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DIFFERENT BUT EQUAL PART 1 By R.C. MURRAY Used With Permission Things that are different [peach milkshakes and orange milkshakes; or Islamic terrorists and Christian fundamentalists] are not the same. However, things that are different only by degrees [socialists and communists; or Republicans and Democrats] are essentially the same. These concepts sound simple enough, but some folks don't understand them. Bible scholars have duped millions of sincere Christians into believing that modern bibles are the same as the King James Version Bible, despite their thousands of deletions and word substitutions. Having cast doubt on the inerrancy of the Scriptures, these scholars make themselves our moral authority, rather than the Bible. Do you trust them? Likewise, education scholars have mesmerized millions of parents into believing that public schools offer an equal education to all students, despite their different expectations that require different academic [and grading] standards supported by different teaching strategies, which result in different achievement levels for those students they've labeled "diverse learners." Moreover, we're told to believe their Different but Equal policy is not the same as the old Separate but Equal policy ruled unconstitutional by the Supreme Court in 1954. Do you believe them? Do you remember the transitive property from your junior high days? If A equals B and B equals C then A equals C. Evidence suggests they don't teach the transitive property in middle school anymore. If so, there's a good reason for it. Dr. Mickey Carter, president of Landmark Baptist Bible College, wrote a book called Things That Are Different Are Not The Same. The book's title is simpler than its subject - comparing modern bibles with the KJV. Despite what the Balaamites say, they're not the same, but I won't take this time to talk about the KJV controversy. Let the experts do that. If you'd like more information, read Dr. Carter's book or Dr. Doug Stauffer's One Book Stands Alone or Dr. G.A. Riplinger's New Age Bible Versions. A point I make throughout my own book [Legally STUPiD] is that someone wants to control knowledge, all knowledge - academic and biblical knowledge. Modern bibles first slithered their way into our pulpits then our homes in the 19th century, the same century in which Owen, Marx and Hegel preached the infernal blessings of the socialist state, when Darwin claimed we're not created in the image of God but evolved from scholars, I mean, lower animals, when Wundt said we're just complex machines and can thus be programmed and when Freud told us we're all motivated by unconscious, perverted desires. The 19th century also gave us compulsory public education. Do you see a pattern here? This essay centers on the Separate but Equal policy declared unconstitutional by the Supreme Court through Brown v. Board of Education (1954). But before we go there, let's look at the so-called "Reconstruction" of the South following the Civil War. With as much objectivity as can be expected from a Southerner, let me assert that the War of Northern Aggression was never about ending slavery. It was about changing and expanding slavery. If you believe otherwise, you need to remember that only one-third of Southerners owned any slaves. Common sense suggests the other two-thirds would not give up life and limb to defend somebody else's "property." Nonethe- less, with one fell swoop called the Emancipation Proclamation, Mr. Lincoln labeled one million Confederate soldiers as supporters of slavery, forever villainizing Southerners in the eyes of the world. The great irony of it all is that the proclamation was issued by a white supremacist! Likewise, if you believe the nearly three-million man Yankee army was the instrument of that beneficent emancipation, you need to study up on General Sherman's march through Georgia and South Carolina. Uncle Billy was a consummate racist who had no love for the black man. His white supremacist attitude was absorbed by his general staff all the way down to his marauding men, who committed unspeakable crimes against whites and blacks as justifiable retribution for starting the war. My Peach State grandparents bequeathed to me their disgust for Sherman and "Radical Republicans" with venomous contempt. With absolute certainty, my grandmother told me it was a "sin" to vote Republican and the man who said "war is hell" is spending eternity "at war." The federal government really had no great affection for the freedmen although it maintained absolute control over the conquered South with an occupying army. After the war, the voices of Northern abolitionists were mostly patronized. Stronger, more powerful, wealthy voices controlled the federal government, and they had bigger concerns than what to do with four million supposedly freed slaves. The Confederate army was no more, but the Union army was as big as ever, with the bulk of it stationed in the states it ravaged during four bloody years of war. Remnants of their occupation force are still active in every former Confederate state, where the largest bases in the U.S. military still make their permanent home. Just to name a few: Fort Hood, Fort Bliss, Galveston NS, Fort Polk, Barksdale AFB, New Orleans NAS, Fort Shelby, Columbus AFB, Keesler AFB, Meridian NAS, Pascagoula NS, Fort McClellan, Fort Rucker, Fort Benning, Moody AFB, Fort Mc- Pherson, Robbins AFB, Fort Stewart, Eglin AFB w/Army Ranger School, MacDill AFB, Jacksonville NAS, Key West NAS, Pensacola NAS, Fort Jackson, Shaw AFB, Charleston AFB, Parris Island Marine Base, Goose Creek NWS, Fort Bragg, Pope AFB, Camp Lejeune, Cherry Point MAS, Seymour Johnson AFB, Fort Lee, Fort Belvoir, Fort A.P. Hill, Fort Story, Fort Picket, Fort Eustis, Fort Monroe, Fort Myer, Langley AFB, Fort Campbell, Little Rock AFB and Pine Bluff Arsenal. We're not talking about swamp or desert land but prime real estate. Do you really think the feds needed that much military muscle to enforce an end to plantation-style slavery? All those troops were part of bigger plans for a new South, and those plans were centered on compulsory public schooling. Reconstruction of the South was the prototype for the re-education of all Americans. As surely as slavery didn't really end in 1865, Reconstruction didn't end in 1877. The Union victory not only failed to save our Constitutional Republic, Reconstruction ensured government by the people had ceased to exist. There is a counter-intuitive myth purported by historical revisionists that claims the South needed public schools because Southerners were for the most part illiterate prior to the war. That's an absolute lie but one that fits well into the scheme of all the other lies Americans have been conditioned to believe. The radicals planned to re-educate the South, using Horace Mann's Prussian school model, claiming they were only looking out for the best interests of Southerners. Do you really believe that? They hated the South, every man, woman and child, white or black. Although the war was fought primarily in the South on the South, nearly 60% of the 620,000 casualties were Northern, something they were not willing to forgive or forget. So why the public school systems? Yes, systems, for it was actually Northerners who established the separate school systems for white and freedmen's children. They claimed this strategy provided jobs for black educators and a safer, separate environment for black children. But a mountain of evidence suggests the South's new benefactors deliberately incited racial tension by denying former Confederates the right to vote while supporting freedmen, carpetbaggers and scalawag candidates for local and state offices. Then they stepped back and watched the sparks fly. They did this to distract Southerners from what they were really doing to both blacks and whites. [Some modern distraction strategies include Asian bird flu, global warming, energy crisis and the war on terror.] Despite marshal law and an occupying army to enforce it, the federal forces did little to quell Klan violence against black freedmen although they provided special protection for white carpetbaggers and scalawags. They wanted Southerners to fight among themselves, so they wouldn't focus their wrath on them [again]. In a previous article [Principals of Newspeak], I said prior to the Civil War, Americans were 95% literate. That figure included mostly free Americans, North and South. Most slaves were kept illiterate because, as Frederick Douglass eloquently explains in his autobiography, education and slavery are incompatible. Most white Southerners and free blacks were taught at home, though some in one-room, church-affiliated school houses. And they were quite literate by today's low standards. Read a few letters by Confederate soldiers, and you'll see what I mean. When historical revisionists claim the South needed this public school concept, a concept that was found in a few Unitarian-dominated New England states, they not only lie, they manipulate the public to believe one lie in order to get them to believe an even bigger lie, that public schools help all children learn. As noted, Unitarians were the initial force behind the public school movement. In case you didn't know, Unitarians don't believe Jesus, the Son of God, is equal to God the Father or God the Holy Spirit or that either is equal to God the Father. Remember the transitive property. Horace Mann was an Unitarian who received his indoctrination from German Rationalists [neo-Gnostic Humanists] in Prussia. The Prussian school model divided schools into three levels in which 1% were taught to think [upper class], 5% were partially taught to think [middle class] and 94% were taught just enough to follow simple instructions [slaves]. This mind-controlling, slave-producing school model was struggling to survive in New England, but now it was implemented full-scale on the South by Mann's sister-in-law, Elizabeth Peabody. Soon, it would become the model for the nation. Why?! Since America was 95% literate, why did we need public education? The answer is that America didn't need public education! The forces behind what Theodore Roosevelt would later call the "invisible government" are the ones who needed it. Their reason is obvious. Education and slavery are incompatible! Americans were too literate, too independent. That had to change. The South was a great place to start the re-education process, if only because the South was dominated by those independent-minded Baptists that North Carolina's colonial Governor William Tryon had tried to annihilate 100 years earlier. If you doubt the Baptist influence on the South, please read James Beller's America in Crimson Red or William Lumpkin's Baptist History in the South. Aside from the distinctive that gives us our name [baptism of believers, not infants], Baptists are known for our belief in local church autonomy, liberty of conscience and especially our stand on the Bible as our only moral authority. That's why the South was called the Bible Belt. When Southern mothers taught their kids to read, it was primarily so they could read the Bible. In fact, the Bible was taught in nearly every Southern home, white or black, free or slave. From the neo-Gnostic viewpoint of Unitarians and other elitists, the South was just too literate, academically and biblically. This had to change. PART 2 "…We shall not try to make these people or any of their children into philosophers or men of learning or of science. We are not to raise up from among them authors, orators, poets, or men of letters. We shall not search for embryo great artists, painters, musicians. Nor will we cherish even the humbler ambition to raise up from among them lawyers, doctors, preachers, politicians, statesmen, of whom we now have ample supply…" (Iserbyt 9). [Emphasis added.] The above quote is cited from Charlotte Iserbyt’s book, the deliberate dumbing down of america. Frederick T. Gates, Director for Charity for the Rockefeller Foundation, said this in 1913 as he took over the Southern Education Board. Note the boldfaced words. Who are the "we," and who are "these people," whose minds the "we" are enslaving by controlling their education? "These people" are Southerners, both white and black, though the two were separated by supposedly Separate but Equal school systems, systems devised and implemented by the "we," wealthy, Northern social planners still reconstructing the South. In the 1890’s, Rockefeller, Carnegie and other super-rich, Northern industrialists bought controlling interest in public schools. By 1918, all Americans were surrendering their unalienable rights and children to the state, though ostensibly to an unelected cartel of the super-rich and neo-Gnostic philanthropists. The super-rich wanted an academically dumbed-down workforce for their coalmines, railroads and factories. The neo-Gnostics wanted a biblically dumbed-down universal church that would look to their scholarship, not the Bible, as their moral and spiritual authority. Southern children were forcibly removed from their homes, separated from their family and Bible and placed in public school classrooms where textbooks would soon be telling them their fathers were all racists who nearly destroyed the nation. Believing this lie, many white Southerners felt obliged to accommodate that stereotype. In separate schools, black children were taught to distrust and hate their white neighbors, the source of their continued oppression. Tension between the races was important in order to distract all Southerners from realizing what was really happening. Southerners were being systematically brainwashed – conditioned – like Pavlov’s dog. Even those liberty-loving Baptists that dominated the Southern landscape and culture willingly sacrificed their children and set aside their Bible in obedience to the government school god. The elitists didn’t try to accomplish all their goals overnight. They were patient. As I said in a previous article, Principals of News-peak, even after public schools were started, they instilled Christian values and a middle class work ethic, if only because most teachers came from middle class, Christian families. Their first priority was to cast their illiteracy nets over a wider school of fish. For over 150 years, most Americans were taught to read using the New England Primer, which not only taught kids how to read, it contained religious maxims and lots of moral lessons. Many of its passages were taken directly from the KJV Bible, which was a serious problem for neo-Gnostic Unitarians. Soon, an effort was underway to replace the New England primer with new, more secular primers like the McGuffie Readers. Although the McGuffie readers contained some Bible and moral lessons, with each new edition, the Bible and absolute moral values slowly faded from the pages, giving way to more secular primers like Shelton’s, Appleton’s, Harper’s and Baldwin’s readers. By the early 1950’s, American kids were getting dumb with basal readers Dick & Jane, which set aside phonics in favor of the new look-say method [now called whole language]. All these new reading primers were very different from the New England Primer. Back then there were prayer and Bible reading in public schools. But they had a plan for that too. Google Engel v. Vitale and Abington v. Schempp. The Bible itself would be subject to Jehoiakim’s penknife long before Supreme Court intervention, thanks to the introduction of new, doctrinally dumbed-down modern bibles like the Revised Standard and New Revised Standard Versions, the American Standard and New American Standard Versions, the International and New International Version, etc. All these modern bibles are very different from the KJV Bible. Another major change was history. As noted above, American history textbooks almost immediately began to reflect the victor’s account of the Civil War. But it didn’t stop there. The contributions of Southerners prior to the war were minimized, while contributions of Northerners were embellished. Now George Washington, Thomas Jefferson, James Madison and James Monroe were less important than John Adams, Ben Franklin, Paul Revere and Thomas Paine. Over time, American history itself was less important. The effort to trivialize American history hit high gear 40 years ago. Now if you were to ask a high school student to explain the Monroe Doctrine, the best you can hope for is dumb looks. Try to ignore the terse verbal response. The history that is taught to public school kids today is very different from what really happened. What "science" American children were taught prior to 1842 was little more than introductory concepts of physical science, but it was based on scientific laws [i.e., Law of Gravity, the Laws of Motion, the Law of Conservation of mass, etc.], not theories like Darwinism and psychology. That would come later. They weren’t ready to force their hand in this area yet. The infamous 1925 Scopes Monkey Trial was not only a hoax but a prelude to what was soon to happen in every public school classroom. By 1959 President Eisenhower ordered the teaching of evolution in public schools. Didn’t anyone question the president’s authority to order anything regarding state schools? Nah. As Dr. Dennis Cuddy explains, "The American people have been so conditioned that they will allow government to do almost anything to them without protest, even eliminating Constitutional rights." America’s public schools are now one system, a system glued together with federal dollars. What was started by the feds in the South in the 1860’s is now in place in all 50 states, and it’s completely controlled by the feds. If you doubt it, just try to teach anything contrary to the national education policy. You’ll be overruled by the Supreme Court, lose all federal funding and visited by U.S. Marshals or maybe federal troops. It’ll be Reconstruction, déjà vu. But what about the old Separate but Equal thing? I said they were patient. At the end of the Civil War, Southern sentiment toward the North was less than friendly, and freed slaves distrusted white Southerners. Freedom was still in the North, so hundreds of thousands migrated to the North, only to find they weren’t welcome there. To reverse the northern migration, social planners duped them into believing Sherman’ Special Field Order 15 or "40 acres and a mule." Though politics certainly played a part in curtailing reparations, a darker force than mere politicians was behind the sinister policy that came to be called Separate but Equal. Maybe 1% of the four million former slaves received land or mules. Most were persuaded to believe they would receive an equal education in separate schools and could co-exist in peace, completely separated from their former oppressors. Schools, public transportation, theaters, restaurants, meeting houses and even churches were separate but supposedly equal. And according to the Supreme Court in 1896 [Plessy v. Ferguson], this separation was Constitutional. Then the high Court reversed itself 58 years later. What was different? Time. The time was right for the federal government to show its hand. Public schools, which were started by a few neo-Gnostic Unitarians then forced on the war-torn South then bought out by super-rich Northern industrialists, were now under federal control. Desegregation started in the South but by the 1970’s, a racial balance in Northern economically segregated schools became the objective with forced bussing used as the instrument of social change. Additional unconstitutional court rulings, presidential orders and rubber stamp laws would follow until the Seven Deadly Sins of Public Education discussed in an earlier article were implemented throughout the nation:
In its deciding opinion in Brown v. Board of Education (1954), the Court not only declared separate educational facilities for minorities were inherently unequal, it noted "a sense of inferiority affects the motivation of a child to learn." Separate schools for minority students were only separate; they were not equal. Today’s Different but Equal teaching strategies look surprisingly like Separate but Equal ed- ucation policies. Remember, things that are different only by degrees are essentially the same. They’ve now widened their illiteracy nets by targeting the children of all minorities [African, Hispanic and Native Americans] and low income, white families, claiming these students are different and therefore require different teaching strategies. In other words, their expectations for these students are different [lower], so their different strategies require different [lower] academic [and grading] standards, which ultimately result in different [lower] achievement levels. Despite programs to inflate self-esteem, minority and low income students know they’re not learning what their peers are learning, which causes them to feel inferior, which affects their motivation to learn. Different teaching strategies for minorities and low income children are only different; they’re not equal. Slavery never really ended. It merely changed in form and purpose then expanded to include millions more Americans. And with each year government schools remain in operation, tens of thousands more minds become govern- ment "property." Public schools were never about education but reconstructing the American society. Remember, education and slavery are incompatible. Why aren’t church and minority leaders and family advocacy groups outraged? Why don’t more parents save their kids from public schools? Is anybody listening?! R.C. Murray is a disabled veteran and former public school teacher. He left a good job as a technical writer for a satellite manufacturer in order to teach high school English, only to immediately be told he could not expect, much less require his students to read their literature assignments. After four years of fighting The System and having a stroke then a mini-stroke, he decided he was safer in the airborne infantry and returned to being a technical writer for a military contractor. He has also dedicated the rest of his life to exhorting parents about what’s really going on in their local public school, the one they think is a good school. R.C. Murray is the author of two books, Golden Knights: History of the U.S. Army Parachute Team and most recently, Legally STUPiD: Why Johnny doesn’t have to read. Website: www.voicefromthepews.com E-Mail: bakea3@aol.com |
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