The Deliberate Dumbing Down of Education – The New World Order’s Agenda to Enslave Your Children

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 In this summary of Samuel Blumenfeld’s important book Revolution via Education, I attempt to capture the key points that will help you understand and fight back against the New World Order’s agenda to use government schools to hijack your children. Secondly, I will examine the dismal dysfunctionality of government schools in South Africa, then I will question whether the same destructive methods that are being used to dumb down children in America, are also being used in South African schools (Teachers! I need your help in documenting examples of this!) Lastly, I will show how the case for home education has never been stronger.

A New Kind of Behavioural Psychology
Following the famous experiments of Pavlov, a new kind of behavioural psychology was developed in the experimental laboratories of Wilhelm Wundt at the University of Leipzig in Germany. The major American figures who studied under Wundt - James McKeen Cattell and G Stanley Hall, Charles H Judd and James Earl Russel – came back to the United States to revolutionize American education. Hall returned in 1878 and in 1882 created America’s first psychology laboratory at John Hopkins University. Two of Hall’s students were James McKeen Cattell and John Dewey.

The Lenin of America – John Dewey
Vladimir Lenin helped to spearhead the 1917 communist Bolshevik revolution in Russia and was the head of the Soviet Union from 1917 to 1924. His marxist political theories known as Leninism, promoted a violent form of communist revolution. John Dewey was never a politician, yet his radical socialist theories revolutionised America through state-controlled education. The philosophy of the classroom will become the philosophy of government within one generation.

In 1894, Dewey became professor of philosophy and education at the University of Chicago where he created his famous Laboratory School. The purpose of the school was to see what kind of curriculum was needed to produce socialists instead of capitalists, collectivists instead of individualists. Dewey believed that the ideal classroom is a psych-lab and the pupils within it are laboratory animals.

It was the intensity of Dewey’s ideological commitment that made him the philosophical leader of the American socialist revolution - the Lenin of America. In 1899, Dewey published School and Society, his blueprint for a socialist revolution via education.

Dewey and Lenin shared a basic worldview. They both rejected belief in God, both became materialists, both believed in evolution, both believed in behavioural psychology as the means of studying and controlling human nature.

Dewey’s joining Cattell and Thorndike at Columbus, brought together the lethal trio who were to wipe out traditional education and kill academic excellence in America. It would not be accomplished overnight, as an army of new teachers and superintendents needed to be trained.

To Dewey, our minds are not the property of the individual, but of humanity which is a euphemism for the collective or the state. The most important of the reforms to be instituted was changing the way children were to be taught to read. Since it had been decided by Dewey and his colleagues that literacy skills were to be drastically deemphasised in favour of the development of “social skills”, a new teaching method that deliberately reduced literacy skills was needed.

Dewey’s Agenda
Dewey wanted to socialize (indoctrinate) children so that they become the kind of unthinking egalitarians who would serve the state willingly and without complaint. “You can’t make socialists out of individualists,” he said. “Children who know how to think for themselves spoil the harmony of the collective society which is coming, where everyone is interdependent.”

Dewey blasphemously borrowed Christian terminology to describe the new world order he wanted to create: “I believe that in this way, the teacher always is the prophet of the true god and the usher in of the true kingdom of god.”

What did Dewey’s disciples replace reading, comprehension, numeracy and other essential academic skills with? Perverse, explicit pro-homosexual, pro-abortion sex “education”, values clarification, death education, political propaganda, twisting of history, evolutionary biology and many other indoctrination classes.

Look-Say Method Dumbs Children Down
Traditional schools taught the phonics or phonetic method of teaching reading. That is, children were first taught the alphabet, then the sounds the letters stand for, and in a short time they became independent readers. The new method – the look-say or whole word method, taught children to read as if it were Chinese or Egyptian hieroglyphics. The new method had been invented in the 1830s by Rev Thomas Gallauder, the famous teacher of the deaf and dumb. They were taught to read by a purely sight method consisting of pictures juxtaposed with whole words. The progressives realised that an authoritative book would be necessary to give the new method the seal of approval of the new psychology. Cattell enlisted one of Hall’s students – Edmund Burke Huey, to write a book arguing that the look-say method was the superior way to teach reading. The book, The Psychology and Pedagogy of Reading, was published in 1908. What is astounding is that by 1908, Cattell and his colleagues were well aware that the look-say method produced inaccurate readers. In fact, Huey argued in favour of inaccuracy as a virtue! The book was immediately adopted by these “progressives” as the authoritative work on the subject. Today the look-say method permeates the American education system so thoroughly and in so many guises, and is so widely and uncritically accepted, that it takes expert knowledge by a teacher or parent to know the good from the bad, the useful from the harmful.

An essential step to revolutionising education was for the New World Order engineers to hijack the teachers’ training colleges. As Flesch described in Why Johnny Can’t Read (1955): “Every grade school teacher has to go to a teachers’ college; every teachers’ college gives at least one course on how to teach reading; every course on reading is based on a textbook; every one of those textbooks is written by the high priests of the look-say method.”

William Scott Gray developed the Dick and Jane reading programme utilising the Look-Say or Whole Word Method which, in the 1930s, became the standard method of teaching reading in American schools.

Causing Dyslexia
EW Dolch was a professor of education in the early 1920s, who composed a list of the most frequently used words in English. It was thought that if children could learn several hundreds of these words by sight, before they even knew the alphabet or the letter sounds, they would have a jumping head start in learning to read. But what Dolch didn’t realise, is that once the child began automatically to look at English printed words as whole configurations, the child would develop a holistic reflex or ingrained habit that would then become a block against seeing our alphabetical words in their phonetic structure. And that block would cause the symptoms of what is known as dyslexia.

In grade one, the child is taught to memorise several hundred words by sight. He develops a holistic reflex habit for reading in this manner. Then in grades two and three some phonics is introduced. But now the reflex for seeing whole words is so ingrained, that it cannot be unlearned. Even worse, the introduction of phonics now causes confusion in the brain which causes some children to develop dyslexia.

A staggering 5 to 15 percent of Americans have dyslexia which, Blumenfeld argues, is also part of the New World Order Agenda. The social engineers who introduced these methods deliberately experimented on animals to find out what would cause neuroses. They knew that if similar circumstances were introduced with humans, where an ingrained reflex was suddenly challenged, it would also create some sort of brain neurosis and that it would contribute to the dumbing down of children everywhere.

“See to it that no-one takes you captive through hollow and deceptive philosophy which depends on human tradition and the basic principles of this world rather than on Christ” Colossians 2:8

Part 2

80 Percent of SA Government Schools are Dysfunctional
In 2013, Basic Education Minister Angie Motshekga, told a Parliamentary media briefing that “[t]he diagnostic test of the [National Development Plan] said 80% of schools [are] dysfunctional”.

This statistic is confirmed by results from international, standardised tests which show that between 75% and 80% of South African schools are not able to impart the necessary skills to students. (Education researcher Nicholas Spaull has analysed the South African data from the most comprehensive measurement of educational performance across a number of African countries, the Southern and Eastern African Consortium for Monitoring Educational Quality (SACMEQ).)

To cover up their failure, the Department of Basic Education no longer classifies schools according to whether they are functional or dysfunctional. Basic education spokesman Elijah Mhlanga told Africa Check: “We don’t do this kind of categorisation because we believe it is destructive and demoralising to schools,” he said. Moreover, some members of the Department are in self-denial. “We do not believe that [80 percent] statistic,” Mhlanga told Africa Check.

Cannot Read or Count Properly
In South Africa about 80 percent of children cannot read properly after four years of full time schooling. 78 percent of South African Grade 4s cannot read for meaning in any language in 2016 (according to Progress in International Reading Literacy Study - PIRLS 2016). A pupil is considered functionally illiterate if they cannot read a short and simple text and extract meaning. These statistics are from a reliable internationally set assessment that 50 countries participate in. Interestingly, in the UK, the percentage of children that cannot read is a mere three percent. In the US it is four percent, in Chile 13 percent, in Iran it is 35 percent (note Iran has the same GDP per capita as South Africa).

According to Spaull’s research, only 4.1% of grade 6 pupils in South Africa’s wealthiest 25% of schools can be classified as functionally illiterate. A pupil is considered functionally illiterate if they cannot read a short and simple text and extract meaning. In comparison, the percentage of pupils that are functionally illiterate ranges from 25.6% to 43.3% in the remaining 75% of schools.

With regards to numeracy, only 8.4% of grade 6 pupils in South Africa’s wealthiest 25% of schools are considered functionally innumerate. A pupil is considered functionally innumerate if they can’t translate graphical information into fractions or interpret common everyday units of measurement. In comparison, the percentage of pupils that are functionally innumerate ranges from 44.8% to 56.9% in the remaining 75% of schools.

But is it Deliberate?
It is tempting to think that the dismal failure of government schools in South Africa is a result of sheer incompetence on behalf of the Department of Education. Many people erroneously still blame the legacy of apartheid. However, after studying the agenda of the New World Order to hijack education, one begins to discern that the dysfunctionality, chaos and incompetence is actually part of their plan to dumb down the masses. Lenin coined the term “constructive chaos” to describe a godless lawlessness that could be used to the Marxist manipulators’ advantage. The evidence from America is clear that the New World Order engineers have deliberately dumbed down Americans through the public schools in order to control them. We can study their agenda from their own words. South African socialist engineers have not been as blatantly outspoken in revealing their agenda, however it appears that socialist revolutionaries have deliberately employed similar tactics to dumb down the South African population.

How Are Children Taught to Read in South Africa?
It appears that children are being taught both the phonics and the whole-word method when learning to read.According to an article Learning to Read published in Child magazine,Balanced Reading Instruction uses elements of both approaches, teaching phonics to the child using a phonics system such as Teaching Handwriting, Reading and Spelling Skills (THRASS) or Letterland, while also using language experience or whole language – another name for the Look-Say Method. The latter could take the form of reflective reading time or use elements such as sight words. Sight words are whole words that children learn to recognise. These contribute to a child’s word bank (a collection of words that children have learnt and can use), which apparently helps to “build understanding while children are learning to read”. The approach is often based on language experience. For example, a child may go on a trip and then draw a picture of him or herself in a car. Their teacher would then write: “I am driving in a car” underneath the picture. As Skevington suggests, the child understands the concept, so is able to learn words that link to it. This approach to reading focuses on learning whole words rather than the parts that make up the words.

Teachers! I need your help!
What I would be interested to find out from grade 1 to 3 teachers at government schools, is which approach to teaching reading is dominant? Also, in your opinion, what factors are contributing to the dysfunctionality of schools and why are so few SA children are able to read and numerate (do maths) well?

Children Do Not Understand What They Are Reading
Compounding the dumbing-down effect of the dysfunctionality of schools, is the fact that very few schools are teaching reading comprehension skills. Another article, South Africa Has a Reading Crisis and What Can be Done About It, describes a typical scenario where a learner reads aloud and the teacher frequently stops to correct her pupils’ pronunciation. Sometimes the children read aloud in groups. At other times, she calls a child to come to the front and read aloud. Not once does she ask a question about what the story means. Nor do the children discuss or write about what they have read.

This is the typical approach to how reading is taught in most South African primary schools. Reading is largely understood as an oral performance. In their research, Sandra Land and Peter Rule describe this as “oratorical reading”. The emphasis is on reading aloud, fluency, accuracy and correct pronunciation. There is very little emphasis on reading comprehension and actually making sense of the written word. If you were to stop the children and ask them what the story is about, many would look at you blankly.

Other Factors that Make Schools Dysfunctional
I believe many teachers are dedicated but they are over-worked and under-resourced.South Africa has mostly a third world population, largely in bondage to animism (traditional African worldview), and one that has been affected by the poverty that goes along with the many problems associated with rapid urbanisation. If parents do not read to and with their children, then this usually means their children will not be enthusiastic readers either. Other factors that have contributed to the dysfunctionality of schools in SA include: the high learner-teacher ratio, burden of paper-work on teachers, the politicising of Teachers Unions and strikes, crime, corruption and bankruptcy of some provinces resulting in teachers not being paid and textbooks not being delivered.

The Home Schooling Movement Scares the New World Order Leaders
The incredible backlash we have seen against home schooling in South Africa is no doubt due to the fact the New World Order elite are worried. With over 100 000 children being home schooled in South Africa, the home schooling movement is growing at a rate of about ten percent per annum. The immense growth of home schooling in America and South Africa has pushed back against their agenda. The outrageous Basic Education Laws Amendment Bill (BELA Bill) is potentially the most dangerous threat to parental authority and responsibility for educating their children ever devised in our country. Home education parents who do not register their children could face prosecution. All education service providers would need to be accredited by a state agency such as SAQA and Umalusi. The proposed BELA Bill would require parents to pay for state assessors to evaluate your child, every year, at your own cost, even though our taxes are being used for an expensive and ineffective education system that we are not benefitting from.

Criminalising Home Educating Parents
SA president Cyril Ramaphosa, stated on 1 November 2018 that
he wishes to propose a law that will criminalise parents who fail to send their children to school. The SA Schools Act (Chapter 2, 3 (6a, b)) states that parents who, without just cause fail to send their children to school will be guilty of an offence and liable to imprisonment of 6 months. The BELA Bill proposes that the prison term be extended to 6 years!

Start Home Educating Today
Without even understanding the New World Order agenda, parents who home educate are fighting back simply by not placing their child in an institution where they can be indoctrinated. Home education and small independent community schools are viable options even in poorer areas. Over the last 25 years, home education has proven itself as an effective means of educating children. With access to libraries, educational websites such as: www.ReformationSA.org, Henry Morton Stanley School of Christian Journalism, Livingstone Fellowship, Christian Liberty Books and other great curriculum providers, and Biblical Worldview Summits, children can be equipped for the future in a safe and stimulating environment. Excellent, free home education resources exist, and a parent does not need a teacher’s qualification to facilitate the education of his/her child. Never underestimate the power of a dedicated parent. Parents sharing resources (such as time, knowledge and skills) will enrich their children’s lives and offer them opportunities for learning far beyond what a school can give. If, after reading this, you want to investigate home schooling, please read our other articles on home education and contact Christian Liberty Books for a wide range of international home schooling resources.

“Stand fast therefore in the liberty by which Christ has made us free and do not be entangled again with a yoke of bondage.” Galatians 5:1

Watch these video presentations by Dr Peter Hammond:

The Battle for Faith, Family and our Future in Education

God and Government

How the New World Order is Hijacking Civilization

True Freedom

See also:
Universities: Hijacking our Youth?
Change the Campus – Change the World
Why We All Need a Biblical Worldview
South Africa’s Education Crisis and the Biblical Solution
How Marxists Subvert Churches and Society

Agenda 1 and Agenda 2 films

Biblical Principles for Africa book (also available in Afrikaans)

Taryn Lourens

Africa Christian Action
PO Box 23632
Claremont 7735

Cape Town South Africa
Tel: 021-689 4480 
E-mail: This email address is being protected from spambots. You need JavaScript enabled to view it.
Web: www.christianaction.org.za

Christian Action P.O.Box 23632 Claremont 7735 Cape Town South Africa info@christianaction.org.za - 021-689-4481 - www.christianaction.org.za
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