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by David Odegard

Aldous Huxley wrote his most popular book The Brave New World in 1931. It was a dystopian look at a possible future in which the world is entirely managed by central planning. Last week I reminded you, constant reader, of Orwell’s 1984 and the stark similarities to modern life, but this week I want to reacquaint you with Huxley’s work.

If you recall, Huxley’s BNW was set the year 632 AF (after Ford) and controlled by Mustapha Mond as the World Controller. The world is subdivided into 5 classes: idiots called Epsilons, next Deltas, Gammas, Betas, Alphas. Each person is hatched in a test tube and is genetically engineered for maximum efficiency. The lower classes are “produced” to be hardy against the environment, they are strong for menial labor, and they are kept stupid enough to not want “higher” attainment. They are completely controlled through the use of recreational sex and drugs. The higher classes are more intelligent and they are suited for white collar work.

There is no sickness in this society. Everyone is perfectly happy. As the character of Mustapha Mond described the World Society:
"The world’s stable now. People are happy; they get what they want, and they never want what they can’t get. They’re well off; they’re safe; they’re never ill; they’re not afraid of death; they’re blissfully ignorant of passion and old age; they’re plagued with no mothers or fathers; they’ve got no wives, or children, or lovers they feel strongly about; they’re so conditioned that they practically can’t help behaving as they ought to behave.”

This description sounds chillingly like the Cardinal Principles document produced by the NEA Report in 1918, which has remained the ideology of public education from then until now. The methodology has changed wildly since 1918, but the ideology has remained constant: the production of a stable and contented populace.

One of the complaints of this Report according to Frances Fitzgerald, who studied American textbooks as part of her work America Revised, is that the older educational standard was too high and that it led “boys and girls away from pursuits for which they are adapted,” assumedly toward pursuits that the NEA did not feel boys and girls were “adapted” such as entrepreneurialism, invention, or other “white collar” work. Fitzgerald shows that the Report of ’17 called for a reorientation from history toward “social studies.” We need look no further than the destruction of southern monuments to realize that this principle has been fully realized today. There is a disregard for actual history, in preference for a sterilized social justice revisionist history.

Fitzgerald further indicts modern textbooks by looking for a uniting “ideology behind the texts.” She concludes that they do not convey history but rather present “a catechism… of American socialist realism.”

John Gatto quotes Fitzgerald’s work in his own book: “More than once she notes ‘actual hostility to the notion of intellectual training.’ Passion, in partnership with impatience for debate.” We need look no further than the modern university campus to see the fruit of passion plus impatience for debate. Speakers are routinely shouted down or harmed on American campuses. This is not because they are millennials; it is because they are the product of a multi-billion-dollar indoctrination regime that is an almost universal cradle-to-grave educational system controlled by the NEA and their Cardinal Principles. This is why we have to think of it as a “new brand of salvation,” that humanity can manage itself to a higher form of social life. Next stop—socialism unhindered by dissenters, “a socialism so good it’s mandatory.”

The idea is that “correctly managed mass schooling would result in a population so dependent on leaders that schism and revolution would be things of the past. . . No more wars, no civil disputes.” Just happy shiny idiots collecting stamps and laughing riotously anytime someone hits his head on a doorway. For proof, one need look no further than one’s own internal reaction to the government-by-manipulation on display at every facet of modern life. Don’t want to wear a seatbelt even if you are the only one in the car? Here’s your fine. Don’t want to bake a cake for people you don’t agree with? Here is a fine so large you’ll no longer be in business. On and on and on. From the DMV to the Veteran’s Hospital, we Americans have become all too familiar with government meddling in everyday life.

According to Fitzgerald’s findings, American textbooks are deliberately dumbing us down, numbing our minds to the upsetting realities in the world, simplifying us to pull our levers and pay our taxes and leave the thinking for the Alphas.

As Mustapha quipped, “’Just to give you a general idea,’ he would explain to them. For of course some sort of general idea they must have, if they were to do their work intelligently—though as little of one, if they were to be good and happy members of society, as possible.”

In conclusion, Gatto writes:
“The appearance of Cardinal Principles signaled the triumph of forces which had been working since the 1890’s to break the hold of complex reading, debate, and writing as the common heritage of children reared in America. Like the resourcefulness and rigors of character that small farming conveyed, complex and active literacy produces a kind of character antagonistic to hierarchical, expert-driven, class-based society. As the nature of American society was moved deliberately in this direction, forges upon which a different kind of American had been hammered were eliminated. We see this process nearly complete in the presentation of Cardinal Principles.”

In short, critical thinking had to go. One needs only look around to see that this fruit has long ago set. America is plunging into intellectual chaos. College students are demanding to be enslaved with socialism and refuse to exit the echo chamber.

Christians, I have endeavored to display that the government schools are an ill-fit for your child for more reasons than that they teach evolution and don’t have explicit moments of prayer. They are diseased with humanism to the very core—producing venomous fruit. Even when public institutions taught creationism and had prayer, they were still training students not to think, all the while placating unsuspecting Christian parents that all is well.

Americans worship one god really: government. We learned it in the religious school of secular humanism we were forced to attend. The twin values, ordinances if you will, of this American religion are personal security and affluence. We Christians must reorient around our Lord, Jesus Christ. We must orient in His kingdom, which is not of this world even though our message of the gospel is for this world. We are in the world, but not of the world. We love the world because God loves it. We attempt the reconciliation of God and world. If you feel no pressure to conform to the world and its standard, perhaps it is because you have already done so. Romans 12:1-2 is for you.

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