The Ghost of Morganthau Haunts Our House

5. Education and Propaganda.

(a) All schools and universities will be closed until an Allied Commission of Education has formulated an effective reorganization program. It is contemplated that it may require a considerable period of time before any institutions of higher education are reopened. Mean-while the education of German students in foreign universities will not be prohibited. Elementary schools will be reopened as quickly as appropriate teachers and textbooks are available.

(b) All German radio stations and newspapers, magazines, weeklies, etc. shall be discontinued until adequate controls are established and an appropriate program formulated.


Education in the United States.

American schools were obviously never closed but in 1965, the Interstate Compact for Education was drafted establishing the 'Education Commission of the States (ECS)'.  It was the beginning of "creeping nationalization" of our schools through the backdoor. 

All of the states signed the Compact.  By way of example, the link to Title 33, Chapter 41 Interstate Compacts is the Idaho law that calls for cooperation with the Education Commission of the States (ECS). 

The Interstate Compacts law called for an appointed Education Council giving the Governor the power to appoint the Chairman and the majority of members.  This took the power and responsibility away from local elected school board officials and gave it to the governor.  This has been the way that the 'one-size fits all', national and international agendas have been implemented in our schools.


  From the 'History of the Education Commission of the States'

The idea of an interstate compact on education was set forth in the mid-1960s by James Bryant Conant, an educator, scientist and diplomat who had served as the president of Harvard University from 1933 to 1953.

Writing at a time when the GI Bill, the National Defense Education Act, the Great Society legislation and other initiatives had greatly enlarged the federal role in education, Conant, in his 1964 book Shaping Education Policy, called for a kind of counterbalance - a mechanism for improving and strengthening education policy and policymaking at the state level. Such a mechanism, he said, would give voice to the diverse interests, needs and traditions of states, enable them to cooperate and communicate with one another, and promote their working together to focus national attention on the pressing education issues of the day.

In early 1965, the Carnegie Corporation of New York and the Ford Foundation awarded grants to Terry Sanford, who had recently left the governorship of North Carolina, to transform Conant's idea into reality.

A draft of the interstate compact envisioned by Conant was completed in July 1965 and endorsed by representatives from all 50 states and the U.S. territories at a meeting in Kansas City two months later. By the time the functional arm of the compact, the Education Commission of the States (ECS), held its first annual meeting in Chicago in June 1966, 36 states had formally ratified the compact. (Since then, all 50 states and three territories have joined the Compact for Education, either by legislative action or executive order of the governor.)



Elementary and Secondary Education Act of 1965

LBJ's Great Society program for education.  First step in nationalizing public schools.  Brought federal dollars with strings attached to local schools.  Secretary of HEW was John Gardner, Chief Architect of the Great Society (and it appears he was the person most responsible for implementing the communist UNESCO programs in America).  Prior to HEW, he headed up the Carnegie Foundation.    Gardner's BIO   More  Experience Corp (See "Social Capitalist")

Regional Centers for Education - Institutional Infrastructure

Also in 1965, ten regional centers were established to disseminate and manage the national agenda for local education.   And apparently within the regional centers, "Comprehensive Centers" were established to assist schools with the implementation of the 'No Child Left Behind' Act of 2001.   The Comprehensive centers are harmonizing the curriculum and administration with the national computer system for monitoring, measuring and control.  Did you get that?   They are redesigning the schools to fit with the national education computer system.   Is it any wonder that children graduate being unable to read or name a country that beings with 'U'.

Regional Laboratories are run by Contractors. 

Regional Education Laboratories (REL)

REL Appalachia  (KY, TN, VA, WV) 

Contractor CNA    (looks like they are triple dipping - Center for Naval Analyses, Institute for Public Research, and REL Appalachia).  "CNA roots trace back to 1942 and World War II"   

REL Central (CO, KS, MO, NE, ND, SD, WY)

"Based in Denver, Colorado, McREL was incorporated in 1966 as Mid-continent Regional Educational Laboratory, a nonprofit organization created to help educators in the nation’s heartland bridge the gap between research and practice."

McREL also holds the federal contract for the North Central Comprehensive Center, serving the states of Iowa, Minnesota, Nebraska, North Dakota, and South Dakota.

REL Mid-Atlantic (DE, MD, NJ, PA, DC)

REL Midwest (IL, IN, IA, MI, MN, OH, WI)

Contractor:  Learning Point

We began as the North Central Regional Educational Laboratory (NCREL), a single-contract regional organization created by the U.S. Department of Education to provide states with research-based information, best practices and the technical assistance they need to bridge the gap between education research and education practice.

For 20 years, NCREL—now known as Regional Educational Laboratory Midwest (REL Midwest)—provided policy makers and educators with the tools they needed to create change in the classroom and influence decisions made at the regional, state and national levels. In 2004, NCREL became Learning Point Associates, a change that ultimately transformed us into a diversified, nonprofit consulting organization with clients of all sizes across the country, from state education agencies and single-school districts to private foundations and for-profit corporations.

REL Northeast and Islands (CT, MA, NH, NY, PR, RI, VT, Virgin Islands)

Contractor:  EDC

[About] EDC is a global nonprofit organization that designs, delivers and evaluates innovative programs to address some of the world’s most urgent challenges in education, health, and economic opportunity. Working with public-sector and private partners, we harness the power of people and systems to improve education, health promotion and care, workforce preparation, communications technologies, and civic engagement.

EDC conducts 350 projects in 35 countries around the world.

EDC is recognized by the IRS as a 501(c)(3) organization. Most fundamentally, this means that no profit accrues to any individual. Our work is supported through grants and contracts from a variety of sources, including U.S. and foreign government agencies, private foundations, nonprofit organizations, universities, and corporations.


REL Northwest (AK, ID, MT, OR, WA)


Since 1966, NWREL has been working to make a difference in students' lives and those who support their learning. NWREL is a private nonprofit working closely with schools, districts, and other agencies to develop creative and practical solutions to important educational challenges.

Four "Centers of Excellence"

REL Pacific (Am Samoa, Micronesia, Guam, Hawaii, N. Mariana Islands, Marshall Islands, Palau)

Pacific Resources for Education and Learning

[About] Pacific Resources for Education and Learning (PREL) is an independent, nonprofit 501(c)(3) corporation that serves the educational community in the U.S.-affiliated Pacific, the continental United States, and countries throughout the world. PREL bridges the gap between research, theory, and practice in education and works collaboratively with schools and school systems to provide services that range from curriculum development to assessment and evaluation.

REL Southeast (AL, FL, GA, MS, NC, SC) 

Contractor:  SERVE

The SERVE Center at the University of North Carolina at Greensboro, under the leadership of Dr. Ludwig “Ludy” van Broekhuizen, is a university based research, development, dissemination, evaluation, and technical assistance center. Its mission is to support and promote teaching and learning excellence in the Pre-kindergarten to Grade 12 education community.

At the core of SERVE Center’s diverse portfolio is the operation of the Regional Educational Laboratory (REL). Funded by the U.S. Department of Education’s Institute of Education Sciences, the REL-Southeast is one of ten regional organizations that conduct research and provide research-based information and services to all 50 states and territories.


REL Southwest (AR, LA, NM, OK, TX)

REL West (AZ, CA, NV, UT)


[History] The roots of WestEd go back to 1966, when Congress funded regional laboratories across the country to find practical ways to improve the education of our nation's children. Charged with "bridging the gap between research and practice," a number of the original 20 Regional Educational Laboratories grew beyond their initial charge and developed into successful organizations.

Two in particular — the Southwest Regional Educational Laboratory (SWRL) and the Far West Laboratory for Educational Research and Development (FWL) — evolved beyond their laboratory roots, eventually merging in 1995 to form WestEd.

In our over 40 years of service, WestEd has positively impacted the lives of millions of children and adults through research in education and human development; publishing and disseminating hundreds of books, briefs, and manuals; working on thousands of projects; and hosting and presenting professional development events


The regional structure of the "education" establishment using what from the outside appears to be private sector organizations is what provided the cover necessary for the federal takeover of the schools while leaving in place the illusion of local control.  In 1987, with the full network of regional management centers, the socialist "transformation" of the schools was ready for implementation. 


Conference on Security and Co-operation in Europe

When I've heard the Helsinki Final Act talked about in the media, the impression given was that the United States was a signatory to the agreement only as an observer.  That's not true.  The United States signed the agreement and has been implementing the provisions of it the same way that was done it Europe for the unification of East and West Germany which was the final step before the birth of the European Union and the North American Union.  Of course the purpose of the Regional Unions is for the ultimate goal of a global totalitarian system of "governance" by soviets (commonist system).

Helsinki Final Act: U.S. - Soviet Union - harmonization of the education system

"When Willy Brandt was elected in West Germany in 1969, the peaceful reunification of East and West Germany was a priority.  Toward that goal, the Conference on Security and Co-operation in Europe (CSCE) began in 1973 and the agreed upon framework of actions for reunification was codified in the Helsinki Final Act that was signed in 1975."  [Gerald Ford signed for the U.S.] 

"The full list of signatories of the Helsinki Final Act is as follows: Austria, Belgium, Bulgaria, Canada, Cyprus, Czechoslovakia, Denmark, Finland, France, the German Democratic Republic, the Federal Republic of Germany, Greece, the Holy See, Hungary, Iceland, Ireland, Italy, Liechtenstein, Luxembourg, Malta, Monaco, the Netherlands, Norway, Poland, Portugal, Romania, San Marino, Spain, Sweden, Switzerland, Turkey, the Soviet Union, the United Kingdom, the USA and Yugoslavia."

Among the ten principles laid out in the agreement were co-operation and non-intervention - but there is no need for intervention when co-operation is agreed to and accepted as an obligation. 

Excerpt from the Helsinki Final Act:

"Recognizing that such cooperation, with due regard for the different levels of economic development, can be developed, on the basis of equality and mutual satisfaction of the partners, and of reciprocity permitting, as a whole, an equitable distribution of advantages and obligations of comparable scale, with respect for bilateral and multilateral  special attention to the least developed countries. 

Convinced that growing world-wide economic interdependence calls for increasing common and effective efforts towards the solution of major world economic problems such as food, energy, commodities, monetary and financial problems, and therefore emphasizes the need for promoting stable and equitable international economic relations, thus contributing to the continuous and diversified economic development of all countries.

4. Co-operation and Exchanges in the Field of Education

(a) Extension of relations
(b) Access and exchanges
(c) Science

exact and natural sciences medicine the humanities and social sciences

(d) Foreign languages and civilizations
(e) Teaching methods

National minorities or regional cultures

In 1985, the U.S. signed an agreement with the Soviets that lists predecessor agreements including the Helsinki Final Act and details the plans for the next round of "cooperation".  The agreement includes importing soviet teachers, teaching methodology and ideology. 

1985 U.S. - U.S.S.R Agreement

Charlotte Iserbyt blew the whistle on the Agreement in 1987



George Pratt Shultz and Mikhail Gorbachev

Excerpt George P. Shultz biography on the Stanford Business School website:

"From 1981 until his appointment as U.S. secretary of state, Shultz was chairman of President Reagan's Economic Policy Advisory Board.  He became secretary of the Treasury in May 1972, serving until May 1974. During that period he also served as chairman of the Council on Economic Policy. As chairman of the East-West Trade Policy Committee, Shultz traveled to Moscow in 1973 and negotiated a series of trade protocols with the Soviet Union. He also represented the United States at the Tokyo meeting on the General Agreement on Tariffs and Trade."




The Conference on Security and Co-operation in Europe (CSCE) began in 1973 and the agreed upon framework of actions for reunification was codified in the Helsinki Final Act.  The major countries to sign the agreement were the Soviet Union, East and West Germany,  U.S. and Canada.  The agreement was signed in 1975 by President Gerald R. Ford.    The cooperation called for in the agreement pertained specifically to economic (trade) and domestic policy.   In effect, the 'cooperation' really meant the open importation of communist ideology to America.  The route of infiltration and indoctrination was under the cover of "research" and "cultural exchange".  The result has been the transformation of the United States to a communist system of "governance" and all that comes with it - including the loss of private property rights, the citizen surveillance and control systems, the conversion of our schools to the Soviet model of indoctrination and vocational (non-education), erosion of power by elected officials through regionalization - management by unelected, invisible operatives of the Comintern. 

A key to understanding how this happened is to look at the "Helsinki Process" which was the first order of business for Helsinki negotiating teams. 

Summarizing, the way the Process works is that the Foreign Ministers meet to agree on the agenda.  That's stage 1.  Stage 2, committees comprised of people from the different countries work out the details for the implementation of the agenda items.  Stage 3, the Foreign Ministers meet to sign agreement on the implementation of the agenda.

Gorby Gives Birth to the New World Order
Mikhail Gorbachev - Creatively Marketing Communism
9-11 --> Follow the Systems
And You'll Find the Money and the Perpetraitors
  (Scan for "Presidio" and "Gorbachev"


Propaganda in the U.S.

Excerpt from "The Control of the American News Media" by James Kelso, we know the following:

A covert policy, formulated by Ronald Reagan in conjunction with the CIA, was termed “perception management” and was formalized on January 14, 1983 when President Reagan signed the National Security Decision Directive No. 77.  The Reagan White House and the CIA felt that a resurrection of anti-war activism in the United States as had occurred during the prolonged and futile Vietnamese war could curtail or halt the Reagan/CIA policy of  “aggressive containment,” specifically in Central America.
This project was also called ‘public diplomacy’ and while it was ostensibly created to develop American public support for Reagan’s foreign policy, it also was constructed to effect control over the opinions of the American public through control of the American media, both TV and press reportage.
Under the “perception management/public diplomacy” program, the CIA was instructed to take a number of steps to bring the American public’s perceptions into line with an official U.S. governmental policy.


Consolidation of the Media

The following six companies control virtually all of what we read, see and hear.  Several years ago there was an attempt by the FCC to allow further consolidation that would have effectively dropped the number to three.    

Advance Publications Corporation

Disney Corporation

General Electric Corporation

News Corporation

Time Warner Corporation

Viacom Corporation

You can see the social conditioning on television for yourself by watching the prime time "programming" for a day or two.  There is no entertainment.  It's all "teaching" the way to be, the way to do, the way to think and what to think.  Frankly, I don't understand why anybody watches it - if they do.