The FBI Discovers: Masonic Education For The New World Order

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MASONIC EDUCATION FOR THE NEW WORLD ORDER

Written by David J. Smith From the News watch Magazine, December 15, 2001
The Supreme Court of the United States, packed with Freemasons, ruled to effectively
take all phases of religion out of public life in 1962. America is a divided nation into two
separate political camps, and increasingly a third. It is also divided into different religious
camps - liberal and conservative. Norman Thomas, six times candidate for the presidency
on the Socialist Party ticket, said that he could not get elected president as a socialist, but
Franklin Delano Roosevelt could get elected president as a liberal and pass the entire
socialist program into law. What about our schools today? Are the schools under attack
from liberalism [socialism]? Is the free enterprise economic system and Biblical morals
under attack?
The FBI Discovers

W. Cleon Skousen, assistant to J. Edgar Hoover of the FBI, discovered the 45-point plan
for Socialists/Communists to destroy and capture America. Point #17 states: "Get control
of the schools. Use them for Socialism and current Communist propaganda. Get control
of TEACHER'S ASSOCIATIONS." Now you can understand WHY the Federal
Government is so against church related schools. They cannot capture your child's mind
if they don't control WHAT he or she is being taught.
The above is WHY the Federal Government will not allow the professing Christian
religion to have prominence in the schools any longer. The Communist Rules for
Revolution was captured in Dusseldorf, Germany, in May 1919 by the Allied Forces. In
part it states: "(A) Corrupt the young, get them away from religion. Get them interested in
sex. Make them superficial, destroy their ruggedness." These Rules of Revolution were
secured by Florida's Attorney General - George A. Brautigam - many years ago. He
claimed this program is being worked in the United States today! Is he correct'?
Communist Goal
The ultimate goal of the Communists and their creator, the Illuminati, is to dissolve the
American Republic. They were to destroy every nation and religion on earth, and crush
the American dream so that we will be merged into a faceless numbering system for
international control in a world government. To achieve their goal, they [liberals] have to
attack our religious orthodoxy and American nationalism in the schoolrooms across
America. If these statements are true, can they be PROVEN?
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SECULAR EDUCATION: A MASONIC BLUEPRINT
"Through the activities of our state organizations, the New Age Magazine, our clip
service and News Bureau, we are stimulating the public interest and furnishing much
valuable material to speakers and writers, and thereby can reasonably claim much credit
for the growing interest in favor of compulsory education BY THE STATE."
Supreme Council of Scottish Rite Freemasonry, Charleston, S.C., September24, 1924

(Scarlet and the Beast, John Daniel, Vol.1, p 235, JKI Pub., Tyler, TX)
Let's investigate the background of this statement to understand our current plight in
America. After the [Catholic] Jesuit suppression in 1773, Grand Orient Freemasonry
replaced Jesuit academies of general education, very similar to our state-controlled
primary and secondary schools of today. The Philanthropine were the first schools of
Reform Judaism [a group of Cabalists who joined together for the purpose of destroying
Judaism and Christianity - they were atheists]. Their founder was Grand Orient
Freemason Sigmund Geisenheimer, head clerk in Meyer Rothschild's Frankfurt bank.
According to Rabbi Marvin Antelman, the House of Rothschild financed these schools
(Rabbi Marvin S. Antelman, To Eliminate the Opiate [New York: Zahavia LTD, 1974],
p.126).
Although the Philanthropine were private schools [no state funded schools existed in
Europe at that time], they were authorized by the illuminated Masonic rulers in the
German principalities. The schools offered NO religious instruction whatever - God and
prayer were intentionally left out. Professor John Robison [of England] documents that
when the graduates became professionals, morals declined rapidly on a national scale
(John Robison, Proofs of a Conspiracy, 1798, p.48-53).
Meanwhile, in France law: were passed forbidding Church schools. "Laicism“or the
secularization of the schools was the new" order of the day. With public schools came a
new breed of teachers called atheists (Dr. George Dillon, Grand Orient Unmasked, p.80).
Dr. George Dillon says that the decision to secularize public schools came out of the
French Masonic Lodges, one of which was a Lodge named Rose of Perfect Silence. In
one of their meetings, Dillon reports, it was asked: "Ought religious education to be
suppressed?" The answer was predictable: "'Without any doubt the principle of
supernatural authority that is faith in God, takes from a man his dignity; is USELESS for
the discipline of children; and there is also in it, the danger of the abandonment of all
morality... The respect, especially due to the child, PROHIBITS the teaching to him
doctrines which disturb his reason"' (Ibid, p.80).
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Does this SUPPRESSION of religion sound familiar? In 1885, Dr. Dillon already saw the
consequences of the secularization of education in society, and he rightly asked, "How
can we be surprised if the Universities of the Continent have become the hot-beds of vice,
revolution, and Atheism?" (Ibid, p.83)
What Freemasonry initiated before and during the French Revolution has spread
throughout the world via Masonic Lodges. The secularization of our educational
Institutions today with the elimination of the Bible and prayer in our schools is a result of
two centuries of secularized education, and the creation of modern Biblical criticism,
which began in the Grand Orient Masonic Lodges on the Continent of Europe. According
to Orthodox Rabbi Antelman, at the forefront of this Biblical criticism were Grand Orient
Frankist Jews in their Philanthropine schools.
The Bund and Anti-Semitism
As we have seen, the aim of secular education was to destroy BOTH Christianity and
Judaism. After 1848, Karl Marx, a 32nd degree Grand Orient Mason (Miller, Occult
Theocracy, p.270, 726), carried on the Frankist Reform's subversive work. Marx was
profoundly anti-religious and, in fact, e was against ALL religions. He is famous for
having said, "Religion is 'the opiate of the people" (Antelman, 17). And in 1844 he
remarked, "The criticism of religion is the beginning of all criticism" (Paul Fisher,
Behind The Door [Washington, D.C.: Shield Publishing, 1988], p. 284). "It was Karl
Marx," commented Antelman, "who was born Jewish and whose family converted to
Christianity when he was six, who wrote a book, A World without Jews. Karl Marx
helped promote anti-Semitism..." (Antelman, p.21)
According to Antelman, Marx, the so-called father of Communism, "was paid for his
services by the League of the Just which was known in its country of origin, Germany, as
the Bundper Gerech ten" (Ibid, p.17). Antelman claims that the League of the Just is an
extension of the Illuminati. Members in the League were all illuminated Grand Orient
Masons. Actually, those who joined the League were the remnants of the old Jacob in
Clubs who had fled to Germany after the Reign of Terror ending the French Revolution.
The League of the Just, or "Bund" for short, he notes, "was later to become known as the
International Communist Party" (ibid, p.17).
"It may be difficult to conceive of how a professed Jew or Catholic would seek to destroy
his own religion," writes Rabbi Antelman. "However, one should consider that the Bund's
inner circle consisted of a specific religion BY BIRTH ONLY, and super wealthy
individuals whose boundless ambitions for power had caused them to become
unscrupulous" (ibid, p.25).
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One such reformer was Abraham Geiger [1810- 1874], a rabbi who had joined the
Bundper Gerech ten, which operated within the illuminated Grand Orient Masonic
Lodges (ibid, p. 42). Rabbi Antelman credits the Bund with conceiving of the ultimate
plans for the secularization and destruction of 'Judaism ... Abraham Geiger was the man
the Bund chose to be their primary personality to implement the Reform Movement...
Due largely to Geiger, the Reform Movement BECAME by 1850 the dominant Jewish
SCHISM in Germany," reported Antelman (Antelman, p.27-28).
Reform Judaism began to open Jewish schools in which the professors could implant the
seeds of destruction against their own religion. "They conceived the idea of developing
their own network of rabbinical seminaries to ordain their own FRAUDULENT rabbis,"
says Rabbi Antelman (Antelman, p.27). Antelman further confirms that the Bund in
Grand Orient Freemasonry "had planned to build a seminary to be in Geiger's name
which would educate and train more phony rabbis for the Reform movement (Antelman,
p.41).
After 1870, when the anti-Semitic Jewish Reform was in its glory, Rabbi Antelman notes
that the non-Reform religious Jews became known as the Orthodoxy: "The term
Orthodoxy was to be used as a bigoted derogatory term in the same manner that a white
bigot would employ the term nigger. This was in the best tradition of Marx and his Bund
sponsors. It should be noted that Marx used the term nigger to indeed degrade all Jews
when he published another one of his anti-Semitic diatribes entitled, The Jewish Nigger"
(Antelman, p.30).
In his final condemnation of Karl Marx, Antelman remarks: "Marx's anti-Semitic outlook
bore a relationship to Reform or Conservative movement leaders, [whose] profound
hatred for Torah, true Judaism, the Talmud and the rabbis ... unfortunately, manifests
itself to this very day among large segments of the leadership of the Conservative and
Reform movements throughout the Diaspora" (Antelman, p.111). But where did Karl
Marx get his financing?
Frederick Engels, Founder of "Marxism"
The life of Karl Marx serves as an example of how anti-Semitic Freemasonry USES and
abuses Jews to front its revolutions. Every activity of Marx was controlled by a
Freemason, Frederick Engels (1820-1895). Engels, an unlikely subject to become
involved in the so-called "revolution of the proletariat," was born to a wealthy textile mill
owner in the Rhineland of Germany. At a young age, Engels joined Young Germany,
which had been established in Switzerland in 1835 at the instructions of Giuseppe
Mazzini, the Italian revolutionary and Freemason Henry Palmerston [at the time Great
Britain's foreign minister].
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Switzerland became the Grand Orient training ground for young Engels (Anton chaitkin,
Theason in America New York: New Benjamin Franklin House, 1985] p.290-291, 293]).
Later in life, he joined Scottish Rite of Freemasonry, working his way up to the 32nd
degree. Engels loved journalism, having studied it before graduating from Elberfeld
Gymnasium in 1837. Anton Chaitkin, the Jewish author of Treason in America, notes that
Engels': "first major piece of journalism, Letters from Wuppertal, appeared early in 1839
in the Hamburg organ of Young Germany, Telegraph fur Deutschland. In this sarcastic
attack on his hometown, Engels blamed poverty, sickness, illiteracy, superstition
[religion], drunkenness, and general ugliness, not on the low level of industrial and
scientific development, but on 'factory work' itself. He also called for atheism as a means
of freeing popular consciousness.
"Engels spent a year in the Prussian military service, simultaneously immersing himself
in the Young Hegelian movement. In 1842 he met the radical democrat Karl Marx, who
was then editing the Rheinische Zeitung and looking for some new doctrine out of the
orbit of Hegel and Young Germany" (Chaitkin, p.295-296).
In 1842 Engels came of age and was sent to England by his father to train for the position
of overall manager of the family's Manchester textile mill. In I 843 he published in
Germany his first work on economics, "Outlines of a Critique of Political Economy." In
this article Engels attacked Christianity and "like oppressors" (Chaitkin, p. 298).
Engels did not become famous until 1844 when the Deutsche-Franzosische Jarbucher
printed his homage to Thomas Caryle, the Scottish essayist and historian. Quoting from
Caryle's past and Present on the ultimate solution to man's oppression, Engels wrote that
work would make men free: "„who art thou that complainest of thy life of toil'? Complain
not"' (Chaitkin, p.300).
His review of Caryle is not what won Engels fame - rather, it was the influence of the
communist Freemasons who read it. Lord Palmerston became Engels' Masonic promoter
and saw that Engels' fame spread throughout Germany via the Masonic- controlled
Jarbucher, the newspaper co-edited by Karl Marx and Palmerston agent Arnold Ruge
(Chaitkin, p.299). Engels was to develop a doctrine for the communist movement. The
Masonic media would promote it.
In Engels' opinion the articles he had written on economics were far superior to his
review of Carlyle. He resented the fact that his reputation had been made on what he
considered an inferior work. He wrote to Marx, 'It is ridiculous that my article about
Carlyle should have won me a terrific fame with the 'mass'", Chaitkin, p.299).
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Obviously, Engels did not realize at that time to whom or what he owed his fame.
Freemasonry was promoting him for the greater communist cause. The Continental
[European] Brotherhood knew that only a few radicals would read Engels' economics in
Young Germany literature. To make a name for Engels, a broader reader base was
needed. Carlyle was already famous. Engels would be made famous through Carlyle's
work. Anton Chaitkin explains:
"It was now to be Frederick Engels' job to 'translate' Carlyle's viewpoint, dressing up
feudalism in Hegelian clothes for the edification of German revolutionaries. Thus armed,
equipped with a reputation, he now returned to the Continent for a time, meeting Marx in
Paris and fastening upon his as a useful instrument for the propagation of a new doctrine.
Marx, the young revolutionary in exile from Germany, was overwhelmed by the
economic erudition of Engels' Critique. When Engels then published The Condition of
the Working Class in England in 1844, Marx was wholly WON OVER to what should
rightfully be called 'Engelsism"' (Chaitkin, p.300).
Engels, NOT Marx, was the father of Marxism. Templar Freemasonry did not intend for
its own, especially its wealthy, to be seen as promoters of communism. The left-wing
Grand Orient Masons were not developing a system for personal gain, but rather for the
future Templar global government. To protect themselves from exposure, Karl Marx,
"the Jew," was a fit comrade to shoulder Engels' philosophy of communism. At Engels'
urging and under his tutelage, Karl Marx began to publish Engels' communist
philosophy. Should there be a backlash, the Jews would be blamed - NOT
FREEMASONRY.
Marx was more than willing to put his fellow Jews at risk, for he hated his heritage.
According to Rabbi Antelman, two of Marx's anti-Semitic works were A World without
Jews and The Jewish Nigger (Antelman, p.21, 30). When Marx produced the long article
for Illuminist Freemason Horace Greeley's New York Tribune, Antelman quotes Marx as
saying, "'Thus we find every tyrant backed by a Jew."' In 1856, when he wrote for
Greeley on Jewish control of banking, Marx remarked, "'Thus do these loans which are a
curse to the people, a ruin to the government become a blessing to the house of Judah.
This Jewish organization of loan mongers is as dangerous to the people as the aristocratic
organization of landowners"' (Antelman, p.21-22).
Marx never held a regular job. When he submitted articles to the New York Tribune,
articles actually written by Engels, he received a pound or two [British money] for each.
Marx was paid pennies for another series of Engels' rewrites submitted to the Masonic-
trained Foreign Office official David Urguhart (Chaitkin, p.303).
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Engels realized that Marx was a potential martyr for the communist cause, so Engels
brought Marx to England where his subservience was further enforced by a slave-like
existence. Left-wing French Grand Orient Freemasonry [who was in war with British
capitalistic Freemasonry] planned to exploit this Jew as their mouthpiece to blame the sad
state of affairs of the poor on the British Masonic system of capitalism.
It may come as a surprise to many to learn that Engels did not hate capitalism. After all,
he was the product of it. What he loathed was the British Masonic oligarchy. From its
inception, left-wing French Freemasonry was determined to destroy right-wing English
Freemasonry. Since capitalism was synonymous with the British Brotherhood, one must
destroy capitalism to destroy the Masonic oligarchy. Communism would be the tool of
that destruction.
Marx was only one in a long line of Jews who would be exploited to help accomplish this
task. He was intentionally kept poor. Other than a few pennies for some articles he
himself did not write, Marx's only other source of income came by way of philanthropic
"contributions" from Engels, which amounted to a measly sum of 70 pounds sterling per
year, with a low one year of 10 pounds. In comparison, Engels drew an annual salary
from his family firm of 4,000 pounds sterling. If Engels was so fond of Marx, he
certainly would have paid him enough to survive, for Marx's family was starving. Two of
his children died of malnutrition and another committed suicide.
The most famous work attributed to Karl Marx is the Communist Manifesto Supposedly
written in 1848, it was actually a rewrite of an earlier Engels' piece entitled Confessions
of a Communist [and old Adam Weishaupt writings]. Of the Marx-Engels relationship,
Chaitkin writes: "This was to be the pattern. The Cotton Prince [Engels] would write a
draft, or simply make a suggestion for the appropriate theme of a work, and pass it along
to Marx to put it in 'good revolutionary form," (Chaitkin, p.303).
The Templar Freemasonic scheme worked. Karl Marx, the Jew, would be called the
Father of Communism, NOT Freemason Engels, and definitely NOT Grand Orient
Freemasonry. The so-called "evils" of capitalism would be the whipping boy of
communism. Jews only would be blamed if the communist conspiracy were ever exposed
- NOT Grand Orient Freemasonry headquartered in France. In 1848 France experienced
the world's FIRST Communist Revolution.
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The Educational Legacy of Karl Marx

As we have seen, from 1842 to 1848, the real voice behind Marx was Frederick Engels.
Engels, like Marx, sought to EXCLUDE religion from public life AND education: "'All
religious bodies WITHOUT EXCEPTION are to be treated BY THE STATE as private
associations. They are NOT to receive support from public fluids OR exercise ANY
influence over public education"' (Fisher, p.284).
After creating so much havoc in Germany, Karl Marx was forced to leave, finding refuge
in France where his doctrines were introduced into the Grand Orient Lodges. While
Engels was in England managing his father's expanding textile business, Marx traveled
between Paris and London to visit him, finally residing in London until his death in 1883.
Marx, however, left his mark in France. On May I, 1865, the 89th anniversary of the
founding of the Illuminati, a French Masonic publication, Monde Maconnique,
proclaimed that "An immense field is open to our activity. Ignorance and superstition [1,
uzz-words for Christianity] weigh upon the world. Let us seek to create schools,
professional chairs, libraries" (Dillon, p.80).
Just five years later, in 1870, the French Masonic Convention came to the following
unanimous decision: "The Masonry of France associates itself to the forces at work in the
country to render education gratuitous [free], obligatory, and laic" ("Laic" comes from
the Greek "laikos," meaning "of the people." Laicism means, "a political system
characterized by the exclusion of ecclesiastical - religious control and influence."
Laicizafion means "to put under the direction of or open to laymen"). During a Belgian
Masonic festival, a certain brother Boulard exclaimed in a speech, "When ministers [of
government] shall come to announce to the country that they intend to regulate the
education of the people I will cry aloud, 'to me a Mason, to me alone the question of
education must be left; to me the teaching; to me the examination; to me the solution"'
(Dillon, p.80).
Marx also left his mark in England. Dr. Dillon confirms that during the administration of
British Prime Minister Henry Palmerston, a 33rd degree Mason, an attempt was made in
the 1980s to introduce secularism "into higher education in Ireland by Queen's Colleges,
and into primary education by certain acts of the Board of National Education" (Dillon,
p.81). Both were defeated by the predominantly Catholic body at that time.
The introduction of secularism into higher education was successful in England. Dr.
Dillon wrote in 1885: "There, by degrees, board schools with almost unlimited assistance
from taxes have been first made legal, and then encouraged most adroitly. The Church
schools have been systematically discouraged, and they have reached the point of danger.
This has been directed, first, by the Masonry of Palmerston in the higher places, and
secondly by the Masonry of England generally..." (Dillon, p.81)
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Marx's legacy extended to Italy. During a Masonic congress held at Milan in 1881, the
following resolution was adopted: "The suppression Of ALL religious instruction in the
schools: The creation of schools for young girls where the pupils can be protected from
any kind of clerical influence." (Miller, p.282, 285)
After Benito Mussolini took power in Italy in 1922 and outlawed Freemasonry in 1923,
he returned some rights to the Vatican. Alarmed, the French Grand Lodge wrote: "If this
renewal, as we fear, takes place, it will begin a movement of regression against the laws
of laicisation [exclusion of religion] which we have had so much trouble to get passed by
the Chamber.. It is in the defense of the school and of the spirit of laicism [politics
without religion] that we will find the program which can and should bind together the
whole Republican Party" (de Poncins, Freemasonry and the Vatican, p.60-61).
In 1928 the Sixth World Congress of the Communist International echoed the anti-
religious credo of Marx and Engels when it stated: "'One of the most important tasks of
the Cultural Revolution affecting the wide masses is the task of systematically AND
unswervingly combating RELIGION - the opium of the people. The proletarian
government MUST WITHDRAW ALL STATE SUPPORT from the church, which is the
agency of the former ruling class: it must prevent ALL church interference in state-
organized educational affairs, and ruthlessly SUPPRESS the counter-revolutionary
activity of the ecclesiastical organizations"' (Fisher, p.284).
Masonic Public Schools in America

American Freemasonry was involved in free secular education from the beginning of our
Republic. Mackey's Encyclopedia of Freemasonry provides a complete history of
Masonic involvement in the creation of the American system of public education.
In "Freemasonry and Public Schools," Mackey reports on all the Masonic educational
activity during the 1800s, including the founding of Masonic colleges and fraternities. In
1809 in New York State, "Brother Dewitt Clinton founded the New York Free School
Society, which later became the Public School Society of New York. He was Chairman
of the Board of Trustees and very active until his death in 1828" ("Public Schools,"
Mackey S' Encyclopedia of Freemasonry, Vol.11). Clinton was also a member of the
American branch of the Illuminati. He served as Grand Master of the New York Lodge
from 1806 until 1820 and was for eight years Governor of New York State.
Mackey tells how state funding of schools evolved: "The Free School was from the start
supported by voluntary donations; but as the legislature began to recognize the value of
the work that was accomplished, sums of money were granted. About the end of 1817,
the Free School was formally established under the supervision of the State and further
support from the Masonic Fraternity was no longer required" ("Public Schools,"
Mackey).
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By the mid-1850s, Freemasonry began a drive to control schoolteachers by the

establishment of a professional association for the same. The Scottish Rife was the
primary force behind the founding of the National Education Association (NEA) in 1857,
which today is a powerful professional union and political lobby (Fisher, p.144).
Early History of the National Educational Association
The NEA had its early beginnings in 1857 when 43 teachers met in Philadelphia. They
chose the name National Teacher's Association. By 1870, three groups merged to form
the National Educational Association. They were the National Teacher's Association, the
Association of School Superintendents, and the American Normal School Association.
The NEA was incorporated under a federal charter as tax-exempt in 1906. The NEA did
little until 1919 when it moved its headquarters to Washington, D.C. In the capital the
NEA could lobby for its goals and could also work WITH the Federal Government.
After World War I, American Freemasonry began lobbying the Federal government for
federally funded public schools. Mackey‟s' Encyclopedia of Freemasonry outlines the
story: "The Supreme Council Southern Jurisdiction, United States of America, Ancient
and Accepted Scottish Rite in 1920 openly declared itself in favor of the creation of a
Department of Education with a Secretary in the President's cabinet..." Mackey further
informs us that the Scottish Rite was responsible for 'the passage of what was then known
as the Smith-Tower Educational Bill embodying the principle of Federal Aid to the
Public Schools in order to provide funds for the equalization of educational opportunities
to the children of the nation. The Brethren declared their belief in the compulsory
attendance of all children upon the Public Schools..." (Public Schools")
In this article, Mackey reminds the Brotherhood that when compulsory education
becomes a reality, Masons are to encourage parents to make the schools so efficient "that
their superiority over all other schools [meaning Church related schools] shall be so
obvious that every parent will have to send his children to them..." ("Public Schools")
In the 1920s, 33rd degree Mason Earl Warren was Grand Master of the Grand Lodge of
California. He had not yet received his appointment as Chief Justice to the Supreme
Court. In his 1936 annual message to the Brethren in California, he said:
"...the education of our youth can best be done; indeed it can only be done, by a system of
free public education. It is for this reason that the Grand Lodge of California, ever
striving as it does TO REPLACE darkness with light, is so vitally interested in the public
schools of our state. By DESTROYING PREJUDICE, [meaning Christianity] and
planting REASON in its place it prepares the foundation of a liberty-loving people for
free government..." (Fisher, p. 176)
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FRONTIER THINKERS
Other organizations that played key roles in the development of the NEA were the
Progressive Education Association and the John Dewey Association. In the early I 930s
both groups worked out their blueprint to "Socialize America." Their intent was
publicized by a devout group of socialist/Marxist educators known as the "frontier
thinkers." The pro-socialist teachers were first and foremost John Dewey, then William
Heard Kilpatrick, Harold Rugg, Jesse H. Newland, and George S. Counts. These men
were "doers," not just talkers as they implemented the New Education, which would
usher in the New Social Order for America.
Dr. George S. Counts made the call to build the New Social Order by challenging
teachers to "...deliberately REACH FOR POWER and then MAKE THE MOST of their
conquests...To the extent that they are permitted to FASHION THE CURRICULUM and
PROCEDURES of the schools, they will definitely and positively influence the social
attitudes, ideals, and behavior of the coming generation.. It is my observation that the
men and women who have affected the course of human events are those who have NOT
HESITATED to use the power that has come to them" (Dare the School Build a New
Social Order?" a monograph by George S. Counts, 1932, pp.28-29).
These frontier thinkers sought complete control of the National Education Association
[NEA] by placing THEIR men into places of top administrative positions (Blackboard
Power NEA Threat to America, by Dr. Gordon V.Drake, p. 24).
Without fanfare, Dr Givens, chairman of the committee of the NEA Department of

Superintendents, produced a statement entitled, "Education For the New America," It
outright called for the "socialization" of the "credit agencies, the basic industries and
utilities" of America. The document just matter-of-factly explained that a "dying laissez-
faire [free enterprise economic system] must be COMPLETELY DESTROYED, and all
of us including the owners, must be subjected to a LARGE DEGREE OF SOCIAL
CONTROL" (a speech by Willard Givens, Report to the 72nd Annual Convention of the
NEA, 1934). As a result of this speech and call for socialism, he was rewarded with the
position of executive secretary of the NEA in 1935.
The Progressive Education Association was now just to fade away, since the "frontier
thinkers" for socialism had now taken the key position in the NEA. The well respected
NEA would now serve the socialists to "change the minds of our children in the next two
generations for socialism." Over the next ten years [1935-1945], Counts and Kilpatrick
published a monthly called The Social Frontier, later changed to Frontiers of Democracy.
It was the brainwashing tool to indoctrinate teachers and professors for the New Social
Order (Blackboard Power NEA Threat to America, by Dr. Gordon V. Drake, pp.24-25).
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The 1930s saw America ripe for their diet of socialism caused by the Great Depression.
The International Bankers had just caused this Great Depression with the collapse of the
stock market and bought up all the stock for pennies on the dollar. They had begun
creating monopolies in the market place with THEM holding the stock. President
Roosevelt was swept into office with the promise of the New Deal for America. That
New Deal was socialism. He started programs such as NRA, WPA, NYA, and PWA to
get people working again, but CONTROLLED BY THE FEDERAL GOVERNMENT. It
was during this climate of frustration and hunger and economic depression that an
American educator named Walter Hamilton wrote in 'The Social Frontier" [of the NEA]
that the "commitment to collectivism [socialism] is beyond recall" (October 1934). In this
same issue an editorial promised that "The Social Frontier [of the NEA] will throw ALL
the strength it possesses ON THE SIDE OF THOSE FORCES WHICH ARE STRIVING
TO fashion a form of COLLECTIVISM that will make paramount the interests of the
overwhelming majority of the population" (Ibid, p. 4). The editorial went on to challenge
teachers and parents to "make clear by all means at their disposal that a COLLECTIVIST
SOCIAL ORDER... [was needed] to secure a free democratic life" (Ibid, p.4).
During the 1930s, the discussion among the Socialists was HOW to teach collectivism to
their students. Dr Theodore Brameld was an activist in promoting Socialism in the
schools. He told teachers who were FOR Socialism to "influence their students, subtly if
necessary, frankly if possible, toward an acceptance of the same" (The Social Frontier
November 1935, pp.53-55). Teachers were to use the classroom to teach revolution, and
to undermine the present form of government. Dr. Theodore Brameld, in his book Ends
and Means in Education, stated that the future world "should be a world in which national
sovereignty is utterly subordinated to INTERNATIONAL AUTHORITY [world
government].
Another Socialist educator was Dr Harold Rugg, who wrote a series of textbooks
concerning collectivism for the grade school, high school, and teachers colleges. Dr.
Rugg wrote the textbook, Man and His Changing Society, where he proved to be a master
at propaganda and was for immediate social reconstruction TO collectivism. He was
social studies editor for Scholastic Magazine during the 193 Os, which is an educational
magazine used throughout the school systems all over the United States.
"Between the years 1928-1935, Scholastic Magazine featured articles written by

KNOWN Communists such as Langston Hughes. Two members of' the advisor,' board,
who were also contributing editors, were KNOWN Communists. Harold Rugg authored
numerous articles eulogizing Soviet Russia and its Communist youth organizations"
(District of Colombia Appropriation Bill for 1937, Subcommittee of House Committee
on Appropriations, 74th Congress, 2nd Session, 1936, pp. 709-710, as recorded in
Blackboard Power; NEA Threat to America, p.26).
13
Dr. Rugg was flying high toward socializing America when he wrote a letter to President
Roosevelt entitled "The Battle For Consent: Gentlemen, This Is Our Moment - If" Rugg
urged the President [32nd degree Mason] to have the federal government pass into law a
minimum wage for ALL - whether you worked or not. Huge amounts of money were to
be used for economic planning by the government to regulate all society.
Dr. Rugg also stated that educators "want to write [great socialist ideas] ... into the new
textbooks that will be made to HERALD the new day." He talked of the "thrilling
experience." He said: "...I know for I tried to do it [print socialist textbooks] during the
great depression in my 'Man and His Changing Society,' a series of books which was
studied by some 5,000,000 young Americans UNTIL the patrioteers [non-communists]
and the native Fascist press well-nigh destroyed it between 1939 and 1941" (Frontiers of
Democracy, December 15, 1942,p. 75-81).
Roosevelt, in 1942, let Rugg's letter be laid aside with no action. Rugg went to work
immediately. He called upon his colleagues at teachers colleges to: "Let them become
powerful national centers for the graduate study of ideas, and they will thereby BECOME
forces of creative imagination standing at the very vortex of the ideological revolution.
Let's make our teachers education institutions into great direction finders for our NEW
SOCIETY... pointers of the way... dynamic trail blazers of NEW FRONTIERS [meaning
socialism]" (Frontiers of Democracy, May 15, 1943, p. 247-254).
In the 1940s and 1950s people began to wake up to the propaganda in our schools.
Informal groups began to come together to force Socialism out of the schools.
Let Us Digress a Moment!
The Masonic War against Church, Parents, and Children
Investigative journalist Paul Fisher has summarized the GOALS of Freemasonry in

America in creating and promoting a system of compulsory public education: "(1) The
destruction of ALL social influence by the Church and religion generally, either by open
persecution or by so-called separation of Church and Stale; (2) To secularize all public
and private life and, above all, popular education; and (3) To systematically develop
freedom of thought and conscience in school children, and protect them, so far as
possible, against all disturbing influences of the Church, ~ even their own parents - by
compulsion if necessary" (Fisher, p.40).
14
According to Fisher, this PLAN was launched on a grand scale when on September 24,
1924; the Scottish Rite Supreme Council met at Charleston, South Carolina. The Masonic
monthly magazine, New Age, published the Grand Commander's "Allucution" in the
October issue that year: "Through the activities of our state organizations, the New Age
magazine, our clip service and News Bureau, we are stimulating the public interest and
furnishing much valuable material to speakers and writers, and thereby can reasonably
claim much credit for the growing interest in favor of compulsory education by the state"
(Fisher, p.242).
The same Scottish Rite publication in April 1934 "advocated the public school as the
'only agency' capable of fusing various peoples, tongues and customs; and where it is
noted that Masonry was the pioneer in advocating a federal Department of Education"
(Fisher, 293).
When World War II began, there was a renewed interest on public school campuses in
praying and studying the Bible. In Illinois "release time" was granted by state law. A
Mason fought the law all the way to the Supreme Court where McCollum vs. Board of
Education was heard. The Scottish Rite Supreme Council went to work on McCollum's
behalf. Twenty-four articles opposing release time for religious education appeared in the
Scottish Rite New Age magazine between February 1941 and January 1948. Masons
around the nation began attacking the notion of and movement for release time. Justice
Black, a 33rd degree Mason, spoke for the majority of the Supreme Court. In 1963 the
Illinois State Law was struck down (Fisher, 172, 310,318).
In 1944 Freemasonry lost a major educational battle when the Servicemen's

Readjustment Act, better known as "The G.I. Bill of Rights," was passed. Paul Fisher
says, "The new law provided a wide range of benefits for returning veterans, including
virtually free education in the school of the returning serviceman's choice - even in
religious seminaries. It was a devastating blow to Masonry's efforts to deny government
assistance to 'sectarian' institutions" (Fisher, p.141). Fisher lends four pages of
documentation to Freemasonry's fight against the Bill.
Upon losing this battle, Freemasonry retaliated. Fisher notes that "Soon thereafter, on
January 9, 10, 1945, legislation sponsored by the National Education Association (NEA)
an organization that historically has been closely tied to Scottish Rite Freemasonry - was
introduced in the House and Senate providing substantial finds for public education, but
made no provision for assisting non-public schools" (Fisher, p 144). Fisher further
documents that the Supreme Council of the Scottish Rite funded the propaganda for
passage of this Bill.
15
Freemasonry had its agents everywhere. At this time the National Education
Association's Executive Secretary of almost twenty years [from 1935] was 33rd degree
Mason, Willard E. Givens. His mission was to consolidate the control of education by the
NEA. In Freemasonry, Antichrist Upon Us, published in 1957 by an organization called
Fragments of Truth at Elon College, North Carolina, we read: "When the program of
Education For A New America was firmly established in the public schools and the
NEA-control of education as undisputed fact, 33rd degree Mason, Willard E. Givens
resigned as Executive Secretary of the NEA to take over the Educational Program of the
prestigious Supreme Council 33 degrees of the Scottish Rite of Freemasonry" (p.77-78).
Another attack
Freemasonry mounted another attack. The mind control tactics required to teach atheism
and globalism, which is necessary to successfully inaugurate the future godless one-world
government, could not be taught in rural schools where curriculum was controlled by
parents. Consolidation was the Scottish Rite's next order of attack against parental
influence. Freemasonry sent former Harvard University President James B. Conant [33rd
degree Mason, member of the NEA's Educational Policies Commission, and member of
the Council on Foreign Relations] on a speaking tour. Fragments of the truth tell the
story:
"When the massive school building program was being launched early in the 1950's, Dr.
James B. Conant was commissioned to tour the country in behalf of school consolidation.
"A summary of Dr. Conant's recommendations was published in booklet form and sent
out by the Supreme Council of Scottish Rite to the TOP LEADERS in 35 southern and
western states" (Antichrist Upon Us).
With Masonic propaganda preceding Dr. Conant's tour, he was assured large audiences
wherever he spoke. In every meeting the audience was peppered with Masons from that
particular jurisdiction - Masons awaiting orders from their Grand Master. Following
Conant's tour, each of the 35 Grand Lodge jurisdictions ordered its Masonic constituency
in all walks of life to talk positively of consolidation in their work, churches and bars. As
a result, parents everywhere marched to the polls and voted to surrender their control.
Consolidation of 259,000 school districts into 1,600 became a reality (Word of Lift
quarterly [Winter 1990], p.24).
After consolidation, parents were NO longer intimate with teachers. As planned, both
became alienated by the larger body - the NEA. Gradually but surely, the Masonic-
controlled NEA became adversarial towards parents. Although the PTA was formed to
bridge the gap, it pales in strength to Freemasonry's revolutionary teachers' union.
16
In the March 1959 issue of the Scottish Rite's New Age magazine, Freemasonry praised
the efforts of Masons who were responsible for this educational coup d' e'tat:
"Every Mason becomes a teacher of 'Masonic philosophy to the community,' and the
Craft is 'the missionary of the NEW ORDER - a Liberal order, in which Masons become
high priests.'
"[We proclaim] that this 'Masonic philosophy' which has brought forth a 'NEW ORDER'
[has] become a reality by 'the establishment of the public schools system, financed BY
THE STATE for the combined purpose of technological and sociological education of the
mass of humanity, and beginning at an early age in childhood" (Fisher, p.56-57).
With parents no longer in control of schools and curriculum, the Masonic-created and
funded NEA went to work on the minds of our children. Former NEA president,
Katherine Barrett, articulated the NEW revolutionary role of teachers: "the teacher will
be the conveyor of values, a philosopher. Teachers no longer will be victims of change
[meaning controlled by parents]; WE WILL BE AGENTS OF CHANGE" (Ralph A
Epperson, The Unseen Hand [Tucson, AZ: Publius Press, 1985], p.490).
In the same decade of consolidation, Freemasonry began selecting the textbooks that
were to be used in the new public school system. The February 1959 issue of the New
Age magazine announced an "Evolution of American Education" to Masons throughout
the nation and "mandated that members of the Fraternity disseminate Masonic materials
in public schools." They were instructed to "take that role seriously" (Fisher, p.57). And
they did take it seriously. Fisher gave a few examples of their diligence:
"In 1959...Franklin W. Patterson, 33rd Degree, secretary of the Scottish Rite Lodge at
Baker, Oregon, succeeded in persuading the principal of the local high school to use
Masonic-oriented texts in the local public schools. Also, the Scottish Rite bodies of
Alexandria, Virginia 'Placed the New Age magazine in all public school libraries within
their jurisdiction."
"In 1964, Grand Commander Luther A. Smith reported that Masonic booklets had been
'distributed by sets to every room in every school' in the Charlotte County, North
Carolina public school system. The Superintendent of Schools for that jurisdiction made
the Masonic propaganda 'required reading."
"In 1965, Major General Herrnan Nickerson, 33rd Degree, Commander of the U.S.
Marine Corps facility at Camp Lejune, N.C., was commended by the Supreme Council
for introducing the Supreme Council's books on 'Americanism' into the schools under his
command attended by children of Marine Corps personnel" (Fisher, p.57).
17
Freemasonry implemented three of four steps required before our schools could be
regarded as atheistic. They: 1) preached consolidation; 2) wrested control of education
FROM parents, placing it in the hands of its militant minion - the NEA; and 3) placed its
own textbooks in the schools. The fourth and final Masonic blow against Christianity
being taught in the classroom, says Fisher, was the 1962/1963 Supreme Court decision
outlawing Bible reading and prayers in the public schools (Fisher, p.56). Six of the nine
Supreme Court Justices were Masons that handed down the decision.
Masonic religious thinking
Five years later 33rd degree Mason Leonard A. Wenz gloated over Masonry's success in
an article, "Masonry and the Bible," written for the New Age magazine, February 1968.
The following is an excerpt:
"The keynote of Masonic religious thinking IS naturalism which sees all life and thought
as ever developing and evolutionary... The Bible is not today what it once was. Current
higher criticism has made OBSOLETE the idea that the Bible is a unique revelation of
supernatural truth" (Fisher, p.57).
A few Christian parents, recognizing the atheistic propaganda taught their children,
encouraged their fundamentalist and evangelical churches to start private schools.
Alarmed that Christian education might persevere and even flourish, 33rd degree Mason
Dr. James B. Conant stated: "I do believe there is some reason to fear lest a dual system
of secondary education may in some states, at least, come to threaten the democratic
unity provided by our public schools.
"I refer to the desire of some people to increase the scope and number of private schools.
To my mind, our schools serve ALL creeds. The greater the portion of our youth who
attend independent schools, the greater the threat to our democratic unity". (Epperson,
pp.387-388)
Dr. Conant is clearly setting the atheistic education of the Masonic agenda against
education inspired and formed by Christianity and its doctrines. He obviously fears that
Christians ["some people"] will found enough "independent" schools to constitute a
"threat" to Masonic designs, both religious and political.
Dr. Conant further spread Masonic disinformation by claiming American public schools
"serve ALL creeds." As parents and other concerned citizens see today, Freemasonry has
effectively BANISHED THE CREED OF CHRISTIANS FROM PUBLIC SCHOOLS.
The Masonic Lodge has replaced Christianity with the evolutionary and atheistic creed of
Mystery Babylon.
18
Masons in the Churches
As Christians became lukewarm in old France prior to the disastrous French Revolution,
so they are in America today in spite of the seemingly "awakening" after the World Trade
Buildings and Pentagon attacks on September 11, 2001. A survey published in August
1988 by the Association of North American Missions indicts the church. It revealed that
most Christians care little about the needs of the Church. "People are placing a higher
value on their life-style than on the church" (1985 Annual Report of the Association of
North American Missions).
Much of this attitude of selfishness and indifference to God's work through the churches
at large flourishes because most of our churches have been penetrated by materialistic
Masons. Tom C. McKenney, co-author of The Deadly Deception, revealed a shocking
statistic. In July 1989 McKenney named the two largest Protestant denominations in the
United States, and said, "Through our best estimates, 90 percent of one and 70 percent of
the other have pastors who are members of the Masonic Lodge" (McKenney did not say
how he arrived at those figures. Most recent figures for the Southern Baptists were
reported at their June 1992 annual convention. Spokesmen at the convention stated that
there were 1.3 million Masons who are members of the Southern Baptist Churches and an
estimated 14 percent of the Southern Baptist pastors are Masons).
Masonic penetration of churches began at the turn of the 20th century. Myron Fagan, in
The Illuminati, tells how this effectual takeover was accomplished. According to Myron
Fagan, at the end of the 19th century, Grand Orient Freemasonry deliberately sent Jacob
Schiff son of a Reform Rabbi born in Frankfurt, Germany] to the United States to carry
out four specific assignments. The first was to acquire control of America's money
system. This was accomplished by founding the Federal Reserve System. The second was
to find desirable men who, for a price, would willingly serve as stooges for THE great
conspiracy.
Once they were found they would be promoted to FEDERAL POSITIONS in the
Congress, on the U.S. Supreme Court, and at all Federal agencies. The agency founded
for grooming these men is the Council on Foreign Relations [CFR - that publishes a
quarterly called Foreign Affairs]. The third was to create minority group strife throughout
the nation, particularly between races. The National Association for the Advancement of
Colored People [NAACP] was founded for that purpose. The fourth was to create a
movement to destroy religion in the United States, with Christianity as the chief target.
This became the task of the National Council of Churches (The Illuminati recorded by
Myron Fagan on two cassette tapes in 1967).
19
Jacob Schiff's background suited him ideally for his assignment in America. As Rabbi
Antelman wrote 'It was Jacob Schiff and his family who played a prominent role in
developing the Reform and Conservative APOSTATE Jewish movements and who aided
them at critical stages of their development in putting into action the demonic master plan
to undermine ALL world religions. Fragmentation and divide and conquer were the order
of the day" (Antelman, pp.26-27).
According to Myron Fagan, Schiff was helped in his first three assignments by several
anti-Semitic and anti- Christian Grand Orient Freemasons. Fagan details how Masonic
money and power backed Jacob Schiff and established for the German House of Warburg
a banking system in America, with J. P Morgan and John D Rockefeller as front men. Dr.
Carroll Quigley, in Tragedy and Hope, concurs with Fagan (Carroll Quigley, Tragedy
and Hope: A History of the World in Our Time [1966; Los Angeles: Angriff Press,
1974), p.5). As well does Rabbi Antelman (p. 26).
The National Council of Churches
Jacob Schiff, nearing death, did not have enough time to accomplish the destruction of
the church in America, his fourth and final assignment. He selected Rockefeller to
finance and direct an institution to that end. Fagan tells how young men were selected for
the ministry and then taught how to dilute the Christian message: "The destruction of
Christianity could be accomplished only by those who are entrusted to preserve it, by the
pastors, the men of the cloth. As a starter, John D. Rockefeller picked up a young, so-
called Christian minister by the name of Dr. Harry F. Ward. At the time, he was teaching
religion at the Union Theological Seminary. Thereupon, in 1907, he financed him to set
up the Methodist Foundation of social Service, and Ward's job was to teach bright young
men to become so-called ministers of Christ and place them as pastors of churches. While
teaching them to become ministers, the Reverend Ward also taught them how to very
subtly and craftily preach to their congregations that the entire story of Christ is a myth,
to CAST DOUBTS on the divinity of Christ, to cast doubts about the Virgin Mary. In
short, to cast doubts on Christianity as a whole. It was not to be a direct attack, but much
of it by crafty insinuation that was to be applied, in particular, to the youth in the Sunday
Schools.
"Then, in 1908, the Methodist Foundation of Social Service changed its name to the
Federal Council of Churches. By 1950, the Federal Council of Churches was becoming
VERY SUSPECT as being a Communist front, so they changed the name to the
NATIONAL COUNCIL OF CHURCHES. From this was created the World Council of
Churches" (Myron Fagan).
20
The communist activity of this Masonic front did not cease with its many name changes.
Reader's Digest, January 1983, documents that both the National and World Council of
Churches have funded communists AND terrorists.
The title of the six-page article asks the question: "Do You Know Where Your Church
Offerings Go'?" Without naming Freemasonry, the article depicts how well meaning
Christians have been duped [deceived] into funding Masonry's anti-Christ revolution.
"Over a two-year period $442,000 in Methodist churchgoer's money alone had been sent
to a number of political organizations, among them..." groups supporting the Palestine
Liberation Organization [Yasser Arafat], the governments of Cuba and Vietnam, the pro-
Soviet totalitarian movements of Latin America, Asia and Africa, and several "violence
prone groups in the United States" (Rael Jean Isaac, "Do You Know Where Your Church
Offerings Go?." Readers' Digest, January 1983, p.120)
In 1980 churchgoers, responding to hunger appeals, rose over $650,000. The fund-raising
project typically showed a photograph of needy children. But, a significant portion of the
money went to political activists (Reader S' Digest, p 124).
In 1983, according to the Readers' Digest article: "The National Council of Churches
consisted of32 Protestant and Orthodox communions representing 40 million Christians
[Southern Baptists and Catholics are the largest churches that do not belong to the NCC].
The Methodist Church, with nine million members, is the largest denomination in the
NCC and its chief contributor. After the Methodists, with their 1980 contribution of close
to $8 million, came he United Presbyterians with nearly $3 million, followed by the
United Church of Christ, with close to $2 million, and the Disciples of Christ and the
Episcopal Church, each of which contributes over 1 million" (Readers' Digest, p.121).
Church World Service, an arm of the National Council of Churches, engages in political
advocacy AND contributes churchgoer funds to programs designed to further strategic
goals of governments with which CWS leaders sympathize. For example, CWS
contributed nearly half a million dollars to Vietnam's concentration camps for "political
undesirables." In 1973, at a time when the Masonic Jesuits in South America began their
'Liberation Theology," the CWS embarked on a new direction committing funds to
"liberation and justice" (Reader's Digest, p. 121). If member pastors challenged where
these funds were going, they were "punished, some actually forced out of the church"
(Reader S' Digest, p.125).
As might be expected, the article reported that the president of the National Council of
Churches from 1979 to 1981 embarked on a series of visits to those he described as U.S.
"political prisoners" (Reader's Digest, p. 121). The organization that helped him in
selecting which prisoners to visit was listed by the CIA as an international Soviet front
organization. Reader's Digest pointed out that many executives in the National Council of
Churches believe that a just society is only posing under communism.
21
Yet the great communist human-rights outrages of our time have never been condemned
by the NCC's governing board. On the other hand, the National Council of Churches
governing board has censured El Salvador, Turkey, Nicaragua [under Somoza], Chile,
South Korea and Guatemala, whose violations cannot be compared to those of
communist countries the NCC governing board has ignored. Worse yet, the NCC
identified several of the communist countries with the worst record on human rights as
models for Christians. Cuba, for example, was considered by the NCC as a nation "we
believe can inform Christians around the world with a new intensity and depth of insight
about the meaning of faith" (Reader's Digest, p.125).
The National Council of Churches claims that Cuba allows full freedom of worship. Yet,
according to the article, no mention was made that "Cuban children are indoctrinated in
atheism in schools, and that no one who professes belief in God can be a member of the
Communist Party or advance in his career" (Reader's Digest, p123)
GOD: NEUTERED
Not only has the National Council of Churches funded Communist revolutions with
offerings of churchgoers, it has rewritten the Bible to conform to the Whore of Babylon's
male/female-god religion. The first step is to neuter God.
James Kilpatrick, in his October23, 1983, Universal Press Syndicate article, "Scriptures
Change in Overhaul Job," wrote that "The National Council of Churches was Out to take
the sex out of scripture." He added that the NCC is rewriting certain passages of Scripture
in the Old and New Testaments "so as to eliminate references to gender, or as an
alternative, to spread the gender around. Thus, Jesus no longer would be identified as the
'son' of God, but rather as the 'child' of God. In this egalitarian version, it is 'God the
Father (and Mother)."'
Member churches were not long in following the National Council of Churches. The
largest contributor to the NCC is the United Methodist Church. The Associated Press
reported on December 10, 1983, that the governing body of the United Methodist Church
in Nashville, Tennessee, had "approved guidelines on biblical and theological language
that suggest that fewer male nouns and pronouns be used in referring to Jesus." By 1986
the blasphemy had become greater when in Denver, Colorado, the Rocky Mountain
Region of the United Methodist Church "adopted a new policy prohibiting ministry
candidates from referring to God as exclusively male in church paperwork and
interviews. The policy allows the 'historical' Jesus to be called He, but prohibits any
exclusively male reference to a divine or messianic Jesus. The policy also calls for
phrases such as Divine Light [a Masonic term] to be used in place of Father, King, or
Lord. Candidates are allowed to refer to God as Mother and Father, or as He and She"
(Omega-Letter, December 1986, p.3)
22
"At the root of the problem," says Methodist evangelistic Edmund Robb, "is the
secularization of the church. The NCC has substituted revolution FOR religion" (Readers'
Digest, p.125).
WHAT NEXT?
Not satisfied with their coup of main line churches, the Masonic dominated National
Council of Churches is now forbidding Christian instruction of our youth in church child-
care centers. An article in the May 9, 1989, USA Today, entitled "Church Issue Threatens
Child-Care Bill" informed us that the National Council of Churches "supports a provision
in the bill that says parents who receive federal subsidies may send their children to
programs in churches that avoid religious instruction. "From the beginning the plan of
Masonry has been to merge all religions. Dr John Coleman, a retired British intelligence
officer, confirms that the World Council of Churches, which is an extension of the
National Council of Churches, is by Freemasons, in fact, the first president of the World
Council of Churches, [1948-1954] was a 33rd degree Freemason. G. Bromley Oxnam, a
Methodist Bishop.
Coleman says that the WCC now practices witchcraft. In Witchcraft in Politics, Coleman
states that the WCC‟s 6th Supreme Legislative Assembly met in Vancouver, British
Columbia, Canada, on July 24 through August 12, 1983. There it was decided to donate
funds to the study of the occult (Cassette - Witchcraft in Politics Today, narrated by Dr
John Coleman in 1984; also Denslow, 10000 Famous Freemasons, Vol.111, p.299).
Coleman says that the World Council of Churches promotes the Masonic one-world
doctrine in its magazine, One World. Denslow not only lists 33rd degree Freemason 0.
Bromley Oxnam as the first American president of the World Council of Churches, but
adds that he was also president of the Federal Council of Churches [forerunner of the
WCC] from 1944 to 1946 and was one of the presiding officers at the organization of the
National Council of Churches at Cleveland, Ohio in 1950.
ONCE THE OCCULT IS STUDIED - what next? The "Religion" section of Time
magazine, May 22, 1989 presents the horrifying prospects. Dr. Richard Mouw, of
California's Fuller Theological Seminary, is quoted in that article as saying that the
mainline Churches that are members of the National Council of Churches ARE NOW
TEACHING "magic and the occult and the new age. There's a return to a pre-modern
world view."
23
Former 33rd degree Mason, Jim Shaw, exposes the link between Freemasonry and the
National Council of Churches. Mr. Shaw stated in a sermon that the pastors in the
National Council of Churches and the World Council of Churches are promoting
Freemasonry. "I have served in the Lodge with them," said Shaw. "I have a list of many
NCC pastors who are working for the Masonic monster with all the strength they have.
They are not interested in the Lord Jesus Christ, though they pretend to be" (Cassette tape
by Jim Shaw - Pastors in the NCC who are in Freemasonry).
Pastors without Faith
What degenerative results have seventy years of conscientious and active Masonic
penetration [infiltration] brought to the churches in America? The frightening statistics
were gathered by the Jefirey Hadden survey and published in the December 1987 Pulpit
Helps, which reaches thousands of ministers. Questions were sent to some 10,000
Protestant clergymen, 7,441 replied. The questions, together with the percentages in the
replies were as follows:
"Do you accept Jesus' physical resurrection as a fact? 51 percent of Methodists, 35

percent of United Presbyterians, 30 percent of Episcopalians, 33 percent of American
Baptists, 13 percent of American Lutherans, and 7 percent of Missouri Synod Lutherans
said 'NO.' "Do you believe in the virgin birth of Jesus? 60 percent of Methodists, 44
percent of Episcopalians, 49 percent of Presbyterians, 34 percent of Baptists, 19 percent
of American Lutherans, and 5 percent of Missouri Synod Lutherans said 'NO.' "Do you
believe in evil demon power in the world today? 62 percent of Methodists, 37 percent of
Episcopalians, 47 percent of Presbyterians, 33 percent of Baptists, 14 percent of
American Lutherans, and 9 percent of Missouri Synod Lutherans said 'NO.' "Do you
believe that the Scriptures are the inspired and inerrant Word of God in faith, history and
secular matters?
87 percent of Methodists, 95 percent of Episcopalians, 82 percent of Presbyterians, 67

percent of American Baptists, 77 percent of American Lutherans, and 24 percent of
Missouri Synod Lutherans said 'NO' ("A Falling Away First," Omega-Letter, March
1988, p.5).
24
Planning the Destruction of Christianity
The blueprint to destroy the [Catholic] Church was drawn up over two hundred years ago
by Adam Weishaupt, who has been called "The Human Devil." Whether Weishaupt
received the plan from Voltaire or Frederick the Great is not known. Nesta Webster
suggests some connection when she notes that "The resemblances between Weishaupt's
correspondence and that of Voltaire and of Frederick the Great are certainly very
striking" (Webster, Secret Societies, p.213).
From 1750-1755, Voltaire was a guest at Frederick's court (Webster, p.156). Dr. Dillon
wrote of that visit: "[Voltaire] sketched out for them the whole mode of procedure
AGAINST the Church. His policy as revealed by the correspondence of Frederick II, and
others with him, was not to commence [begin] an immediate persecution, but first to
suppress the Jesuits and all Religious orders, and to secularize their goods; then to
deprive the Pope of temporal authority, and [deprive] the Church of property and state
recognition. Primary and higher-class education of a lay and Infidel character was to be
established [getting God out of schools], principle of divorce affirmed, and respect for
ecclesiastics [church] lessened and destroyed. Lastly, when the whole body of the Church
should be sufficiently weakened and Infidelity [indifference to truth] strong enough, the
final blow was to be dealt by the sword [military] of open, relentless persecution. A
REIGN OF TERROR WAS TO SPREAD OVER THE WHOLE EARTH, AND TO
CONTINUE WHILE A CHRISTIAN SHOULD BE FOUND OBSTINATE ENOUGH
TO ADHERE TO CHRISTIANITY. This, of course, was to be followed by a Universal
Brotherhood without marriage, family property, God, or law..." (Dillon, p.7-8)
Weishaupt took up the cause of Voltaire, promoting the vehicle by which the plan would
be carried to future generations. When Weishaupt penetrated Freemasonry with
illuminism, the Lodge took up the cause, citing Voltaire as a patron. Miller explains in
Occult Theocracy" that after the 1789-1793 destruction of old France by the French
revolution, and subsequent to the reign of Napoleon, Grand Orient Freemasonry's aim
was the same as Voltaire's. From the minutes of the Italian Masonic Lodge, Permanent
Instructions, or Practical Code of Rules: Guide for the Heads of the Highest Grades 0f
Masonry, Miller quotes: OUR FINAL AIM is that of Voltaire and of the French
Revolution. THE COMPLETE ANNIHILATION OF CATHOLICISM, AND
ULTIMATELY OF CHRISTIANITY Under this cloak [of Freemasonry], we may
conspire at our convenience, and arrive, little by little, at our ultimate aim" (Miller,
p.430).
25
Ever since this time, the Masonic Lodges have been bent on the destruction of our
families, our churches, our nation, our world, and our God. Freemasonry's ULTIMATE
AIM is a one-world humanistic government WITHOUT Christ and His Church. The
Masonic Lodge in the highest grades are still carrying out Voltaire's plan.
Author and 18th century English Freemason John Robison in Proofs of a Conspiracy
[1798] quotes a letter from Weishaupt to his Illuminatus brother Cato. This letter states
his use of Masonry to another end: The great strength of our Order [The Illuminati] lies in
its concealment; let it never appear. In any place in its own name, but always covered by
another name, and another occupation. None is fitter that the three lower degrees of
Freemasonry; the public is accustomed to it, expects little from it, and therefore takes
little notice of it"' (Robison, p. 112)
Having achieved this goal, Weishaupt's next step was twofold: (1) through revolution win
freedom for the subjects of what he regarded as despotic kings and the Church; and (2)
after the revolution, inaugurate an ostensibly atheistic government under the guise of
democracy. Commander Guy Carr from Canada in The Conspiracy writes that
'Weishaupt never intended that any EXCEPT SPECIALLY SELECTED Masons, from
the Higher Degrees, should learn 'The Full Secret' of Lucifer. ONLY those known to
have defected completely from Almighty God were initiated into the Higher Degrees of
the Grand Orient Lodges and told that the Illuminati was a secret organization with the
order DEDICATED to the cause of forming a One World Government. . .Weishaupt
stated this action would ensure permanent peace and prosperity. Only initiates into the
final degree were permitted to know..." (Carr, p.2)
Let's Move Forward in Time! NEA Defends Subversives
As stated on page 11, the 1940s and '50s saw Americans wake up to forced socialist
propaganda in the schools upon our children. Once the momentum was turned from
Socialist teaching back to Americanism, the so-called "progressive" educators, instead of
"frontier thinkers," turned to Dr. Donald Dushane, President of the National Education
Association [NEA]. He appointed a Dr. Harold Benjamin to lead an investigative
commission. They were to investigate: (1) The textbooks under suspicion (2) education in
general and (3) the patriotic groups that were criticizing education and textbooks.
Everyone was anticipating the exposure of the Communist "frontier thinkers," since they
were the enemies of our American, Christian heritage. Instead, the NEA commission
attacked the patriotic citizens who were exposing the Socialists and gave wholehearted
support to the Socialists/Communists.
26
Dr. Harold Benjamin, chairman of the NEA commission released his investigative report
in July 1950. He stated that the "...Defense commission is a kind of educational
reconnaissance troop, and it has a combat- intelligence report to give you tonight. It is the
estimate of the commission that a general attack on public education in the United States
is now being organized. The enemy [patriotic Christians] is trying to find out where we
[Socialists/Freemasons] are weak or strong, testing his methods of attack, recruiting and
training his forces, building up his stockpiles, filling his war chest and organizing his
propaganda units" (Defense Bulletin No, 35, "Commission For The Defense Of
Democracy Through Education, NEA, July 1950).
Dr. Benjamin had now put parents who were objecting to Socialists programs in our
schools in the ENEMY camp. "The NEA was starkly exposed as an AGENT of the
progressivist power structure which had written the controversial textbooks - nothing
less" (Blackboard Power NEA Threat to America, by Dr. Gordon V. Drake, p.28). The
National Education Association [NEA] had now started openly attacking and discrediting
citizens, parents and educators who exposed their un-American policies. They produced
such publications as American Education under Fire by Ernest 0. Melby and Danger!
They Are After Our Schools, which attacked the "ENEMIES" of the new public
education - which was Masonic, who founded Socialism/Communism.
NEW Builds for World Government! The New World Order
We must understand the NEA's obsession with promotion of the United Nations as an
instrument for world government. The American Association of School Administrators,
an affiliate of the NEA, presented a formal resolution in 1951: "We URGE continued use
of the United Nations as an instrument of peace. We DECLARE our- selves IN FAVOR
of a charter amendment to enable the United Nations to enact, to interpret and enforce
WORLD LAW to prevent war.. Since the United Nations is the tangible organized
expression of mankind's desire for peace, ALL SCHOOLS should COOPERATE IN
SUPPORTING United Nations Education Service to be inaugurated by NEA in
September 1951" (NEA Journal, September 1951, p.253). Of course,
Socialism/Communism was founded by the French Grand Orient Lodge of Freemasonry.
Socialist/Communists from Russia and the 43 representatives from the U.S. Department
of State and Treasury by 1953 were all found to be secret members of Communism
except one. The first acting Secretary-General was Communist spy Alger Hiss. Their goal
is to dissolve the sovereignty of the United States and merge us into an all powerful
world government.
27
William G. Carr, past Executive Secretary of the NEA, served on the executive
committee of the United Nations Educational, Scientific, and Cultural Organization
[UNESCO]. Unfortunately, Mr. Carr was a Socialist. As consultant to the United States
delegation of the United Nations in San Francisco - [Carr] worked for the creation of the
United Nations Educational, Scientific and Cultural Organization" (Washington Star,
January23, 1952) and assisted in DRAFTING ITS CONSTITUTION.
The 1952 "Report of the Secretary-General of the United Nations and the Director-
General of UNESCO" [UN Document E-2 I 84-Add. I, May 2, 1952] stated clearly that
the NEA and the United States Office of Education were enthusiastically endorsing and
cooperating with the UN-UNESCO programs for world government. The NEA
committee on International Relations held a conference at Lyndonwood College St.
Charles Missouri in July 1950 with 400 members attending. This "was one of many
activities of the National Education Association DESIGNED to encourage and improve
teaching about the United Nations."
The report from this meeting continued: "In 1950 the National Education Association
compiled and distributed to teachers 1,000 United Nations kits with a handbook prepared
by their committee on international relations. A teacher handbook for United Nations
Day and Week of 1951 was distributed as the first of a series of special mailings to
United Nations Service subscribers" (Ibid, p.111).
On August 1, 1957, Dr. Carr spoke before a group of teachers at an UNESCO seminar.
He said that "we should with ALL LOYALTY to the United Nations, teach that the world
organization should be REVISED TO TAKE SOME OF THE ASPECTS OF A
SYSTEM OF WORLD GOVERNMENT AND WORLD LAW." Therefore: "... the
psychological foundations for the wider loyalties that are NECESSARY must be laid in
part in the schools. To urge you, therefore, not only to teach about the United Nations as
it is today, but also to teach the attitudes which will ultimately RESULT in the creation of
WORLD GOVERNMENT' (UNESCO Pamphlet, Christian Crusade, Tulsa, OK. 1967).
Paul W. Shafer, former Congressman from Michigan, now deceased, called this
philosophy of the NEA as subversive. Congressman Shafer documented his charges. In
summary: "I believe that an educational movement and philosophy which proposes to
convert our schools into an agency for the PROMOTION of super national sovereignty
OR world government and which URGES systematic eradication...of nationalism and the
loyalties which it involves, IS SUBVERSIVE. I believe that an educational movement
which arrogates to the educational profession or to any other profession or segment of our
nation life - the awful responsibility of' SOCIAL RECONSTRUCTION,' is subversive.
28
I believe that a movement which URGES teachers, or any other single group [of people],
to 'deliberately reach for power and then make the most of its conquest,' is subversive. I
believe that an educational movement and philosophy which pits CLASS AGAINST
CLASS in America, and which proposes that the schools teach and promote such a belief
and attitude, is subversive" (Honorable Paul W, Shafer, "Is There A 'Subversive'
Movement in the Public Schools?" Congressional Record, March21, 1952).
Nothing has changed about the NEA desire to build a COLLECTIVIST state. Only the
attitudes and behavior of our children as a whole since the NEA has controlled education.
"The NEA continues to issue mandates, orders, and memoranda from its impressive
palatial headquarters with its 33 departments, 25 commissions and committees, 1 8
divisions, and over 1,000 employees in Washington, D.C. Its influence cannot be
underestimated" (Blackboard Power, NEA Threat to America, by Dr. Gordon V. Drake,
p.30). Past U.S. Commissioner of Education, Dr. Sterling M. McMurrin, who resigned in
September 1962, told Executive Secretary William G. Carr that the NEA is "... moving
toward NATIONAL CONTROL of education" (New York Times, October 20, 1962). Dr.
McMurrin's resignation as U.S. Commissioner of Education was because of his headlong
fight with the NEA over its policy of promoting world government (Ibid).
During the 38 years that Dr. Carr served the NEA, he also was a world leader in
developing INTERNATIONAL organizations of education. "In 1946 he served as a
United States representative in the creation of the United Nations Educational Scientific
and Cultural Organization [UNESCO]. And in the same year he began serving one of the
first WORLD teacher's organizations, the World Organization of the Teaching Profession
[WOTP]. WOTP had a 'consultative arrangement' with UNESCO".
In 1952, with the help of Dr, Carr, World Organization of the Teaching Profession
gathered in two other world teacher organizations, and they MERGED into the World
Confederation of Organizations of the Teacher Profession. Dr. Carr moved into the
position of Secretary-General of WCOTP and has held that position ever since 1952
[until 1967 when this was written], the very year he was appointed Executive Secretary
of the NEA. He served in these two positions concurrently until his retirement from the
NEA post in 1967. [NEA Reporter, January 19, 1968] - possibly so that he could devote
full time to the WCOTP militant programs planned in the immediate years ahead.
W.C.O.T.P
"WCOTP's plans for the future were revealed by the president of the organization, Sir
Ronald Gould of England. He urged teachers to 'press on toward self- government' in an
address to delegates from 61 nations who attended the sixteenth annual assembly in
Vancouver, Canada, during the summer of 1967. The NEA Reporter quoted Sir Gould as
lamenting that 'nowhere in the world has teacher self-government been achieved,' but that
teachers in most countries are ready for it [NEA Reporter, October20, 1967, p.8].
29
"The National Educational Association [NEA] is an active member of WCOTP, and

through this membership, it continues to work effectively WITH the United Nations,
UNESCO, and other U.N. agencies to promote the work started earlier, a work of
indoctrinating American youth in ANTI-NATIONAL attitudes for the acceptance of
world government" (Blackboard Power, NEA Threat to America by Dr. Gordon V.
Drake. p.31).
SAM LAMBERT
In 1966 Dr. William G. Carr announced his intentions to retire. The NEA selected Sam
Lambert as his successor. Dr. Sam Lambert stated that the NEA, under his leadership,
would continue to be "action oriented." In his inaugural address at the Statler-Hilton
Hotel in Washington, D.C. he stated: "We [teacher's profession] are already four times as
large as any other professional organization in this country. Within a few years, we will
be six or seven times as large." Then he promised: "[The NEA] is going to put its power
and influence to WORK for the things that are most important... NEA will become a
stronger and more influential ADVOCATE for SOCIAL CHANGE long overdue" (NEA
Reporter, November 10, 1967).
Lambert emphasized that the federal share of school finance should increase to one-third
within the next ten years (Ibid). Why would Dr. Lambert push for further FEDERAL
government assistance to education? The Constitution nowhere gives the federal
government the right to interfere with education. Whatever is NOT specifically assigned
the federal government is to be left to the states or individuals.
In the 1940s into the early I 970s the Supreme Court had been packed with high
Freemasons - 3/4ths. Notice what Socialists and Liberals want the federal government to
get involved with subsidizing the schools. The U.S. Supreme Court ruled in the Wickard
vs. Filburn, 1942, case that "IT IS HARDLY A LACK OF DUE PROCESS FOR
GOVERNMENT TO REGULATE THAT WHICH IT SUBSIDIZES." Each new Federal
law passed by Congress which invades the rights of the individual States further
strengthens the CONTROL of the Federal government over the States and individuals
alike. The Communist Manifesto calls for "free" public education for all students paid for
by the government. The Manifesto also calls for a strong "Central" government. This
helps eliminate State and individual rights written into our Constitution.
Dr. Lambert became very pointed in the direction the NEA would take. "NEA will
INSIST that the profession at all levels have a voice in the formulation of educational
policy, in curriculum change, and in educational planning" (ibid). The NEA would now
formulate curriculum to SOCIALIZE the neighborhoods of America through education.
They would say HOW a teacher is educated, whether he/she should be permitted into the
profession, and whether he/she should stay in the profession (NEA Reporter, November
10, 1967, p.4). Dr. Sam Lambert was now ready for the NEA to CONTROL every phase
of education.
30
Dr. Lambert used financial inducements to entice teachers to join the NEA. They would
become a Union and become militant to gain their increase in pay, such as strikes and
sanctions against school districts. In order to receive these benefits you had to join the
NEA. This forced teachers to support Freemasonic/Communist objectives through their
dues without their knowledge of these objectives.
Dr. Lambert's and the Communist Manifesto's call for a Cabinet position for Education
paid off. The NEA supported Jimmy Carter for president in 1976 and was rewarded for
that support with the Department of Education. Education was now to be
CONTROLLED from Washington, D.C. - CENTRALIZED, just like the Freemasonic
Socialist/Communist movement wanted PROOF? The "NEA was instrumental in the
founding of the Office of Education, and in recent years NEA has urged CABINET status
for the office" (NEA Reporter, May 19, 1967, p.2 & 6). NEA got their way in 1979.
Consolidating Education For World Government
NEA belongs to a world organization called World Confederation of Organizations of the

Teaching Professions. "WCOTP plays a role at the INTERNATIONAL LEVEL similar
to that of the national teachers association within a country (WCOTP Pamphlet, R 1067).
WCOTP's income comes from the NEA mostly and 'external contributions" such as tax-
free foundations, and UNESCO grants and contracts projects (WCOTP Annual Report,
1967. p.41,4346, WCOTP XVI Assembly of Delegates, Proceedings. 2-9 August 1967,
Vancouver, Canada, p. 6). According to the President of the Ford Foundation, directives
had been coming from the White House [during the 1 940s] to so alter life style in the U.
S. to comfortably MERGE it with the Soviet Union. The Foundations were [and are]
using their tax-exempt status to alter textbooks to teach world government or Socialism.
Delegates to WCOTP from individual countries takes "positive action" to indoctrinate

state and local teacher organizations (WCOTP Annual Report 1967, p.19, item 5, p.23,
item 11)
This program is done so artfully that local teachers do not know from where these
programs come. They usually think they come from other teachers in school systems as
the need arises.
October 1966 saw WCOTP hold a Regional Conference at Bogota, Columbia, where the
representatives endorsed the UNESCO Recommendation Concerning the Status of
Teachers. They declared that: "The teacher's organizations taking part in the Conference
pledge themselves to the implementation of the parts related to their work by ALL the
means within their power and in the shortest possible time." Then they called on "all the
governments and educational authorities of the hemisphere to accept their full
responsibilities for the fulfillment of the UNESCO Recommendation" (Report of
WCOTP at Bogota, op. cit., p. 49.59).
31
Remember, UNESCO is a United Nations one-world- government organization. This

Conference pledged them-selves to carry out THEIR plan for education!!!
The final step in the long fought process for WORLD EDUCATION was now prepared
by the United Nations and FORCED upon the United States because of our treaty with
that world body - that "we the people," who are supposed to be THE government of the
U.S. had no input as whether to join or not. Our government was to FULFILL our
obligation to implement their world education plans WITHOUT the parents and teachers
of America knowing it. The UNESCO Recommendations Concerning the Status of
Teachers was DESIGNED to control America's education system.
WCOTP Secretary-General William Carr [Freemason & Socialist] "was the chairman of
the editing committee which prepared the Draft Recommendation of the Status of
Teachers at a conference held by the International Labor Organization and UNESCO in
Geneva last January [1966]" (VEA Rcpoiier, October 7,1966, p. 4).
Even though WCOTP had only one Communist nation within its framework in 1966,
other United Nation agencies were heavily composed with Communist personnel but the
Freemasons who founded Communism remained behind the scenes in secret. The
influence of Socialism is perpetuated through cooperating agencies such as United
Nations Education, Scientific, and Cultural Organization [UNESCO], International Labor
Organization [ILO] UNJCEF, and the World Health Organization [WHO] The chairman
of the drafting committee for the UNESCO Re commendation was an international
Communist, Dr M Joboru of Hungary. The two Vice-Presidents of the Conference were
Communist professors V Sobakine of the U.S.S.R., and J Livescu from Romania (Report
of WCOTP at Bogota, op. cit., p.49, 59; Blackboard Power NEA Threat to America, by
Dr. Gordon V Drake, p.36-37).
Even more evidence of the increase in cooperation between WCOTP and the various
Communist dominated United Nations agencies was found at the World Confederation of
Organizations of the Teaching Profession Assembly held in Vancouver, Canada, in
August 1967. Director-General Rene Maheu of UNESCO stated that relations between
WCOTP and UNESCO "had never been so rich." This was because of "...deliberate
proposals of the Director General of UNESCO who gave instructions to his various
departments that they were to intensify their relations with WCOTP. This cooperation
extends to numerous and varied fields, including those that are at the very frontiers of
education, and those of extra-curricular education" (Proceedings, WCOTP XVI
Assembly of Delegates, op. cit., p.33)
32
WCOTP leaders believe that the UNESCO Recommendation of the Status of Teachers
will help them gain control of education on the WORLD level. "Teacher militancy in the
United States today are directly related to the UNESCO-WCOTP Recommendation on
the Status of Teachers. The strikes are an essential part of the strategy plotted by
UNESCO-WCOTP leaders to gain power for teachers and thus gain power FOR
WCOTP', and the United Nations agencies. It should be perfectly clear that WCOTP 5
educational programs ARE NOT BEING USED IN Communist controlled countries"
(Blackboard Power, p 38)
Let's have NO doubt that WCOTP has designs on world government: "Teachers need to
be committed to children as well as the general communities, but this may NOT always
mean unauestionin2 LOYALTY to the State (Legal Rights of Teachers, op. cit., p.4).
A pamphlet published by the World Confederation of Organizations of the Teaching

Professions [WCOTP] explains: "Since its establishment, WCOTP has had consultative
status with the Economic and Social Council of the United Nations. WCOTP is a member
of the Non- Governmental Organizations Committee on the United Nations Children's
Fund [UNICEF] and has specialized consultative status with the Food and Agricultural
Organization. It also cooperates with the World Health Organization and OTHER United
Nations bodies in educational matters" (WCOTP Pamphlet, R 10/67). The KEY
statement is "...UNESCO is obligated to call upon WCOTP to assist in all activities
dealing with education and teacher's organizations" (Ibid).
WCOTP is a method through which education can be disseminated on a world level

WITHOUT arousing a public outcry in the United States. If the NEA openly promoted
UNESCO one world education, then pressure would mount for our withdrawal, which did
occur in 1986 but failed.
In the 1967 convention of UNESCO and WCOTP in Canada, the delegates were told that
"UNESCO and WCOTP will again be companions on the job. They will bring in the
teaching of HUMAN RIGHTS, a richer content" to UNESCO sponsored educational
activities (Proceedings, WCOTP XVI Assembly of Delegates, op. cit., p.34). It should be
noted that EVERY nation that has been overthrown for Communism since the United
Nations was founded was sighted for "human rights" violations. Now they are teaching
this throughout the educational systems all over the non- Communist world for the
purpose of brainwashing peoples for the overthrow of non-Communist governments.
33
The NEA promoted the Education and Human Rights theme in their February 1968
Journal. One writer was Mrs. Arthur Goldberg, wife of former U.S. Ambassador to the
United Nations who was identified with documentation as a Communist. Arthur
Goldberg, in two speeches in New York and Washington, URGED the United Nations
Declaration for Human Rights be signed into Treaty form. WHY? Because those who
infiltrated into our government from the Council on Foreign Relations have said loud and
long that Treaty Law supersedes the Constitution of the United States. If that were the
case, we've NEVER had a Constitution. The World Court would then have internal
jurisdiction over U.S. citizens.
William Fleming, writing in the American Bar Association Journal, stated the following:
"The nations of the world [for accepting the Human Rights program of the United
Nations], far from accepting American ideas on LIBERTY, have succeeded in inducing
the American delegation to accept THEIR [Communist] views. In other words, the efforts
of the United States to bestow the blessings of LIBERTY on the world as a whole have
BOOMERANGED" (Congressional Record, January 24, 1952, [Extension of Remarks of
Senator Hugh Butler]. The implementation of this terrible collectivist, Socialist
Declaration of Human Rights was the GOAL of UNESCO, WCOTP, and the NEA. They
have accomplished their goal.
Declaration of Human Rights Threatens Our Bill of Rights
Inserted into the Congressional Record by Honorable Hugh Butler was the following:
"The [Human Rights] Covenant specifically endangers FOUR of our most precious
heritages. These are freedom of worship, freedom of speech, freedom of the press, and
freedom of peaceful assembly. The Covenant threatens them by LIMITING and
RESTRICTING them. The first amendment to the United States Constitution: 'Congress
shall make NO LAW respecting an establishment of religion, or prohibiting the free
exercise thereof; or abridging the freedom of speech, or of the press, or of the right of the
people peaceably to assemble, and to petition the Government for a redress of
grievances...' There are NO exceptions to these rights in our Constitution. But the
Covenant on Human Rights contains SO MANY RESTRICTIONS, SO MANY
EXCEPTIONS, AND SO MANY LIMITATIONS that they are no longer rights free men
hold, BUT GRANTS BY GOVERNMENT which, in many cases, under the Covenant,
can be TAKEN AWAY whenever a government decides to CALL A NATIONAL
EMERGENCY.
34
"Paragraph 2 of article 13 of the Covenant on Human Rights reads: 'Freedom to manifest

ones' religion or beliefs shall be SUBJECT only to such LIMITATIONS as are pursuant
to LAW and are reasonable and NECESSARY to protect public safety, order health or
morals or the fundamental rights and freedoms of others.'
THE EFFECTS.....
"What effects will this have if this covenant is ratified by the senate as a treaty? A treaty
accepted by two-thirds of the Senators present becomes the law of the land. If the
Supreme Court validates this treaty, it can NULLIFY the religious freedom in the Bill of
Rights by granting the Government the power to limit and restrict the free exercise of
religion.
"The committee for peace and law through the United Nations of the American Bar
Association has said the effects also would be these: 'We are confronted with a concept of
the freedom of religion embracing the FREE USE OF LIMITATIONS reasonable and
necessary to protect public safety, order, health, morals, or the fundamental rights and
freedoms of others. The purported agreement of church and state in Hungary is an
example of religion under state regulation and control for public safety and order.'
"...For this danger to religion, among other reasons, the American Bar Association has
twice condemned the Covenant.
"FREEDOM OF SPEECH, Article 14 of the Covenant on Human Rights sets forth rights
and privileges [extended by government and can be taken away by government] of
speech and the press, and then limits them to a degree heretofore unheard of in free
countries:
"1. Everyone shall have the right to hold opinions without interference.
"2. Everyone shall have the right to freedom of expression...
"3. The Right to seek, receive and impart information and ideas carries with it SPECIAL
duties and responsibilities and may therefore be SUBJECT to certain PENALTIES,
LIABILITIES, and RESTRICTIONS, but these shall be such only as are provided by law
and are necessary for the protection of national security, public order, safety, health or
morals, or the rights, freedoms or reputations of others...
"Are opponents of these treaties alarmists, as is claimed by those pressing the senate to
ratify them, or are they presenting valid arguments?
35
"These organizations and people believe the covenant unacceptable to the American form
of government as we know it" (Ibid).
Covenant on Human Rights - Blueprint for Socialism
Continuing from the Congressional Record:
"Article 22 says: 'The States parties to the convenience recognize the right of everyone to
social security.'
"Article 23: '...recognizes the right of everyone to an adequate housing.'
"Article 24: '...recognizes the right of everyone to an adequate standard of living and the
continuous improvement of living conditions.'
"All of these are 'rights PROVIDED by the state,' [Article 32] which the state can limit
OR reject at any time 'for the purpose of promoting the general welfare in a democratic
society.' Thus the state is empowered to control the scale of living.
"The covenant also OBLIGATES us to place both education and the medical profession
under Government control.
"Article 28 reads: '[Signers of] the covenant recognize: 1. The right of everyone to
education; 4. That secondary education, in its different forms, including technical and
professional secondary education, shall be generally available and shall be made
progressively free; 5. That higher education shall be equally accessible to all.. and made
progressively free;'
"Article 32 of the covenant designates these as 'rights provided BY THE STATES...'
"Since the covenant will be [and is] the law of the land if ratified as a treaty, the Federal
Government will be OBLIGATED LEGALLY to provide progressively free secondary
and higher education throughout the country. This increasing control of education will
affect ALL endowed institutions, ALL religious colleges, universities, and ALL State
institutions. Federal aid to education will eventually become FEDERAL CONTROL of
education. Education will become propaganda - for control of the budget means control
of the textbooks.
"Socialized medicine [as Hillary Clinton tried to install] is also planned in the covenant.
Article 24 read in part: 'IV to provide conditions which would assure the right of ALL to
medical service and medical attention in the event of sickness.' "This also is one of the
'rights provided by the State' in the covenant. If ratified by the Senate, this right will
become an OBLIGATION of the Federal Government...
36
"In the last analysis, ratification of the Covenant would amount to introducing World
Government through a back door". (Congressional Record, January 24, 1952, op. cit.)
Master Plan for Federal Control of Schools
When Dr. Stering M. McMurrin resigned as U.S. Commissioner of Education in

September 1962, he charged that the NEA "is NOT interested in higher education, is
COOL to the private schools, and is pathologically OPPOSED to the parochial [religious
schools" (New York Times, October 20, 1962).
Dr. McMurrin told William G. Carr [at that time NEA Executive Secretary] that "You
and I head up the biggest bureaucracies in Washington. NEA has all of the bureaucratic
shortcomings and is in danger of moving toward NATIONAL CONTROL of education,
not by the Federal Government but by the NEA" (Ibid).
"In 1961 a fifty-six page booklet entitled A Federal Education Agency For the Future was
published jointly by the U.S. Department of Health, Education, and Welfare, under
Secretary Abraham Ribicoff, and United States Commissioner of Education, Sterling M.
McMurrin.
"The committee that assembled the report was charged by Commissioner Lawrence
Derthick with developing 'a clear cut and balanced statement of the mission proper to the
Office of Education over the next decade...' The report concluded that a NEW role for the
Office of Education should be an extensive involvement in the FORMULATION OF
NATIONAL POLICY it should be a striking force ready to move along the educational
problems front - at home AND abroad. The Office of Education must be sensitive to the
social, economic, political, and MORAL aspects of our national and INTERNATIONAL
life if it is to properly relate to the education scene. To implement this it was suggested
that a Bureau of International Education be established to work WITH UNESCO, OAS,
NATO, the International Bureau of Education, and foreign ministers of education" (as
quoted in Blackboard Power NEA Threat to America, by Dr. Gordon V. Drake. p.78).
U.S. Congressman John NI. Ashbrook of Ohio was against NATIONALIZATION of

education. While addressing the House of Representatives in 1963, he called for a full
investigation of the U.S. Office of Education to determine whether certain key U.S.
Office of Education officials are or are not planning to circumvent the will of the
Congress of the United States and of the American people in the matter of Federal
CONTROL of education...
37
'I feel sure, and there is plenty of evidence to prove my point, that the people of the
United States, the voters who send us here, want to hold on to their traditional prerogative
of controlling the public school system." (Congressional Record, House of
Representatives, September 23, 1964, "Local Forces Versus the School Boards, Speech
by Honorable John M. Ashbrook)
Congressman Ashbrook presented the H.E.W. publication, A Federal Agency for the
Future, as a 'boldly drawn plan' for more Federal CONTROL of education- "an Olympian
ambition to CONTROL American education against the will of Congress and of the
American people."
Congressman Ashbrook said that the NEA and Office of Education gaining power on the
Federal level would take control of the schools AWAY from the local school boards. It
would then be FEDERALIZED education in direct violation of the Constitution. THEIR
GOAL WAS FEDERAL EDUCATION TO PROGRAM OUR CHILDREN'S MINDS
FOR GLOBALISM INSTEAD OF NATIONALISM.
National Testing Programs! WHY?
Under the 1964 Civil Rights Law, the U.S. Office of Education 'instituted a program of
administering tests to school children all over the country, supposedly to determine what
percentage of our students were not receiving equal educational opportunities." So many
complaints came into Congressman Richard L. Roudebush of Indiana that he contacted
the Fort Lauderdale News concerning the tests. The newspaper reported after
investigating the tests that "some of the questions being asked in this test are so 'loaded'
as to be unbelievable. Take this one, for instance: 'Do you [students] agree that the fairest
economic system takes FROM each according to his ability and gives to each according
to his needs?'
"Now, obviously, not many school children would recognize that this question outlines
ONE OF THE BASIC TENETS OF COMMUNISM, and when it is presented in such a
POSITIVE manner, it is likely a high percentage of the children answering this question
would do so in the affirmative.
"Then there is the question: 'If you were to vote against the President's anti-poverty
program, you would probably be - (a) Communist; (b) Conservative; (c) Republican; (d)
traitor; (e) radical.'
"Now there's a 'loaded' question to be sure. It serves to link conservatives and republicans
with the communists, traitors and radicals, and who is naive enough to believe that those
who drafted this didn't have that very INTENT" (Fort Lauderdale News, October 15,
1965).
38
The whole purpose of the tests was to start brainwashing our children against the
American system of government and religion. The Communists have long known that the
best method of gaining total control over a nation is to brainwash the children to be
passive and meekly ACCEPT the communistic system (ibid).
These tests were designed to cause doubts in the minds of our children about the
American system as to whether it is superior to Communism.
Teaching the Communist Manifesto
John Dewey and other Socialist educators realized that the most effective means to
indoctrinate children and the public was through the Federal Government and its various
agencies. In 1934 John Dewey and the Committee on Social-Economic Goals for
America defended President Roosevelt's New Deal Socialistic policies in the NEA
Journal.
Dr. Willard E. Givens, President of the California Education Association in 1934, told
educators and other Socialists that they should "...join in creating a swift nationwide
campaign of adult education which will support President Roosevelt in taking...
[Industries] over and operating them at full capacity as a unified national system in the
interest of ALL the people" (Education for the New America, by Willard F. Givens, op.
cit.).
A few years later John Dewey and a group called "The People's Lobby" [a typical
Socialist/Communist name for their front organizations] presented a program which
proposed:
1. Heavy Progressive Taxation of Incomes.
2. Government Marketing and Farming Corporations
3. Socialization of Banking and Credit, and of Coal, Oil, Water, Power and Gas.
4. Socialization of the Steel Industry.
(People's Lobby Bulletin, June 1939, 817 14th St., N.W., Washington, D.C.)
You have just discovered the social-political roots of the National Education Association
from the 1930s. How far have they come in 2001? They are basically teaching the
Communist Manifesto cloaked in sweet language.
39
Books and Authors to Destroy Religion and Create Racism and Revolution
We have seen the National Education Association's early history - its Communist and
United Nations connection. We have proven in past literature that the United Nations is a
One World Government front organization for the Illuminati founded by Adam
Weisbaupt on May 1, 1776 with funding from the House of Rothschild.
In 1967 a book was offered to teachers by the NEA to be given as gifts to other people.
One book and its description was: If This Be Heresy, by James Pike. "One of the most
controversial men of our time affirms that there is a God, but we must seek NEW ways to
reach him". (NEA Reporter, October20, 1967)
Why should this be mentioned? Ex-Bishop James A. Pike, cited as a heretic of the
Episcopal Church, has gone so far ASTRAY as to participate in séances [calling up
demons] in which he talks with his dead son (The Bakersfield Californian, December 11,
1967, "Bishop Pike Says 'Ghosts' Really Exist;" This Week, January28, 1968, "Bishop
Pike's Strange Séances"). Pike had become involved in the Occult and demonism.
Was Pike right or did a "lying spirit" talk to him? Notice Ecci. 3:20: "ALL go unto one
place; ALL are of the dust, and ALL TURN TO DUST AGAIN." Ecci. 9:5: "For the
living know that they shall die: but the dead know not anything." John 5:28-29: Marvel
not at this: for the hour IS COMING [yet-future], in which all that are IN the graves shall
hear his voice, and shall come forth..." I Cor. J5.'52: "In a moment, in the twinkling of an
eye, AT the last trump: for the trumpet shall sound, and the DEAD [that are still in their
graves] shall be raised incorruptible, and we [who are still alive] shall be changed." Mr.
Pike was and is wrong because the dead are IN their graves waiting for the resurrection.
The object was to introduce Occultism into the schools to destroy Christianity through
our children.
Another book and its description by the NEA was Games Christians Play by Judi
Culbertson and Patti Bard. It said the book was a relevant guide to religion without tears.
The 'shortcuts' to becoming spiritual, or how to LIVE LIKE THE DEVIL and STILL be a
saint (NEA Reporter, op. cit.).
Then there was Harold Rugg's Building America series endorsed by the Communist Party
through one of its front groups, the National Council of American Soviet Friendship. Kits
of teaching materials about the Soviet Union was promoted as "excellent source
material...that should be used by the teachers and professors in our educational
institutions (Fourth Report, California Fact-Finding Committee, Un-American Activities
in California, 1948, p.324-326). So much pressure built against these books that a
California legislative committee reported that the Building America books do NOT
"...present a true historical background of American history and progress...the cartoons
and pictures appearing in said books belittle American statesmen, who have been...
heroes of American tradition." However, the report said, the series... glamorizes Russian
40
Statesmen and [it is] replete with pictures which do great credit to these leaders of
Russian thought... [The] books contain PURPOSELY DISTORTED references favoring
Communism, and life in Soviet Russia...” (Foundations: Their Power and Influence. by
B.A. Wormser, Devin Adair Co., NY, 1958)
"The San Francisco Board of Education found that Rugg's textbooks deny all moral law,
that they are anti- religious, and that by 'a constant emphasis on our national defects,' they
tend to WEAKEN the student's love for his country, respect for its past, and confidence
in its future" (Ibid). Notice what project Rugg was fulfilling:
Communist Rules for Revolution
A. Corrupt the young; get them away from religion. Get them interested in sex. Make
them superficial; destroy their ruggedness.
B. Get control of ALL means of publicity, thereby:
1. Get people's minds off their government by focusing their attention on athletics, sexy
books and plays and other trivialities.
2. Divide the people into hostile groups by constantly harping on controversial matters of
no importance.
3. Destroy the people's faith in their natural leaders by holding them up to contempt and
ridicule.
4. Always preach true democracy, but SEIZE POWER as fast and as ruthlessly as
possible.
5. By ENCOURAGING Government extravagance, destroy its credits, produce fear of

inflation with rising prices and general discontent.
6. Promote unnecessary strikes in vital industry, encourage civil disorders and foster a
lenient and soft attitude on the part of the government toward such disorders.
7. By specious [fair-seeming but deceptive] argument, cause the breakdown of old moral
virtues, honesty and sobriety.
C. Cause the restriction of ALL firearms on some pretext with a view of

CONFISCATING them and leaving the population helpless (Don McAlvany, "America's
Road to Ruin," The McAlvany' Intelligence Advisor, December 1990, p.1).
41
The National Education Association sponsored yet another booklet designed for the
classroom that caused a great stir. Its title was The American Way of Business. It wanted:
"...ALL banks, credit institutions, and insurance companies [to] be NATIONALIZED
[that is, confiscated by the federal government and operated under public ownership];
that ALL basic natural resources [mines, oil fields, timber coal. Etc] be
NATIONALIZED; that special courts 'might be created to OVERSEE ALL economic
activities, of the state legislatures, of local governments" (Ibid, p.358)
The American Way of Business was written by Oscar Lange and Abba P Lerner. Lange
was a professor at the University of Chicago before RENOUNCING his U.S. citizenship
to become an official of the Communist government of Poland. Abba P. Lerner, a native
of Bessarabia, was TRAINED in the London School of Economics - widely recognized
for its radical socialist teaching (Ibid, as quoted in Blackboard Power, NEA Threat to
America, p.89).
Another Marxian activist was Dr George S. Counts who was Director of Research for the
Commission on Social Studies of the American Historical Association - which was
funded by the Carnegie Corporation. In 1934 the Commission published a report which
concluded that "in the United States as in other countries, the age of individualism and
laissez faire [non-interference by government in business] is closing and that a NEW
AGE OF COLLECTIVISM IS EMERGING" (A.G. Rudd, Bending the Twig, American
Book Co., NY, 1958, p.51). This was PURE Communism.
This Commission recommended a NEW curriculum called "Social Science." Social

Science would replace the traditional teaching of United States history, geography, and
civics courses. The NEW textbooks for the Social Sciences were written by Professors
Harold Rugg [Socialist], John Dewey [Socialist], George S. Counts [Socialist], Charles
A. Beard [Socialist], Jesse Newlon [Socialist], and William H. Kilpatrick [Socialist]
(Ibid, p.46).
With the creation of the United Nations and its UNESCO affiliate, the NEA radicals
could receive help on the international level to promote Socialism in the schools.
Associated with BOTH the NEA and UNESCO, Dr. William G. Carr announced in
March 1947 that: "The United Nations Educational, Scientific and Cultural Organization
[UNESCO] would seek to RE VISE the world's school books to eliminate bias [toward
communism] and PROMOTE international understanding" (Associated Press Release,
Atlantic City, New Jersey, March 1, 1947).
The NEA then launched a vast program for INTERNATIONALISM - education for
"world-mindedness." The Deputy Director General of UNESCO stated that the American
educators had done an excellent job of spearheading this work of
INTERNATIONALIZATION of education. He said: "...NO OTHER national
commission has thus far made the same progress as has the United States Commission in
furthering the IDEALS of UNESCO" (Washington Star [D.C.], September 14, 1947).
42
Dr. Milton Eisenhower stated that through UNESCO, as an educational program, "...one
can truly understand UNESCO only if one views it in its historical context [and] viewed
in this way it reveals itself as one more step in our halting, painful, but I think very REAL
PROGRESS toward a genuine WORLD GOVERNMENT" (Milton Eisenhower
addressing UNESCO Conference, Wichita, Kansas, December 1947, The Kansas Story
on UNESCO, Department of State Publication 3378, p.23).
Dr. Carr, of the NEA and UNESCO, echoed UNESCO's plan to "...revise the world's
school books to ELIMINATE BIAS and [thus] PROMOTE international understanding."
This is HOW textbooks began to de Americanize our children.
UNESCO had a meeting in Brussels in 1950 and "found TOO MUCH nationalism in
textbooks on all subjects." They concluded that when National History is taught "great
men tend to be glorified out of proportion to the achievements of great men of other
nations" (Herald Tribune, November 4, 1951, Sec. 2, "History Out of Focus..." by Fred
M. Heckinger).
By 1952 the U.S. National Commission for UNESCO reported that the teaching of
Internationalism no longer considered unusual but is taken for granted as a natural and
proper element in the curriculum in nearly every school system in this country." They
said the greatest progress was seen "on the college and university levels" (Herald
Tribune, November 5, 1952, "U.N. Makes Headway In Nation's Classrooms").
Pressure continued to arise against schools becoming dominated with one-worldism.

Finally, in the spring of 1952 the Congress of the United States passed Public Law 495
which forbade the use of federal funds 'for the promotion, direct or indirect, of the
principle or doctrine of one world government or one world citizenship" (Public Law 495
[66 Stat. 556], Department of State Appropriation Act, 1953, Section 112).
Has the NEA had any intention of withdrawing from their one world government aims?
In 1948 an NEA Journal article stated: "Nations that become members of UNESCO
accordingly assume an obligation to REVISE textbooks used in their schools.. Each
member nation HAS A DUTY to see to it that NOTHING IN ITS CURRICULUM.
COURSES OF STUDY AND TEXTBOOKS, IS CONTRARY TO UNESCO's AIMS.
This task has already" been undertaken through voluntary activities in the United States
in the study of textbooks.. The poison of aggressive NATIONALISM injected into
children's minds is as dangerous FOR WORLD STABILITY as the manufacture of
armaments. In one, as in the other, supervision of some kind by an international agency is
urgent". (NEA Journal, April 1948)
43
Could the NEA have been and still be a part of a bigger PLOT to destabilize the
American Government to merge us into an all powerful World Government through the
United Nations? The NEA issued a list of books as recommended reading for students
nationwide. Several months later, New Jersey legislators called for an investigation into
the" subversive book list" (The Evening News, Perth Amboy, New Jersey, February 7,
1968, p.16). The NEA never indicated that the authors had been before the House
Committee on Un-American Activities BECAUSE OF THEIR
COMMUNIST/MARXIST ACTIVITIES. This was a deliberate deception on the part of
the NEA leadership.
Many of these outright Communist Party members or members of Communist front

organizations that wrote "subversive books" for the NEA were: Gordon Aliport - Harvard
University; Herbert Aptheker received his M.A. degree from Columbia University; James
Baldwin; Ruth Benedict - professor of Anthropology at Columbia University; Lerone
Bennett; Frank Boas - professor at Columbia University; Ama Bontempts; Benj amine A.
Botkin - writer; Sterling Brown - Howard University; Henrietta Buckmaster - Book
reviewer, New York Times; Eveline Bums - professor of Economics at Columbia
University; Earl Conrad - author; William E. B. Dubois - Atlanta University; Ralph
Ellison; Howard Fast - author; Phillip Foner - City College, New York; Clark Foreman -
Columbia University, Black Mountain College; E. Franklin Frazier - Howard University;
James J. Green - writer; Dick Gregory; Melville Herskoviks; T. Arnold Hill; Langston
Hughes - author, poet; James E. Jackson - writer; Charles S. Johnson - Fisk University;
James Weldon Johnson; Thomas Jones and Lewis Webster Jones - Rutgers University;
Dr. Martin Luther King (over 60 Communist front organizations); Alain Locke; Rayford
W. Logan; Carey McWilliams - lawyer, writer, 85 Communist affiliations; Hugh Mulzac;
Gunner Myrdal - University of Stockholm, Sweden; Rose Nelson; Victor Perlo - alias
Mike Perlo or Martin Stribling; Arthur Raper; J. Saunders Redding; Ira De A. Reid; Rev.
James H. Robinson - Youth Section, NAACP; Maxwell S. Stewart; Doxey Wilkerson -
Howard University; and Richard Wright.
Dr. Martin Luther King
The NEA book list recommended three books by the late Dr. Martin Luther King:
Stride Toward Freedom, Strength To Love, and Why We Can‟t Wait.
In Why We Can‟t Wait, Dr. King spelled out why he used non-violence to provoke
violence. He wrote: "Committees must be organized, and schedules must be arranged of
persons to be arrested; 'the police must be provoked into acts of brutality,' calculated to
look good on television. Emotions must be whipped up... THE WHOLE OBJECT IS TO
CREATE CRISES AND TO FOSTER TENSIONS." Dr. King got his tactics from the
writings of Frederick Engels, founder of Marxism, states former communist Frank S.
Meyer in his book Moulding of a - Communist. Meyer became very anti-Communist.
44
Dr. King was linked, mainly via finances, with over - sixty communist fronts, individuals,
and/or organizations m which give aid to or espouse communist causes," and "he has
been virtually surrounded by communists or communist fronts since 1955"
(Congressional Record, March 30, 1965, p.6114). One such man and front groups was
avowed communist Hunter Pitts 0 'Dell, the Highlander Folk School, and the National
Committee to Abolish the House Un-American Activities Committee (Guide to
Subversive Organizations and Publications, December 1, 1961, p.115).
Congressman Dickinson incorporated into The Congressional Record, March 30, 1965,
p.6114, the sworn affidavit of Karl Prussion, a former counterspy for the FBI from 1947
to 1960. In the affidavit Prussion stated: "I further swear and attest that AT EACH AND
EVERY ONE OF THE AFOREMENTIONAL MEETINGS, one Rev. Martin Luther
King was always set forth as the individual to whom communists should look and rally
around in the -'~ communist struggle on the many racial issues."
Below, Dr. Martin Luther King was photographed while attending the Communist
training school in 1957. The photo was taken by Edwin Friend, an employee of the State
of Georgia for the Georgia Commission of Education This Communist training school
was held at the Highlander Folk School in Monteagle, Tennessee during Labor Day
weekend this school was later abolished by an act of the Tennessee legislature on a
charge of being a subversive organization.
In this very old photograph is Abner W Berry [1], of the Central Committee of the
Communist Party. He is shown looking down trying to hide his face as the photographer
was about to take the photo.
From right to left in the front row are: Dr Martin Luther King [2], leader of the boycotts,
marches, and riots of the 1960s. Next to King is Aubrey Williams [3], who was president
of the Southern Conference Education Fund, Inc., a Communist-front organization
known as the "transmission belt" in the South for the Communist Party.
45
On Williams' right is Myles Horton [4], Director of the Highlander Folk School for
Communist training.
Following the taking of this photograph, Dr. Martin Luther King spent over ten years
creating acts of civil disobedience, strife and violence throughout the U.S.
The late Manning Johnson, former Black Communist, said of King: "He organized
masses of Negroes and got them worked up to a frenzy to the extent that they are willing
to follow him, although he misleads them."
Ms Julia Brown, a Black FBI undercover agent for nine years, called King "one of the
worst enemies my people ever had" and in Communist cell meetings was instructed to get
behind King because he was on their side.
King said his demonstrations would pressure Congress into more COLLECTIVISM -
which they did. The Civil Rights Act brought more federal control over all Americans -
also centralization of power and dictatorial regulations.
King tied his movement to the Viet Cong cause, calling America "the greatest purveyor
of violence in the world. He stated that he spoke as "a citizen of the world..." and that "we
[the U.S.] are on the wrong side of the WORLD REVOLUTION" (Speech, April 4, 1967,
Riverside Church, New York).
Truly education was usurped by the world Socialist/ Communist/Masonic Movement in

the U.S. They are bent upon creating World Citizens as King said.
Only Hope
Our nations only HOPE for survival is total heartrending repentance and turning back to
the true God of the Bible and His Son Jesus Christ.
Only He can salvage us.
Source:
This article was written by David J. Smith is from the "News watch Magazine" a
publication of the Church Of God Evangelistic Association.
908 Sycamore Street
Waxahachie, Texas 75165

46
There is only one religion that has the son of our creator God the father of Abraham
creator of the material universe and all its many dimensions, organisms, animals, plants,
and humans take our sins upon the death of the cross because of the truest of values
purest of reasons, and most noble single act of kindness, generosity and heroic act,
known by one name who is identified as the very definition of LOVE, Jesus Christ, son
of man through David and son of the living God through spirit.
Please before your last breath in your long life do not pass up the opportunity to call on
Jesus for your salvation. Ask yourself, are you absolutely sure that you know what will
happen to your consciousness after you die? And do you want to bet an eternity of regret
on your opinion.
Call on Jesus and you will never regret it.

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1

MASONIC EDUCATION FOR THE NEW WORLD ORDER

The FBI Discovers

SECULAR EDUCATION: A MASONIC BLUEPRINT

Supreme Council of Scottish Rite Freemasonry, Charleston, S.C., September24, 1924

The Bund and Anti-Semitism

Frederick Engels, Founder of "Marxism"

The Educational Legacy of Karl Marx

Masonic Public Schools in America

By the mid-1850s, Freemasonry began a drive to control schoolteachers by the

Early History of the National Educational Association

Without fanfare, Dr Givens, chairman of the committee of the NEA Department of

"Between the years 1928-1935, Scholastic Magazine featured articles written by

Let Us Digress a Moment!

The Masonic War against Church, Parents, and Children

Investigative journalist Paul Fisher has summarized the GOALS of Freemasonry in

In 1944 Freemasonry lost a major educational battle when the Servicemen's

Masonic religious thinking

Masons in the Churches

The National Council of Churches

Pastors without Faith

"Do you accept Jesus' physical resurrection as a fact? 51 percent of Methodists, 35

87 percent of Methodists, 95 percent of Episcopalians, 82 percent of Presbyterians, 67

Planning the Destruction of Christianity

Let's Move Forward in Time! NEA Defends Subversives

NEW Builds for World Government! The New World Order

"The National Educational Association [NEA] is an active member of WCOTP, and

Consolidating Education For World Government

NEA belongs to a world organization called World Confederation of Organizations of the

Delegates to WCOTP from individual countries takes "positive action" to indoctrinate

Remember, UNESCO is a United Nations one-world- government organization. This

A pamphlet published by the World Confederation of Organizations of the Teaching

WCOTP is a method through which education can be disseminated on a world level

Declaration of Human Rights Threatens Our Bill of Rights

"Paragraph 2 of article 13 of the Covenant on Human Rights reads: 'Freedom to manifest

"2. Everyone shall have the right to freedom of expression...

Covenant on Human Rights - Blueprint for Socialism

Continuing from the Congressional Record:

"Article 23: '...recognizes the right of everyone to an adequate housing.'

"Article 32 of the covenant designates these as 'rights provided BY THE STATES...'

Master Plan for Federal Control of Schools

When Dr. Stering M. McMurrin resigned as U.S. Commissioner of Education in

U.S. Congressman John NI. Ashbrook of Ohio was against NATIONALIZATION of

National Testing Programs! WHY?

Teaching the Communist Manifesto

1. Heavy Progressive Taxation of Incomes.

2. Government Marketing and Farming Corporations

4. Socialization of the Steel Industry.

Communist Rules for Revolution

B. Get control of ALL means of publicity, thereby:

5. By ENCOURAGING Government extravagance, destroy its credits, produce fear of

C. Cause the restriction of ALL firearms on some pretext with a view of

This Commission recommended a NEW curriculum called "Social Science." Social

Pressure continued to arise against schools becoming dominated with one-worldism.

Many of these outright Communist Party members or members of Communist front

Dr. Martin Luther King

Stride Toward Freedom, Strength To Love, and Why We Can‟t Wait.

Truly education was usurped by the world Socialist/ Communist/Masonic Movement in

Only He can salvage us.