Deliberate Dumbing Down of America Public Education

37 If the reader is inclined to dismiss the above statements by Brock Chisholm as statements from an individual biased by his psychiatric profession and spoken at a point in time remote from today, please read the following statement by U.S. Ambassador to the United Nations Madeline Albright in Atlanta, Georgia, September of 1996, as it appeared in The Congressional Digest for January 1997: Setting Global Standards. The United Nations is one instrument that we use to make this world a little less inhumane, a little less brutal, a little less unfair than it otherwise would be. This brings us to another important, and basic, function of the United Nations. And that is its role in creating a global consensus about what is right and what is wrong. (p. 14) [Ed. Note: The reader should refer back to the preface of this book, the deliberate dumbing down of america , for discussion of the need to create robots who do not know right from wrong and who do not have a conscience—leaving the determination of right and wrong to the proposed United Nations “Global Conscience.”] C.S. L EWIS WROTE T HAT H IDEOUS S TRENGTH (C OPYRIGHT BY C LIVE S TAPLES L EWIS : Macmillan Company: New York, 1946). Lewis’s uncanny ability to predict accurately how society would be manipulated into acceptance of totalitarian control was displayed in the following excerpt taken from a conversation Lewis’s fictitious Lord Feverstone had with a young man named Mark: [Feverstone] “Man has got to take charge of Man. That means, remember, that some men have got to take charge of the rest—which is another reason for cashing in on it as soon as one can. You and I want to be the people who do the taking charge, not the ones who are taken charge of. Quite.” “What sort of thing have you in mind?” “Quite simple and obvious things, at first—sterilization of the unfit, liquidation of backward races (we don’t want any dead weights), selective breeding. Then real education, including pre-natal education. By real education I mean one that has no ‘take-it-or-leave-it’ nonsense. A real education makes the patient what it wants infallibly: whatever he or his parents try to do about it. Of course, it’ll have to be mainly psychological at first. But we’ll get on to biochemical conditioning in the end and direct manipulation of the brain....” “But this is stupendous, Feverstone.” “It’s the real thing at last. A new type of man: and it’s people like you who’ve got to begin to make him.” “That’s my trouble. Don’t think it’s false modesty, but I haven’t yet seen how I can contribute.” “No, but we have. You are what we need: a trained sociologist with a radically realistic outlook, not afraid of responsibility. Also, a sociologist who can write.” “You don’t mean you want me to write up all this?” “No. We want you to write it down—to camouflage it. Only for the present, of course. Once the thing gets going we shan’t have to bother about the great heart of the British public. We’ll make the great heart what we want it to be.” (p. 42) The Fomentation : c. 1946

[Ed. Note: Appendix XXVI contains an example of Brian Rowan’s literary fulfillment of