The National Education Association’s Socialist Worldview

by Al Benson Jr.

How many have ever heard of the Frankfurt School? Probably not too many, although there are pages and pages of material on the Internet concerning it, many of them having to do with how this institution has affected public education in this country. Don’t take my word for it. Check it out for yourselves and see what is out there. If you are patriotic Americans concerned about the education of your kids, particularly if you have them in public school, you will not be thrilled with what you find.

Joanne Lewis, writing for stated in an article published in January, 2011 that: “The Institute for Social Research was founded in 1923 under the direction of Carl Grunberg, an avowed Marxist. This institute, which operated in conjunction with the University of Frankfurt, was financed by yet another Marx admirer: Felix Weil, the son of a wealthy German merchant. Modeled after the Marx-Engels Institute in Moscow, it would later come to be known as the Frankfurt School. Grunberg retired in 1929, and the following year Max Horkheimer became director. It was under the directorship of Horkheimer that Cultural Marxism and Critical Theory started to take flight. :Horkheimer brought in additional scholars to assist with his concept development. He recruited Theodur Adorno, Eric Fromm, Herbert Marcuse, Lou Lowenthal and Jurgen Habermas et al.” Do a couple of these names sound a little familiar–like Fromm and Marcuse, both of whom have been widely known on college campuses in our day.

However, when Hitler rose to power in 1933 those affiliated with the Marxist Frankfurt School decided that discretion was the better part of valor and they left Germany. Lewis continued: “A few months later, with the help of John Dewey, a professor at Columbia, and Edward R. Murrow, the Assistant Secretary of the Emergency in Aide of Displaced German Scholars, the Frankfurt School was relocated to New York City. Subsequently, the members were able to obtain prestigious positions in Universities such as Columbia, Princeton, Brandeis and Berkeley of California.” Does this scenario also sound familiar? How about socialists and communists fleeing from Germany after the socialist revolts back in 1848 and coming to America, where many of them found refuge as teachers, journalists, Union army generals and members of the newly formed Republican Party (see Lincoln’s Marxists,  Pelican Publishing, Gretna, Louisiana, July, 2011).

These devotees of Marxism from Frankfurt had an agenda, as did the “forty-eighters” from Germany and other European countries that came almost a century before them–the creation of a socialist America.

To accomplish this agenda the Christian heritage and culture of the country would need to be done away with. They felt that as long as the Christian faith persisted they would never be totally able to promote their concept of socialist revolution. The Frankfurt scholars, therefore, had an agenda which included the neutralization and/or destruction of the church.

Lewis observed: “In addition to destroying the Church, it was felt they would need to encourage government dependency, vastly increase immigration to confuse identity, undermine parental authority, create racial offenses, promote disrespect for authority and attempt to break down the contemporary family.All these objectives and more were directed at the utter destruction of Western Culture and civilization.” Does any of this sound familiar?

How many parents in this country have spent big bucks so their kids could go to fancy colleges–only to be taught there by the progeny of the Frankfurt Marxists? When their kids came home they hardly recognized them anymore and the kids had been inculcated with the idea that their parents were “the enemy” because, after all, they were over thirty!

Please take note of a few things here–interesting parallels. A wealthy Marxist admirer helped to finance the Frankfurt School. The same thing happened in the 1800s when Engels helped to finance Karl Marx. You have to wonder what so often makes the wealthy fund those who are supposedly interested in their destruction. Is it a guilt complex because of their wealth, or do some of them realize something most of us do not–that Marxism is not really opposed to wealth and profit, depending on who controls it. If they can control it in the mystical name of “the people” then it’s okay.

In both 1848 and the 1920s, the radical socialists and Marxists had a problem with the Christian faith. Part of their problem was the Biblical truth of original sin. They hated the thought that man was inherently a sinner and therefore accountable to a Holy God for his actions. If man could be made accountable to no one, then they thought they could create the perfect man, responsible only to themselves. In other words, they wanted to play God.

As to where the National Education Association comes into all this, stay tuned for the next installment. However, if you noted John Dewey’s name in this article you will know there is a connection with the NEA.

To be continued.

Oh My, Problems Abound With Public Schools

by Al Benson Jr.

It hardly needs to be said, but public education is one of the major problems we face in this country. It’s not that the public school system needs more money, or needs to be fine-tuned; the teachers unions would just love to have more of your tax money so they could pretend to pursue that ever-elusive “quality education” they claim they are trying to give our kids. But lack of money isn’t the problem. The system itself is the problem. It needs to be done away with, dismantled, and the federal Department of Education (so called) needs to be defunded and shut down.

What are a couple of the problems? How about bad teachers? And I am not saying all teachers are bad, but many are. An article called “Are Public Schools A Propaganda Arm of Liberals?” was posted back in 2009 on httlp:// that gave some interesting statistics. it noted that, in 1998, in Massachusetts “close to 60% of aspiring teachers flunked the state’s certification exam…In July 1997, ‘a school district in Suffolk County, New York gave teaching applicants an 11th grade reading test. Three-quarters of them flunked the test. Similar results are reported from other parts of New York and the nation. One-third of the applicants in Virginia flunked the basic skills test’.”

The article continued, noting how critics have mourned “the intellectual emptiness of the curriculum at ed schools…A recent survey of teachers about their graduate school training drew comments like ‘the shabbiest psychobabble imaginable’.” I recall, some years ago, reading a book by a Rita Kramer, I think it was, called “Ed School Follies” and they were. The good teachers out there have gotten to the point where they can recognize the meaningless drivel being shoveled out to them.

Another problem continues to be the leftist revolutionaries that influence teachers colleges–people such as Mr. Obama’s good buddy, William Ayers. According to “Ayers is a friend of Obama, and Professor Ayers’ expertise is training teachers and developing public school curriculum. That’s been his mission since he gave up planting bombs in government building…and assaulting police officers.” Ayers was a notable part of the Weather Underground, who managed to get his Ph. D. at Columbia Teachers College from which he landed a tenured position at the University of Illinois in Chicago. According to Phyllis Schlafly “Ayers speaks openly of his desire to use America’s public school classrooms to train a generation of revolutionaries who will overturn the U.S. social and economic regime. He teaches that America is oppressive and unjust, socialism is the solution, and wealth and resources should be redistributed.” Does that include his wealth and resources too? I rather doubt that. Somehow those on the left are usually exempt from the rules they would impose on the rest of us. You have to wonder, though, how many public school teachers have been trained under this kind of philosophy. judging by what goes on in many classrooms, quite a few.

Schlafly observed that Ayers’ far-left education theories have begun to have an effect in education schools as more teachers colleges begin using their courses to promote “socialist notions of wealth distribution, ‘social justice,’ diversity and environmentalism, and to punish students who resist this indoctrination by giving them low grades or even denying them graduation.” In other words–you better get with our socialist program, Honey, or you won’t even graduate! It seems that Mr. Ayers realized that the real revolution was not in the streets–it was in the public schools. Didn’t Karl Marx point the way–“free education for all children in public schools.”

Do you wonder why public schools lean so far to the left when this is the indoctrination the teachers are exposed to before they even hit the classroom? If they weren’t good socialists before, many of them certainly will be by the time little Johnny or Mary are forced to sit under their gentle tutelage.

Between those teachers that can’t pass their certification exams and those who have been taught that their mission in life is to help promote the redistribution of your wealth, your kids have two strikes against them even before they enter kindergarten–which is also socialist in origin. See my article on this blog for November 25, 2011.

People need to be able to grasp this one truth–the public school system is not your friend, it s not out there to educate your kids. It is there to indoctrinate them in the glories of socialism. Real education has nothing whatever to do with the agenda.

Why Compulsory Attendance???

by Al Benson Jr.

Years ago I had a friend, Rev. Ennio Cugini, who was the pastor of a small church in Rhode Island. Pastor Cugini has gone to be with the Lord now, but in many ways he was a beacon of light to Southern New England in the midst of a Unitarian-permeated society and in many areas he was ahead of his time.

I recall that back in the late 1960s and early 1970s Pastor Cugini talked much on his radio broadcasts about the history and the evils of the public school system. He felt it was un-American, which it was and is and even then he was aware of much of the propaganda from that system that paraded itself as education in classrooms. It was from listening to his comments and checking out sources he mentioned that my wife and I decided that our kids were never going to public school.

He had some trenchant observations about public schools, things most folks had never even begun to think about. For one thing, he concluded that compulsory attendance in public school was akin to having a captive audience, and he felt that compulsory attendance laws should be repealed. I agree with him. Oh, I can already hear people shouting “if the public schools were not open, why where would the kids go?” What these folks don’t realize is that by even asking that question they are admitting that public schools are little more than federally-funded and programmed babysitting services. Something that will keep the kids out of their hair!

Back in 2004, Barry Dean Simpson wrote an article that was posted on called “The Common School Movement and Compulsory Education” in which he made some interesting observations. He noted that Unitarian Horace Mann, in 1837, became the first secretary of the State Board of Education in Massachusetts. He said: “Mann led the fight to institute common schools, and his influence extended from New England to America as a whole.” Too bad! One of Mann’s primary reasons for wanting public schools in New England was that he wanted to undermine the influence of the church schools there. In other words, Mann, as a Unitarian was opposed to Christian education. He felt the “state” should run education and Christian influence on education should be done away with. Nobody in this age of political correctness says it that way, but that’s what Mann was really all about.

Mr. Simpson also observed that: “Not long after the Common School movement began, a new movement appeared. This new movement called for compulsory attendance. Massachusetts passed a compulsory attendance law in 1852…By the time Mississippi adopted it in 1918, every state in the nation had ratified compulsion. As was the case with public education, the reformers gave numerous reasons in support of compulsory education.” Immigration was one of those. Supposedly the public schools would teach the new immigrants the principles of “democracy.”

Now here comes the part we are never told. Simpson has said “But even if one believes that forcing kids into public schools will cure society’s ills, it must do so by increasing attendance rates. The common school movement only substituted public attendance for private attendance. Did compulsory attendance laws increase attendance in schools? The answer seems to be no.” Simpson cited a book written by John K. Folger and Charles B. Nam called Education of the American Population and he said “Their findings indicate that compulsion is a very weak factor in increasing attendance.” And he also quoted a Chicago economist, George Stigler, who also did not find any correlation between compulsion and attendance. And one more interesting little fact, Simpson stated also that: “He does note, however, that between 1900 and 1949, teacher salaries rose 709% while per-capita income rose by only 513%.”

So we have compulsory attendance laws that do not increase school attendance all that much, which means that most parents would have sought ways to have their kids educated even if they were not forced to. And Simpson asked the question–if compulsory attendance laws and public schools did not significantly lead to large increases in attendance then why have them at all? Then he got to where the rubber meets the road. He said: “Or maybe a better way of phrasing the question is to ask how a system of public and compulsory education would benefit the educators and politicians who advocated such a system.” Good question–one kids educated in public schools today will probably never think to ask.

That’s the real question. And the answer is control. The educators and politicians would control the educational destinies of the nation’s children and could mold those to benefit not the children, but themselves. When Karl Marx advocated “Free education for all children in public schools” he knew what he was doing. Unthinking and under-educated Americans today still don’t.

There are big bucks to be made if compulsory education is the rule of the day and that return can continue on into perpetuity provided the curriculum is such that the kids are taught to be good little socialist consumers who will never dare question authority. As the head of the NEA said in a speech quoted in the DVD IndoctriNation “It’s all about money and power.”

A good step toward taking their money and power away is to begin to work to repeal compulsory attendance laws in as many places as possible and to begin to make a return to private education (preferably private Christian education) more feasible for many folks.

The god of Public Education and his Vision For Your Children

by Al Benson Jr.

The “god” of public education (also known as the god of this world) has a vision for the education of your children. It is the same vision he has had since the Garden of Eden. While God-fearing parents want their children to be raised to fear and trust the Lord, the god of this world has other ideas. Often he does not manifest them openly, but ofttimes he does. Sadly, most Christians have no clue. In our day you could have hoped that some of them would have learned from what went on in West Virginia over 36 years ago now, but that mostly does not seem to be the case. So we reinvent the wheel and repeat the mistakes of history because we refuse to learn from them. And what happened in West Virginia in the 1970s with immoral and ungodly public school textbooks continues to happen today.

Back in March of 2006 WorldNetDaily carried a report written by Ron Strom in which he wrote: “Parents across the nation are taking action against both school districts and libraries that feature books, some of them required reading, that include sexual issues and obscenity many believe are inappropriate for school children. In Overland Park, Kansas, parents have organized to protest the inclusion of obscene books on children’s assigned reading lists in the Blue Valley School District. The parents took action after a few of them researched the books kids were being asked to read…The Kansas parents eventually started a website, designed to inform parents about the contents of their children’s reading material and about how to get involved to make changes. The site includes pages with explicit examples of narrative bestiality and oral sex, citing the school board-approved books from which the excerpts come.” Thank Heaven there were parents concerned enough to do that much. Does any of this sound vaguely familiar? It’s a replay of the Kanawha County, West Virginia situation of the 1970s, with minor updating, thanks to the Internet. But at the root, it’s the same devil’s game played the same way.

Interestingly enough, you can still find the Classickc website on the Internet. Its formal net address is although the last updates on it were sometime in 2005. The information is still there, enough to give readers some idea of what went on in the Blue Valley School District. The website has been sponsored by a group called Citizens for Literary Standards in Schools.

One thing they have on their website is called “The Blue Valley F-list: 30 and counting.” I will quote briefly here. “The Blue Valley F-list includes books that contain the F-word that are required reading in Blue Valley Communications Arts classes. 13 of the 30 books are also approved by the district and supported by the current Board of Education…Of course the problem is not just the use of the F-word. But if a book lowers itself to this language, the tone and content of the entire book is almost always equally distasteful. Is this how we want our kids to learn? Is this what we want our kids to learn? Does studying the use of the F-word represent the majority Blue Valley patron view of what constitutes ‘quality literature’ or ‘quality education’?” If the school board in this district was elected by parents, as was the school board in Kanawha County in the mid-1970s, then people who supported this garbage should have been voted out in the next election. Were they? As I read through some of this, it is almost a carbon copy of the West Virginia situation except that in Kansas it does not appear that parents protested and marched in the streets, which they probably should have. And if it was a mostly quiet protest, then the “news” media could pretty much keep it under wraps except for a few articles in local papers.

So the god of public education seems to have a game plan that mostly works. Thirty one years after the West Virginia situation he plays the exact same card in this school district in Kansas and it seems as if he is getting by with it, due to the fact that the parents do not know history, nor do they seem to grasp the idea that they do not have to leave their children in these public propaganda factories to read public school versions of Playboy.

I don’t know at this point if the Blue Valley situation prompted any of the parents to remove their children from the public school system or not. I certainly hope and pray that it did. I sincerely hope it prompted lots of them to get their kids out–because they will never reform the public schools. They will (maybe they already did) learn what families in West Virginia had to learn–if you want your kids to be educated instead of brainwashed, you must get them out of the public schools. There is no other solution. As long as all you do is to try for public school “reform” you are playing the game on the turf of the god of public education and he will make the rules and you won’t like them.

Your only recourse is secession–secession from the public school system. Expose it for what it is and then get the kids out!

Genesis 3:5, Human Guinea Pigs, and the god of Public Education

by Al Benson Jr.

Sinful man, ever since the Garden of Eden, has sought to be God, to, in some way, usurp God’s place and replace God with himself. This sin has manifested itself in many ways in human history. In the political realm it has manifested itself through such men as Stalin, Mao, and some of our American presidents, who though that their “bright” vision of the future should be enacted on those unfortunate enough to have to live under their rule. They were going to change the world, to make it into something to fit their own image. “Legends in their own minds” so to speak. Thus Hitler became Germany; Stalin became the Soviet Union; Abraham Lincoln became the Union; and Barack Obama is becoming…who knows what, depending on whether the folks behind the scenes, the ones we don’t know about who really run the government decide to let him have another term or not.

You could also mention others in more ancient history–the Caesars, the Pharaohs, and a host of other “living gods.” The mindset is always the same, whether it’s Caesar, Lincoln, FDR, Horace Mann or John Dewey. These folks crave the power to force their vision of what should be onto others, whether they want it or not.

And education, most especially public education (of the Karl Marx variety) is one way to be able to force your vision of what the world should be onto those whose educational destiny is supposedly committed to you. Educrats in the public school system are not at all bashful about doing this. Many of them have a vision to “change the world” and it all begins with the propagandizing of students. Where God created a certain order on earth and in the universe, these people think they can and should improve on that, or better yet, work to change it into what they think it should be. After all, if you are going to “be as God” then you should have some way of perpetuating your vision for the world, shouldn’t you? Why should old, antiquated God get to make all the decisions when your program for the betterment of the world is so much more up to date?

Public schools are the prime place to pass along your view of what the world should be like, and, if you have the power, to help to mold it into your personal vision of what it should be. But it all starts with overturning the normal order of things, just like the French Revolution did. There are ways you can attempt to do that.

You do it with public school textbooks and methods of teaching from those textbooks–the way the public school elite did it in Kanawha County, West Virginia back in 1974. Karl Priest, in his book Protester Voices–the 1974 Textbook Tea Party noted the “dumbing down movement” in public education and said: “Even worse, the public schools are controlled by the American Civil Liberties Union, teacher unions, and other left-wing extremists who make the public schools detrimental, even dangerous to all children-especially Christian children.” Space will not permit me to go into all of it here, but if you really want to find out what happened to public “education” in Kanawaha County, West Virginia in 1974 and for the next couple years, get Karl’s book and read about it. West Virginia at that time was a prime example of the “god” if public education running rampant with its new vision for man’s morality–and for those of us who happened to be there for at least part of that time it wasn’t pretty! Karl’s book can be found on and will show you how the god of public education really operates. I recommend it.

The god of public education did not stop with West Virginia. He continues even unto this day. He got a little bit of a setback in West Virginia when Christian parents protested against his vision for their children, but not to worry, he continues to promote his agenda, in West Virginia and elsewhere, and I will note a few of his attempts in upcoming articles.

Propaganda Poses As Math

by Al Benson Jr.

Many of you may have seen the article on which was posted on January 7th and entitled “If Frederick Got Two Beatings Per Day…”

The article started out by observing “Parents in Georgia are outraged after their third grade children were assigned with homework containing references to slaves picking cotton and getting beaten” according to Atlanta’s WSB-TV. Christopher Braxton told the station he couldn’t believe the word problems in his 8-year old son’s math homework Wednesday from Beaver Ridge Elementary School in Norcross.” One question in this “homework” was “If Frederick got two beatings per day, how many beatings did he get in one week?” Another question asked how many pounds of cotton Frederick picked. If he got two beatings every day, probably not too many! Mr. Braxton got really steamed over this question (and who can blame him) and he told the school “He’s not answering this question.” Another angry parent told the television station that: “I’m having to explain to my 8-year old why slaves or slavery or beatings are in a math problem. That hurts.” Dear anguished parent, it’s meant to hurt, to inculcate a sense of guilt. If you have been able to grasp anything about public “education” so-called, you should realize that. This parent also stated “Something like this shouldn’t be imbedded into a kid of the third, fourth, fifth, any grade.”

“Imbedded” is a good word to describe this exercise in “math” homework, because questions of this type are meant to be imbedded into these kids at this impressionable age so they don’t forget. For all the ultra-liberal and leftist hogwash about forgetting the War of Northern Aggression and “moving on” the one thing they do not ever plan to do is to let the South and its people forget the issue of slavery. This is the hickory switch of “correction” they plan to beat the South over the head with in perpetuity. Though slavery also existed in the North, in some cases, into the 1840s and 50s, that will never be mentioned–only slavery in the South. If you want to read a little more on that get Donnie Kennedy’s book Myths of American Slavery. You can find it on

According to the article on The Blaze, the teachers were supposedly doing a “cross-curricula activity” which combined math problems with ‘social studies” problems. I can only imagine what the social studies curriculum in this school looks like. Back in the ancient days when I was in school, in math class you were taught math and in social studies class you were taught what passed for American history. There was no need to combine the two. Most teachers had all they could do to teach one subject at a time and some of the ones I remember didn’t do real great at that.

Nowadays the propaganda value of this approach seems to have been discovered and so the kids will be bombarded with anti-South propaganda in every possible class. I can just picture what sort of sentences the kids will deal with in English class–how about “On all the plantations in the racist South all the slaves are routinely beaten every morning before breakfast” and the kids will be asked to either list all the parts of speech in the sentence or to diagram it. Sound far out? Not as far as you think when, in Norcross, Georgia they are already using this type of sentence in a problem in their third grade math class. How big a jump is it from one to the other?

One of the educrats in that school district in Georgia said: “We understand that there are concerns about these questions and we agree that these questions were not appropriate.” Loose translation: We tried this as an experiment this time, a trial balloon, and it didn’t fly. We got caught. So we will back off for awhile and come back with some other tack in a few months when the parents have cooled off.

Folks, we have got to begin to realize that this kind of exercise is NOT education. It is propaganda, pure and simple. Make the South look bad and promote guilt in the public school population and/or their parents, so when some sort of reparations gravy train rolls into town these guilt-ridden folks will feel it is their obligation to contribute as heavily as they can to assuage their “guilt” over a slavery they had nothing whatever to do with. The “everlasting stool of repentance” is always out there for Southern folks to sit on while endlessly confessing their guilt over a never-ending slavery question. You might say this was sort of an emotional shell game, except that is probably too charitable a description of it. But if this propaganda is imbedded in these kids at an early enough age they will grow up feeling guilty over it–and that is the real name of the game.

If you really want to get an accurate picture of what goes on in “your public schools” then get a copy of the DVD IndoctriNation which is available from Exodus Mandate. Watch it a couple times and after you have viewed it, go and take your kids out of these propaganda factories.

“What If Elections Don’t Matter”

by Al Benson Jr.

This was an interesting question that was recently posed on where the writer actually asked several questions. He asked “What if elections were actually useful tools of social control? What if they provided the populace with meaningless participation in a process that validates an establishment that never meaningfully changes?” Those are excellent questions given the realities of the day. It has not always been that way to be sure, but it certainly seems that way in this country today. And then he asked “What if the widely perceived differences between the two parties was just an illusion?” Now that one gets to the heart of where we really are today. This is, indeed, our current situation. The Council on Foreign Relations/Trilateralist groups do indeed control both political parties and the only difference is the rhetoric with which to fool a public-school-educated electorate into thinking they are different. The people behind both parties have a single agenda–the merging of the United States into part of a one-world governmental system–devoid of all Christian faith and real Christian practice. The same agenda the perpetrators of the French Revolution had, an agenda from which France never recovered and one from which this country will never recover. The push for it in this country started most notably with the War of Northern Aggression, continued with “reconstruction” in the South and, when that worked, they quietly instituted it throughout the rest of the country. The whole country and culture is now under “reconstruction.”

The writer asked another interesting question. “What if notwithstanding Reagan’s ideas and cheerfulness and libertarian rhetoric, there was really no Reagan Revolution?” Another question to strike at the exposed nerve! He’s right. There was lots of patriotic rhetoric and “conservative” mouth-pieces abounded, but what changed–really? Nothing. It was all a grand charade to lull the naive and uninitiated into thinking real change would take place and it never did. Always remember, Reagan was a movie actor. He could play the part flawlessly, which was why they put him there in the first place. The Reagan Revolution was a farce, just like the War on Poverty, the War on Drugs, and an endless batch of these federal programs that do nothing (outside of spending our tax dollars) except to pour out meaningless drivel about how they are making a difference in our lives–and they are making a difference–more controls, more rules, more spying on the public, etc. The noose of dictatorship tightens around our necks and most people seem to love to have it so–less personal decisions for them to have to make if Big Brother decides it all for you. More time to watch the “Reality shows!”

The author then asked, what would happen if Romney won the 2012 election and then continued to carry out most of the programs Obama had started? If they let Romney win that’s exactly what will happen, just as Obama has continued to carry out the major parts of what Bush started–and so an and so forth.

Interestingly enough, the absolute last Republican candidate the establishment–the Republicrat establishment–wants is Ron Paul. He’s the one honest candidate in this whole charade. You can tell by how the media treats him, or tries to ignore him and lets face it, the so-called “Republican” establishment would rather have Obama back than to have Ron Paul in there, because they realize, should he get elected, he will attempt to dismantle what their spiritual grandfathers have been building for decades now and that which they have spent their wasted lives trying to preserve.

These are questions the public should ponder, meditate on and talk to their friends about. Christians should think and talk about these issues instead of insulating themselves in their churches, waiting for the “rapture” to overtake them so they won’t have to get involved in “dirty politics” and can just sit it out.

As the man says…think about it.