ABEL GRIMMER - FESTIVITIES IN A GARDEN - PAGE 2 Fascists Built Our Education System Schoolhouse - We live in a world run by shape shifting fallen angels who are all falling into the Hell they built for us. - Here are a few of the scams they've been involved in to take America and the rest of the world down and they've been working on this plan for 2,500 years.   Dumbing Down Archway - People are noticing that the manner in which mathematics and arithmetic are taught today are much different than how they were taught 150 years ago, making them much harder to learn today. - Is this why our children are so confused and hate math so much? - It's a purposely induced difficultly to make them feel like it's too hard to learn when it shouldn't be. Sink or swim - This is the Deliberate Dumbing Down of Americans and Charlotte Thomson Iserbyt who was the senior advisor for the Department of Education wrote about this in detail in the 1999 and she documented everything. - Mr. O.A Nelson provided the links between the old and new textbooks and the involvement of the Council on Foreign Relations!!! - This is about the gradual transformation of our once academically successful education system into one devoted to training children to become compliant human resources to be used by government and industry for their own purposes. - This is how fascist-socialist societies train their children to become servants of their government masters. Charlotte Iserbyt is to be greatly commended for having put together the most formidable and practical compilation of documentation describing the “deliberate dumbing down” of American children by their education system. Anyone interested in the truth will be shocked by the way American social engineers have systematically gone about destroying the intellect of millions of American children for the purpose of leading the American people into a socialist world government controlled by behavioral and social scientists. (Deliberate Dumbing Down of Americans) Beats down - The successful implementation of this new philosophy of education will spell the end of the American dream of individual freedom and opportunity. - The government will plan your life for you, and unless you comply with government restrictions and regulations your ability to pursue a career of your own choice will be severely limited. - One of the interesting insights revealed by these documents is how the social engineers use a deliberately created education 'crisis' to move their agenda forward by offering radical reforms that are sold to the public as fixing the crisis, which they never do. What is so mind boggling is that all of this is being financed by the American people themselves through their own taxes. In other words, the American people are underwriting the destruction of their own freedom and way of life by lavishly financing through federal grants the very social scientists who are undermining our national sovereignty and preparing our children to become the dumbed-down vassals of the new world order. It reminds one of how the Nazis charged their victims train fare to their own doom. (Deliberate Dumbing Down of Americans) Change agents - The new reforms simply set the stage for the next crisis, which provides the pretext for the next move forward. - This is the dialectical process at work, a process our behavioral engineers have learned to use very effectively. - Its success depends on the ability of the 'change agents' to continually deceive the public which tends to believe anything the experts tell them. - And so, our children continue to be at risk in America’s schools. They are at risk academically because of such programs as whole language, mastery learning, direct instruction. Mrs. Iserbyt has dealt extensively with the root causes of immorality in our society and the role of the public schools in the teaching of moral relativism (no right/no wrong ethics). She raises a red flag regarding the current efforts of left-wing liberals and right-wing conservatives (radical center) to come up with a new kid on the block—“common ground” character education—which will, under the microscope, turn out to be the same warmed-over values education alert parent groups have resisted for over fifty years. This is a perfect example of the Hegelian Dialectic at work. (Deliberate Dumbing Down of Americans) Drugging our children - Skinnerian operant conditioning, all of which have created huge learning problems that inevitably lead to what is commonly known as Attention Deficit Hyperactivity Disorder (ADHD) and the drugging of 4 million children with the powerful drug Ritalin. - If we wish to stop this juggernaut toward a socialist-fascist system, then we must restore educational freedom to America. - Americans forget that the present government education system started as a Prussian import in the 1840’s–’50’s. - It was a system built on Hegel’s belief that the state was 'God' walking on earth. Attention Deficit Hyperactivity Disorder (ADHD) is a common neurodevelopmental disorder characterized by persistent patterns of inattention, hyperactivity, and impulsivity that interfere with daily functioning. Often diagnosed in childhood, it persists into adulthood for many, with symptoms including trouble focusing, restlessness, and acting without thinking. (Assistant) Education system - The only way to restore educational freedom, and put education back into the hands of parents where it belongs, is to get the federal government, with its coercive policies, out of education. - The billions of dollars being spent by the federal government to destroy educational freedom must be halted, and that can only be done by getting American legislators to understand that the American people want to remain a free people, in charge of their own lives and the education of their children. Modern Broken Math School to Homeschool - A homeschooler who removed her 6 children from public schools when she decided to home school them discovered this when she found an old textbook used in 1877 called Ray's New Primary Arithmetic. - The text was written by Joseph Ray who was a 19th-century teacher and he became a doctor as well as a professor. - Ray started teaching arithmetic and mathematics at a local school at age 16, was later a college professor and created a series of books to teach basic arithmetic. - We're starting at the beginning in 1st and 2nd grade arithmetic compared to a modern textbook. Hole - But this also involves the history of the U.S. education system and the deeper you dive, the more disgusting it gets. - It's obvious a major shift happened in education during the 20th-century and it wasn't for the better. - The radical change was called 'new math' and the purpose was to confuse students to the point they could not apply anything they learned to real life situations when they left school. - The most radical change was introduced in 1952 and it is the model in use today so if pupils come out of high school not knowing any math, don't blame them. Set up to fail by the elites - The Ray textbook starts with a one-page of suggestions to teachers and it recommends that the very first thing that children should learn is how to count with actual objects. - Throughout the book the author has the students use actual objects to learn arithmetic and that is things like marbles, or small things like kernels of corn they can easily see and move around on their desk. - They should learn to use an abascus to count the items. - He also suggests that the children should learn to combine numbers (add) up to 20 and the children should come up with their own combinations and share them with the class. An abacus is an ancient, hand-operated calculating tool with beads or counters on rods, used for arithmetic by sliding them to represent numbers and perform operations like addition, subtraction, multiplication, and division, offering a tangible, visual way to learn math and enhance focus, especially for children. It originated in ancient Near East, China, and Europe, with modern versions often featuring colorful beads on wires in a frame, teaching place value through a carry system similar to written math. (Assistant) Overwhelmed - Also, that one thing at a time should be taught until it is understood throughly and this is not what modern math teachers do, they rapidly move through about one theory a week and overwhelm the students, especially in higher mathmatics like Algebra. - Once the student falls behind, there's no way to catch up and yet in Asia, they teach math the old way, dwelling on one topic until its completely understood before moving on to the next topic. - As a result, the Eastern nations produce students much more competent and confident in mathmatics. Counting and writing - The first 6 lesson in Ray's book are about writing and counting numbers and figures from 1 to 100. - So the child has to count objects and then they have to write the word for that number as well as the number itself. -  The second section gets into some oral exercises and next the book moves on to addition, then subtraction, then simple multiplication and division. - Next the text goes into real life word problems and it finishes with measurements. Counting - Let's look at some of the oral exercises that comprise the second section. - These exercises are used with counters of some kind, kernels, marbles, etc. which should be arranged in distinct groups to represent each number indicated. - As example; How many are 1 and 1?; One taken away from 2 leaves how many?; How many 1s in 2?; How many are 2 times 1? - The text continues on through all the numbers up to 5. - In the next lesson, goes from 5 through 8 and so forth. - Then Ray starts with basic addition, then moves to basic subtraction and multiplication, and these are just the oral exercises which proceed all the way up through 10. Addition - Next, Ray moves on to actual addition using pictures and the students are asked questions like, how many in the flock that seem to be lighting (landing), and how many birds in each of the flocks? How many birds are 7 and 4 birds? - Then the text proceeds to ask them to count the different flocks mentioned in the questions. Adding up - Very simple questions and then Ray moves into adding 3 numbers written down. - From there it goes to oral word problems things like, 'John has 1 raisin and his sister gave him 2, how many does he have?' - So the child is incorporating oral exercises with addition and this is followed by subtraction in the same manner. - From there the instruction discusses multiplication about halfway through the text and from there it gets more heavily into multiplication. - So the multiplication begins very basic, but then gets into more complicated multiplication. Multiplication - Pictures are used throughout the text asking how many of this or that and then asks the student to multiply each of the examples in the artwork. - But this is all where the modern text starts the discussion, skipping over the fundamental drill. - This is about halfway through Ray's textbook and you wonder why so many children are lost in math? - Because the modern text picks up right as the 1877 textbook starts going into more complicated multiplication and division and skips the counting exercises. Algebra - From there the Ray text goes into measurements and penmanship and it also talks about money. - Toward the end of the book, it goes into basic algebraic word problems and the student is introduced to more complex thought. - The book itself is very small, not more that half an inch thick and about 6-inches tall, for 1st and 2nd graders and would have been used in the one room schoolhouse. - It the child had the capacity to move through the book quickly, they would have been automatically moved to the next text in the series, even if they were a 1st grader. - Ray's text was also very inexpensive for the time so families were able to afford their own copy. 5th Grade - Volume 2 Workbook - Compared to a modern text from public schools the student is learning from two thick volumes (over 1-inch thick each and 10-inch tall) by Envision Math 2.0 for the 2nd grader. - Volume One has 13 different authors and there are mathematicians and consultants involved as well, as well as Common Core State Standard Reviewers. - It also provides digital resources and finally takes you to the topics in the table of contents. - And there are also thick workbooks that go along with the 2 textbooks. Counting - The topics are all about 'fluently' and 'strategy.' - Fluently add and subtract within 100 and it goes all the way down to graphs and data, shapes and their attributes, all at the very beginning of a 2nd grade book. - From there is goes into Common Core Standards which is several pages of more nonsense, all for a child who can barely read yet. - It goes on to emphasize, 'Make sense of problems, persevere in solving them, reason abstractly and quantitatively, viable arguments and critique the reasoning of others.' - These are the Common Core standards for a 2nd grader, 'model with mathematics, use appropriate tools strategically, attend to precision, look for and make use of structure.' The Common Core State Standards (CCSS) are a set of clear, evidence-based, and rigorous academic benchmarks for K-12 English Language Arts (ELA) and Mathematics designed to ensure college and career readiness. Adopted by 41 states and several territories, these standards aim to provide consistent, high-quality education nationwide. Key principles include fostering critical thinking, problem-solving, and analytical skills rather than rote memorization, with an emphasis on real-world application. (Assistant) Baffle them with bull - All for the 2nd grader who has no clue what a ruler is used for or what a compass and protractor even are. - This all happens before you even get to lesson one, 'I'm good enough, I'm smart enough.' - Every problem has 'thinking habits' included at the bottom of the page like, 'what do I need to find?, what do I need to know?, what's my plan for solving the problem?, What else can I try if I get stuck?, how can I check that my solution makes sense?' - Setting the student up for failure by removing self-confidence. Wide-eyed and already overwhelmed - Then it gets into a counting exercise using different colored dots and asks the child to 'reason abstractly and quantitatively.' - Another wide-eyed Asian child says, ' I completed part-part-whole model, it shows how things in the problem are related.' - Good math thinkers know how to think about words and numbers to solve problems!!! - The former public school teacher who is now home schooling her 6 children says, 'I must be a bad math thinker because I don't have any idea what you want from me.' Abstract thinking - The befuddling text goes on to ask, 'what do numbers stand for?, how are the numbers in the problem related?, how can I show a word problem using pictures or numbers?, how can I use a word problem to show what an equation means?' - Then it asks the equation, 'Tony has 10 apples, 6 are red, the rest are green, how many apples are green?' - And it asks the student to reason abstractly and quantitatively in 2nd grade instead of just figuring out the simple answer. - The reasonable teacher knows that we don't even develop abstract thinking until about age 8, and most children can't do that until age 9 or 10. Viable arguments? - So they're trying to force these 2nd graders, age 6 and 7, to reason abstractly at the very beginning of 2nd grade when their brain might not even be that developed yet. - Lesson 3, construct viable arguments; 'Paula added 34 and 5, she says she has to regroup the ones, is she correct? show how you know.' - 34 has 4 ones, four 1s and five 1s are nine 1s, Paula is incorrect, you do not need to regroup 1s!!!! - So it's showing the poor confused student the wrong answer first. - '35, 34 and 5 equals 39, I can use place value blocks to check Paula's thinking, my answer is clear and complete.' Confused and irritated teacher - But none of this text is clear and complete and there's several pages of this drivel. - Supposedly giving what 'good math thinkers do.' - Next it gets into more thinking habits and a picture of a confused little guy and then gives the equation in the center of the page. - Then it goes into the problem solving guide and moves next into science math and the science project. - So they can do a math and science project by lesson 3 in a 2nd grade text (volume one)!!! - Next it goes into vocabulary and 'what you know so you're going to circle the symbol for equals, circle the circle for minus.' - And some little review problems the student can do. Show your work and explain your answer - Then the student cuts out word cards and there's the workbook they have to figure out more problems. - By now the home schooling teacher finds the whole mess entirely confusing and admits it takes even her a minute to figure out what they are even asking. - You're working in the workbook with your children once they arrive home and it's several worksheets. - By the end of volume one they get into shapes and that is the end of the first book for a 2nd grader. - Once you get into volume two, it's more of the same nonsense and tells the student to 'show your work and explain.' Teacher holds up both textbooks - The homeschooling teacher wants to show you both books just for 2nd graders (and they are 10-inch tall books plus there are workbooks that go along with the text). - We're talking about a 4-inch stack of books. - She then compares it to the 6-inch tall, 1/2-inch thick Ray textbook for both 1st and 2nd graders as comparison which is very straightforward and uncomplicated. - The acknowledgement that this is all very overstimulating and overwhelming for the poor student. - And so much for teaching one thing at a time until the student understands it throughly. - If your children arrive home confused and can't figure out their arithmetic, now you know why. - Ray's text are in the public domain and you can check them out online for free. The narrowing (dumbing down) of intellectual freedom had begun. Lifeboat exercises epitomize the shift in education from academic education (1880–1960) to values education (1960–1980). In the deliberate dumbing down of america writer Charlotte Iserbyt chronicles this shift and the later shift to workforce training “education” (1980–2000). (Sarah Leslie) Fascists get involved  Foreign relations - For over a 25-year period the research used in Charlotte Thomson Iserbyt's chronology has been collected from many sources: the U.S. Department of Education; international agencies; state agencies; the media; concerned educators; parents; legislators, and talented researchers. - In the process of gathering this information two beliefs that most Americans hold in common became clear: 1) If a child can read, write and compute at a reasonably proficient level, he will be able to do just about anything he wishes, enabling him to control his destiny to the extent that God allows (remain free); 2) Providing such basic educational proficiencies is not and should not be an expensive proposition. Since most Americans believe the second premise—that providing basic educational proficiencies is not and should not be an expensive proposition—it becomes obvious that it is only a radical agenda, the purpose of which is to change values and attitudes (brainwash), that is the costly agenda. In other words, brainwashing by our schools and universities is what is bankrupting our nation and our children’s minds. (Charlotte Thomson Iserbyt) Huge amount of money moving to the fascists - When Iserbyt was compiling her data which she publishe in 1999, by 1997 there were 46.4 million public school students. - During 1993–1994 (the latest years the statistics were available) the average per pupil expenditure was $6,330.00 in 1996 constant dollars. - Multiply the number of students by the per pupil expenditure (using old-fashioned mathematical procedures) for a total K–12 budget per year of $293.7 billion dollars. -- If one adds the cost of higher education to this figure, one arrives at a total budget per year of over half a trillion dollars. - The sorry result of such an incredibly large expenditure. Achievement of Students, Key Points: U.S. twelfth graders scored below the international average and among the lowest of the 21 TIMSS nations in both mathematics and science general knowledge in the final year of secondary school. (U.S. Department of Education) Obscured - Obviously, something is terribly wrong when a $6,330 per pupil expenditure produces such pathetic results. - Iserbyt visited private schools which charged $1,000 per year in tuition which enjoyed superior academic results. - Parents of home-schooled children spend a maximum of $1,000 per year and usually have similar excellent results. - There are many talented and respected researchers and activists who have carefully documented the 'weird' activities which have taken place 'in the name of education.' Public K-12 school funding in the U.S. averaged approximately $20,322 per student annually as of 2023, with figures varying significantly by state, ranging from lower amounts to over $30,000 in high-spending areas like New York. (Assistant) Shady - The desire by 'resisters' to prove their case has been so strong that they have continued to amass over a 30 to 50-year period, what amounts to tons of materials containing irrefutable proof, in the education change agents’ own words, of deliberate, malicious intent to achieve behavioral changes in students/parents/society which have nothing to do with commonly understood educational objectives. - Upon delivery of such proof,  'resisters' are consistently met with the 'shoot the messenger' stonewalling response by teachers, school boards, superintendents, state and local officials, as well as the supposedly objective institutions of academia and the press. The reason Americans do not understand this war is because it has been fought in secret—in the schools of our nation, targeting our children who are captive in classrooms. The wagers of this war are using very sophisticated and effective tools: • Hegelian Dialectic (common ground, consensus and compromise) • Gradualism (two steps forward; one step backward) • Semantic deception (redefining terms to get agreement without understanding). (Charlotte Thomson Iserbyt) Wall - The Hegelian Dialectic is a process formulated by the German philosopher Georg Wilhelm Friedrich Hegel (1770–1831) and used by Karl Marx in codifying revolutionary Communism as dialectical materialism. - Internationalist change agents worked on abolishing local control in order to restructure our schools from academics to global workforce training. - Funding of education with the property tax allows local control, but it also enables the change agents and teachers’ unions to create higher and higher school budgets paid for with higher taxes, thus infuriating homeowners. Eventually, property owners accept the change agents’ radical proposal (the “Anti- thesis”) to reduce their property taxes by transferring education funding from the local property tax to the state income tax. Thus, the change agents accomplish their ultimate goal; the transfer of funding of education from the local level to the state level. When this transfer occurs it increases state/federal control and funding, leading to the federal/internationalist goal of implementing global workforce training through the schools. (Charlotte Thomson Iserbyt) Chief Educators Involved John Dewey 1859-1952 Major educational reformer B.F. Skinner 1904-1990 Developed behavior analysis c T.H. Bell 1921–1996 Secretary of Education under Ronald Reagan William Spady 1926 Outcome-Based Education (OBE) David W. Hornbeck 1941 Carnegie Foundation Maryland Public Schools Lamar Alexander 1940 Secretary of Education under George H.W. Bush New World Order - These are the main culprits in this attempt to break American education although not all educators are bad people, nor were all of them for the increased socialism in schools and many schoolteachers protested because of the strict rules and measures placed on schooling. - A more comprehensive list would include many others, and you will see all their names multiple times in their list of projects on page 3 because they were the 'change agents' forcing all this on school districts in all 50 states and abroad. Mortimer Adler as Tom Hanks Mortimer Jerome Adler Ph.D 1902-2001 Philosopher and educator the most significant reformer of teaching and learning in modern American education Thomas Jeffrey Hanks 1956 Hollywood Peeping Thomist - Some of the biggest proponents of this global approach to American education were: - Mortimer Adler: Philosopher and educator, the most significant reformer of teaching and learning in modern American education. - Larmar Alexander: Secretary of Education under George H.W. Bush, 45th governor of Tennessee. - T.H. Bell: United States commissioner of education under Nixon and Ford, Secretary of Education under Ronald Reagan. - William J. Bennett: Secretary of Education under Ronald Reagan, Drug Czar under H.W. Bush. - Ernest L. Boyer: Chancellor of the State University of New York, U.S. Commissioner of Education, and President of the Carnegie Foundation for the Advancement of Teaching. - George H.W. Bush, Barbara Bush: 41st President. - George W. Bush: 43rd President. - Jimmy Carter: 39th President. - G. Brock Chisholm: Founding director-general of the World Health Organization (WHO), Canadian Surgeon General, President of the World Federation of Mental Health. - William Jefferson Clinton, Hillary Clinton: 44th President. - John Dewey: Major educational reformer, Professor at University of Chicago. - Dwight Eisenhower: 34th President. - Chester Finn: Professor and former Assistant Secretary for Research and Improvement at the U.S. Department of Education. - John I. Goodlad: Educational researcher and theorist, Dean of University of California, Los Angeles Graduate School of Education. - Mikhail Gorbachev: General Secretary of the Communist Party, President of USSR. - Ronald G. Havelock: Director of the Knowledge Transfer Institute, Professor and research scientist at the University of Michigan, American University in Washington, D.C. - David W. Hornbeck: Carnegie Foundation and Maryland Public Schools, Philadelphia Public Schools. - Herbert Hoover: 31st President. - Lyndon Baines Johnson: 36th President. - Bruce Joyce: University of Delaware, University of Chicago, and Teachers College, Columbia University, where he directed the laboratory school and the elementary teacher education program. - Alfred Kinsey: Institute for Sex Research at Indiana University. - Ronald Reagan: 40th President. - Theodore Sizer: Leader of educational reform, President (Emeritus) of the Essential Schools Movement, Dean of the Harvard Graduate School of Education. - B.F. Skinner: Developed behavior analysis, Father of operant conditioning, Professor of Psychology at Harvard University. - William S. Spady: Outcome-Based Education (OBE). - Thomas Sticht: President and Senior Scientist at Applied Behavioral and Cognitive Sciences Inc., UNESCO'S Mahatma Gandhi Medal for his 25 years of service and dedication, Professor Harvard University. - Harry Truman: 33rd President. - Marc S. Tucker: president and CEO of the National Center on Education and the Economy 1988-2019. Lamar Alexander as Tom Hanks Andrew Lamar Alexander 1940 Secretary of Education under George H.W. Bush 45th governor of Tennessee Thomas Jeffrey Hanks 1956 Hollywood America 2000  - T.H. Bell as Tom Hanks Terrel Howard Bell Ph.D 1921–1996 Secretary of Education under Ronald Reagan Utah State Superintendent of Public Instruction Thomas Jeffrey Hanks 1956 Hollywood The Thirteenth Man - William Bennett as Tom Hanks William John Bennett Ph.D 1943 Secretary of Education under Ronald Reagan Drug Czar under H.W. Bush Thomas Jeffrey Hanks 1956 Hollywood Tried By Fire - Ernest L. Boyer as Tom Hanks Ernest LeRoy Boyer 1928-1995 U.S. Commissioner of Education under Jimmy Carter Chancellor of the State University of New York, President of the Carnegie Foundation for the Advancement of Teaching Thomas Jeffrey Hanks 1956 Hollywood Basic School - G. Brock Chisholm as Tom Hanks Dr. George Brock Chisholm 1896-1971 Founding director-general of the World Health Organization (WHO) Canadian Surgeon General President of the World Federation of Mental Health Thomas Jeffrey Hanks 1956 Hollywood Nemo - John Dewey as Tom Hanks John Dewey Ph.D 1859-1952 Major educational reformer Professor at University of Chicago Thomas Jeffrey Hanks 1956 Hollywood American Confucius (Confuse-us) Experimental Education - Chester Finn as Tom Hanks Chester Evans Finn, Jr. 1900-1993 Professor and former Assistant Secretary for Research and Improvement at the U.S. Department of Education Thomas Jeffrey Hanks 1956 Hollywood Checkers - John Goodlad as Tom Hanks John I. Goodlad Ph.D 1920-2014 Educational researcher and theorist Dean of University of California, Los Angeles Graduate School of Education. Thomas Jeffrey Hanks 1956 Hollywood Sleepless in Seattle - Mikhail Gorbachev as Tom Hanks Mikhail Sergeyevich Gorbachev 1931-2022 General Secretary of the Communist Party President of USSR Thomas Jeffrey Hanks 1956 Hollywood The Marked One - Ronald G. Havelock as Tom Hanks Ronald G. Havelock Ph.D Professor and research scientist at the University of Michigan American University in Washington, D.C. Director of the Knowledge Transfer Institute Thomas Jeffrey Hanks 1956 Hollywood Change Agent's Guide Shady Side - David Hornbeck as Tom Hanks David W. Hornbeck Ph.D 1941 Carnegie Foundation Maryland Public Schools Philadelphia Public Schools Thomas Jeffrey Hanks 1956 Hollywood Philadelphia - Bruce Joyce as Tom Hanks Bruce R. Joyce University of Delaware, University of Chicago, and Teachers College, Columbia University, where he directed the laboratory school and the elementary teacher education program Thomas Jeffrey Hanks 1956 Hollywood Models of Teaching - Alfred Kinsey as Tom Hanks Alfred Charles Kinsey Ph.D 1894-1956 Institute for Sex Research at Indiana University Thomas Jeffrey Hanks 1956 Hollywood Sexology Sex Doctor - Theodore Sizer as Tom Hanks Theodore Ryland Sizer 1932-2009 Leader of educational reform President (Emeritus) of the Essential Schools Movement Dean of the Harvard Graduate School of Education Thomas Jeffrey Hanks 1956 Hollywood Tubby - B.F. Skinner as Tom Hanks Burrhus Frederic Skinner Ph.D 1904-1990 Developed behavior analysis Father of operant conditioning Professor of Psychology at Harvard University Thomas Jeffrey Hanks 1956 Hollywood The Man with One Red Shoe Skinner Box - William Spady as Tom Hanks William G. Spady Ph.D 1926 Educational Psychologist Outcome-Based Education (OBE) Thomas Jeffrey Hanks 1956 Hollywood Father Christmas - Thomas Sticht as Tom Hanks Thomas G. Sticht 1936-2010 President and Senior Scientist at Applied Behavioral and Cognitive Sciences Inc. UNESCO'S Mahatma Gandhi Medal for his 25 years of service and dedication Professor Harvard University Thomas Jeffrey Hanks 1956 Hollywood Cognitive Science  - Marc Tucker as Tom Hanks Marc S. Tucker 1939 President and CEO of the National Center on Education and the Economy from 1988 until 2019 University of Rochester Thomas Jeffrey Hanks 1956 Hollywood Pinocchio - Grimmer Grimmer - Festivities in a Garden - Page 3

Learning is the only thing the mind never exhausts,
never fears, and never regrets.

Leonardo DaVinci