A WEEKLY COMMENTARY
Year Nineteen ... Number Fifty ... December 15, 1972
PROOFS OF A CONSPIRACY TO BUILD
A TOTAL, MANAGED GLOBAL SOCIETY
PART FIFTEEN
THE RIDDLE WITHIN THE ENIGMA
In its most elemental and least confusing sense the Planning, Programming, Budgeting System (PPBS) is a rather complicated and highly developed method of Political and Economic Planning (PEP), the system by which the United Kingdom was socialized. PEP was developed by the British Fabian society, was transplanted in the United States during the New Deal Era. It remained for the RAND Corporation to make the system more sophisticated through the application of scientific and technological advances, especially the Computer and the Data, or Memory Bank.
It has been brought to our attention that the English historian, science fiction writer and Fabian Socialist, H.G. Wells, gave an excellent description of the machinery by which PPBS was to be manufactured, as early as 1908, in his book New Worlds for Old. He wrote:
"It was left chiefly to the little group of English people who founded the Fabian Society to supply a third system of ideas to the amplifying conception of Socialism, to convert Revolutionary Socialism to Administrative Socialism . . . . From saying that unorganized people cannot achieve Socialism, they passed to the implication that organization alone, without popular support might achieve Socialism.
". . . .Socialism ceased to be open revolution, and became a plot. Functions were to be shifted quietly, unostentatiously, from the representative to the official he appointed . . . they worked like a ferment in municipal politics . . . . The reconstruction of our legislative and local government machinery is a necessary preliminary to Socialisation in many directions. . . . Scientific reconstruction of our methods of government constitutes a necessary part of the Socialist scheme . . . it supplies us with a conception of the methods of transition, and with a vision of a great and disciplined organization of officials, a scientific bureaucracy, appointed by representative bodies of diminishing activity and importance and coming at last to be the real working control of the Socialist state. . . . the replacement of individual actions by public organization."
It was in the early 1930s, according to an official U.S. Senate report (Interlocking Subversion in Government Departments, by the Subcommittee on Internal Security, July 30, 1953), when:
"A plague of young lawyers settled on Washington . . . these prattlers were for the most part employees of the government, and had taken the oath of allegiance. But they took the position that their high purpose gave them a super-morality that could not be confused with the morality the nation had been using. They were quite above such old-fogy Tory, reactionary stuff as oaths of office or other religious antiquities. They owed allegience -- not to the United States -- patriotism was for the non-thinking . . . . They had an allegiance to a higher cause. The end justified the means . . . ."
These young braintrusters had the United States on the verge of collapse when World War II was started in order to make the world safe for Communism; and their Political and Economic Planning began anew. Lyndon Johnson explained the hiatus in planning when, within a month after becoming President of the United States, he went before the United Nations General Assembly to tell that body:
"When I entered the Congress of the United States 27 years ago, it was my
great privilege to work closely with President Franklin Delano Roosevelt .
. . . As a member of Congress, I worked with him to bring about a profound
but peaceful revolution. . . .Now, on the world scale, the time has come, as
it came to America, thirty years ago. . . ."
(Congressional Record, Dec. 20, 1963.)
In point of fact, nearly two decades before LBJ made that statement, the word had gone forth from the Plotters to the Planners, to pick up where the New Deal had left off, apply new scientific and technological discoveries to the old PEP methods, and call it the Planning, Programming, Budgeting System (PPBS) -- or, to give it a more understandable name: Administrative Socialism -- Socialism "by organization, without popular support," (the popular support to come later, as a result of education and indoctrination).
Back in 1958, when this editor first issued the booklet Terrible 1313 (long out of print and now a collector's item), we gave the following formula which was being used to promote Urban Renewal, Metro Government, Regional Government, etc.:
PPBS, while still utilizing the above formula whenever it is required, has developed a far more sophisticated formula, which we have called the "riddle within the enigma."
We'll try to explain:
The "enigma" of PPBS has been explained in previous letters in this series, and deals with the mystery of how PPBS is used as a method for creating a new political, social and economic order for America, and for the world.
But there remains the deeper riddle, of how individuals and the people as a whole are to be re-educated and remade so that they will enter contentedly and even happily into this state of slavery which is called the New Order.
When referring to tangibles (manufactured products, materials and natural resources, man-hours, services, etc) PPBS has one set of meanings:
PLANNING: -- Determining the final goal or end product, which is done through forecasting by "experts" who use the "Delphi technique" to decide what the final goal or end product is to be.
PROGRAMMING: -- Immediate steps to be taken which will work towards the accomplishment of the final goal or end product.
BUDGETING: -- The "power of the purse" applied to the programming. If the program does not contribute toward attainment of the final goal or end product, then the budget is not approved and money to implement the program is withheld. (In the final analysis, this means that the director of the Office of Management and Budget (Roy Ash at this writing) has become a virtual dictator).
The preceding is the "enigma" of PPBS, the meaning of the acronym when applied to tangibles.
But now for the riddle within the enigma, or the meaning of PPBS when applied to the intangibles such as education, mind control, behaviorism, even religion. Here PPBS takes on an entirely different meaning:
PLANNING equals UNFREEZING: --
"Unfreezing" is the term used by the experts to denote what the layman might refer to as "brainwashing;" the wiping out of all pre-conceived (frozen) ideas, concepts, beliefs, fixations, prejudices, absolutes such as truth, the sense of right and wrong, etc. In the case of schoolchildren "unfreezing" includes the elimination of all family influence, all Christian training, etc., so that an entirely new set of "values" can be implanted in the youthful mind.
PROGRAMMING equals RE-EDUCATING: --
After all the old concepts and beliefs have been erased (unfrozen) and the mind has become a "clean white sheet of paper on which the man re-makers may write what they will; then this "re-education" becomes the "programming" which is intended to fit man for the man-made World of Tomorrow (to use a phrase made famous by the Armstrongs -- father and son -- who have spent their lives in an attempt to make Christianity synonymous with Humanism.)
When applied to the school, this re-education phase involves the 'taxonomic domains' which we explained in a previous letter in this series: (a) Cognitive (how one should think); (b) Affective (how one should feel); and (c) Pyschomotor (how one should act).
BUDGETING equals REFREEZING: --
This is the "end accomplished," the new man in the new world, a man-made being forming the smallest unit in a Total Managed Global Society in a Government of the People, by the Experts, for the Elites.
Please note that in explaining this "riddle within the enigma" that is PPBS, we have concentrated primarily on its application to the field of education in the public schools. However, this "Unfreezing, Re-educating, Refreezing" system applies to all government programs and especially in education's companion areas: health and welfare. But, we believe it is easier to understand (and certainly easier to explain) this riddle, if we confine our discussion to the field of education for the remainder of this letter.
The "Parents of New York United" are understandably concerned with the introduction of PPBS into the public schools of New York State. In a very important letter written to Donald H. Bragaw of the State Education Department by Janet Mellon, the State Chairman of PONY-U, Inc., a case in the point is made. We quote from that letter:
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The Humanists state that one of the aims of Humanist World Fellowship is the advancement of the good life on the basis of a morality determined by historical human experience and contemporary scientific research; and Humanism insists that man be treated as an end in himself. For, say Humanists, all things must be made subservient to the fullest development of the potentialities of human nature as the Supreme End of all endeavor. This is total denial of God and, as the United States Supreme Court has ruled, this is a religion without God (and) this is precisely what is contained in the social studies as spelled out . . . . as the method of teaching in our State schools today.
"Man: A Course of Study" (M:ACOS) program is being introduced into schools . . . . and that or similar programs are being put into all schools in the State and Nation. It is well known in professional educator and behavioral scientist circles, that before the "Planning, Programming, Budgeting System" can be put into operation, the cirriculum had to be rewritten into behavioral objectives; these 3 categories being: Cognitive, Affective and Pyschomotor . . . . The essence of the PPBS system is to be able to test or evaluate students in each of the 3 domains. . . . The objectives pre-determine what knowledge is necessary or good, what attitude the child should have, and what action is considered desirable. . . .
M:ACOS was designed to break down, or unfreeze, the child's values and standards, changing the child by giving him different standards and a different conception of who he is, and refreezing, to lock the child into the new self. . . .
Have you looked at or examined the social science studies books being used in the New York public schools lately? . . . "Shaping the Western World," for instance, puts an emphasis not only on religion and world government, but states that Nationalism is a Religion. It also states that the holy days are the Fourth of July, Christmas, May Day. The shrines are the wailing wall, Lenin's tomb and the tomb of the unknown soldier.
"Our children will live in yet another 'world' in the future;" is the educational jargon parrotted in most all public relations material used to sell innovative programs to the public. If our schools will be concerned with teaching the children their American Heritage and follow the education law and stop slanting the cirriculum and developing in them a world sense, they will be able to face the future as it develops, and not on the fantasies of the B.F. Skinners and the Wm. Glassers, and other behavioral scientists. This expanded role of the schools is well stated in one textbook which reads: "allegiance to a nation is the biggest stumbling block to creation of international government. National boundaries and the concept of sovereignty must be abolished. The quickest way to abolish sovereignty is to condition the young to another and broader allegience. Opinion favorable to international government will be developed in the social studies of elementary schools." . . . .
. . . . It has been well established that world government could exist only as a collectivist state, so just exactly what are you and your colleagues promoting? It is because parents have seen the results of collectivist governments that parents are concerned with the myriad of behavioral material in our schools, including M:ACOS, that they are justifiably concerned. . . .
You also point out that local school people are not "servants" but educational professionals. I believe that whether they are paid by the federal, state, or local government, this money comes from the taxpayers and they are therefore civil servants. The New York Education Law Sec. 5102.12 clearly states: "The primary responsibility of the education of children rests with the parents and the State, while teachers serve merely as agents of both." In my opinion educators gave up their right to be classed as professionals when they joined labor union.
Very truly yours,
/s/ Janet Mellon
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The brief reference to William Glasser in the above, is important when considering the "riddle within the enigma" of PPBS as applied to education, since Dr. Glasser is the leader of the new "Reality Therapy" movement, a new school of psychology that is having as much influence on education today, as did John Dewey and the Progressive Education Association in a previous era.
In 1955 Dewey's Progressive Education Association found it necessary to disband and its leaders went under cover in a host of "progressive" private schools, or they went underground completely (as did the Communists of that decade). Nevertheless, the collectivism and atheistic pragmatism propounded by John Dewey and his followers has continued to have a profound effect on American education.
After Dewey came the Behaviorists, led by John Watson until his death in 1958. Combining the theories of Sigmund Freud with those of Ivan Pavlov, the behaviorist sees man as merely another type of animal, and he emphasizes external, environmental influences as being most instrumental in the shaping of man and his behavior. Watson put it this way: "The Behaviorist is not interested in his (man's) morals, except as a scientist; in fact, he doesn't care what kind of man he is."
After NEA and the textbook producers had absorbed and transmitted to the classrooms of the nation the animalistic environmentalism of the Behaviorist school, then came the Third Force School, or Humanistic Psychology. Out of this evolved such ventures as the Esalen Institute at Big Sur, Synanon, Gestalt, the various Behavioral Sceince Institutes, the General Semantics movement, sensitivity training, encounter and touch therapy, Glasser's Reality Therapy, etc.
And at the head of this Third Force School (since the death of Abragam Maslow) stands William Glasser -- and the Third Force School has joined forces with the Unfreezing, Changing, Refreezing technicians who provide the "riddle within the enigma" that is PPBS.
Dr. Glasser says children no longer need to be prepared to "make a living," the government will take care of them; children no longer search for goals in life, but for roles in society. So the schools must change and accept the new role assigned by PPBS. A few direct quotes from Dr. Glasser: "We have to let students know there are no right answers, and we have to let them see that there are many alternatives to certainty and right answers." Again: "The truth does not make much difference basically." And yet again, his advice to teachers: "It is very unfortunate that we get so concerned that what we teach is certain and correct."
"The process of sensitizing a child involves three steps: Unfreezing his values and standards, Changing the child by giving him different standards and a different conception of who he is, and thirdly, Refreezing to lock the child into the new self. . . . After the refreezing is accomplished, it is impossible for the child to communicate with the conventional person, including his parents. He operates on a different wave length, and though in conversation he will use the same words he formerly used, the meanings of these words to him will be entirely different from their meanings as understood by his parents. The child is fully sensitized. . . . If PPBS is fully implemented, within one generation we will have a nation of unbelievably uncreative, immobilized, and unnatural inhabitants, all under the control of the very, very few talented elite who, of course, do not permit themselves to be processed through the system."
(To Be Continued)
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For information concerning this letter, write: DON BELL REPORTS, P.O. Box 2223, Palm Beach, Florida 33480