THE POWER ELITE’S HISTORICAL OUTLINE-Part 4
By Dennis L. Cuddy, Ph.D.
July 23, 2012
Continuing the tactic of using education to alter the (religious) values of society mentioned in Part 3, John R. Rees of the Tavistock Institute for Medical Psychology delivered a speech on June 18, 1940 (MENTAL HEALTH, October 1940) in which he explained regarding mental health professionals: “Public life, politics, and industry should all of them be within our sphere of influence…. We have made a useful attack upon a number of professions. The two easiest of them naturally are the teaching profession and the church….” To the PE, perhaps the major obstacle to the implementation of their plan was the concept of moral absolutes (right vs. wrong) as taught by the church. Furthering the “attack” (Rees’ term) upon these values via education, Brock Chisholm (head of the World Health Organization and close friend of Communist spy Alger Hiss) published an article in the February 1946 edition of PSYCHIATRY, in which he revealed their strategy that “a program of re-education or a new kind of education” needed to be charted to “help our children to carry out their responsibilities as world citizens…. We have swallowed all manner of poisonous certainties fed us by our parents, our Sunday and day school teachers, our politicians, our priests…. The reinterpretation and eventual eradication of the concept of right and wrong…, the substitution of intelligent and rational thinking for faith in the certainties of old people, these are the belated objectives… for charting the changes in human behavior.”
Secular humanist leader John Dewey’s greatest influence was through Columbia University’s Teachers College. By the mid-1950s, this college was producing about 1/3rd of the presidents and deans at accredited teacher training institutions, about 20 percent of all public school teachers, and over 1/4th of the superintendents of schools in the largest 168 cities in the U.S. By the early 1960s, Dewey’s “progressive” education was in almost every school in the land.
The next step for the PE, of course, was to rid these schools (as Orestes Brownson said) of the influence of THE HOLY BIBLE and prayer. This came with the Supreme Court’s banning of Bible reading and school prayer in Engel vs. Vital (1962) and Abington vs. Schempp (1963).