The Majority is Always Wrong.

Category: Educrats and Their Robber-Baron Bosses


Published in 1996, obviously by a small, independent publisher (though there are no typographical errors as often is the case with those), the conception of this book was a meritorious idea. The author, Alan B. Jones, chose eleven conspiratorially-conscious books on geopolitics to review in consecutive chapters in order to demonstrate how the various researchers/authors of these books all were identifying the various parts of the same colossal, overshadowing conspiracy for global takeover by a cabal of elite oligarchs. The first nine books Jones chose are most apt: A CENTURY OF WAR by F. William Engdahl; TRAGEDY AND HOPE by Prof. Carroll Quigley; THE NAKED CAPITALIST by W. Cleon Skousen; THE TAX-EXEMPT FOUNDATIONS by William H. McIlhaney; THE CREATURE FROM JEKYLL ISLAND by G. Edward Griffin; 1984 by George Orwell; REPORT FROM IRON MOUNTAIN ON THE POSSIBILITY AND DESIREABILITY OF PEACE by ????; THE GREENING by Larry Abraham; THE POLITICS OF HEROIN by Alfred W. McCoy.
Now, having supplied that introduction, I feel in the mood for one of my patented “spaghetti-western” book reviews:
The Good:
1. The author starts out splendidly. The first nine on his list of chosen “conspiracy” books is almost ideal—
2. —especially as he does a most befitting job of summarizing and weaving together their respective findings and conclusions, often in quite specific individually-arrived-at-but-extraordinarily-corroborating details and quotations.
3. The text is quite large and easy to read, in keeping with the intended use of this book as a sort of primer for teaching “sheople” to finally understand, well, “How the world really works.” It is only because of this large text that the book spans 300-some-odd pages. There is a “no nonsense/no frills” semblance to the book’s overall cover and design, and even the writing itself.
4. In reviewing the message of the novel 1984, Jones states at the outset that he does not know whether or not George Orwell was in favor of that which he wrote in 1984. Thus, Jones refuses to conjecture about this at all, and simply sticks to the message in the novel itself. In doing this, Jones reveals that he has obviously read nothing else by Orwell at all; but, since he has obviously read nothing else by Orwell at all, then it is commendable of Jones to not conjecture here out of ignorance, as is the penchant nowadays of so many “patriotards” whenever Orwell’s name or his most famous book are mentioned.
The Bad:
1. Jones overlooks the geopolitical state known as the Vatican entirely.
2. Jones misses out entirely on the panoply of suppressed, out-of-print books dating back to at least 1820 and leading back to today, books many of which were written by Americans like Jones himself, books which correctly identify the Vatican and the Society of Jesus as representing the most malevolent threat to Jones’s conception of what the United States of America was supposed to have been at its (incorporated) inception.
3. Though he thankfully does not stress it throughout the book like so many other writers, Jones is still a “Constitution hugger” and an unbiblical respecter of persons, especially those “Founding Fathers.” Nevermind the fact that those “Founding Fathers” were un-elected, secrecy-loving, lying ELITISTS at heart and in deed, not very much different at all from the type of contemporary, global ELITISTS whom Jones seeks to expose throughout this book. Now there’s irony for ya!
4. Had the author ever actually read anything by George Orwell other than 1984, then the author would know with absolute certitude that George Orwell was NOT in favor of the subject matter of which he had penned in 1984, and that 1984 was more of a WARNING to the world, written by a rather very decent man.
The Ugly:
1. The book degenerates in tutelage for the last two book-reviewing chapters, because Jones unfortunately closes with two faulty book choices: First, of ALL the adroit JFK-assassination-conspiracy books he could have chosen, he chooses the one which, probably more than any others of note, peremptorily insists that “Israel” was the single entity most responsible for the assassination of JFK. Yes, this otherwise quite informative JFK assassination book and its otherwise quite informative conspiracy-aware author are quite indicative of the burgeoning “brownshirt” movement that is happening all across America now (e.g., the “Christian Identity” movement; and much or most of the “Tea Party,” etc.), just as it did in the 1930s in Germany. (Gulp.) As Mark Twain once said, “History doesn’t repeat itself, but it does rhyme.” Lastly, and unfortunately, the book which Jones chose to follow up his JFK book with, the very last book on Jones’s list, was a book by a certain cultishly confrontational, incongruously Anglophobe-but-FDR/New Deal-loving, oddball outfit whose minions might occasionally be found outside of grocery stores selling their errant ideological wares-with-strings-attached. Darn it. Of all the books he could have chosen. And here I seriously thought that this author was batting a thousand with his first nine choices, well, give or take. And then he culminates it all by letting himself be twice seduced by revised and furtive forms of fascism, and lamentably passing that 95% real truth/5% rat poison off to the unwary reader. Too bad.
2. Oh, and there is also the obligatory “How to fix America” quickie-final chapter. Yeah, good luck with that.

Rating: Δ Δ Δ


This is a collection of essays written and transcripts of speeches given by John T. Gatto throughout the 1990s, all of which incisively critique and condemn the modern government (public) school system in the U.S. from the vantage point of an award-winning retired teacher of many years in the system. Every single criticism he makes is true and accurate and acutely thought-provoking. In as far as this criticism goes, this is a valuable work. However, having now read two books by Gatto and having listened to a number of audio recordings of him as well, I can say with certitude that if a person is looking for practical, concrete knowledge as to how Gatto himself survived within the system so long, thinking and acting as he does, what he did on a daily basis with his students, day in day out, and if one is after advice as to how a teacher already and still working within the system–a teacher in mental accord with Gatto–can go about maintaining his/her sanity on a daily basis, then Gatto will not be able to help with any of that. For Gatto tends to write abstractly to the point where he ignores the practical side almost altogether; and while Gatto’s mostly implied solution (note: we must say “implied” because he nearly exclusively criticizes and almost never directly speaks of concrete solutions) is that the modern government (public) school system needs to be razed and obliterated and rebuilt from the ground up, one would think that he could at least throw a bone of practical advice out there until the exquisitely unlikely razing and obliterating event actually occurs.

So I have to dock this book a little bit for its lack of practicality.

And then I also have to dock this book a lot of bit because, unlike the last Gatto book I had read, here Gatto writes early and often, albeit peripherally, about the supposedly unfounded fears of 19th century American Protestants regarding mass Roman Catholic immigration. Gatto even cryptically (and of course dismissively) writes of the “anti-Catholic writings” of American inventor Samuel Morse. Gatto’s position of ignorance or duplicity in this area therefore is painfully obvious to someone such as myself who is very familiar with Samuel Morse’s work, as well as dozens and dozens of other early and similar works which warned of the same papist threat and for damn good and rational and legal and historical reasons, and these many old works have, just like Morse’s, likewise been memory-holed and suppressed, and many of these early “anti-Catholic writings” also foresaw and forewarned that that memory-holing of their own work was going to happen as a result of the very thing they were trying to stop. Gee, what a coincidence. So here comes Gatto with his glib remarks about a history he doesn’t know was white-washed, or else perhaps he doesn’t want his readers to know. Mr. Gatto: Read the works of George Seldes from the early 20th century; he’ll tell you why Morse and the very many others like him in the 1800s were suppressed and blotted out of the very history books you are relying upon while you go about critiquing the school’s history textbooks which have of course also blotted them out. If I had to guess, I’d say that at some point in his formative years, Gatto himself was educated in a Jesuit school of some kind. When it comes to Romanism there is an indelible mark left on him that he, independent-minded as he is, never got over.

Rating: Δ Δ 6/2013


This was written way back in the 1880s. Zach Montgomery seems to have been that rarest of all breeds of people: an honest lawyer. Indeed, he even gave up law in order to devote himself to the material he writes about in this book.

He was an early cassandra-type of American, railing against the historically novel, but rapidly burgeoning communistic American public education system. Montgomery even calls it communistic several times, and this was back in the 1800s, recall. This work is full of crucial and mostly forgotten American history; it is replete with even more significant, and even more ignored, damning statistical evidence which shows vividly and irrefutably that the American public school system, which Montgomery unfailingly calls the “anti-parental school system,” creates much more crime, suicide, insanity, poverty, and sickness, than the older and more traditional (and more Scriptural) American way of education, that is, homeschooling and private school. This raw factual evidence is easily the most important and attention-grabbing part of the book, and the numbers Montgomery cites are staggering. They are epic in their proportion; and they are undeniable.

And yet so few heeded Montgomery’s warning. He apparently was something of a brilliant orator, but he was obviously too much of a visionary maverick to ever sway the masses–because he just made too damned much sense. (Where have we heard that before?)

It is interesting that Montgomery had left his native Kentucky and later did all of his educational reform work while a citizen of the state of California, for he shows how eager California was to outdo the state of Massachusetts in furthering the communistic American public education system. Massachusetts gave birth to the system; California, apparently more than any other state, very soon adopted this Massachusetts communistic system–with the same dire results, all of which were blamed by ignorant fools on other scapegoats, even as they are today. Few then seemed to realize, and even fewer today seem to realize, that it’s simply the vile nature of the system itself, and nothing else.

I cannot heap enough superlatives on this book. It was exquisitely prescient, and it remains extraordinarily relevant and right in its contentions today. Montgomery’s work is apparently known in certain homeschooling circles today, but prior to hearing about it from podcaster and Mosaic law teacher George Gordon, I had never before heard of it, and I haven’t heard of it from anywhere else since. Which is an appalling shame, for Montgomery had the solution to today’s massive education problems in our society. He had it even back then. Over a century ago. But nobody wants to give a damn. Everybody just assumes that what we’ve go today is what we’ve always had in this country, that this is the natural and only way to educate, etc.

If there is any slight flaw in this work, it is that Montgomery demonstrates several times that he didn’t understand the fundamental totalitarian nature of Romanism. Montgomery, an iconoclastic Romanist himself, believed in a fictional Romanism that allowed for personal freedoms, even and especially the freedom of a parent to decide how best to educate his own child. What can you do? I just shake my head when I read paragraphs like this. Here, I am reminded of Charles Chiniquy’s book “Fifty Years in the Church of Rome.” Like Montgomery, for the longest time, Chiniquy likewise didn’t understand the nature of the beast whose belly he was in.

Rating: Δ Δ Δ Δ Δ

DUMBING US DOWN by John Taylor Gatto

A concise and entirely fabulous work by obviously one of the most profound thinkers of our time. It’s amazing this guy lasted 30 years in the public school system but he did; even more amazing is that Gatto won several awards as a teacher. Really good teachers are seldom recognized in our society; profoundly independent thinkers even less so.

Well Gatto is both, and he correctly and with lazer precision diagnoses the foundational problem behind America’s public school system today. Gatto says the whole thing needs to be dynamited, basically, and hurray at last for a man like this, a true iconoclast, a brilliant thinker who somehow has retained compassion for his fellow humans despite his obviously great learning.

Gatto uses philosophy, history, psychology, personal anecdotes, statistics, common sense–he uses every form of argument and does so quite successfully despite the brevity of this book (106 pages). He rails most often against the compulsory nature of government schooling and how it violates basic human nature and stymies curiosity; if he is extremely cogent in all his other points, he is exquisitely so here.
Although his religious and political worldview is some nominal brand of catholocism and libertarianism (note: these would have to be nominal since they are diametrically opposite in nature) he nevertheless is refreshingly unbiased enough to relish using the Puritans and their congregationalist colonial towns and churches as systems which slavish, corporatized Americans today should emulate.

Although Gatto doesn’t disclose much of the specific material presented in Charlotte Iserbyt’s The Deliberate Dumbing Down of America, he nevertheless obliquely refers to such material several times, so it is evident he is either knowledgeable or was becoming knowledgeable at the time of this writing about the true, nefarious history of public schools and how they serve the financial oligarchs of this nation as basically brainwashing detention centers to keep poor and middle class young people ignorant so that they won’t have the critical thinking powers to someday become a threat to the higher castes.

Gatto doesn’t shy away from referring to public schools as “jails” and plenty of other perjoratives, and thank the Lord he doesn’t! Another ingenuous insight of Gatto’s is to compare America’s public school system with the oppressive “Combine” and “the Big Nurse” from the novel One Flew Over the Cuckoo’s Nest. He hits the nail on the head here: It’s as though Ken Kesey had the American public school system in mind when he first wrote the novel. Indeed, he must have. It took Gatto, though, to decode this for the average American nitwit, the average dumbed-down product of compulsory government asylum education.
This book is a MUST READ for all public school teachers in America, or better yet, those thinking of becoming one. This is one of the most readable paradigm shatterers a mainstream disinformed American citizen might ever come across in their lifetime. This particular reader read the book in half a day.

Rating: Δ Δ Δ Δ Δ


REVIEW: Good contemporary info; fails the test of history and the big picture

Sykes nails it down, he does a great job exposing the sundry and often absurd ways in which our modern education system has broken down and is failing the nation. He is also occasionally a quite quotable, stylistic writer.

However, Sykes fails when he looks for a cause and the only one he can come up with is blaming “educrats” for being too obtuse, too bureaucratic in their groupthinking process. He poo-poos the idea of a conspiracy to destroy education deliberately at extremely high levels.

If he had only read “Foundations, Their Power and Influence” by Rene Wurmser, he would see how mistaken is his knee-jerk dismissal of such “conspiracy theories.” Look, the rich want to get richer and stay richer, and they don’t want a strong middle class capable of challenging their power around to muck things up for them. So they capture education at the highest levels, collectivize the mindset in the teacher education process by hiring Marxist lackeys like Dewey to drive the credentialing system for them, at select universities like Columbia and a few others which they’ve basically bought for themselves with huge strings-attached-grant moneys; then they set about creating “worker bees”, not independently-thinking individual citizens.

Read the Wurmser book. You won’t poo-poo “conspiracy theories” as being theorical in nature anymore. I believe you will find Charlotte Iserbyt’s work much better than Sykes in understanding at exactly what level is the source of educational corruption in this country. It’s at a much, much higher level than Sykes ascribes it to.

Rating: Δ Δ Δ Δ


REVIEW: Shocking, Little-Known, and Gigantically Important American History

This is a gigantically important book. Wurmser documents how the great tax-exempt foundations (Rockefeller, Carnegie, Ford, et al) went about deliberately capturing and collectivizing (i.e, communizing) the U.S. public school system since around the turn of the 20th century. This is no theory either. It is historical fact. It is a part of the congressional record. Two separate congressional investigation hearings confirmed it–the latter Reece Committee Hearings in particular. But where there is money, where there is a lot of money, there is power, and both congressional inquiries were only allowed to get so far, and uncover enough criminal conspiratorial behavior, before they were summarily shut down. Wurmser documents how the Reece Committee–which was uncovering traitorous unconstitutional activity on the part of the foundations with every rock it was lifting up to look under–was suddenly forced to close up shop and call an end to the proceedings when one of its members, representative Wayne Hays of Ohio, suddenly imploded in front of and during the proceedings and began to spazmodically interrupt witnesses every 2 or 3 seconds like an obstreperous infant. It became obvious to the Reece Committee that one of their own was a mole. Hays later admitted to some that he was getting his orders to act that way at the hearings from the White House itself (at the time harboring the Eisenhower Administration, though that hardly matters when one considers that presidents come and go, but gov’t agencies are there to stay). One has to wonder where the White House was getting its orders from. And that leads us right back to the foundations, which represent the Money Lords of this nation, of which Wurmser is describing in this shocking but little-known work. (Indeed, the fact that so few know about this book makes it all the more shocking.)

The book “heats up” toward the end, when it starts actually describing the proceedings of the Reece Committee, and the traitorous behavior of Hays. As I was reading this part, I kept picturing Hays in my mind, and the picture I kept getting was very much akin to the traitorous character of “Dr. Smith” from the old “Lost in Space” TV show. It’s that ludicrous, this behavior that Hays was really and actually allowed to get away with, which really and actually caused a congressional inquiry to be shut down, and an investigation called off.

Rating: Δ Δ Δ Δ Δ


REVIEW: You Won’t Understand What’s Happened to Public Education Unless You Read This

The definitive source for understanding what is wrong with public education in America today. Everything is documented, so there can be no doubt of Ms. Iserbyt’s conclusions which, greatly simplified, are thus: Over the course of the past century, the most extremely rich and powerful dynastic families in society–Rockefellers, Fords, Carnegies (especially Carnegie!), the Mellons, etc., but to name a few–have, through their giant, crooked, tax-exempt foundations, and through the United Nations Education Science and Cultural Organization (UNESCO), and through various strategically placed, bought-off U.S. politicians (such as the resident “Dr. Zachary Smith” of congress in the 1950s, Wayne Hays of Ohio), and then through bought-off “teacher’s colleges” like Columbia and Chicago U., and then through hired marxist lackys to run these colleges such as educational philosopher John Dewey, then through brainwashed educational “change agents,” then through ignorant school administrators, these super rich “illumined” families have captured the education system in this country in order to gradually communize it and therefore “dumb it down.” That’s right, our schools are now deliberately making American children more stupid then were previous generations, though of course nearly all mere teachers and administrators on the front line are ignorant of this.

The conspiracy persists and continues to metastasize because its sheer vastness makes it seem too preposterous to be possible. But again, Iserbyt documents everything she writes about.

The book is organized chronologically by decade, beginning in the decade between 1910-1920, and culminating in the horribly attrocious situation of today, telling you all along the process of how and why we got here.

This is not an easy book to read. It is mostly a compilation of published articles by the conspirators and their useful idiots, and is it ever an exhaustive compilation, weighing in at 700 pages and almost exactly the size of a phone book for a rather populous city. It’s a tome not meant for bedtime or bathroom reading; this is a reference tool, the tool you must have if you are going to understand what’s happened to American education, and why.

Charlotte Iserbyt documents how our children are being turned into undiscerning, unquestioning worker bees for the coming global dictatorship. She proves it, man, what more do you want?

Rating: Δ Δ Δ Δ Δ