We see these global banking 5% freemason cartoon STARS making an appearance in REAGAN era---1980s just as global banking 1% were creating those FAKE RIGHT WING MORAL MAJORITY politicians.
Our last century baby boomers remember our US public schools were steeped in FAMILY VALUES. We valued educating our students the importance of having children inside marriage because it creates an environment for community stability ----we also taught the ethics of helping those mothers and children in single-parent homes.
THE LOCKEAN AGE OF ENLIGHTENMENT HUMANIST MORALS AND ETHICS PUBLIC SCHOOLS WERE CREATED TO END THEOCRACY----SEPARATION OF CHURCH AND STATE-----THEY WERE NOT INTENDED TO BE GODLESS.
So, Bill Watterson was simply that global banking 1% freemason STAR creating FADS making us believe our US public schools were CALVINIST -----
'Bill Watterson - Wikipedia
William Boyd "Bill" Watterson II (born July 5, 1958) is a former American cartoonist and the author of the comic strip Calvin and Hobbes, which was syndicated from 1985 to 1995. Watterson stopped drawing Calvin and Hobbes at the end of 1995 with a .... thieves and vandals have made money on Calvin and Hobbes merchandise'.
So, CALVIN AND HOBBES as a cartoon ran from REAGAN era to CLINTON era setting the stage for the return of HOBBES to capture the hearts of our 99% WE THE PEOPLE.
But HOBBES is so cute and cuddly
'Calvin and Hobbes' just turned 30 — here's the history of the strip and its mysterious creator Bill Watterson
Nov. 18, 2015, 4:36 PM
Thirty years ago, the comical adventures of a six-year-old boy named Calvin and his tiger best friend named Hobbes captivated readers.Named after theologian John Calvin and philosopher Thomas Hobbes as "an inside joke for poli-sci majors," as its creator said, "Calvin and Hobbes" was first published November 18, 1985.
Creator Bill Watterson had graduated from Kenyon College with a degree in political science in 1980 and promptly started working as a political cartoonist for the Cincinnati Post. The paper fired him after three months, but he continued drawing, even as he struggled to create a comic strip that worked.
He pitched a comic to United Feature Syndicate, publisher of "Peanuts," in which a little boy and his toy tiger were supporting characters. The company recommended that he focus on those characters, and though it ultimately rejected the strip, Universal Press Syndicate accepted it.
Within a year, "Calvin and Hobbes" was being published in roughly 250 newspapers. By the time Watterson ended the strip in 1995, it was appearing in more than 2,400 newspapers. It had become a beloved classic.
But through it all, Watterson remained an enigmatic figure. Find out more below.
At the same time CALVIN AND HOBBES was released here come those FAKE RIGHT WING MORAL MAJORITY-------Fallwell being a global banking 1% FAKE religious freemason----NOT RELIGIOUS. All of a sudden we see those right wing global banking freemasons shouting against US PUBLIC SCHOOLS that do not allow PRAYER in schools.
Somehow for 200 years of public schools where family values were central in education during CLINTON/BUSH/OBAMA they became GODLESS SCHOOLS.
THE SEPARATION OF CHURCH AND STATE did not have a goal of fighting religion---it was partnered with RELIGIOUS FREEDOMS. The goal of ending THEOCRACY was needed in order for our AGE OF ENLIGHTENMENT I AM MAN to bring EQUAL PROTECTION UNDER LAW----EQUAL RIGHTS AS CITIZENS. US PUBLIC SCHOOLS were about educating our students to be CITIZENS----the duty of CITIZENS was to HOLD POWER ACCOUNTABLE---to fight to protect our AGE OF ENLIGHTENMENT rights----our US citizens were free to attend any religious instruction they wanted outside of PUBLIC SCHOOL EDUCATION.
'The following paper will provide insight as to how and why the Moral Majority became a force in
American politics, the main policy goals of this movement, and its accomplishments in the Reagan
Most US citizens understand today REAGAN era was about far-right wing global banking 1% OLD WORLD KINGS----extreme wealth and power-----NOT RELIGIOUS.
THE MORAL MAJORITY was created to PRETEND REAGANOMICS was a CHRISTIAN thing to do.....HOBBES killing LOCKE
Western Illinois Historical Review
Vol. V, Spring 2013
Jerry Falwell, the Rise of the Moral Majority, and the 1980 Election
Jerry Falwell, the leader of a movement called the Moral Majority that arose in the late 1970s,
was mad and he was going to let everyone know it: “We’re fighting a holy war,” he said at his Thomas Road Baptist Church in Lynchburg, Virginia in 1980. “What’s happened to America is that the wicked are bearing rule. We have to lead the nation back to the moral stance that made America great...we need to wield influence on those who govern us.”
Falwell was spearheading a coalition of conservative,
evangelical voters angered about a variety of social issues and other ills that plagued America.
The Moral Majority
The Moral Majority was the term given to a political action group that consisted mainly of evangelical Christians that sought to influence public policy. Officially formed in 1979, this group wielded considerable influence in American politics, especially after the election of Ronald Reagan in 1980.
The following paper will provide insight as to how and why the Moral Majority became a force in
American politics, the main policy goals of this movement, and its accomplishments in the Reagan
administration. The formation and growth of this movement can be
mainly attributed to the conservative backlash against the many upheavals of the 1960s, but the 1970s provided the main issue, the legalization of abortion, that stoked the movement’s grassroots activism. Throughout this decade, other related issues-such as women’s liberation, the gay rights movement, the sexual revolution, secularism in schools, and fears of social disintegration-also provided fodder for evangelical and fundamentalist Christians. They saw these disturbing trends as the moral decline of the nation, the possible formation of a modern-day
Eileen Oginitz, “Evangelicals Seek Political Clout,”
, January 3, 1980.
Gomorrah in America, and a general departure from what they believed used to be a God
Here is where our US 99% WE THE PEOPLE attending PUBLIC SCHOOLS were slowly pushed away------made to feel PUBLIC SCHOOLS were not moral or ethical---were not pro-family.
If we read this article one would think the graphic SEX ED hitting our US PUBLIC SCHOOLS during CLINTON era was what our public schools taught in early 1900s. It is true------the ending of WW2 brought some of our US soldiers home with STDs ----there was a need to educate what these diseases were---how they were transmitted. Our public school discussions on HIV AIDS needed to educate against sexual contact for our PUBLIC SCHOOL children.
SEX ED IN US------was not the graphic sex education hitting public schools in Clinton era 1990s---it was based on students waiting to have sex---not HANDING OUT CONDOMS in K-12 public schools.
'Sex education in the United States
Sex education in the United States is taught in two main forms: comprehensive sex education ... Sex education programs in the United States teach students about sexual .... In 1999, six Yale undergraduate students began teaching health workshops in New Haven public schools to bridge the funding gap in health programs'.
So, the 1980s ---90s saw FAR-RIGHT WING global banking 1% OLD WORLD KINGS creating NGOS promoting policies geared towards our PUBLIC SCHOOLS not seen throughout these few hundred years of PUBLIC SCHOOL EDUCATION.
Our adolescent children have been taught the basics of sexuality in schools for thousands of years----it was left to family to instruct the detail they saw fit for each child.
A Brief History of Sex Ed in America
By Johannah Cornblatt On 10/27/09 at 8:00 PM
"To prevent the immense evils of self-pollution, therefore, in our boys and students ... They should always subsist on a plain, simple, unstimulating, vegetable, and water diet; and care should be taken that they do not eat too fast, and are not excessive, in quantity. They should never be kept too long a time in a sitting, confined, or inactive posture. They should never sleep on feathers."
—Sylvester Graham, Lectures on Chastity (1834)
America's recent experience with abstinence-only sex education is merely the latest chapter in our long, sometimes ridiculous (to modern eyes, anyway) history of efforts to control humankind's most basic drive. While the earliest sex-ed pamphlets in the U.S. addressed theology and nutrition, they were also obsessed with the "immense evils" of masturbation. Graham (who used wheat flour to create the cracker that now bears his name) traveled the East Coast in the 1830s warning audiences that "self pollution" was responsible for everything from warts and constipation to insanity and death. Health reformers in 19th-century America associated bodily discipline with ideal manhood, and used sex-ed manuals to propagate that message. The Reverend John Todd's highly popular 1835 Student's Manual encouraged young men to overcome the "secret vice" of masturbation because ejaculation decreased energy and productivity. An article in the Boston Medical and Surgical Journal that same year likewise warned that ejaculation "should be made but sparingly," since "sturdy manhood ... loses its energy and bends under too frequent expenditure of this important secretion."
The rapid urbanization of the late 1800s and early 1900s was accompanied by an increased interest in organized sex ed. As Americans moved from farms—where children might politely observe the mating of the family livestock—to cities rife with temptation, public officials began to see a greater need for classroom instruction about the facts of life. The National Education Association first discussed the subject in 1892, passing a resolution that called for "moral education in the schools." In 1913, Chicago became the first major city to implement sex ed for high schools. The program didn't last long, though. The Catholic Church soon launched a campaign against the initiative, helping force Ella Flagg Young, the superintendent of schools, to resign.
It took rampant STDs during WWI to get the federal government involved in sex ed. In 1918, Congress passed The Chamberlain-Kahn Act, which allocated money to educate soldiers about syphilis and gonorrhea. During this time, Americans began to view sex ed as a public-health issue. The American Hygiene Association, founded in 1914 as part of the Progressive-era social purity movement, helped teach soldiers about sexual hygiene throughout the war. Instructors used a machine called the stereomotorgraph to show soldiers microscopic slides of syphilis and gonorrhea organisms, as well as symptoms of the diseases on the body of an actual soldier.
The earliest sex-education film, Damaged Goods, warned soldiers of the consequences of syphilis. In the film, a man has sex with a prostitute the night before his wedding, gets syphilis, passes the disease on to his newborn baby, and then commits suicide. The film received positive reviews, with one critic writing, "American boy(s)...should be made to see it for they are to become the American manhood, and the cleaner physically, the better." A 1919 report from the U.S. Department of Labor's Children's Bureau likewise suggested that soldiers would have been better off if they had received sex instruction in school. "The worries and doubts and brooding imposed on boys and girls of the adolescent period as a result of lack of simple knowledge is a cruelty on the part of any society that is able to furnish that instruction," wrote the author of the report.
The military's sex-ed programs inspired similar instruction in secondary schools. During the 1920s, schools began to integrate sex ed into their curriculums. Like the military, the schools experimented with using film to enhance sex ed. The American Social Hygiene Association produced The Gift of Life, which explicitly warned students about the "solitary vice": "Masturbation may seriously hinder a boy's progress towards vigorous manhood. It is a selfish, childish, stupid habit." Schools also tried using older media, like literature, to teach students about the birds and the bees. In 1920, an English teacher named Lucy S. Curtiss wrote an influential article called "Sex Instruction through English Literature" that encouraged teachers to draw on classical literature when explaining sex to students. "Read to them Lancelot's wild, passionate quest for the Holy Grail," she wrote, "and they will enter into the bitter experience of a soul which has rendered itself incapable of receiving the full spiritual blessing through the sin of yielding to impure desire." During the so-called "roaring" decade, between 20 and 40 percent of U.S. school systems had programs in social hygiene and sexuality.
Sex ed exploded over the next three decades. In the 1930s, the U.S. Office of Education began to publish materials and train teachers. In the 1940s and '50s, courses in human sexuality began to appear on college campuses. In 1964, Mary Calderone, a physician who had been the medical director at Planned Parenthood, founded the Sexuality Information and Education Council of the United States (SIECUS). SIECUS was created in part to challenge the hegemony of the American Social Hygiene Association, which then dominated sex-education curriculum development. In 1968, The U.S. Office of Education gave New York University a grant to develop graduate programs for training sex-education teachers.
Oddly enough, some of the greatest resistance to sex ed arose during the sexual revolution of the late '60s and early '70s. Sex ed became a political issue during this time, as religious conservatives built a movement based, in part, on their opposition to sex instruction in the public schools. Groups like the Christian Crusade and the John Birch Society attacked SIECUS and sex education overall for promoting promiscuity and moral depravity. In the widely distributed 1968 pamphlet entitled "Is the School House the Proper Place to Teach Raw Sex?" Gordon Drake and James Hargis framed sex ed as communist indoctrination: "[If] the new morality is affirmed, our children will become easy targets for Marxism and other amoral, nihilistic philosophies—as well as V.D.!" Rumors spread that sex instructors were encouraging students to be homosexuals or even stripping and having sex in front of their classes. "Religious conservatives began using sex ed to their political advantage," says Janice M. Irvine, author of Talk About Sex: The Battles Over Sex Education in the United States. "They had this really scary rhetoric." In school districts across the country, groups of parents started protesting sex-ed programs.
When the AIDS and HIV pandemic began in the 1980s, however, proponents of sex ed found their position strengthened. By the mid-1990s, every state had passed mandates for AIDS education (sometimes tied to general sex ed and sometimes not). But as some form of sex ed became inevitable in the era of HIV and AIDS, conservatives launched a movement to rebrand sex education as "abstinence education." Religious conservatives helped add provisions for abstinence education to the 1996 Welfare Reform Act, and the Federal government directed tens of millions of dollars to abstinence-education programs for the first time.
Although people stopped referring to it as self pollution, masturbation was still pretty much taboo 160 years after Sylvester Graham railed against it. At the 1994 United Nations conference on AIDS, then surgeon general Jocelyn Elders was asked about promoting masturbation to prevent young people from engaging in riskier sexual behavior. "I think that it is a part of human sexuality," Elders replied. "And perhaps it should be taught." Her answer, and the reaction to it, ultimately forced her to resign. "The U.S. is really paradoxical," Irvine says. "We have this massive sexualization of the media (just think of the movie American Pie), but we're not allowed to talk about masturbation with teenagers."
As for Graham, if he were to suddenly come back from the dead, he would surely be horrified. Nabisco's version of his cracker is now made with the very white flour that he blamed for increasing the "excitability and sensibility" of the genital organs.
Absolutely none of this SEX EDUCATION in kindergarten is LOCKEAN HUMANIST MORALS AND ETHICS------LOCKEAN MORALS AND ETHICS are tied to building healthy communities and families-----it is the FAR-RIGHT WING GLOBAL BANKING as with PLANNED PARENTHOOD tied to installing SOCIAL BENEFIT to allowing CONTRACEPTIVE MICROCHIPS to be implanted-----it is a MORAL choice says global banking 1% OLD WORLD KINGS FAKE RELIGIOUS SCHOOL----GEORGETOWN UNIVERSITY.
Once our US public schools were allowed to be taken to HOBBES-----killing LOCKE ------these few decades of CLINTON/BUSH/OBAMA have seen our US public schools used to bring out our 99% of WE THE PEOPLE to support MOVING FORWARD ONE WORLD killing their futures ------sending our US citizens back to DARK AGES-----and nothing is more DARK -----more AUTHORITARIAN-----than pretending there is SOCIAL BENEFIT----in implanting our children with CONTRACEPTIVE MICROCHIPS. Making our US 99% FEARFUL of planning a family---
HOW THIRD WORLD CHINESE MAO MARXIST---ONE CHILD IS THAT?
So, these few decades of CLINTON/BUSH/OBAMA------has HOBBES taking over our US public schools------chasing AGE OF ENLIGHTENMENT LOCKE away.
m*a*s*h sex: A mash adult scene within this scene they discuss/talk about adult sex education this scene gives a funny context to the difficulties we all fac...'
Of course the NETHERLANDS are MOVING FORWARD these policies----and of course it is PBS tied to PRETENDING this is all SOCIAL BENEFIT. Our US 99% WE THE PEOPLE pushed from our PUBLIC SCHOOLS by global banking 1% corruption of our morals and ethics LOCKEAN schools -----had better WAKE UP.
ADVOCATES FOR YOUTH is a WORLD BANK/WORLD HEALTH UNITED NATIONS global NGO---they are not working for our US 99% WE THE PEOPLE.
By --Saskia de Melker
The case for starting sex education in kindergarten
Health May 27, 2015 1:44 PM EST
“Who here has been in love?” Anniek Pheifer asks a crowd of Dutch elementary school students.
It’s a Spring morning in Utrecht, and the St. Jan de Doper elementary school gym is decked in heart-shaped balloons and streamers. Pheifer and Pepijn Gunneweg are hosts of a kids television program in the Netherlands, and they’re performing a song about having a crush.
Kids giggle at the question. Hands — little and bigger — shoot up.
Welcome to “Spring Fever” week in primary schools across the Netherlands, the week of focused sex ed classes… for 4-year olds.
Of course, it’s not just for 4-year-olds. Eight-year-olds learn about self-image and gender stereotypes. 11-year-olds discuss sexual orientation and contraceptive options. But in the Netherlands, the approach, known as “comprehensive sex education,” starts as early as age 4.
You’ll never hear an explicit reference to sex in a kindergarten class.In fact, the term for what’s being taught here is sexuality education rather than sex education. That’s because the goal is bigger than that, says Ineke van der Vlugt, an expert on youth sexual development for Rutgers WPF, the Dutch sexuality research institute behind the curriculum. It’s about having open, honest conversations about love and relationships.
By law, all primary school students in the Netherlands must receive some form of sexuality education. The system allows for flexibility in how it’s taught. But it must address certain core principles — among them, sexual diversity and sexual assertiveness. That means encouraging respect for all sexual preferences and helping students develop skills to protect against sexual coercion, intimidation and abuse. The underlying principle is straightforward: Sexual development is a normal process that all young people experience, and they have the right to frank, trustworthy information on the subject.
“There were societal concerns that sexualization in the media could be having a negative impact on kids,” van der Vlugt said. “We wanted to show that sexuality also has to do with respect, intimacy, and safety.”
Beyond risk prevention
The Dutch approach to sex ed has garnered international attention, largely because the Netherlands boasts some of the best outcomes when it comes to teen sexual health. On average, teens in the Netherlands do not have sex at an
earlier age than those in other European countries or in the United States. Researchers found that among 12 to 25 year olds in the Netherlands, most say they had “wanted and fun” first sexual experiences. By comparison, 66 percent of sexually active American teens surveyed said they wished that they had waited longer to have sex for the first time. When they do have sex, a Rutgers WPF study found that nine out of ten Dutch adolescents used contraceptives the first time, and World Health Organization data shows that Dutch teens are among the top users of the birth control pill. According to the World Bank, the teen pregnancy rate in the Netherlands is one of the lowest in the world, five times lower than the U.S. Rates of HIV infection and sexually transmitted diseases are also low.
“We have to help young people navigate all the choices they face and stand up for themselves in all situations, sexual and otherwise,”
There are multiple factors that likely contribute to these numbers. Easy access to contraception is one. Condoms, for example, are available in vending machines, and the birth control pill is free for anyone under age 21. But there’s also a growing body of research that specifically credits comprehensive sexuality education. A recent study from Georgetown University shows that starting sex ed in primary school helps avoid unintended pregnancies, maternal deaths, unsafe abortions and STDs.
Proponents of the Dutch model argue that their approach extends beyond those risks. Their brand of sex ed reflects a broader emphasis on young people’s rights, responsibility and respect that many public health experts say is the foundation of sexual health.
A 2008 United Nations report found that comprehensive sex ed, when taught effectively, allows young people to “explore their attitudes and values, and to practice the decision-making and other life skills they will need to be able to make informed choices about their sexual lives.” Students who had completed comprehensive sex education in the Netherlands were also found to be more assertive and better communicators, according to an independent health research agency that conducted a study of the Dutch programs.
“We have to help young people navigate all the choices they face and stand up for themselves in all situations, sexual and otherwise,” said Robert van der Gaag, a health promotion official at Central Holland’s regional public health center.
‘Little butterflies in my stomach’
We want to make one more point on PUBLIC SCHOOL education policy tied to HOBBES VS LOCKE by noting our article from yesterday told us how AGE OF ENLIGHTENMENT LOCKEAN I AM MAN never reached LATIN AMERICA even as public schools were built----the same for our 99% WE THE EAST INDIAN citizens having those PUBLIC SCHOOLS but never seeing our WESTERN AGE OF ENLIGHTENMENT------both LATIN AMERICA and EAST INDIA saw HOBBES ONLY.
SPAIN AND PORTUGAL did indeed keep the SPANISH INQUISITION alive-----it is tied to global banking 1% FOREIGN SOVEREIGNTY OF MALTA---KNIGHTS OF MALTA and this is why our LATIN AMERICAN 99% of citizens were faced with continuous wars, sacking and looting, death and destruction of families back in 1970s.
We encourage our 99% of immigrants especially those from Latin America and East India coming to NORTH AMERICA for all that FREEDOM, LIBERTY, JUSTICE, PURSUIT OF HAPPINESS-----for all that strong PUBLIC SCHOOL education ----to fight for our NORTH AMERICAN AGE OF ENLIGHTENMENT----shake all that HOBBES DARK AGES from education.
'In contrast, the intellectual backpacks of the Spanish and Portuguese colonizers of Latin America are more closely associated with the ideas of another 17th-century English philosopher: Thomas Hobbes (1588-1679). Unlike Locke, Hobbes argues for unlimited government, and the absolute authority of the sovereign. For Hobbes, citizens’ value order and security above all, thus he develops his version of social contract theory in which we give up our rights to the state in exchange for the order and security that the state can provide To this day, Locke is relatively unknown in Latin America'.
So, HOBBES is behind all that global banking 1% OLD WORLD KINGS KNIGHTS OF MALTA---TRIBE OF JUDAH-----continuous wars-----extreme wealth extreme power MOVING FORWARD ONE WORLD ONE GOVERNANCE for only the global 1%. Of course HOBBES was not an AGE OF ENLIGHTENMENT creation----HOBBES simply represented the OLD WORLD KINGS DARK AGES way of doing things.
MOVING FORWARD US FOREIGN ECONOMIC ZONES AS DEEP, DEEP, REALLY DEEP STATE------IS SIMPLY HOBBES ABSOLUTE AUTHORITY.
We like the image of YALE as GNOSTIC WARRIOR since YALE has been the source of far-right wing OLD WORLD KINGS AND QUEENS KNIGHTS OF MALTA. Our 99% of WE THE CHINESE AND ASIAN citizens need to know this is from where MAOISM came-----fight to bring LOCKEAN AGE OF ENLIGHTENMENT to our Asian nations!
The Sovereign Power of Leviathan
by Moe | Meaning of Symbols
“There is no power on earth to be compared to him.” – Job 41 . 2
Leviathan, or The Matter, Forme, and Power of a Common-Wealth Ecclesiastical and Civil.
London by the English philosopher Thomas Hobbes. He was one of the founders of modern political philosophy and political science. It was printed for Andrew Crooke, at the Green Dragon in 1651.
Hobbes published Leviathan in 1651. It builds on and extends his earlier works, Elements of Law (1640), and De Cive (1642), in which he had attempted to establish the foundations for a civil science, a science of political life. Hobbes’ intention is to show that man must subject himself to a sovereign power, a power greater than any other power known to man, save God.
The idea that we authorize those who govern us and that we are committed to obey precisely because we do so is so simple and yet so powerful, in part because of the intricate way in which Hobbes manages to drive a wedge between the origin and the exercise of sovereign power. He treats of the so-called Kingdom of Darkness, the conceptions of civil order which arise through the misguided or even misleading interpretation of Scripture.
According to Hobbes, society is a population beneath a sovereign authority, to whom all individuals in that society cede some rights for the sake of protection. Any power exercised by this authority can not be resisted because the protector’s sovereign power derives from individuals’ surrendering their own sovereign power for protection.
The individuals are thereby the authors of all decisions made by the sovereign.
“He that complaineth of injury from his sovereign complaineth that whereof he himself is the author, and therefore ought not to accuse any man but himself, no nor himself of injury because to do injury to one’s self is impossible”. There is no doctrine of separation of powers in Hobbes’s discussion. According to Hobbes, the sovereign must control civil, military, judicial, and ecclesiastical powers.
The State, it now seemed to Hobbes, might be regarded as a great artificial man or monster (leviathan), composed of men, with a life that might be traced from its generation under pressure of human needs to its dissolution through civil strife proceeding from human passions. The work closed with a general “Review and Conclusion”, in direct response to the war, which raised the question of the subject’s right to change allegiance when a former sovereign’s power to protect was irrevocably lost.(wikipedia)
Thomas Hobbes’ Magnus Opus, is one of the finest achievements of the modern mind. It has shaped political modernity in a way that only a few other texts have, both in the way it has been understood and the way in which it has been misunderstood.
In my article, The Secrets of Leviathan, I show that Leviathan is the dragon that devours the sun (eclipses) in Job 26:13, and the symbol of the political power we cannot tell; but we find an analogous case in the word Rahab as a symbol for Egypt (see on ch. Isaiah 30:7). In the Exodus of the Israelites, Leviathan is connected to the allusion of miracles and is described as a crocodile, the emblem of the ‘Pharaoh of Egypt, the great dragon (tanntvi) that lieth in the midst of his rivers’ (Ezk 29s). ‘The people inhabiting the wilderness’ (l’s, I.e.) are the wild beasts of the desert, to which Pharaohs host when they were in Egypt, “servants (serpents) to the house of Pharaoh.”
Tomorrow we will look again at global banking 1% revisionist history of our US PUBLIC EDUCATION by looking at the comment below-----that EDUCATION TESTING regime we are told was geared to prove IMMIGRANTS were FEEBLE-MINDED.
Education testing was started by far-right wing global banking 1% to WEED OUT THE GENIUSES from the rabble as stated earlier in this article. BRIGHAM YOUNG as STANFORD UNIVERSITY both far-right wing global banking institutions were NOT tied to PUBLIC EDUCATION---PUBLIC SCHOOLS or AGE OF ENLIGHTENMENT LOCKEAN education ---they have always been HOBBES extreme wealth extreme power for only the global 1% OLD WORLD KINGS AND QUEENS.
Historical Timeline of Public Education in the US
On November 6, 2013
Applied Research Center (ARC) was rebranded as Race Forward: The Center for Racial Justice Innovation.
'These testing services continued the work of eugenicists like Carl Brigham (originator of the SAT) who did research "proving" that immigrants were feeble-minded'.
All of that EDUCATION TESTING starting to hit our US public schools as SAT university testing SOARED into our public K-12 these few decades of CLINTON/BUSH/OBAMA. Education testing is the OPPOSITE of left social progressive PUBLIC EDUCATION.
STANFORD AND BRIGHAM YOUNG were indeed the source of education testing so, yes, California is ground zero. Who do we blame asked WASHINGTON POST full well? We blame HOBBES taking an AX to LOCKE----he's been trying to do that for several centuries!
Confirmed: Standardized testing has taken over our schools. But who’s to blame?
By Valerie Strauss
October 24, 2015
Who’s to blame?
A new two-year study on testing in U.S. big-city public schools reveals what many students, parents and teachers have been screaming about for years: Kids take too many mandated standardized tests. What’s more, there is no evidence that adding testing time improves student achievement, it says.
The average student in America’s big-city public schools takes some 112 mandatory standardized tests between pre-kindergarten and the end of 12th grade — an average of about eight a year, the study says. That eats up between 20 and 25 hours every school year, the study says. As for the results, they often overlap. On top of all that are teacher-written tests, sometimes taken by students along with standardized tests in the very same subject.
In 66 school systems studied by the Council of the Great City Schools, a nonprofit organization that represents the largest urban public school systems in the country, students in the 2014-15 school year sat over 6,500 times for tests, taking tests with 401 different titles. (See all the major findings below.)
GREAT CITY SCHOOLS is a global banking 1% stock market school rating corporation-------the intent is to use these tests as reasons to close all US PUBLIC SCHOOLS.
High-stakes standardized testing has become a hallmark of modern school reform for well over a dozen years, starting with the use of these exams in the 2002 No Child Left Behind law to hold schools “accountable.” The stakes for these exams were increased with President Obama’s $4.3 billion Race to the Top funding competition, in which states could win federal education funding by promising to undertake specific reforms -- including evaluating teachers by test scores and adopting “common standards.”
In early 2012, Robert Scott, a Republican who was then the commissioner of education in Texas, rocked the education reform world when he declared that school accountability systems based on high-stakes standardized tests had led to a “perversion” of what a quality education should be and he called “the assessment and accountability regime” not only “a cottage industry but a military-industrial complex.”
Hmmmmm, BUSH NEO-CONS tied to STANFORD/YALE were the champions of educational testing---now Texas Republicans find all that a 'perversion'?
The new study, which looks at the testing practices of the big-city school systems, was ordered by the council’s board of directors in 2013 amid protests about the exams, which led to a national “opt-out” movement in which students refused to take standardized tests. The Common Core State Standards initiative — with new federally funded tests — only fueled the protests, which included teachers refusing to administer the tests and superintendents calling for a change in their states’ testing requirements.
The anti-testing rebellion became so loud that even some of the strongest proponents of testing started to say it was time to scale back on the number of assessments students must take. In August 2014, Education Secretary Arne Duncan said finally that he “shared” teachers’ concerns about too much standardized testing and test prep, and that he believed “testing issues today are sucking the oxygen out of the room in a lot of schools.”
This past spring, 20 percent of students in New York state opted out of mandated standardized tests, the scores of which are used to evaluate teachers through highly controversial assessment methods.
Here's the LYING AND HIDING behind goals of EUGENICS-----global banking 1% FAKE NEWS media worked hard to tie HITLER FASCISM to racism----HITLER was simply a global banking 5% CIVIL UNREST CIVIL WAR player working for OLD WORLD KINGS AND QUEENS to create continuous wars ------the use of race, creed, et al is simply POPULATION TENSION. EUGENICS is pushed by A SHIP OF FOOLS-----having no talent other than lying, cheating, and stealing. It is tied to maintaining EXTREME WEALTH AND EXTREME POWER by declaring everyone else UNWORTHY.
THE RACIST ROOTS OF SAT-------OH, REALLY????????
'Social Origins of Eugenics
E.L. Thorndike and Leta Hollingworth popularized eugenics to generations of prospective classroom teachers. Using flawed racial interpretations of the intelligence test data after the First World War, psychometricians such as Carl Brigham and Robert Yerkes added to eugenics' unjustified luster in the public eye'.
Remember, these are the OLD WORLD KINGS SHIP OF FOOLS working hard to build a SUPER-DUPER BIG DEAD HEAD computer so it can stop relying on geniuses from our 99% WE THE PEOPLE.
Monday, November 7, 2011
The Monday Excerpt: The Racist Roots of the SAT
Every other Monday, give or take, I will post a brief excerpt from my upcoming book, Choose Wisely: the SAT, the ACT, and You. This is good for you because you get to read, for free, what other people will have to pay for later. This is good for me because it means I have to actually write the book if I'm going to have anything to post! So, win-win.
Today's excerpt continues the story from a few weeks ago. One of the psychologists who worked on the Army Alpha and Beta tests - the first-ever standardized tests administered on a mass scale - has gone on to create the SAT. I'd like you to meet Carl Brigham, the man behind the test.
In Search of Guinea Pigs... er, Students
The year is 1926. World War One is a faint echo, lost in the din of the Roaring '20s. Our psychologists have moved on from the army because there are no-longer millions of fresh-faced recruits to test. Where can they possibly find a large group of young people to do science on? Why—in school, of course.
Carl Brigham is a dashing young Princeton-educated psychologist who helped to administer the Alpha and Beta tests and then wrote a popular book about them. He is determined to give his own updated version of the Alpha test to high-school students, in order to see whether he can predict anything useful about those students' performance in college. On June 23, 1926, eight thousand students take the very first Scholastic Aptitude Test, or SAT.
Young Brigham: handsome, racist
Eugenics: a Fancy Way to Say “Racism”
Carl Brigham holds some beliefs that, today, might seem a little odd. He was positive that Alpha and Beta really do measure “intelligence”, an innate quality unrelated to education. This claim, as we've just seen, is rather silly. Brigham is also sure that intelligence is hereditary: smarter parents have smarter kids, and dumber parents have dumber kids. A debatable point, perhaps, but not a crazy one. Brigham, however, takes it to the next level: he is certain that some races are smarter than others. Specifically, he thinks that white people are smarter than non-white people, and whites from northern Europe (i.e. Scandanavians and the English) are smarter than whites from southern Europe (i.e. Italians and Jews). He worries that if the smarter races mix with the dumber races, Americans will become mediocre en masse. In Brigham's own words: “American intelligence is declining, and will proceed with an accelerating rate as the racial admixture becomes more and more extensive.”
What's Wrong with America (according to Carl)
Brigham isn't some fringe nutcase, either. Eugenics – the idea that society can be improved by the segregation or elimination of those who are genetically “inferior” – is all the rage. In 1921 and 1924, Congress passed laws strictly limiting the number of immigrants from southern and eastern Europe (who, according to Brigham, are stupid), while still permitting immigrants from northern Europe (who, according to Brigham, are smart). Theodore Roosevelt went even farther when he said:
I wish very much that the wrong people could be prevented entirely from breeding; and when the evil nature of these people is sufficiently flagrant, this should be done. … Feebleminded persons [should be] forbidden to leave offspring behind them...
REMEMBER, THE ROOSEVELT INSTITUTION IS TIED TO STANFORD UNIVERSITY AND TEDDY ROOSEVELT---NOT FRANKLIN D ROOSEVELT---FDR. THE ROOSEVELT INSTITUTION IS HOME OF ALL THOSE WORLD BANK/KNIGHTS OF MALTA.
Oliver Wendell Holmes, Jr. took ol' Teddy at his word. In Buck vs. Bell, an infamous Supreme Court decision, Holmes and his fellow justices made it legal to sterilize men and women who got low scores on IQ tests and had other signs of “feeblemindedness”. Let that fact sink in for a moment: the United States Supreme Court gave the green light to the spaying and neutering of human beings, just as if they were dogs or cats. As a result, about 60,000 low-IQ Americans were sterilized over the next few decades. The Nazis approvingly cited this practice in justifying their own policies of enforced sterilization and murder, especially of Jews—many of whom might have escaped, were it not for America's restrictive immigration laws.
Brigham's interpretation of IQ testing – his insistence that IQ was an innate quality, and that some populations had more of it – paved the way for the horrifying policies implemented by his contemporaries. As Stephen Jay Gould sadly noted, “the paths to destruction are often indirect, but ideas can be agents as sure as guns and bombs.”