conference, "Bridging the Atlantic: People-to-People Links" calling for "thematic networks for curriculum development" and stating that "governments too are obliged to adapt their economic, training and social welfare programs." The "Partners in a Global Economy Working Group" of the conference discussed "what redesigning of curricula is required...(i.e., what career skills are needed)...."

At this time, on the National Skill Standards Board website was mention of a report by the Tavistock Institute for the European Commission. The report was completed in October 1997 and described the relevancy of Goals 2000, SCANS typology with its "profound implications for the curriculum and training changes that this will require" and what skills standards and portable credentials "benchmarked to international standards...."

As the movement toward global education increased, George W. Bush was elected president, taking office in 2001, and his Secretary of Education Rod Paige on October 3, 2003 in Paris stated: "The United States is pleased to return to UNESCO....Our governments have entrusted us with the responsibility of preparing our children to become citizens of the world." President Obama would later refer to himself as a citizen of the world, but the problem with this concept, as opposed to resident or inhabitant of the world, is that "citizenship" entails legal obligations. And world citizenship obligations would trump those of national citizenship.

On November 17, 2004 at UNESCO's headquarters in Paris, UNESCO signed a 26-page "Cooperation Agreement" with Microsoft (Bill Gates founder and CEO) to develop a "master curriculum" for teacher training and information technologies based on standards, guidelines, benchmarks and assessment techniques. Gates initialed every page and agreed that this curriculum was to reflect UNESCO's values. These values were explained in first UNESCO Director-General Sir Julian Huxley's UNESCO: ITS PURPOSE AND ITS PHILOSOPHY as including "a scientific world humanism, global in extent and evolutionary in background" with "transfer of full sovereignty from separate nations to a world organization...political unification in some sort of world government would be required...."

The next year (2005), Bill Gates funded the New Commission on the Skills of the American Workforce (created by NCEE president Marc Tucker). And in 2008, the Bill and Melinda Gates Foundation funded the International Benchmarking Advisory Group report for CC standards on behalf of the National Governors Association (NGA), Council of Chief State School Officers, and Achieve titled "Benchmarking for Success: Ensuring U.S. Students Receive a World-Class Education" showing the U.N. is a member of the Common Core Advisory Group (also see "How Bill Gates pulled off the Common Core revolution" in THE WASHINGTON POST, June 8, 2014).

Concerning Achieve, in January 2003 Mike Cohen had become the new head of this organization. He had been director of education policy at the NGA (1986-1990), director of the National Alliance for Restructuring Education (1990-1993), senior adviser to U.S. Secretary of Education Richard Riley under President Clinton. He was detailed to the White House from 1996 to 1999, and then became U.S. Assistant Secretary of Education for Elementary and Secondary Education (1999-2001). Under Cohen, Achieve "formed the Partnership for the Assessment of College and Career Readiness (PARCC), one of the two organizations developing common assessments, and helped develop Common Core State Standards" (see www.achieve.org/michael-cohen).

COMMON CORE
PART 4

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“Let her and Falsehood grapple; who ever knew Truth put to the worse in a free and open encounter?”--Milton,Areopagitica

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