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What state are you talking about? Virginia certainly has no psychological testing requirement. There are some restrictions and a simple questionnaire to fill out, but passing a psychological test isn't one of them.In Virginia, Open Carry is legal. No permit is required if you are not concealing a firearm. A permit is only required for concealed carry of a firearm. Here is a copy of the form containing the questions for concealed carry: http://www.vsp.state.va.us/downloads/SP-248_Application_for_Concealed_Handgun_Permit_Rev_7-1-2013.pdfPurchasing a firearm involves filling out a questionnaire as well, but again there is no psychological test. Here are the questions a person must answer in Virginia to PURCHASE a firearm:Firearms Purchase Eligibility TestA person who answers "yes" to any of the below questions may be prohibited from purchasing or possessing a firearm pursuant to state and/or federal law.Are you under indictment for a felony offense?Are you the subject of an active misdemeanor or felony arrest warrant from any state?Have you ever been convicted, as an adult, in any court of a felony offense?If you are 28 years old or younger, have you ever been adjudicated delinquent as a juvenile 14 years of age or older at the time of offense of a delinquent act, which would be a felony if committed by an adult?Were you adjudicated as a juvenile 14 years of age or older at the time of the offense of murder in violation of § 18.2-31 or 18.2-32, kidnapping in violation of § 18.2-47, robbery by the threat or presentation of firearms in violation of § 18.2-58, or rape in violation of § 18.2-61? (If adjudicated as a delinquent for these offenses, you must answer yes. You are ineligible regardless of your current age and prohibited for life unless allowed by restoration of rights by the Governor of Virginia and order of the circuit court in the jurisdiction in which you reside.)Have you ever been convicted in any court of a misdemeanor crime punishable by more than 2 years even if the maximum punishment was not received?Is there an outstanding protective or restraining order against you from any court that involves your spouse, a former spouse, an individual with whom you share a child in common, or someone you cohabited with as an intimate partner?Is there an outstanding protective or restraining order against you from any court that involves stalking, sexual battery, alleged abuse or acts of violence against a family or household member?Are you an unlawful user of, or addicted to, marijuana, or any depressant, stimulant, or narcotic drug, or any controlled substance? The Federal Gun Control Act defines an addicted person, or unlawful user, as a person who has a conviction for use or possession of a controlled substance within the past year or persons found through a drug test to use a controlled substance unlawfully, provided that the test was administered within the past year.Have you ever been acquitted by reason of insanity?Have you ever been adjudicated legally incompetent or mentally incapacitated, or adjudicated an incapacitated person?Have you ever been involuntarily admitted to a facility or involuntarily ordered to outpatient mental health treatment?Have you ever been the subject of a temporary detention order and subsequently agreed to voluntarily admission for mental health treatment?Have you been discharged from the Armed Forces under dishonorable discharge?Are you an alien illegally in the United States?Are you a nonimmigrant alien? A nonimmigrant alien is prohibited from receiving a firearm unless he or she falls within an exception to the nonimmigrant alien prohibition (e.g., hunting license/permit; waiver).Are you a person who, having been a citizen of the United States, has renounced your citizenship?Have you ever been convicted for the misdemeanor crime of domestic violence? This includes all misdemeanors that involve the use, threat of, or attempted use of physical force (e.g., simple assault, assault and battery) if the offense is committed by one of the following parties: a current or former spouse, parent, or guardian of the victim, by a person with whom the victim shares a child in common, by a person who is cohabiting with or has cohabited with the victim as a spouse, parent or guardian, or by a person similarly situated to a spouse, parent or guardian of the victim.Are you a person who, within a 36 month period, within the last 5 years, has been convicted under Virginia law of 2 misdemeanor offenses for Possession of Controlled Substance or Possession of Marijuana? (Handgun Purchases Only)If you are denied the right to purchase a firearm because you have been convicted of a felony as described in Section 18.2-308.2 of the Code of Virginia, you may still be eligible to purchase a firearm if your rights have been restored under both state and federal law. Information pertaining to the restoration of firearm rights is available at http://www.vsp.state.va.us/Firearms_Restoration.shtm.And here's what that site says about getting your firearm rights restored:Restoration of Firearm Rights (EFFECTIVE JULY 1, 2015)One who is convicted of a felony automatically loses his firearm rights under state and federal law. If you have been convicted of a felony as described in Section 18.2-308.2 of the Code of Virginia, you may still be eligible to purchase a firearm if your rights have been restored under both state and federal law, as follows:You have been pardoned or have had your political disabilities removed pursuant to Article V, Section 12 of the Constitution of Virginia, and the executive order does not place any conditions upon the reinstatement of your right to ship, transport, possess or receive firearms.-OR-You were convicted of a felony offense in a Virginia Circuit Court, you have been granted permission by the Circuit Court of the jurisdiction in which you reside or the court in which you were convicted to possess or carry a firearm (with no restrictions on the type or use of firearms) and one of the following:you have had all other political rights restored by the Governor, or,you have had your federal disabilities removed by the Bureau of Alcohol, Tobacco and Firearms.-OR-You were convicted of a felony offense in a state other than Virginia, you have had your political rights restored by the Governor of the State in which you were convicted, or other legal authority of that state, and you have had your firearms rights restored (with no restrictions on the type or use of firearms) by a court or other legal authority in the State in which you were convicted.-OR-You were convicted of a felony offense by a federal court and have had your firearm disabilities removed by the Bureau of Alcohol, Tobacco and Firearms.State restoration of all civil rights does not remove the disabilities imposed as a result of a federal conviction. The Supreme Court has held that persons convicted of federal felonies remain subject to the federal firearms disability until their rights are restored through a federal, not state, procedure. For more information concerning this process please contact the Bureau of Alcohol, Tobacco, Firearms and Explosives.The removal of federal firearms disabilities imposed by a state felony conviction will automatically result where there has been a restoration of all civil rights; i.e., the right to vote, hold public office, be a juror, and anunrestricted restoration of a person’s rights under state law to receive and possess firearms. An example of a restricted permit is one that limits the purchase, possession or transportation of a firearm to rifles or shotguns, only, for the purpose of hunting.If you have been granted restoration of your political rights from the Governor of Virginia, you may petition circuit court of the county or city in which you reside or of the county or city in which you were convicted, for a hearing to request restoration of your firearm rights. See Section 18.2-308.2 of the Code of Virginia. Please contact a court representative or visit the court’s website for further guidance in this matter.It is your responsibility to furnish evidence of eligibility to the Department of State Police Firearms Transaction Center at Post Office Box 85608, Richmond, Virginia 23285-5608, fax (804) 674-2791, or email [email protected]:Virginia Code Section 18.2-308.218 United States Code Section 921(a)(20)18 United States Code Section 922 (g)Beecham V. United States No. 93–445. Argued March 21, 1994—Decided May 16, 1994Caron V. United States No. 97–6270. Argued April 21, 1998—Decided June 22, 1998For more information concerning the restoration of civil rights, please contact the Office of the Secretary of the Commonwealth.For more information concerning the Federal Gun Control Act, please contact the Bureau of Alcohol, Tobacco, Firearms and Explosives.

There is no such thing as a “weaker” student, rather weak materials, logic and teachers produce poor students. First, find materials that the student has a passion for. Once you find that subject or topic, then the student should become an expert in it. Although I am a paralegal by training and profession, my passion and love is recreational health and wellness along with fitness and sports nutrition. I spend hours studying it, practicing it and reading all about it. Watch the documentary below and you will know more than your teachers about the deliberate dumbing down of the system of education.Here is how you will build your confidence: read my entire answer, challenge it, check the resources and then how you learn and process information from what you are learning in school will change forever.I am not weak in knowledge about fitness, however, I have lost interest in learning about common law, bankruptcy, real estate law and litigation. I almost hate spending time in law now. It is so boring and useless that am working towards establishing myself as the fitness specialist that I spent most time studying.It is imperative that you become a very sophisticated reader and writer while developing your skills to understand and process information. When you get to the point of deconstructing or unpackaging ideas and information with logical reasoning, then you have become the superior student.American education and most western education is built on a web of myths, lies (LIES MY TEACHER TOLD ME by James Lowen) illusions and indoctrination to accept what the architects of control (documentary below)have put out there. We are being systematically and deliberately being dumbed down in order to NOT ask the questions that really matter concerning life on this planet.The real war is a war on your consciousness and the colonization of your mind in the pursuit of mind control of the masses by the elites. Now we are talking about the origins of evil and the manipulation of consciousness. Read Jim Keith and Jim Mars.So you are NOT a weak student when you study and challenge what you are learning and deconstruct the source and validity of this knowledge.Teachers in the social sciences fear me because they know they are teaching lies and deception to their students that produce mindless people who lack the capacity to articulate, much less, understand what they are learning and why.Read what one educational whistleblower says about what you are learning below by Charlotte Thomson Iserbyt.Here is what J. Krishnamurti says in his book EDUCATION AND THE SIGNIFICANCE OF LIFE about our current systems of education that are destroying your mind and promoting global genocide:When one travels around the world, one notices to what an extraordinary degree human nature is the same, whether in India or America, in Europe or Australia. This is especially true in colleges and universities. We are turning out, as if through a mould, a type of human being whose chief interest is to find security, to become somebody important, or to have a good time with as little thought as possible.Conventional education makes independent thinking extremely difficult. Conformity leads to mediocrity. To be different from the group or to resist environment is not easy and is often risky as long as we worship success. The urge to be successful, which is the pursuit of reward whether in the material or in the so-called spiritual sphere, the search for inward or outward security, the desire of comfort – this whole process smothers discontent, puts and end to spontaneity and breeds fear; and fear blocks the intelligent un-derstanding of life. With increasing age, dullness of mind and heart sets in.There is an efficiency inspired by love which goes far beyond and is much greater than the efficiency of ambition; and without love, which brings an integrated understanding of life,efficiency breeds ruthlessness. Is this not what is actually taking place all over the world? Our present education is geared to industrialization and war, its principal aim being to develop efficiency; and we are caught in the machine of ruthless competition and mural destruction. If education leads to war, if it teaches us to destroy or be destroyed, has it not utterly failed?To bring about right education, we must obviously un-derstand the meaning of life as a whole, and for that we have to be able to think not consistently, but directly and truly.A consistent thinker is a thoughtless person, because he conforms to a pattern; he repeats phrases and thinks in a groove. We cannot understand existence abstractly or theoretically. To understand life is to understand ourselves, and that is both the beginning and the end of education.The function of education is to create human beings who are integrated and therefor intelligent. We may take degrees and be mechanically efficient without being intelligent. Intelligence is not mere information; it is not derived from books, nor does it consiste of clever self-defensive responses and aggressive assertion. One who has not studied may be more intelligent than the learned. We have made examination and degrees the criterion of intelligence and have developed cunning minds that avoid vital human issues.Intelligence is the capacity to perceive the essential, the what is; and to awaken this capacity, in oneself and in others is education.Education should help us to discover lasting values so that we do not merely cling to formulas or repeat slogans; it should help us to break down our national and social barriers, instead of emphasizing them, for they breed antagonism between man and man. Unfortunately, the present system of education is making us subservient, mechanical and deeply thoughtless; though it awakens us intellectually inwardly it leaves us incomplete, stultified and uncreative.Without an integrated understanding of life, our individual and collective problems will only deepen and extend. The purpose of education is not to produce mere scholars, technicians, and job hungers, but integrated men and women who are free of fear; for only between such human beings can there be enduring peace.When there is no self-knowledge, self-expression becomes self-assertion, with all its aggressive and ambitious conflicts. Education should awaken the capacity to be self-aware and not merely indulge in gratifying self-expression.What is the good of learning if in the process of living we are destroying ourselves: As we are having a series of devastating wars, one right after another, there is obviously something radically wrong with the way we bring up our children. I think most of us are aware of this, but we do not know how to deal with it.Systems, whether educational or political, are not changed mysteriously; they are transformed when there is a fundamental change in ourselves. The individual is of first importance, not the system; and as long as the individual does not understand the total process of himself no system, whether of the left or of the right, can bring order and peace to the world.THE ignorant man is not the unlearned, but he who does not know himself, and the learned man is stupid when he relies on books, on knowledge and on authority to give him understanding. Understanding comes only through self-knowledge, which is awareness of one's total psychological process.Thus education, in the true sense, is the understanding of oneself, for it is within each one of us that the whole of existence is gathered. What we now call education is a matter of accumulating information and knowledge from books, which anyone can do who can read. Such education offers a subtle form of escape from ourselves and, like all escapes, it inevitably creates increasing misery.Conflict and confusion result from our own wrong relationship with people, things and ideas, and until we understand that relationship and alter it, mere learning, the gathering of facts and the acquiring of various skills, can only lead us to engulfing chaos and destruction. As society is now organized, we send our children to school to learn some technique by which they can eventually earn a livelihood. We want to make the child first and foremost a specialist, hoping thus to give him a secure economic position. But does the cultivation of a technique enable us to understand ourselves?While it is obviously necessary to know how to read and write, and to learn engineering or some other profession, will technique give us the capacity to understand life? Surely, technique is secondary; and if technique is the only thing we are striving for, we are obviously denying what is by far the greater part of life.Life is pain, joy, beauty, ugliness, love, and when we understand it as a whole, at every level, that understanding creates its own technique. But the contrary is not true: technique can never bring about creative understanding. Present-day education is a complete failure because it has overemphasized technique. In overemphasizing technique we destroy man.To cultivate capacity and efficiency without understanding life, without having a comprehensive perception of the ways of thought and desire, will only make us increasingly ruthless, which is to engender wars and jeopardize our physical security. The exclusive cultivation of technique has produced scientists, mathematicians, bridge builders, space conquerors; but do they understand the total process of life? Can any specialist experience life as a whole? Only when he ceases to be a specialist"."MANY of us seem to think that by teaching every human being to read and write, we shall solve our human problems; but this idea has proved to be false. The so-called educated are not peace-loving, integrated people, and they too are responsible for the confusion and misery of the world. The right kind of education means the awakening of intelligence, the fostering of an integrated life, and only such education can create a new culture and a peaceful world; but to bring about this new kind of education, we must make a fresh start on an entirely different basis.With the world falling into ruin about us, we discuss theories and vain political questions, and play with superficial reforms. Does this not indicate utter thoughtlessness on our part? Some may agree that it does, but they will go on doing exactly as they have always done - and that is the sadness of existence. When we hear a truth and do not act upon it, it becomes a poison within ourselves, and that poison spreads, bringing psychological disturbances, unbalance and ill health. Only when creative intelligence is awakened in the individual is there a possibility of a peaceful and happy life".What truth are you listening to that empowers you to become self educated?A WHISTLEBLOWER'S ACCOUNTCharlotte Thomson Iserbyt, former Senior Policy Advisor in the U.S. Department of Education, blew the whistle in the `80s on government activities withheld from the public. Her inside knowledge will help you protect your children from controversial methods and programs. In this book you will discover:how good teachers across America have been forced to use controversial, non-academic methodshow "school choice" is being used to further dangerous reform goals, and how home schooling and private education are especially vulnerable.how workforce training (school-to-work) is an essential part of an overall plan for a global economy, and how this plan will shortcircuit your child's future career plans and opportunities.how the international, national, regional, state and local agendas for education reform are all interconnected and have been for decades.A CHRONOLOGICAL PAPER TRAILthe deliberate dumbing down of america is a chronological history of the past 100+ years of education reform. Each chapter takes a period of history and recounts the significant events, including important geopolitical and societal contextual information. Citations from government plans, policy documents, and key writings by leading reformers record the rise of the modern education reform movement. Americans of all ages will welcome this riveting expose of what really happened to what was once the finest education system in the world.Readers will appreciate the user-friendliness of this chronological history designed for the average reader not just the academician. This book will be used by citizens at public hearings, board meetings, or for easy presentation to elected officials.Publication of the deliberate dumbing down of america is certain to add fuel to the fire in this nation's phonics wars. Iserbyt provides documentation that Direct Instruction, the latest education reform fad in the classroom, is being institutionalized under the guise of "traditional" phonics thanks to the passage of the unconstitutional Reading Excellence Act of 1998.Coexistence on this tightly knit earth should be viewed as an existence not only without wars...but also without [the government] telling us how to live, what to say, what to think, what to know, and what not to know. Aleksandr Solzhenitsyn, from a speech given September 11, 1973.For over a twenty-five-year period the research used in this chronology has been collected from many sources: the United States Department of Education; international agencies; state agencies; the media; concerned educators; parents; legislators, and talented researchers with whom I have worked for at least twenty-five years. In the process of gathering this information two beliefs that most Americans hold in common became clear:1) If a child can read, write and compute at a reasonably proficient level, he will be able to do just about anything he wishes, enabling him to control his destiny to the extent that God allows (remain free).2) Providing such basic educational proficiencies is not and should not be an expensive proposition.Since most Americans believe the second premise-that providing basic educational proficiencies is not and should not be an expensive proposition-it becomes obvious that it is only a radical agenda, the purpose of which is to change values and attitudes (brainwash), that is the costly agenda. In other words, brainwashing by our schools and universities is what is bankrupting our nation and our children's minds.In 1997 there were 46.4 million public school students. During 1993-1994 (the latest years the statistics were available) the average per pupil expenditure was $6,330.00 in 1996 constant dollars. Multiply the number of students by the per pupil expenditure (using old-fashioned mathematical procedures) for a total K-12 budget per year of $293.7 billion dollars. If one adds the cost of higher education to this figure, one arrives at a total budget per year of over half a trillion dollars. The sorry result of such an incredibly large expenditure-the performance of American students-is discussed on page 12 of Pursuing Excellence-A Study of U.S. Twelfth Grade Mathematics and Science Achievement in International Context: Initial Findings from the Third International Mathematics and Science Study [TIMMS], a report from the U.S. Department of Education (NCES 98-049). Pursuing Excellence reads:Achievement of Students, Key Points: U. S. twelfth graders scored below the international average and among the lowest of the 21 TIMSS nations in both mathematics and science general knowledge in the final year of secondary school. (p. 24)Obviously, something is terribly wrong when a $6,330 per pupil expenditure produces such pathetic results. This writer has visited private schools which charge $1,000-per-year in tuition which enjoy superior academic results. Parents of home-schooled children spend a maximum of $1,000-per-year and usually have similar excellent results.There are many talented and respected researchers and activists who have carefully documented the "weird" activities which have taken place "in the name of education." Any opposition to change agent activities in local schools has invariably been met with cries of "Prove your case, document your statements," etc. "Resisters"-usually parents-have been called every name in the book. Parents have been told for over thirty years, "You're the only parent who has ever complained." The media has been convinced to join in the attack upon common sense views, effectively discrediting the perspective of well-informed citizens. Documentation, when presented, has been ignored and called incomplete. The classic response by the education establishment has been, "You're taking that out of context!"-even when presented with an entire book which uses their own words to detail exactly what the "resisters" are claiming to be true.The desire by "resisters" to prove their case has been so strong that they have continued to amass-over a thirty- to fifty-year period-what must surely amount to tons of materials containing irrefutable proof, in the education change agents' own words, of deliberate, malicious intent to achieve behavioral changes in students/parents/society which have nothing to do with commonly understood educational objectives. Upon delivery of such proof, "resisters" are consistently met with the "shoot the messenger" stonewalling response by teachers, school boards, superintendents, state and local officials, as well as the supposedly objective institutions of academia and the press.This resister's book, or collection of research in book form, was put together primarily to satisfy my own need to see the various components which led to the dumbing down of the United States of America assembled in chronological order-in writing. Even I, who had observed these weird activities taking place at all levels of government, was reluctant to accept a malicious intent behind each individual, chronological activity or innovation, unless I could connect it with other, similar activities taking place at other times. This book, which makes such connections, has provided for me a much-needed sense of closure.the deliberate dumbing down of america is also a book for my children, grandchildren, and great-grandchildren. I want them to know that there were thousands of Americans who may not have died or been shot at in overseas wars, but were shot at in small-town 'wars' at school board meetings, at state legislative hearings on education, and, most importantly, in the media. I want my progeny to know that whatever intellectual and spiritual freedoms to which they may still lay claim were fought for-are a result of-the courageous work of incredible people who dared to tell the truth against all odds.I want them to know that there will always be hope for freedom if they follow in these people's footsteps; if they cherish the concept of 'free will'; if they believe that human beings are special, not animals, and that they have intellects, souls, and consciences. I want them to know that if the government schools are allowed to teach children K-12 using Pavlovian/Skinnerian animal training methods-which provide tangible rewards only for correct answers-there can be no freedom.Why? People 'trained'-not educated-by such educational techniques will be fearful of taking principled, sometimes controversial, stands when called for because these people will have been programmed to speak up only if a positive reward or response is forthcoming. The price of freedom has often been paid with pain and loneliness.In 1971 when I returned to the United States after living in the West Indies for three years, I was shocked to find public education had become a warm, fuzzy, soft, mushy, touchy-feely experience, where its purpose had become socialization, not learning. From that time on, and with the advantage of having two young sons in the public schools, I became involved as a member of a philosophy committee for a school, as an elected school board member, as co-founder of Guardians of Education for Maine (GEM), and finally as a Senior Policy Advisor in the Office of Educational Research and Improvement (OERI) in the U.S. Department of Education during President Ronald Reagan's first term of office. OERI was, and is, the office from which all the controversial national and international educational restructuring has emanated.Those ten years (1971-1981) changed my life. As an American who had spent many years working abroad, I had experienced traveling in and living in socialist countries. When I returned to the United States I realized that America's transition from a sovereign constitutional republic to a socialist democracy would not come about through warfare (bullets and tanks) but through the implementation and installation of the "system" in all areas of government-federal, state and local. The brainwashing for acceptance of the "system's" control would take place in the school-through indoctrination and the use of behavior modification, which comes under so many labels, the most recent labels being Outcome-Based Education, Skinnerian Mastery Learning or Direct Instruction. In the seventies I and many others waged the war against values clarification, which was later renamed "critical thinking," which regardless of the label-and there are bound to be many more labels on the horizon-is nothing but pure, unadulterated destruction of absolute values of right and wrong upon which stable and free societies depend and upon which our nation was founded.In 1973 I started this long journey into becoming a "resister," placing the first incriminating piece of paper in my "education" files. That first piece of paper was a purple ditto sheet entitled "All About Me," next to which was a smiley face. It was an open-ended questionnaire beginning with: "My name is _______________." My son brought it home from public school in fourth grade. The questions were highly personal; so much so that they encouraged my son to lie, since he didn't want to "spill the beans" about his mother, father and brother. The purpose of such a questionnaire was to find out the student's state of mind, how he felt, what he liked and disliked, and what his values were. With this knowledge it would be easier for the government school to modify his values and behavior at will-without, of course, the student's knowledge or parents' consent.That was just the beginning. There was more to come: the new social studies textbook World of Mankind. Published by Follett, this book instructed the teacher how to instill humanistic (no right/no wrong) values in the K-3 students. At the text's suggestion they were encouraged to take little tots for walks in town during which he/she would point out big and small houses, asking the little tots who they thought lived in the houses. Poor or Rich? "What do you think they eat in the big house?...in the little house?" When I complained about this non-educational activity at a school board meeting I was dismissed as a censor and the press did its usual hatchet job on me as a misguided parent. A friend of mine-a very bright gal who had also lived abroad for years-told me that she had overheard discussion of me at the local co-op. The word was out in town that I was a "kook." That was not a "positive response/reward" for my taking what I believed to be a principled position. Since I had not been "trained" I was just mad!Next stop on the road to becoming a "resister" was to become a member of the school philosophy committee. Our Harvard-educated, professional change agent superintendent gave all of the committee members a copy of "The Philosophy of Education" (1975 version) from the Montgomery County schools in Maryland, hoping to influence whatever recommendations we would make. (For those who like to eat dessert before soup, turn to page ____ and read the entry under 1946 concerning "Community-Centered Schools: The Blueprint for Education in Montgomery County, Maryland." This document was in fact the "Blueprint" for the nation's schools.) When asked to write a paper expressing our views on the goals of education, I wrote that, amongst other goals, I felt the schools should strive to instill "sound morals and values in the students." The superintendent and a few teachers on the committee zeroed in on me, asking "What's the definition of 'sound' and whose values?"After two failed attempts to get elected to the school board, I finally succeeded in 1976 on the third try. The votes were counted three times, even though I had won by a very healthy margin!My experience on the school board taught me that when it comes to modern education, "the end justifies the means." Our change agent superintendent was more at home with a lie than he was with the truth. Whatever good I accomplished while on the school board-stopping the Planning, Programming and Budgeting System [PPBS] now known as Total Quality Management [TQM] or Generally Accepted Accounting Procedures/Generally Accepted Federal Funding Reporting [GAAP/GAFFR], getting values clarification banned by the board, and demanding five [yes, 5!] minutes of grammar per day, etc.-was tossed out two weeks after I left office.Another milestone on my journey was an in-service training session entitled "Innovations in Education." A retired teacher, who understood what was happening in education, paid for me to attend. This training program developed by Professor Ronald Havelock of the University of Michigan and funded by the United States Office of Education taught teachers and administrators how to "sneak in" controversial methods of teaching and "innovative" programs. These controversial, "innovative" programs included health education, sex education, drug and alcohol education, death education, critical thinking education, etc. Since then I have always found it interesting that the controversial school programs are the only ones that have the word "education" attached to them! I don't recall-until recently-"math ed.," "reading ed.," "history ed.," or "science ed." A good rule of thumb for teachers, parents and school board members interested in academics and traditional values is to question any subject that has the word "education" attached to it.This in-service training literally "blew my mind." I have never recovered from it. The presenter (change agent) taught us how to "manipulate" the taxpayers/parents into accepting controversial programs. He explained how to identify the "resisters" in the community and how to get around their resistance. He instructed us in how to go to the highly respected members of the community-those with the Chamber of Commerce, Rotary, Junior League, Little League, YMCA, Historical Society, etc.-to manipulate them into supporting the controversial/non-academic programs and into bad-mouthing the resisters. Advice was also given as to how to get the media to support these programs.I left-with my very valuable textbook, Innovations in Education: A Change Agent's Guide, under my arm-feeling very sick to my stomach and in complete denial over that in which I had been involved. This was not the nation in which I grew up; something seriously disturbing had happened between 1953 when I left the United States and 1971 when I returned.Orchestrated ConsensusIn retrospect, I had just found out that the United States was engaged in war. People write important books about war: books documenting the battles fought, the names of the generals involved, the names of those who fired the first shot. This book is simply a history book about another kind of war: * one fought using psychological methods; * a one-hundred-year war; * a different, more deadly war than any in which our country has ever been involved; * a war about which the average American hasn't the foggiest idea.. The reason Americans do not understand this war is because it has been fought in secret-in the schools of our nation, using our children who are captive in classrooms. The wagers of this war are using very sophisticated and effective tools:* Hegelian Dialectic (common ground, consensus and compromise) * Gradualism (two steps forward; one step backward) * Semantic deception (redefining terms to get agreement without understanding).The Hegelian Dialectic4 is a process formulated by the German philosopher Fredrich Hegel (1770-1831) and used by Karl Marx's in codifying revolutionary Communism as dialectical materialism. This process can be illustrated as:Synthesis (consensus)Thesis AntithesisThe "Thesis" represents either an established practice or point of view which is pitted against the "Antithesis"-usually a crisis of opposition fabricated or created by change agents-causing the "Thesis" to compromise itself, incorporating some part of the "Antithesis" to produce the "Synthesis"-sometimes called consensus. This is the primary tool in the bag of tricks used by change agents who are trained to direct this process all over the country; much like the in-service training I received. A good example of this concept was voiced by T.H. Bell when he was Secretary of Education: "[We] need to create a crisis to get consensus in order to bring about change." (The reader might be reminded that it was under T.H. Bell's direction that the Department of Education implemented the changes "suggested" by A Nation at Risk-the alarm that was sounded in the early 1980's to announce the "crisis" in education.)Since we have been, as a nation, so relentlessly exposed to this Hegelian dialectical process (which is essential to the smooth operation of the "system") under the guise of "reaching consensus" in our involvement in parent-teacher organizations, on school boards, in legislatures, and even in goal setting in community service organizations and groups-including our churches-I want to explain clearly how it works in a practical application. A good example with which most of us can identify involves property taxes for local schools. Let us consider an example from Michigan:The internationalist change agents must abolish local control (the "Thesis") in order to restructure our schools from academics to global workforce training (the "Synthesis"). Funding of education with the property tax allows local control, but it also enables the change agents and teachers' unions to create higher and higher school budgets paid for with higher taxes, thus infuriating homeowners. Eventually, property owners accept the change agent's radical proposal (the "Anti- thesis") to reduce their property taxes by transferring education funding from the local property tax to the state income tax. Thus, the change agents accomplish their ultimate goal; the transfer of funding of education from the local level to the state level. When this transfer occurs it increases state/federal control and funding, leading to the federal/internationalist goal of implementing global workforce training through the schools (the "Synthesis").5Regarding the power of gradualism, remember the story of the frog and how he didn't save himself because he didn't realize what was happening to him? He was thrown into cold water which, in turn, was gradually heated up until finally it reached the boiling point and he was dead. This is how "gradualism" works through a series of "created crises" which utilize Hegel's dialectical process, leading us to more radical change than we would ever otherwise accept.In the instance of "semantic deception"-do you remember your kindly principal telling you that the new decision-making program would help your child make better decisions? What good parent wouldn't want his or her child to learn how to make "good" decisions? Did you know that the decision-making program is the same controversial values clarification program recently rejected by your school board against which you may have given repeated testimony? As I've said before, the wagers of this intellectual social war have employed very effective weapons to implement their changes.This war has, in fact, become the war to end all wars. If citizens on this planet can be brainwashed or robotized, using dumbed-down Pavlovian/Skinnerian education, to accept what those in control want, there will be no more wars. If there are no rights or wrongs, there will be no one wanting to "right" a "wrong." Robots have no conscience. The only permissible conscience will be the United Nations or a global conscience. Whether an action is good or bad will be decided by a "Global Government's Global Conscience," as recommended by Dr. Brock Chisholm, Executive Secretary of the World Health Organization, Interim Commission, in 1947-and later in 1996 by current United States Secretary of State Madeline Albright. (See p. ___for quotes in entry under 1947.)You may protest, "But, no one has died in this war." Is that the only criteria we have with which to measure whether war is war? The tragedy is that many Americans have died in other wars to protect the freedoms being taken away in this one. This war which produces the death of intellect and freedom is not waged by a foreign enemy but by the silent enemy in the ivory towers, in our own government, and in tax-exempt foundations-the enemy whose every move I have tried to document in this book, usually in his/her/its own words.Ronald Havelock's change agent in-service training prepared me for what I would find in the U.S. Department of Education when I worked there from 1981-1982. The use of taxpayers' hard-earned money to fund Havelock's "Change Agent Manual" was only one out of hundreds of expensive U.S. Department of Education grants each year going everywhere, even overseas, to further the cause of internationalist "dumbing down" education (behavior modification) so necessary for the present introduction of global work force training. I was relieved of my duties after leaking an important technology grant (computer-assisted instruction proposal) to the press.Much of this book contains quotes from government documents detailing the real purposes of American education: * to use the schools to change America from a free, individual nation to a socialist, global "state," just one of many socialist states which will be subservient to the United Nations Charter, not the United States Constitution; * to brainwash our children, starting at birth, to reject individualism in favor of collectivism; * to reject high academic standards in favor of OBE/ISO 1400/90006 egalitarianism; * to reject truth and absolutes in favor of tolerance, situational ethics and consensus; * to reject American values in favor of internationalist values (globalism); * to reject freedom to choose one's career in favor of the totalitarian K-12 school-to-work/OBE process, aptly named "limited learning for lifelong labor,"7 coordinated through United Nations Educational Scientific and Cultural Organization.Only when all children in public, private and home schools are robotized-and believe as one-will World Government be acceptable to citizens and able to be implemented without firing a shot. The attractive-sounding "choice" proposals will enable the globalist elite to achieve their goal: the robotization (brainwashing) of all Americans in order to gain their acceptance of lifelong education and workforce training-part of the world management system to achieve a new global feudalism.The socialist/fascist global workforce training agenda is being implemented as I write this book. The report to the European Commission entitled "Transatlantic Co-operation in International Education: Projects of the Handswerkskammer Koblenz with Partners in the United States and in the European Union" by Karl-Jurgen Wilbert and Bernard Eckgold (May 1997) says in part:In June, 1994, with the support of the Handswerkskamer Koblenz, an American-German vocational education conference took place...at the University of Texas at Austin. The vocational education researchers and economic specialists...were in agreement that an economic and employment policy is necessary where a systematic vocational training is as equally important as an academic education, as a "career pathway."...The first practical steps along these lines, which are also significant from the point of view of the educational policy, were made with the vocational training of American apprentices in skilled craft companies, in the area of the Koblenz chamber. [emphasis added]Under section "e) Scientific Assistance for the Projects," one reads:The international projects ought to be scientifically assisted and analyzed both for the feedback to the transatlantic dialogue on educa- tional policy, and also for the assessment and qualitative improvement of the cross-border vocational education projects. As a result it should be made possible on the German side to set up a connection to other projects of German-American cooperation in vocational training; e.g., of the federal institute for vocational training for the project in the U.S. state of Maine. On the USA side an interlinking with other initiatives for vocational training-for example, through the Center for the Study of Human Resources at the University of Texas, Austin-would be desirable.This particular document discusses the history of apprenticeships-especially the role of medieval guilds-and attempts to make a case for nations which heretofore have cherished liberal economic ideas-i.e., individual economic freedom-to return to a system of cooperative economic solutions (the guild system used in the Middle Ages which accepted very young children from farms and cities and trained them in "necessary" skills). Another word for this is "serfdom." Had our elected officials at the federal, state, and local levels read this document, they could never have voted in favor of socialist/fascist legislation implementing workforce training to meet the needs of the global economy. Unless, of course, they happen to support such a totalitarian economic system. (This incredible document can be accessed at the following internet address: http://www.kwk-koblenz.de/ausland/trans-uk.doc )Just as Barbara Tuchman or another historian would do in writing the history of the other kinds of wars, I have identified chronologically the major battles, players, dates and places. I know that researchers and writers with far more talent than I will feel that I have neglected some key events in this war. I stand guilty on all counts, even before their well-researched charges are submitted. Yes, much of importance has been left out, due to space limitations, but the overview of the battlefields and maneuvers will give the reader an opportunity to glimpse the immensity of this conflict.In order to win a battle one must know who the "real" enemy is. Otherwise, one is shooting in the dark and often hitting those not the least bit responsible for the mayhem. This book, hopefully, identifies the "real" enemy and provides Americans involved in this war-be they plain, ordinary citizens, elected officials, or traditional teachers-with the ammunition to fight to obtain victory.1 Noted Soviet dissident, slave labor camp intern, and author of The Gulag Archipelago and numerous other books.2 Statistics taken from The Condition of Education, 1997, published by the National Center for Educational Statistics, U.S. Department of Education, NCES 97-388. Internet address: http://www.ed/gov/NCES.3 OBE/ML/DI or outcomes-based education/mastery learning/direct instruction.4Dean Gotcher, author of The Dialectic & Praxis: Diaprax and the End of the Ages and other materials dealing with dialectical consensus building and human relations training, has done some excellent work in this area of research. For more detailed information on this process, please write to Dean Gotcher of the Institution for Authority Research, 5436 S. Boston Pl., Tulsa, Oklahoma 74l05, or call (918) 742-3855.5 See Appendix ___ for an article by Tim Clem which explains this process in much more detail.6 ISO stands for International Standards of Operation for manufacturing (9000) and human resources (1400), coordinated through the United Nations Educational, Social and Cultural Organization (UNESCO).7 "Privatization or Socialization" by C. Weatherly, 1994. Delivered as part of a speech to a group in Minnesota and later published in the Christian Conscience magazine (Vol. 1, No. 2: February 1995, pp. 29-30).Now you are becoming smarter than your peer and the gatekeepers called teachers. Educate yourself FIRST and then you will be able to use your skills, gifts and talents for good and not evil.

My husband’s Cousin G— was (so I’m told) always a little different, but the family didn’t talk about these things, so my husband’s family never knew if he’d had a formal diagnosis, or what it might be. He talked in a high, breathy voice, and had been sent to special schools all his life, that much they knew.I heard about Cousin G— long before meeting him: when I discovered Google Earth, I showed my husband, so he was playing with it, putting different addresses in, showing me the house he grew up in, or where they moved to after that, where he lived when he moved out…then he said he’d show me his uncle’s house, and there was Cousin G—, standing on the front steps.I exclaimed, “What a coincidence, that he should be coming out just as the Google Earth camera took the picture!”“No,” my husband informed me, “he stands out there for hours, every day.””What do you mean? What does he do out there?” I inquired.“Well, sometimes he might read, but mostly he just stands there. If someone he doesn’t know, walks by on the sidewalk, he might ask them what they’re doing in the neighborhood, but if no one walks by, he just stands there.”I didn’t know it, at the time, but this was my first Real Life encounter with the polite Southern tolerance for having an eccentric recluse in each neighborhood—a friend of mine, when I described it later, declared immediately, “Boo Radley!” And I agreed, “Exactly right!” Cousin G— was the “Boo Radley” of his neighborhood. We went by the house my husband grew up in, too, and down the block was another eccentric recluse’s house, so I started to get this impression that each neighborhood had one.When his parents died, they left a Trust Fund, with a Bank as Trustee, managing the Fund, to pay for any needs or wants, that Cousin G— might have, but no one was looking out for Cousin G—‘s welfare—there was no Guardian or Conservator. When he wanted to go to the grocery store or the laundromat, he called this one guy at his bank, who would arrange to have a driver show up at G—‘s house. Cousin G— mainly paid for things with his debit card, but he also could write checks.When my husband first suggested we go to Shreveport (LA), he started by describing an idea he had, to fly to Kansas City, where another Cousin, J—, lived, rent a truck and drive with Cousin J—, to Shreveport, where Cousin J— had a storage unit into which she had shoved everything after her parents died, so she could sort through things, get rid of what she didn’t and put what she wanted into the truck, which they would drive back to Kansas City.“Ha!” I said, knowing he and Cousin J— did not always get along, “Sounds like lots of fun!”He knew sarcasm when he heard it. “It might not be so bad,” he hesitated only slightly, then in a rush,—“if YOU came along…”“Right,” I nodded, “Shreveport in July. No thank you.”“We might not go for a month or so,” he offered.“Shreveport in August. Even better. I’m not going,” I retorted.“I’ll show you around Shreveport, all the places I hung out when I was a kid,” he said, trying to make it sound fun.“Take my camera,” I responded.“I’ll take you to that restaurant I told you about, where they have that green tomato relish,” he coaxed.“Bring me back a jar.”“Won’t you at least consider it?”“Okay…I’ve considered it and I still don’t want to go. But any time you want me to consider it again, I will; I just don’t think it will take much time to reach the same conclusion,” I was adamant, but amiable.“Oh, come on, other men’s wives do things for them that they might not necessarily want to do.” He was getting impatient.“We-e-e-ell,” I drew out the one syllable, “Maybe…you’re…Right…—but you’re not married to them, you’re married to me, and I’m not going.”So after his mother died, he and his sister “C” had a pact to visit their mother’s grave. Their mother died in Michigan, near Detroit, and they’d had her remains transported (in a hearse) to and from the airports, and flown back to Shreveport, to be interred next to her late husband, who had bought the plots a long time. Thus, they had never actually seen the grave, made a pact to meet in Shreveport, planning to plant some flowers (we discovered the cemetery has rules about what you can plant), and I had to agree to go too, as it was almost like a pilgrimage.“C” had been doing Ancestry.com, tracing their family back to when they first came to this continent, before it was the United States (she was charmed by the idea that she could join the D.A.R!), so she had hoped to visit a whole bunch of cemeteries, tracking down family gravestones, also checking county courthouse records, libraries and museums, for old newspaper articles that mentioned the family.In the process of her research, she got in touch with a Second Cousin B—, whom they remembered from when they were children, the branches fo the two families visiting, but Second Cousing B—‘s family branch was in Mississippi so they didn’t see them often, and as adults had lost track of them. So Second Cousin B— arranged a family reunion while we were in the area, so to speak, because it was in Meridian and we had to drive across two states to get there.So when we got to Shreveport with our rental car, we settled into a hotel (another neighbor from their childhood gave us some coupons for a discount) and perhaps the second or third day went to find Cousin G— at his house.I think the first time we tried to visit Cousin G—, it might have been late morning, maybe 11 am, but already the temperature was well on its way to the high nineties, so the neighbors to the left, across the driveway, were out in the backyard, a woman presumably the mother, keeping an eye on her kids splashing around in an above-ground swimming pool.First we went up the front steps, opened the screen door to the porch, following the path footsteps had trod in the dust, to the front door and rang the doorbell. The dust was so thick, covering everything on the porch, that only the well-trodden path revealed the porch to be painted blue, under the brown. Among the neglected mail on a table by the door, lay a Census questionnaire, from two years before, unopened.When we couldn’t get a response by knocking and ringing the doorbell, we walked up the driveway, around the back of the house, knocking on the windows and calling out, “G—, here are your cousins come to visit you!”The woman next door observed us, then, glancing at her kids in the pool, she approached the fence that enclosed her yard, and we joined her at the gate across her driveway. She said, “You’re his cousins? Then you know how he is. He won’t answer the door. He doesn’t answer the telephone either. You have to come back when he’s standing outside on the front walk. At this time of year, he doesn’t come out until it’s shaded by that tree there, about 5 o’clock, and he’ll be there until it gets dark.” This is what I mean by a neighborhood’s tolerance of eccentricity—she was matter-of-fact, and accepting, in describing his behavior.So we took her advice, arriving some twenty minutes after 5, gratified to see from several blocks away (straight, level streets here), him standing out there on the stairs between the sidewalk and the stairs off the porch. My husband, the driver, pulled in to the curb when we were still a few blocks away, saying, “Let me approach him alone and on foot, then we won’t startle him by a strange car pulling up to his curb.”He got out and headed towards where his cousin stood; I moved to the driver’s seat, where with “C” I ducked down to peer out the windows and when it seemed to be going well, we slowly cruised to the curb, separated by a median strip from where they were standing on the sidewalk. As we got out of the car, “C” greeted her Cousin G—, crossing the median strip to stand with him on the sidewalk, and my husband introduced me. I came around the car, but stood with my feet on the curb, as I leaned against the car, watching the other three as they stood on the sidewalk; Cousin G—‘s shirt sleeves came down to the elbow, but when he moved I could see part of his upper arm, a few inches above the elbow.After a few minutes, my sister-in-law complained that there were ants, so she joined me leaning against the car and bracing her feet on the curb. I leaned over to mutter in her ear “Look at G—‘s left upper arm, a couple inches above the elbow and tell me if you don’t think that looks like a melanoma?” From what I could see of it, it looked bigger than a quarter, raised and lumpy, black with irregular borders, surrounded by reddened skin. G— wouldn’t come to dinner with us, but we agreed we would come back the next day.Armed with a recommendation of a dermatologist, from the woman who had gotten us the discount coupons for the hotel, we returned the next day having agreed on the best way to approach Cousin G— about it. The original dermatologist was booked a month ahead, so we got a referral to another and were able to get an appointment for the next day.My husband went in to see the dermatologist, with Cousin G—, they returning with the confirmation that it looked like a malignant melanoma (they would have to do a biopsy to be sure) but that it had grown too large to be excised by the dermatologist and was going to require surgery. So we got a referral to a surgeon. I did go online to check on the surgeon, and to find out that these things are roughly cone-shaped, so they have to excise the whole tip and usually like to remove a little more, all around the melanoma itself, just to make sure they get it all.So we rearranged most of our itinerary so we were able to take Cousin G— to an appointment with the surgeon, then the pre-opp appointment (he came on to the nurse) and the follow-up (they gave him a male nurse, and he asked what the man’s sexual orientation was), filling out medical history and admission forms (he didn’t remember his Primary Care doctor, in fact he couldn’t remember when was the last time he’d seen a doctor, though he remembered going to a dentist).Second Cousin B— was very understanding, saying the Lord had sent us to save Cousin G—‘s life; and as it happened, we did make it to the reunion he had arranged, in Meridian, MS, with some family coming from as far away as Mobile, Alabama. We gave Cousin G— our cell phone numbers, when we delivered him home after having the melanoma removed. He kept calling saying he wanted to take a shower, so we had to remind him he could wash with a washcloth, but the bandage on his arm should not get wet, so he could not take a shower yet.On one level, he blamed us, saying, “You got me into this!” But I think on some level he realized that melanoma was a threat, because before we left to go home, he said to me, “three weeks ago I had never met you, but now I think you’re my best friend. Would you mind if I gave you a hug?”—This from a man, who on our second meeting told me his Dad had taught him to refer to people like me as “Gooks!”After we left, the guy from the bank called to say he was having trouble getting drivers to take Cousin G— to his follow-up appointments because Cousin G— didn’t want to go, so it wasn’t working to drop him off—he wouldn’t go in; and the drivers didn’t like having to find a place to park and escort him through the door. But we couldn’t afford to go back to Shreveport each time, so we just tried to persuade him over the phone. After awhile, he seemed okay with it; and my husband and sister-in-law went back to do some of the things we hadn’t done because of having to take Cousin G— to his appointments, so they did look in on him and he seemed to be doing pretty well, as much as he had been, any way.So my husband was listed as his closest relative and got a call when Cousin G— was in the hospital some months ago, and when he went downhill quickly, then passing on, at the age of 72, outliving my sister-in-law, who contracted esophageal cancer, went through treatment, but gained only 5 years after her treatment. Our intervention gave Cousin G— 7 more years, of what for some people would not be much of a life, but it was his, and a life is a life, I guess, whatever he chose to do with it. His parents’ Trust Fund dictated that if he died without issue, the remaining funds and the house, would go to the First Baptist Church and a school attached to it.