The quote below is taken from American Deception.com
Abstract from cover of Bella Dodd's book "School of Darkness".
Download the book here in pdf format...
The_School_Of_Darkness-Bella_V_Dodd-1963-274pgs-COM.sml.pdf
"BELLA DODD's book is a human document of immense importance to
Americans today. Here are the inner workings of the Communist Party in
this country as seen from the secret counsels and strategy meetings of
the National Committee, to which she belonged for a crucial span of years.
As long ago as the 1940's the Party was planning cynically to use the
Negroes as instruments in the revolution-to-come in the United States
.
The theory, contrived by Stalin and unleashed by Foster, was to encourage
"self-determination of the Negroes in the black belt" and the establishment
of a Negro nation with the right to secede from the United States.
Bella Dodd's is a story familiar to many a young American idealist who
saw in Communism a new gospel and who worked sacrificially in the cause
until the inevitable bitter day when the cause betrayed him.
For her, that day came almost too late for her own salvation, for as she
tells us "it takes a long time to 'unbecome' a Communist."
Charlotte's comment:
As shocking as one may find the text on the back of Bella Dodd's book
(see American Deception.com abstract above), what Bella Dodd is telling
us is true regarding the Soviet Union's use of the negroes to break up
America and to take us over. No one knows this except former
USSR President Gorbachev who at one point recommended the blacks form
their own state, which would have caused the breakup of the USA as we
have known it.
Black Separatism Is an Old Soviet Idea
To the Editor:
I have "somewhere" a small paper booklet...about 15 pages...which is written
by no less that USSR Josef Stalin himself where he lays out the plan to
use the negroes to do what Gorbachev recommended (above).
When I find this booklet (if ever), I promise to get it out to all on
my list.
The blacks in the USA are to be thanked, congratulated forever for their
persistence in never letting this happen. The majority of them (99%)
are church-going, good citizens, and have served in overwhelming
numbers in USA wars, and are not radicals.
The Communist Party USA, on orders from Stalin himself, with involvement
from education, tax-exempt foundations, and industry, and
radicals like Saul Alinsky, have tried since the Bolshevik Revolution
to use and radicalize this innocent minority to implement
its evil agenda.
[The programmed learning reading program Edith Roosevelt cites below
is pure B.F. Skinner mastery learning/direct instruction/ OBE: "I
could make a pigeon a high achiever by reinforcing it on a proper schedule"
necessary for Soviet polytechnical workforce training going into USA schools
today due to President Trump and Betsy DeVos support for tax-funded school
choice/charter schools with unelected boards.]
the deliberate dumbing down of america, pages 282-283:
“THE FOUNDATION MACHINE” BY EDITH KERMIT ROOSEVELT WAS PUBLISHED IN THE
DEcember 26, 1968 issue of The Wanderer. In this important article Mrs.
Roosevelt discussed problems that had been created by the Carnegie Corporation’s
new reading program as follows:
Even now the Carnegie Corporation is facing protests from parents whose
children are exposed to the textbooks financed by the foundation under
its “Project Read.” This project provides programmed textbooks for schools,
particularly in “culturally deprived areas.”
An estimated five million children throughout the nation are using the
material in the programmed textbooks produced by the Behavioral Research
Laboratories, Palo Alto, California.
This writer has gone over these textbooks in the “Reading” series financed
by the Carnegie Corporation and authored by M.W. Sullivan, a linguist.
These foundation-funded books reveal a fire pattern that amounts to an
incitement to the sort of arson and guerilla warfare that took place in
Watts, Washington, D.C., and elsewhere. On one page in the series we find
a torch next to a white porch. The caption reads invitingly, “a torch,
a porch.”
Further along, there is a picture of a man smiling while he holds a torch
aloft. The caption beneath it reads: “This man has a t_rch in his hand.”
The children are required as an exercise to insert the missing letter
to fill in the word torch. The next picture shows the burning torch touching
the porch, with a caption, “a torch on a porch.” Thus, the children are
led in stages to the final act that suggests itself quite naturally.
The picture in the series shows a hand moving the hands of a clock to
twenty-five minutes past one, while this same shack is being devoured
by flames. The message is plain: an example of a man who deliberately
commits the criminal act of setting a home on fire.
Tragically, these young children are being indoctrinated with a pattern
of anti-social ideas that will completely and violently alienate them
from the mainstream of American middle-class values….
Other pictures in the Carnegie-funded supposedly educational texts include
a comparison of a flag with a rag, the ransoming of an American soldier
in a Chinese prison, a picture that shows people kneeling in a church
to say their prayers beside a picture of a horse being taught to kneel
in the same way, a reference to a candidate elected to public office as
a “ruler,” a picture of a boy stealing a girl’s purse, and another boy
throwing pointed darts at a companion whom he uses as target practice.
Understandably, the Carnegie-financed books are causing concern to local
law-enforcement officials, many of whom have to cope with riot or near-riot
conditions. Ellen Morphonios, prosecutor for Florida in its attorney’s
office, and a chief of its Criminal Court Division, said recently: “It’s
a slap in the face and an insult to every member of the Negro community,
saying that the only way to communicate with Negro children is to show
a robber or violence. It’s like subliminal advertising. If this isn’t
subversive and deliberately done as part of a master plan.… Only a sick
mind could have produced it.”
Repeated instances of this type of anti-social activity obviously constitute
a strong argument for removing the tax-exempt status of these educational
foundations, and for curbing their activities by Federal regulations and
Congressional oversight.
Connect Edith Roosevelt's recommendation with Griffin-Norman Dodd interview
(below) during which Norman Dodd told Griffin he had been told by
Rowan Gaither President of the Ford Foundation that foundations received
following recommendation from the White House "to use their tax-exempt
monies to bring about a merger of the USA and the Soviet Union."
Norman Dodd On Tax
Exempt Foundations
The federally-funded experimentation on minority children commenced in
1968 in Chicago where "half of the minority students in the 1980 freshman
class" dropped out:
3D, pages 179-280
LEARNING AND INSTRUCTION, A CHICAGO INNER CITY SCHOOLS POSITION PAPER
PRESENTED in June of 1968 to the Chicago Board of Education, was produced
by the planning staff in Chicago made up of: Dr. Donald Leu, William Farquhar,
Lee Shulman, and the Chicago and Michigan State universities in collaboration.
One reference used was Soviet Preschool Education, translatedby Henry
Chauncey (Educational Testing Service, Princeton, N.J.). Excerpts from
the ChicagoMastery Learning Project position paper, Learning and Instruction,
follow:
We view the child with his defined characteristics as input to a school
organization which modifies his capabilities toward certain goals and
objectives as output.
The school organization is an optimal deployment of teachers employing
a special subject matter who attempt through instruction, with the aid
of selected elements of the community, to achieve specified outputs. The
joint participation of the children, school and community leave none of
these elements unchanged….
This emphasis should be accomplished within the context of a truly ungraded
structure which we shall denote by the terms Continuous Development-Mastery
Learning. This approach has the following characteristics: (a) Beginning
with Chicago’s present concept of Continuous Development, the objectives
of the language arts curriculum must be much further differentiated and
articulated in the manner currently being conducted by Sophie Bloom [wife
of the late Benjamin Bloom] in Chicago, and Pittsburgh’s Individually
Prescribed Instruction Project.
In the Continuous Development-Mastery Learning approach, a large number
of sequentially designated objectives, tied into specific capabilities
to be mastered by pupils, are identified.
This is done by curriculum development specialists in collaboration with
instructional personnel.
[References used in this paper were from the late Benjamin Bloom, John
Carroll, Robert Gagne, Robert Glaser and Henry Chauncey, ed.]
The following is an excerpt from an article published in Education Week,
March 6, 1985 entitled “Half of Chicago Students Drop out, Study Finds:
Problem Called Enormous Human Tragedy”:
Calling the dropout problem in Chicago “a human tragedy of enormous dimensions,”
a recent study has found that almost half of the 39,500 public school
students in the 1980 freshman class failed to graduate, and that only
about a third of those who did were able to read at or above the national
12th grade level.
“These statistics about the class of 1984 reflect the destruction of tens
of thousands of young lives, year in and year out,” says the study, released
in January by Designs for Change, a nonprofit research and child-advocacy
organization in Chicago….
“Most of these young people are permanently locked out of our changing
economy and have no hope of continuing their education or getting a permanent
job with a future,” the authors wrote.
Professor Lee Shulman’s involvement in the Chicago Mastery Learning disaster
was, however, quickly forgotten or considered unimportant. According to
Education Daily of May 21, 1987—two years later: Shulman, who heads Stanford’s
Education Policy Institute, last week was awarded $817,000 by Carnegie
Corporation to develop over the next 15 months new forms of teacher assessment
materials that would be the basis of standards adopted by a national teacher
certification board.
The Education Daily article further discussed the requirement for teacher
critique of the way two textbooks treat photosynthesis and how they (teachers)
developed a lesson plan based on each one:
The teacher then would be directed to use the textbooks to tell the examiners
how he or she would teach students with varying religious, cultural and
ethnic backgrounds.
Nine years later Education Week of October 23, 1996 reported Shulman again
leading the outcome-/performance-based teacher education bandwagon of
social change agents:
His successful performance as developer of new forms of teacher assessment
materials leads to his being named President of the Carnegie Foundation
for the Advancement of Teaching, filling the vacancy created by the death
last year of Ernest L. Boyer.
An excerpt from an October 21, 1996 New York Times article entitled “Carnegie
Foundation Selects a New Leader” emphasized Shulman’s importance in the
field of behavioral psychology:
He [Shulman] has been a Guggenheim Fellow, a Fellow of the American Psychological
Association and a Fellow of the Center for Advanced Study in the Behavioral
Sciences. He is the immediate past president of the National Academy of
Education and a former president of the American Education Research Association.
And, finally, USA President Reagan and USSR President Gorbachev's
signing of the USA-USSR Education and Cultural Exchange Agreements, 1985,
carved the agenda in stone:
http://www.deliberatedumbingdown.com/OtherPDFs/Iserbyt_Soviets_in_class.pdf
Documentation for all info in this article is found at the deliberate
dumbing down of america and at american deception.com,
both FREE pdf downloads.
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