[Note: In Gary Kah’s Winter 2011 “Hope for the World Update” one finds the following revealing information: “According to CNN, home values in the U.S. tumbled another $1.7 trillion in 2010…. The United States has lost a staggering 32% of its manufacturing jobs since the year 2000…. Manufacturing employment in the U.S. computer industry is actually lower in 2010 than it was in 1975.” All of these are the effect of an assault primarily upon the middle class, as the Power Elite (PE) is moving us in inexorably toward our techno-feudal future comprised of an elite ruling over a largely lower middle and poor class of workers. Further to my NewsWithViews “Note” of November 15 last year regarding Iraq, Shiite cleric Muqtada al-Sadr has just returned to Iraq (from 3 years of self-imposed exile in Iran) to play an important role in the government. Years ago, I said the Shiites could just bide their time until American forces left before they exercised greater dominance as the majority population. And because al-Sadr is anti-American and pro-Iranian, one might ask again whether the cost in American soldiers’ blood was worth it.] At the level of higher education, the Illuminati had formed student societies at universities, for example in Germany at Tugenbund and Berschenschaften. William H. Russell matriculated through those institutions, and brought back the student societies’ ceremonies and rites to Yale University, establishing the secretive Skull & Bones (S&B) society there in the early 1830s. S&B acknowledges today that it came “from the German chapter,” which presented as a gift to S&B a painting that seems to depict the rites of the Regent degree of the Illuminati. Moreover, Laurence Sterne’s The Life and Opinions of Tristram Shandy, Gentlemen was recommended reading for Illuminati initiates. One of the most important characters in this book is “Uncle Toby,” which is also the name of the most important figure during S&B initiations. The values taught in public schools today also flow from Weishaupt’s principle of “do what thou wilt.” German historian Reinhart Koselleck put Weishaupt “in a row with [Comte Henri de] Saint-Simon and [Karl] Marx” from 1818 to 1824, Saint Simon’s secretary was August Comte, who from 1851 to 1857 wrote a 4-volume set titled System of Positive Polityexplaining his “Positive Philosophy” in which collective humanity became more important than the individual, and it replaced God as the focus of worship. This positivist philosophy was perhaps the origin of the modern secular Humanist movement. John Dewey, the “Father of Progressive Education,” was a signer of the first Humanist Manifesto (1933) which declared that values are autonomous and situational. Another signer, Charles Francis Potter, inHumanism: A New Religion (1930) proclaimed: “Education is thus a most powerful ally of humanism. What can the theistic Sunday schools, meeting for an hour once a week, and teaching only a fraction of the children, do to stem the tide of a 5-day program of humanistic teaching?” Fourteen years later, the head of the World Health Organization, Brock Chisholm, in the February 1946 edition ofPsychiatry expressed his desire for a world government and that children should be world citizens. Then he wrote: “We have swallowed all manner of poisonous certainties fed us by our parents, our Sunday and day school teachers, our politicians, our priests…. The reinterpretation and eventual eradication of the concept of right and wrong which has been the basis of child training, the substitution of intelligent and rational thinking for faith in the certainties of the old people, these are the belated objectives… for charting the changes in human behavior.” Remember that Adam Weishaupt wanted to do away with moral absolutes, and his second-in-command of the Illuminati, Baron von Knigge (mentioned in Part 1 of this series) wanted to create “world citizens.”Twenty-four years after Chisholm’s article was published, leading educator Ted Sizer in Five Lectures… On Moral Education (1970) declared that “Moral autonomy… is the ‘new morality’ toward which we are to guide ourselves and other people.” Then in the September/October 1981 edition of The Humanist, H.J. Blackham (a founder of the 4-million member International Humanist and Ethical Union) wrote that if schools teach dependence (moral, etc.) on oneself, “they are more revolutionary than any conspiracy to overthrow the government.” Unfortunately, he was absolutely right! Click here for part -----> 1, 2, 3, 4, 5, 6, 7, © 2011 Dennis Cuddy - All Rights Reserved Dennis Laurence Cuddy, historian and political analyst, received a Ph.D. from the University of North Carolina at Chapel Hill (major in American History, minor in political science). Dr. Cuddy has taught at the university level, has been a political and economic risk analyst for an international consulting firm, and has been a Senior Associate with the U.S. Department of Education. Cuddy has also testified before members of Congress on behalf of the U.S. Department of Justice. Dr. Cuddy has authored or edited twenty books and booklets, and has written hundreds of articles appearing in newspapers around the nation, including The Washington Post, Los Angeles Times and USA Today. He has been a guest on numerous radio talk shows in various parts of the country, such as ABC Radio in New York City, and he has also been a guest on the national television programs USA Today and CBS's Nightwatch. E-Mail: Not Available
THE ILLUMINATI
PART 7
By Dennis L. Cuddy, Ph.D.
January 24, 2011
NewsWithViews.com
S&B has focused on preparing an elite, just as the Illuminati focused on preparing “the most ingenious men.” As for others, Clarence Karier in The Individual, Society, and Education: A History of American Educational Ideas (1986) wrote that Illuminist Pestalozzi “argued for a practical education for the new proletariat and was looked upon with favor by the power elite for suggesting that ‘the poor must be educated for poverty’ for in order ‘to enjoy the best possible state, both of soul and body… it is necessary to desire and be content with still less’.” This is very similar to the view of Frederick Gates, the head of Rockefeller’s General Education Board founded in 1902. Gates in Occasional Letter, No. 1 revealed that “In our dream, we have limitless resources, and the people yield themselves with perfect docility to our molding hand. The present educational conventions fade from our minds; and, unhampered by tradition, we work our own good will upon a grateful and responsive rural folk.”
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