

4 Dec 93 17:32
John Covici: The British Racists Behind America's School Reforms: part 3
The racist roots of OBE: Nazi
doctors in the classroom

by Suzanne Rose

In the 1960s, proponents of the ``post-industrial society'' united with 
eugenicists to produce what we know today as outcome-based education (OBE). 
The policy shift into a ``post-industrial age'' was announced by University of 
Chicago President Robert Hutchins, with the publication of {The Triple
Revolution.} According to the proponents of this view, American science and
industry would not continue the buildup of the Kennedy years. The economy
would shrink, and there would be a need for fewer scientists, engineers, and
skilled workers. The image of man appropriate to the age of industrial
production was declared to be outmoded. Man as a producer, who is created in
God's image to achieve dominion over nature, to be fruitful and multiply, was
to be replaced by man as a ``steward,'' a guardian of shrinking physical 
resources.  Social engineers were brought on line to attack the values of 
western Christian civilization and to promote outlooks which better reflected 
the consumer-driven paganism of the New Age. Education policy would reflect 
this change.

        At the same University of Chicago where the thesis of the 
``post-industrial society'' was born, psychologist Benjamin Bloom cooked up 
the theory of ``Mastery Learning,'' which later came to be known as OBE. In 
1964, Bloom authored the book {Stability and Change in Human Characteristics,} 
in which he wrote that intelligence is a stable characteristic like other 
physical characteristics, such as height, with its own specific rate of growth 
and development. It is therefore relatively fixed in potential. Five years 
later, eugenicist Arthur Jensen used Bloom's description of the intellect as a 
stable or ``fixed'' inheritable characteristic in support of his racist 
theories of education, arguing that genetically inferior blacks and other 
lower-class people should simply be taught a skill and put to work. In 1983, 
this philosophy was implemented by the Boston school system, acting on the 
recommendations of behaviorist educators at Harvard, Yale, Stanford, and the 
University of Chicago. Boston businesses established contracts with 
cash-starved schools under a program known as ``The Boston Compact,'' and took 
ninth and tenth graders out of classrooms to learn on the job.

     This racist philosophy is a fraud. In 1981, a group of black Chicago 
parents became aware that their children were not being taught to read at the 
local elementary school. They investigated the new method of teaching reading 
which the Chicago school system had adopted in 1974, and decided that that was 
the problem. Angry, they charged that they were victims of racism, and
mobilized a boycott of the school. They filed a lawsuit against the school
district, demanding that the program be removed as ``education malpractice.''

        What the Chicago school system had adopted was Benjamin Bloom's 
``Continuous Progress-Mastery Learning'' program.

      When tests of reading comprehension were administered in Chicago the 
following year to high school students, the first time that students had been 
tested since the program had been introduced into the elementary school system 
in 1975, the parents were proven correct. The results showed a 5% drop. It 
seems that the new method, which consisted of breaking down the act of reading 
into discrete skills and testing the students on their mastery of the skills, 
resulted in the mastery of those specific skills or ``outcomes,'' but without 
developing reading comprehension. The Bloom program was eventually thrown out 
of the Chicago schools after a protracted fight, only to be replaced by an 
updated version of the same method, when the Illinois State Board of Education 
adopted ``goals for learner outcomes'' in 1985, spreading the same poison, now 
known as ``outcome-based education,'' into every school district in the state.

             - The Cozi `feel good' method -

      In 1988, OBE was introduced into a black elementary school in Norfolk, 
Virginia. Busing to end segregation had been stopped for lack of funds, and 
the community was promised that the new educational methods would help their 
children learn. The program introduced at the school is called the Cozi 
method, named after its two authors, Dr.  James Comer, professor of child 
psychiatry at the Yale University Child Study Center, and Dr. Edward Zigler, 
professor of psychology at Yale.

        Cozi is a pilot project for early childhood intervention. Social 
engineers had discovered that for the new education methods to be accepted, it 
is necessary to involve the parents and the community. The Cozi method 
includes a School Planning and Management Team, a Parent Organization run by 
the Cozi ``facilitator,'' and a Mental Health Team. It is funded by grants 
from the state and federal government, as well as the Carnegie Institute.  
Yale psychologist Sharon Kagan, speaking to an education conference organized 
by the Carnegie Institute in 1990, ``Preparing American Youth for the 
Twenty-First Century,'' emphasized the aspect of community involvement. 
``While tacit endorsement of the importance of parents in child development 
has always existed, it is not a routine component of all early childhood/child 
development training.''

        Not only do Zigler and his cohorts believe that the vast and growing 
number of poor children can't learn through traditional methods, but they 
think that the families of these children are incapable of raising children, 
and that therefore the school should take over child-rearing from the family. 
They think that the emotional, social, physical, and intellectual development 
of the child is the responsibility of the school and the larger community. 
Some might respond with alarm: This is socialism! The New Age oligarchs behind 
this idea do not even believe that it is elected government officials who 
should control the child; they assert, rather, that mental health 
professionals and psychiatrically trained ``facilitators'' should be the ones 
to indoctrinate the child with the values of their New Age sponsors.

      The Cozi method, Norfolk's Bowling Park Principal Dr. Herman Clark 
explained at a press conference on Oct. 26, means that children have to ``feel 
good'' about themselves before they can learn. But to be made to ``feel good'' 
without being subjected to the standards of real achievement, is to be 
brainwashed. Zigler was challenged at the press conference by an associate of 
Lyndon LaRouche, to explain how Cozi methods are different from the practices 
of Nazi doctors, because not only are his subjects chosen on the basis of race 
and social class, but Zigler's teaching methods will destroy their minds.

        The day after the press conference, the {Virginia Pilot} newspaper 
reported that since the introduction of Cozi into the school, test scores have 
declined sharply.

                   - Race `science' - The idea that disadvantaged minorities 
     learn differently, is racist. In fact, as the above cases demonstrate, 
     the new learning methods result in a decline in cognitive levels. 
     Outcome-based education, or the idea that learning can be measured as a 
     performance or behavioral skill, is being applied not only to ethnic 
     minorities, but to the vast majority of schoolchildren.

        The idea that the nation had to develop a new method of teaching 
people who supposedly can't learn by traditional methods, was given currency 
by the alarm raised through national studies like the 1983 ``Nation at Risk,'' 
showing that the literacy levels of U.S.  schoolchildren are dropping. 
President Bush called an education summit in 1989 of the nation's governors to 
deal with the problem. The governors adopted six national goals for learning, 
which were to be the basis for a new education reform effort. The goals 
involved measuring student progress by outcomes.

     Where does the idea come from that learning methods have to be adapted to 
the particular needs of the child?  In 1964, Benjamin Bloom convened a group 
of psychologists and educators at the University of Chicago for a conference 
on ``Education and Cultural Deprivation,'' to discuss the new economic 
realities and come up with appropriate education methods. The report issued by 
the group says that because of the needs of minorities, and the fact that 
education is facing new requirements from a changing society and global 
economy, public education must be transformed. The report attacks traditional 
education as focusing too much on the small percentage of the school-age 
population which would go on to college.  Instead, it said that we must offer 
options to all children, not just to the scholastic achievers. It then lays 
out the new direction education has to take, an emphasis on ``problem 
solving,'' less emphasis on subject matter and imparting information, and more 
on finding ways in which the subject fields ``relate to the real world,'' more
stress on helping the individual to grow as a person and find satisfaction in 
the face of the harmful effects on the character supposedly produced by the 
``industrial age.'' The report calls for new teaching methods and new 
approaches to the teacher, student, and parent, and more emphasis on the needs 
of one-third of the student body that will not go on to attend college.

        Among the participants in the conference was the eugenicist Arthur 
Jensen, whose article published in the {Harvard Education Review} five years 
later, ``How Much Can We Boost IQ and Scholastic Achievement?'' would shock 
the nation by claiming that race and social class determine IQ, and that 
because blacks and lower-class people measure lower on IQ tests, they are 
genetically inferior. Jensen contributed a research study to the Bloom 
conference which showed that rats raised in a stimulating environment perform 
better in mazes than those raised in plain cages.

        Cozi founder Zigler, also a founder of Head Start, contributed a study 
which demonstrated that lower-class and retarded subjects perform better when 
their behavior is reinforced with tangible rewards, whereas middle-class 
subjects perform effectively under ``intangible'' reward conditions.

        In his 1969 piece, Jensen, who had previously operated in what passed 
for the mainstream of behaviorist educators, argued that the alleged genetic 
inferiority of blacks and lower-class individuals has implications for 
education. He wrote that we must find non-traditional ways of teaching these 
people, and must look critically at the traditional grading system, and the 
relationship between teacher and student, where the teacher is viewed as an 
authority imparting information. Jensen continued: ``And in the post-Sputnik 
era, education has seen an increased emphasis on cognitive and conceptual 
learning, much to the disadvantage of many children whose mode of learning is 
predominantly associative. Many of the basic skills can be learned by various 
means, and an educational system that puts inordinate emphasis on only one 
mode or style of learning will obtain meager results from the children who do 
not fit this pattern.... It may well be true that many children today are 
confronted in our schools with an educational philosophy and methodology which 
were mainly shaped in the past, entirely without any roots in these children's 
genetic and cultural heritage. The educational system was never allowed to 
evolve in such a way as to maximize the actual potential for learning that is 
latent in these children's patterns of abilities. Educational researchers must
discover and devise teaching methods that capitalize on existing abilities for
the acquisition of those basic skills which students will need in order to get
good jobs when they leave school.''

         - The destruction of cognitive powers -

     The economist and political prisoner Lyndon LaRouche recently commented 
that our nation is paying the price today for reinforcing the 
associative/affective in culture and education, rather than the cognitive. He 
said that the demand that educators address the associative forms of 
intelligence rather than the cognitive, is the essence of outcome-based 
education, and it means an emphasis on the emotional and irrational to the 
point of demanding the destruction of the cognitive. ``OBE is feminism,'' he 
said, ``in the sense of magic, in the sense of irrationality, in the sense of 
the worship of the associative emotional/irrational, and placing it above and 
demanding the destruction of the cognitive.'' It represents the destruction of 
children's minds.

     Comer, Zigler, Bloom, and Jensen share the view that the post-Sputnik era 
put too much emphasis on the cognitive learning of children. When the 
associate of LaRouche challenged Zigler at the Bowling Green, Va. press 
conference to confess that he shared the theories of avowed eugenicist Jensen, 
Zigler responded, ``I believe in cognitive learning, but I also know there are 
other forms.''

        Today's classrooms are engulfed in the education theories which sprang 
from the revival of eugenics thinking, alongside of the drift to a 
post-industrial society. Educators promote the idea that there are three, 
four, seven, nine, types of intelligence, all of equal value, each with its 
own pathway to learning. Indeed in his book {Head Start,} which documents his 
role in founding the program, Zigler says that although the IQ is fixed, the 
child can increase his performance level in the proper environment, one which 
gives him an experience of success. Zigler writes, ``I thought that instead of 
trying to improve children's intellectual capacities, we would be better off 
trying to improve their motivation to use whatever intelligence they had.'' He 
attacks the golden age of ``cognitive psychology'' which prevailed during the 
period of the Kennedy administration, and the ``high hopes'' it engendered.


From Executive Intelligence Review V20, #44.  If you would like more articles 
from these publications directly, then subscribe to the LaRouche Issues 
mailing list.  To subscribe to the LaRouche Issues Mailing list send a 1 line 
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----
         John Covici
          covici@ccs.covici.com


4 Dec 93 17:33
John Covici: The British Racists Behind America's School Reforms: part 4
Will Big Brother take
your child away?

by Scott Thompson <cm

In his book {Brave New World,} British establishment kook Aldous Huxley 
forecast a world without families. Test-tube babies, genetically engineered at 
various convenient mental levels ranging from cretins to geniuses, would be 
raised in creches to fill certain categories of social and economic functions. 
Children would be raised by social workers to respond to the words ``mother'' 
and ``father'' with disgust. The child would owe all his allegiance to the 
state.

        Sound far-fetched? Not when you look at the Parents as Teachers (PAT)
program, which is being implemented to varying degrees in 40 states, and which
is also being proposed on the federal level through House of Representatives
bill H.R.|485 (``America 2000''), part of the Clinton administration's
legislative package on education reform.

        Starting with a St. Louis, Missouri pilot project in 1981, 
``co-parenting'' programs have been introduced to replace parental authority 
with that of social workers, starting, whenever possible, in the pre-natal 
period.

        Laura Rogers exposed key features of PAT in an article titled ``In 
Loco Parentis: The Brave New Family in Missouri,'' which appeared in the 
February 1991 issue of {Chronicles: A Magazine for Educators}, published by 
the Hoover Institute. Rogers notes that only four years after PAT's 
introduction in four Missouri school districts, ``the Missouri Legislature had 
mandated the Parents as Teachers program for all schools and all children.'' 
Now, PAT has spread to 40 states and 8 foreign countries.

        PAT was promoted at the Bush administration's Governors' Conference on 
Education in 1989 by such social psychiatrists as Shirley McCune, who told the 
governors that the ``strategic direction'' of American schools must rbe to 
bring about ``a total restructuring of the society.''

                 - The body snatchers -

        PAT's concept of social workers determining how a family raises its 
children, and taking the children away if the family does not comply, is 
reminiscent of the 1950s movie ``Invasion of the Body Snatchers.'' The film, 
an attack upon communist collectivism, showed human beings being turned into 
``pod people'' who were controlled by a state with alien values. In a similar 
way, PAT snatches children from their parents, to make their beliefs and 
attitudes conform to a ``politically correct'' paradigm shift in society's 
values.

        According to Rogers: ``The process begins when a `parent educator,' 
through home visits and school visits, bonds herself to a family.... First, 
under the guise of education screening, parents and children are evaluated, 
the child is given a personal computer code number, and a computer record is 
initiated that will enable ... [the tracking of] each child for the rest of 
his life....  There is no code for normal.

        ``The next step of the PAT program is to change and usurp the
relationship parents have with the children. The change agent, the
`significant other,' will be working with the children in a `mentoring
program' or perhaps as a `certified parent educator.'|''

        In many states, like Missouri, the ``parent educator'' is required by 
law to report the remotest sign of abuse to a telephone hotline. If, as a 
result, a judge deems the child to be ``at risk,'' the parents will lose legal 
custody over their child.

        Rogers writes: ``The `certified parent educator' may prescribe mental
health services and perhaps a drug like Ritalin.... If a parent refuses
recommended services, the state can remove the child from the home, place it
in a residential treatment center, and force the parent to take psychological
counseling for an indefinite period.''

                   - `Risk factors' -

        According to Rogers's report, the 12 ``risk factor definitions'' used 
in all states where PAT is found, include:

        Inability of parent to cope with inappropriate child behavior (e.g., 
severe biting, destructive behavior, apathy).''

        Low-functioning parent (due to limited ability or illness).'' Parents 
who are ill, overweight, tired, depressed, have low-level intelligence, are 
substance abusers, handicapped, or injured are all considered candidates for 
the category of ``abusive parents.''

        Undue stress that adversely affects family functions.'' This could
include grieving over a death in the family, divorce, separation, frequent
travel by a parent, prolonged illness, or low income.

        Other (that wonderful catch-all!).'' The official guidelines explain: 
``This can include a wide variety of conditions.... Consider such things as 
allergies, heavy cigarette smoking in the house, family history of hearing 
loss....'' In a word, PAT's ``change agents'' boast that {anything} can be 
considered a warning sign of ``abusiveness.''

        PAT's ``body snatchers'' can thus make a child a ward of the state if, 
in the judgment of a self-proclaimed ``parent educator''--and without due 
process of law--a parent is overweight, a smoker, a person who gives too many 
toys, or is grieving over a death in the family. This system of child 
snatching could soon get a federal mandate, if President Clinton's ``Goals 
2000'' education bill is not blocked in the Congress.

From Executive Intelligence Review V20, #44.  If you would like more articles 
from these publications directly, then subscribe to the LaRouche Issues 
mailing list.  To subscribe to the LaRouche Issues Mailing list send a 1 line 
message to listserv@ccs.covici.com with the command subscribe lar-lst

To get an index of available files
send the command
index lar-lst

----
         John Covici
          covici@ccs.covici.com

4 Dec 93 17:40
John Covici: The British Racists Behind America's School Reforms: part 5
Profile: Alice Bailey
Satanic midwife to the
New Age of OBE

by Stephanie Ezrol

Tracing the history of outcome-based education (OBE), one discovers the very 
influential role of an avowed satanist, now deceased, named Alice Bailey, the 
founder of the Lucifer Trust. Now called the Lucis Trust, her group today has 
a religious center at the United Nations called the Temple of Understanding. A 
prominent associate of the Lucis Trust is former U.N. Assistant Secretary 
General Robert Muller, who boasts that his 1986 ``World Curriculum'' is the 
basis of OBE. A special U.N.  design team for OBE, one of the 11 design teams 
in the country, was run through the University of Peace, of which Muller is 
currently the chancellor.

        What is this Lucis Trust? Its officials today will tell you that it 
does not really have anything to do with the devil; but under pressure, they 
admit that yes, Lucis does refer to Lucifer. The reference is a cornerstone of 
the dogma of the gnostic movement, an oligarchical movement dedicated to the 
subversion of Christianity. The Luciferians claim to worship the Cosmic 
Christ, who is one of many ascended masters, and who occupied the body of 
Moses and Jesus as well as other prophets. Christ, they say, was also Lucifer, 
the light giver.

        Alice Bailey, while almost unknown to most Americans, was a very evil, 
and very influential person. Sylvia Cranston, in her biography of Helena 
Blavatsky, the founder of the Theosophical Society of which the Lucis Trust 
was an offshoot, calls Bailey one of the most important thinkers of the 20th 
century. The biography, published in 1993, was widely advertised and promoted 
by the media.

        Bailey was born in 1880, in Manchester, England, to a family of 
wealthy landed aristocrats in the social circles of Queen Victoria. She worked 
as a Christian evangelist in India before her conversion to Theosophy in 1915. 
Bailey remained close with her family, which included an aunt who was the 
chief Deaconess of the Church of Scotland, throughout her satanic career. Her 
occult Satanic predecessor, Helena Petrovna Blavatsky, was the granddaughter 
of a Russian princess, and traveled within the circles of the European royal 
families.

        In 1919, Alice Bailey produced the first of many books which she says 
were either dictated or communicated telepathically to her by a dead Tibetan 
``ascended master who was close to Jesus Christ,'' who had also been known to 
Helena Blavatsky. The works of this Tibetan, as published by the Lucis Trust, 
form the ``underlying philosophy upon which the Rubert Muller School is 
based,'' according to the preface of the Robert Muller School's ``World Core 
Curriculum Manual.'' These schools, which are ``participating institutions in 
the Unesco Associated Schools Project in Education for International 
Co-operation and Peace,'' begin with kindergarten.

        Bailey went on to produce 25 books, the most important being 
{Education in the New Age} and {The Externalization of the Hierarchy.} Both 
stress the need for the occult students of her Arcane School to silently 
infiltrate all kinds of educational, peace, and other organizations. She tells 
her followers, who are primarily very wealthy and well educated, that their 
mission is to lose their own personal identity in order to achieve the 
superior power of the ``group will,'' in works to be revealed by the 
``ascended masters.''

        This idea of group identity, according to Bailey, is necessary to the 
Aquarian Age into which we are now moving. Individual identity and the 
individual soul are outmoded ideas belonging to the Christian era which, they 
claim, was already beginning to be superseded in the 1930s. The Aquarian Age 
would not, according to Bailey's 1930s writings, fully break out until the 
1970s. The individual soul, she writes, is of no importance, because the soul 
will be reincarnated as something different in a new body in a new life. 
Reincarnation, a core belief of Bailey and the theosophists, in one stroke 
justifies racism, suicide of the ``inferior,'' eugenics, and euthanasia. Don't 
worry if you were born inferior, buddy, because in the next life you will be 
better.

                - The making of a witch -

        The father of this satanist ideology was Friedrich Nietzsche, who 
heralded the end of the Christian era and the bringing in of the Aquarian (or 
Dionysian) Age. After Nietzsche's death in 1900, an array of kooks and 
cultists, including Alice Bailey and her fellow satanist Aleister Crowley 
(1875-1945), began to develop the institutions that would usher in this New 
Age.

        Crowley is better known, because of the popular revival of his works 
in the 1960s rock-drug-sex counterculture. He called himself the Great Beast 
666, and was frequently described as the most evil man in England.  Crowley 
preferred to call his god Satan, whereas Bailey chose the name Lucifer. Bailey 
and Crowley shared at least one common associate, the British novelist and 
author of {The Cosmic Christ} (1930), Violet Chambers Tweedale.  Tweedale was 
a member, along with Crowley, of the satanic Order of the Golden Dawn. Bailey 
describes her 1932 meeting with Tweedale in Ascona, Italy as one of the most 
important things that every happened to her.

        While Crowley worshipped Satan openly, Bailey's script for dragging 
people into Hell was that warned of in II Corinthians 11: She clothed herself 
in the light of good will toward man, and preached a magical occultism.  
Bailey's followers, like the theosophists, claim that they only practice 
``white'' magic, unlike their co-religionist Crowley, who was, in their terms, 
a ``black'' magician.

        Bailey become active in the occult movement in 1915 when she joined 
the Theosophical Society, which was then headquarted in Hollywood, California. 
Her introduction to theosophy was through two English women of the ``same 
[aristocratic] social status'' as she, who then introduced her to two other 
elderly women who had been personal students of Helena Blavatsky. She advanced 
rapidly in their ranks and in 1921 married Foster Bailey, who had become the 
national secretary of Blavatsky's Theosophy Society in 1919, and was also a 
high-ranking Freemason.

        At the end of 1919, Alice Bailey became editor of the Theosophical 
magazine {The Messenger.} The job only lasted until 1920 when her husband led 
a faction fight for control of the Theosophy Society at their Chicago 
convention.  Both Baileys had argued for a rapid infiltration of non-occult 
institutions, but failed to win the majority of the Theosophists to their 
position.

        - Satanists, socialists, and freemasons -

        The Baileys moved their operations to New York in 1921, when, probably 
through Foster's masonic connections, he was offered, by Ernest Suffern of the 
Theosophical Association of New York, a house, a job, and a platform to 
continue his efforts toward an occult breakout. Alice Bailey started a class 
on Blavatsky's Secret Doctrine in New York City. That class became the Arcane 
School, in April 1923. By 1947, some 30,000 students had passed through the 
Arcane School, according to Alice Bailey's autobiography. The Arcane School, 
the Lucis Trust, and a third Bailey group, World Goodwill, occupied the top 
two floors at 11 West 42nd Street in Manhattan.

        The Baileys received a boost from high places in 1925, when Graham 
Phelps Stokes offered them rent-free, for several years, a large home with a 
beachfront and servants' quarters on Long Island Sound in Stamford, 
Connecticut.  Phelps Stokes was the president of the Phelps Stokes Corp., the 
Nevada Co., the Nevada Central Railroad Co., and the Nevada Central Motor 
Lines.

        Stokes's pedigree gives an idea of the circles in which Bailey moved, 
and which supported her occult efforts. He had been a member of the National 
Executive Committee of the Socialist Party, and the president of the 
Intercollegiate Socialist Society, before switching in 1917 to the Social 
Democratic League. Besides running for several offices as a Socialist 
candidate, Stokes was an activist in the military reserves and officers 
associations, and the chairman on National Defense for the Military-Naval 
Club. The Stokes family deployed its other sons into the Episcopal Church and 
the Rockefeller-allied eugenics movement, as well as business and educational 
operations in China, India, and other parts of Asia.

From Executive Intelligence Review V20, #44.

If you would like more articles from these publications directly, then 
subscribe to the LaRouche Issues mailing list.  To subscribe to the LaRouche 
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------------------------------------------------
(This file was found elsewhere on the Internet and uploaded to the
Patriot FTP site by S.P.I.R.A.L., the Society for the Protection of
Individual Rights and Liberties. E-mail alex@spiral.org)

