AMERICA'S SECRET ESTABLISHMENT -- AN INTRODUCTION TO THE ORDER OF SKULL AND BONES
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 promoter of "look-say," was not a member. However, Mann was President of Antioch College, and the Tafts (The Order) were the most 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 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 handpicked 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 President 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 entitlements for New York and Connecticut for Cornell and Yale respectively. 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 target.
(6) The core of The Order's impact on education can be seen as 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 Constitution of the U.S. and rights of the individual. A comparison of German 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 University 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 traditional 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 objectives, 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 concern to the educational establishment that children can't read, can't write, and can't do elementary mathematics ... but they are going to be ready for the Brave New World.