THE RAINBOW SWASTIKA - Scattered Seed Ministries

Other "sciences" to be taught in the NA educational curriculum include: "the Science of
Meditation", (skills for working "white magic") which should "dominate the new educational
methods" in schools everywhere, and whose goal is to "build the first half of the antahkarana"
and to "produce sensitivity to the higher impressions"; "the science of visualisation",
preparing pupils for "the science of vision". This last "science" is the tool for building "the
second half of the anthkarana", that is making contact "between the [human] soul and the
spiritual triad [or Logos]". Last but not least: the "Science of Service", essentially driven by
"identification with group purposes and plans" and ultimately by "knowledge of the Plan".
(p.96-98)
If there seems to be major redundancy in this NA curriculum (group service, receptivity to
group-think, group-identity, group life) it may reflect some doubt as to just how easy it is to
strip all children of all individual initiative, opinion and aspiration. In fact, "it will be only
common sense to realize that this integration is not possible for every student". (p.89) No
alternative is suggested for these kids, except a minimal attempt to train them in the Science
of Right Human Relations. The success of this education ultimately depends on having
access to the child "from infancy", [or even before] while it is still easy to establish "group
control" [p.97, a rare slip in the Hierarchy's careful terminology]. Bailey's "Masters" are also
hoping that the first graduates of New Age education who become parents themselves will
make their control job easier, since "they themselves will have been brought up under this
new and different regime". [Another interesting choice of terms: "regime" as defined in the
dictionary is either a natural process or a domineering government in power. The reader - and
the parent - can judge which more accurately describes what is being done to the NA child.]
And, finally, Bailey hints at some deliberately orchestrated time, "when in late adolescence, a
crisis, needed and planned, is precipitated" in the NA pupil's life [by human or spirit agent?],
in order to make sure that each child chooses what his/her "destiny ordains". (p.89) [If NA
education "ends the fear of death", and "destiny ordains" an early departure from the physical
plane for 80% of earth's population, we shouldn't be surprised at an explosion of teen suicides
and/or murders. Especially if the NA-educated kid happens to be carrying the weight of
Jewish racial karma.]
2. Bailey's Legacy: Today's Global Education
Bailey counted on "the coming two generations" to build this bridge into the global
educational system. She tellingly announced: "An international system of education,
developed in joint conference by broadminded teachers and educational authorities in every
country, is today a crying need and would provide a major asset in preserving world peace."
(p.87, emphasis mine) This is what has taken place - verbatim - within exactly two
generations. All of her educational principles are now the pillars of the "international system
of education" called the World Core Curriculum. It was spearheaded by "broadminded"
Bailey disciple, the Chancellor Emeritus of "the UN University for Peace" Robert Muller, in
"joint conference" with representatives of 155 nations at the "World Conference of Education
for All" (Thailand, 1990), where the Curriculum was further modified and expanded. The
WCC was, Muller wrote, a response to "an outcry by educators expressing the need for a
global curriculum." ("The Need for Global Education", _New Era_, World Fellowship of
Education, London, 1975) It is being vigorously distributed to "educational authorities in
every country", with 1996 declared the International Year of Global Education by UNESCO.
It was considered such an "asset in preserving world peace" that it won Muller the UN Peace
Prize for Education in 1989.
2a. Robert Muller's Contribution: Muller is best known for his decades of service as
Assistant Secretary General of the UN (serving with U Thant, Kurt Waldheim and Javier