Here is the transcript of Charlotte Iserbyt from Alex Jones videos...There are 4 centers of control,,,money, eccelsiatical, law, and education....Here she's talking about the educational 'zeitgeist'...the re-making of society...with the help of The Bonesmen...a tour of who's who and Cui bono...?.....Holy Geeeezzzzz....why and how things are like they are.
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Alex Jones Voice Over: [/color]Charlotte Thomson Iserbyt served as
the head of policy at the Department of Education during the
first administration of [President] Ronald Reagan. While
working there she discovered a long-term strategic plan by
the tax-free foundations to transform America from a nation
of rugged individualists and problem solvers to a country of
servile, brainwashed minions who simply regurgitate whatever
they are told. We now present to you the Secret History
of Western Education: the Scientific Destruction of Minds.
[/b]
Onscreen text:
[/color]
[/size]On November 25, 1910, Andrew Carnegie established
a 10 million dollar endowment to “hasten the abolition of
international war, the foulest blot upon our civilization,”.
He selected a board of 28 trustees and directed them to use,
“the widest discretion as to measures and policies they shall from
time to time adopt,” in carrying out the purpose of the fund.
In the early 1950s, the Reece Commission led by
Norman Dodd, uncovered minutes from the Carnegie
Endowment for International Peace dated 1910.
Charlotte Iserbyt [reading from Lines of Credit: Ropes
of Bondage by Robert H. Goldsborough (Washington
Dateline Publishers, Baltimore, Maryland, 1989)]:
The minutes reveal that in 1910 the Carnegie
trustees asked themselves this question:
“Is there any way known to man more effective
than war to so alter the life of an entire people?”
For a year the trustees sought an effective “peaceful”
method to “alter the life of an entire people”;
but ultimately, they concluded that war was the most
effective way to change people.
Iserbyt: World War I —
horrible [15 million deaths and 20 million wounded]
— made every other war look like nothing!
...They sent a confidential message to President Wilson
insisting that the war not be ended too quickly.
After the war the Carnegie Endowment trustees
reasoned if they could get control of education in
the United States, they would be able to prevent a
return to the way of life as it had been prior to the
war; and they recruited the Rockefeller Foundation
to assist in such a monumental task.
Iserbyt: [reading quote from Bertrand Russell’s The
Impact of Science on Society (Columbia U. Press, 1951)]:
“Education should aim at destroying free will so that
pupils thus schooled, will be incapable throughout
the rest of their lives of thinking or acting otherwise
than as their schoolmasters would have wished. . . .
Influences of the home are obstructive; and in order
to condition students, verses set to music and repeatedly
intoned are very effective. . . . It is for a
future scientist to make these maxims precise and
to discover exactly how much it costs per head to
make children believe that snow is black. When the
technique has been perfected, every government that
has been in charge of education for more than one
generation will be able to control its subjects securely
without the need of armies or policemen.”
[/color][/size][/i][/b]
Onscreen clip of a 1930s era instructor lecturing teachers:
[/color]
[/size]“Young people cannot be trusted to form their own opinion.
It's our job to tell them!”
[/size]America’s Road to Ruin
Transcript of Charlotte Thomson Iserbyt speaking on the Secret History
of Western Education: the Scientific Destruction of Minds
– a video production by Alex Jones and
PrisonPlanet.com and InfoWars.com,
May 2011; Length 1:14:50.
Charlotte Thomson Iserbyt,
author of the deliberate
dumbing down of america.
[/color][/size][/i]
——————————————————————————————————————————————
Documents referred to by Charlotte are in her book the deliberate dumbing down of america and available as pdf
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Charlotte Iserbyt:
[/size](Note: Text that is added to the transcript
is placed within brackets [ ].)
I had never intended to become involved
in the battle that all of us are
involved in. I had no idea anything was
wrong with the way the country was
going as I was growing up. Even during
my foreign service experience [I
was basically unaware of the strange
direction in which our nation was being
directed] I found myself mysteriously
— (I would say the good Lord
works in wondrous ways) — being put
in spots, around the world or in my country, where extraordinary
things were taking place under the guise of
“change.” We've all heard that so much; from the
Obama administration, Bill Clinton — he was the first
one to mention “change agents,” etc. For some reason
I was plucked out. I found myself being sort of pushed.
My name is Charlotte Thomson Iserbyt. My maiden
name is Thomson. My husband, who I want to give great
credit to at this point, was Belgian, from the Flemish
part of Belgium. I met him — I'll explain that later —
in Europe when I was working at the Embassy in Brussels.
Without my late husband's help throughout the
last [40] years, certainly when we came back to Maine
[in 1970], my work never would have happened . . . He
had been highly educated in Europe and he understood
the whole plan! In fact, about five years after we had
come back to the United States someone gave me Gary
Allen's book None Dare Call It Conspiracy. I was on the
school board [in Camden, Maine] and this lady called
me. She loved the work I was doing on the school board
. . . She said, “I've got a book for you.”
She brought it down. I read it . . . and
I thought, “I've never heard of such
things as this. I mean, this is a conspiracy
to really take over the world.”
Thank you Gary Allen, who’s no longer
with us.
And so, I said to my husband — good
Belgian, well-educated — “Do you
know about this?” And so he took a
look at it [the book] and said, “Yeah
sure I know about it.” I said, “You know
about this?! You know about the Illuminati
and the Bavarian
Conspiracy? You know about all
this: the plan to implement a world
order?...” And he said, “Well yeah, I
learned all that in school.” And I
thought, “Oh, okay.” So, thank you, Jan,
wherever you are. I think that maybe
you're very involved in helping all of
us right now straighten out this mess.
[To] go back, I was born in 1930. Yes, I'm getting there.
My mother was from Virginia, a wonderful southern
conservative, wonderful gal. And my father came from
Pennsylvania. He came from a family [involved] in mining.
His father was a very recognized mining engineer
who ultimately went out to South Africa and opened
the gold mines [in the mid-1890s]. And my grandfather
knew all these people — my grandfather was [a
member of Yale’s Order of] Skull and Bones [and he
was acquainted with many leading Fabian Socialists,
in England and in South Africa. He also was involved
in the opening up of Noranda Copper Mines in Canada.]
My father was a wonderful person. He was mayor of
several towns on Long Island, New York and in New
Jersey. He was a real constitutionalist. And somehow
he was a member of [Yale’s Order of] Skull and Bones
but he didn't have anything to do with the power structure
there, absolutely nothing. Although he did go to
their [unofficial] meetings — he went out to the island
for retreats and that stuff. He went to Bohemian Grove
once. [He told Mom that it was a very interesting and
elegant affair but that he would never go back.]
So, I grew up in sort of an atmosphere of — it was apolitical
in a way — except for local politics which my
father was fabulous on. Anytime anybody did anything
like wanting to break down local government or get rid
Jan and Charlotte Iserbyt
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of elected officials, like regionalism does, my father
would be right there with the Constitution.
Anyway, I went to private schools. I got out of [and
graduated from Dana Hall] Prep School in Wellesley;
and I decided I really didn't want to go to college. A lot
of people thought it was a mistake. I wanted to go to
business school instead. I was tired of what I was —
somehow I had a bad feeling about things that were
being pushed in the prep school, like I was a member
of World Federalists. I was falling for this junk. But,
somehow I didn't want to continue that. So, instead of
going on to Smith or Vassar, I went to Katharine Gibbs
Business School in New York City. Wonderful, wonderful,
difficult, difficult school. But I learned the best
grammar, how to write, accounting, shorthand (which
came in very, very handy, I can assure you — especially
[many years later] when I was in the [U.S.] Department
of Education).
I got out [of Katharine Gibbs Business School]; I graduated
[first in my class] and the Korean War was on. I
was very patriotic. My mother had always worked for
the Red Cross. She was a volunteer [at military mental
hospitals] during World War II [when they were bringing
in the injured from the front lines in Europe; and
also did volunteer work at mental hospitals on Long
Island and in New Jersey during the Korean and the
Vietnam Peace Actions]. So, I heard a lot about the
Red Cross, which I want to point out right now, has
changed enormously from that time. I wish I could say
in a better way. I think it does very good work; but, it’s
connected with all the other non-governmental, nonprofit
groups and they have all been infiltrated. I signed
up for Korea, that’s right, but they [Red Cross] changed
my orders at the last minute. I went to Guam [because
headquarters reassigned me to a Strategic Air Force
Base on that island]. I spent a year there. My next
assignments were Chitose, Hokkaido [Japan] — another
air base [as well as Tachikawa Air Base outside
of Tokyo, Japan].
I finished my tour. I didn't want to come home by air, I
wanted to go by ship. So I decided to go — a friend of
mine went with me — third class in the bowels of the
[SS] Vietnam which was a [Messagerie Maritimes]
freighter. Luckily, I was in third class . . . we had very
good food because the French have good food whether
it's third class or not — there’s always a big bottle of
wine in the middle of the table. The people at the table
were coming out of North Vietnam, coming out of North
Korea, and China. They were refugees.
Of course, the Vietnamese spoke French and the Chinese
were very well-educated . . . they spoke English. I
spoke French. So the conversations were unbelievable!
They would tell me what had happened; why they were
coming out, what was going on under the Communists
— which we didn't let General MacArthur move in and
take over. Truman brought him home. We could have
won that war. We could have kept the whole Far East
from collapsing; but that wasn't the plan.
[/color][/size][/i][/b]
Onscreen clip of General MacArthur's farewell to Congress:
[/color]
[/size]“Old soldiers never die, they just fade away.”
Iserbyt: This one woman was taking her daughter to
Paris to the Conservatory of Music to study piano. She
told me that her father (or grandfather, I’m not sure)...
was a famous pianist [and political dissenter] in China
during the Cultural Revolution and that they cut his
hands off. I never forgot that. And then the other lady,
she was from North Vietnam. She told me that her
grandfather [the mayor of his town] was killed because
he was opposed to the Communist regime. They cut
his head off and stuck it on a pole — and they marched
around town with his head on a pole which, of course,
was to warn the rest of the Vietnamese: “Keep your
mouths shut! Don't go up against this regime!”
My father. . . he’s a New York lawyer — absolutely wonderful
person, great sense of humor. I know he's Skull
and Bones; but we have to forgive him for that. Anyway,
he says to me (I've been gone for two years, mind
you, this is his young daughter that he cried when I
left, “What are you doing going abroad?”) — so after
two months home, he says to me, “Char, well, when
are you thinking about moving on?” And I thought, “I've
been home for two months. I've been gone for over two
years and they want me out of here!” I thought, “Well, I
guess he's right. I better not hang around home forever.”
So, I went down to the State Department. I had all the
background because of Katharine Gibbs [and overseas
experiences]. That's the best thing that ever happened.
I had the credentials to get into the State Department
to work for ambassadors, which I did; for assistant secretaries.
I worked in Washington in Soviet Affairs, in
Middle Eastern Affairs (when all the Suez Canal stuff
and everything was going on); I took dictation from John
Foster Dulles [then U.S. Secretary of State].
I’ll never forget, once when he [Dulles] was — this was
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4
during the tremendous problems with the Suez Canal
[in the late fifties] — he had [a meeting with Israel’s
Prime Minister] Golda Meir and [Abba Eban] the Ambassador
from Israel to the United States. This is so
funny because I was taking shorthand and all of a sudden
someone kicks me under the table — [it was] Golda
Meir! [She meant to kick] her friend [Abba] the Ambassador
to the United States . . . but, she kicked me
instead. She said, “Oh, I'm so sorry . . . he’s dictating
too fast. There's no way you can get it.” So that’s a little
funny story about the State Department.
And then I was in Soviet Affairs — I saw very strange
things there. I went to South Africa [in 1959] — I worked
for the Ambassador in South Africa. [I found the country]
fascinating because my father and my grandfather
actually had lived in South Africa [at the turn of the
century; my grandfather lived and worked there for
twenty years; my father was born there in 1903. The
family returned to the States at the outbreak of World
War I]. Then I got sick and I came back to the States.
Then they assigned me to work [as secretary] for Ambassador
Douglas MacArthur, [II] (the nephew of the
General) in Brussels [Belgium]. He was a wonderful
man. He was not easy to work for, but he was a wonderful
person, a good American. That was at the time
— again, these things kept happening in my life — this
was the Belgian Congo crisis in Katanga. I was there. I
saw all the cables coming in [from Elizabethville] regarding
the U.N. troops and how they were raping citizens
and nuns, and people were dying. So, I was there
in Brussels learning — Charlotte’s learning that the
U.N. [United Nations] isn't what people think it is.
[/color][/size][/i][/b]
Onscreen clips:
[/color]
[/size]Belgian Congo/Katanga atrocities committed by U.N. Troops
Iserbyt: [At the same time the Congo is blowing up,] I
meet my husband. I meet him on a train going skiing.
My husband and I are engaged. We subsequently get
married in the United States. Then we go back to Belgium
and we’re there for about four years [during which
time my first son, Robert, was born].
Then we go to another hot spot which I didn’t realize
— I'm talking about the weird things that happened.
The hot spot was Grenada [where my son Samuel was
born]. I could see then [in 1970] — from our house
overlooking the bay, the lagoon in St. Georges — all
this activity, boats coming in with strange flags. Stokely
Carmichael came down there to stir up the pot, to get
the Grenadians mad at the rich, nasty capitalists [and
charter captains like my husband] who owned the
yachts. [Our Grenadian maid told us there were a few
members of the Peace Corp who were agitating and
encouraging the local people to burn the yachts.] It
was really getting bad there. I knew the political situation
well because we had Grenadians working on the
boat. I had a lot of Grenadian friends in government,
as well. Anyway, we left (we were there about five years).
When we left, I remember telling our Grenadian friends,
“You're going to have trouble here. There's trouble coming.”
And, of course, it did [in the mid-seventies when
communist Maurice Bishop took over. Later, in 1984 a
real Stalinist coup took place during which Bishop was
murdered by the new much more radical regime]. That
[intervention] was one good thing Ronald Reagan did,
which I was opposed to because it was a U.N. move;
but, he saved a lot of my friends from being killed by
the Soviet regime in Grenada by moving in there to
protect so-called American students. But [I suspect] it
was really the oil pipelines (owned by Rockefeller) that
we were protecting.
We go back to the United States. I put the children in
public school. So, here we go! I had no idea that education
would be any different from sort of what I'd had.
I had a good education, a private school education.
But, I didn't know [what had been going on in U.S. public
schools, although I recall my Mom being concerned
about subversive activities in the Port Washington,
Long Island public schools during the forties]. And so
they [our two young sons] go into the public school
system in Camden, Maine. In retrospect, I believe that
was a pilot school, one of them, for the whole country
— for changing our education system from an academic
classical educational system to brainwashing for the
international socialist government. Everybody has all
the research on this, I have so much. It's all in my book
the deliberate dumbing down of america.
I hit Camden and I started asking around. You know, I
got on a little committee, a philosophy committee and
we were all asked by the superintendent, a highly skilled
change agent out of Harvard, “I want to know what all
of you feel the purpose of education should be.” So, I
said, “I think it should be to give the students a sound
academic education in basics and also a strong sense of
sound morals and values.“ And boom! — they all looked
at me and said, “Whose values?” And I thought, “Hey,
what's going on here? What's happening to my country?
Don't we still have the same values? Don't we all sort of
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5
agree that you don’t steal. . .you don't kill babies . . .” —
a lot of things I thought we believed in—“you don’t lie.”
Everything was changing and I saw it — I saw it in the
curriculum coming in. I went to [Sidney Simon’s] Values
Clarification training myself to find out. I had a
call from a master teacher who taught all over the world
and she said, “You are absolutely correct.” I was on the
school board by that time (after three tries, I got on).
She said, “I want to pay for you to go for some in-service
training.” I said, “In what?” She said, “Well, it's
called Innovations in Education; it's how to become a
change agent.”
She paid $100 for me to go and I went. There were all
these normal looking people, some from my own school
district and all. The guy is a facilitator. He's using this
big book called Innovations in Education: A Change
Agent's Guide and it has all these case studies of teachers
and administrators and how to sneak in controversial
curriculum such as death ed, sex ed, bullying ed,
alcohol ed, drug ed. You know, all these programs that
have “education” hanging off the end of them that have
nothing to do with education! It's interesting. You don't
have math ed and science ed. They're called math and
science and history, right? When you see anything with
“education” hanging off the end of it, red flag!
In that training he taught us how to identify resisters
in our community. They were the people who were
smart, who knew these programs were designed for
nothing other than to make children engage in sex, to
drink, to take drugs, to do all the things that the parents
were being told the programs were to help the
children. I was considered a resister, too. Here they were
training me to identify myself. And so, I never ever got
over that.
Also, we were being trained to go to the important
people in the community. They're really very good
people, we all know who they are. They're friends of
ours, head of Rotary, head of the Garden Club, head of
the Historical Society. You go to them and you explain
to them in highly skilled change agent manner — which
is just lies — how important these programs are for
your children . . . [And you ask them to support your
efforts to implement the programs.]
This was 1973 all the way through to right now. That
period in education, we call it the “unfreezing” of our
children's values — the ones taught by the parents at
home and the church, basically.
Change agents were highly trained by the National
Training Laboratories [NTL]. We had the headquarters
for that in Bethel, Maine — that goes all the way back
to World War II. I have the original paper from that and
it said that what they’re putting in: they want to change
the values, to “unfreeze” the system. And then they're
going to implement “new values,” the new communist
values for world government. [They clearly state that
they are using the Chinese Communist “group process”
and “mind control”.] That was the goal and they did a
good job on it [changing our children's values] between
1970 and the year 2000. And now the values, as we can
all see — people are saying, “Oh, we’ve got to be tolerant
[of the most evil behaviors]. There are no absolutes
anymore. That's not fair to judge people. Don’t
be judgmental! If your grandmother is dying of cancer
and you can't afford medicine, it's okay to steal it.”
That's what you call values clarification [or “situation
ethics”] with the education for a “planned economy”,
using workforce training — identifying children at a very
early age — what they're going to do the rest of their
lives. It's the Soviet Planned Economic System starting
as early as first grade that’s being put in now under
the guise of School Choice, Charter Schools and using
the Performance-based, Outcome-based, Skinnerian/
Pavlovian [direct instruction] method with a computer.
. . . People think that he [Pavlov] invented operant conditioning.
He didn't. He went to Leipzig, Germany and
studied under Wilhelm Wundt in the mid-1800s.
Wilhelm Wundt was a German philosopher who was
involved in trying to figure out how you can get people
to change [do things they may not want to do]; understanding
the psychology, what makes people tick, how
you can get them to do what you want them to do, etc.
He became very frustrated with the inability to change
people's behavior and their views the traditional way;
you know, lectures and discussions and all.
Finally, he realized that what he was dealing with was
the human soul. The soul is a very difficult thing to
track. It sort of floats all over the place and it rebels —
it's independent. So, he came up with a scheme to attack
the nervous system. That's really what it is. It's
neurological. If you can get them [people] to react, in
certain ways, to do what you want. (Like when the doctor
used to, in physical exams, take a [little rubber]
hammer. . . and knock your knee [to check your neurological
responses] . . .) So, he [Wundt] figured, “Well,
you know what? We can operate on that thesis where
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6
we attack the nervous
system.” It's a stimulus
response thing: you
have to provide the
stimulus in order to get
the response. Well, if it
was dog training, the
stimulus would be a dog biscuit. Ultimately, when the
dog sees you take the biscuit out of the box he's going
to do what you want. Right? It's really pretty simple.
I had never gotten involved in having to figure it out
until a very good friend of mine — a teacher in Arizona
[Ann Herzer] — had to go to the first program that was
brought out in 1965. One of the first ones was called
[Skinnerian] mastery learning [under the guise of Exemplary
Center for Reading Instruction (ECRI). This
program was developed with federal funds provided
under the Elementary and Secondary Act of 1965]. She
quit education after she went through the training [for
operant conditioning mastery learning, now referred
to as Direct Instruction]. She said it was so sick. She
had papers from doctors saying it makes children sick.
I met her [Ann Herzer] when I went into the U.S. Department
of Ed[ucation] because her correspondence
[to Congressman Eldon Rudd protesting this federallyfunded
program] came to my office and it was referred
to me. And that was how I met her. She was the one
who educated me about operant conditioning and how
awful it is. It can absolutely destroy free will.
We had free will until we got to [Skinner’s operant conditioning
and] the computer [which is also referred to
as “Skinner’s Box.”]. The computer absolutely destroys
[free will]! The child cannot—there's no thinking going
on, there's no transfer being made. You've got to
understand that. All the documents in regard to this by
people—not myself—by educators who've been trained
in it, are in my book. So, you don't have to say Charlotte
said that. You can say “Professor So-and-So” said that.
I have one incredible paper in the back of my book by a
leading educator, written in the 60s, that I managed to
get. It was attached to the Project BEST Application
for Funding that I talk about, the one I got fired for
[leaking the information to the press]. That paper talks
about the need for computers and how wonderful
they're going to be; but he says if you don't agree with
the message (morally and ethically) that's going onto
that software, DO NOT DO IT! And that's coming right
out of the mouth of an educator involved in it! He says
you have to have a conscience because that software
is so powerful!
You may think, “Oh well, the person on the other end
can do what he wants.” NO! Once it's in the software
and once the child is clicking away on the computer
and getting the little “happy face” as a reward — that's
what happens — we all know that feeling when we get
something good on the computer; he's not going to
ask any questions. That's it! Finished! And it can bring
a student to a certain totally opposite position in their
thinking using Socratic questioning. So, it's very dangerous.
I can’t tell you how dangerous it is. I mean,
how dangerous is a method that can actually change,
actually destroy one's conscience? That's bad news!
We were all softened up and that's what we're looking
at today. Now, the “refreezing” has to take place. The
“refreezing” is going to take place with the use of the
computer. Schools will be bookless; there are already
some of these programs coming in.
So anyway, I was on the [school] board, I saw . . . [the
federally-funded, values-destroying programs going
into my school as well as into many schools in Maine];
I went for the training. And then I got off the Board and
I formed — with Bettina Dobbs of Maine, a wonderful
teacher and nurse — we formed something called
Guardians of Education for Maine. We were in business
for about [20] years. We did a lot of very good
work. [We managed to stop comprehensive health education,
which had zero to do with health and all to do
with UNESCO’s brainwashing agenda, its political, social,
and economic plan. GEM’s members stopped it
in a third of Maine’s schools.]
In 1980 I went to work for Ronald Reagan and I worked
there for two years until I was fired. But I had worked
hard for him from 1978 to get him elected. Then in 1980,
because of the work I'd done and the work in education,
I got an appointment in the U.S. Department of
Education, because the conservatives in Washington
were good back then (they're not anymore) — they were
very impressed by the work I'd done in Maine on education.
They pulled me down and put me in the U.S.
Department of Ed in what was the most important slot,
probably in the world, in education.
I know people out there are shaking their heads, saying,
“Why would they put her there when she doesn't
have a college education?” Right? What are they putting
her ”there” for? Well, first of all, Reagan had prom[/size]7
ised to get rid of the Department of Education. Something
he didn’t do, and I will hold that against him forever,
because he could have! Since that was the plan
when they were staffing the department, they didn't
have to put important people in those old slots — like
my slot that I got put into, would have been filled by a
former president of Harvard or Stanford . . . or University
of Chicago. That job had been held in the past by
very important people in education. But since they were
getting rid of the Department, it didn't make any difference.
So, they just plopped me in.
Now, talk about the hand of God, huh? All my files were
full of everything they [had accomplished and] planned
on doing. I don't even think my boss knew this. He was
a so-called conservative. He became very suspicious
about me because I was always busy even though I
didn't have a lot of work to do from him. I was always
busy because I had lots of things to read. I would stay
after work. I would stay until 2 a.m. in the morning.
When everybody was gone, I'd get into everything.
Sure, if it had just been the job and all files and everything
had been whisked away by these former very important
educational change agent-communists-Marxists,
I would not have found stuff; but, all the stuff was left in
the office. What I saw was so depressing. That's hardly
the word. I mean, this was the education of Charlotte.
It was the greatest horror story I had ever encountered!
At one point, he [my boss the Assistant Secretary],
wanted to get rid of me, out of that office. He sent me
up to the National Institute of Education which is where
all the research is performed. They send out all of the
grants and contracts to the universities, or schools or
whatever from there. I found out I was really in the belly
of the beast right there. Because I had access to all the
computer printouts of all the grants and contracts —
of your money, folks, going out not just across our country;
but all around the world — about how to change the
education system from academics to a brainwashing,
using Pavlovian/Skinnerian Operant Conditioning, computers,
[school choice,] and workforce training for the
globalist economy — the corporate-fascist, socialist, communist
government that's coming right in this minute!
I had a friend from Maryland who used to come in [and
pick me up for lunch]. She had a huge Cadillac and I'd
get all of my stuff and put it in L.L. Bean bags, you
know those huge L.L. Bean bags? I'd put all the papers
in there and at lunchtime we'd meet. Marvelous gal,
Australian who I absolutely love — probably one of
the finest Americans who ever, well she was Australian
[at-the-time, and later became a U.S. citizen] but she
has done more for our country than anybody I've every
known. Brilliant. We'd meet, dump the stuff in her car,
go have lunch, she'd take it home, she’d get it out to
people across the country. . .
Once I had two big bags and two of these major change
agents at the National Institute of Education were coming
down as I was going to the elevator. Walking down
I thought, “Oh no, I've got to get out of here!” So I had
to go into the Men's Room and hide. I'll never forget
that — hiding in the Men's Room. I thought, “What if:
There may be other guys coming in here, not just to
the elevator?” Anyway, nobody came in. They went
down the elevator. I came out [and took the next elevator]
and dumped the stuff in her car.
It was not a really exciting job [working at the National
Institute of Education. My boss sent me up there thinking
that job would keep me from finding out what was
going on in his office]. It was mainly to see if the universities,
the schools, the different entities across the
country— that were getting money from the taxpayers
— or around the world, that they were getting their
quarterly reports in on time. That's all. It had nothing
to do with philosophy [just financial accountability].
One day I ran across a grant to Lansing School District,
Lansing, Michigan. This was the University of
Michigan connection with my office. It was a “values
clarification” program for 1st graders, elementary
school. And it pre-tested and post-tested those little
children about what goes on at home, what religion
[their family professed, etc…]. I looked at this thing
and thought, “What on earth are they doing?”
So, I turned to this bureaucrat who was working with
the GAO [General Accounting Office] about financial
things and I said, “Look, we're doing waste, fraud and
abuse. I know that.” But I said, “Take a look at this. Don't
you think this is pretty wasteful, fraudulent and abusive
in another way?” So, he took a look at it and he
said, “Oh, my Lord! This is horrible!” [He was a] really
nice guy, [a] bureaucrat in Washington. People sometimes
get after all the bureaucrats and some of them
are not all that bad. Some of them are just like us and
they care. I said, “Look, I'm only meant to be here two
weeks; but, could you give me extra time because I want
to go through all these grants and contracts.” He said,
“You can have as much time as you want.”
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8
So, I spent six weeks up there, going through all the
stuff. I can't tell you how horrible . . . First of all, even if
you don't care about children, you don't care about
education, you don't care about your country, you don't
care about anything (Are there people out there who
don't care about anything?) — they do care about their
wallet, huh? You should care about this money that
has been spent in the name of education! It's total
brainwashing! Anything coming out of Washington is
a total Marxist brainwash and Marxism is the world of
the future unless we stop it right now!
I’m fired for leaking one of these documents to Human
Events. It was the one that put technology with the computer
and curriculum and everything on it [into
schools]. It was a grant, going out to every single state,
with the computer curriculum for the state [to be used
in the local schools]. Can you imagine, designed by
Washington... all the different education associations.
And within that big paper that I found — BETTER EDUCATION
SKILLS THROUGH TECHNOLOGY it was
call
