A Vet’s Take On Reece

By Elias Alias
October 2011

Aren’t the beginnings of guilt found at the peripheral edges of a constellation called “existence”? Does not one’s cognitive apprehension of one’s existence as an entity operating in space-time mandate its opposite, the inference that existence must relate to non-existence?  It is not the guilt of the Actor in space-time’s continuum, who may have trespassed a consensus property line or done something else “against the law”. It is the guilt of consciousness married to an awareness of its own activity, and that pillared by the evident darkness of a cognizance of death, or non-existence.
Veterans of War understand that clinical psycho-Veterans Administration think-tank Authorities employ among a zillion others the meta-lens, the psychological template, or mental sieve-filter if you will, named clinically and used professionally as “Survivor’s Guilt”.
Like, Bro, it’s that old “guilt” thing brought up by the tapestry of sheer psychic imagery which revealed itself to one as one’s brother under fire is blown to hell, body parts flying through bloody air in the explosive thundering screech of blasting ordnance three-sixty and the earth stopped and the senses rang in the spent-shell foggy haze of surreal Oriental insanity which burns now even to this day, four decades later, in the hell of one’s knowledge that one made it through, made it home, made it. And the ones who did not make it made it home anyway in an indelible memory folder in one’s mind – and in one’s heart.  Survivor’s Guilt. Or something like that, eh?
It’s that feeling inside oneself which cannot be separated from the knowledge of existence, for in that feeling also resides the full range of love, which is the thought-system of joyful bliss. Existence itself, in a world altered at death, shrieks for the rest of one’s life, the miracle of life. Guilt is only one of many options one may entertain as one’s soul sifts its mental fields for peace. As aging Vets will say, “what goes ‘round comes ‘round”, and one is here now, one has made it all this way through all that fire in all that time so many years since marked and written into one’s personal past with the quite real personal struggle for existence, the means to survive in a world now gone mad, where relations are measured in money and contracts and Govlish legalese, rules and laws, permits and licenses, tax laws and legal tender laws, Courts of questionable motive, bankster-Wall Street super-criminals, Federal secrecy, government spying, think-tank profiling, preventive crime control, probation and incarceration, fines, low wages rising costs take a message return the call meet down at the hall or the Vet Center and watch one’s country go down the toilet, circling the bowl, swirling into the drain of a government-controlled world.
One’s sense of existence rings new tones, a new mental imagery bearing  meaning, which one can see as well as feel, and along comes another old fool brother wanting to speak to one about that Oath one took so long ago, and he has an idea. “It’s a mental war, Bro.”
And one recalls Steve Mason’s immortal line –
“Old soldiers with bad gums find out too late whom they really served”.
And one recalls with new meanings the lines of Steve Earle –
“Just another poor boy, off to fight the rich man’s war”.
So any Veteran can now afford to admit government exists to enhance its existence in perpetuity, ever expanding its sphere of control. And further, any Veteran can easily see that he was lied to by a powerful elite collective which works through three powerful economic hubs in the Wall Street-Washington D.C. tandem in the United States, in the City of London financial district at London, England, and the Vatican in Italy.
But one might take issue with that statement, on any of myriad reasonable objections of course. I acknowledge that. Therefore, as merely an introduction to the Temptations of St. Anthony, let us loosen up our wits and drift out of our present time, out of the present into the past, back as far as the 1950s, where the Congressional Record validates a report called The Reece Committee Report.
How one can know that one was lied to is revealed in Twentieth Century history – the hidden history not rendered through public school education where most Veterans attended school.
The subject of the Reece Committee’s investigation for Congress on behalf of the people was to produce an analysis of the great tax-exempt Foundations such as Carnegie, Rockefeller, Morgan, and Ford. Party to that purpose was also the responsibility of the Committee to characterize the Foundation’s relationship to government and social institutions etc.
What the Reece Committee Report established in 1954 was the existence of a conspiracy to influence the policy-making arms of government, influence a growth in Federal involvement in local education, influence both the monetary system of the nation and the native economy within the nation. The Report also exposed collusion with foreign powers in all arenas, political included. The Report is about massive mind control, and in who’s hands we find the controls.
The Report is a half-century old already, and it validates itself in today’s headlines.
The Report is a vital element in one’s grasp on the hidden history, and the history of those who hid it. The world’s most powerful political and economic entities are seen to have literally shaped the perception of the collective consciousness of the human race. And it’s on our own Congressional Record.
Something any Veteran can do is to talk to a neighbor or friend about the nature of government service, and show them that the willingness to make war is a mindset sold to the people through public relations media prepared through Wall Street and Washington D.C., and show them that that is why they should resist all government grabs for power over the lives of the people for whom one once went to war.
It is like a bouquet of many faces, faces of hope fetched from the fields of the flowers of one’s mind. Hence, the importance of owning one’s mind outright.
Important, that.
And that brings up the purpose of this writing. I would like to share some passages from the Reese Committee Report.
-begin excerpts from Reese Committee Hearings 1954, quoting from transcription by Shorty Dawkins-
The result of the development and operation of the network in which foundations have played such a significant role seems to leave this country with what is tantamount to a national system of education under the tight control of organizations and persons little known to the American public. Its operations and ideas are so complex as to be beyond public understanding or control. It also seems to have resulted in an educational product which can be traced to research of a predominantly empirical character in the inexact or social sciences.
In these fields the specialists, more often than not, seem to have been concerned with the production of empirical data and with its application. Principles and their truth or falsity seem to have been considered by them very little.
In what appears from our studies to have been zeal for a radically new social order in the United States, many of these social science specialists apparently gave little thought to either the opinions or the warnings of those who were convinced that a wholesale acceptance of knowledge acquired almost entirely by empirical methods would result in a deterioration of moral standards and a disrespect for principles. Even past experience which indicated that such an approach to the problems of society could lead to tyranny, appears to have been disregarded.
(Interruption from Mr. Hays.)
Mr. DODD. For these reasons, it has been difficult for us to dismiss the suspicion that, latent in the minds of many of the social scientists has lain the belief that, given sufficient authority and enough funds, human behavior can be controlled, and that this control can be exercised without risk to either ethical principles or spiritual values and that, therefore, the solution to all social problems should be entrusted to them.
[Still Mr. Dodd] Ford Foundation: Finally, I suggest that the committee give special consideration to the Ford Foundation. This … foundation gives ample evidence of having taken the initiative in selecting purposes of its own. Being of recent origin, it should not be held responsible for the actions or accomplishments of any of its predecessors. It is without precedent as to size, and it is the first to dedicate itself openly to “problem solving” on a world scale.
In a sense, Ford appears to be capitalizing on developments which took place long before it was founded, and which have enabled it to take advantage of the wholesale dedication of education to a social purpose, the need to defend this dedication against criticism, to indoctrinate adults along these lines, the acceptance by the executive branch of the Federal Government of responsibility for planning on a national and international scale, the diminishing importance of the Congress and the States and the growing power of the executive branch of the Federal Government, the seeming  indispensability of control over human behavior.
As if they had been influenced directly by these developments, the trustees established separate funds for use in the fields of educational, national planning, and politics. They set up a division devoted to the behavioral sciences, which includes a center for advanced study, a program of research and training abroad, an institutional-exchange program, and miscellaneous grants-in-aid.
It is significant that the policies of this foundation include making funds available for certain aspects of secret military research and for the education of the Armed Forces. It becomes even more significant when it is realized that the responsibility for the selection of the personnel engaged in these projects is known to rest on the foundation itself — subject as it may be to screening by our military authorities.
Mr. WORMSER. Yes. It is from the 1947 yearbook of the Carnegie Endowment for International Peace. Entered at page 15 is a reprint of a document called Recommendations of the President Trustees. It is signed by Alger Hiss, president.
Mr. HAYS. It was an unfortunate thing when the Secretary of State recommended him to the Carnegie Foundation, was it not?
Mr. WORMSER. I think we would all agree on that.
Mr. DODD (reading):

   Among the special circumstances favorable to an expansion of the endowments own direct activities, the most significant is the establishment of the United Nations with its’ headquarters in New York, and with the United States as its leading and most influential member.
   The United States was the chief architect of the United Nations and is its chief support. The opportunity for an endowed American institution having objectives, traditions, and prestige of the endowment, to support and serve the United Nations is very great. No other agency appears to be so favorably situated as is the endowment for the undertaking of such a program.
   So far as we have been able to ascertain, no other agency is contemplating the undertaking of such a program. Consequently, I recommend most earnestly that the endowment construct its program for the period that lies ahead primarily for the support and the assistance of the United Nations. I would suggest that this program be conceived of as having two objectives. First, it should be widely educational in order to encourage public understanding and United Nations at home and abroad. Second, it should aid in the adoption of wise policies, both by our own Government in its capacity as a member of the United Nations, and by the United Nations Organization as a whole.
   The number and importance of decisions in the field of foreign relations with which the United States will be faced during the next few years are of such magnitude that the widest possible stimulation of public education in this field is of major and pressing importance. In furthering its educational objective, the endowment should utilize its existing resources, such as the international clubs in the colleges and international conciliation, and should strengthen its relationships with existing agencies interested in the field of foreign affairs. These relationships should include close collaboration with other organizations principally engaged in the study of foreign affairs, the Institute of Pacific Relations, the developing university centers of international relations, the Council on Foreign Relations, the Foreign Policy Association, and local community groups interested in foreign affairs, of which the Cleveland Council on World Affairs and the projected World Affairs Council in Francisco are examples.
   Of particular importance is the unusual opportunity of reaching large segments of the population by establishing relations of a rather novel sort with the large national organizations which today are desirous of supplying their members with objective information on public affairs, including international issues. These organizations, designed to serve, respectively, the broad interests of business, church, women, farm, labor, veterans, educational, and other large groups of our citizens, are not equipped to set up foreign policy research staffs on their own. The endowment should supply these organizations with basic information about the United Nations, and should assist them both in selecting topics of interest to their members and in presenting those. topics so as to be most readily understood by their members.
   We should urge the Foreign Policy Association and the Institute of Pacific Relations to supply similar service on other topics of international significance. Explanation should also be made by the endowment as to the possibilities of increasing the effectiveness of the radio and motion pictures in public education on world affairs.
Mr. WORMSER. Mr. Dodd mentioned in connection with the book, American Dilemma, by Gunnar Myrdal, that there were some statements in that book critical of our Constitution. With your permission I would like him to read several of these statements to illustrate what he means.
Mr. DODD. This is the first of approximately four such statements, Mr. Chairman.

Indeed, the new republic began its career with a reaction. Charles Beard in An Economic Interpretation of the Constitution of the United States, and a group of modern historians, throwing aside the much cherished national mythology which had blurred the difference in spirit between the Declaration of Independence and the Constitution, have shown that the latter was conceived in considerable suspicion against democracy and fear of “the people.” It was dominated by property consciousness and designed as a defense against the democratic spirit let loose during the Revolution.
   This conservatism, in fundamental principles, has, to a great extent, been perverted into a nearly fetishistic cult of the Constitution. This is unfortunate since the 150-year-old Constitution is in many respects impractical and ill-suited for modern conditions and since, furthermore, the drafters of the document made it technically difficult to change even if there were no popular feeling against the change.
   Modern historical studies of how the Constitution came to be as it is reveal that the Constitutional Convention was nearly a plot against the common people. Until recently the Constitution has been used to block the popular-
The CHAIRMAN. Will you repeat that last sentence?
Mr. DODD. Yes, Mr. Chairman.

   Modern historical studies of how the Constitution came to be as it is reveal that the Constitutional Convention was nearly a plot against the common people. Until recently the Constitution has been used to block the popular will: the 14th Amendment inserted after the Civil War to protect the civil rights of the poor freedmen has, for instance, been used more to protect business corporations against public control.
Memorandum to : Mr. Dodd.    MAY 5, 1954
From: Kathryn Casey.
Subject : National Education Association.

One example of foundation support of organizations which display an unusual philosophy in their publications is the National Education Association.
This association has received from the Carnegie and Rockefeller Foundations approximately one and a half million dollars (a complete tabulation is available by year of grant and nature of project).
In 1948 the association issued a volume entitled “Education for Understanding in American Schools-Suggestions and Recommendations prepared by the Committee on International Relations, the Association for Supervision and Curriculum Development, and the National Council for the Social Studies — all departments of NEA .
The preface signed by “The Committee” states that the book represents the consensus of “the committee on the basis of information and opinion from many sources during 2 years of investigation and discussion — from April 1946 to April 1948” (p.v.) According to the preface (p. vi), the first question demanding an answer was: Why should American schools be concerned with education for international understanding? The committee’s answer to that question will be found in chapter 1 of this report. The second question was: What schools and what teachers have the responsibility for educating children and youth for international understanding? The committee’s answer: All elementary and secondary schools have that responsibility; and every administrator and supervisor as well as every teacher of every subject on every grade level shares a part of it.
Another fundamental question to which the committee and staff devoted extended consideration in the early stages of the project was: What should be the specific objectives of school programs for international understanding? For assistance on this point the committee sent letters of inquiry to 300 distinguished Americans of wide experience in world affairs, two-thirds of whom replied with considered and useful statements. These statements were evaluated by 16 scholars, journalists, and public officials who met with the committee at Pocono Manor, Pa., in January 1947 for a 3-day discussion of the same basic question.
Page 2:
*  *  * The United States, in spite of its present position and power, is therefore forced to consider the problem of attaining and maintaining peace not from the point of view of domestic security and well-being alone but also from the point of view of the security and well-being of the world in general.”

Page 6:
* * * As a first step in this process (establishment of a world order), the United Nations has been created. Through its Security Council, every dispute that affects the peace of the world can be brought before an international body endowed with authority to take all necessary steps for the restraint of aggression. Its General Assembly is an international forum for the discussion of all matters of international concern. Collaboration among the nations for economic, social, and cultural welfare is being organized and given administrative instruments through the Economic and Social Council, and the specialized agencies: International Bank, the International Monetary Fund, the Food and Agriculture Organization, the World Health Organization, the International Trade Organization, the International Labor Organization, the United Nations Educational, Scientific, and Cultural Organization, and others. The fundamental problem of formulating standards acceptable to all peoples to guide the relationships with one another receives the continuous attention of a Commission on Human Rights.
“The United States has assumed full obligations under the charter and has repeatedly declared officially that it regards full participation in United Nations activities as a fundamental tenet of its foreign policy. The creation and operation of the United Nations, however, is not the whole answer to the problem.”

Page 8 :

“* * * It is more important than ever that teachers recognize the importance of educating for international understanding in our elementary and secondary schools.
Page 10 :

“ * * *  If this educational challenge is to be accepted, it must be accepted boldly; that is to say, educators must be prepared to take the matter seriously and to embark upon a soberly conceived program with a determination to reach the objective.
Page 11 :

“The long-range goal of education for international understanding is world peace and human welfare, achieved and maintained through a peaceful world order operating through international organizations. The immediate purpose of such education in the elementary and secondary schools of the United States is the development of American citizens who are conscious of their new obligations to mankind.
Page 12 :

“* * *  These 16 experts met with the committees sponsoring the present project for a 3-day conference at Pocono Manor, Pa., January 18-20, 1947. At this conference exhaustive discussion was devoted to the question of what the world-minded American should know, feel, and do. The names of members Conference are given in the acknowledgments.
“Out of the 200 letters and the 500-page transcript of the proceedings of the Pocono conference, the staff and sponsoring committees formulated a series of statements designed to identify some of the characteristics of world-mindedness toward which school programs in `education for international understanding’ might be directed. After criticisms and suggestions from many persons, leading to a succession of revisions, a list of 10 marks of the world-minded American was agreed upon by the committees. The list is as follows:

Marks of the World-Minded American

“I. The world-minded American realizes that civilization may be imperiled by another world war.
“II. The world-minded American wants a world at peace in which liberty and justice are assured for all.
“III. The world-minded American knows that nothing in human nature makes war inevitable.
“IV. The world-minded American believes that education can become a powerful force for achieving international understanding and world peace.
“V. The world-minded American knows and understands how people in other lands live and recognizes the common humanity which underlies all differences of culture.
“VI. The world-minded American knows that unlimited national sovereignty is a threat to world peace and that nations must cooperate to achieve peace and human progress.
“VII. The world-minded American knows that modern technology holds promise of solving the problem of economic security and that international cooperation can contribute to the increase of well-being for all men.
“VIII. The world-minded American has a deep concern for the well-being of humanity.
“IX. The world-minded American has a continuing interest in world affairs and he devotes himself seriously to the analysis of international problems with all the skill and judgment he can command.
“X. The world-minded American acts to help bring about a world at peace in which liberty and justice are assured for all.”

Page 14:
“* * * The ten marks of the world-minded American as stated above in this chapter are the goal of education for international understanding toward which all teachers of all subjects in American elementary and secondary schools should direct their instruction.
Chapter 3. The Marks of the World-Minded American

Page 21”
“* * * More recently, the idea has become established that the preservation of international peace and order may require that force be used to compel a nation to conduct its affairs within the framework of an established world system. The most modern expression of this doctrine of collective security is in the United Nations Charter.”

Page 31 :
“* * * The social causes of war are overwhelmingly more important than the attitudes and behavior of individuals. If this be true, the primary approach to the prevention of war must involve action in the area of social and political organization and control. The role of the individual, however, is not unimportant. It must be recognized that individuals do have tendencies toward pugnacity and aggression, that they react to frustration, that they respond emotional appeals of aggressive leaders, and that they can develop callousness toward violence and human suffering. All these human traits make war possible, but by no means inevitable. The educational problem both in and out of school is to assist individuals to recognize their own behavior tendencies and to assist them in directing their behavior toward peaceful and other socially approved ends.”
Page 36 :

“Education for Peace Through Mass Media

“World-minded Americans are aware of the tremendous educational potency of the media of mass communication – – – the press, film, and radio. Teachers from 28 countries, assembled at Endicott, N. Y., in August 1946 for the World Conference of the Teaching Profession, declared:
“The influence of the press is limited only by the extent of literacy; the radio leaps across national boundaries to inform and inspire all who have ears to hear; the cinema teaches its lessons, wholesome or detrimental, with a power and persuasiveness beyond those of the most skillful teachers and the most highly organized educational systems. These, and other modern media of mass communication, have in the past and may in the future work either with teachers or against them in their efforts to develop international understanding.
   “It is important that the world-minded American develop an ability to discriminate and analyze what he reads, sees, and hears through these mass media. At the same time, he should use these media in promoting the ideal of peace and in convincing others of the validity of the objective.”

Page 37 :
“* * * UNESCO is devoted to formulating and carrying out on a world-wide scale a positive program for promotion of international understanding through education.”

“* * * UNESCO offers a direct means through which the power of education may be channeled for the gradual achievement of its overall objective. There has seldom been an opportunity of this kind offered to the people of the world. It behooves the world-minded American to know what UNESCO it is attempting to do. Having discovered this, he should lend his efforts to its support. Every person has a part to play in promoting the purposes of UNESCO, but because of the nature of the job to be done an extraordinarily large responsibility rests upon members of the teaching profession.”

Page 44 :
“The World-Minded American Believes that Unlimited National Sovereignty Is a
Threat to World Peace and that Nations Must Cooperate to Achieve Peace and Human Progress

“* * * The nation-state system has been in existence for about three centuries. Although serious attempts have been made by many of the nations during this period to establish permanent peace on a worldwide basis, all such attempts failed. The nation-state system has not been able to the present time to abolish wars. Many persons believe that enduring peace cannot be achieved so long as the nation-state system continues as at present constituted. It is a system of international anarchy – – -a species of jungle warfare . Enduring peace cannot be attained until the nation-states surrender to a world organization the exercise of jurisdiction over those problems with which they found themselves unable to deal singly in the past.
Page 46:
“The Society of Nations Today

“We are likely to take the present nation-state system for granted; but in so doing, we are likely to overestimate its permanence and underestimate its significance. A study of the development of nation-states in world history raises the possibility that since the society of nations is only three centuries old, the system is not necessarily permanent but may be only a stage in the evolution of political groups. On the other hand, since we are faced today with actuality of some 60 independent, sovereign political entities, recognition must be given to the difficulty of reconciling the objectives of their foreign policies. Attempts to bring about world cooperation in trade, social welfare, control of armaments, and education are blocked by nations who are either too selfish or too unenlightened to be willing to cooperate. Since collective action by states frequently calls for unanimity to achieve a desired goal, the failure of powers to cooperate will block the attempt. World organizations derive their strength from the voluntary participation and support given nations.”
Page 57 :
“* * * The demonstration of the feasibility of international organization in nonpolitical fields and the failure of the League of Nations makes even more clear the fact that it is in the area of `political’ organization where failure seems  to be consistent. This suggests that the difficulty may be traceable to the dogma of unlimited sovereignty – – that nothing must he allowed to restrict the complete independence of the state. It suggests also that the dogma of sovereignty has a high emotional content that is self-generated and self-sustained and that so long as the dogma of illimitability obtains, international cooperation of a political nature will at best be tenuous.”

Page 60:
“* * * The development of international cooperation as a contributing force to economic well-being is possible only insofar as it is applied to give direction to common positive aims and to condition the effects of national economic policies that would otherwise be serious disruptions of the interdependent world economy.”
Page 78 :
“Awareness of Techniques and Channels of Action
“* * * The American citizen can bring his personal influence directly to bear on international affairs in ways * * * and he can become an active member of one or more nongovernmental international organizations.”

Page 80 :
“* * * An individual can increase his effectiveness in influencing foreign policy by associating himself with organizations and by helping to formulate their attitudes on international questions. The groups most suitable for this are the political party and those generally called pressure groups.”


Page 83:
” * * * Responsibility of the school: What is the responsibility of American schools for comprehensive program planning focused on the goal of international understanding? The urgency and the magnitude of the world crisis that now confronts the world’s people make it mandatory that every person and institution devote maximum efforts toward building the foundations of peace. This means that schools must assume responsibility for helping all youth and adults to have experiences which will advance the understanding of international affairs and which will aid them in recognizing the significance of decisions in which they share, either directly or indirectly. This comprehensive approach is necessary in order that the entire population, young and old, may have experiences which will aid them to become increasingly effective minded citizens.”
“To involve all citizens, a program in the field of international understanding must move beyond the conventional school-community relationships and organizations. In many communities economic and social groups are already at work on programs designed to increase understanding of international problems. The school, as a public agent, should seek to coordinate such efforts in order that the total impact of community thinking may be brought to bear on major issues. Such a role brings the school into working contact with those agencies in the community which are keyed to action, thus helping youth to function directly with adults and community agencies. By such procedure, too, the danger is lessened that the schools may remain ideological islands in a culture in which decisions are based on values remote from those taught in the schools.”

“In addition, Willard E. Givens, under the title `Education for the New America’ in the proceedings of the 72d annual meeting of the National Education Association, is quoted as follows:
“This report comes directly from the thinking together of more than 1,000 members of the department of superintendence * * * .
“‘A dying laissez-faire must be completely destroyed and all of us, including the “owners,” must be subjected to a large degree of social control. A large section of our discussion group, accepting the conclusions of distinguished students, maintain that in our fragile, interdependent society the credit agencies, the basic industries, and utilities cannot be centrally planned and operated under private ownership.
“‘Hence they will join in creating a swift nationwide campaign of adult education which will support President Roosevelt in taking these over and operating them at full capacity as a unified national system in the interests of all of the people.* * *’


-end excerpts from Reese Committee Report 1954-

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