Mental Health Screening to Change Values to Accept Global Government

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Charlotte-Iserbyt-1-nameThis has been in the works ever since early nineteen hundreds.

Anyone who is opposed to world government is mentally sick.  We have the quotes to back that up.

Read from 3D, page 27-28: United States membership in the United Nations Educational, Scientific and Cultural Organization (UNESCO) in 1946 set in motion the destabilization of our society through the rejection of absolute morals and values, Judeo-Christian tradition, and Roman law. Legislation authorizing United States membership in UNESCO marked the end of United States autonomy in a very crucial area: that of education. From this time on UNESCO would dictate education policy to our government and others.
28 This legislation was accompanied by President Harry Truman’s remarkable statement: “Education must establish the moral unity of mankind.” Truman’s recommendation was bolstered by General Brock Chisholm, a Canadian psychiatrist and friend of Soviet agent Alger Hiss. Chisholm redefined health to include “mental” health, and presented a paper entitled “The Psychiatry of Enduring Peace and Social Progress” to the United Nations World Health Organization (WHO) in 1946 which “reinterpreted” (eradicated) the word “morality.” Chisholm asserted that “The reinterpretation and eventually eradication of the concept of right and wrong… these are the belated objectives of practically all effective psychotherapy”. Brock Chisholm went on to recommend that teachers all over the world be trained in “no right/no wrong” psychotherapeutic techniques found in the schools today. The use of these techniques has resulted in (1) a high percentage of the populace (60% if the polls taken during the summer of 1998 related to the public’s approval of President William Jefferson Clinton are to be believed) responding that lying under oath is not sufficient reason for a president’s removal from office, and (2) incredibly immoral/amoral and violent behavior of American youth. Has the reader ever seen a more exquisite illustration of the dialectic at work? Create the chaos; people naturally call for help. The next step is to impose the totalitarian solution. The “New World Disorder” (chaos), evident on the nightly news, will ultimately require the same totalitarian control described so well by George Orwell in his novel 1984. Orwell said, “If you want a picture of the future, imagine a boot stamping on the human face—forever… and remember, that is forever.” If one believes, as does this writer, that the well-being of mankind and the stability of this world and its institutions depend on the rule of law, then the 1940s and 1950s will be remembered as the commencement of the unraveling of civic order in the United States of America and throughout the world. The rule of law is usually based on concepts of right and wrong, grounded in some very widely accepted values that have been laid down since earliest times, and even spelled out in Roman law. Since the end of World War II, instead of the concept of law nations have been basing their actions on the United Nations’ humanistic (non-absolutist) situational ethics philosophy set forth in the statements of General Brock Chisholm and President Harry Truman.

Also,  3D pages 42 and 43:

DURING 1948 ALGER HISS, WHO LATER WOULD BE CONVICTED OF SPYING FOR THE SOVIET Union, wrote the preface to Gen. Brock Chisholm’s lecture, “The Psychiatry of Enduring Peace and Social Progress,” which was re-published in International Conciliation (No. 437, March, 1948, p. 109). Alger Hiss was at that time president of the Carnegie Endowment for International Peace, the publisher of International Conciliation. The preface to Chisholm’s lecture, which redefined the word “health,” follows: The World Health Organization came into formal existence early in February. For nearly a year and a half its most urgent functions have been performed by an Interim Commission. The new specialized agency carries on one of the most successful parts of the work of the League of Nations. The Constitution of the World Health Organization, however, has a far wider basis than that established for the League organization, and embodies in its provisions the broadest principles in public health service today. Defining health as a “state of complete physical, mental, and social well-being, and not merely the absence of disease 43 or infirmity,” it includes not only the more conventional fields of activity but also mental
health, housing, nutrition, economic or working conditions, and administrative and social techniques affecting public health. In no other field is international cooperation more essential and in no other field has it been more effective and political difference less apparent. The present issue of International Conciliation reviews the history of the Interim Commission through its last meeting in February. The first World Health Assembly will convene in June 1948. A brief introductory article has been prepared by Dr. Brock Chisholm, Executive Secretary, World Health Organization, Interim Commission. Dr. Chisholm is an eminent psychiatrist and served during the war as Director-General of Medical Services of the Canadian Army. The main discussion of the World Health Organization has been contributed by C.E.A. Winslow, Professor Emeritus of the Yale University and Editor of the American Journal of Public Health. Dr. Winslow has been a member of the Board of Scientific Directors of the International Health Division of the Rockefeller Foundation, Medical Director of the League of the Red Cross Societies, and Expert Assessor of the Health Committee of the League of Nations.
Alger Hiss, President
New York, New York
February 21, 1948

And, in the updated, abridged version of 3D, pp 114-16 one reads:”Col. Bullis’ s book Human Relations in the Classroom-Course I (Harold Edmund Bullis, Emily E. O’Malley, Delaware State Society for Mental Hygiene, 1947), contained the following excerpts in the preface:

In 1932 the President of the Carnegie Foundation for the Advancement of Teaching said to Dr. C. M. Hincks, distinguished Canadian psychiatrist and to me, “You in the mental hygiene field are making lieel real progress with educators with your philosophical lectures, pamphlets and books.  Our teachers need something to help them meet the every day pupil adjustment problems of their classrooms.  They need simple mental hygiene manuals and practical lesson plans to help their students to gain insights regarding their emotional problems.

In 1940 I resigned as Executive Officer, the National Committee for Mental Hygiene, to endeavor to work out practical means of introducing the teaching of positive mental hygiene principles to normal children in public schools.  I wished to develop and try out positive mental hygiene lesson plans, which from the beginning I called Human Relations Lesson Plans.

At this time, Dr. M.A. Tarumianz, outstanding psychiatric leader of Delaware, invited me to come to Delaware to start his experimental work under the auspices of the delaware State Society for Mental Hygiene.  Shortly after, the Committee on Research in Dementia Praecox (financed by the Supreme Council, Scottish rite Masons, Northern Jurisdiction) and Mrs. Henry Ittleson of New York City also made grants to my work.”

[Note from Charlotte:  the reader can imagine how shocked I was to find that Mrs. Ittleson, who had rented my family’s house on L.I., was one of the funders of the values destroying curriculum I have been going up against since returning to the USA in 1970!]

” This combined financial support made it possible for my capable teaching assistant, Emily F. O’Malley, and I to carry on our experimental work in a number of schools in the State of Delaware, in Nassau County, New York, and in Broooklyn, New York.  We had enthusiastic cooperation from the Delaware State Department of Public Instruction, the New York City Board of Education, Hofstra College, the University of Delaware and the superintendents, principals and teachers of the schools in which we were trying out our Human Relations classes…

Present indications lead us to believe that starting in September of 1947, a large percentage of the sixth grade classes in the public schools throughout the state of Delaware will have weekly Human Relations Classes based on the lesson plans in this book.  During the coming year we expect to develop and try out Human relations in the Classroom–Course II, for those classes which have had Course I.  In addition, we hope to experiment with Human Relations Classes in primary grades, in youth organizations and in religious education.

Obviously, Col Bullis and his fellow Mental Hygiene Society members have been very successful.  Some of the “Human Relations Lesson Plans” bear a strong resemblance to teaching strategies contained in federally-funded and developed Curriculum for Meeting Modern Problems (The New Model Me) and other controversial National Diffusion Network programs resisted by parents in the 1970s to the present.   These programs were so damaging and outrageous that the U.S. Senate passed unanimously the Protection of Pupil Rights Amendment and subsequent regulations for enforcement which — due to change agent chicanery and opposition –were never enforced at the local level.”

Please purchase the updated abridged version of “the deliberate dumbing down of america…” in order to benefit from the update to the original 3D.  The updated version also explains clearly the problems with tax-funded school choice, workforce training, etc., and names names.  Go to for the Updated version. 

Charlotte Thomson Iserbyt
Former Senior Policy Advisor
U.S. Department of Education