Tag Archives: Common Core

California school backtracks on Common Core opt-out punishment

Posted on June 25, 2026 by | 7 comments

Comments from Janet Levy, Los Angeles: The school has backtracked for now but this isn’t over by a long shot. Such actions smack of the purges of Mao’s “Cultural Revolution” or “Great Leap Forward” into Communism.

Not only are students taught claptrap and forced to realign their values with politically correct balderdash but they are subjected to punishment for defending their values, going against the arbitrarily instituted new “norms,” voicing “incorrect” opinions and refusing to engage in “new speak.”
If someone has male DNA and genitalia, they are now “courageous” to declare themselves “female.” If they want to don tanning gel and dreadlocks, they can be trans-racial. (A recent Rasmussen survey found that 35% of whites and 54% of blacks felt that former fake black NAACP leader, Rachel Dolezal, was NOT being deceitful).
Heather can have two mommies, Jennifer can have two daddies, Caitlin can celebrate Fathers’ Day in a dress with décolletage, Christianity is evil, Israel, NOT Hamas, commits war crimes defending the lives of its citizens, Islam is a “religion of peace,” ISIS has “nothing to do with Islam,” Al Qaeda is a “JV team” that was defeated, Iran can have nukes and serve on the U.N. Women’s Rights Board with the blessings of the E.U. and U.S., the American flag can be banned as inflammatory, a Stars and Stripes t-shirt can be declared a “micro-aggression,” a U.S. soldier can spend years in the brig for killing a terrorist, a military officer can be fired for teaching the enemy’s ideology, CO2 can be redefined as a pollutant rather than a life force, human life is equivalent to the life of a Delta smelt, rivers can have the same rights as people, bird-killing (up to 1 billion per year) wind turbines are environmentally sound, “global warming” or “climate change” (the climate has ALWAYS changed) is a more dangerous threat to the world than the global jihad and the Marxist Left, having an abortion can be a more “loving” act than breeding “eaters,” chewing a pop tart into the shape of a gun can be grounds for elementary school suspension, sending Oreos in school lunches warrants chastising notes to nutritionally-challenged parents, purchasing a 32 oz. soda is illegal but you can buy two 16s, refusing to bake a cake for a homosexual wedding can result in big fines and curtains for your business…and so much more. (I’ve barely gotten started)!
Isn’t the “fundamental transformation of America” grand?
And from Fox News comes the story:
California high school where a majority of juniors opted out of Common Core testing has backed off of plans to ban the students from using the school’s parking lot and from taking part in senior class activities after parents and education groups raised a fuss.C.J. Foss, principalofCalabasas High School in Los Angeles County, last week sent an email to seniors-to-be announcing that certain privileges would be withheld from students who skipped the controversial test, which detractors say is an attempt to nationalize America’s public education system. Although the test, which critics say dictates curriculum, is widely known as Common Core, some states have different names for it. In the Golden State, the test is known as the California Assessment of Student Performance and Progress.“Senior Activities, Parking, and Off-Campus passes require students to have participated intheCAASP testing (Seniors only), and to have cleared their Service Learning hours from prior years,” read the email sent by Foss.

“It is alarming that a principal would attempt to condition important benefits such as parking passes and participation in senior activities on the surrender of educational rights.”

- Matthew McReynolds, Pacific Justice Institute

Under state law, students are permitted to opt out of the test, prompting the Pacific Justice Institute, an education advocacy group, to charge Foss was punishing students for exercising their rights.

“It is alarming that a principal would attempt to condition important benefits — such as parking passes and participation in senior activities — on the surrender of educational rights,” Matthew McReynolds, senior staff attorney for the institute, told FoxNews.com. “None of our rights are safe if a government official can punish us for exercising those rights.”

The Institute, which claims 75 percent of the class opted out of the test, fired back at Foss in a letter threatening a lawsuit.

“No school district is a law unto itself,” McReynolds said. “We are taking action to ensure that important laws such as parental opt-out rights continue to serve as checks and balances and do not become empty promises.”

When reached for comment, Foss told FoxNews.com she decided to temporarily reverse the policy.

“I have spoken to a small number of students and parents that ‘pushed back’ against the decision to withhold special extracurricular activities based on participation in the California testing program,” Foss said in a statement to FoxNews.com. “In the past, we have required participation in the test for various activities. However, after talking with the students and staff, I realized that before the test this year we did not communicate the importance of participating in the test, so we will not withhold participation in the activities.”

When asked if the policy would be permanently changed, Foss said that it would have to be decided at a later date.

“We will have to work with our district office to determine the answer to that question.”

The California case was not the first time a school was accused of trying to punish students for opting out of the standardized test. Last week, FoxNews.com reported on a 9-year-old student in New Jersey who was barred from attending an end-of-year school event because she opted-out of that state’s version of Common Core testing.

Michele Thornton, of Oldmans Township, said school officials would not let her daughter Cassidy participate in an “Untest Afternoon” party, saying that the bash was only for students who took the Partnership for Assessment of Readiness for College and Careers (PARCC) exams. Thornton feels especially bad because it was she who told the girl not to take the controversial test.

“They weren’t sure where they were going to put my daughter, so I told them that I would just pick her up early from school,” Thornton said. “When I went in to pick her up there were two gaming trucks, an outdoor play area (soccer and volleyball), cupcakes, juice boxes, and buckets full of prizes for the kids.”

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Have the CFR and Federal Reserve Infiltrated Your Schools?

Posted on June 13, 2026 by | 2 comments
Your child has the right to an education without federal government interference. It’s the law.

We’ve seen how unelected regional boards are partnering with global NGOs to impose their agenda upon our towns and cities.

The same thing has been going on with education for a very long time… teachers are micro-managed and told what and how they can teach, regularly. Academic freedom NO LONGER EXISTS.

In the past we’ve seen how agents of the World Bank have blatantly promoted the UN’s IB program. Here is the propaganda piece that triggered that rebuttal, printed under the Union Leader’s “Local Voices” section. Local? Hardly.

freedom

We have seen social studies training workshops that seek to make teachers into “agents of change for social justice” instead of agents who enable learning.

In addition to the World Bank and the United Nations, are billionaire players like George Soros and Bill Gates who seek political or monetary gains from their involvement in education. Other troublesome groups such as the Council on Foreign Relations and the Federal Reserve have now been allowed to contribute their input as well.

And we know this because after we were first alerted to the activities of the Federal Reserve in this 2012 article from Zero Hedge, in addition to their presence at teacher workshops, we see that the Fed has set up a whole website dedicated to the spreading of propaganda regarding their legality and constitutionality.

The Council on Foreign Relations, also presenting to teachers at recent social studies workshops, announced a summer camp for students in 2012. (What does that remind you of?)

When will parents wake up to the rude fact that globalists and corporate interests, both of these groups as political opportunists, are using all of our children as political mules to spread a philosophical agenda that is antithetical to our constitutional republic?

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Young Conservatives’ CJ Pearson vs. Common Core

Posted on May 4, 2026 by | 2 comments

Five minute video with a great 12 year old young man who is smarter than most parents!

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Enemies on the Left, False Friends on the Right - Part 7

Posted on April 24, 2026 by | Leave a comment

“There are more instances of the abridgment of the freedom of the people by gradual and silent encroachments of those in power than by violent and sudden usurpations.” James Madison, Speech to the Virginia Ratifying Convention, June 16, 2026

American Legislative Exchange Council

Paul Weyrich also founded American Legislative Exchange Council.(ALEC) and was Director/President from 1975-1978. ALEC first came into being in 1973 in Chicago as the “Conservative Caucus of State Legislators.” In 1975, with the support of the American Conservative Union, ALEC registered as a federal non-profit agency. Through the corporate-funded American Legislative Exchange Council, global corporations and state politicians vote behind closed doors to try to rewrite state laws that govern your rights. These so-called “model bills” reach into almost every area of American life and, more often than not, directly benefit huge corporations. In ALEC’s own words, corporations have “a VOICE and a VOTE” on specific changes to the law that are then proposed in your state, and sometimes in the federal legislature.

The Madison Group, the predecessor to the State Policy Network (SPN - mini Heritage Foundation’s in each state), was “launched by ALEC,” and housed in the Chicago-based Heartland Institute, so says a 1991 report by the National Committee for Responsive Philanthropy (NCRP). Heartland is funded by the Koch brothers, David and Charles, the former being a member of the globalist Aspen Institute. Remember Aspen Institute’s Director was none other than Maurice Strong, author and promoter of UN Agenda 21. NCRP also reported that the Madison Group’s annual meeting was, at that time, “sponsored by Heritage Foundation and the Free Congress Foundation,” which was led by Paul Weyrich.

The NCRP report also notes that ALEC was then “housed in the Washington, D.C. headquarters of the Heritage Foundation, a seven-story brick building on Capitol Hill, appointed with thick rugs, chandeliers and enormous floral arrangements. On the second floor, near the Ukrainian Congress Committee of America and Amway headquarters, ALEC had a suite of offices.” Today, they are housed in Arlington, VA.

Former Amway President, and CNP charter member, Dick DeVos, and his wife Betsy DeVos, (former chair of the Michigan Republican Party and brother of Erik D. Prince, founder of Blackwater/Xe/Academi) are long-time supporters of the Heritage Foundation and SPN affiliates such as Michigan’s influential Mackinac Center for Public Policy. ALEC has a huge list of corporate donors. Here is a list of their many corporate members, and here is a partial list of politicians that are known to be involved in, or previously involved in ALEC. Not all dues-paying members of ALEC are included because ALEC does not post its full list, but the list includes politicians who have been in a leadership role in ALEC, as a member of a task force, or other publicly known role. It also includes politicians who have been featured speakers or who have accepted awards at ALEC meetings.

ALEC’s membership is 95% corporate along with 2500 of the 7500 legislators from every state. This is where state legislation originates. For you Tennesseans, remember that state Senator Mark Norris, the bagman for our neo-conservative Trotskyite governor, is a long time member of ALEC. I would bet every state has members of ALEC.

Public-Private Partnerships (P-3)

NCRP reported, “Privatization is the altar at which the American Legislative Exchange Council and the Madison Group worship. The state think tanks’ agenda includes privatization of most public services, from mass transit to health clinics to environmental protection, and even libraries; vouchers and tax credits; deregulation of business; opposition to labor-backed policies like the minimum wage and family leave; and rollback of taxes.”

In Bill Jasper’s New American Magazine article, The Not-So-Smart ALEC, of April 21, 2014, he states, “ALEC’s model legislation for states promotes a “Public-Private Partnership (P3) Authority Act,” the summary of which states:

“This Act establishes a state Partnership Committee and an Office of Public-Private Partnerships to identify and establish public-private partnerships and approve qualified bidders, requests for proposals, and template contracts. The Act is designed to improve public operational efficiency and environmental performance, promote public safety, attract private investment in the state, and minimize governmental liabilities.”

“In this area, the supposedly “conservative” ALEC is perfectly in step with the “progressive” Obama administration, which has made public-private partnerships (P3) a centrepiece of its statist program. Many of ALEC’s member corporations are also partners in Obama’s Fedgov/Big Business “Manufacturing Innovation” consortiums and other P3 endeavours. They include such well-known names as Boeing, General Electric, Microsoft, Caterpillar, Dow Chemical, ALCOA, and ExxonMobil. Hillary Clinton, while Obama’s secretary of state, launched the administration’s P3 Global Partnership Initiative, spreading hundreds of billions of dollars in corporate welfare to the well-connected.”

ALEC is in the forefront of spreading the P3 gospel at the state level, along with its progressive partner, the U.S. Chamber of Commerce (USCC), which, like ALEC, talks a good game of “free markets” while actually promoting corporate subsidies and economic fascism. Please read Erica Carle’s short three part article on the Chamber of Commerce and the New World Order

ALEC’s corporate P3 members are well represented by:

  • Big Pharma (Abbott, AstraZeneca, Bayer, Genetech, GlaxoSmithKline, Pfi­zer);
  • Big Farm (Altria Group, Archer Daniels Midland, Kraft Food, J.R. Simplot, ­Monsanto);
  • Big Oil (Shell, BP, Peabody, Marathon, Texaco, Tenneco, Chevron, ExxonMobil);
  • Big Banking (Bank of America, Coldwell Banker, Wells Fargo, First Chicago NBD);
  • Big Gambling (Hollywood Casino Corp., Argosy Gaming Co., Boyd Gaming Corp., GTECH Corp.);
  • Big Media (Cox Communications, Comcast, the Wall Street Journal, News Corp., Thompson Reuters, Time Warner Cable);
  • Big Insurance (Blue Cross Blue Shield, Farmers Group, GEICO, Liberty Mutual, State Farm, Travelers);
  • Big Tech (Yahoo, Face book, Google, AT&T, eBay, Hewlett-Packard, IBM, Intel, Sony);
  • Big Soda (Coca-Cola, Pepsi-Cola, Dr. Pepper Snapple Group);
  • Big Liquor (Seagram & Sons, Hiram Walker, Miller-Coors);
  • Big Box Stores (Best Buy, Home Depot, JC Penney, Lowe’s);
  • Big Auto (Ford, GM, Toyota, Chrysler).

ALEC’s critics on the Left erroneously cite these cosy corporate ties as evidence of the corruption inherent in “free market” capitalism. But the ALEC/Obama P3 “partnerships” are the antithesis of genuine free markets, in which entrepreneurs risk their own capital — not that of the captive taxpayers — to build businesses that provide goods and services consumers freely choose to purchase, not those determined for them by politicians and government planners. This information all came from Bill Jasper’s amazing article, check it out here.

ALEC and the Article V Convention

ALEC has long promoted an Article V Constitutional Convention using the excuse that we need a Balanced Budget Amendment. If you’ve read Publius Huldah’s articles on same, here and here, then you understand what a terrible danger the BBA actually is to our Constitution. ALEC even produced a “Resolution for Limitations on Authority of Delegates to a ‘Convention for Proposing Amendments’ (Article V, United States of America Constitution).” ALEC claims this resolution will curtail and eliminate the possibility of a “runaway convention.” The resolution restricts delegates to work only on those amendments authorized in their legislative instructions and calls for the immediate recall of any delegate that works on an unauthorized amendment.” This is total balderdash! Once a Convention is opened, all is fair game!

The very reason most often cited by scholars for their opposition to an Article V Convention is because the 1787 Convention set the precedent. There is absolutely no way that a new Constitutional Convention can possibly be controlled, no matter the circumstances or restrictions set down prior to the Convention.

The precedent was set in the 1787 Convention when the states convened simply to revise the Articles of Confederation, and ended up throwing out the Articles, and writing a new Constitution. The intention from the outset of many of its proponents, chief among them James Madison and Alexander Hamilton, was to create a new government rather than fixing the existing one. This is also what exists today. George Soros and his leftist groups, along with the neo-conservative Trotskyites on the right, Michael Farris, Mike Levin, Goldwater Institute, I Am America, David Barton, Glenn Beck, etc. etc. ad nauseam, are all fomenting change to our Constitution through an Article V convention. What is waiting in the wings is the New States Constitution written over a period of 10 years, at a cost of $25 million, by the Ford Foundation, which eliminates everything after “We The People,” and that includes our God given, unalienable rights.

Countless authorities have stated that there is no Constitutional Convention that can be controlled. Once a Con-Con is opened, the entire document can be taken down and changed. There are no statesmen today like our founders, and the risk of opening a Convention for any reason, would result in the destruction of the last threads binding us to a representative Republic.

Here is ALEC’s handbook on the Constitutional Convention, and of note, the Church of Scientology is also an ALEC member. Link

ALEC and Common Core

In the Washington Post article of June 7, 2014, it states what we already knew, “The Bill and Melinda Gates Foundation didn’t just bankroll the development of what became known as the Common Core State Standards. With more than $200 million, the foundation also built political support across the country, persuading state governments to make systemic and costly changes.”

Gates money flowed to policy groups on the left and the right, which funded research by scholars of varying political persuasions who promoted the idea of common standards. None of this is new, of course. Back in the 60s, we had Mastery Learning and then Outcome Based Education, then Goals 2000, etc. ad nauseam, all of which were the same exact thing with a different name. Those fighting Communist Core have failed to realize that liberals at the Center for American Progress and so-called conservatives affiliated with the American Legislative Exchange Council, both accepted money from Gates to promote Communist Core. Normally these groups disagree on every issue that comes down the pike, but they found common ground on Common Core, the diversion from the danger of charters, vouchers and choice, the real Trojan Horse!

ALEC and Trade Agreements

Again, in The Not-So-Smart ALEC, Bill Jasper tells about ALEC members adopting a “Resolution Supporting the Successful Negotiation of a Comprehensive and Commercially Meaningful Transatlantic Trade and Investment Partnership (TTIP).” ALEC also adopted a “Resolution Urging Congress to Pass the Trans-Pacific Partnership Agreement (TPP).”

Jasper goes on to say:

“One of the most important facts, if not the most important, to know about both the TTIP and TPP is that they would, if adopted, steadily strip away our national sovereignty, allowing the World Trade Organization (WTO) and the United Nations, as well as regional tribunals and regulatory bodies created by these agreements, to override our local, state, and federal laws. This feature alone makes them very subversive, revolutionary proposals that should be opposed by every elected or appointed official who has taken an oath to “support and defend the Constitution of the United States.” This is no longer a matter of theoretical speculation; as The New American has reported previously, the North American Free Trade Agreement (NAFTA) and the WTO agreement have amply proved this. As a result of adopting both of those agreements, NAFTA and WTO rules and rulings increasingly trump our laws.”

This is what Paul Weyrich, the Grand Poobah of the phony right, has given us with ALEC.

Weyrich was also a Member of The Interfaith Council for Environmental Stewardship (ICES), which amounts to a “green” Evangelicals and Catholics Together document, with many involved already having signed the ECTI or ECT II or other ecumenical ventures. Their Cornwall Declaration on Environmental Stewardship, a dominionist group and effort, signed by Evangelicals, Catholics and Jews, many from the CNP, is an environmental statement of faith uniting these same groups in yet another venue.

In Part 8, we’ll discuss Weyrich’s and Morton Blackwell’s membership in The Society for the Protection of Tradition, Family and Property (TFP). Again, the name is the antithesis of TFP’s real strategy and purpose, just like many of the laws our Congress passes where the names sound so good, but the law is so unconstitutional.

 

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N.Y. Parents Keep Thousands of Students Out of Common Core Testing

Posted on April 17, 2026 by | 3 comments

Written by for THE NEW AMERICAN

Parents kept tens of thousands of students out of Common Core testing in schools throughout the city and state of New York Tuesday in a campaign organizers hope reached the goal of 250,000 students avoiding the tests. Official numbers won’t be available for weeks, the New York Post reported, while observing that the number of third- to eighth-graders statewide not taking Tuesday’s English exam will likely exceed last year’s 60,000. The Math exam will be given next week.

KEEP OUT

At the Institute for Collaborative Education on the Lower East Side, 85 percent of the students opted out, according to parents. At PS 321 in Brooklyn’s Park Slope, parents said 35 percent of the students refused, up from 30 percent last year. At PS 29 in nearby Cobble Hill, the opt-out rate rose from 20 percent a year ago to 25 percent, the Post reported. Boycotting parents say the testing produces both needless anxiety on the part of the students and an unfair means of evaluating teachers.

“I am not opposed to tests,” Danny Katch said, explaining why his fourth-grade daughter did not take the test at PS 69 in Jackson Heights, Queens. “I certainly want my kids to respect their teachers and do what the school encourages them to do,” Katch told the Post. “But these tests aren’t coming from the teachers and their tests aren’t coming from the school. In fact, almost every teacher I talked to doesn’t believe these tests are effective at all.”

Liza Ezbiansky of Brooklyn, a backer of the opt-out movement, kept her eight-year-old daughter out of the statewide English and comprehension tests because she believes the tests measure “how well the kids can stay organized and actually complete the paperwork of the test versus actually understanding anything about English or comprehension,” she told the Post.

Some parents and students were supportive of the testing. “I do feel the tests stress the kids out,” said Pablo Reyes, whose son in third grade was in an after-school program two days a week to study for the test. “But he’s confident and thriving, so I think the tests are a good thing.”

Eight-year-old Furqan Shabazz told the Post he had been studying for the tests since first grade. “I was a little nervous because there were a lot of questions … but we talked earlier about the best way to finish the test.”

“I’m happy to have my son take the test,” said the boy’s mother, Brenda Rodriguez of East Harlem.

Though Common Core has been promoted nationwide as a voluntary program, state Education Department officials worry about reduced federal aid for New York schools if participation in the tests drops below 95 percent.

“Those who call for opting out really want New York to opt out of information that can help parents and teachers understand how well their students are doing,” said Jeanne Beattie, a state Education Department spokeswoman. “We can’t go back to ignoring the needs of our children.”

The New York Daily News published an editorial Monday ridiculing the boycott as the work of teachers’ unions and “fringe parents.” “The silliness of portraying children who answer English and math questions as victims of near-child abuse is exceeded only by the cynicism of the unions’ anti-testing propaganda campaign. Because the attacks on testing are orchestrated to protect teachers, not students,” the Daily News said, naming New York State United Teachers as the driving force behind the boycott.

“Widespread boycotts would undermine the credibility of teacher ratings, reducing the risk that the worst instructors could be fired. Kids would get worse than nothing out of the deal,” according to the editorial.

New York is not the only state in which the Common Core testing is being met with resistance. As reported by The New American on Monday, students and their parents at Nathan Hale High School in Seattle, Washington, have taken the lead in resisting the new “Smarter Balanced Assessment” Common Core tests. Critics of the program claim that like No Child Left Behind and other federal education programs that theoretically leave curriculum development up to state and local school districts, Common Core as a practical matter has the effect of developing a national curriculum. Tests shape the curricula and the federal Department of Education coerces participation in the program by granting or withholding funds, depending on whether and to what extent the states and localities embrace the federal standards.

Critics have also panned the content of the Common Core program, claiming that in English, for example, there is a reduced emphasis on learning literature in favor of vocational/technical texts, making much of the education a jobs-training program for employers, while expanding the market for technology products. That might explain at least some of the enthusiastic vocal and financial support Common Core has received from some of the world’s largest and most powerful business interests, including IBM, Boeing, Verizon, BAE Systems, the U.S. Chamber of Commerce, the National Association of Manufacturers, and, of course, Microsoft Corporation. Microsoft founder Bill Gates has spent at least $200 million, and some say as high as $2 billion, through the Bill and Melinda Gates Foundation in a campaign to convince states to adopt the Common Core standards.

“Money flowed to policy groups on the right and left,” the Washington Post noted in a 2014 report on the Common Core campaign. “Liberals at the Center for American Progress and conservatives affiliated with the American Legislative Exchange Council who routinely disagree on nearly every issue accepted Gates money and found common ground on the Common Core.” The most important grant was the $2.1 million that went to the National Governors Association, whose early adoption of Common Core provided a thin cover for a drive toward federal government control of a nationalized school curriculum. After all, proponents argue, the standards came from the governors.

“You had dozens of states adopting before the standards even existed, with little or no discussion, coverage or controversy,” Frederick Hess of the American Enterprise Institute told the Post. “People weren’t paying attention. We were in the middle of an economic meltdown and the health-care fight, and states saw a chance to have a crack at a couple of million bucks if they made some promises.”

Addressing the National Council of State Legislators in 2009, Gates spoke of Common Core’s “clear and rigorous standards that will match the best in the world.” Noting that $350 million of “economic stimulus” funds would be used to create new tests to determine if students are meeting the Common Core standards, Gates said,

When the tests are aligned to common standards, the curriculum will line up as well. And that will unleash a powerful market of people providing services for better teaching. For the first time, there’ll be a large uniform base of customers looking at using products that will help every kid learn and every teacher get better. Imagine having people who create great online video games applying their intelligence to online tools that will pull kids in and make Algebra and other subjects fun.

Creating that “large uniform base of customers” for educational “products” will doubtless be a boon for software and information technology companies, but it will not necessarily produce better educated students, even if it does promise to “make Algebra and other subjects fun.” In fact, if schools were doing a better job of teaching, and students more adequately learning, about American history and the Constitution of the United States, there might be a greater understanding in the land — even among senators and representatives in Congress — that the powers delegated to the federal government by said Constitution do not include a federal role in education.

That appears not to matter to those who make laws and set policy in Washington, nor to those in the field of education who appear eager to embrace every new fad and fancy in the field of pedagogy as long as someone else is paying for it.

 

 

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COMMON CORE PART 1

Posted on April 7, 2026 by | 3 comments

By Dennis L. Cuddy, Ph.D.

There is a great controversy today over the current educational reform movement known as Common Core (CC). Many people have offered specific criticisms of the movement, but they generally look at CC in isolation. However, it is important to understand the back ground of CC, and a good starting point for that begins with the Illuminati, which began on May 1, 1776.

The fundamental purpose of the Illuminati was to do away with existing authority (e.g., monarchical, religious, etc.) and adopt the principle of its founder, Adam Weishaupt, which was that they, the Illuminati or Enlightened, knew what was best for people. The leaders of CC today also believe they know, even better than parents, what is best in education for children in the United States. Relevant to education, certain members of the Illuminati became tutors to princes, who would then become czars, kings, etc. (e.g., Alexander I of Russia) and be under the influence of the Illuminati.

In terms of what we know today as elementary and secondary education, Illuminati member Johann Heinrich Pestalozzi (a Swiss, code-named Alfred) had the greatest influence. According to Will Monroe’s HISTORY OF THE PESTALOZZIAN METHOD IN THE UNITED STATES (1907), the educational ideas of Pestalozzi began to be printed in journals and textbooks in the United States in 1806. They began to be used in some school systems, especially in New England where they were viewed favorably be the intelligentsia of Horace Mann’s day. This was the first half of the 1800s, and Mann became known as the “Father of the American Public Education.”

Utopian Socialist Robert Owen visited Pestalozzi at Yverdon, Switzerland in 1818, and applied the Illuminist’s educational principles in Britain and America. In 1825, Owen established the first commune in the United States in New Harmony, Indiana. Joining Owen in 1828 was Frances Wright (formerly Madame Francoise D’Arusmont from France) who, with Owen’s son Robert Dale Owen and Orestes Brownson, formed the Workingmen’s Party in New York.

According to A CONCISE HISTORY OF THE AMERICAN REPUBLIC (vol. 1) by Samuel Morison, Henry Steele Commager, and William Leuchtenburg, Frances Wright became “a lecture-platform apostle of…a system which she called ‘National, Rational, Republican Education, Free for All, at the Expense of All, Conducted under the Guardianship of the State,’ apart from the contaminating influence of parents.” After Brownson became a Christian, he revealed in THE WORKS OF ORESTES BROWNSON (20 volumes) that their plan in establishing their political party was as follows: “The great object was to get rid of Christianity, and to convert our churches into halls of science. The plan was not to make open attacks upon religion, although we might belabor the clergy and bring them into contempt where we could; but to establish a system of state—we said national—schools, from which all religion was to be excluded, in which nothing was to be taught except such knowledge as is verifiable by the senses, and to which all parents were to be compelled by law to send their children. Our complete plan was to take the children from their parents at the age of 12 or 18 months, and to have them nursed, fed, clothed, and trained in these schools at the public expense; but at any rate, we were to have godless schools for all the children of the country….The plan has been successfully pursued…,and the whole action of the country on the subject has taken the direction we sought to give it. One of the principal movers of the scheme had no mean share in organizing the Smithsonian Institute.”

Brownson further revealed that the connection between the Workingmen’s Party, Robert Owen (father of Robert Dale Owen), Pestalozzi and Horace Mann is very important. In HORACE MANN: EDUCATIONAL STATESMAN, Heidelberg College (Ohio) Prof. E.I.F. Williams wrote: “The ‘workingmen’s movement’ was an organization of the liberals in opposition to the conservative order….Its members were the radical wing of the Jacksonian democracy. In 1831 a large convention (of the Workingmen’s Party) made up of farmers and workmen was held in Boston….Leaders such as Horace Mann (in Massachusetts)…urged their cause. Education was advanced as the surest and best method of advancing their aspirations….Labor leaders were enthusiastic about education in tax-supported schools….Education soon took first place among the reforms they demanded. They urged the necessity of an ‘equal, universal, republican system of education.’…Reform was the watch-word of the day….More than two hundred communists Utopias were established….For two or three decades, they centered the attention of the country on socialistic and communistic schemes for human betterment. One of the most famous of the communities was established at New Harmony, Indiana by Robert Owen.”

Part 2

In HORACE MANN : EDUCATIONAL STATESMAN, E.I.F. Williams related that Robert Owen “brought William McClure, ‘father of American geology,’ to organize his school. He first introduced the Pestalozzian system into the United States….Later, the Pestalozzian movement spread to other sections (of the country), and among its enthusiastic champions were Horace Mann….Very soon (after New Harmony) another society based on Owen’s principles was begun at Yellow Springs, Ohio, where Antioch College was to be founded.” Horace Mann was president of Antioch College from 1853 until his death on August 2, 1859. In 1837, Mann had established the first “normal” (public) school in the United States as part of his effort to promote non-sectarian education.

In 1848, the COMMUNIST MANIFESTO was published, including Plank No. 10, which provided for a “Combination of education with industrial production” (a type of school-to-work approach). Nine years later in 1857, the National Education Association (NEA, until 1870 called the National Teachers Association) was founded and emphasized the importance of teachers in children’s education. Following this, California State Superintendent of Public Instruction John Swett in 1864 declared: “The vulgar impression that parents have a legal right to dictate to teachers is entirely erroneous….”

In 1879, Illuminati member Kirchenrat Karl Kasimir Wundt’s (code name Raphael) grandson, Wilhelm Wundt established the first laboratory in experimental psychology at the University of Leipzig (Pavlov studied there in 1884). The first of his American students was G. Stanley Hall, who would become John Dewey’s mentor at Johns Hopkins University (where Dewey received his doctorate in 1884). Educational experimentalists James McKeen Cattell, Charles Judd and James Earl Russell also received doctorates from Wundt. Dewey later become known as the “Father of Progressive Education,” even though Dewey himself used that appellation in reference to Francis Parker, who had studied the ideas of Pestalozzi when in Europe.

Twelve years after receiving his doctorate, Dewey established in January 1896 his own laboratory school at the University of Chicago, an institution of higher learning well-endowed by John D. Rockefeller, Sr. This oil magnate in 1902 chartered the General Education Board, and appointed Frederick Gates (a Baptist minister) as chairman. Gates wrote Occasional Letter, No. 1 (published in THE WORLD’S WORK in 1912) in which he remarked: “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.”

On October 12, 1917, THE NEW YORK TIMES published Judge John Hylan’s comments about a letter by Dr. Abraham Flexner (Secretary of the General Education Board and formerly of the Carnegie Foundation describing a “secret conference” of New York City Board of Education’s members to elect a board president who would institute a type of school-to-work outcome-based education program. Five years later, THE NEW YORK TIMES (March 27, 2026) covered a speech by Judge Hylan after he had become mayor of New York City.

In the speech, Mayor Hylan said: “The warning of Theodore Roosevelt has much timeliness today, for the real menace of our republic is this invisible government which like a giant octopus sprawls its slimy length over city, State and nation….The little coterie of powerful international bankers virtually run the United States Government for their own selfish purposes….These international bankers and Rockefeller-Standard Oil interests control the majority of newspapers and magazines in this country.” Mayor Hylan quoted from Frederick Gates’ paper mentioned above, and then said “This is the kind of education the coolies receive in China, but we are not going to stand for it in these United States. One of my first acts as Mayor was to pitch out, bag and baggage, from the educational system of our city the Rockefeller agents and the Gary plan of education to fit the children for the mill and factory.”

Part 3

Following the theme of the Illuminati and Common Core proponents that “they know what is best for the rest of us,” Arthur Calhoun in `1919 authored the third volume in his series, A SOCIAL HISTORY OF THE AMERICAN FAMILY, which became a widely used social service textbook. In it, he noted that “the child passes more and more into the custody of community experts,” and he also elaborated that “the new view is that the higher and more obligatory relation is to society rather than to the family; the family goes back to the age of savagery while the state belongs to the age of civilization. The modern individual is a world citizen (a view of the Illuminati), served by the world, and home interests can no longer be supreme….As soon as the new family, consisting of only the parents and the children, stood forth, society saw how many were unfit for parenthood and began to realize the need for community care….As familism weakens, society has to assume a larger parenthood.

The school begins to assume responsibility for the functions thrust upon it….The kindergarten grows downward toward the cradle and there arises talk of neighborhood nurseries….It seems clear that at least in its early stages, socialism will mean an increased amount of social control….We may expect in the socialist commonwealth a system of public educational agencies that will begin with the nursery and follow the individual through life….Those persons that experience alarm at the thought of intrinsic changes in family institutions should remember that in the light of social evolution, nothing is right or valuable in itself.” Remember the above references to “cradle” and “follow the individual through life” when reading a later part of this series describing a letter written by National Center on Education and the Economy president Marc Tucker on November 11, 2025 to Hillary Clinton about Bill Clinton’s presidential victory giving them a chance to implement their “cradle to grave” plan for everyone.

In the 1920s, “Father of Progressive Education” (and later National Education Association honorary president) John Dewey went to the Soviet Union and authored an article in the December 5, 2025 edition of THE NEW REPUBLIC, in which he described “the marvelous development of progressive educational ideas and practices under the fostering care of the Bolshevist government…the required collective and cooperative mentality….The great task of the school is to counteract and transform those domestic and neighborhood tendencies…the influence of home and Church….In order to accomplish this end, the teachers must in the first place know with great detail and accuracy just what the conditions are to which pupils are subject in the home (remember this when reading about Common Core’s collection of large amounts of personal data)….One of the most interesting pedagogical innovations…to discover the actual conditions that influence pupils in their out-of-school life…(is using) the themes of written work, the compositions of pupils, and also a detailed study throughout the year of home and family budgets….The institution of the family is being sapped indirectly rather than by frontal attack….There is no word one hears oftener than Gruppe, and all sorts of groups are instituted that militate against the primary social importance of the family unit.

In consequence, to anyone who looks at the matter cold-bloodedly, free from sentimental associations clustering about the historic family institution, a most interesting sociological experimentation is taking place….Our special concern here is with the role of the schools in building up forces and factors whose natural effect is to undermine the importance and uniqueness of family life….The earliest section of the school system, dealing with children from three to seven, aims to keep children under its charge six, eight, and ten hours a day, and in ultimate ideal this procedure is to be universal and compulsory….Reference to this phase of Soviet education may perhaps be suitably concluded by a quotation from Lenin: ‘We must declare openly what is concealed, namely, the political function of the school….It is to construct communist society.'”

The next year (1929), Edward Thorndike (trained by Wundtians in the United States) and Arthur Gates authored ELEMENTARY PRINCIPLES OF EDUCATION, in which one reads: “Traditionally the elementary school has been primarily devoted to teaching the fundamental subjects, the three R’s, and closely related disciplines….Artificial exercises, like drills on phonetics, multiplication tables, and formal writing movements, are used to a wasteful degree. Subjects such as arithmetic, language, and history include content that is intrinsically of little value….”

(In an upcoming part of this series, NEA president Catherine Barrett will make a similar comment in 1973.) Pursuing these “progressive education” attitudes, Thorndike will produce new spellers, math texts, dictionaries, and textbooks on education and educational testing.

A year later (1930), the “Dick and Jane” basal reading series begins, using the “look-say” or “whole word” method of reading instruction Up until this time, there was a high rate of literacy among the people of the United States, but the consequences of “progressive educators” using the “look-say” approach (instead of the highly successful intensive phonics method) will prove disastrous, causing a growing problem of illiteracy.

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