The Purpose of Public Schools

What is modern science? The answer is not what most moderns have been led to believe.

In the impeccably researched, "The Making of the New Spirituality," James Herrick observes that the scientific tradition in Renaissance Europe developed around three basic approaches: the organic, the mechanical and the magical. It was magical and/or occult science that provided the greatest impetus for scientific exploration. (p. 45)

C.S. Lewis underscores this point in "The Abolition of Man:"

"You will even find people who write about the sixteenth century as if Magic were a medieval survival and Science the new thing that came in to sweep it away. Those who have studied the period know better. There was very little magic in the Middle Ages: the sixteenth and seventeenth centuries are the high noon of magic. The serious magical endeavour and the serious scientific endeavour are twins: one was sickly and died, the other strong and throve. But they were twins. They were born of the same impulse. I allow that some (certainly not all) of the early scientists were actuated by a pure love of knowledge. But if we consider the temper of that age as a whole we can discern the impulse of which I speak."

In "God and the Knowledge of Reality," the Catholic philosopher and historian, Thomas Molnar (1921–2010), reveals the 'temper of that age' as a spirit of rebellion against the Christian God, and this is why occult science and evolutionary thinking provided the greatest impetus. During the Renaissance, certain Christian theologians, mystics and scholars such as Emanuel Swedenborg had discovered Hermetic magic and occult Jewish Kabbalah texts which they studied and translated resulting in Hermetic Kabbalah. Then like Pico della Mirandola, they argued that occult hermetic science – the divine technology or Magic Way of reaching divine status and powers through ritual procedures (spiritual evolution) is the best proof of the divinity of Christ. In other words said Molnar,

".....by the time of the Renaissance the esoteric texts of the first centuries A.D. had acquired in scholarly and humanist circles an unparalleled prestige, confronting as equals the texts held sacred by the church. In Pico's estimation, 'nulla est scientia que nos magis certificet de divinitate Christ quam magia et Cabala' (there is no science that would prove for us Christ's divinity better than magic and the Cabala.)" (pp. 78-79)

"The figure of the Renaissance man is not complete if the place of the Magician is forgotten. Ficino was scholar, priest, and magician." (The Occult Underground, James Webb, p. 222)

By the time of the Enlightenment attacks upon the Revealed Word in the name of science and 'higher criticism' resulted in the death of reason. "Reason had died sometime before 1865" wrote Webb:

"After the Age of Reason came the Age of the Irrational...." Bereft of assurances of immortality after so great an attack on biblical revelation masses of hopeless people were "begging for a revelation which was scientifically demonstrable."

After passing through the hellish catastrophic destruction and genocide unleashed by 20th century scientific socialism, today's "new" scientific revelation is Technocracy, a scientific dictatorship that calls for the radical transformation of traditional Western economics, government, law, energy, Christianity, and humanity. This is why it maliciously fosters the atheism, amorality, chaos, blood-letting and revolution necessary for the undermining and overthrow of already existing governments. (Technocracy Rising: The Trojan Horse of Global Transformation, Patrick M. Wood)

It was Aldous Huxley who concluded that Technocracy (a very narrow scientific, evolutionary, economical/political/social philosophy) would produce a scientific dictatorship designed to scientifically engineer, manipulate, dominate and control the worlds' wealth and resources and micro-manage every human being in every detail of his life.

Huxley also saw that the scientific and evolutionary system itself would become a 'god' that would be worshipped and questioning any aspect of it, such as the validity of evolution, or any decision or outcome would be tantamount to blasphemy.

Huxley has been proven right, and today fear of blaspheming this 'god' prevents most people from dissenting against it, questioning it in any way or even asking the question, "what is science?" We are not to ask, not to question, not to point to its obvious mystical aspects and our silence has paved the way for the world to be actively transformed by an amoral power elite and their minions according to Technocracy, and it is impacting every segment of society in every corner of the world:

"....Technocracy is being sponsored and orchestrated by a global elite led by David Rockefeller's and Zbigniew Brzezinski's Trilateral Commission....Originally started in the early 1930s, Technocracy is antithetical to every American institution that made us into the greatest nation on earth. It eschews property rights, obsoletes capitalism, hates politicians and traditional political structures, and promises a lofty utopian dream made possible only if engineers, scientists, and technicians are allowed to run society. When Aldous Huxley penned Brave New World in 1932, he accurately foresaw this wrenching transformation of society and predicted that the end of it would be a scientific dictatorship unlike anything the world has ever seen." (ibid, Preface, Technocracy Rising)

When Jefferson set out what was to become the basic structure of the American public education system, he had in mind six fundamental “objects” of what he regarded to be a primary education:

“1. To give to every citizen the information he needs for the transaction of his own business.
“2. To enable him to calculate for himself, and to express and preserve his ideas, his contracts and accounts in writing.
“3. To improve, by reading, his morals and faculties.
“4. To understand his duties to his neighbors and country, and to discharge with competence the functions confided to him by either.
“5. To know his rights; to exercise with order and justice those he retains; to choose with discretion the fiduciary of those he delegates; and to notice their conduct with diligence, with candor and judgment.
“6. And, in general, to observe with intelligence and faithfulness all the social relations under which he shall be placed.”

These are, I think, yet today what many people generally have in mind for their children when they consider their expectations of a primary education.

Of these, which (if any) might rank of highest priority among politicians and bureaucrats for the achievement of their objectives? I suggest, none would (or even meet the approval of politicians and bureaucrats).

At that time (Jefferson's time) “public” education did not exist, being a purely private matter. This is primarily why Mr. Jefferson did not comprehend that, like religion, if left to the authorities of the State, education would ultimately come to be regarded by those authorities as merely a function of the State’s information ministry, and that its existence must necessarily serve the State’s objectives (that is, the intentions of the politicians and the bureaucrats whom we have so foolishly permitted to control our lives).

When dealing with the issues of what to teach and how to teach it, you will find that you must come to terms with the fact that “public” education ultimately amounts to regime indoctrination. That we have so long escaped this fate is perhaps a testimony to the wonderful government, despite its faults, we once had, but the government of Mr. Jefferson’s time, when he so energetically endorsed a locally funded education, is not the government it has come to be in our lifetime. If the regime is to be in charge of education, then it will educate our children in what it wants them to know, and not necessarily what is in their own best interests to know.

For example, # 5 above: Government will not want us to know our rights; it will try to teach us to be obedient, and to not think too terribly much.

So let us understand that regime indoctrination centers will teach us what those who have day-to-day control of the regime want taught.

We know who has day-to-day control of the regime. If nothing else, our experience of the last thirty some years (that is, since the Carter formation of the Education Department) should have taught us that.

“The very purpose of the First Amendment is to foreclose public authority from assuming a guardianship of the public mind... because the forefathers did not trust government to separate the truth from the false.”
. . . . . Thomas v. Collins, 323US516, 1945

The foreclosure of “public authority from assuming a guardianship of the public mind . .” For example, the prohibition of a regime establishment of religion, or of a regime proscription of the free exercise thereof, because we cannot “trust government to separate the truth from the false.” With respect to religion, several hundred years’ experience of conflict made this obvious to Jefferson (and many another Founder). Jefferson did not see that the same dynamic would arise in a “state” education.

Neither, then, can we “trust government” to separate the truth from the false in the education of our children. If ever there ought be a “wall of separation” let it be between government and society’s constituents, and let that wall be society itself.

Thanks for the comeback.

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