TOOT TOOT! TOOT TOOT!
All Aboard, All Aboard the Train to Glob­al Slav­ery.…

You have a “choice”!! (Don’t you just love that word?)!

Track 1: UN Agen­da 21 (1990 lat­est com­mu­ni­ty edu­ca­tion mod­el train)
Track 2: Com­mu­ni­ty Edu­ca­tion (1966 rusty wag­ons still run­ning. Cheap­er tick­et.)
This train wreck was post­poned 18 years thanks to patri­ot resis­tance in the 1970s-1980’s. Below are 6 key points.

(1) In 1946 the Com­mu­ni­ty-Cen­tered Schools: The Blue­print, Mont­gomery Coun­ty, Mary­land Schools:

[The] pro­gram should be put into oper­a­tion grad­u­al­ly… and Dr. Paul Mort and oth­ers have accu­mu­lat­ed evi­dence which shows a peri­od of almost fifty years between the estab­lish­ment of need (need assess­ment, etc.) and the school pro­grams geared to meet it.

If the school as an agency of soci­ety is to jus­ti­fy itself for the peri­od ahead of us, it must be accept­ed that its fun­da­men­tal func­tion is to serve the peo­ple of the entire com­mu­ni­ty, the very young chil­dren, the chil­dren of mid­dle years, ear­ly ado­les­cent youth, old­er youth and the adults as well.

Con­cerned Amer­i­cans should read Dorothy Dawson’s arti­cles pub­lished in 1968 in The Mont­gomery Coun­ty (MD) The Adver­tis­er (see pages 31 and 38 in my book the delib­er­ate dumb­ing down of amer­i­ca). Her arti­cles include the 1946 total­i­tar­i­an womb to-tomb com­mu­ni­ty school plan for Amer­i­cans which I think is the ear­ly UN Agen­da 21; new name/same agen­da).

Daw­son, who was the Sec­re­tary to the Super­in­ten­dent of Schools in Mont­gomery Coun­ty in 1968, gained access to the orig­i­nal plan. Her arti­cles cov­er the 1946 life­long edu­ca­tion plan under the umbrel­la of com­mu­ni­ty schools which I believe is the UN Agen­da 21 Plan. This is sim­ply the new label for Com­mu­ni­ty Edu­ca­tion which we all fought in the sev­en­ties and which, due to our suc­cess in stop­ping it, went under­ground, and is now sur­fac­ing under com­pre­hen­sive new label UN Agen­da 21. Note the date of 1946. This plan was devel­oped IMMEDIATELY after, or per­haps even before, the Unit­ed States joined the Unit­ed Nations.

For more infor­ma­tion about the con­tents of The Blue­print, read down fur­ther in this post. Also read Appen­dix 1, of my book and read two pre­vi­ous posts on this top­ic HERE  and HERE .

(2) REGIONALIZATION AS NEO-FEUDALISM: UN AGENDA 21

(3) THE GEORGIA VISION PROJECT: A VISION FOR PUBLIC EDUCATION. The Geor­gia Visions Project is a good exam­ple of imple­men­ta­tion of The (1946) Mont­gomery Coun­ty Plan. Note the first quote below: “Estab­lish each school as the cen­ter or hub of the com­mu­ni­ty in which it exists.” This is, in fact, Com­mu­ni­ty Edu­ca­tion, which appears to be UN Agen­da 21.

Source expanded_executive_summary.

(4) John Ayers, for­mer VP of Carnegie Foun­da­tion for Advance­ment of Teach­ing, is pro­mot­ing the inter­na­tion­al agen­da for life­long com­mu­ni­ty edu­ca­tion schools, along with tax-fund­ed school choice/charters, out of the Cow­an Insti­tute, Tulane Uni­ver­si­ty. He is the broth­er of Bill Ayers, com­mu­nist Weath­er­man build­ing bomber who I believe has rec­om­mend­ed U.S. imple­ment Cuban edu­ca­tion. For more info regard­ing Cow­an Institute/Tulane, go to the post The Delib­er­ate Dumb­ing Down of the Vil­lage.

“To come back, Cowen [Insti­tute] decid­ed: ‘We have to build a vil­lage’.”
Source

(5) For more his­to­ry of the Com­mu­ni­ty Edu­ca­tion agen­da, go to Amer­i­can Deception.com and type “Feld” into search engine for impor­tant report on Com­mu­ni­ty Edu­ca­tion writ­ten by Feld and Wil­son in the ear­ly eight­ies.

The images (pho­to of city plans, etc.) should scare you to death! This report is also part of Disc #8 (Writ­ten Submissions/Exposing the Glob­al Road to Ruin Through Edu­ca­tion Disc set) avail­able FREE at Writ­ten Sub­mis­sions.
Relat­ed to this, go to Amer­i­can Deception.com and type “Con­clu­sions” into the search engine in order to read Carnegie Corporation’s 1934 “Con­clu­sions and Rec­om­men­da­tions for the Social Stud­ies,” which calls for using the schools to change Amer­i­ca from a cap­i­tal­ist eco­nom­ic sys­tem to a “planned econ­o­my” and also rec­om­mends, in some instances, the tak­ing of our pri­vate prop­er­ty.
Once you locate this file, click the red “Down­load Now” but­ton to access it.
Go back to Point 1. Under “The Edu­ca­tion­al Pro­gram” of the Mon­gomery Coun­ty, Mary­land The Blue­print one finds:

• con­tin­u­ing and improv­ing the teach­ing of the cul­tures of the past;
  devel­op­ing the abil­i­ty to com­mu­ni­cate effec­tive­ly;
  devel­op­ing the abil­i­ty to think;
  devel­op­ing desir­able per­son­al­i­ty and char­ac­ter traits;
  dis­cov­er­ing and devel­op­ing worth­while inter­ests;
  devel­op­ing respect for oth­ers, or inter­cul­tur­al rela­tions; pro­tect­ing and pro­mot­ing health;
  devel­op­ing whole­some home and fam­i­ly life (Oth­er agen­cies must accept at least some of the respon­si­bil­i­ties for­mer­ly borne by the fam­i­ly. The school must study the prob­lem inten­sive­ly. It must exper­i­ment.);
  devel­op­ing whole­some habits and under­stand­ing of work; good mem­bers of soci­ety can­not be devel­oped if they are igno­rant of work and what goes into it.
  In the years which lie ahead, it would appear that the school is the only agency which soci­ety has which can be expect­ed to accept this respon­si­bil­i­ty. IT MUST BE DONE. [empha­sis in the orig­i­nal]
  devel­op­ing under­stand­ing of eco­nom­ic prin­ci­ples and forces (Empha­sis must be placed upon the eco­nom­ic prin­ci­ples and forces which are oper­at­ing at that time rather than upon those of the past).…
  devel­op­ing con­sumer com­pe­tence… schools of the future must do much about such things;
  devel­op­ing voca­tion­al com­pe­tence;
  devel­op­ing social and civic competence—understand oblig­a­tions as a mem­ber of the group;… and to give whole­heart­ed­ly and unselfish­ly ser­vice to his local, state, nation­al and world gov­ern­ment;
  devel­op­ing under­stand­ing of, and skill in, the demo­c­ra­t­ic way of life;
  devel­op­ing knowl­edge, under­stand­ing of, and skill in, the cre­ative arts;
  devel­op­ing under­stand­ing of, and skill in, whole­some and worth­while leisure activ­i­ties (Much depends upon peo­ple dis­cov­er­ing and prac­tic­ing worth­while leisure pur­suits.);
  devel­op­ing a well-round­ed emo­tion­al life with par­tic­u­lar atten­tion to moral and spir­i­tu­al needs. (A well-bal­anced emo­tion­al life is the final test of a well-edu­cat­ed per­son. It is our belief that all peo­ple are reli­gious, that reli­gion finds expres­sion in many dif­fer­ent ways. We do not believe in Amer­i­ca that they should teach any par­tic­u­lar kind or type of reli­gion.)

Under “The Ser­vice Pro­gram” one finds Health and Med­ical Ser­vices. (In the school of the future, pro­vi­sion must be made not only for chil­dren enrolled but to all peo­ple, young and old.) The list is end­less and includes the fol­low­ing cra­dle-through-grave ser­vices: recre­ation­al, library, guid­ance and coun­sel­ing, child care, demon­stra­tion and exper­i­men­tal ser­vices, plan­ning and research, employ­ment, audio­vi­su­al, social wel­fare, group meet­ing place, char­ac­ter-build­ing ser­vices.

The Blue­print from Mont­gomery Coun­ty, Mary­land (cit­ed in point 1 of this post) states fur­ther:

The end results are that the school makes itself indis­pens­able to all phas­es of com­mu­ni­ty life. In the future devel­op­ment of school pro­grams, the ser­vice pro­gram will receive increas­ing empha­sis until the school becomes in fact the agency to which all the peo­ple in the com­mu­ni­ty turn for assis­tance.

Is all of this not UN Agen­da 21?

(6) Click on fol­low­ing link for back­ground info on UN Agen­da 21: Nation­al Strat­e­gy for a Sus­tain­able Amer­i­ca

The tar­get of the Com­mu­ni­ty Edu­ca­tion train tracks.