[G. Edward Griffin] Fearful Master A Second Look (BookZZ.org)
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[G. Edward Griffin] Fearful Master A Second Look (BookZZ.org)


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rebelled against 
their own tradition. Our awe of them is an expression of a sentiment that they themselves . . . 
[Correct answer: "hated."] 
Question 96-C-10: Nature has placed man under the empire of pleasure and pain. We owe to them 
all our ideas; we refer to them all of our judgments and all the determinations of our life. . . . Evil is 
pain, or the cause of pain. Good is pleasure, or the cause of pleasure. . . . Good and evil are nothing 
else than . . . 
[Correct answer: "happiness and unhappiness."] 
If we would but open our eyes and look, we would be shocked at the extent to which this UNESCO 
virus has spread. On Flag Day in a school in White Plains, New York, American children were 
presented with a flag at an impressive ceremony in which even the city government participated. It 
was not Old Glory; it was the flag of the United Nations.21 
A University of Chicago instructor by the name of Milton Mayer was quoted by the Syracuse Post-
Standard as saying in a public speech: "We must haul down the American flag; and if I wanted to be 
vulgar and shocking, I would go even further and say, haul it down, stamp on it and spit on it!" The 
newspaper reported that "most of the audience of nearly 200 persons greeted Mayer's statement with 
prolonged applause."22 
How did this come about? How have our youngsters been brought to accept this insidious mental 
conditioning? If you would really like to know the answer, write to the United States Department of 
Health, Education and Welfare, Office of Education, and ask for information on how to better teach 
about the United Nations in our schools. One such booklet, entitled Teaching About the United 
Nations in United States Educational Institutions, goes into minute detail explaining how the following 
school programs can be made most effective: panel discussions, notebooks and reports, audio-
visuals, reading assignments, UN clubs, UNICEF drives, essay contests, speech contests, field trips 
to UN headquarters, and model UN meetings. It is a total saturation program that no child can 
escape. 
On March 4, 1962, the National Broadcasting Company put on an NBC Special entitled Regards to 
George M. Cohan. You will remember that Cohan wrote many patriotic songs including "It's a Grand 
Old Flag." In this NBC Special, one of the actors came forward holding an American flag and said: "I 
guess everybody knows that George M. Cohan wrote a lot of songs about this. The Cohan brand of 
patriotism is a little old fashioned and naive for these confused times."23 
Things have even gone so far that in 1963 the community of Catonsville, Maryland, selected "Salute 
to the UN" as the theme for its Independence Day parade! 
In 1958 the McDonnell Aircraft Company made UN Day its seventh paid holiday. Company officials 
stated that they hoped the idea would "spread throughout the world." Consequently, on June 21, the 
Philadelphia Bulletin ran a story headlined "Firm Makes UN Day a Paid Holiday." And on the very 
next day, the same paper had another news story with the heading: "Some Philadelphia Banks Drop 
Flag Day as a Holiday." 
What effect has this anti-American conditioning had so far on the minds of our youth who have been 
subjected to it? How do we go about measuring the results? Unfortunately, there are so many 
unhealthy indications all around us that it is hard to begin. They range all the way from the rising 
juvenile crime rate, which is the inevitable result of a philosophy that says "truth is man-made" and 
"good is happiness," to student riots against congressional committees investigating Communist 
subversion. But perhaps the most tangible or measurable results were those observed among our 
fighting men who were captured in Korea. 
These boys represented a fairly accurate cross section of the American youth that had been 
processed by our educational system since this thinking came into favor. They came from the same 
kind of homes and backgrounds as our soldiers in all previous wars. Yet, their behavior as prisoners 
was startlingly different. For the first time in American military history, very few captured American 
soldiers escaped. Many of them signed "confessions" and in other ways collaborated with the enemy, 
not as a result of torture, but because they got better treatment that way and because they did not 
think it mattered anyway. And some even chose to defect to Communism rather than return to 
America after the war. The underlying reason for this unexpected behavior was explained rather 
dramatically by the Communists themselves. During the course of the fighting several secret 
Communist intelligence reports were intercepted by American forces. Some of these dealt with the 
handling of American prisoners of war. The following message was written by the chief of intelligence 
of the Chinese Peoples Volunteer Army in North Korea to the chief of intelligence of the Chinese 
Peoples Republic in Peiping: 
 
Based upon our observations of American soldiers and their officers captured in 
this war for the liberation of Korea from capitalist-imperialist aggression, the 
following facts are evident: 
The American soldier has weak loyalty to his family, his community, his country, 
his religion and to his fellow soldier. His concepts of right and wrong are hazy 
and ill-formed. Opportunism is easy for him. By himself, he feels frightened and 
insecure. He underestimates his own worth, his own strength, and his ability to 
survive. He is ignorant of social values, social tensions and conflicts. There is 
little knowledge or understanding even among U.S. university graduates of 
American political history and philosophy; the federal, state and community 
organizations, states and civil rights, freedoms, safeguards, checks and 
balances, and how these things allegedly operate within his own system. . . . 
He fails to appreciate the meaning of and the necessity for military or any form of 
organization or discipline. Most often he clearly feels that his military service is a 
kind of hateful and unavoidable servitude to be tolerated as briefly as possible 
and then escaped from as rapidly as possible with as little investment as 
possible. . . . 
Based upon these facts about the imperialist United States aggressors, the 
reeducation and reindoctrination program for American prisoners proceeds as 
planned.24 
 
In 1962 the Senate Armed Services Subcommittee conducted an investigation of Military Cold War 
Education and Speech Review Policies. During the course of the hearings, Admiral George W. 
Anderson, chief of naval operations, testified as follows: 
 
There were maybe 65% or 70% of youngsters who came in with really a lack of 
appreciation of discipline, either imposed or self-discipline. You might say at 
times they were in a state of delayed adolescence, and this is the group that it 
was so important that we work on and devote our greatest talents to, whether 
they ultimately are to stay in the Navy or return to civilian life. These are the 
people on which we have to depend in the service and on which America is 
going to have to depend. . . . 
General David M. Shoup, commandant of the Marine Corps, said: 
 
They are the same kind of human beings [as recruited in the past] but they have 
not been exposed to what this country means and what it took to make this 
country what it is today. They have not been given a realization of the 
worthwhileness of our way of life and that it is worth giving your life for if 
necessary.25 
 
All of which is right to the point. Who on earth would be willing to risk his life to defend America if he 
had been taught from kindergarten that love of one's own country is the major evil of our modem 
world? And if no one is willing to take such a stand, how long can we hold out against the fiercely 
aggressive force of world Communism? While the