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Lovely Lady Dressed in Blue


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Lovely Lady dressed in blue,
Teach me how to pray!
God was just your little boy,
Tell me what to say!
2. Did you lift Him up, sometimes,
Gently on your knee?
Did you sing to Him the way
Mother does to me?
3. Did you hold His hand at night?
Did you ever try
Telling stories of the world?
O! And did He cry?
4. Do you really think He cares
If I tell Him things
Little things that happen? And
Do the Angels’ wings—
—Make a noise? And can He hear
Me if I speak low?
Does He understand me now?
Tell me, for you know.
6. Lovely Lady dressed in blue,
Teach me how to pray!
God was just your little boy,
And you know the way. Amen.

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This shortlink
http://www.sing-prayer.org/p/2117

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O Purest of Creatures – Sweet Star of the Sea

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O Purest of Creatures – Sweet Star of the Sea
Fr. Frederick William Faber, (1814-1863) St. Denio
1. O purest of creatures,
sweet Mother! sweet Maid!
The one spotless womb wherein
Jesus was laid!
Dark night hath come down on us,
Mother! And we,
Look out for thy shining, sweet
Star of the Sea!
2. Deep night has come down on this
rough-spoken world,
&-the banners of darkness are
boldly unfurled;
&-the tempest tossed Church—
all her eyes are on thee,
They look to thy shining, sweet
Star of the Sea!
3. He gazed on thy soul; it was
spotless and fair;
For-the empire of sin—it had
never been there;
None had ever owned thee, dear
Mother! but He,
And-He blessed thy clear shining, sweet
Star of the Sea!
4. Earth gave Him one lodging; ‘twas
deep in thy breast,
And God found a home where the
sinner finds rest;
His home and His hiding place
both were in thee,
He-was won by thy shining, sweet
Star of the Sea.
5. O blissful and calm was the
wonderful rest,
That-thou gavest thy God in thy
virginal breast;
For-the heaven He left, He found
heaven in thee,
And-He shone in thy shining, sweet
Star of the Sea!
6. To sinners what comfort, to
angels what mirth,
That God found one creature un-
fallen on earth,
One spot where His Spirit, un-
troubled could be,
The depth of thy shining, sweet
Star of the Sea!
7. O shine on us brighter than
even, then shine,
For-the highest of honours, dear
Mother! Is thine;
“Conceived without sin,” thy chaste
title e’re be,
Clear light from thy birth-spring, sweet
Star of the Sea!
8. So worship we God in these
rude latter days;
So worship we Jesus our
Love, when we praise,
His wonderful grace in the
gifts He gave thee,
The gift of clear shining, sweet
Star of the Sea!
9. Deep night hath come down on us,
Mother! Deep night,
And-we need more than ever the
guide of thy light;
For-the darker the night is the
brighter should be,
Thy beautiful shining, sweet
Star of the Sea!
Amen.

This shortlink
http://www.sing-prayer.org/p/2114

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Nativity of the Blessed Virgin Mary

Sweet Morn Thou Parent of the Sun (New York, Catholic Hymn Book, Edward Dunigan and Brother, 1851), arranged to Kingsfold (the theme of Five Variants of Dives and Lazarus by Ralph Vaughan Williams)
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1. Sweet Morn! thou Parent of the Sun!
And Daughter of the same!
What joy and gladness, through thy birth,
This day to mortals came!
Clothed in the Sun I see Thee stand,
The Moon beneath thy feet,
The Stars above thy sacred head
A radiant coronet.
2. Thrones and Dominions gird Thee round,
The Armies of the sky;
Pure streams of glory from Thee flow,
All bathed in Deity!
Terrific as the banner’d line
Of battle’s dread array!
Before Thee tremble Hell and Death,
And own thy mighty sway:
3. While crush’d beneath thy dauntless foot,
The Serpent writhes in vain,
Smit by a deadly stroke, and bound,
In an eternal chain.
O Mightiest! pray for us, that He
Who came through Thee of yore,
May come to dwell within our hearts,
And never quit us more.
4. Praise to the Father, with the Son,
And Holy Ghost, through Whom
The Word eternal was conceived
Within the Virgin’s Womb.
Be salvation, honor, blessing,
Now and through eternity.
Immortal, infinite sublime!
Older than chaos, space or time!

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The Imitation of Mary, by Thomas a Kempis (Click/Expand)

Chapter XXX – OF THE ETERNAL ROYALTY OF LOVE

I. Upon her head, like that of a Queen, is placed a crown of twelve stars. These twelve stars on the brow of Mary are the twelve prerogatives of the Queen and of the Mother before God in heaven.

She possesses, indeed, in the Church Triumphant, surpassing all other blessed spirits, four special prerogatives:

  1. the power of listening with great goodness,
  2. of condescending with great mercy,
  3. of intervening for us with great power,
  4. and of succoring on earth with great ease.

She, has besides, in the Church Triumphant, four privileges, outstanding among all:

  1. she is resplendent more than all others;
  2. she is glorified more than all others;
  3. she is loved more tenderly than all others;
  4. she is honored more fervently than all others.

Mary possesses also, in relation to the Trinity, four particular favors, which are for her like brilliant stars midst fainter stars.

Better, truly, than those who contemplate the glory of the Divine Trinity,

  1. she contemplates fully the Divine Trinity Itself:
  2. she knows with greater joy its sweetness,
  3. she comprehends with greater profundity its mysteries,
  4. she tastes with greater charm its richness.

II. Listen again, listen devoutly, to what the greatest of the servants of Mary, the doctor of gentle speech, St. Bernard, said to his Religious about the stars which form a crown on the forehead of the Virgin:

No one can estimate the importance of the jewels, no one can count the number of the gems which adorn the diadem of Mary in Heaven.

It is an undertaking above our power, that of examining the value, or of scrutinizing the composition of her brilliant aureole.

We shall undertake to do so with humility.

Without wishing to penetrate the secrets of the Lord, it seems that one can see in the twelve stars the twelve prerogatives of our Mother.

We find indeed in the Virgin Mary,

  1. privileges granted to her soul,
  2. privileges infused into her heart,
  3. privileges attached to her body.

And if we multiply this number three,

by the number of the four known favors,

we shall find the number of twelve stars which shine on the brow of Mary, our Queen.

We find these wonders,

  1. at her birth,
  2. in the salutation she received from the angel,
  3. in the overshadowing of her by the Holy Spirit,
  4. and finally in the conception of Jesus Himself .

The holy doctor goes on to enumerate the circumstances of the life of our Mother in which grace brought its favors.

III. Let us meditate therefore, often and with piety, on the life and deeds of Mary. Let us chant hymns and canticles in her honor, on the days of her solemnities.

Come before her altar and before her image, incline your head, kneel before her, as if you were seeing Mary herself present before you.

Raise your eyes and contemplate Mary speaking with the angels, or better still, Mary holding on her knees her son Jesus:

In contemplating the Mother of Mercy, say then, with a burst of confident love:

IV. Prayer:

O most loving Virgin Mary, Mother of God Queen of Heaven, Mistress of the Earth,

O you, the Joy of Saints, and the Salvation of sinners, listen to the appeals of our repentant hearts!

Listen to the desires of our souls at prayer!

Come to the help of the poor and the infirm!

Renew the courage of the afflicted!

Protect your children against their enemies!

Deliver them from the snares of the devils.

Lead them near to you in blessedness in heaven, where you reign with your Son in the midst of the elect for all eternity!

(Cloistral Discipline, Chap. XIV)

HOMILY – ROYALTY OF HEART

I. Everything is sold or bought on the earth: power, favor, gold, conscience itself. Only the heart is not sold; it gives itself or does not give itself, fashioned as it is with a spark of royalty.

A great orator has said: the heart is the whole of man, it is the raison d’etre of a woman.

The heart of Mary is the greatest of hearts, after the Heart of Jesus.

Was not the Heart of Jesus fashioned from a bit of the human heart of Mary?

II. The Heart of Jesus, united to the divinity in the person of Christ, has transmitted by its contact with the heart of His Mother something of Its grandeur and beauty to the heart of Mary.

Mary is therefore queen by her heart, as she is queen by her human destiny.

Her heart vibrates with more force than the heart of any other creature.

It is less sublime than the Heart of God, but it is unique in heaven and earth.

III. Oh! how sweet it is to feel yourself near this heart which has loved with a mother’s love an Infant God, and which loves with the same maternal love all the children of men.

MEDITATION – THE PERPETUITY OF LOVE

Love is not a simple sentiment; it is a gigantic force: women hold a power which they do not know.

Only Mary has known what power the heart of a mother has.

To know how to love, and to love always, is an ardent life, an active life, a very short life.

Not to love is to be dead.

Love addresses itself to the spirited person who vibrates and not to the lifeless or inactive person.

Love supposes beauty, and sometimes creates it or exalts it.

Let us love Mary!

She has beauty,
she has grace,
she has charm.

No creature equals her; no woman surpasses her.

She comes next after God, as Dante sings.

Let us say to her then with the heavenly poet:
O Mother, O Queen, O Mary, help us to love you, help us to praise you.

You are beauty, la belta, and we cannot admire you enough.

You are goodness, la bonta, and we cannot praise you enough.

We say to you therefore the only word worthy of you, the word sent from heaven, the word of the Archangel:

Ave Maria!

Practice: Imitate the early Christians and often recite the Liturgical Office of the Holy Virgin.

Thought: O Mary, bless us and our families.

Nos cum prole pia, benedicat Virgo Maria.


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O Purest of Creatures – Sweet Star of the Sea
Fr. Frederick William Faber, (1814-1863) St. Denio
1. O purest of creatures,
sweet Mother! sweet Maid!
The one spotless womb wherein
Jesus was laid!
Dark night hath come down on us,
Mother! And we,
Look out for thy shining, sweet
Star of the Sea!
2. Deep night has come down on this
rough-spoken world,
&-the banners of darkness are
boldly unfurled;
&-the tempest tossed Church—
all her eyes are on thee,
They look to thy shining, sweet
Star of the Sea!
3. He gazed on thy soul; it was
spotless and fair;
For-the empire of sin—it had
never been there;
None had ever owned thee, dear
Mother! but He,
And-He blessed thy clear shining, sweet
Star of the Sea!
4. Earth gave Him one lodging; ‘twas
deep in thy breast,
And God found a home where the
sinner finds rest;
His home and His hiding place
both were in thee,
He-was won by thy shining, sweet
Star of the Sea.
5. O blissful and calm was the
wonderful rest,
That-thou gavest thy God in thy
virginal breast;
For-the heaven He left, He found
heaven in thee,
And-He shone in thy shining, sweet
Star of the Sea!
6. To sinners what comfort, to
angels what mirth,
That God found one creature un-
fallen on earth,
One spot where His Spirit, un-
troubled could be,
The depth of thy shining, sweet
Star of the Sea!
7. O shine on us brighter than
even, then shine,
For-the highest of honours, dear
Mother! Is thine;
“Conceived without sin,” thy chaste
title e’re be,
Clear light from thy birth-spring, sweet
Star of the Sea!
8. So worship we God in these
rude latter days;
So worship we Jesus our
Love, when we praise,
His wonderful grace in the
gifts He gave thee,
The gift of clear shining, sweet
Star of the Sea!
9. Deep night hath come down on us,
Mother! Deep night,
And-we need more than ever the
guide of thy light;
For-the darker the night is the
brighter should be,
Thy beautiful shining, sweet
Star of the Sea!
Amen.
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DDD Videos

Elite deprecation of mass curriculum, colloquially known as Deliberate Dumbing Down, may be acronymized as DDD.

Corruption of Culture Article Links

Rembert Weakland Promoted Hootenany Masses to Dumb-Down Catholics Culturally & Morally
Contemporary Church Music Dumbs Us Down Culturally from Our Viscera
Before Our Ancestors Were All Herded Into Factories, They Had a Rich Culture
What Are Studies of Dumbed-Down
Compulsory Universal Schooling?

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Becoming an Involuntary Subject in a Non-Therapeutic, Medical Experiment

In this episode “Phage” of Star Trek Voyager (Season 1, Episode 4), the lungs are involuntarily harvested from the character “Neelix” (the tiger-man). The difference from subjecting pre-born children to non-therapeutic–receiving no medical benefit–involuntary participation in a medical experiment, is that this character is tangible and identifiable, having been personalized, and able to be advocated for by those who love him. Whereas it is only God and His Church who love and advocate for the rights of pre-born human persons who have never been personalized by tangible identification by, in G.K. Chesterton’s memorable phrase, “the small and arrogant oligarchy of those who merely happen to be walking about” (Orthodoxy, “The Ethics of Elfland”).

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Assumption of the Blessed Virgin Mary into Heaven, Body and Soul

The Marriage at Cana by Giotto

Mary attended the wedding of a poor couple, accompanied by Jesus and His disciples. The couple did not expect so many guests at their wedding banquet. They ran out of wine, to their dismay and shame.

The servants of the wedding banquet knew to come to Mary. “They have run out of wine.” Mary took their problem to her Son, Jesus. “Woman, what is it to Me, to you? My hour is not yet come.”

Mary only said to the servants, “Do Whatever He Tells You.” Jesus changed the water into wine, the servants took the wine to the chief steward, who did not know what Jesus had done, he said to the Bridegroom, “Every man sets forth the good wine first, then when the guests have drunk well, he puts out the inferior wine, but you have saved the good wine until last!” This was Jesus’ first miracle, the beginning of His public ministry, at His mother’s prompting. And His disciples believed in Him.

After His mother told Him, “They have no wine.”

On the cross, Jesus gave His mother to His friend John.

And the dragon was angry against the woman: and went to make war with the rest of her seed, who keep the commandments of God, and have the testimony of Jesus Christ. – Revelation 12:17

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O Virgin, guest most gracious,
the couple’s last recourse,
unless thy help’s solicited,
they languish in remorse;
Thou bidst us do whatever He says,
His Word’s command Divine,
The type of His great gift of Self,
The water into wine.


God was so pleased with Enoch, that He took him bodily up to heaven. God took Elijah up to heaven in a fiery chariot. No one knows where Moses is buried, it is thought that he was taken up to heaven in his body. It is the firm tradition of the Eastern Orthodox and the Catholic, from the earliest time of the Church, that Mary, whom Jesus loved more than anyone, did not presume to avoid death after her Son had suffered death, but when she fell asleep, it was fitting, along with Enoch, Elijah and Moses, that she should suffer no corruption, and that she was taken bodily up to heaven, where , in her body, physically united with her soul, she is now with Jesus, Who Himself had already ascended bodily to the right hand of God nevermore to suffer death, as His holy mother had never been subject to the devil’s domain of death, except by her choice to imitate her Divine Son’s death. And after the end of the world and the ending of all death, we will also be reunited with new bodies, in heaven or otherwise, after the first-fruits of salvation, Jesus and Mary. Mary now sits at the right hand of her Divine Son at the eternal Wedding Feast of the Lamb.

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Fr. Frederick W. Faber Fr. Charles Raymond-Barker, S.J.
1. Sing, sing, ye Angel Bands,
All beautiful and bright;
For higher still, and higher,
Through fields of starry light,
Mary, your Queen, ascends,
Like the sweet moon at night.
2. A fairer flower than she,
On earth hath never been;
And, save the Throne of God,
Your heavens have never seen,
A wonder half so bright,
As your ascending Queen!
3. O happy Angels! look,
How beautiful she is!
See! Jesus bears her up,
Her hand is locked in His;
O who can tell the height
Of that fair Mother’s bliss?
4. And shall I lose thee then,
Lose my sweet right to thee?
Ah! no—the Angel’s Queen,
Man’s mother still will be,
And thou, upon thy throne,
Wilt keep thy love for me.
5. On then, dear Pageant, on!
Sweet music breathes around;
And love like dew distills,
On hearts in rapture bound;
The Queen of heaven goes up,
To be proclaimed and crowned!
6. On—through the countless stars,
Proceeds the bright array;
And Love Divine comes forth,
To light her on her way,
Through the short gloom of night,
Into celestial day.
7. The Eternal Father calls,
His daughter to be blessed;
The Son His Maiden-Mother,
Woos unto His Breast;
The Holy Ghost His spouse,
Beckons into her rest.
8. Swifter and swifter grows,
That marvelous flight of love,
As though her heart were drawn,
More vehemently above:
While jubilant angels part,
A pathway for the Dove!
9. Hark! hark! through highest heaven,
What sounds of mystic mirth!
Mary by God proclaimed,
Queen of Immaculate Birth,
And diademed With stars,
The lowliest of the earth!
10. See! see! the Eternal Hands
Put on her radiant crown,
And the sweet Majesty,
Of Mercy sitteth down,
For ever and for ever,
On her predestined throne! Amen.

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Prayer Intention: For Someone Who Lost a Baby Through No Fault of Her Own

… and for her mother.

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Chesterton’s ‘Christmas Carol’ (1900) with Praetorius’ ‘Ach Gott vom Himmelreiche’ (1609)

Postcards of Botticelli’s Mystic Nativity

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G.K. Chesterton (1874-1936)
A Christmas Carol (1900)

 

Michael Praetorius (1571-1621)
Ach Gott vom Himmelreiche (1609)

 

The Christ-child lay on Mary’s lap,
His hair was like a light.
(O weary, weary were the world,
But here is all aright.)
The Christ-child lay on Mary’s breast
His hair was like a star.
(O stern and cunning are the kings,
But here the true hearts are.)

 

The Christ-child lay on Mary’s heart,
His hair was like a fire.
(O weary, weary is the world,
But here the world’s desire.)
The Christ-child stood on Mary’s knee,
His hair was like a crown,
And all the flowers looked up at Him,
And all the stars looked down.

 

 

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What Are Studies of Dumbed-Down Compulsory Universal Schooling?

“…The ground on which eminent public servants urged the claims of popular education, is fear: This country is filling up with thousands and millions of voters, and you must educate them to keep them from our throats.” – Noam Chomsky, citing Ralph Waldo Emerson

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This would merely be a paranoid, conspiratorialist rave–except that the evidence is all in the notes.
WE breed water dogs not to bite game birds, we hood falcons to control them, when race horses run too fast we “handicap” them with heavy sandbags, and when students are in danger of independent learning so that they threaten to evade being conditioned into mindless consumers and docile, unquestioning employees of giant corporations, we subject them to “schooling”.
College graduates today have been denied, by design, a basic liberal-arts education that was freely available to many 1-room schoolhouse, elementary students prior to the imposition of universal forced schooling in the period 1880-1920. It was a result of planned, deliberate intellectual caponization ($25 word for neutering roosters) which long preceded their high school graduation. A vast store of evidence for this assertion, unknown to the general public, is in freely available authors in a tradition of “studies of Deliberate Dumbing Down K-12”:

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Along with lightweight DDD (deliberate dumbing down) raves by Bruce Deitrick Price, there is additional corroboration from Georgetown professor Carroll Quigley, the author of the extremely candid Tragedy and Hope–he didn’t necessarily disagree with the covert methods of the master controllers, he just wanted to publicize them–, Antony Sutton (whistleblower on Wall St. support for the Bolshevik Revolution and the Chinese Communist Long March, ejected from Stanford’s Hoover Institution, died alone, penniless, his notes thrown out), and continued by serious studies of the current world order by Patrick Wood (Technocracy Rising: The Trojan Horse Of Global Transformation).
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The issue of deliberate dumbing down (DDD), of unimaginably vast scope, centers on the confidential history, never taught in any schools or colleges, that contrasts the rigidly controlled, standard anti-intellectual conditioning children receive today in public schools, with the extreme opposite, self-directed, radical freedom which prevailed in America prior to the railroads (1840).
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America from the Colonial/Revolutionary period, until the mid-19th century, was an outpost of personal independence, granted immunity by geographical isolation, from the restrictive model of Europe’s old-world, highly stratified class system. For instance, it was illegal in 19th century England to teach to lower class children, what Mr. Gatto termed “the active literacies” (writing and public speaking–William Cobbett was a lower class intellectual who criticized secular-saint, William Wilberforce for anti-slavery hypocrisy all the while the Irish, with their wrong religion, were starved in the midst of bumper agricultural exports to England, and the English lower classes were kept at 18 hour work days “to keep them out of trouble”).
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Concurrent with the liberal Protestant biblical studies (“Historical-Critical Method”) of Adolf von Harnack in the late 19th century which “proved” that biblical accounts of miracles were “fantasies”, agnostic or atheist northern German philosophers were instrumental in enlarging on the rationalist foundation of the French Enlightenment until the late 19th century rise of the Fabian Socialist Society (symbol: a wolf in sheep’s clothing) espoused by the high architects of compulsory, universal, dumbed-down schooling. In contrast with the 99% of humanity which has believed in some sort of God, “when people stop believing in God, they don’t believe nothing, they’ll believe anything”.
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“There can’t be a God, nor any Heaven”, (the outlook that “proves one is a ‘scientist’ “), therefore, let’s “create” heaven on earth, “eat, drink and be merry, for tomorrow we die”, (never to be resurrected into any eternal paradise), continually “improving” humanity, reinventing ourselves, on Darwin’s racist model of human “survival of the fittest”, leading to Hitler’s death factories and ultimately, today, to Bill Gates’ great purge of the “excess” of the majority of humanity.
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A free people would never accept this. Therefore, starting in the mid-19th century, American children had to be wrested out of their family traditions and religions by secretly socialistic, anti-intellectual conditioning, subjecting them, in compulsory, universal, police-enforced, deliberately dumbed-down schooling, beyond the parents’ knowledge and understanding, to the endless drudgery of factory schooling, “at least keeping them off the streets and out of trouble”, precisely from the age when their brains should be furiously, delightfully absorbing everything about the wonderful, fascinating world.
.
Because solid learning from ancient times, the Trivium of Grammar (good literature), Logic (how, not what, to think) and Rhetoric (persuading others of the truth, and learning it yourself in greater depth in the process), protected students from exploitation by elite controllers of society, students had to be subjected to the fun-house world familiar in the school institution today.
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This required laying the foundation for schooling, not on the basis of the classics of Western Civilization, the first among equals of nine great world civilizations–the free legacy of each citizen of the world–but upon planned disruption of them and opposition to them–the chimera of cultural appropriation as asserted by people with no appreciable education themselves–by vilification of the great and the good books (Dead White Males), and by an insidious control curriculum to thwart the acquisition of a solid academic foundation, to deliberately “crush the imagination” and stymie development of habits of independent thought immune to elite control.
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Americans of the Colonial-Revolutionary period had a literacy rate in the high 90th percentile, in the absence of European social controls, virtually all Yankees, even indentured servants and slaves, the common people, were able to learn on their own, to understand and debate the sophisticated politics of Thos. Payne’s “Common Sense” (600,000 copies sold to a population of 2.3 million Revolutionary Colonialists), the Federalist and Anti-Federalist papers at a depth incomprehensible to today’s mis-educated college students, even to Poli-Sci graduate students.
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This accorded with the Protestant ethic that people must be able to read their Bibles. Americans typically attained solid, basic literacy in a mere 40 hours of phonics, and practical numeracy in only 42 hours of arithmetic study (my grandfather, William Penny Keevers, a grocer, could add a running 3 column total in his head without a mechanical calculator), after which 13 year olds were expected to be pursuing self-employment and could enlarge their own education with such limited resources as were available to them, largely the Bible, Shakespeare and Plutarch’s Lives–not a bad foundation.
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Ariel Durant started a life-long career at 13, collaborating with her husband Will Durant researching and writing best selling history. The Durants were awarded the Pulitzer Prize for General Nonfiction in 1968 for Rousseau and Revolution, the tenth volume of The Story of Civilization.
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Self-employment and self-reliance were the default life path expectations for young people of the early 19th century, and were closely allied with productive, basic education of the type systematically denied to young people today.
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Despite elaborate anxiety about “child labor”, there are numerous anecdotes about adult-acting 13 year olds like Thos. Edison (publisher of the Grand Trunk Railroad “Herald“), David Farragut (commanded captured British prize ship with unruly prisoners at 12) and John Quincy Adams (the only member who spoke Russian in the early Revolutionary-period, U.S. diplomatic mission to the court of Saint Petersburg, active in diplomatic negotiations, at 14). Names of today’s communities with a continuing, strong ethos of self-employment are the North American Amish and the Spanish Catalan/Basque Mondragon Commune.

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G. Stanley Hall with Freud and Jung
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The rapid, forced industrialization of the American people from 1880-1920 required direct squelching of young people’s vigorous pursuit of their life path. Prussian-trained G. Stanley Hall applied the German-Romantic concept of sturm und drang, “storm and stress”, in his 1904 book Adolescence : its psychology and its relations to physiology, anthropology, sociology, sex, crime, religion and education to the labor-oversupply side of industrial capitalism’s chronic overproduction. Hall’s work introducing the novel category adolescence, resulted in the diversion of millions of young people away from the pursuit of a productive, self-directed livelihood, relegating them to the dead end of perpetual adolescence in deliberately dumbed down schools, a principle now to be extended indefinitely into old-age with Life-Long Learning as documented by John Klyczek.
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Mr. Gatto related how by 1880, after the railroad facilitated carnage of the Civil War, Americans were being forcably moved off their own farms — where they did everything — and into millionaire owned factories, where they were just cogs in a machine. The titans of Wall St., Morgan, Carnegie, Astor, Vanderbilt and Rockefeller, regarded the Yankee tradition of auto-didactic, small farmers, mechanics/engineers, inventors and entrepreneurs, as a lethal competition threat to Financial Capitalists’ Wall St. accumulation of investment monies. The elites’ most efficient solution was to undermine this threat by strangling it in the cradle; the effort to control the intellectual uprising of the common people coalesced in the very foundation of universal, compulsory/police-enforced public schooling. The compulsory, universal public school system as we understand it, was never without built-in institutional handicapping of the vast majority of students.
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This calculated, intellectual poisoning was formally predicated on the writings of a Prussian philosopher, Johann Fichte who had written “Addresses to the German Nation” (1808-1818) to the Prussian King, demanding universal, compulsory, deliberately dumbed-down schooling, laying fault for the Prussian defeat by the French in the 1806 Battle of Jena at the feet of Napoleon’s motto “every corporal with a field marshal’s baton in his rucksack”–in other words, amateur soldiers were formally directed to countermand orders from the elite, stratified professional officer class when local battlefield situations change. “The French let their commoners loose with too much independence, that’s why we lost to them” is what Fichte essentially told King Wilhelm. Failed Indiana New Harmony commune leader Robert Owen proposed deliberate dumbing down to the Prussian king around 1830.
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Mr. Gatto charmingly terms the gist, “we have to crush children’s imagination”, to stop lower class people from running amok threatening destabilizing, inventive innovation, disrupting the carefully regulated, top-planned economy, by regimenting all children into universal, compulsory, Deliberately Dumbed-Down (DDD) schooling.
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The rise of the Prussian-model dumbed-down schooling system produced generations of Germans who wouldn’t cause trouble when conscripted into the military or confined to the factory floor. The revamped Prussian social-economy eventually succeeded in beating the French, in 1870, leading to WW 1 & 2. Germany was the incubator of behavioral psychology for control of the masses, that taught that human beings were merely stimulus-responsive animals, a system that was spread in the late 19th century by German-trained, major university, psychology department chairmen to all major world countries, even China and Japan. (Paolo Lioni, “The Leipzig Connection”, free PDF.)
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Horace Mann had 3 years to try deliberate dumbing down on the children of Boston in the 1840s, with whole-word/look-say vs phonics, but a general uproar ensued when literacy rates went down and it was temporarily halted. Dumbed-down early primary literacy conditioning went to Washington D.C. and NY, from 1880-1920 it became the law under sponsorship of the Titans of Wall St., with police enforcement. In 1917 there were riots in New York City against the 1907 Gary Indiana-model school curriculum.
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THE THIRD ROCKEFELLER GENERATION WERE INTELLECTUAL CRIPPLES: The Worm Eateth Its Own Tail (Ouroboros), The Rich Eat Their Own: Fabian Society founding member John Dewey (icon: yellow flag, black wolf dressed in white sheepskin climbing a flagpole, maroon flag with black letters “F.S.” for Fabian Society) was funded for his experimental Lincoln School by John D. Rockefeller II. The Lincoln School was attended by Rockefeller’s 4 younger sons Nelson, Lauarance, David and Winthrop, some of the most powerful men in history who regulated the fates of millions of people.
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With only the exception of the eldest son J.D. Rockefeller III, all four of the other Rockefeller third generation sons emerged from John Dewey’s “whole-word/look-say” Lincoln School as intellectual cripples unable to read a newspaper: they all had dyslexia. Dyslexia expert Dr. Samuel Orton informed university psychology department educationists in 1931 that whole-word/look-see causes deleterious brain changes in Kindergarten-Grade 3.
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Prof. Anthony Esolen has contrasting sets of textbooks covering the crucial divide in purging curricula, the period 1920-1930. The Christian acceptance of the classics of Western Civilization had been the norm, going back into the 1 room school institution where, in contrast with the “professionalization” of the not highly regarded schoolmaster profession, amateur, elder students instructed younger ones and it was far from unknown for students below 6th grade to be pursuing academically advanced studies, in the little 1 room schoolhouse, that most college students today wouldn’t be able to manage. (School boards once local to communities, have been consolidated down from 75,000 to 15,000, the easier to ensure control by federal educrats.)
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Calculated intellectual starvation at the very time children should be learning the most–contrast with John Senior’s 1,000 Good Books
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By 1930, the classic-oriented curriculum with a phonics foundation, had been purged in exchange for Fun With Dick and Jane, whole-word/look-see, early primary literacy, handicapping indoctrination. By the time of Rudolph Flesch’s “Why Johnnie Can’t Read” 1955, no teachers had themselves been trained in classic literature, a prime goal of the atheist/agnostic/messianic secular-humanist founders of universal compulsory schooling from 1880-1920, the easier to ensure elite, top-down control of unruly lower masses in the interests of their tax-exempt non-profit foundation masters, the wealthy pathetic except for their inheritances who endowed the Carnegie, Ford and Rockefeller foundations.
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Ideology From the Ivory Tower Down to the Normal Schools. Intellectuals spin ethereal theories about how the little people must live, but don’t pick up the tab. Educational Psychologists destroyed primary 1-6 education between 1920 and 1940, from Columbia Teacher’s College for “trainers of trainers”, to mis-educate generations of teachers at Normal Schools across America

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Psychology Prof. Edward Lee Thorndyke, at Columbia Teachers’ College, discouraged basic education as useless, to be preferred to socialization to train young people to be good employees and not to cause any trouble. “Studies of the capacities and interests of young children indicate the advisability of placing little emphasis before the age of six upon either the acquisition of those intellectual resources known as the formal tools—reading, spelling, arithmetic, writing, etc.—or upon abstract intellectual analysis. Despite rapid progress in the right direction, the program of the average elementary school is too narrow and academic in character. Traditionally the elementary school has been primarily devoted to teaching the fundamental subjects, the three R’s, and closely related disciplines.” Children are not taught their coherent knowledge-base beyond the needs of their employment target as established early in K-3. The constant down-grade in education attainment, which kids could evade if they weren’t institutionalized, is not accidental or incidental, it is the dedicated purpose of schooling.
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The Carnegie Foundation for World Peace and the Rockefeller Foundation funded pensions for “professional”, Normal School trained teachers at the turn of the 19th century…but at a price–if teachers wanted to avoid DDD and instead use initiative and good curricula to help students self-actualize, they would be got rid of.
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Dr. Seuss was recruited from advertising with a list of 223 words for children to visually memorize without phonic deciphering ability, explicitly on the model of Chinese ideograms which must be “read” as pictures; late in life Theodor Geisel, now a race criminal, expressed regret at the damage he had caused facilitating dyslexia through whole-word/look-see, early primary, anti-literacy conditioning. Students’ usual comment when they are confronted with a new word is “I can’t read that, I’ve never seen it before”.
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They have no chance of discovering marvelous decoding power of unfamiliar words, of the phonetic base literacy, from the ancient Chaldean/Phoenician phonemic-symbolic, sound-symbol alphabet which underlies Hebrew, Greek, Latin, German, Cyrillic/Russian and most western alphabet systems, one of the greatest innovations in human intellectual history.
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Mr. Gatto noted that the military tested recruits in WW2 at mid-90 percentile literacy rates, low-80 in Korea, high-60 percentile in Viet Nam, now the military has difficulty getting volunteers who can read a basic newspaper article.
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WE breed water dogs not to bite game birds, we hood falcons to control them, when race horses run too fast we “handicap” them with heavy sandbags, and when students are in danger of independent learning so that they threaten to evade being conditioned into mindless consumers and docile employees of giant corporations, we subject them to “schooling”.

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Mr. Gatto notes how the structure of schooling is designed to handicap children: timed bells, location controls, switching from 1 disconnected subject to another while not allowing project completion or drawing higher associations between subject areas, continual invasion of privacy and lack of personal time (extended by t.v. prior to the internet on cell-phones with the result that kids are cynical, cruel and disconnected from communities), teacher domineering of the students’ attention agenda, explicit deprivation of self-directed studies and adulthood-oriented learning activities, arbitrary judgment and punishment-reward system for making students dependent on teachers for WHAT to think, not HOW TO LEARN to think for one’s self on the Trivium model.
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Students are taught to fear and envy the upper elites and despise the lower “dumb kids”. Students are age-segregated into ghettos of kids of similar age from whom they can’t receive any assistance discovering their own identities, which they used to get from adopting their parents’ livelihoods and culture as little adults. Disposable networks of limited purpose and duration fostered by schooling malfeasance have pushed out our once vital community involvement; school disrupts the free relationships in which people of all ages used to be able to freely associate with each other in in-depth personal involvement, people of different age categories offering involvement based on their life experience, young people giving the elderly their vigor, elderly people their wisdom and attention. Television pushed this out, now cell-phone based internet, in the future, field-generated connectivity to captivate all the senses so contact with ordinary reality can be continually monitored, regulated and modified by central controllers.
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Childhood which Mr. Gatto declared from the pre-technolocratic past normally to be over by 7, or 11 at the latest, is being indefinitely extended beyond the 20s with “life long learning” conditioning. (I worked with a man who had been in college from just after high school until his mid-50s, who had taken 5 college degrees without attaining any noticeable life accomplishment, college was simply an unreal world in which there was no accountability or self-checking about the results of one’s activity, if there had been some harm to others caused by intellectual experiments upon real-life people, there was no accountability.)
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From the beginning of the Prussian system as devised by behaviorsts like Pavlov’s teacher Wilhelm Wundt, students were socially conditioned to themselves insist on conformity in outlook and ideation, to be their own enforcers of ideological homogeneity, to socially punish rebellious individuality. This conformity drive continues with Queen Bees and Wannabes under the personality corrosion of social media experience designed by experts in fostering addiction.
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As noted by Paolo Lioni (Leipzig Connection), the Prussian behaviorist system which sees humanity as only an aggregate of conditioned animal reactions, was spread by late 19th century psychology dept. chairmen. Pre-adolescent schooling in the Prussian model largely comprised, in effect, extended kindergarten, until age 13, when the students were formally set to fighting one another. In the Prussian model, one in 200 students, the high-elite Alphas in Aldous Huxley’s Brave New World, were taught to regulate the lower orders through a control hierarchy reposing on a second layer, a sub-elite of 6 in 200 students destined to become Beta administrators. Students by 2nd grade have a confidential federal identifier number indelibly setting their lifelong employment fate, universally accessible through data sharing by corporations, but unknown to parents.
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John Klyczek (School World Order: The Technocratic Globalization of Corporatized Education), a community college adjunct professor, takes this system, now using portable Chromebooks to convey operant conditioning long established in student computer software, into the period 1960-2021, with much background from Charlotte Thomson Iserbyt (The Deliberate Dumbing Down of America).
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Chromebooks are used as the vehicle for the conditioning methodology of B.F. Skinner, only to give students the bare minimum of training destining them for narrow job categories with severely limited upward mobility potential which they are assigned from early K-12. The cookie-cutter system is designed to produce legions of mindless consumers and compliant employees in gigantic corporations.
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Mr. Gatto challenged B.F. Skinner’s method of “operant conditioning” treating human beings as lab rats. “I began to devise guerrilla exercises to allow as many of the kids I taught as possible the raw material people have always used to educate themselves: privacy, choice, freedom from surveillance, and as broad a range of situations and human associations as my limited power and resources could manage … to maneuver them into positions where they would have a chance to be their own teachers and to make themselves the major text of their own education.”

Skinner’s infant daughter Deborah, who wasn’t allowed to be touched, was the first experimental subject decades before computers confined your child’s mind in a portable Skinner box.
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Fascinating self-education in the library corner of the One-Room Schoolhouse: “…the older students sometimes helping the younger with their lessons; the younger overhearing the lessons of their elders and learning them almost before they [the senior students] learned them…Two of the lessons stand out in my mind. Each took up a single sheet of paper. One of them was headed by a couple of verses of devotional poetry. Beneath the verses, the student had parsed every word in the verses, describing what part of speech it was, what grammatical form it bore (case, number, and gender for nouns and adjectives; person, number, tense, mood, and voice for verbs), what function it served in its clause, and what relation it bore to other words. The student’s performance was entirely correct. The other lesson was obviously an introductory one: the student wrote a noun in its singular and plural forms, in the nominative, genitive, dative, and accusative cases. This second student was clearly one of the younger children, as you could tell from an occasional roughness in his printing. The word in question was doulos (δοῦλος): Greek for “servant.” The children were evidently studying koine Greek, so as to be able to read the New Testament in the original tongue.” – Anthony Esolen, Out of the Ashes: The Rebuilding of American Culture. Recollections of the “Anne of Green Gables” One-Room Schoolhouse in Orwell Corner, Prince Edward Island by Nova Scotia, where there was no upper-limit on what children could learn.
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Mr. Gatto notes how a vast economic system irrevocably committed to the current schooling tyranny has an unreleasable deathlock on our children’s future. The arbitrary, capricious schooling policies come down from a vertical pipeline with such ingrained anonymity that school administrators have not the slightest idea from where they originate. School unions, part of the centralized master planning from the turn of the 19th century, constantly diminish the interests of teachers as ever increasing numbers of non-instructional classified personnel, who exercise no direct educational function for students’ benefit, are continually hired, padding school-district employment rolls so that the expense per student continually rises with continually diminishing educational effectiveness, each new hire contributing union dues with no bargaining or interest advantage to the teachers who actually manage children, resulting in continually diminishing compensation.

Mr. Gatto calls schooling the largest public works project in history, the largest business in America and probably in the world. Textbook companies, testing companies, schooling paraphernalia and school-lunch suppliers–to diminish the autonomy of families and make the isolated individual dependent on government–educationist universities and the federal government, a gobsmacking breadth of interlocking economic and political interest-sectors, together constitute an immovable, self-interested institutional block to improving the prospects for children.

The corporate consumerist and human resources management stakes in schooling have the effect that if children were ever to be taught self-reliance, autonomy and free thinking–public schools and colleges are far more rigidly doctrinaire than parochial-religious schools–if young people were ever to attain independence from the constant requirement of being taught what to think and minute oversight of what they do at all times, in schooling and employment, there would be a terrible crash in the existing, dependency-based economy.

Charlotte Thomson Iserbyt asserts that if your children are undergoing standardized testing, whether in public, private, charter schools or even home-schools, they are under the system’s control. The only escape would be to go off the grid, something that is largely impossible under a worldwide control hierarchy that has turned away from enforcing its mandates through conflict to finessing its dictates in the most subtle social control system in human history, by fostering addictive divertissments to keep perpetual children of all ages constantly distracted, the calculated addiction-fostering of the social-media interface now seamlessly integrated with Skinnerian operant conditioning for lifelong cognitive tyranny, delivered with “wrap-around”/”pipeline services” in The Community School.

Charlotte Thomson Iserbyt’s Belgian husband remarked to her, that in Europe, beyond the reach of  Madison Ave. opinion engineering, these types of observations aren’t relegated to wearers of tinfoil hats, they are common knowledge. “We were taught all about this in school.” You are in trouble with the authorities merely for reading this article.

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Breaking the ‘Education’ Racket

This year, my daughter Jessica has been singing, from our home in New Hampshire, for a choir based in England—the Self-Isolation Choir—composed of singers from all over the world. They perform mostly individually, and then their performances are combined by the wizardry of modern technology for an impressive and beautiful result. A few days ago, we listened to their rendition of Mendelssohn’s oratorio, Elijah, a little over two hours of sacred music, comparable in many ways to Handel’s earlier and much-beloved Messiah.

She sang her part from a cloth-cover edition of the work published by Oliver Ditson and Company in the middle of the 19th century; the book bears no specific date. As was common in those days, the inside covers and the nearby pages carry advertisements: in Ditson’s case, mostly for books of music, along with a goodly library of biographies and appreciations of the great composers. The music ranges from classical (Handel, Haydn, Beethoven, Mozart) to what the company bills as “gems” from this or that folk tradition; from symphonies to polkas to “Nellie Gray.”

Publications for home music, self-entertainment, so-called parlor music, prior to the cultural steamroller of the electronic technologies of radio and sound-cinema 1923-1930.

The books are for beginners, serious students, and people advanced in skill; there are singing-books for grammar schools, high schools, and colleges; books for community singing clubs, for all-male choirs, for all-female choirs, and for mixed choirs; books for church organists with the great pipe instrument, and books for churches and for families that have the “melodeon” or reed organ instead.

Of course, in those days, there were no recordings, so the only way you ever heard Bach’s stupendous St. Matthew Passion was to be a singer or a player in a performance, or to be present when it was performed. The whole musical world depended upon innumerable people everywhere, from an opera house in Peoria to Covent Garden in London to the great halls of Vienna, who knew how to play and how to sing. Life, I might say, was more complicated in that time, inasmuch as you had to be skilled in a great many things just to get through the day, let alone to live a life graced with beauty and the good cheer of a human community.

And you did require others: there is no such thing as solo harmony.

Jay Paull/Getty Images

But what does this have to do with freedom? A great deal, I think. I will choose one direction here out of many. Oliver Ditson, the head of the company, graduated from his grammar school in 1823, when he was 11 years old. He went straight to work in the Boston bookstore of Samuel Hale Parker. Colonel Parker was particularly interested in music; he was one of the founders of the Handel and Haydn Society—still very much alive—and he had introduced Americans to Handel’s Messiah and Haydn’s Creation. Young Oliver worked in that store through the rest of his boyhood and into young manhood. When a fire destroyed the store in 1834, Colonel Parker and 22-year-old Ditson regrouped and founded a new business: Parker and Ditson, selling music, and selling and mending musical instruments. Oliver Ditson went on to become one of the foremost publishers of music in America.

No one at that time, I suppose, thought it was odd that a mere boy would leave school, go to work, learn a great deal there about literature and the arts, and become, at so young an age, a fully fledged businessman. Again, I do not want to hear about our greater sophistication, requiring so many more years of youth spent within school walls. Consider what you had to know to carry on that business, apart from bookkeeping and the countless skills of a printer, especially a printer of music for which a single sheet for a hornpipe dance requires work of excruciating detail and precision, let alone more than 150 pages of four-part singing accompanied by three-part organ, such as the Elijah.

There is no way that you take two steps in that business if English is your only language. You must be conversant also with German, Italian, and French, at least. Ditson had a large lineup of sacred music for Catholic churches—Masses, requiems, motets; he must have been able to work a bit in Latin, too.

Nor was it only the languages. Ditson required expertise in a wide range of musical traditions, genres, and styles, as his advertisements show, and that included knowledge of musical instruments, what they were made of, how they were constructed, how you should tend them, and how to repair them. That in turn required knowledge of materials: different kinds of wood, metal alloys, catgut for strings, and so forth.

What made it possible for Oliver Ditson to be thus on his way at age 11, reading the Waverley novels by Sir Walter Scott, much loved by the colonel and by Americans who could not wait to order them from him and read them, when our college students find David Copperfield a challenge, let alone the slightly antiquarian Scott of Old Mortality? Our schools have become institutions for protracted and perverted infancy, even imbecility; and that is part of my point, but only part. Why have they become so?

“In itself the radio is a wonderful thing, bringing great music and pleasant entertainment into millions of homes. It also precipitated the decay of music made by people themselves, from printed scores, from folk memories passed down over the centuries, and from sheer quirky inventiveness.… [In a decaying mansion whose current inhabitants have no understanding of their forbearers’ once vivid culture]…there is … a … piano and shelves full of [old] sheet music. The strings of the piano have been left untuned for so long their tension has slowly warped the frame meant to hold them, so that now the instrument is irreparable.… Thousands of pages of music, most of it purchased from music stores and music publishers one song at a time—[therefore, each song was learned, sung, laughed at or cried to by numerous singers other than the ghostly pianist]—lie about collecting dust and dead flies. The … women used to play [the music] all the time. No one can [even] read it now.“ – Anthony Esolen. Out of the Ashes: Rebuilding American Culture (pp. 3, 7)
 

One of the reasons is that we are disturbed by the freedom that young Oliver enjoyed.

We do not consider it that way, of course; we drive cars, and he had to walk or go on horseback or ride in a carriage. We can buy a ticket to fly to any part of the world and be there within a day. But we have accepted a rather drab narrative for life, despite our attempts to trick it up with the rouge of licentiousness and other dreary and self-enslaving vices.

You go to school, which is mostly dull, and which wastes countless hours just riding the buses. If you are smart you go to college, which is, setting government aside, the most expensive and most egregious racket and swindle in the nation. When you graduate, you are very likely still to be ignorant of almost all the literature, art, and music of your own heritage; you probably are not good with numbers; you will have picked up a few evil and self-destructive habits; you will have plastered on your brain the sociological and political jargon of the day; and you will be over the gables in debt. But you will have the diploma, the ticket, and without that ticket, who is going to hire you?

This narrative is ready to be smashed. Some people say we should assist the poor by financing their college education. In our context, that is to reward the racketeers. How about this instead? Let us work to break the college-employment nexus. Get rid of compulsory schooling; for there is no such thing as compulsory education. Give employers again the permission to hire whomever they please, for whatever reasons they please; let them know that they need no longer turn to colleges as a mind-bogglingly wasteful credentialing service.

By coincidence, in the last several weeks I have come upon one person after another who did not graduate from high school, but who achieved remarkable things, and when they did so, no one thought they were prodigies, no one thought it was even unusual. Life is for everyone. Learning is for everyone. School is not. Colleges—such as they are now—certainly are not.