Dewey and the Order of Skull and Bones an excerpt from- America's Secret Establishment An introduction to The Order of Skull & Bones by ANTONY C. SUTTON Liberty House Press 2027 Iris Billings, Montana 59102 1986 In stock $19.95 at: A-albionic Research, PO Box 20273, Ferndale, MI 48220-0273 From: Tim Hyde Organization: The Last Days Ministries http://www.cococo.net/~thyde an excerpt from- America's Secret Establishment An introduction to The Order of Skull & Bones by ANTONY C. SUTTON Liberty House Press 2027 Iris Billings, Montana 59102 1986 ----- In stock $19.95 at: A-albionic Research, PO Box 20273, Ferndale, MI 48220-0273 lloyd@A-ALBIONIC.COM (Lloyd Miller, Research Director) ------: [ I highly recommend Mr. Sutton's books. There is more in this book than can be presented here. Many charts and reproductions of orginal source material. All to be taken with a grain of salt and research. - roads end] ----- Memorandum Number Seven: The Order's Objectives For Education We can deduce The Order's objectives for education from evidence already presented and by examining the work and influence of John Dewey, the arch creator of modern educational theory. How do we do this? We first need to examine Dewey's relationship with The Order. Then compare Dewey's philosophy with Hegel and with the philosophy and objectives of modern educational practice. These educational objectives have not,, by and large, been brought about by governmental action. In fact, if the present state of education had been brought about by legislation, it would have been challenged on the grounds of unconstitutionality. On the contrary, the philosophy and practice of today's system has been achieved by injection of massive private funds by foundations under influence, and sometimes control, of The Order. This implemen- tation we will describe in a future volume, How, The Order Controls Foundations. In fact, the history of the implementation of Dewey's ob- jectives is also the history of the larger foundations, i.e., Ford, Carnegie, Rockefeller, Peabody, Sloan, Slater and Twentieth Century. How John Dewey Relates To The Order John Dewey worked for his doctorate at Johns Hopkins University from 1882-86 under Hegelian philosopher George Sylvester Morris. Morris in turn had his doctorate from University of Berlin and studied under the same teachers as Daniel Gilman, i.e., Adolph Trendelenberg and Her ers of The Order, but the link is clear. Gilman hired Morris, knowing full well that Hegelianism is a total- ly integrated body of knowledge and easy to recognize. It is as different from the British empirical school of John Stuart Mill as night and day. John Dewey's psychology was taken from, G. Stanley Hall, the first American student to receive a doctorate from Wilhelm Wundt at University of Leipzig. Gilman knew exactly what he was getting when he hired Hall. With only a dozen faculty members, all were hired per- sonally by the President. In brief, philosophy and psychology came to Dewey from academics hand-picked by The Order. From Johns Hopkins Dewey went as Professor of Philosophy to University of Michigan and in 1886 published Psychology, a blend of Hegelian philosophy applied to Wundtian experimental psychology. It sold well. In 1894 Dewey went to University of Chicago and in 1902 was appointed Director of the newly founded - with Rockefeller money - School of Education. -101- The University of Chicago itself had been founded in 1890 with Rockefeller funds - and in a future volume we will trace this through Frederick Gates (of Hartford. Connecticut)-, and the Pillsbury family (The Order). The University of Chicago and Columbia Teachers' College were the key training schools for modern education. The Influence Of Dewey Looking back at John Dewey after 80 years of his influence, he can be recognized as the pre-eminent factor in the collectivization, or Hegelianization, of American Schools. Dewey was consistently a philosopher of social change. That's why his impact has been so deep and pervasive. And it is in the work and implementation of the ideas of John Dewey that we can find the objective of The Order. When The Order brought G. Stanley Hall from Leipzig to Johns Hopkins University, John Dewey was already there, waiting to write his doctoral dissertation on "The Psychology of Kant." Already a Hegelian in philosophy, he acquired and adapted the experimental psychology of Wu lustrate this, here's a quote from John Dewey in My Pedagogic Creed: "The school is primarily a social institution. Education being a social process, the school is simply that form of community life in which all those agencies are concentrated that will be most ef- fective in bringing the child to share in the inherited resources of the race, and to use his own powers for social ends. Education, therefore, is a process of living and not a preparation for future living." What we learn from this is that Dewey's education is not child centered but State centered, because for the Hegelian, "social ends" are always State ends. This is where the gulf of misunderstanding between modern parents and the educational system begins. Parents believe a child goes to school to learn skills to use in the adult world, but Dewey states specifically that education is "not a preparation for future living." The Dewey educational system does not accept the role of developing a child's talents but, contrarily; only to prepare the child to function as a unit in an organic whole - in blunt terms a cog in the wheel of an organic society. Whereas most Americans have moral values rooted in the individual. the values of the school system are rooted in the Hegelian concept of the State as the absolute. No wonder their is misunderstanding! The Individual Child When we compare Hegel, John Dewey, and today's educational thinkers and doers, we find an extraordinary similarity. -102- For Hegel the individual has no value except as he or she performs a function for society: "The State is the absolute reality and the individual himself has objective existence, truth and morality only in his capacity as a member of the State." John Dewey tried to brush the freedom of the individual to one side. In an article, "Democracy and Educational Administration" (School & Society, XVL, 1937, p. 457) Dewey talks about the "lost individual," and then restates Hegel in the following way : "freedom is t ation of the values that regulate the living of men together." This is pure Hegel, i.e., man finds freedom only in obedience to the State. As one critic, Horace M. Kallen stated, John Dewey had a "blindness to the sheer individuality of in- dividuals." In other words, for Dewey man has no individual rights. Man exists only to serve the State. This is directly contradictory to the Declaration of Independence and the Constitution with the preamble "We the people." They then go on to define the rights of the state which are always subordinate and subject to the will of "We the people." This, of course, is why modern educationists have great difficulty in introducing the Constitution into school work. Their ideas follow Hegel and Dewey and indirectly the objectives of The Order. For example: "An attempt should be made to redress the present overemphasis on individualism in current programs . . . students need to develop a sense of community and collective identity." (Educa- tional Leadership, May 1982, William B. Stanley, Asst. Pro- fessor, Dept. of Curriculum and Instruction. Louisiana State University). The Purpose Of Education What then is the purpose of education, if the individual has no rights and exists only for the State? There was no need for Hegel to describe education, and so far as we know there is no statement purely on education in Hegel's writings. It is unnecessary. For Hegel every quality of an individual exists only at the mercy and will of the State. This approach is reflected in political systems based on Hegel whether it be Soviet Communism or Hitlerian national socialism. John Dewey follows Hegel's organic view of society. For example: "Education consists either in the ability to use one's powers in a social direction or else in ability to share in the experience of others and thus widen the individual conscienceness to that of the race" (Lectures For The First Course In Pedagogy). -103- This last sentence is reminiscent of the Hitlerian educators reflect this approach. Here's a quote from Assemblyman John Vasconcellos of California, who also happens to be Chairman of the Joint Committee on the Master Plan for Higher Educa- tion and the Education Goals Committee for the California State Assembly - a key post: "It is now time for a new vision of ourselves, of man, of human nature and of human potential, and a new theory of politics and institutions premised upon that vision. What is that vision of Man? That the natural, whole, organismic human being is loving . . . that man's basic thrust is towards community" (quoted in Rex Myles, Brotherhood and Darkness, p. 347). What is this "widening the individual conscienceness" (Dewey) and "thrust . . . towards community" (Vasconcellos)? Stripped of the pedantic language it is new world order, a world organic society. But there is no provision for a global organic order within the Constitution. In fact, it is illegal for any government officer or elected official to move the United States towards such an order as it would clearly be inconsistent with the Constitution. To be sure, Dewey was not a Government official, but Vasconcellos has taken an oath allegiance to the Constitution. The popular view of a global order is probably that we had bettor look after our problems at home before we get involved in these esoteric ideas. Political corruption, pitifully low educational standards, and in- sensitive bureaucracy are probably of more concern to Americans. It's difficult to see what the new world order has to do with education of children, but it's there in the literature. Fichte, Hegel's predecessor from whom many of his philosophical ideas originated, had a definite concept of a League of Nations (Volkerbund) and the idea of a league to enforce peace. Fichte asserted "As this federation spreads further and gradually embraces the whole earth, perpetual peace begins, the only lawful relation among states . . ." The National Education Association, the lobby for education, pro- du nterdependence: Education For A Global Community. " On page 6 of this document we find: "We are committed to the idea of Education for Global Communi- ty. You are invited to help turn the commitment into action and mobilizing world education for development of a world com- munity." An objective almost parallel to Hegel is in Self Knowledge And Social Action by Obadiah Silas Harris, Associate Professor of Education -104- Management and Development New Mexico State University, Cruces, New Mexico: "When community educators say that community education takes into consideration the total individual and his total environment, they mean precisely this: the field of community education in- cludes the individual in his total psycho-physical structure and his entire ecological climate with all its ramifications - social, political, economical, cultural, spiritual, etc. It seeks to integrate the individual within himself (sic) and within his community until the individual becomes a cosmic soul and the community the world." And on page 84 of the same book: "The Cosmic soul . . . the whole human race is going to evolve an effective soul of its own - the cosmic soul of the race. That is the future of human evolution. As a result of the emergence of the universal soul, there will be a great unification of the entire human race, ushering into existence a new era, a new dawn of unique world power." This last quote sounds even more like Adolph Hitler than Assemblyman John Vasconcellos. It has the same blend of the occult, the ethnic and absolutism. In conclusion we need only quote the Constitution, the basic body of law under which the United States is governed. The generally held understanding of the Constitution on the relation-, ship between the individual and the State is that the individual is supreme, the State exists only to serve individuals and the State has no power except by express permission of the people. This is guaranteed by A eads, "The enumeration in the Constitution of certain rights shall not be construed to deny or disparage others retained by the People." Note, the "retained". And, Amendment X reads, "The powers not delegated to the United States by the Constitu- tion, nor prohibited by it to the States, are reserved to the States respectively, or to the people." In brief, the proposals of John Dewey and his followers are un- constitutional. They would never have seen the light of day in American schoolrooms unless they had been promoted by The Order with its enormous power. -105- Memorandum Number Eight: Summary Up to this point we have established the following: (1) By the 1870s The Order had Yale University under its control. Every President of Yale since Timothy Dwight has either been a member of The Order or has family connections to The Order. It also appears that some Yale graduates who are not members of The Order will act towards objectives desired by The Order. Some of these, for example Dean Acheson, we can identify as members of Scroll & Key, or with relatives in The Order. Others yet to be brought into our discussion are members of Wolf's Head (for example, Reeve Schley, who worked for the Rockefellers). Still others, for example Robert Maynard Hutchins (Fund for the Republic), are Yale Graduates but not yet identified as members of any Yale senior society. It appears at this point that Ron Rosenbaum's assertion (in Esquire, 1977) , that members of the Eastern Establishment who are not members of Skull & Bones will be members of either Scroll & Key or Wolf's Head is holding up. (2) So far as education is concerned, look-say reading originated with Thomas Gallaudet and was designed for deaf mutes. The elder. Gallaudet was not a member of The Order, but his two sons (Edson and Herbert Gallaudet) were initiated in 1893 and 1898. Horace Mann, a significant influence in modern educational theory and the first pro- moter of "look-say," was not a member. However, Mann was Pr t powerful trustees of Antioch. (3) We traced John Dewey's philosophy, that education is to prepare a person to fit into society rather than develop individual talents, to Herbart who was influenced by the Swiss Pestalozzi. Personal development cannot be achieved by developing individual talents, it must take the form of preparation to serve society, according to Il- Herbart, Dewey and Pestalozzi. Pestalozzi was a member of the Illuminati, with the code name "Alfred". This raises new perspectives for future research, specifically whether The Order can be traced to the Illuminati. (4) The scene shifts in the late 19th century from Yale to Johns Hopkins University. Member Daniel Coit Gilman is the first President of Johns Hopkins and he has hand-picked either members of The Order (Welch) or Hegelians for the new departments. G. Stanley Hall, the first of Wilhelm Wundt's American students, began the process of Americanization Of Wundt, established the first experimental psychology laboratory for education in the United States with funds from Gilman, and later started the Journal Of Psychology. John Dewey was one of the first doctorates from Johns Hopkins (under Hall and Morris), followed by Woodrow Wilson, who was Presi- - 107- dent of Princeton University before he became President of the United States. We noted that at key turning points of G. Stanley Hall's career the guiding hand of The Order can be traced. Hall also links to another member of The Order, Alphonso Taft. We noted that Wilhelm Wundt's family had Illuminati connections. (5) The Order was able to acquire all the Morrill Act land grant en- titlements for New York and Connecticut for Cornell and Yale respec- tively. However, member Gilman ran into trouble as President of University of California on the question of the California land Grants and corruption among the University regents. The first organized opposition to The Order came from the San Francisco Times, but editor Henry George was not fully aware of the nature of his ta a troika: Gilman at Johns Hopkins, White at Cornell (and U.S. Minister to Germany) and Dwight, followed by member Hadley, at Yale. Andrew White was first President of the American Historical Association. Richard T. Ely (not a member but aided by The Order) became a founder and first secretary of the American Economic Association. Members can also be traced into such diverse areas as the U.S. Naval Observatory and the Union Theological Seminary. (7) John Dewey, the originator of modern educational theory, took his doctorate at Johns Hopkins under Hegelians. Dewey's work is pure Hegel in theory and practice, and is totally inconsistent with the Con- stitution of the U.S. and rights of the individual. A comparison of Ger- man Hegelians, John Dewey and modern educational theorists demonstrates the parallelism. Children do not go to school to develop individual talents but to be prepared as units in an organic society. Experimental schools at University of Chicago and Columbia Uni- versity fanned the "new education" throughout the United States. In brief, The Order initiated and controlled education in this century by controlling its CONTENT. The content is at variance with the tradi- tional view of education, which sees each child as unique and the school as a means of developing this uniqueness. Criticism of the educational system today bypasses the fundamental philosophic aspect and focuses on omissions, i.e., that the kids can't read, write, spell or undertake simple mathematical exercise. If we look at the educational system through the eyes of The Order and its objec- ties, then the problems shift. If teachers are not teaching basics, then what are they doing? They appear to be preparing children for a political objective which also happens to be the objective of The Order. The emphasis is on global living, preparing for a global society. It is apparently of no con- -108- cern to the educational establishment that children can't read, can't write, and can't do elementary mathematics . . . . but ey are going to be ready for the Brave New World. Summary Of The Order's Influence In Education Institution / Field DIRECT (Major impact only) Yale University Gilman / Dwight/ Hadley / White Cornell University White Johns Hopkins University Gilman/Welch/White University of Chicago Look-say reading Gallaudet (Edson and Herbert) Influence of: Horace Mann Taft Herbert Illuminati (Pestalozzi i.e. "Alfred") Wundt Gilman/Taft/White American Historical Assoc. White Institution / Field INDIRECT (via a member of The Order University of Chicago Hall/Ely/Dewey/Wilson/Morris Hall/Dewey + foundation financial aid (Volume 111) Columbia Teachers College Hall/Dewey t foundation financial aid (Volume 111) Look-say reading Mann/Gallaudet (Thomas) American Economic Assoc. Ely Refer to membership at end of Memoranda #1 and #6 for lesser influences. EDUCATION CONSUMERS CLEARINGHOUSE Date sent: Tue, 30 Dec 1997 14:48:37 -0500 From: Tim Hyde Organization: The Last Days Ministries http://www.cococo.net/~thyde To: Fred Battey , education-consumers , Sam Smith , Mel , Paul Breedwell , "thyde@cococo.net" , Jack Garner , Robert Callaway DVM , Scott & Angie Thompson , Dwight , Misty Hyde , Mary Page , Michael Clayton , Richard Ramirez , "lastdays@cococo.net" , Danny Hyde Subject: (16) #16. Tim an excerpt from- America's Secret Establishment An introduction to The Order of Skull & Bones by ANTONY C. SUTTON Liberty House Press 2027 Iris Billings, Montana 59102 1986 ----- In stock $19.95 at: A-albionic Research, PO Box 20273, Ferndale, MI 48220-0273 lloyd@A-ALBIONIC.COM (Lloyd Miller, Research Director) ------: [ I highly recommend Mr. Sutton's books. There is more in this book than can be presented here. Many charts and reproductions of orginal source material. All to be taken with a grain of salt and research. - roads end] ----- Memorandum Number Six: The Troika Spreads Its Wings Around the turn of the century The Order had made significant penetration into the educational establishment. By utilizing the power of members in strategic positions they were able to select, groom and posi- tion non-members with similar philosophy and activist traits. In 1886 Timothy Dwight (The Order) had taken over from the last of Yale's clerical Presidents, Noah Porter. Never again was Yale to get too far from The Order. Dwight was followed by member Arthur T. Hadley ('76). Andrew Dickson White was secure as President of Cornell and alternated as U.S. Ambassador to Germany. While in Berlin, White acted as recruiting agent for The Order. Not only G. Stanley Hall came into his net, but also Richard T. Ely, founder of the American Economic Association. Daniel Gilman, as we noted in the last memorandum was President of Johns Hopkins and used that base to introduce Wundtian psychology into U.S. education. After retirement from Johns Hopkins, Gilman became the first President of the Carnegie Institution of Washington, D.C. The chart overleaf summarizes the achievements of this remarkable troika. Now let's see how The Order moved into more specialized fields of education, then we need to examine how The Order fits with John Dewey, the source of modern American educational philosophy, then how The Order spread Dewey throughout the system. Founding Of The American Economic Association Academic associations are a means of conditioning or even policing academics. Although academics are great at talking about academic freedom, they are peculiarly susceptible to peer group pressures. And if an academic fails to get the word through his peer group, there is always the threat of not getting tenure. In other words, what is taught at Uni- versity levels is passed through a sieve. The sieve is faculty conformity In this century when faculties are larger, conformity cannot be imposed by a President. It is handled equality well through faculty tenure commit- tees and publications committees of academic associations. -92- Achievements Of The Troika DANIEL C. GILMAN 1856 Founded Russell Trust (the Order) Yale - Librarian President University of California President Johns Hopkins University President Carnegie Institution Andrew D. White Timothy Dwight 1854 University of Berlin l856 University of Berlin 1867 President Cornell University 1858 Yale Theological Seminary 1894 U.S. Ambassador Berlin 1886 President Yale College -93- We have already noted that member Andrew Dickson White founded and was first President of the American Historical Association and therefore was able to influence the constitution and direction of the AHA. This has generated an official history and ensured that existence of The Order is never even whispered in history books, let alone school texts. An economic association is also of significance because it conditions how people who are not economists think about the relative merits of free enterprise and state planning. State economic planing is an essen- tial part of State political control. Laissez faire in economics is the equivalent of individualism in politics. And just as you will never find any plaudits for the Ninth and Tenth Amendments to the Constitution in official history, neither will you find any plaudits for individual free enterprise. The collectivist nature of present day college faculties in economics has been generated by the American Economic Association under in- fluence of The Order. There are very few outspoken preachers of the Austrian School of Economics on American campuses today. They have been effectively weeded out. Even Ludwig von Mises, undisputed leader of the school, was unable to find a teaching post in the United States. So much for academic freedom in economics. And it speaks harshly for the pervasive, deadening, dictatorial hand of the American Economics Association. And the controlling hand, as in the American Psychological Association and the American Historical Association traces back to The Order. The principal founder and first Secretary of the American Economic Association was Richard T. Ely. Who was Ely? Ely descended from Richard Ely of Plymouth, England who settled at Lyme, Connecticut in 1660. On his grandmother's side (and you have heard this before for members of The Order) Ely descended from the daughter of Rev. Thomas Hooker, founder of Hartford, Connecticut. On the paternal side, Ely descended from Elder William Brewster of Plymouth Colony. Ely's first degree was from Dartmouth College. In 1876 he went to University of Heidelberg and received a Ph.D. in 1879. Ely then re- turned to the United States, but as we shall describe below, had already come to the notice of The Order. When Ely arrived home, Daniel Gilman invited Ely to take the Chair of Political Economy at Johns Hopkins. Ely accepted at about the same time Gilman appointed G. Stanley Hall to the Chair of Philosophy and Pedagogy and William Welch, a member of The Order we have yet to describe, to be Dean of the Johns Hopkins medical school. Fortunately, Richard Ely was an egocentric and left -94- autobiography, Ground Under Our Feet, which he dedicated to none other than Daniel Coit Gilman (see illustration). Then on page 54 of this autobiography is the caption "I find an invaluable friend in Andrew D. White." And in Ely's first book, French And German Socialism, we find the following: "The publication of this volume is due to the friendly counsel of the Honorable Andrew D. White, President of Cornell University, a gentleman tireless in his efforts to encourage young men and alive to every opportunity to speak fitting words of hope and cheer. Like many of the younger scholars of our country, I am in- debted to him more than I can say." Ely also comments that he never could understand why he always received a welcome from the U.S. Embassy in Berlin, in fact from the Ambassador himself. But the reader has probably guessed what Ely didn't know - White was The Order's recruiter in Berlin. Ely recalls his conversations with White, and makes a revealing com- ment: "I was interested in his psychology and the way he worked cleverly with Ezra Cornell and Mr. Sage, a benefactor and one of the trustees of Cornell University." The reader will remember it was Henry Sage who provided the first funds for G. Stanley Hall to study in Germany. Then Ely says, "The only explanation I can give for his special interest in me was the new ideas I had in relation to economics." And what were these new ideas? Ely rejected classical liberal economics, including free trade, and noted that free trade was "particularly obnoxious to the Ger- man school of thought by which I was so strongly impressed." In other words, just as G. Stanley Hall had adopted Hegelianism in psychology from Wundt, Ely adopted Hegelian ideas from his prime teacher Karl Knies at University of Heidelberg. TO THE MEMORY OF DANIEL COIT GILMAN First President of Johns Hopkins University, creative genius in the field of education; wise, inspiring and courageous chief under whom I had the good fortune to begin my career and to whom I owe an in- estimable debt of gratitude, I dedicate this book. And both Americans had come to the watchful attention of The Order. The staff of the U.S. Embassy in Berlin never did appreciate why a young American student, not attached to the Embassy, was hired by Ambassador White to make a study of the Berlin City Government. That was Ely's test, and he passed it with flying colors. As he says, "It was this report which served to get me started on my way and later helped me get a teaching post at the Johns Hopkins." -95- The rest is history. Daniel Coit Gilman invited Richard Ely to John Hopkins University. From there Ely went on to head the department of economics at University of Wisconsin. Through the ability to influence choice of one's successor. Wisconsin has been a center of statist economics down to the present day. Before we leave Richard Ely we should note that financing for proj- ects at University of Wisconsin came directly from The Order - from member George B. Cortelyou ('13), President of New York Life In- surance Company. Ely also tells us about his students, and was especially enthralled by Woodrow Wilson: "We knew we had in Wilson an unusual man. There could be no question that he had a brilliant future." And for those readers who are wondering if Colonel Edward Mandell House, Woodrow Wilson's mysterious confidant, is going to enter the story. the answer is Yes! He does, but not yet. The clue is that young Edward Mandell House went to school at Hopkins (Grammar School, New Haven, Connecticut. House knew The Order from school days. In fact one of House's closest classmate at Hopkins Grammar School was member Arthur Twining Hadley ('76), who went on to become President of Yale University (1899 to 1921) And it was Theodore Roosevelt who surfaced Hadley's hidden philosophy: "Years later Theodore Roosevelt would term Arthur Hadley his fellow anarchist and say that if their true views were known they would be so misunderstood that they would both lose their jobs as President of the United States and President of Yale." (1) House's novel, Philip Dru, was written in New Haven, Connecticut and in those days House was closer to the Taft segment of The Order than Woodrow Wilson. In fact House, as we shall see later, was The Order's messenger boy. House was also something of a joker because part of the story of The Order is encoded within Philip Dru! We are not sure if The Order knows about House's little prank. It's just like House to try to slip one over on the holders of power. American Medical Association Your doctor knows nothing about nutrition? Ask him confidentially and he'll probably confess he had only one course in nutrition. And there's a reason. Back in the late 19th century American medicine was in a deplorable state. To the credit of the Rockefeller General Education Board and the Institute for Medical Research, funds were made available to staff teaching hospitals and to eradicate some pretty horrible diseases. On (1) Morris Hadley, ARTHUR TWINING HADLEY, Yale University Press, 1948, p 33 -96- the other hand, a chemical-based medicine was introduced and the medical profession cut its ties with naturopathy. Cancer statistics tell you the rest. For the moment we want only to note that the impetus for reorganiz- ing medical education in the United States came from John D Rockefeller, but the funds were channeled through a single member The Order. Briefly, the story is this. One day in 1912 Frederick T. Gates of Rockefeller Foundation had lunch with Abraham Flexner of Carnegie Institution. Said Gates to Flexner: "What would you do if you had one million dollars with which to make a start in reorganizing medical educa- tion in the United States?" (1) As reported by Fosdick, this is what happened: "The bluntness was characteristic of Mr. Gates, but the question about the million dollars was hardly in accord with his usual in- direct and cautious approach to the spending of money. Flexner's reply, however, to the effect that any funds - a million dollars or otherwise - could most profitably be spent in developing the Johns Hopkins Medical School, struck a responsive chord in Gates who was already a close friend and devoted admirer of Dr. William H. Welch, the dean of the institution." Welch was President of the Rockefeller Institute for Medical Research from 1901, and a Trustee of the Carnegie Institution from 1906. William H. Welch was also a member of the Order and had been brought to Johns Hopkins University by Daniel Coit Gilman. Other Areas Of Education We should note in conclusion other educational areas where The Order had its influence. In theology we have already noted that The Order controlled Union Theological Seminary for many years, and was strong within the Yale School of Divinity. The constitution for UNESCO was written largely by The Order, i.e., member Archibald MacLeish. And member William Chauvenet (1840 ) was "largely responsible for establishing the U.S. Naval Academy on a firm scientific basis." Chauvenet was director of the Observatory, U.S. Naval Academy, Annapolis from 1845 to 1859 and then went on to become Chancellor of Washington University (1869) . Finally, a point on methodology. The reader will -remember from memorandum One (Volume One) that we argued the most "general" solution to a problem in science is the most acceptable solution. In brief, a useful hypothesis is one that explains the most events. Pause a minute and reflect. We are not developing a theory that includes numerous (1)Raymond D Fosdick. ADVENTURE IN GIVING (Harper & Row, New York. 1962), p 154 -97- superficially unconnected events. For example, the founding of Johns Hopkins University, the introduction of Wundtian educational methodology, a psychologist G. Stanley Hall, an economist Richard T. Ely, a politician Woodrow Wilson - and now we have included such disparate events as Colonel Edward House and the U.S. Naval Ob- servatory. The Order links to them all . . . . and several hundred or thousand other events yet to be unfolded. In research when a theory begins to find support of this pervasive nature it suggests the work is on the right track. So let's interpose another principle of scientific methodology. How do we finally know that our hypothesis is valid? If our hypothesis is cor- rect, then we should be able to predict not only future conduct of The Order but also events where we have yet to conduct research. This is still to come. However, the curious reader may wish to try it out. Select a major historical event and search for the guiding hand of The Order. Members Of The Order In Education (For Yale University see list at end of Memorandum Number, One) Date Name Initiated Affiliations BURTT, Edwin A. 1915 Professor of Philosophy, University of Chicago (1924-1931) and Cornell Universi- ty (1931-1960) ALEXANDER, Eben 1873 Professor of Greek and Minister to Greece (1893-97) BLAKE, Eli Whitney 1857 Professor of Physics, Cornell (1868-1870) and Brown University (1870-95) CAPRON. Samuel M. 1853 Not known CHAUVENET. William 1840 U.S. Naval Academy (1845-59) and Chancellor Washington University (1862-9) COLTON, Henry M. 1848 Not known COOKE, Francis J. 1933 New England Conservatory of Music COOPER. Jacob 1852 Professor of Greek, Center College (1855-1866) , Rutgers University (1866-1904) CUSHING. William 1872 Not known CUSHMAN, Isaac LaFayette 1845 Not known CUTLER, Carroll 1854 President, Western Reserve University 1871-l886) DALY, Frederick J. 1911 Not known DANIELS, Joseph L. 1860 Professor of Greek, Olivert College, and President (1865-1904) EMERSON, Joseph 1841 Professor of Greek, Beloit College (1848-1855) EMERSON, Samuel 1848 Not known ESTILL, Joe G. 1891 Connecticut State Legislature (1932-36) EVANS, Evan W. 1851 Professor of Mathematics, Cornell Universi- ty (1868-1872) -98- EWELL, John L. 1865 Professor of Church History, Howard University (1891-1910) FEW SMITH, W. 1844 Not known FISHER, Irving 1888 Professor of Political Economy, Yale (1893-1935) FIASCO, F.. 1849 President, Chicago Theological Seminary (1887 -1900) GREEN, James Payne 1857 Professor of Greek, Jefferson College (1857-59) GRIGGS, John C. 1889 Vassar College (1897-1927) GROVER, Thomas W. 1874 Not known HALL, Edward T. 1941 St. Mark's School Southborough, Mass. HARMAN, Archer 1913 St. Paul's School. Concord, N H HARMAN, Archer, Jr. 1945 St. Paul's School, Concord. N.H. HEBARD, Daniel l860 Not known HINCKS, John H. 1872 Professor of History, Atlanta University (1849-1894) HINE. Charles D 1871 Secretary, Connecticut State Board of Education (1883-1920) HOLLISTER, Arthur N. 1858 Not known HOPKINS, John M. 1900 Not known HOXTON, Archibald R. 1939 Episcopal High School HOYT, Joseph G. 1840 Chancellor, Washington University (1858-1862) IVES, Chauncey B. 1928 Adirondack-Florida School JOHNSON, Charles F. 1855 Professor of Mathematics. U S. Naval Academy (1865-1870). Trinity College (1884-1906) JOHNSTON, Henry Phelps 1862 professor of History, N.Y. City College (1883-1916) JOHNSTON, William 1852 Professor of English Literature, Washington & Lee (1867-1877) and Louisiana State University (1883-1889) JONES, Theodore S. 1933 Institute of Contemporary Art JUDSON, Isaac N. 1873 Not known KELLOGG, Fred W. 1883 Not known KIMBALL, John 1858 Not known KINGSBURY, Howard T. 1926 Westminster School KINNE, William 1948 Not known KNAPP. John M. 1936 Princeton University KNOX, Hugh 1907 Not known LEARNED. Dwight Whitney 1870 Professor of Church history, Doshiba College, Japan (1876-1928) McCLINTOCK. Norman 1891 Professor of Zoology. University of Pitts- burgh (1925-30), Rutgers (1932-6) MACLEISH. Archibald 1915 Library of Congress (1939-1944), UNESCO. State Dept, OWl, Howard University -99- MACLEISH. William H. 1950 Not known MACLELLAN. George B. 1858 Not known MOORE. Eliakim H. 1883 Professor of Mathematics, University of Chicago (1892-1931) MORSE, Sidney N. 1890 Not known NICHOLS, Alfred B 1880 Professor of German, Simmons College (1903-1911 ) NORTON, William B. 1925 Professor of History. Boston Univ. 0WEN, Edward T. 1872 Professor of French, University of Wiscon- sin (1879-1931) PARSONS, Henry Mcl 1933 Columbia University PERRY, David B. 1863 President. Douana College (881-1912) PINCKARD. Thomas C. 1848 Not known POMEROY, John 1887 Professor of Law, University of Illinois (1910-19241) POTWIN, Lemuel S. 1854 Professor. Western Reserve University (1871-1906) REED, Harry L. 1889 President, Auburn Theological Seminary ( 1926-1939) RICHARDSON, Rufus B. 1869 Director of American School of Classic Studies, Athens (1893-1903) RUSSELL, William H. 1833 Collegiate School, Harvard SEELY. Wm. W. 1862 Dean, Medical Faculty, University of Cin- cinnati (1881-1900) SHIRLEY, A. 1869 Not known SOUTHWORTH. George CS 1863 Bexley Theological Seminary (1888- 1900) SPRING. Andrew J. 1855 Not known STAGG. Amos A. 1888 Director Physical Education, University Chicago STILLMAN, George S. 1935 St. Paul's School SUTHERLAND, Richard 0. 1931 Not known THACHER, William L. 1887 Not known TIGHE. Lawrence G. 1916 treasurer of Yale TWICHELL, Charles P. 1945 St. Louis Country Day School TYLER, Charles M. 1855 Professor of History, Cornell University (1841-1903) TYLER, Moses Coit 1857 Professor at Cornell (1867-1900) VOGT, T.D. 1943 Not known WALKER. Horace F. 1889 Not known WATKINS, Charles L. 1908 Director, Phillips Art School WHITE, John R. 1903 Not known WHITNEY, Emerson C. 1851 Not known WHITNEY. Joseph E. 1882 Not known WILLIAMS. James W. 1908 Not known WOOD, William C. 1868 Not known YOUNG, Benham D. 1848 Not known YARDLEY, Henry A. 1855 Berkeley Divinity School (1867-1882) -100- EDUCATION CONSUMERS CLEARINGHOUSE Date sent: Tue, 30 Dec 1997 14:46:37 -0500 From: Tim Hyde Organization: The Last Days Ministries http://www.cococo.net/~thyde To: Fred Battey , education-consumers , Sam Smith , Mel , Paul Breedwell , "thyde@cococo.net" , Jack Garner , Robert Callaway DVM , Scott & Angie Thompson , Dwight , Misty Hyde , Mary Page , Michael Clayton , Richard Ramirez , "lastdays@cococo.net" , Danny Hyde Subject: (15)America's Secret Establishment! Look Another one!! Tim an excerpt from- America's Secret Establishment An introduction to The Order of Skull & Bones by ANTONY C. SUTTON Liberty House Press 2027 Iris Billings, Montana 59102 1986 ----- In stock $19.95 at: A-albionic Research, PO Box 20273, Ferndale, MI 48220-0273 lloyd@A-ALBIONIC.COM (Lloyd Miller, Research Director) ------: [ I highly recommend Mr. Sutton's books. There is more in this book than can be presented here. Many charts and reproductions of orginal source material. All to be taken with a grain of salt and research. - roads end] ----- Memorandum Number Four: The Leipzig Connection * The link between German experimental psychology and the American educational system is through American psychologist G. Stanley Hall, in his time probably the foremost educational critic in the U.S. The Hall family is Scotch and English and goes back to the 1630s, but Hall was not a Yale Graduate, and at first sight there is no connection between Hall and The Order. On the other hand, Hall is a good example of someone whose life has major turning points and on probing the turning points, we find The Order with its guiding hand. The detail below is important to link Hall with The Order. It is an open question how much Hall knew, if he knew anything at all, about The Order and its objectives. After graduation from Williams College, Hall spent a year at the Union Theological Seminary, New York. Our "Addresses" books for The Order do not give church affiliations for members citing the ministry as their occupation. We do know that Rev. Henry Sloane Coffin ('97) was Associate Professor of Practical theology at Union from 19O4-1926 and President of Union Seminary from 1926 to 1945, but we cannot trace any members at Union before 1904. Fortunately, Hall was an egocentric and wrote two long, tedious autobiographies: Recreations Of A Psychologist and Life And Confes- sions Of A Psychologist. This is how Hall described his entry to Union in the latter book (PP- 177-8): "Recovering from a severe attack of typhoid fever the summer after graduation and still being very uncertain as to what I would be and do in the world, I entered Union Theological Seminary in September l867." Later Hall adds, "The man to whom I owe far more in this group than any other was Henry B. Smith, a foreign trained scholar, versed more or less not only in systematic theology, which was his chair, but in ancient and modern philosophy, on which he gave us a few lec- tures outside the course. Of him alone I saw something socially He did me perhaps the greatest intellectual service one man can render another by suggesting just the right reading at the right time. It was he, too. who seeing my bent advised me to go to Europe." *The Leipzig Connection is the title of an excellent little booklet by Lance J. Klass and Paul Lionni, published by The Delphian Press, Route 2, Box 195, Sheridan, Oregon 97378 ($4.00 postpaid). The book came out early in 1967 and was the first to trace the Wundt link. It has more detail on Wundt than this memorandum, but, of course, is not concerned with The Order. [Delphian Press is Scientology owned - roads end] -80- The Rev. Henry Boynton Smith cited by Hall was Professor of Church History at Union Seminary from 185O to 1874, and the "liberal" wing of the Presbyterian Church, he edited Theological Review from 1859-1874 and translated several German theological works. Smith was not a member of The Order. How did Hall, who says he was broke, get from New York to Europe, specifically to Germany? Here's the interesting twist. Someone he didn't know (but whom to- day we can trace to The Order) gave him $1,000 - a lot of money in those days. Here's how it happened. While preaching in Pennsylvania in 1868, Hall received a letter from Rev. Henry Ward Beecher, whose church he attended in New York: ". . asking me to call on him. I immediately took the train and Beecher told me that through the Manns (friends) he had learned that I wished to study philosophy in Germany but lacked the means . . . (he) gave me a sealed note to the lumber magnate Henry Sage, the benefactor of Cornell, which I presented at his office without knowing its contents. To my amazement, after some scowling and a remark to the effect that his pastor took amazing liberties with his purse, he gave me a check for one thou- sand dollars. Taking my note to repay it with interest, he told me to sail for Germany the next day" (Confessions. p. 182). Who was "lumber magnate Henry Sage, the benefactor of Cornell"? The Sage family had several "Henrys" involved with Yale and Cor- nell Universities in those days. The "Henry Sage" cited is probably William Henry Sage (1844-1924) who graduated Yale 1865 and then joined the family lumber company, H.W. Sage & Company in New York. Henry Sage was a member of Scroll & Key - the sister Senior Society to Skull & Bones at Yale. Furthermore, two of Henry Sage's nephews were in The Order, but well after 1868 - Dean Sage ('97) - Henry Manning Sage ('90) Both Sages entered the family lumber business, by then renamed Sage Land & Lumber. In brief: the funds to get Hall to Germany on his first trip came from a member of Scroll & Key, i.e., Henry Sage, while Sage's two nephews joined -The Order later in the century. In Germany, Hall studied philosophy at the University of Berlin for two years under Hegelians Trendelenberg (Gilman of The Order also studied under Trendelenberg) and Lepsius. There were few American students in Berlin at this time. So few that the American Minister George Bancroft could entertain them at the U.S. Embassy to meet German Chancellor von Bismarck. -82- Hall At Antioch College Hall returned to the U.S. from Germany in 1871 and by design or ac- cident found himself under the wing of The Order. Again, the detail is important. There are two versions of Hall's life im- mediately after returning from his first trip to Germany. According to Hall's Confessions, he became tutor for the Seligman banking family in New York and was then contacted by James K. Hosmer, Professor at Antioch College, Yellow Springs, Ohio. Hosmer asked, and this is very unusual, if Hall would like his professorial post at Antioch. Said Hall, "I ' gladly accepted." There is another version in National Cyclopaedia Of American Biography which states, "In 1872 he (Hall) accepted a professorship at Antioch College, Ohio, that formerly was held by Horace Mann." In any event Hall went to Antioch, a "liberal" Unitarian college with a more than "liberal" view of education. And at Antioch College, G. Stanley Hall was at the core of The Order. Horace Mann, whom we met in Memorandum Two as the promoter of "look say" reading, was the first President of Antioch (1853-186O) The most prominent trustee of Antioch College was none other than the co-founder of The Order, Alphonso Taft. According to Hall, "(I) occa- sionally spent a Sunday with the Tafts. Ex-President Taft was then a boy and his father, Judge Alonzo (sic) Taft was a trustee of Antioch College" (Confessions, P. 201). Furthermore, Cincinnati, Ohio, at that time was the center for a Young Hegelian movement including famous left Hegelian August Willich, and these were well known to Judge Alphonso Taft. -83- The Americanization Of Wilhelm Wundt HERBART HEGEL WILHELM WUNDT (University of Leipzig 1575-1920) Trains American students including G. Stanley Hall DANIEL COIT GILMAN (THE ORDER) BECOMES PRESIDENT OF JOHNS HOPKINS - HIRES HALL - TRAINS JOHN DEWEY WILLIAM WELCH (THE ORDER) STARTS HOPKINS MEDICAL SCHOOL COLUMBIA UNIVERSITY UNIVERSITY OF CHICAGO Teachers College School of Education John Dewey (1904-1930) John Dewey (1894-1904) E.L. Thorndike (1899-l 942) Charles Judd (1904-l946) James E. Russell (1897-1927) Dept. of Psychology James McCattell (1891-1917) [both] Funded by Rockefeller Foundations General Education Board and Carnegie Foundation -84- In brief, while at Antioch College in Yellow Springs, Ohio, Hall came under the influence of four groups: (a) the legend of Horace Mann, a hero of the modern education movement. (b) the Unitarian Church, which will enter our later reports, (c) a Hegelian discussion group comprised of left Hegelians, and (d) the co-founder of The Order. Alphonso Taft. And Hall knew William Howard Taft, also a member of The Order ('78) and future President and Chief Justice of the United States. Hall stayed four years at Antioch, then took off again for Europe, while Alphonso Taft went to Washington, D.C. as Secretary of War, then as Attorney General in the Grant Administration. Hall paused a while in England and then went on to Germany, to Leipzig and Wilhelm Wundt. He became the first of a dozen Americans to receive a Ph.D. psychology (a new field) under Wundt. The Hegelian Influence On Hall So between 1870 and 1882, a span of twelve years, Hail spent six years in Germany. As Hall himself comments, "I do not know of any other American student of these subjects (i.e., philosophy and psychology) who came into even the slight personal contact it was my fortune to enjoy with Hartmann and Fechner, nor of any psychologist who had the experience of at- tempting experimental work with Helmholtz and I think I was the first American pupil of Wundt. The twelve years included in this span, more than any other equal period, marked and gave direc- tion to modern psychology . . ."1 Who were these four German philosophers who so influenced Stanley Hall? Eduard von Hartmann (1842-1906) , a prominent philosopher, Hart- mann's views on individual rights are entirely contrary to our own, i.e., "The principle of freedom is negative . . . in every department of life, save religion alone, compulsion is necessary . . . What all men need rational tyranny, if it only holds them to a steady development, accord- ing to the laws of their own nature." There isn't too much difference between Hegel and Hartmann on the idea of social progress. Individual freedom is not acceptable to these philosophers, man must be guided by "rational tyranny". Gustav Theodor Fechner (1801-1887). Fechner disliked Hegel, who Fechner said, "unlearned men to think." However, Fechner was mainly interested in psycho-physics, i.e., parapsychology: (1)G. Stanley Hall FOUNDERS OF MODERN PSYCHOLOGY , Appleton & Co., London, 1912 pp.v-vi -85- ". . . he was particularly attracted to the unexplored regions of the soul and so he became interested in somnambulism. attended seances when table tapping came into vogue." Herman L. F. von Helmholtz (1821-1894) was undoubtedly Ger- many's greatest scientist in the 19th century and was rooted in Kant, the predecessor of Hegel. For Helmholtz: "The sensible world is a product of the interaction between the human organism and an unknown reality. The world of ex- perience is determined by this interaction but the organism itself is only an object of experience and is to be understood by psychology and physiology." Wilhelm Maximilian Wundt Wilhelm Wundt (1832-1920) , Professor of Philosophy at University of Leipzig, was undoubtedly the major influence on G. Stanley Hall. Modern education practice stems from Hegelian social theory combined with the experimental psychology of Wilhelm Wundt. Whereas Karl Marx and von Bismarck applied Hegelian theory to the political field, it was Wilhelm Wundt, influenced by Johann Herbart, who applied Hegel to education, which in turn, was picked up by Hall and John Dewey and modern educational theorists in the United States. Wilhelm Maximilian Wundt was born August 16, 1832 at Neckaru a suburb of Mannheim, Germany. His father Maximilian (1787-1846) was a minister. Wundt's grandfather on the paternal side is of significant interest: Kirchenrat Karl Kasimir Wundt (1744-84) was Professor at Heidelberg University in the history and geography of Baden and pastor of the church at 'Wieblingen, a small neighborhood town. The Illuminati-Order documents show that "Raphael" in the Il- luminati is identified as this same Professor Karl Kasimir Wundt referred to in the Illuminati Provincial Report from Utica (i.e., Heidelberg) dated September 1782. *1 The magnum opus of Wilhelm Wundt, i.e., Volkerpsychologie, is also today a recommended book in Internationales Freimaurer Lexikon (page 50). Historical links aside, Wundt is important in the history of American education for the following reasons: (1) He established in 1875 the world's first laboratory in experi- mental psychology to measure individual responses to stimuli. *1. Richard van Dalman, Der Geheimbund Der Illuminaten (Stuttgart, 1977,p.269) -86- (2) Wundt believed that man is only the summation of his ex- perience, i.e., the stimuli that bear upon him. It follows from this that, for Wundt, man has no self will, no self determination. Man is in effect only the captive of his experiences, a pawn needing guidance. (3) Students from Europe and the United States came to Leipzig to learn from Wundt the new science of experimental psychology. These students returned to their homelands to found schools of education or departments of psychology, and trained hundreds of Ph.D.s in the new field of psychology. The core of our problem is that Wundt's work was based on Hegelian philosophical theory and reflected the Hegelian view of the individual as a valueless cog in the State, a view expanded by Wundt to include man as nothing more than an animal influenced solely by daily experiences. This Wundtian view of the world was brought back from Leipzig to the United States by G. Stanley Hall and other Americans and went through what is known among psychologists as "The Americanization of Wundt." Although Hall was primarily psychologist and teacher, his political views were partially Marxist, as Hall himself writes: --. . . (I) had wrestled with Karl Marx and half accepted what I understood of him" (Confes- ions. P. 222) . In the next Memorandum, Number Five. we will link Hall with Gilman and trace their joint influence on American education. -87- EDUCATION CONSUMERS CLEARINGHOUSE Date sent: Tue, 30 Dec 1997 14:43:50 -0500 From: Tim Hyde Organization: The Last Days Ministries http://www.cococo.net/~thyde To: Fred Battey , education-consumers , Sam Smith , Mel , Paul Breedwell , "thyde@cococo.net" , Jack Garner , Robert Callaway DVM , Scott & Angie Thompson , Dwight , Misty Hyde , Mary Page , Michael Clayton , Richard Ramirez , "lastdays@cococo.net" , Danny Hyde Subject: (14) American's Secret Establishment! Here's #14 Good reading :) Tim an excerpt from- America's Secret Establishment An introduction to The Order of Skull & Bones by ANTONY C. SUTTON Liberty House Press 2027 Iris Billings, Montana 59102 1986 ----- In stock $19.95 at: A-albionic Research, PO Box 20273, Ferndale, MI 48220-0273 lloyd@A-ALBIONIC.COM (Lloyd Miller, Research Director) ------: [ I highly recommend Mr. Sutton's books. There is more in this book than can be presented here. Many charts and reproductions of orginal source material. All to be taken with a grain of salt and research. - roads end] ----- Memorandum Number Four: The Leipzig Connection * The link between German experimental psychology and the American educational system is through American psychologist G. Stanley Hall, in his time probably the foremost educational critic in the U.S. The Hall family is Scotch and English and goes back to the 1630s, but Hall was not a Yale Graduate, and at first sight there is no connection between Hall and The Order. On the other hand, Hall is a good example of someone whose life has major turning points and on probing the turning points, we find The Order with its guiding hand. The detail below is important to link Hall with The Order. It is an open question how much Hall knew, if he knew anything at all, about The Order and its objectives. After graduation from Williams College, Hall spent a year at the Union Theological Seminary, New York. Our "Addresses" books for The Order do not give church affiliations for members citing the ministry as their occupation. We do know that Rev. Henry Sloane Coffin ('97) was Associate Professor of Practical theology at Union from 19O4-1926 and President of Union Seminary from 1926 to 1945, but we cannot trace any members at Union before 1904. Fortunately, Hall was an egocentric and wrote two long, tedious autobiographies: Recreations Of A Psychologist and Life And Confes- sions Of A Psychologist. This is how Hall described his entry to Union in the latter book (PP- 177-8): "Recovering from a severe attack of typhoid fever the summer after graduation and still being very uncertain as to what I would be and do in the world, I entered Union Theological Seminary in September l867." Later Hall adds, "The man to whom I owe far more in this group than any other was Henry B. Smith, a foreign trained scholar, versed more or less not only in systematic theology, which was his chair, but in ancient and modern philosophy, on which he gave us a few lec- tures outside the course. Of him alone I saw something socially He did me perhaps the greatest intellectual service one man can render another by suggesting just the right reading at the right time. It was he, too. who seeing my bent advised me to go to Europe." *The Leipzig Connection is the title of an excellent little booklet by Lance J. Klass and Paul Lionni, published by The Delphian Press, Route 2, Box 195, Sheridan, Oregon 97378 ($4.00 postpaid). The book came out early in 1967 and was the first to trace the Wundt link. It has more detail on Wundt than this memorandum, but, of course, is not concerned with The Order. [Delphian Press is Scientology owned - roads end] -80- The Rev. Henry Boynton Smith cited by Hall was Professor of Church History at Union Seminary from 185O to 1874, and the "liberal" wing of the Presbyterian Church, he edited Theological Review from 1859-1874 and translated several German theological works. Smith was not a member of The Order. How did Hall, who says he was broke, get from New York to Europe, specifically to Germany? Here's the interesting twist. Someone he didn't know (but whom to- day we can trace to The Order) gave him $1,000 - a lot of money in those days. Here's how it happened. While preaching in Pennsylvania in 1868, Hall received a letter from Rev. Henry Ward Beecher, whose church he attended in New York: ". . asking me to call on him. I immediately took the train and Beecher told me that through the Manns (friends) he had learned that I wished to study philosophy in Germany but lacked the means . . . (he) gave me a sealed note to the lumber magnate Henry Sage, the benefactor of Cornell, which I presented at his office without knowing its contents. To my amazement, after some scowling and a remark to the effect that his pastor took amazing liberties with his purse, he gave me a check for one thou- sand dollars. Taking my note to repay it with interest, he told me to sail for Germany the next day" (Confessions. p. 182). Who was "lumber magnate Henry Sage, the benefactor of Cornell"? The Sage family had several "Henrys" involved with Yale and Cor- nell Universities in those days. The "Henry Sage" cited is probably William Henry Sage (1844-1924) who graduated Yale 1865 and then joined the family lumber company, H.W. Sage & Company in New York. Henry Sage was a member of Scroll & Key - the sister Senior Society to Skull & Bones at Yale. Furthermore, two of Henry Sage's nephews were in The Order, but well after 1868 - Dean Sage ('97) - Henry Manning Sage ('90) Both Sages entered the family lumber business, by then renamed Sage Land & Lumber. In brief: the funds to get Hall to Germany on his first trip came from a member of Scroll & Key, i.e., Henry Sage, while Sage's two nephews joined -The Order later in the century. In Germany, Hall studied philosophy at the University of Berlin for two years under Hegelians Trendelenberg (Gilman of The Order also studied under Trendelenberg) and Lepsius. There were few American students in Berlin at this time. So few that the American Minister George Bancroft could entertain them at the U.S. Embassy to meet German Chancellor von Bismarck. -82- Hall At Antioch College Hall returned to the U.S. from Germany in 1871 and by design or ac- cident found himself under the wing of The Order. Again, the detail is important. There are two versions of Hall's life im- mediately after returning from his first trip to Germany. According to Hall's Confessions, he became tutor for the Seligman banking family in New York and was then contacted by James K. Hosmer, Professor at Antioch College, Yellow Springs, Ohio. Hosmer asked, and this is very unusual, if Hall would like his professorial post at Antioch. Said Hall, "I ' gladly accepted." There is another version in National Cyclopaedia Of American Biography which states, "In 1872 he (Hall) accepted a professorship at Antioch College, Ohio, that formerly was held by Horace Mann." In any event Hall went to Antioch, a "liberal" Unitarian college with a more than "liberal" view of education. And at Antioch College, G. Stanley Hall was at the core of The Order. Horace Mann, whom we met in Memorandum Two as the promoter of "look say" reading, was the first President of Antioch (1853-186O) The most prominent trustee of Antioch College was none other than the co-founder of The Order, Alphonso Taft. According to Hall, "(I) occa- sionally spent a Sunday with the Tafts. Ex-President Taft was then a boy and his father, Judge Alonzo (sic) Taft was a trustee of Antioch College" (Confessions, P. 201). Furthermore, Cincinnati, Ohio, at that time was the center for a Young Hegelian movement including famous left Hegelian August Willich, and these were well known to Judge Alphonso Taft. -83- The Americanization Of Wilhelm Wundt HERBART HEGEL WILHELM WUNDT (University of Leipzig 1575-1920) Trains American students including G. Stanley Hall DANIEL COIT GILMAN (THE ORDER) BECOMES PRESIDENT OF JOHNS HOPKINS - HIRES HALL - TRAINS JOHN DEWEY WILLIAM WELCH (THE ORDER) STARTS HOPKINS MEDICAL SCHOOL COLUMBIA UNIVERSITY UNIVERSITY OF CHICAGO Teachers College School of Education John Dewey (1904-1930) John Dewey (1894-1904) E.L. Thorndike (1899-l 942) Charles Judd (1904-l946) James E. Russell (1897-1927) Dept. of Psychology James McCattell (1891-1917) [both] Funded by Rockefeller Foundations General Education Board and Carnegie Foundation -84- In brief, while at Antioch College in Yellow Springs, Ohio, Hall came under the influence of four groups: (a) the legend of Horace Mann, a hero of the modern education movement. (b) the Unitarian Church, which will enter our later reports, (c) a Hegelian discussion group comprised of left Hegelians, and (d) the co-founder of The Order. Alphonso Taft. And Hall knew William Howard Taft, also a member of The Order ('78) and future President and Chief Justice of the United States. Hall stayed four years at Antioch, then took off again for Europe, while Alphonso Taft went to Washington, D.C. as Secretary of War, then as Attorney General in the Grant Administration. Hall paused a while in England and then went on to Germany, to Leipzig and Wilhelm Wundt. He became the first of a dozen Americans to receive a Ph.D. psychology (a new field) under Wundt. The Hegelian Influence On Hall So between 1870 and 1882, a span of twelve years, Hail spent six years in Germany. As Hall himself comments, "I do not know of any other American student of these subjects (i.e., philosophy and psychology) who came into even the slight personal contact it was my fortune to enjoy with Hartmann and Fechner, nor of any psychologist who had the experience of at- tempting experimental work with Helmholtz and I think I was the first American pupil of Wundt. The twelve years included in this span, more than any other equal period, marked and gave direc- tion to modern psychology . . ."1 Who were these four German philosophers who so influenced Stanley Hall? Eduard von Hartmann (1842-1906) , a prominent philosopher, Hart- mann's views on individual rights are entirely contrary to our own, i.e., "The principle of freedom is negative . . . in every department of life, save religion alone, compulsion is necessary . . . What all men need rational tyranny, if it only holds them to a steady development, accord- ing to the laws of their own nature." There isn't too much difference between Hegel and Hartmann on the idea of social progress. Individual freedom is not acceptable to these philosophers, man must be guided by "rational tyranny". Gustav Theodor Fechner (1801-1887). Fechner disliked Hegel, who Fechner said, "unlearned men to think." However, Fechner was mainly interested in psycho-physics, i.e., parapsychology: (1)G. Stanley Hall FOUNDERS OF MODERN PSYCHOLOGY , Appleton & Co., London, 1912 pp.v-vi -85- ". . . he was particularly attracted to the unexplored regions of the soul and so he became interested in somnambulism. attended seances when table tapping came into vogue." Herman L. F. von Helmholtz (1821-1894) was undoubtedly Ger- many's greatest scientist in the 19th century and was rooted in Kant, the predecessor of Hegel. For Helmholtz: "The sensible world is a product of the interaction between the human organism and an unknown reality. The world of ex- perience is determined by this interaction but the organism itself is only an object of experience and is to be understood by psychology and physiology." Wilhelm Maximilian Wundt Wilhelm Wundt (1832-1920) , Professor of Philosophy at University of Leipzig, was undoubtedly the major influence on G. Stanley Hall. Modern education practice stems from Hegelian social theory combined with the experimental psychology of Wilhelm Wundt. Whereas Karl Marx and von Bismarck applied Hegelian theory to the political field, it was Wilhelm Wundt, influenced by Johann Herbart, who applied Hegel to education, which in turn, was picked up by Hall and John Dewey and modern educational theorists in the United States. Wilhelm Maximilian Wundt was born August 16, 1832 at Neckaru a suburb of Mannheim, Germany. His father Maximilian (1787-1846) was a minister. Wundt's grandfather on the paternal side is of significant interest: Kirchenrat Karl Kasimir Wundt (1744-84) was Professor at Heidelberg University in the history and geography of Baden and pastor of the church at 'Wieblingen, a small neighborhood town. The Illuminati-Order documents show that "Raphael" in the Il- luminati is identified as this same Professor Karl Kasimir Wundt referred to in the Illuminati Provincial Report from Utica (i.e., Heidelberg) dated September 1782. *1 The magnum opus of Wilhelm Wundt, i.e., Volkerpsychologie, is also today a recommended book in Internationales Freimaurer Lexikon (page 50). Historical links aside, Wundt is important in the history of American education for the following reasons: (1) He established in 1875 the world's first laboratory in experi- mental psychology to measure individual responses to stimuli. *1. Richard van Dalman, Der Geheimbund Der Illuminaten (Stuttgart, 1977,p.269) -86- (2) Wundt believed that man is only the summation of his ex- perience, i.e., the stimuli that bear upon him. It follows from this that, for Wundt, man has no self will, no self determination. Man is in effect only the captive of his experiences, a pawn needing guidance. (3) Students from Europe and the United States came to Leipzig to learn from Wundt the new science of experimental psychology. These students returned to their homelands to found schools of education or departments of psychology, and trained hundreds of Ph.D.s in the new field of psychology. The core of our problem is that Wundt's work was based on Hegelian philosophical theory and reflected the Hegelian view of the individual as a valueless cog in the State, a view expanded by Wundt to include man as nothing more than an animal influenced solely by daily experiences. This Wundtian view of the world was brought back from Leipzig to the United States by G. Stanley Hall and other Americans and went through what is known among psychologists as "The Americanization of Wundt." Although Hall was primarily psychologist and teacher, his political views were partially Marxist, as Hall himself writes: --. . . (I) had wrestled with Karl Marx and half accepted what I understood of him" (Confes- ions. P. 222) . In the next Memorandum, Number Five. we will link Hall with Gilman and trace their joint influence on American education. -87- EDUCATION CONSUMERS CLEARINGHOUSE Date sent: Tue, 30 Dec 1997 14:13:14 -0500 From: Tim Hyde Organization: The Last Days Ministries http://www.cococo.net/~thyde To: Fred Battey , education-consumers , Sam Smith , Mel , Paul Breedwell , "thyde@cococo.net" , Jack Garner , Robert Callaway DVM , Scott & Angie Thompson , Dwight , Misty Hyde , Mary Page , Michael Clayton , Richard Ramirez , "lastdays@cococo.net" , Danny Hyde <"\"hyded@conc.tds.net\""@tds.net> Subject: (12) america's secret Establishment! Here is some interesting info I recieved from another loop. Like it say's take it with a grain of salt. Tim Hyde an excerpt from- America's Secret Establishment An introduction to The Order of Skull & Bones by ANTONY C. SUTTON Liberty House Press 2027 Iris Billings, Montana 59102 1986 ----- In stock $19.95 at: A-albionic Research, PO Box 20273, Ferndale, MI 48220-0273 lloyd@A-ALBIONIC.COM (Lloyd Miller, Research Director) [ I highly recommend Mr. Sutton's books. There is more in this book than can be presented here. Many charts and reproductions of orginal source material. All to be taken with a grain of salt and research. - roads end] ----- Memorandum Number Two: The Look-Say Reading Scam A tragic failure of American education in this century has been a failure to teach children how to read and write and how to express themselves in a literary form. For the educational system this may not be too distressing. As we shall see later, their prime purpose is not to teach subject matter but to condition children to live as socially in- tegrated citizen units in an organic society - a real life enactment of the Hegelian absolute State. In this State the individual finds freedom only in obedience to the State, consequently the function of education is to prepare the individual citizen unit for smooth entry into the organic whole. However, it is puzzling that the educational system allowed reading to deteriorate so markedly. It could be that The Order wants the citizen components of the organic State to be little more than automated order takers; after all a citizen who cannot read and write is not going to challenge The Order. But this is surmise. It is not, on the basis of the evidence presently at hand, a provable proposition. In any event, the system adopted the look-say method of learning to read, originally developed for deaf mutes. The system has produced generations of Americans who are functionally illiterate. Yet, reading is essential for learning and learning is essential for most occupations. And certainly those who can read or write lack vocabulary in depth and stylistic skills. There are, of course, exceptions. This author spent five years teaching at a State University in the early 1960s and was appalled by the general inability to write coherent English, yet gratified that some students had not only evaded the system, acquired vocabulary and writing skills, but these exceptions had the most skepticism about The Establishment. The Order comes into adoption of the look-say method directly and indirect]y. Let's start at the beginning. The Founder Of Deaf Mute Instruction Look-say reading methods were developed around 1810 for deaf mutes by a truly remarkable man, Thomas Hopkins Gallaudet. Thomas H. Gallaudet was the eldest son of Peter Wallace Gallaudet, descended from a French Huguenot family, and Jane Hopkins. Jane Hopkins traced her ancestry back to John Hopkins and the Reverend Thomas Hooker in the seventeenth century, who broke away from the Con- gregational Church to help found Hartford, Connecticut. This parallels the story of the Lord family (see Volume One). The Lords also traced. their ancestry back to Hopkins and Hooker and the Lords founded Hartford, Connecticut. And it was in Hartford, Connecticut in 1835 that -71- a printer named Lord produced Thomas Gallaudet's first look-say primer. Mother's Primer. Gallaudet's original intention was to use the look-say method only for deaf mutes who have no concept of a spoken language and are therefore unaware of phonetic sounds for letters. For this purpose, Gallaudet founded the Hartford School for the Deaf in 1817. The Gallaudet system works well for deaf mutes, but there is no obvious reason to use it for those who have the ability to hear sounds. Anyway, in 1835 Mother's Primer was published and the Massachusetts Primary School Committee under Horace Mann im- mediately adopted the book on an experimental basis. Later we shall find that Horace Mann ties directly to The Order - in fact, the co- founder of The Order. On pages 73-74 we reproduce two pages from the second edition of 1836, with the following directions to the teacher: ". . . pointing to the whole word Frank, but not to the letters. Nothing is yet to be said about letters. . ." -72- THE M O T H E R ' S P R I M E R, to TEACH HER CHILD ITS LETTERS. and H O W TO R E A D. Designed also for the LOWEST CLASS IN PRIMARY SCHOOLS, ON A NEW PLAN. _________________ By Rev. T. Gallaudet, Late Principal of the Deaf and Dumb Asylum, Hartford. _________________ Second Edition. HARTFORD. Daniel Burgess & Co. 1836. -73- Why did Horace Mann push a method designed for deaf mutes onto a school system populated with persons who were not deaf mutes? There are two possible reasons. The reader can take his or her pick. First, in 1853 Mann was appointed President of Antioch College. The most influential Trustee of Antioch College was the co-founder of The Order - Alphonso Taft. Second, Mann never had a proper education and consequently was unable to judge a good method from a bad method for reading. Here's a description of Mann's school days: "The opportunities for the lad's schooling were extremely meagre, The locality enjoyed the reputation of being the smallest school district, with the poorest school house and the cheapest teacher in the State." Mann's teacher was Samuel Barratt and we quote: "In arithmetic he was an idiot. He could not recite the multiplication table and could not tell the time of day by the clock . . . Six months of the year he was an earnest and reliable teacher, tasting nothing stronger than tea, then for another six months he gave himself up to a state of beastly drunkeness . . ." By 1840 there was a backlash, and the look-say system was dropped in Massachusetts. The Second Attempt Towards the end of the 19th century The Order came on the scene - and the look-say method was revived. The youngest son of Thomas Hopkins and Sophia Gallaudet was Edward Miner Gallaudet. Two of his sons went to Yale and became members of The Order: * Edson Fessenden Gallaudet ('93), who became an instructor of physics at Yale, and * Herbert Draper Gallaudet ('980, who attended Union Theological Seminary and became a clergyman. Then the method was adopted by Columbia Teachers' College and the Lincoln School. The thrust of the new Dewey-inspired system of education was away from learning and towards preparing a child to be a unit in the organic society. Look-say was ideal for Deweyites. It skipped one step in the learning process. It looked "easy," and de-emphasized reading skills. The educational establishment rationalized look-say be claiming that up to the turn of the century reading was taught by "synthetic" methods, i.e., children were taught letters and an associated sound value. Then they learned to join syllables to make words. This was held to be uninteresting and artificial. Educational research, it was claimed, demonstrated that in reading words are not analyzed into component letter parts but seen as complete units. Therefore, learning to read should start with complete units. -75- Education Of course, there is a gigantic non sequitur in this reasoning process. Certainly a skilled reader does see words as complete units. And a really skilled reader does see lines and paragraphs at a glance. But the ac- curacy of perceiving the whole is based on the degree of understanding and knowledge of the component parts. The educational establishment argues today in the 1980s that, based on further experimental testing, it is easier for a child to read the line "the rocket zoomed into space" than "the cat sat on the mat." Th. line has "contrasting visual structure" and the second quote has a "similar visual pattern." What they have done now is to make a mountain out of a molehill, convert the relatively simple task of learning to read into an unnecessari- ly complex system. Why? That we shall see as the story progresses. l__ __l __l __ l__ __l The cat sat on the mat. l__ __l_l _____l _l_ _ ___ The rocket zoomed into space. The visual patterns of words in two sentences. How children are taught to read - and why they can't. -76- EDUCATION CONSUMERS CLEARINGHOUSE Date sent: Tue, 30 Dec 1997 14:16:24 -0500 From: Tim Hyde Organization: The Last Days Ministries http://www.cococo.net/~thyde To: Fred Battey , education-consumers , Sam Smith , Mel , Paul Breedwell , "thyde@cococo.net" , Jack Garner , Robert Callaway DVM , Scott & Angie Thompson , Dwight , Misty Hyde , Mary Page , Michael Clayton , Richard Ramirez , "lastdays@cococo.net" , Danny Hyde <"\"hyded@conc.tds.net\""@tds.net> Subject: (13) America's Secret Establishment! Here's another one to chew on :) Tim an excerpt from- America's Secret Establishment An introduction to The Order of Skull & Bones by ANTONY C. SUTTON Liberty House Press 2027 Iris Billings, Montana 59102 1986 ----- In stock $19.95 at: A-albionic Research, PO Box 20273, Ferndale, MI 48220-0273 lloyd@A-ALBIONIC.COM (Lloyd Miller, Research Director) ------: [ I highly recommend Mr. Sutton's books. There is more in this book than can be presented here. Many charts and reproductions of orginal source material. All to be taken with a grain of salt and research. - roads end] ----- Memorandum Number Three: The Illuminati Connection We need to trace three historical lines in modern education: the first we looked at in Memorandum Number Two, the development of the look-say method of reading, its abandonment and its later adoption around the turn of the century. Another line is the import of the experimental psychology of Wilhelm Wundt into the United States by The Order. This we shall examine in Memorandum Number Four. For the moment we want to briefly trace the influence of Johann Friedrich Herbart, a major German philosopher of the early 19th cen- tury. There was at one time in the United States a National Herbart Society for the Scientific Study of Education to adapt Herbartian prin- ciples to American education. Later, this became just National Society for the Study of Education. You don't hear too much about Johann Herbart today, but his influence survives in the so-called "enriched" school curricula and in current educational methodology. Our purpose in this memorandum is twofold: to show the Hegelian aspects of Herbartian theory and to trace the Illuminati connection. There is no direct connection to The Order. However, in a subsequent book, we will trace The Order to the Illuminati and this section will then fall into a logical place. Herbart was an educational theorist as well as philosopher and psychologist, and strongly influenced Wilhelm Wundt. For Herbert education had to be presented in a scientifically correct manner, and the chief purpose of education for Herbart is to prepare the child to live properly in the social order of which he is an integral part. Following Hegel, the individual is not important. The mere development of in- dividual talent, of individual fitness, mental power and knowledge is not the purpose of education. The purpose is to develop personal character and social morality, and the most important task of the educator is to analyze the activities and duties of men within society. The function of instruction is to fulfill these aims and impart to the in- dividual socially desirable ideas. Morality for Herbart, therefore, is what is good for society, following Hegelian theory. Herbartians favor grouping of subjects around a core topic, i.e., the grouping of history, social science and English literature. This enables the teacher to more easily draw out those notions useful to the objective. All of these ideas we can recognize in today's educational philosophy came into American education through the Herbartian groups. -77- The Illuminati Connection Johann Herbart studied at the University of Jena, and came under the influence of Johann Herder, Friedrich Schiller, Johann Fichte and Johann Goethe. Later, in Switzerland, Herbart came into contact with Johann Pestalozzi. What is interesting about these names, and they comprise the most important influence on Herbart, is that they are either known members of the Illuminati or reputed to be close to the Illuminati Order. Let's take each name in turn : * Johann Gottried Herder (1744-1803) was "Damascus pontifex" in the Illuminati. * Johann Fichte, we have already noted in the previous volume was close to the Illuminati and pushed by Goethe ("Abaris") for the post at the University of Jena, where Johann Herbart was studying. * Friedrich Schiller (1759-1805) was known in the circle but not reliably recorded as an Illuminati member. * Johann Wolfgang Goethe (1749-1832) was "Abaris" in the Illuminati. We have an even more precise connection for another prominent Illuminati, Johann Heinrich Pestalozzi (1746-1827), a Swiss teacher of some renown living at Interlaken, and known as "Alfred" in the Illuminati code. Before Herbart completed his doctorate, just after the turn of the 19th century, he spent three years at Interlaken in Switzerland. Out of his contact with Pestalozzi came a book on Pestalozzi's educational theories, much of which rubbed off onto Herbart. The book is Pesta- lozzi's Idee Eines ABC Der Anschaung Untersucht Und Wissenschaftlich Asugefuhrt (Pestalozzi's idea of an ABC of sense im- pression). This book has been translated and we reproduce a copy of the title page of the 1896 New York edition. This is not insignificant. It is a commentary by a prominent influence on today's education upon a Illuminati book. Why Is The Illuminati Connection Significant? The Illuminati was founded May 1, 1776 by Professor Adam Weishaupt of the University of Ingolstadt. It was a secret society, but in 1785 and 1787 several batches of internal documents came to the Bavarian Government. Subsequent investigation determined that the aim of the Illuminati was world domination, using any methods to ad- vance the objective. i.e., the end always justifies the means. It was anti- Christian, although clergymen were found in the organization. Each member had a pseudonym to disguise his identity. -79- During its time, the Illuminati had widespread and influential membership. After suppression by the Bavarian Government in 1788 it was quiet for some years and then reportedly revived. The significance for this study is that the methods and objectives parallel those of The Order. In fact, infiltration of the Illuminati into New England is known and will be the topic of a forthcoming volume. So far as education is concerned, the Illuminati objective was as follows: "We must win the common people in every corner. This will be ob- tained chiefly by means of the schools, and by open, hearty behavior, show, condescension, popularity and toleration of their prejudices which we shall at leisure root out and dispel." As Rosenbaum has pointed out in his Esquire article, the Illuminati ceremony has similarities to The Order. For example, John Robinson in Proofs Of A Conspiracy:(1) "The candidate is presented for reception in the character of a slave; and it is demanded of him what has brought him to this most miserable of all conditions. He answers - Society - the State - Submissiveness - False Religion. A skeleton is pointed out to him, at the feet of which are laid a Crown and a Sword. He is asked whether that is the skeleton of a King, a Nobleman or a Beggar? As he cannot decide, the President of the meeting says to him, "the character of being a man is the only one that is of importance." Finally, in conclusion, we can trace the foundation of three secret societies, in fact the most influential three secret societies that we know about, to Universities. The Illuminati was founded at University of Ingolstadt. The Group was founded at All Souls College, Oxford Uni- versity in England, and The Order was founded at Yale University in the United States. The paradox is that institutions supposedly devoted to the search for truth and freedom have given birth to institutions devoted to world enslavement. (l) John Robinson. PROOFS OF A CONSPIRACY (Americanist Classics, Belmont, 1967) p. 110 -80- EDUCATION CONSUMERS CLEARINGHOUSE