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The Chinese Dangan in Australia

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The PCEHR System is the Chinese Dangan. 

So you're on welfare! Perhaps you have been lucky enough to secure an old-age pension. Perhaps a disability pension. Eve-n a carer's pension might suit you better. But you may have been led into more difficult circumstances (all planned to happen, I stress), and have been unable to find suitable work, or training. So you may have been forced to live on one of Centrelink's many welfare payment systems: Work-for-the-dole, Newstart Allowance, the NEIS scheme, and so on and so forth.

Have you noticed that once people are on the pension, or a receiving a government payout of some sort, how reluctant people are to do all in their power to get off these entitlements. I have seen many people, in my life, become so addicted to this form of living, and unfortunatelyonce you're in the retirement box of the three boxes of slave life (the other two are the box of "education," and the box of "work," which Bolles' book What Colour is Your Parachute aptly describes), you become very docile, compliant, and easily controllable. You become very obedient to the system of control, making sure that you never depart from the income "guidelines" that you must live by if you are to continue to receive benefits. Which is exactly what our masters have had in mind. Of course the destruction of the true way of living (see Section 9, "Review of The New Agrarian Mind," of How Families Flourish), and the destruction of our industries (these are for our good of course, usually called "structural readjustments"), has always been the plan to drive the old people away from the young, and put them in the prison farm of retirement homes, well away from imparting any wisdom they may have acquired in their life. This has worked wonders in every country of the Western world.

Well, if you are on the pension, or any form of government benefit, you already know a little about the general way in which the Chinese Dangan works! But the Dangan is going to become even more severe, because the motto of our Fabian masters-- "the inevitability of gradualness"--is to tighten the noose so very slowly around our necks, so gently and slowly, that we haven't noticed what is really happening to us. David Icke has summed up the deadly stealth used on us: "The Agenda is for the complete takeover of the planet by the reptilians without anyone realising that it has even happened."

Did you realize that the Nazi Fourth Reich is about to
start in literally your own bakyard, this year of 2011?

Well it is, and it is primarily through the stealth of the Dangan system that they have trapped you. Of course this system began long before you or I were born. And who are the controllers of this system, you might ask? Alan Jones answers that question for us, in his must-read book, Who Rules the World:

“Today, we find them holding the positions of power, in Church and State, as the prime movers in matters of war and global finance; sitting in the Banking Houses and on policy making councils such as the Bilderberg Group, Council On Foreign Relations, and the like, which determine the actual fate of mankind. They exercise inordinate control over humanity, by depopulation agendas and genetic engineering, the control of energy and commodities, education and the media, and by ideological and psycho-political strategies to divide and rule on all fronts.

The planet' food supply is manipulated by them, in order to achieve strategic objectives. Their utter disdain for mankind is becoming ever more apparent with each passing day. They seem to regard us as little more than beasts to do their bidding. Even though we outnumber them by millions, they contain us by the control and regulation of the basic necessities of life, population control through wars, abortions and a multitude of other means (which I have covered previously in other articles). 

 

So why do we stand idly by and let them feed their alcohol and drugs to our youth? Why are we allowing them to destroy our economies and our nations, before our children ever have the chance to live their lives to the fullest course in what should be a beautiful life? Our pathetic condition of apathy, non-awareness and non-involvement has allowed them to get away with murder on a monstrous scale for centuries. By our irresponsibility and inaction, they have turned the streets of our cities into ‘no go’ areas, where people fear for their lives and those of their loved ones. We have allowed their creation of a legal system which releases murderers, rapists and paedophiles back onto the streets to repeat their vile deeds over and over again.

Yet still, the stupefied deafeningly silent majority persists, just like the Ostrich with it's head in the sand, resplendent in it's self imposed state of cognitive dissonance, denying the obvious; that the force of evil that Alexander Solzhenitsyn spoke of, is now ‘in your fac’ and as clear as daylight, and constructing a global control grid around all our lives, that unless stopped now, will enslave what is left of the world population after their diabolical plans are executed. 

 

… 

 

And how do we recognise them? Well, as Jesus said: “By their deeds you will know them.”

So just pick up a `news` paper, turn on the prime time news, and wherever you see so called `leaders of nations` justifying wars of aggression, mass slaughter, lies, deception, vice, atrocity, perversion, along with bare faced lies about overpopulation, climate change and a multitude of measures all designed to take away ever more your personal liberty, all justified on the baseless grounds of National and or Global Security; That's them! (From Philip Jones (1958--2009), Who Rules the World: The Origin of Evil: Ancient Mythology or Occult Reality. This book is available here: http://righteousalliance.blogspot.com/2009/07/who-rules-worldthe-origin-of-evil.html . If unavailable here, the book forms Appendix A to Essay 1, “The Fall,” of our book The Beguiled and the Doctrine of the “Two Spirits,” which is available here: http://NazareneRemnant.org/the-doctrine-of-the-two-spirits.html  
Philip Jones died on 24 November, 2009. I believe, like many others (in the know), that he was murdered for his brilliant expository writing. More particularly, I believe that this book, "Who Rules the World," was the one that signed his death warrant.) 

Yes, we have been born into a totally corrupt system that we have assumed to be the only way to live. And because we have been so well conditioned by the system, most of us are earning our living by doing the dirty work of these controllers. Yes, in the coming weeks and months, it will be these same people who will committ mayhem and mass murder against their own people.

Here's a partial listing of people who do the dirty work of the money-power elite:

§            Day-care teachers and staff.

 

§            Most of the people who are employed in the "medical model" industries, which are  just fronts for "Big Pharma," and includes nurses, doctors, pharamcists, and a host of related "professionals."

 

§            Porch Masons from every occupation, who have no idea what the top echelons of Freemasonry are all about.

 

§            Lawyers, barristers, judges, and magisitrates.

 

§            Local, state and federal politicians, no matter what party.

 

§            All employees of the emergency services, which includes police, ambulance, fire, and State Emergency Services. In New South Wales, these services now are all "umbrellered" under the one government department, called DOPES (i.e. Department of Police and Emergency Services).

 

§            All Centrelink staff, from the top to the bottom. This grouping also includes those working in the Job Networks, NEIS Scheme, DOCS (Department of Community Services), and related workers.

 

§            All school, college and university teachers and lecturers. This group may be the most evil and perverse of all the "useful idiots" listed here.

 

§            Accountants, tax workers, bankers, bank workers, and related industries.

 

§            All religious personnel who teach lies, and part lies. That is, all churches are apostate in some way, especially when it comes to breaking God's Law concern marriage, usury, and the keeping of His true calendar and Holy Day system. The most significant apostasy though, is their refusal to keep the monthly New Moon Festivals. Even though they have been kept ignorant of this syetm of spiritual purification, they are guilty by default.

 

§            Of course those who are not so hypocritical about the low life they live, such as murderers, thieves, prostitutes, sexual offenders (yes, this includes lesbians and homosexuals), and other criminals, also belong on this list.

Many of the people listed here will be shocked to be included on this list. They shouldn't be, because they have been instumental in doing the dirty work of the money-power elite. As Henry Makow said: "All that is needed for evil to triumph is for good men to be given well paid jobs" (Henry Makow, with apologies to Edmund Burke) In other words, much of the evil and sadness of this world can be explained by the fact that the people themselves have been bribed to do the dirty work of the satanic overlords of the planet. And at no time have they ever been aware of what was actually being done.

This takes us to this conclusion, which is coming on the world:

“Therefore, behold, I will make them know, this once I will make them know my power and my might, and they shall know that my name is the Lord. … The clamour will resound to the ends of the earth, for the Lord has an indictment against the nations; he is entering into judgment with all flesh, and the wicked he will put to the sword.” (Jeremiah 16: 21; 25: 31, RSV, emphasis added)

If you doubt any of this, then I suggest that you have a good look at these two articles:

Who Does the Dirty Work of the Satanic Elite?
http://NazareneRemnant.org/who-does-the-dirty-work-of-the-satanic-elite.html

Julia Gillard, Red Slippers, "TC" Proponents, and the AshkeNAZI Fourth Reich
http://NazareneRemnant.org/julia-gillard-tc-proponents-and-the-nazi-fourth-reich.html

But let's move on to the meat of this article, the Chinese Dangan itself. 

The Dangan

By John Taylor Gatto
Source: http://www.johntaylorgatto.com/chapters/2g.htm

“In the first decades of the twentieth century, a small group of soon-to-be-famous academics, symbolically led by John Dewey and Edward Thorndike of Columbia Teachers College, Ellwood P. Cubberley of Stanford, G. Stanley Hall of Clark, and an ambitious handful of others, energized and financed by major corporate and financial allies like Morgan, Astor, Whitney, Carnegie, and Rockefeller, decided to bend government schooling to the service of business and the political state—as it had been done a century before in Prussia.

Cubberley delicately voiced what was happening this way: "The nature of the national need must determine the character of the education provided." National need, of course, depends upon point of view. The NEA in 1930 sharpened our understanding by specifying in a resolution of its Department of Superintendence that what school served was an "effective use of capital" through which our "unprecedented wealth-producing power has been gained." When you look beyond the rhetoric of Left and Right, pronouncements like this mark the degree to which the organs of schooling had been transplanted into the corporate body of the new economy.

 

It’s important to keep in mind that no harm was meant by any designers or managers of this great project. It was only the law of nature as they perceived it, working progressively as capitalism itself did for the ultimate good of all. The real force behind school effort came from true believers of many persuasions, linked together mainly by their belief that family and church were retrograde institutions standing in the way of progress. Far beyond the myriad practical details and economic considerations there existed a kind of grail-quest, an idea capable of catching the imagination of dreamers and firing the blood of zealots.

 

The entire academic community here and abroad had been Darwinized and Galtonized by this time and to this contingent school seemed an instrument for managing evolutionary destiny. In Thorndike’s memorable words, conditions for controlled selective breeding had to be set up before the new American industrial proletariat "took things into their own hands."

 

America was a frustrating petri dish in which to cultivate a managerial revolution, however, because of its historic freedom traditions. But thanks to the patronage of important men and institutions, a group of academics were enabled to visit mainland China to launch a modernization project known as the "New Thought Tide." Dewey himself lived in China for two years where pedagogical theories were inculcated in the Young Turk elements, then tested on a bewildered population which had recently been stripped of its ancient form of governance. A similar process was embedded in the new Russian state during the 1920s.

 

While American public opinion was unaware of this undertaking, some big-city school superintendents were wise to the fact that they were part of a global experiment. Listen to H.B. Wilson, superintendent of the Topeka schools:

The introduction of the American school into the Orient has broken up 40 centuries of conservatism. It has given us a new China, a new Japan, and is working marked progress in Turkey and the Philippines. The schools...are in a position to determine the lines of progress. (Motivation of School Work,1916)

 

Thoughts like this don’t spring full-blown from the heads of men like Dr. Wilson of Topeka. They have to be planted there.

 

The Western-inspired and Western-financed Chinese revolution, following hard on the heels of the last desperate attempt by China to prevent the British government traffic in narcotic drugs there, placed that ancient province in a favorable state of anarchy for laboratory tests of mind-alteration technology. Out of this period rose a Chinese universal tracking procedure called "The Dangan," a continuous lifelong personnel file exposing every student’s intimate life history from birth through school and onwards. The Dangan constituted the ultimate overthrow of privacy. Today, nobody works in China without a Dangan.

 

By the mid-1960s preliminary work on an American Dangan was underway as information reservoirs attached to the school institution began to store personal information. A new class of expert like Ralph Tyler of the Carnegie Endowments quietly began to urge collection of personal data from students and its unification in computer code to enhance cross-referencing. Surreptitious data gathering was justified by Tyler as "the moral right of institutions."

The Psychopathology of Everyday Schooling

Source: http://www.lewrockwell.com/gatto/gatto-uhae-15.html

 

“Something has been happening in America since the end of WWII, accelerating since the flight of Sputnik and the invasion of Vietnam. A massive effort is underway to link centrally organized control of jobs with centrally organized administration of schooling. This would be an American equivalent of the Chinese "Dangan" – linking a personal file begun in kindergarten (recording academic performance, attitudes, behavioral characteristics, medical records, and other personal data) with all work opportunities. In China the Dangan can’t be escaped. It is part of a web of social controls that ensures stability of the social order; justice has nothing to do with it. The Dangan is coming to the United States under cover of skillfully engineered changes in medicine, employment, education, social service, etc., seemingly remote from one another. In fact, the pieces are being coordinated through an interlink between foundations, grant-making government departments, corporate public relations, key universities, and similar agencies out of public view.

 

This American Dangan will begin with longer school days and years, with more public resources devoted to institutional schooling, with more job opportunities in the school field, more emphasis on standardized testing, more national examinations, plus hitherto unheard of developments like national teaching licenses, national curricula, national goals, national standards, and with the great dream of corporate America since 1900, School-to-Work legislation organizing the youth of America into precocious work battalions. A Dangan by its nature is always psychopathic. It buries its mistakes.

 

What Really Goes On

 

School wreaks havoc on human foundations in at least eight substantive ways so deeply buried few notice them, and fewer still can imagine any other way for children to grow up:

 

1. The first lesson schools teach is forgetfulness; forcing children to forget how they taught themselves important things like walking and talking. This is done so pleasantly and painlessly that the one area of schooling most of us would agree has few problems is elementary school – even though it is there that the massive damage to language-making occurs. Jerry Farber captured the truth over thirty years ago in his lapidary metaphor "Student as Nigger" and developed it in the beautiful essay of the same name. If we forced children to learn to walk with the same methods we use to force them to read, a few would learn to walk well in spite of us, most would walk indifferently, without pleasure, and a portion of the remainder would not become ambulatory at all. The push to extend "day care" further and further into currently unschooled time importantly assists the formal twelve-year sequence, ensuring utmost tractability among first graders.

 

2. The second lesson schools teach is bewilderment and confusion. Virtually nothing selected by schools as basic is basic, all curriculum is subordinate to standards imposed by behavioral psychology, and to a lesser extent Freudian precepts compounded into a hash with "third force" psychology (centering on the writings of Carl Rogers and Abraham Maslow). None of these systems accurately describes human reality, but their lodgement in university/business seven-step mythologies makes them dangerously invulnerable to common-sense criticism.

 

None of the allegedly scientific school sequences is empirically defensible. All lack evidence of being much more than superstition cleverly hybridized with a body of borrowed fact. Pestalozzi’s basic "simple to complex" formulation, for instance, is a prescription for disaster in the classroom since no two minds have the same "simple" starting point, and in the more advanced schedules, children are frequently more knowledgeable than their overseers – witness the wretched record of public school computer instruction when compared to self-discovery programs undertaken informally. Similarly, endless sequences of so-called "subjects" delivered by men and women who, however well-meaning, have only superficial knowledge of the things whereof they speak, is the introduction most kids get to the liar’s world of institutional life. Ignorant mentors cannot manage larger meanings, only facts. In this way schools teach the disconnection of everything.

 

3. The third lesson schools teach is that children are assigned by experts to a social class and must stay in the class to which they have been assigned. This is an Egyptian outlook, but its Oriental message only begins to suggest the bad fit it produces in America. The natural genius of the United States as explored and set down in covenants over the first two-thirds of our history has now been radically degraded and overthrown. The class system is reawakened through schooling. So rigid have American classifications become that our society has taken on the aspect of caste, which teaches unwarranted self-esteem and its converse – envy, self-hatred, and surrender. In class systems, the state assigns your place in a class, and if you know what’s good for you, you come to know it, too.

 

4. The fourth lesson schools teach is indifference. By bells and other concentration-destroying technology, schools teach that nothing is worth finishing because some arbitrary power intervenes both periodically and aperiodically. If nothing is worth finishing, nothing is worth starting. Don’t you see how one follows the other? Love of learning can’t survive this steady drill. Students are taught to work for little favors and ceremonial grades which correlate poorly with their actual ability. By addicting children to outside approval and nonsense rewards, schools make them indifferent to the real power and potential that inheres in self-discovery. Schools alienate the winners as well as the losers.

 

5. The fifth lesson schools teach is emotional dependency. By stars, checks, smiles, frowns, prizes, honors, and disgraces, schools condition children to lifelong emotional dependency. It’s like training a dog. The reward/punishment cycle, known to animal trainers from antiquity, is the heart of a human psychology distilled in late nineteenth-century Leipzig and incorporated thoroughly into the scientific management revolution of the early twentieth century in America. Half a century later, by 1968, it had infected every school system in the United States, so all-pervasive at century’s end that few people can imagine a different way to go about management. And indeed, there isn’t a better one if the goal of managed lives in a managed economy and a managed social order is what you’re after.

 

Each day, schools reinforce how absolute and arbitrary power really is by granting and denying access to fundamental needs for toilets, water, privacy, and movement. In this way, basic human rights which usually require only individual volition, are transformed into privileges not to be taken for granted.

 

6. The sixth lesson schools teach is intellectual dependency. Good people wait for a teacher to tell them what to do. Good people do it the way the teacher wants it done. Good teachers in their turn wait for the curriculum supervisor or textbook to tell them what to do. Principals are evaluated according to an ability to make these groups conform to expectations; superintendents upon their ability to make principals conform; state education departments on their ability to efficiently direct and control the thinking of superintendents according to instructions which originate with foundations, universities, and politicians sensitive to the quietly expressed wishes of powerful corporations, and other interests.

 

For all its clumsy execution, school is a textbook illustration of how the bureaucratic chain of command is supposed to work. Once the thing is running, virtually nobody can alter its direction who doesn’t understand the complex code for making it work, a code that never stops trying to complicate itself further in order to make human control impossible. The sixth lesson of schooling teaches that experts make all-important choices, but it is useless to remonstrate with the expert nearest you because he is as helpless as you are to change the system.

 

7. The seventh lesson schools teach is provisional self-esteem. Self-respect in children must be made contingent on the certification of experts through rituals of number magic. It must not be self-generated as it was for Benjamin Franklin, the Wright brothers, Thomas Edison, or Henry Ford. The role of grades, report cards, standardized tests, prizes, scholarships, and other awards in effecting this process is too obvious to belabor, but it’s the daily encounter with hundreds of verbal and nonverbal cues sent by teachers that shapes the quality of self-doubt most effectively.

 

8. The last lesson school teaches I’ll call the glass house effect: It teaches how hopeless it is to resist because you are always watched. There is no place to hide. Nor should you want to. Your avoidance behavior is actually a signal you should be watched even more closely than the others. Privacy is a thought crime. School sees to it that there is no private time, no private space, no minute uncommanded, no desk free from search, no bruise not inspected by medical policing or the counseling arm of thought patrols.

 

The most sensitive children I had each year knew on some level what was really going on. But we choked the treacherous breath out of them until they acknowledged they depended on us for their futures. Hard-core cases were remanded to adjustment agencies where they converted themselves into manageable cynics.

 

Pathology As A Natural Byproduct

 

With these eight lessons in hand you should have less trouble seeing that the social pathologies we associate with modern children are natural byproducts of our modern system of schooling which produces:

  • Children indifferent to the adult world of values and accomplishment, defying the universal human experience laid down over thousands of years that a close study of grown-ups is always the most exciting and one of the most necessary occupations of youth. Have you noticed how very few people, adults included, want to grow up anymore? Toys are the lingua franca of American society for the masses and the classes.
  • Children with almost no curiosity. Children who can’t even concentrate for long on things they themselves choose to do. Children taught to channel-change by a pedagogy employing the strategy "and now for something different," but kids who also realize dimly that the same damn show is on every channel.
  • Children with a poor sense of the future, of how tomorrow is linked to today. Children who live in a continuous present. Conversely, children with no sense of the past and of how the past has shaped and limited the present, shaped and limited their own choices, predetermined their values and destinies to an overwhelming degree.
  • Children who lack compassion for misfortune, who laugh at weakness, who betray their friends and families, who show contempt for people whose need for help shows too plainly. Children condemned to be alone, to age with bitterness, to die in fear.
  • Children who can’t stand intimacy or frankness. Children who masquerade behind personalities hastily fabricated from watching television and from other distorted gauges of human nature. Behind the masks lurk crippled souls. Aware of this, they avoid the close scrutiny intimate relationships demand because it will expose their shallowness of which they have some awareness.
  • Materialistic children who assign a price to everything and who avoid spending too much time with people who promise no immediate payback – a group which often includes their own parents. Children who follow the lead of schoolteachers, grading and ranking everything: "the best," "the biggest," "the finest," "the worst." Everything simplified into simple-minded categories by the implied judgment of a cash price, deemed an infallible guide to value.
  • Dependent children who grow up to be whining, treacherous, terrified, dependent adults, passive and timid in the face of new challenges. And yet this crippling condition is often hidden under a patina of bravado, anger, aggressiveness.

A Critical Appraisal

 

In the latter half of the nineteenth century, as the new school institution slowly took root after the Civil War in big cities and the defeated South, some of the best minds in the land, people fit by their social rank to comment publicly, spoke out as they watched its first phalanx of graduates take their place in the traditional American world. All these speakers had been trained themselves in the older, a-systematic, noninstitutional schools. At the beginning of another new century, it is eerie to hear what these great-grandfathers of ours had to say about the mass schooling phenomenon as they approached their own fateful new century.

 

In 1867, world-famous American physician and academic Vincent Youmans lectured the London College of Preceptors about the school institution just coming into being:

School produces mental perversion and absolute stupidity. It produces bodily disease. It produces these things by measures which operate to the prejudice of the growing brain. It is not to be doubted that dullness, indocility, and viciousness are frequently aggravated by the lessons of school.

 

Thirteen years later, Francis Parkman (of Oregon Trail fame) delivered a similar judgment. The year was 1880, at the very moment Wundt was founding his laboratory of scientific psychology in Germany:

 

Many had hoped that by giving a partial teaching to great numbers of persons, a thirst for knowledge might be awakened. Thus far, the results have not equaled expectations. Schools have not borne any fruit on which we have cause to congratulate ourselves. (emphasis added)

 

In 1885, the president of Columbia University said:

 

“The results actually attained under our present system of instruction are neither very flattering nor very encouraging.”

 

In 1895, the president of Harvard said:

 

“Ordinary schooling produces dullness. A young man whose intellectual powers are worth cultivating cannot be willing to cultivate them by pursuing phantoms as the schools now insist upon.”

 

When he said this, compulsion schooling in its first manifestation was approaching its forty-fifth year of operations in Massachusetts, and running at high efficiency in the city of Cambridge, home to Harvard.

 

Then, in the early years of the twentieth century, pedagogy underwent another metamorphosis that resulted in an even more efficient scientific form of schooling. Four years before WWI broke out, a well-known European thinker and schoolman, Paul Geheeb, whom Einstein, Hermann Hesse, and Albert Schweitzer all were to claim as a friend, made this commentary on English and German types of forced schooling:

 

The dissatisfaction with public schools is widely felt. Countless attempts to reform them have failed. People complain about the "overburdening" of schools; educators argue about which parts of curriculum should be cut; but school cannot be reformed with a pair of scissors. The solution is not to be found in educational institutions. (emphasis added)

 

In 1930, the yearly Inglis Lecturer at Harvard made the same case:

 

We have absolutely nothing to show for our colossal investment in common schooling after 80 years of trying.

 

Thirty years passed before John Gardner’s "Annual Report to the Carnegie Corporation," in 1960, added this:

 

Too many young people gain nothing [from school] except the conviction they are misfits.

 

The record after 1960 is no different. It is hardly unfair to say that the stupidity of 1867, the fruitlessness of 1880, the dullness of 1895, the cannot be reformed of 1910, the absolutely nothing of 1930, and the nothing of 1960 have continued into the schools of today. We pay four times more in real dollars than we did in 1930 and thus we buy even more of what mass schooling dollars always bought.

 

Vox Populi

 

Just under eighteen hundred people wrote letters to me in the year I was New York State Teacher of the Year, in response to a series of essays I wrote about what I had witnessed as a schoolteacher, essays which have now become part of this book. In a strange way, those different letters were eighteen hundred versions of the same letter, a spontaneous outcry against the violation that so many feel in being compelled to be a character in someone else’s fantasy of how to grow up. Listen to a few of these voices:

 

Huntington, West Virginia "Homeschooling may be stressful but it’s nothing compared to the stress I experienced watching my daughter’s self-respect and creative energy drain away within the first few weeks of third grade."

 

Toronto, Canada "Little has changed since I was asked to sit in straight rows and memorize an irrelevant curriculum. Recently my wife quit her job because we fear losing contact with our children as they enter a school system we cannot understand and are unable to change."

 

Frankfurt, Illinois "I had a rich personal inquiry going on in many things. School was for me a tedious interruption of my otherwise interesting life."

 

Yelm, Washington "My passion is that my daughter be allowed to grow up being completely who she is. Right now she is a happy, enthusiastic, self-taught child of eight and a half. She taught herself to read at four, reads everything. School to me has always felt sick at the core of its concept."

 

Madison, Wisconsin "I’m desperate what to do. Three bright and lively children but everyday I see a closing down of enthusiasm as they grind their way through a predetermined school program."

 

Reno, Nevada "My wife and I came to the end of the rope with public education four years ago. I was tired of seeing my once happy child constantly in tears."

 

Santa Barbara, California "I just took my eight-year-old daughter from school. Bit by bit she was becoming silent, even fearful. From her anxiety to reach the school bus on time to the times she was visibly shaken from criticism of her homework. Day by day she was changing for the worse. But the absolute end was the destructive effect the culture of schoolchildren’s values had on her behavior. Now she laughs again. I have my laughing girl back."

 

Pittsburgh, Pennsylvania "School started to destroy my family by dividing us from one another instead of joining us. It created separatism among the kids, among the classes, among ages, among parents and children. After I took my second grader from school she began to blossom. She loves her time now, the time is the gift."

 

Huntersville, North Carolina "I defined myself as a child by my accomplishments at school just as I had been taught to. I was a National Merit Scholar and a Presidential Scholar but I couldn’t even make it through two years of college because my own authoritarian schooling had left me completely unprepared to make my own decisions."

St. Louis, Missouri "Mr. Gatto, you are describing my daughter when you name the pathological symptoms our children display as a result of their schooling. And you are describing me – which pains me almost unbearably to recognize and admit."

 

Haverhill, Massachusetts "I have no certificates of great accomplishment, no titles, no diploma except a high school one, no degree except when I have a fever. Yet I do have experience gained while raising three daughters. I’d like to paint a picture for you. I had to take my daughter out of kindergarten after five weeks. This happy, self-regulating child I was raising showed great signs of stress in that short of a time. I remembered the rebellion of my two angry teenagers, suddenly made the connection, and took her from school. And so the last girl I raised as a free child. There have been no signs of anger or rebellion since then. That was seventeen years ago."

 

The Systems Idea In Action

 

In Autonomous Technology: Technics-Out-Of-Control (1989), Langdon Winner takes a sobering look at modern predicament:

 

Society is composed of persons who cannot design, build, repair, or even operate most of the devices upon which their lives depend.... In the complexity of this world people are confronted with extraordinary events and functions that are literally unintelligible to them. They are unable to give an adequate explanation of man-made phenomena in their immediate experience. They are unable to form a coherent, rational picture of the whole. Under the circumstances, all persons do, and indeed must, accept a great number of things on faith.... Their way of understanding is basically religious, rather than scientific; only a small portion of one’s everyday experience in the technological society can be made scientific.... The plight of members of the technological society can be compared to that of a newborn child. Much of the data that enters its sense does not form coherent wholes. There are many things the child cannot understand or, after it has learned to speak, cannot successfully explain to anyone.... Citizens of the modern age in this respect are less fortunate than children. They never escape a fundamental bewilderment in the face of the complex world that their senses report. They are not able to organize all or even very much of this into sensible wholes.... An objection might be raised that difficulties of the sort I have mentioned soon will have remedies. Systems theory, artificial intelligence, or some new modern way of knowing will alleviate the burdens.... Soon there will exist tools of intellectual synthesis. I must report I found no such tools in practice. I have surveyed the various candidates for this honor – systems theory and systems analysis, computer sciences and artificial intelligence, new methods of coding great masses of information, the strategy of disjointed incrementalism and so forth. As relief for the difficulties raised here none of these offers much help.... The systems idea is another – and indeed the ultimate – technique to shape man and society.

 

By allowing the existence of large bureaucratic systems under centralized control, whether corporate, governmental, or institutional, we unwittingly enter into a hideous conspiracy against ourselves, one in which we resolutely work to limit the growth of our minds and spirits. The only conceivable answer is to break the power of these things, through grit, courage, indomitability and resolution if possible, through acts of personal sabotage and disloyalty if not.

 

Notes

  1. Except for a small fraction of Gifted and Talented Honors kids sequestered in a remote corner of the third floor, who followed different protocols, although a good deal less different than they knew.
  2. This particular form of rational psychopathy has been an epidemic in the Northeast for decades, and it has struck my own life more than once. Some think that auto-glass installers send agents through lines of parked cars late at night to crack their windshields on the sensible supposition that in a trade without many practitioners, a decent proportion of new work will go to the creators of the need. Or perhaps the entire guild underwrites the trade, who knows?
  3. What I would never do is to argue that the damage to human potential is adequately caught in the rise or fall of SAT scores or any other standardized measure because these markers are too unreliable – besides being far too prone to strategic manipulation. The New York Times of March 9, 2003, reported in an article by Sara Rimer that Harvard rejects four valedictorians out of every five, quoting that school’s director of admissions as saying: "To get in [Harvard], you have to present some real distinction..." A distinction which, apparently, 80 percent of "top" students lack.
  4. Different addictive readers of school histories might tally eight crises or five, so the stab at specificity shouldn’t be taken too seriously by any reader. What it is meant to indicate is that careful immersion in pedagogical history will reveal, even to the most skeptical, that mass schooling has been in nearly constant crisis since its inception. There never was a golden age of mass schooling, nor can there ever be.” (Source: )

Wadleigh, The Death School

By John Taylor Gatto
Source: http://www.johntaylorgatto.com/chapters/4print.html

 

One day after spending nearly my entire life inside a school building as student and teacher, I quit. But not before I saw some things you ought to know. McCourt is right, spit flies everywhere in the classroom and school, children mock us because of it. The smell of saliva. I had forgotten until I returned as a teacher. Put the cosmic aspect aside and come back again into school with me. See it from the inside with grownup eyes.

On my first day back to school I was hired to substitute in a horrible place, Wadleigh Junior High School, nicknamed "the death school" by regulars at the West End Tavern near Columbia. Jean Stapleton (Archie Bunker’s wife, Edith) had gone there as a young girl; so had Anäis Nin, celebrated diarist and writer of erotica. Some palace revolution long before I got there had altered the nature of this school from an earnest, respectable Victorian lock-up to something indescribable. During my teaching debut at Wadleigh, I was attacked by a student determined to bash my brains out with a chair.

 

Wadleigh was located three blocks from that notorious 110th Street corner in Harlem made famous by a bestseller of the day, New York Confidential, which called it "the most dangerous intersection in America." I mention danger as the backdrop of my teaching debut because two kinds of peril were in the air that season: one, phony as my teaching license, was the "Cuban Missile Crisis"; the other, only too genuine, was a predicament without any possible solution, a deadly brew compounded from twelve hundred black teenagers penned inside a gloomy brick pile for six hours a day, with a white guard staff misnamed "faculty" manning the light towers and machine-gun posts. This faculty was charged with dribbling out something called "curriculum" to inmates, a gruel so thin Wadleigh might rather have been a home for the feeble-minded than a place of education.

My own motive in being there was a personal quest. I was playing hooky from my real job as a Madison Avenue ad writer flogging cigarettes and shaving cream, a fraternity boy’s dream job. Not a single day without Beefeater Martinis, then the preferred ad man’s tipple, not a morning without headache, not a single professional achievement worth the bother. I was hardly a moralist in those days, but I wasn’t a moron either. Thoughts of a future composed of writing fifty words or so a week, drunk every day, hunting sensation every night, had begun to make me nervous. Sitting around the West End one weekend I decided to see what schoolteaching was like.

 

Harlem then was an ineffable place where the hip white in-crowd played in those last few moments before the fires and riots of the 1960s broke out. Black and white still pretended it was the same high-style Harlem of WWII years, but a new awareness was dawning among teenagers. Perhaps Mama had been sold a bill of goods about the brighter tomorrow progressive America was arranging for black folks, but the kids knew better.

 

"The natives are restless." That expression I heard a half-dozen times in the single day I spent at Wadleigh, the Death School. Candor was the style of the moment among white teachers (who comprised 100 percent of the faculty) and with administrators in particular. On some level, black kids had caught on to the fact that their school was a liar’s world, a jobs project for seedy white folk.

 

The only blacks visible outside Harlem and its outrigger ghettos were maids, laborers, and a token handful stuffed into make-work government occupations, in theater, the arts, or civil service.

 

The notable exception consisted of a small West Indian business and professional elite which behaved itself remarkably like upper-class whites, exhibiting a healthy dose of racial prejudice, itself built on skin color and gradations, lighter being better. British manners made a difference in Harlem just as they did elsewhere. The great ad campaigns of the day were overwhelmingly British. Men in black eye patches wearing Hathaway shirts whose grandfathers fought at Mafeking, "curiously delicious" Schweppes "Commander Whitehead" ads, ads for Rolls cars where the loudest noise you heard was the ticking of the electric clock. The British hand in American mid-twentieth-century life was noticeably heavy. Twelve hundred Wadleigh black kids had no trouble figuring out what recolonization by the English meant for them.

 

I had no clue of this, of course, the day I walked into a school building for the first time in nine years, a building so dark, sour, and shabby it was impossible to accept that anyone seriously thought kids were better held there than running the streets.

 

Consider the orders issued me and under which I traveled to meet eighth graders on the second floor:

 

Good morning, Mr. Gatto. You have typing. Here is your program. Remember, THEY MUST NOT TYPE! Under no circumstances are they allowed to type. I will come around unannounced to see that you comply. DO NOT BELIEVE ANYTHING THEY TELL YOU about an exception. THERE ARE NO EXCEPTIONS.

 

Picture the scene: an assistant principal, a man already a living legend throughout the school district, a man with a voice of command like Ozymandias, dispatching young Gatto (who only yesterday wrote the immortal line "Legs are in the limelight this year" for a hosiery ad) into the dark tunnels of the Death School with these words:

Not a letter, not a numeral, not a punctuation mark from those keys or you will never be hired here again. Go now.

 

When I asked what I should do instead with the class of seventy-five, he replied, "Fall back on your resources. Remember, you have no typing license!"

 

Off I went up the dark stairs, down the dark corridor. Opening the door I discovered my dark class in place, an insane din coming from seventy-five old black Underwoods, Royals, Smith Coronas: CLACKA! CLACKA! CLACKA! CLICK! CLICK! CLACK! DING! SLAM! CLACK! Seven hundred and fifty black fingers dancing around under the typewriter covers. One-hundred and fifty hammering hands clacking louder by far than I could bellow: STOP....TYPING! NO TYPING ALLOWED! DON’T TYPE! STOP! STOP! STOP I SAY! PUT THOSE COVERS ON THE MACHINES!

 

The last words were intended for the most flagrant of the young stenographers who had abandoned any pretense of compliance. By unmasking their instruments they were declaring war. In self-defense, I escalated my shouting into threats and insults, the standard tactical remedy of teachers in the face of impending chaos, kicked a few chairs, banged an aluminum water pitcher out of shape, and was having some success curtailing rogue typers when an ominous chant of OOOOOHHHHHH! OOOOOOOOOOHHHHHH! warned me some other game was now afoot.

 

Sure enough, a skinny little fellow had arisen in the back of the room and was bearing down on me, chair held high over his head. He had heard enough of my deranged screed, just as Middlesex farmers had enough of British lip and raised their chairs at Concord and Lexington. I too raised a chair and was backing my smaller opponent down when all of a sudden I caught a vision of both of us as a movie camera might. It caused me to grin and when I did the whole class laughed and tensions subsided.

 

"Isn’t this a typing period?" I said, "WHY DON’T YOU START TYPING?" Day One of my thirty-year teaching career concluded quietly with a few more classes to which I said at once, "No goofing off! Let’s TYPE!" And they did. All the machines survived unscathed.

I had never thought much about kids up to that moment, even fancied I didn’t like them, but these bouts of substitute teaching raised the possibility I was reacting adversely not to youth but to invisible societal directives ordering young people to act childish whether they want to or not. Such behavior provides the best excuse for mature oversight. Was it possible I did like kids, just not the script written for them?

 

There were other mysteries. What kind of science justified such sharp distinctions among classes when even by the house logic of schooling it was obvious that large numbers of students were misplaced? Why didn’t this bother teachers? Why the apparent

indifference to important matters like these? And why was the mental ration doled out so sparingly? Whenever I stepped up my own pace and began cracking the mental whip, all manner of kids responded better than when I followed the prescribed dopey curriculum. Yet if that were so, why this skimpy diet instead?

 

The biggest mystery lurked in the difference between the lusty goodwill of first, second, and to some extent third graders—even in Harlem—the bright, quick intelligence and goodwill always so abundant in those grades, and the wild change fourth grade brought in terms of sullenness, dishonesty, and downright mean spirit.

 

I knew something in the school experience was affecting these kids, but what? It had to be hidden in those first-, second- and third-grade years which appear so idyllic even in Harlem. What surfaced by fourth grade was the effect of a lingering disease running rampant in the very utopian interlude when they were laughing, singing, playing, and running round in the earlier grades. And kids who had been to kindergarten seemed worse than the others.

 

But schoolwork came as a great relief to me in spite of everything, after studying Marlboro cigarette campaigns and Colgate commercials. In those days I was chomping at the bit to have work that involved real responsibility; this imperative made me decide to throw ambition to the winds at least for the moment and teach. Plenty of time to get rich later on, I thought.

 

In New York City in the 1960s, becoming a teacher was easier than you could imagine or believe (it still is). It was a time of rich cash harvests for local colleges giving two-week teacher courses for provisional certification; nearly everyone passed and permanent license requirements could be met on the job. At the end of summer I had a license to go to school and get paid for it. Whether I could actually teach was never an issue with anyone. Kids assigned to me had no choice in the matter. That following autumn I found regular work at William J. O’Shea Junior High whose broken concrete playground sat in plain view of the world-famous Museum of Natural History, diagonally across Columbus Avenue to the northeast. It was a playground my kids and I were later to use to make the school rich by designing and arranging for a weekend flea market to be held on this site. But that came long afterwards.

 

Dr. Caleb Gattegno, Expert

 

I began to schoolteach as an engineer would, solving problems as they arose. Because of my upbringing and because of certain unresolved contradictions in my own character I had a great private need not just to have a job but to have work that would allow me to build the unbuilt parts of myself, to give me competence and let me feel my life was one being lived instead of it living me. I brought to those first years an intensity of watchfulness probably uncommon in those who grow up untroubled. My own deficiencies provided enough motivation to want to make something worthwhile happen.

Had I remained a problem-solver I would have drowned in life for sure, but a habit of mind that demands things in context sensitized me to the culture of schooling as a major element in my work and that wariness eventually allowed me to surmount it. The highest school priorities are administrative coherence, student predictability, and institutional stability; children doing well or poorly are incidental to the main administrative mission. Hence teachers are often regarded as instruments which respond best if handled like servants made to account for the silverware. In order to give these vertical relationships strength, the horizontal relationships among teachers— collegiality—must be kept weak.

This divide-and-conquer principle is true of any large system. The way it plays itself out in the culture of schooling is to bestow on some few individuals favor, on some few grief, and to approach the large middle with a carrot in one hand, a stick in the other with these dismal examples illuminating the discourse. In simple terms, some are bribed into loyalty, but seldom so securely they become complacent; others sent despairing, but seldom without hope since a crumb might eventually fall their way. Those whose loyalties are purchased function as spies to report staff defiance or as cheerleaders for new initiatives.

 

I used to hear from Granddad that a man’s price for surrendering shows you the dirt floor of his soul. A short list of customary teacher payoffs includes: 1) assignment to a room on the shady side of the building; 2) or one away from playground noise; 3) a parking permit; 4) the gift of a closet as a private office; 5) the tacit understanding that one can solicit administrative aid in disciplinary situations without being persecuted afterwards; 6) first choice of textbooks from the available supply in the book room; 7) access to the administrators’ private photocopy machine; 8) a set of black shades for your windows so the room can be sufficiently darkened to watch movies comfortably; 9) privileged access to media equipment so machines could be counted on to take over the teaching a few days each week; 10) assignment of a student teacher as a private clerk; 11) the right to go home on Friday a period or two early in order to beat the weekend rush; 12) a program with first period (or first and second) free so the giftee can sleep late while a friend or friendly administrator clocks them in.

 

Many more "deals" than this are available, extra pay for certain cushy specialized jobs or paid after-school duty are major perks. Thus is the ancient game of divide and conquer played in school. How many times I remember hearing, "Wake up, Gatto. Why should I bother? This is all a big joke. Nobody cares. Keep the kids quiet, that’s what a good teacher is. I have a life when I get home from this sewer." Deals have a lot to do with that attitude and the best deals of all go to those who establish themselves as experts. As did Dr. Caleb Gattegno.

 

A now long-forgotten Egyptian intellectual, Caleb Gattegno enjoyed a brief vogue in the 1960s as inventor of a reading system based on the use of nonverbal color cues to aid learning. He was brought to the middle school where I worked in 1969 to demonstrate how his new system solved seemingly intractable problems. This famous man’s demonstration made such impact on me that thirty years later I could lead you blindfolded to the basement room on West 77th Street where twenty-five teachers and administrators crammed into the rear lane of a classroom in order to be touched by this magic. Keep in mind it was only the demonstration I recall, I can’t remember the idea at all. It had something to do with color.

 

Even now I applaud Gattegno’s courage if nothing else. A stranger facing a new class is odds-on to be eaten alive, the customary example of this situation is the hapless substitute. But in his favor another classroom advantage worked besides his magical color technology, the presence of a crowd of adults virtually guaranteed a peaceful hour. Children are familiar with adult-swarming through the twice-a-year-visitation days of parents. Everyone knows by some unvoiced universal etiquette to be on best behavior when a concentration of strange adults appears in the back of the room.

On the appointed day, at the appointed hour, we all assembled to watch the great man put children through their paces. An air of excitement filled the room. >From the publicity buildup a permanent revolution in our knowledge of reading was soon to be put on display. Finally, with a full retinue of foundation officers and big bureaucrats, Dr. Caleb Gattegno entered the arena.

 

I can’t precisely say why what happened next happened. The simple truth is I wasn’t paying much attention. But suddenly a babble of shouting woke me. Looking up, I saw the visiting expert’s face covered with blood! He was making a beeline through the mob for the door as if desperate to get there before he bled to death.

 

As I later pieced together from eyewitness accounts, Dr. Gattegno had selected a student to cooperate with his demonstration, a girl with a mind of her own. She didn’t want to be the center of attention at that moment. When Gattegno persisted her patience came to an end. What I learned in a Harlem typing class years earlier, the famous Egyptian intellectual now learned in a school in the middle of some of the most expensive real estate on earth.

 

Almost immediately after she raked her long fingernails down his well-educated cheeks, the doctor was off to the races, exiting the room quickly, dashing up the staircase into Egyptian history. We were left milling about, unable to stifle cynical remarks. What I failed to hear, then or later, was a single word of sympathy for his travail. Word of the incident traveled quickly through the three-story building, the event was postmortemed for days.

 

I should be ashamed to say it, but I felt traces of amusement at his plight, at the money wasted, at the temporary chagrin of important people. Not a word was ever said again about Gattegno again in my presence. I read a few pages of his slim volume and found them intelligent, but for some unaccountable reason I couldn’t muster interest enough to read on. Probably because there isn’t any trick to teaching children to read by very old-fashioned methods, which makes it difficult to work up much enthusiasm for novelty. Truth to tell, the reading world doesn’t need a better mousetrap. If you look up his work in the library, I’d appreciate it if you’d drop me a postcard explaining what his colorful plan was all about.

 

Intimidation

 

New teachers and even beleaguered veterans are hardly in any position to stand back far enough to see clearly the bad effect the dramatic setting of the building—its rules, personalities, and hidden dynamics—has on their own outlook and on children’s lives. About one kid in five in my experience is in acute torment from the intimidation of peers, maybe more are driven to despair by the indifference of official machinery. What the hounded souls can’t possibly see is that from a system standpoint, they are the problem with their infernal whining, not their persecutors.

 

And for every one broken by intimidation, another breaks himself just to get through the days, months, and years ahead. This huge silent mass levels a moral accusation lowly teachers become conscious of only at their peril because there is neither law nor institutional custom to stop the transgressions. Young, idealistic teachers burn out in the first three years because they can’t solve administrative and collegial indifference, often concluding mistakenly that consciously willed policies of actual human beings—a principal here, a department head or union leader there—are causing the harm, when indifference is a system imperative; it would collapse from its contradictions if too much sensitivity entered the operating formula.

 

I would have been odds-on to become one of these martyrs to inadequate understanding of the teaching situation but for a fortunate accident. By the late 1960s I had exhausted my imagination inside the conventional classroom when all of a sudden a period of phenomenal turbulence descended upon urban schoolteaching everywhere. I’ll tell you more about this in a while, but for the moment, suffice it to say that supervisory personnel were torn loose from their moorings, superintendents, principals and all the rest flung to the wolves by those who actually direct American schooling. In this dark time, local management cowered. During one three-year stretch I can remember, we had four principals and three superintendents. The net effect of this ideological bombardment, which lasted about five years in its most visible manifestation, was to utterly destroy the utility of urban schools. From my own perspective all this was a godsend. Surveillance of teachers and administrative routines lost their bite as school administrators scurried like rats to escape the wrath of their unseen masters, while I suddenly found myself in possession of a blank check to run my classes as I pleased as long as I could secure the support of key parents.

 

Hector Of The Feeble-Mind

 

See thirteen-year-old Hector Rodriguez [not his real name] as I first saw him: slightly built, olive-skinned, short, with huge black eyes, his body twisting acrobatically as he tried to slip under the gated defenses of the skating rink on the northern end of Central Park one cold November day. Up to that time I had known Hector for several months but had never really seen him, nor would I have seen him then but for the startling puzzle he presented by gatecrashing with a fully paid admission ticket in his pocket. Was he nuts?

This particular skating rink sits in a valley requiring patrons to descend several flights of concrete steps to reach the ice. When I counted bodies at the foot of the stairs, Hector was missing. I went back up the stairs to find Hector wedged in the bars of the revolving security gate. "You little imbecile," I screamed. "Why are you sneaking in? You have a ticket!" No answer, but his expression told me his answer. It said, "Why shout? I know what I’m doing, I have principles to uphold." He actually looked offended by my lack of understanding.

 

Hector was solving a problem. Could the interlocking bars of the automatic turnstile be defeated? What safer way to probe than with a paid ticket in hand in case he got caught. Later as I searched school records for clues to understand this boy, I discovered in his short transit on earth he had already left a long outlaw trail behind him. And yet, although none of his crimes would have earned more than a good spanking a hundred years earlier, now they helped support a social service empire. By substituting an excessive response for an appropriate (minimal) reaction, behavior we sought to discourage has doubled and redoubled. It is implicit in the structure of institutional logic that this happens. What’s bad for real people is the very guarantee of institutional amorality.

 

At the time of this incident, Hector attended one of the fifty-five public schools with the lowest academic ratings in New York State, part of a select group threatened with takeover by state custodians. Seven of the nine rapists of the Central Park jogger—a case that made national headlines some years back—were graduates of the school. Of the thirteen classes in Hector’s grade, a full nine were of higher rank than the one he was in. Hector might be seen at twelve as an exhausted salmon swimming upstream in a raging current trying to sweep away his dignity. We had deliberately unleashed such a flood by assigning about eleven hundred kids in all, to five strictly graduated categories:

 

First Class was called "Gifted and Talented Honors."
Second Class was called "Gifted and Talented."
Third Class was called "Special Progress."
Fourth Class was called "Mainstream."
Fifth Class was called "Special Ed." These last kids had a cash value to the school three times higher than the others, a genuine incentive to find fatal defects where none existed.

 

Hector was a specimen from the doomed category called Mainstream, itself further divided into alphabetized subcategories—A, B, C, or D. Worst of the worst above Special Ed would be Mainstream D where he reported. Since Special Ed was a life sentence of ostracism and humiliation at the hands of the balance of the student body, we might even call Hector "lucky" to be Mainstream, though as Mainstream D, he was suspended in that thin layer of mercy just above the truly doomed. Hector’s standardized test scores placed him about three years behind the middle of the rat-pack. This, and his status as an absolute cipher (where school activities, sports, volunteer work, and good behavior were concerned) would have made it difficult enough for anyone prone to be his advocate, but in Hector’s case, he wasn’t just behind an eight-ball, he was six feet under one.

 

Shortly after I found him breaking and entering (the skating rink), Hector was arrested in a nearby elementary school with a gun. It was a fake gun but it looked pretty real to the school secretaries and principal. I found out about this at my school faculty Christmas party when the principal came bug-eyed over to the potato salad where I camped, crying, GATTO, WHAT HAVE YOU DONE TO ME? His exact words. Hector had been dismissed for holiday only that morning; he then hightailed it immediately to his old elementary school, still in session, to turn the younger children loose, to free the pint-sized slaves like a modern Spartacus. Come forward now one year in time: Hector in high school, second report card. He failed every subject, and was absent enough to be cited for truancy. But you could have guessed that before I told you because you read the same sociology books I do.

 

Can you see the Hector trapped inside these implacable school records? Poor, small for his age, part of a minority, not accounted much by people who matter, dumb, in a super-dumb class, a bizarre gatecrasher, a gunslinger, a total failure in high school? Can you see Hector? Certainly you think you do. How could you not? The system makes it so easy to classify him and predict his future.

 

What is society to do with its Hectors? This is the boy, multiplied by millions, that school people have been agonizing about in every decade of the twentieth century. This is the boy who destroyed the academic mission of American public schooling, turning it into a warehouse operation, a clinic for behavioral training and attitude adjustment. Hector’s principal said to the Christian Science Monitor when it made a documentary film about my class and Hector’s, "Sure the system stinks, but John [Gatto] has nothing to replace it. And as bad as the system is, it’s better than chaos."

 

But is the only alternative to a stifling system really chaos?

 

Hector Isn't The Problem

 

The country has been sold a bill of goods that the problem of modern schooling is Hector. That’s a demon we face, that misperception. Under its many faces and shape-shifting rhetoric, forced schooling itself was conceived as the frontline in a war against chaos. Horace Mann wrote once to Reverend Samuel May, "Schools will be found to be the way God has chosen for the reformation of the world." School is the beginning of the process to keep Hector and his kind in protective custody. Important people believe with the fervor of religious energy that civilization can only survive if the irrational, unpredictable impulses of human nature are continually beaten back, confined until their demonic vitality is sapped.

 

Read Merle Curti’s Social Ideas of the Great Educators, a classic which will never be allowed to go out of print as long as we have college courses as gatekeeper for teacher certification. Curti shows that every single one of the greats used this Impending Chaos argument in front of financial tycoons to marshal support for the enlargement of forced schooling.

 

I don’t want to upset you, but I’m not sure. I have evidence Hector isn’t what school and society make him out to be, data that will give a startlingly different picture. During the period when the skating incident and school stickup occurred, Senator Bob Kerrey of Nebraska was putting together an education plank in order to run for his party’s presidential nomination. To that end, his office called me to inquire whether I could meet with the Senator to discuss an article I wrote which had been printed in the Congressional Record. It was agreed we would meet for breakfast at Manhattan’s famous Algonquin Hotel, site of the famous literary Roundtable. Hector and his close friend Kareem would join us.

 

Our conference lasted three hours without any bell breaks. It was cordial but businesslike with the senator asking hard questions and his assistant, a vivacious attractive woman, taking notes. Hector dominated the discussion. Concise, thoughtful, inventive, balanced in his analysis, graceful in his presentation with the full range of sallies, demurs, illustrations, head-cockings, and gestures you might expect from a trained conversationalist. Where had he learned to handle himself that way? Why didn’t he act this way in school?

 

As time passed, Hector gravitated bit by bit to the chair where the woman I thought to be Kerrey’s assistant was sitting. Hector perched in a natural posture on its arm, still apparently intent on the verbal give and take, but I noticed he cast a smoldering glance directly down at the lady. By a lucky accident I got a snapshot of him doing it. It turned out she was the movie star Debra Winger! Hector was taking both Washington and Hollywood in stride while eating a trencherman’s breakfast at a class hotel! He proved to be a valuable colleague in our discussion too, I think the Senator would agree.

 

In April of the following year, Hector borrowed fifteen dollars from me to buy pizza for a young woman attending Columbia University’s School of International Affairs. As far as Hector was concerned, being a graduate student was only her cover—in his world of expertise as a knowledgeable student of the comic book industry (and a talented self-taught graphic artist), she was, in reality, a famous writer for Marvel Comics. The full details of their liaison are unknown to me, but a brilliant piece of documentary film footage exists of this young woman giving a private seminar to Hector and Kareem under an old oak tree on the Columbia campus. What emerged from the meetings between writer and diminutive hold-up man was a one-day-a-week private workshop at her studio just north of Wall Street.

 

In November of that same year, utterly unknown to his school (where he was considered a dangerous moron), all gleaming in white tie, tails and top hat, Hector acted as master of ceremonies for a program on school reform at Carnegie Hall, complete with a classical pianist and a lineup of distinguished speakers, including the cantankerous genius Mary Leue, founder of the Albany Free School, and several of my former students.

 

The following spring, just after he produced his unblemished record of failure as a high school freshman, Hector came to me with a job application. An award-winning cable television show was packaging kids into four-person production teams to make segments for a television magazine format hour like 60 Minutes. Hector wanted to work there.

I sprang the bad news to him right away: "Your goose is cooked," I said. "You’ll sit down in that interview and they’ll ask you how you’re doing in school. You’ll say, ‘Listen, I’m failing all my subjects and oh, another thing, the only experience I have with TV is watching it until my eyeballs bug out—unless you count the time they filmed me at the police station to scare me. Why would they want to scare me? I think it was because I held up an elementary school and they didn’t want me to do it again.’

 

"So you’re dead the minute they run your interview on any conventional lines. But you might have a slim chance if you don’t follow the form sheet. Don’t do what other kids will. Don’t send in an application form. Guidance counselors will pass these out by the thousands. Use a typed résumé and a cover letter the way a real person would. And don’t send it to some flunky, call up the station, find out who the producer of the show is, say in a letter that you’re not the greatest sit-down student in the world because you have your own ideas, but that you’ve come to understand film through an intense study of comic art and how it produces its effects. All that’s true, by the way. Mention casually you have a private apprenticeship with one of the big names in the comic business and that you’ve done consultation work for the famous Nuyorican Poet’s Café...."

 

"I have?" asked Hector.

 

"Sure. Don’t you remember all those times you sat around with Roland chewing the fat when he was trying to shoot his film last year? Roland’s one of the founders of the Nuyorican. And toss in your emceeing at Carnegie Hall; that ought to set you apart from the chumps. Now let’s get on with that résumé and cover letter. As sure as I’m sitting here, they’ll only get one cover letter and résumé. That should buy you an interview.

"The only way you can squeak through that interview though is to convince someone by your behavior you can do the job better than anyone else. They’ll be staring the spots off your every move, your clothing, your gestures, trying to see into your soul. Your goose is cooked if you get caught in a grilling."

 

"You mean I’ll shift around," Hector asked, "and get an attitude in my voice, don’t you?"

"Right, just before the shifty look comes into your eyes!" I said.

 

We both laughed.

 

"So, what do I do?" Hector asked.

 

"The only thing you can do is quietly take over the interview. By quietly, I mean in a way they won’t understand what’s happening. You and I will just sit here until we figure out every single question they might ask, and every single need they might have which they won’t tell you about, and every single fear they have that some aspect of your nature will screw up their project. Remember they’re not hiring a kid to be nice people, they’re hiring a kid because that’s the gimmick of their show. So what you must do is to show by your commanding presence, impeccable manners, vast range of contacts, and dazzling intelligence that their fears are groundless.

 

"You’re going to show them you love work for its own sake, that you don’t watch the time clock, that you can take orders when orders make sense, that you are a goldmine of ideas, that you’re fun to be around. You’ll have to master all this quickly because I have a hunch you’ll be called in right after your letter arrives. Can you do it?"

 

Six weeks later Hector started his new job.

 

One Lawyer Equals 3,000 Reams Of Paper

 

Once, a long time ago, I spoke before the District 3 School Board in Manhattan to plead that it not retain a private lawyer when all the legal work a school district is legitimately entitled to is provided free by the city’s corporation counsel. In spite of this, the district had allocated $10,000 to retain a Brooklyn law firm. This is standard technique with boards everywhere which seek legal advice to get rid of their "enemies." They either prefer to conceal this from the corporation counsel or fear such work might be rejected as illegitimate. One school board member had already consulted with these same attorneys on five separate occasions pursuing some private vendetta, then submitting bills for payment against the school funds of the district. Sometimes this is simply a way to toss a tip to friends.

 

My argument went as follows:

 

In order to emphasize the magnitude of the loss this waste of money would entail—emblematic of dozens of similar wastes every year—I want to suggest some alternate uses for this money which will become impossible once it’s spent on a lawyer none of the kids needs. It would buy:

 

Three thousand reams of paper, 1,500,000 sheets. In September six of the schools in District 3 opened a school year without any paper at all. Letters from the principals of these schools to the school board, of which my wife has photocopies, will attest to this. It would buy enough chemicals and lab specimens to run the entire science program at I.S 44 and Joan of Arc, nearly 2,000 copies of The Complete Works of William Shakespeare as discounted by Barnes and Noble in hardcover, enough sewing machines and fabrication supplies to offer six modern dressmaking classes. In light of the fact New York City’s fashion industry is a major employer, it would seem a saner use of the funds. How many musical instruments, how much sports equipment, wood, ceramic materials, art supplies does $10,000 buy? The Urban League’s "Children Teach Children" reading project could be put in the district, displacing armies of low-utility, $23-an-hour consultants. With $10,000 we could pay our own students $1-an-hour—receive better value—and see our money in the pockets of kids, not lawyers. Invested in stock or even 30-year treasury notes as a scholarship fund, this money would return in perpetuity enough interest yearly to pay a kid’s way through City University. The money in question would buy 50,000 pens. Eight computer installations. Two hundred winter coats for kids who are cold.

 

I concluded with two suggestions: first, a referendum among parents to find out whether they would prefer one of the options above or a lawyer; second, to buy 10,000 lottery tickets so we all could have a thrill out of this potlatch instead of the solitary thrill a Brooklyn lawyer would have banking our check.

 

Four years later, I appeared before the same school board, with the following somewhat darker statement:

 

On September 3, 1986, my teaching license, which I had held for 26 years, was terminated secretly while I was on medical leave of absence for degenerative arthritis. The arthritis was contracted by climbing 80 steps a day to the third floor for more than a year—at the express request of the co-directors—with a badly broken hip held together by three large screws.

 

Although papers for a medical leave of absence were signed and filed, these documents were destroyed at the district level, removed from central board medical offices. The current management apparently was instructed to deny papers had ever been filed, allowing the strange conclusion I had simply walked away from a quarter century of work and vanished.

 

The notice terminating my teaching license was sent to an address where I hadn’t lived for twenty-two years. It was returned marked "not known at this address." This satisfied the board’s contractual obligation to notify me of my imminent dismissal, however nominally.

 

When I returned to work from what I had no reason to assume wasn’t an approved leave, I was informed by personnel that I no longer worked for District 3, and that I could not work anywhere because I no longer had a teaching license. This could only be reinstated if my building principal would testify he knew I had properly filed for leave. Since this would involve the individual in serious legal jeopardy, it isn’t surprising my request for such a notice was ignored.

 

From September 1987 to April of 1988 my family was plunged into misery as I sought to clear my name. Although I had personal copies of my leave forms at the first hearing on this matter, my building principal and the district personnel officer both claimed their signatures on the photocopies were forgeries. My appeal was denied.

 

Just before the second hearing in March, a courageous payroll secretary swore before a public official that my leave extensions had always been on file at Lincoln, signed by school authorities. She testified that attempts had been made to have her surrender these copies, requests she refused. Production of her affidavit to this at my third hearing caused an eventual return of my license and all lost pay. At the moment of disclosure of that affidavit during a third grievance hearing, the female co-director shouted in an agitated voice, "The District doesn’t want him back!"

 

I am asking for an investigation of this matter because my case is far from the only time this has happened in District 3. Indeed, all over New York this business is conducted so cynically that administrators violate basic canons of decency and actual law with impunity because they know the system will cover for them no matter how culpable their behavior.

 

No comment was ever forthcoming from that Board of Education. Two years after my restoration, I was named New York City Teacher of the Year. Two years after that, New York State Teacher of the Year. A year later, after addressing the Engineer’s Colloquium at NASA Space Center, invitations poured in to speak from every state in the union and from all over the world. But the damage my family had sustained carried lasting effects.

Yet I proved something important, I think. On looking back at the whole sorry tapestry of the system as it revealed itself layer by layer in my agony, what was most impressive wasn’t its horrifying power to treat me and my family without conscience or compassion, but its incredible weakness in the face of opposition. Battling without allies for thirty years, far from home and family, without financial resources, with no place to look for help except my native wit, nor for courage except to principles learned as a boy in a working-class town on the Monongahela River, I was able to back the school creature into such a corner it was eventually driven to commit crimes to get free of me.

 

What that suggests is cause for great hope. A relative handful of people could change the course of schooling significantly by resisting the suffocating advance of centralization and standardization of children, by being imaginative and determined in their resistance, by exploiting manifold weaknesses in the institution’s internal coherence: the disloyalty its own employees feel toward it. It took 150 years to build this apparatus; it won’t quit breathing overnight. The formula is to take a deep breath, then select five smooth stones and let fly. The homeschoolers have already begun.

 

The Great Transformation

 

I lived through the great transformation which turned schools from often useful places (if never the essential ones school publicists claimed) into laboratories of state experimentation. When I began teaching in 1961, the social environment of Manhattan schools was a distant cousin of the western Pennsylvania schools I attended in the 1940s, as Darwin was a distant cousin of Malthus.

 

Discipline was the daily watchword on school corridors. A network of discipline referrals, graded into an elaborate catalogue of well-calibrated offenses, was etched into the classroom heart. At bottom, hard as it is to believe in today’s school climate, there was a common dedication to the intellectual part of the enterprise. I remember screaming (pompously) at an administrator who marked on my plan book that he would like to see evidence I was teaching "the whole child," that I didn’t teach children at all, I taught the discipline of the English language! Priggish as that sounds, it reflects an attitude not uncommon among teachers who grew up in the 1940s and before. Even with much slippage in practice, Monongahela and Manhattan had a family relationship. About schooling at least. Then suddenly in 1965 everything changed.

 

Whatever the event is that I’m actually referring to—and its full dimensions are still only partially clear to me—it was a nationwide phenomenon simultaneously arriving in all big cities coast to coast, penetrating the hinterlands afterwards. Whatever it was, it arrived all at once, the way we see national testing and other remote-control school matters like School-to-Work legislation appear in every state today at the same time. A plan was being orchestrated, the nature of which is unmasked in the upcoming chapters.

 

Think of this thing for the moment as a course of discipline dictated by coaches outside the perimeter of the visible school world. It constituted psychological restructuring of the institution’s mission, but traveled under the guise of a public emergency which (the public was told) dictated increasing the intellectual content of the business! Except for its nightmare aspect, it could have been a scene from farce, a swipe directly from Orwell’s 1984 and its fictional telly announcements that the chocolate ration was being raised every time it was being lowered. This reorientation did not arise from any democratic debate, or from any public clamor for such a peculiar initiative; the public was not consulted or informed. Best of all, those engineering the makeover denied it was happening.

 

I watched fascinated, as over a period of a hundred days, the entire edifice of public schooling was turned upside down. I know there was no advance warning to low-level administrators like principals, either, because I watched my first principal destroy himself trying to stem the tide. A mysterious new deal was the order of the day.

Suddenly children were to be granted "due process" before any sanction, however mild, could be invoked. A formal schedule of hearings, referees, advocates, and appeals was set up. What might on paper have seemed only a liberal extension of full humanity to children was actually the starting gun for a time of mayhem. To understand this better, reflect a minute on the full array of ad hoc responses to wildness, cruelty, or incipient chaos teachers usually employ to keep the collective classroom a civil place at all. In a building with a hundred teachers, the instituting of an adversarial system of justice meant that within just weeks the building turned into an insane asylum. Bedlam, without a modicum of civility anywhere.

 

This transformation, ironically enough, made administrative duty easier, because where once supervisory intercession had constituted, a regular link in the ladder of referral as it was called, in the new order, administrators were excused from minute-to-minute discipline and were granted power to assume that incidents were a teacher’s fault, to be duly entered on the Cumulative Record File, the pedagogical equivalent of the Chinese Dangan.

 

There was a humorous aspect to what transpired over the next few years. I had no particular trouble keeping a lid on things, but for teachers who counted upon support from administrative staff it was a different story. Now, if they asked for a hand, often they were pressured to resign, or formally charged with bad classroom management, or worst of all, transferred to an even more hideous school in expectation they would eliminate themselves.

 

Most, under such tension, took the hint and quit. A few had to be pushed. I remember a magnificent math teacher, an older black woman with honors and accomplishments to her name, much beloved and respected by her classes, singled out for public persecution probably because she acted as an intractable moral force, a strong model teacher with strong principles. Daily investigative teams from the district office watched her classes, busily took notes in the back of her room, challenged her style of presentation openly while children listened. This went on for two weeks. Then the administration began to call her students to the school office to interrogate them, one by one, about the teacher’s behavior. They coached some kids to watch her during her classes, coached them to look for any telltale signs she was a racist! Parents were called and offered an option of withdrawing their kids from her classes. Broken by the ordeal, one day she vanished.

When my wife was elected to the district school board, one of her first actions was to gain access to the superintendent’s private files without his knowledge. Some of those records concerned details of official cases of harassment. Dozens of employees had been similarly purged, and dozens more were "under investigation" in this gulag on West 95th Street.

 

Contacting these people in private, it became clear to me that, they were far from the worst teachers around. Indeed some were the best. Their relative prowess had emboldened them to speak out on policy matters and so marked them for elimination.

One principal, whose school was the most successful reading environment in the district, received similar treatment, ultimately sentenced to an official Siberia in Harlem, given no duties at all for the two years more he lasted before quitting. His crime: allegedly striking a girl although there were no witnesses to this but the girl, a student who admitted breaking into the light-control panel room in the auditorium where the offense is supposed to have occurred. His real crime was his refusal to abandon phonetic reading methodology and replace it with a politically mandated whole-word substitute.

I escaped the worst effects of the bloodbath. Mostly I minded my business trying to ignore the daily carnage. In truth I had no affection for the old system being savaged, and chaos made it easier for me to try out things that worked. On balance, I probably did my best work during those turbulent years as a direct result of the curious smokescreen they provided.

 

But accounts are not so simple to balance overall. If I regarded run-of-the-mill school administrators as scared rabbits or system flunkies, the reformers I saw parading daily through the building corridors looked like storm troopers and made my skin crawl.

On several occasions, energetic efforts were made by these people to recruit my assistance as an active ally. All such appeals I politely refused. True belief they had, but for all of it they seemed like savages to me, inordinately proud of their power to cause fear, as willing to trample on the decencies as the people they were harassing as indecent. However, it seemed just possible something good might actually emerge from the shakeup underway. About that, I was dead wrong. As the project advanced, schools became noticeably worse. Bad to begin with, now they mutated into something horrible.

What shape began to emerge was a fascinating echo of the same bureaucratic cancer which dogged the steps of the French, Russian, and Chinese revolutions. Do-nothing administrators and nonteaching teachers multiplied like locusts. With them came an entirely new class of school-teacher, one aggressively ignorant, cynical, and often tied to local political clubs. New categories of job description sprang up like weeds.

 

My own school fell victim to a politically correct black gym teacher imported from New England to be its principal. Two schoolwide riots followed his installation, mass marches on city hall transpired in which local politicians instrumental in the man’s selection used schoolchildren as unwitting cadres to lobby their favorite schemes in newsworthy, children’s crusade fashion.

 

A small band of old-fashioned teachers fought rearguard actions against this, but time retired them one by one until, with only an occasional exception, the classrooms of Community School District 3, in one of the most prosperous neighborhoods on earth, became lawless compounds, job projects for the otherwise unemployable.

I need to wrap this up so we can get on with things. I have to skip the full story of the Hell’s Angel math teacher who parked his Harley Hog outside the door of his classroom, and when the principal objected, told him in front of startled witnesses that if the man didn’t shut his mouth, the number-crunching cyclist would come to his home that evening, pour gasoline under his front door, and set his house on fire. I have to skip the hair-raising stories of not one but three junior high teachers I knew quite well who married their students. Each, spotting a likely thirteen-year-old, wooed the respective girl in class and married her a few years later. They took the more honorable course, hardly the outcome of most teacher-student romances I was privy to. I have to skip the drug habits of staff in each of the buildings I worked in and other lurid stuff like that. In the midst of the unending dullness of institutional schooling, human nature cracks through the peeling paint as grass through cement. I have to skip all that. Suffice it to say, my life experience taught me that school isn’t a safe place to leave your children.

 

Education As A Helix Sport

 

Here’s a principle of real education to carry you through the moments of self-doubt. Education is a helix sport, a unique personal project like seatless unicycle riding over trackless wilderness, a sport that avoids rails, rules, and programmed confinement. The familiar versions of this are cross-country skiing, sailing, hang-gliding, skateboarding, surfing, solitary mountain climbing, thousand-mile walks, things like that. I think of education as one, too.

 

In a helix sport the players search for a new relationship with themselves. They endure pain and risk to achieve this goal. Helix sports are free of expert micromanagement. Experts can’t help you much in that moment of truth when a mistake might leave you dead. Helix sports are a revolt against predestination.

 

Bringing children up properly is a helix sport forcing you to realize that no boy or girl on earth is just like another. If you do understand this you also understand there can exist no reliable map to tell you all you need to do. Process kids like sardines and don’t be surprised when they come out oily and dead. In the words of the Albany Free School, if you aren’t making it up as you go along, you aren’t doing it right.

 

The managerial and social science people who built forced schooling had no scruples about making your kids fit into their scheme. It’s suffocating to the spirit to be treated this way. A young lady from Tucson wrote me, "Now that I’m nearly 25, I can hardly remember why I began to be afraid to go to school." I wrote back that she was afraid because her instincts warned her the school business had no use for the personal growth she sought. All pedagogical theory is based on stage theories of human development. All stage theories of child rearing talk in averages. The evidence before your own eyes and ears must show you that average men and women don’t actually exist. Yet they remain the basis of social theory, even though such artificial constructs are useless to tell you anything valuable about your own implacably nonabstract child.

 

I'm Outta Here!

 

One day, after thirty years of this, I took a deep breath and quit.”

When the NWO sets in, You'll know the Tribulation has Begun

“While the youngest mind is taught that there are no absolutes, that no decision is final; that no authority figure except the state has the last word; that everything is equally acceptable; that real objectivity is the absence of any standard of right and wrong; then I contend that these young minds will be learning the ruthlessness which is so prevalent in today's youth, and being acted out on all sides in today's society. In the Educationists' terminology, the logical consequences of this philosophy, real freedom, is achieved only when one is a slave to the state. It's worth mentioning that democracy is not seen by the educationist as a form of government, but as a WAY of life. It is in reality a socialized society. There's something vastly more sinister to be pointed out here than just the production of group mentality. The implication of such a group mind is that the person goes through life looking to the group to validate his decisions. The corollary of this insistence on relating everything to the group, relating from smaller to larger groups, and taking the largest group decision as the ultimate, is that the family is downgraded to just another small group with no special meaning. Thus, all family decisions, especially in the area of values, are open at all times to modification through group dynamics in the classroom, and eventually become of little importance at all to the child. (Estalvin Dee Lillywhite, Secrets That Every American Should Know 193-194 Hawkes Press: 1985).

By 1995 it could be stated: "Almost a quarter of Americans work in public schools as students or staff." Education as we know it may soon be abolished. The plan's based in part on the Russian system of indoctrination. (In the mid-1980's, education exchange agreements gave the Russians American technology, while they explained how to brainwash children). (John Loffler, "Beyond Goals 2000: Workers for the 21st Century," Personal Update 2; May 1997).

Diplomas will be replaced by a CIM: Certificate of Initial Master. without a CIM it will be virtually impossible to find work. Workers without the certificate "will be condemned to dead-end jobs that leave them in poverty, even if they are working." Later it will become illegal to employ anyone without a CIM. The focus will be on lifetime learning. The work force will be monitored by a national computer containing everyone's academic and psychological work profiles. This totalitarian creation, modeled after the Communist Chinese Dangan system, will also include employee career histories. There'll be no exception for home schoolers: all will be forced to participate to get a job. The system is said to be "voluntary" but states will be forced to participate - or lose federal funds. The educational agenda is being driven by an interlocking set of laws, government departments, and private foundations (Loffler, p. 3).” (When the NWO sets in, You'll know the Tribulation has Begun, http://www.biblebelievers.org.au/radio090.htm )

Public Records in China

From Wikipedia, the free encyclopedia

Source: http://en.wikipedia.org/wiki/Public_records_in_China

 

Dang'an (simplified Chinese: 档案; traditional Chinese: 檔案; pinyin: dàng'àn) is a Chinese word meaning "record". Used in the political and administrative context, it means an archival system that records the "performance and attitudes" of citizens of mainland China.[1] Together with the hukou, it has been an important part of the government's efforts to maintain social stability [read “it has been an important part of the government's efforts to maintain social control.”]. Majority of the records are kept by the local archive bureaus, some by the State Archives Administration of China at the national level.

 

Contents

 

The Dang'an includes information possibly found in a Western CV: physical characteristics, employment record, photograph, etc. However, it also contains many other documents that would be considered private in some other cultures. According to Wang Fei-ling and other sources, this includes appraisals by supervisors and peers, academic reports from primary school to university, professional credentials, any criminal convictions or administrative penalties, club/society memberships, employment records and political history (such as Youth League and CPC membership and assessments). Some of the material is composed by the subject. Even the death certificate and eulogy may be placed in the file.[2] [3]

 

There are two copies for adults: one held on behalf of their work unit by its supervisory organization, and the other at the local Public Security Bureau (PSB). Access to dang'an is strictly controlled. Citizens do not usually see their dang'an,[4] although they may ask a Communist Party member to check it for them.[5] Alterations may only be carried out by special cadres, and when combined with the custom of guanxi the result is that "Personal revenge, false entries and special favors are thus part of the game."[6]

 

A Montreal-based human rights group has claimed that the PSB in the process of computerizing the hundreds of millions of dang'an.[7]

 

Significance

 

During the Maoist era, these dossiers were consulted by work unit officials as they made decisions about the major life events of those under their control. Urban residents were assigned jobs by the state. Thereafter, permission from the work unit was needed for marriage, childbirth and transferring the dang'an (i.e., changing workplace). During the Cultural Revolution era, there even used to determine which individuals and families would be sent to carry out manual labour in the countryside, under the theory of bloodlines. As late as 2003, academic Zhou Jinghao could write that "A work unit controls employees basically through the dangan (personnel dossier) system. An employee cannot transfer to another work unit without his dangan."[8]

 

As Chinese economic reform has proceeded, the situation has been less clear-cut, as the dang'an system conflicts with market-oriented labour contracts. Graduates have been able to choose their own employment since the mid 1990s in most regions (the latest, Tibet, in 2006), and marriage has not required work unit consent since 2003. Some private companies in prosperous Guangdong do not even require access to the files, which remains with the employee's neighbourhood committee.[9] However, individuals may still be granted or denied passports, promotions and other benefits based on information in their dang'an. According to BBC journalist Rupert Wingfield-Hayes, "A black mark against you – a bad school report, a disagreement with your boss, a visit to a psychiatrist – all can travel with you for the rest of your life…" [10] They are also used in investigations by the Ministry of State Security.[11]

 

The dossier means that every individual is responsible for all of their behaviour and everything they do will be recorded for the rest of their life. Consequently the dossier discourages any 'errant' behaviour and is seen as aiding the harmonious nature of the person’s work unit.

Ouyang Huhua, [12]

Limitations of the dang'an system

An embryonic dang'an is created when individuals enter the school system[13]. This is similar to the permanent file of a school student in some Western school systems, and is transferred from school to school, but is required for entry to university or a work unit, to which the file is then transferred. Millions of peasants, who work on family farms and small businesses, never acquire a dang'an. Those who do are classified as either cadres (Chinese: ganbu) or workers (Chinese: gōngrén). It is difficult to cross this boundary.[14]

According to Zhou, "private and foreign-funded enterprises are no longer required to receive the dang'an when they hire employees."[15] Instead, foreign firms transfer them to the Ministry of Commerce.[16]

 

The future of dang'an was questioned by Qiao Shi, P.R.China's number three leader in the mid-90s. In 1996, he proposed to the National People's Congress that the dang'an system be abolished. Both Qiao and the proposal fell out of favour the following year.[17]

~~~~~~~~~~~~~~~~~~~~~~

Beijing Journal:  Where Each Worker Is Yoked to a Personal File

By Nicholas D. Kristof

Published: March 16, 1992

 

Source: http://www.nytimes.com/1992/03/16/world/beijing-journal-where-each-worker-is-yoked-to-a-personal-file.html

BEIJING — Behind a locked metal grill door on the second floor of the Beijing Engineering Design Institute is a small room stacked with files from floor to ceiling. There is a file here on each of the institute's 600 employees, and although they are never allowed to peek inside, they live all their lives with their file looming over them.

As part of China's complex system of social control and surveillance, the authorities keep a dangan, or file, on virtually everyone except peasants. Indeed, most Chinese have two dangan: one at their workplace and another in their local police station.

"Here's one, a man called Ji," Zhang Yuhong, a 34-year-old Communist Party member and dangan clerk at the design institute, said as she skimmed through the loose-leaf binder that served as Mr. Ji's dangan, pronounced dahng-ahn.

"School records and grade transcripts," she began, offering a foreigner a rare look into the dangan system. "Entry into the Communist Youth League and the Communist Party. Family members and photo. Promotions and level of work. Performance evaluations. That kind of thing. About 10 items." Employer Keeps the File

A file is opened on each urban citizen when he or she enters elementary school, and it shadows the person throughout life, moving on to high school, college and employer. Particularly for officials, students, professors and Communist Party members, the dangan contain political evaluations that affect career prospects and permission to leave the country.

The file system in China is fundamentally different from any in the West, not only because the Chinese system encompasses all urban citizens, but because the file is kept by one's employer. The dangan affects promotions and job opportunities, and it is difficult to escape from because any prospective employer is supposed to examine an applicant's dangan before making a hiring decision. And there is no Freedom of Information Act to allow access to material in one's file.

The dangan is part of a web of social controls that insure order in China. Other elements of the web include the personal identity card that each citizen must carry, the residence permit that determines in what city a person can live, and the "work unit" that provides lifetime employment, housing, political study and permission to have a child.  

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The Most Stern Warning in all Scripture ...

We are entering an age that Satanists call the Age of Fire, when they will use every murderous, demonic, vicious, and most cunning tactics and lies to usher in their Nazi Fourth Reich (aka the New World Order). They have made the following point very clear:

“No one will enter the New World Order unless he or she will make a pledge to worship Lucifer. No one will enter the New Age unless he will take a Luciferian Initiation.” (David Spangler, Director of Planetary Initiative, United Nations Organization) ...

Read the Full Article:
The Most Stern Warning in all Scripture


The Warning of the Last Days 

The Warning of the Last Day eBook cover image

"Therefore, behold, I will make them know, this once I will make them know my power and my might, and they shall know that my name is the Lord. The clamour will resound to the ends of the earth, for the Lord has an indictment against the nations; he is entering into judgment with all flesh, and the wicked he will put to the sword." (Jeremiah 16: 21; 25: 31)

Free Download:The Warning of the Last Days


The Usher of Desecration 

Usher:Noun: “Somebody who shows people to their seats, e.g. in a theatre or at a wedding.” Verb: “To inaugurate or introduce (something): usher in a new era.”

Desecration: Verb: “1. To violate the sanctity (of something sacred); to profane (it). 2. To treat (a sacred place) irreverently or contemptuously.” The Penguin English Dictionary, 2nd Edition, 2003.

“If someone was planning to murder you, you would like to know months in advance, wouldn’t you?”

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The Usher of Desecration


The Real Crisis Is About To Unfold and It's Not Financial. 

 Read the Book:
The Real Crisis Is About To Unfold and It's Not Financial


The Time for Talk is Over

“The trip is over folks, we are out of road. I wish I could tell you where you are going. If you don't know or don't have a map, it wouldn't do me much good to try to tell you anyway. One thing is for certain; from here you will walkthe rest of the way. For many it will be to destination unknown. Most are on the way to the City of Despair, in the State of Confusion, located within the Nation of Disgrace. For others, the destination will not be pleasant nor a matter of choice. You get the picture. Those who, ‘take all of your belongings and climb into the truck,’ will weep in utter misery for the personal negligence that they brought upon themselves and their families. You will have paid the ultimate price.

 A prudent [man] foreseeth the evil, and hideth himself: but the simple pass on, and are punished.” (Proverbs 22: 3, KJV)

 

So,...will you take the final moments God is giving you to step away from your ‘stupid zone’ and do what you should have so long ago? Will you finally make some plans? Will you really sell off your unnecessary toys and purchase the absolutely necessary survival tools that will give you just a chance to make it through? Will you search out the ultimate truth of our predicament and the One who can give you peace, serenity and eternal life? Can you admit that putting a dictator in office was one of your very worst mistakes, and you will try to make amends by resisting him and his communist platform? Will you do all you can to convert your family and friends who also voted for him and others supporting him to work against him in every way possible? That may sting and burn to be told that, but it is far better than the amputation of your limbs that is coming if he continues to dismantle this nation and its last freedoms.

“Procrastination in implementing your family's self preservation plans will be terminal.” [1]

 

Editorials like these are expected to consume about 1500 words. This is half that. Like I said, the time for talk is over.”

 

Footnote:
[1] Dr. Greg Evenson

 

Read the Article:
The Time for Talk is Over


Defining the Spiritual War You Failed To Fight 

Defining the Spiritual War You Failed To Fight cover image

Read the article Defining the Spiritual War You Failed To Fight.


Worldwide Church of God Returns to the Vomit as Grace International 

Worldwide Church oof God Returns to the Vomit as Grace International book cover.

“But it is happened unto them according to the true proverb, The dog [is] turned to his own vomit again; and the sow that was washed to her wallowing in the mire.” (2 Peter 2: 22)

“As a dog returneth to his vomit, [so] a fool returneth to his folly.” (Proverbs 26: 11) 

Discover the part played by the Illuminati Jew, Rupert Murdoch (pictured above), and his Zondervan publishing company, in the destruction of Herbert W Armstrong's Worldwide Church of God.

What Murdoch "... is not is an Australian 'right wing' billionaire. Murdoch, though born in Australia is an Israeli citizen and Jewish. Why is this important?

Murdoch is now admitted to have controlled the political systems in Britain and America for two decades. He has had the power to choose national leaders, make policy, pass laws at will. Where did the power come from?

We now know it came from spying, blackmail, bribery and propaganda." (Veterans Today Senior Editor, Gordon Duff.)

Get the book here.


UFO's Originate in Nazi Antarctic Bases 

Nazi flying saucers thumbnail.

"Perhaps in order to engineer and prepare the global collective psyche to the "great earth-shattering announcement" that may be coming any day now, ... that the US, UK and allies are in contact with "technologically superior beings from other worlds, which do exist after all and we are in contact with them."

Read more here ...


"The only correct term for the mis-called 'anti-Semitic' is 'Jew-wise.' It is indeed the only fair and honest term. The phrase 'anti-Semite' is merely a propaganda word used to stampede the unthinking public into dismissing the whole subject from their minds without examination: so long as that is tolerated these evils will not only continue, but grow worse." (The Nameless War, by Captain Archibald Maule Ramsay, p. 63)



Why Are Christian Men Such Wimps?

“Is it ok if I vent a little today? I’ve built up a little frustration over the past couple of months and I just need a pressure release. Will you let me do it?

 

As you may be aware I have started a varsity football program at a local Christian High School. Although I vowed to myself that I would never return to prowling the sidelines when I walked away from public education in 2000,the opportunity to train young males to be men was something I could not, in good conscience, run from.

 

Not all males are men. I hope you understand that. Especially convincing is the evidence I have garnered recently that Christian males in particular are the least manly.

 

ReadMore:

Why Are Christian Men Such Wimps?

 


How Shall We Tell The Children? 

 "And they shall go into the holes of the rocks, and into the caves of the earth, for fear of the Lord, and for the glory of his majesty, when he ariseth to shake terribly the earth." Isaiah 2:19 (KJV)

How Shall We Tell The Children eBook cover image

"But how shall we tell the children? We probably won't tell them; the knowledge would be too dangerous to the "system" we have developed to ensure our own preservation. As long as they will continue to work in order to support, and in order to die in, for, and because of our system, we will allow as many of them who can do so, to survive until we have lived out our lives in the manner to which we have become accustomed. It has always worked before, so maybe it will continue to work long enough to keep me comfortable until I die. It is a gamble in which the odds are becoming increasingly negative."

How To Get A FREE Copy>>> How Shall We Tell The Children eBook 


How The World Really Works, by Alan Jones 

How The World Really Works cover image

Get A FREE Copy>>> How The World Really Works eBook

The picture which Alan Jones paints in this book is one which you must understand if your efforts in truly understanding how the world REALLY works are ever to amount to anything. We paint that picture by presenting an ordered set of book reviews which identify our enemies and describe the primary strategies and actions which they have taken against us over the last 100 years or so. Our goal in writing the book was to provide an accurate portrayal of that picture within the covers of a single moderate- length book. The 12 chapter titles of How The World Really Works are ... the names of the books being reviewed.

How To Get A FREE Copy>>> How The World Really Works eBook


Secrecy or Freedom, by Alan Jones 

Secrecy or Freedom ebook cover

Get A FREE Copy>>> Secrecy or Freedom eBook

This is Alan Jones' most recent book, published in April, 2001. While countless books have been written revealing yet one more outrage which the New World Order folks have perpetrated on us, Jones has resolved on an entirely different purpose: to define a way of mounting a counterattack on those elites, and not just delay their next victory, but destroy their viability, and take back our country and the world for middle class citizens everywhere. In the same way that an army or a football team will surely lose in the long run if it has only a defense and no offense, we too shall lose our world to the elites if we fail to marshal our resources, mount a viable offense against them, and reduce their present dominance of public affairs to a nullity. To that end, this book goes right back into history to discover their origin, their modus operandi, their strengths, and most importantly, their weaknesses. The exercise has been successful, and reveals a crucial weakness which may readily be exploited. We will, in this web page, outline our search, our major findings, and finally a plan of action to save our country for the benefit, we hope, of a great number of future generations of free citizens. Our historical look will go back 2000 years and beyond. Our sources are not generally well known, are not Nobel prize- winning historians, but nevertheless are historical truth seekers whose researches are uniquely valuable. Each of the chapters of Secrecy or Freedom? carries the title of the historical work which is reviewed in that chapter. In this web page, we will give you an inkling of what is covered in each of these chapters, with the hope that these few words will lead you to order our book, carefully absorb its contents, and then join in our proposed action plan to take back our country.

How To Get A FREE Copy>>> Secrecy or Freedom eBook


How I Clobbered Every Bureaucratic Cash-Confiscatory Agency Known To Man, by Mary Croft 

You're an asset of the state. You're duped into entering the world of commerce and finance and trapped in imaginary debt bya brilliant but simple con. When you see your name written in UPPERCASE LETTERS it has a very different meaning to the one your parents gave you. This is an amazing ebook. We highly recommend it.

Click here to download


Classy Beauty, 25, Seeks Man Making $500K 

 Classy Beauty, 25, seeks man making $500M.

Reply to "Classy" Beauty,25, who advertised on Craig's List for a Man Making $500K.

The Answer ...

I read your posting with great interest and have thought meaningfully about your dilemma. I offer the following analysis of your predicament. Firstly, I'm not wasting your time, I qualify as a guy who fits your bill; that is I make more than $500K per year.

Read the Answer the "Classy" Beauty Got



"If liberty means anything at all, it means the right to tell people what they do not want to hear." - George Orwell (1903-1950)



We [the Jews] infiltrated  the Roman Catholic Church right from the very beginning.

“Regarding the Jesuits, quoting Rabbi Finkelstein: “We [the Jews] infiltrated  the Roman Catholic Church right from the very beginning. Why do you think the Pope, the Cardinals and all the Bishops wear yarlmulkahs? (skullcaps) The white race never figures this out. A thousand years later the white race began to wake up ... we had to come up with a plan B ... so we formed the Jesuits. There was a nice boy, Ignatius Loyola. He started the Jesuits.” (Loyola was Jewish. Research/read the Jesuit Extreme Oath.)”

(From The Real History of the Earth. Why in Hell is All This Happening Again? by David Thatcher.)


False Flag Operations or "False flag terrorism" occurs when elements within a government stage a secret operation whereby government forces pretend to be a targeted enemy while attacking their own forces or people. The attack is then falsely blamed on the enemy in order to justify going to war against that enemy.

False Flag Operations


John Taylor Gatto's "The Underground History of American Education"

"If we ever needed a battering ram to pull down the evil structure of compulsory public schooling, this book should be able to do the job. The book calls for a revolution. But not a violent one. It can be won easily and peaceably by merely taking the kids out of the public schools. It's still legal to do so. That would change America radically. But the pessimists will say that most parents are too brain-dead to care what goes on in the public schools. Those parents who do care have already gotten their kids out and are homeschooling them. But we know that every day more and more parents are beginning to see the light. That's encouraging." (Samuel L. Blumenfeld)

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John Taylor Gatto


Democracy Is An Illusion 

"The argument that the two parties should represent opposed ideals and policies, one perhaps of the Right, and the other of the Left, is a foolish idea acceptable only to doctrinaire and academic thinkers. Instead, the two parties should be almost identical, so that the American people can 'throw the rascals out' at any election without leading to any profound or extensive shifts in policy... But either party in office becomes in time corrupt, tired, unenterprising, and vigorless. Then it should be possible to replace it, every four years if necessary, by the other party, which will be none of these things but will still pursue, with new vigor,approximately the same policies". (Carroll Quigley, Tragedy and Hope, 1966, p. 1247-48)

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Democracy Is An Illusion


Why Men are So Attracted to Foreign Women 

Have you ever wondered why men are so attracted to foreign (non-Western) women? Have you heard from a friend lately that her ex fiancee is now looking for a Russian bride or that a male relative is engaged to a Filipina? And, do you scoff at that and put it down to these men being 'desperate' and those women as just wanting a ticket into the country?


Why You Shouldn't Get Involved With a Married Man [or Woman]
 
Here's a question that's been sent to me recently about a woman wondering if she should get involved with a married man. Here's my reply telling her why you shouldn't get involved with a married man! This woman's name has been changed to remain anonymous.


What You Should Know About Swine Flu 

What You Should Know About Swine Flu eBook cover image

"These are challenging times and we need to stay calm and think things through - not just panic and react. Fear, panic and emotional reaction got us into this mess and it is certainly not going to get us out of it.

We also need to realise - here, now - that  we have long crossed the line into a fully-fledged  fascist dictatorship. It has hidden itself to most people this far, but it is about to lift the veil.

It is no longer an option to do nothing or passively acquiesce to authority out of fear or apathy. Or, at least, it's not if we care about our freedoms and, most importantly, those of our children and grandchildren who will have to live almost their entire lives under a global jackboot of sheer, undiluted evil.

The word 'evil' is much overused and I don't say it lightly; but we are dealing with evil in the sense that the word is the reverse of 'live'. Those behind the conspiracy to cull the human population and turn the rest into little more than computer terminals are anti-life. They have no respect for it and no empathy with those who suffer the consequences of their actions, no matter how appalling.

I have been warning of what was coming for nearly 20 years and it is not 'coming' any more - it's here. No more excuses from anyone, please. We have to deal with it. We have to draw a line in the sand and say no more.

Never was this more important than with  the conspiracy to force swine flu vaccination upon the global population. The swine flu virus was created in a laboratory to generate  mass panic with the specific intention of forcing everyone to have the vaccine. Problem-Reaction-Solution. This 'natural' swine flu virus apparently contains genes from humans, birds and pigs from several continents.

If you concoct and release a virus and then implement a clearly long-planned mass vaccin-ation programme, there can be only one sensible conclusion: swine flu is not the biggest danger here - it's the vaccine." (David Icke)

Free Download: What You Should Know About Swine Flu 



This Has to be the Definitive Report on the Vaccination Hoax.  

“The only safe vaccine is a vaccine that is never used.” – Dr. James A. Shannon. National Institutes of Health.

Are you scared when you’re told you have to vaccinate your child with 49 doses in 14 vaccines before age 6? Or are you scared at the idea of not vaccinating and so “exposing” your child to serious illnesses?

Are you scared about the school threatening you that if you don’t vaccinate you can’t enrol your child?

FEAR. That’s what all these pro-vaccine campaigns are based on. As a parent, what’s the biggest scare of all? When your child gets sick with a serious disease and you feel responsible for that. As you see, vaccine supporters couldn’t go wrong with this and developed a dogma that’s been bought over and over again over the years by people. The magic insurance policy to solve it all.

So, even if your child gets sick, at least you know you did everything you could for his/her health and vaccinated, right? But what if the very vaccination is able to cause the illness in the first place??

Could The Vaccine Hoax Be Over?

An extraordinary paper published by a courageous doctor and investigative medical researcher has dug the dirt on 30 years of secret official transcripts of meetings of UK government vaccine committees and the supposedly independent medical “experts” sitting on them with their drug industry connections.

The 45 page paper with detailed evidence can be downloaded here.

Also see the short article about this report in Issue #65a of our newsletter Last Days Watch, which is here.


Wolves in Sheep's Clothing 

"Beware of false prophets, which come to you in sheep's clothing, but inwardly they are ravening wolves"  (Matthew 7: 15)

Vicious wolf

"For such are false apostles, deceitful workers, transforming themselves into the apostles of Christ. And no marvel; for Satan himself is transformed into an angel of light. Therefore it is no great thing if his ministers also be transformed as the ministers of righteousness; whose end shall be according to their works." (2 Corinthians 11: 13-15)


We are Facing Orwellian, Totalitarian Slavery 
 

That's what they want to impose on us. That's the reason behind all the national identity cards, DNA data bases, surveillance cameras, GPS tracking devices in cars and trucks and cell phones, digital micro-chipping of everything from A to Z, Internet surveillance and censorship, telephone taps, body and luggage searches and scans at airports, finger printing of air travelers and bank customers, interrogations at airline boarding gates, intrusive banking regulations, and much more. The Powers That Be are branding and penning up the global "human herd" in just the same way that cattle ranchers tag their cattle herds with ear tags and fence them into feed lots to fatten them up for slaughter. The Powers That Be regard us as their livestock, as their personal property, and they are in the process of branding us, tagging us, and penning us up, so that they can manage us like cattle or swine. Our plight is that stark and simple.

 

So do you want to be a slave or free? That's the question. Because if you want to be free you're absolutely going to have to do something about it. Millions of people are going to have to go outside of their comfort zone, that's the hard truth of the matter, because the status quo is simply not remotely acceptable for people who want to live as free human beings on this planet.

 

Don't imagine that you can just vote in the next criminally rigged election and a new set of corrupt politicians will somehow magically make things better. THEY WON'T. The galling thing is that the Powers That Be have set up a global system to which they insist we assiduously adhere and obey every corrupt dictate they issue, while they themselves flagrantly flout the Constitution with impunity, and never cease massively enriching themselves and their plutocrat cronies, and rolling in corrupt luxury, at our ruinous expense.

 

This pathetic charade will continue only as long as the people permit it, because when the people declare a de facto Jubilee Year, the jig will be up. As a matter of fact, that process is already underway. It is a simple truth that unemployed people cannot service a loan, cannot pay a tax bill, and cannot pay a fine that is imposed on them for failure to do any of the foregoing. So as the unemployed rolls continue to swell, more and more people will simply refuse or fail to make credit card payments, to pay back home, automobile and student loans, and will default on furniture, appliance and pay day loans, and much more. This is already happening and the trend will increase.”

 

Read the Full Story:
Hidden in Plain Sight 

 


The Manipulated Man

The Manipulated Man book cover.


Are You Laughing Yet, or Would You Forward this Email on to a Friend or Relative? 

The Email "Are You Laughing Yet?"

Pass this very insightful email on if you think it has merit. If not then just discard it ... no one will know you did. But, if you discard this thought process, don't sit back and complain about what bad shape the world is in.


The Plain Truth About Glorious Carbon Dioxide 

"Nature is a self-regulating mechanism that dwarfs any mindless effort to 'control' the amount of CO2 produced by coal-fired utilities, steel manufacturers, autos and trucks, and gasoline fueled lawn mowers. Okay, children, let's all sit up straight at our desks. We are going to begin 2009 with a lesson about carbon dioxide (CO2)." (Alan Caruba)


The Oil, Gas and Energy Crises are Massive Hoaxes  

Lindsey Williams' book cover,

Lindsey Williams, a Baptist minister and author of the 1980's book The Energy Non-Crisis (on line) has been reporting inside information about oil price-manipulation for many years now, and generally the information has been accurate.

According to Pastor Williams, the Globalists are fomenting rebellion as an excuse to raise the oil prices to $150-200 a barrel.

Pastor Williams revealed in his book that the US has huge untapped oil reserves that the elites have known about for decades. After manipulating the oil prices  to around $200 a barrel, we will finally see these US oil reserves opened for production.

The Oil, Gas and Energy Crises are Massive Hoaxes


"Anyone not preaching coming out of the state church and the government system is a false prophet."(Neal King, Iron-Clay.com)


Christ's Flag is The Union Jack 

The Union Jack.

The Union Jack

The Australian and New Zealand flags go back much further than the 200 years you probably are aware of. Notice the most prominent symbol on all these flags is the eight-pointed cross. This 8 pointed cross consists of two different four pointed crosses (the x and the + crosses) that are superimposed!

The Australian National Flag.

Australian Flag

The New Zealand National Flag.

New Zealand Flag

Their heraldic  symbolism goes back 3,500 years; to the time of Moses and Joshua, the great Israelite (not Jewish) Military-Commanders.

The vertical cross on the flag is for the Great Cross that is formed at critical times in the Galaxy, and this is called the Galactic Cross. T  he diagonal cross stands for the Earth Cross. The Earth cross is the cross of the Zodiac, while the Galactic Cross is the intersection of the Galactic Equator with the Ecliptic and its perpendicular axis.

Four times during the Great Year (which is 25,920 years long)--i.e. every 6,480 years--the Earth Cross aligns with the Galactic Cross to form a single four-pointed cross in the sky. This is what will occur on December 21, 2012, which will herald the end of the "Dark Cycle."

For more information download Part I and Part II of Jan Wicherink's "Great Celestial Conjunction Crosses" reports.  These reports are also in our free book The Prophet Daniel and December 21, 2012.

The red on the flag stands for human blood, and the white stands for the Birthright Holy Spirit, which does the work of redemption (i.e. the born-again process), thus changing a sinful human being into a true blue-blood (i.e. the Elect). Blue is the colour of Sirius, and the Creator God of ancient Khemit (Egypt) known as Ptah (who we call God the Father). In this process it is important to know that there are 216 bones in the human body, and the blood is actually made in the bones!

Furthermore, the science of Khemitology reveals that Ptah was referred to as “He Who Comes from the Blue,” and was always depicted with a blue head covering or with blue skin.

What race was Ptah depicted as?

In the depictions of Ptah from ancient Khemit (the proper name for ancient Egypt) “Ptah is usually depicted with Asian eyes, a Caucasian nose, and Negroid lips. He apparently represents many races as the ‘Father’ or progenitor race from Sirius. Ptah became known as Dyas or Zeus to the Greeks, and later ‘pater’ (father) to the Romans: Ptah, Pater, ‘Father Race.’” (Source: Stephen S Mehler’s The Land of Osiris: An Introduction to Khemitology, Adventures Unlimited Press, 2001, p. 180)

It is also noteworthy that Egyptologist’s word for the bright star Sirius is Sopdet (Sp.dt). According to the science of Khemitology, the Egyptologists have it wrong (and I would heartily agree), and the word should be S.pth, which is Sa-Ptah, “The Birthplace of Ptah.” Thus we see the clear connection between God the Father and the eighth planet of the Solar System, the bright star Sirius.

For more information on the names of the Messiah and God the Father, and these flags, see our free book The God Messiah Worships.


The Heraldic Symbolism of the Unicorn on the British Coat-of-Arms

British coat of arms.

The British Coat-of-Arms is the Coat-of-Arms of the 12 tribed Kingdom of Israel and Christ their Rightful KING.

The TRUE Israel People have, on their "Coat-of-Arms", a Lion and a Unicorn which is shown as a white horse "rampant" with one horn. The amber Lion "rampant" on the left-side is the emblem of the two-tribed "House of Judah" and the Unicorn or white Wild-Ox "rampant" on the right-side is the emblem of the ten-tribed "House of Israel", collectively making the 12-tribed "Kingdom of Israel".

The word British is Hebrew. It means "the People of the Covenant" or in other words "the People Israel", whose written Constitution; under that Covenant, that they have rejected to their own loss; is written in the Bible (Israel's Book) that they still swear on to tell the Truth, but whose Constitution, under which there are no poor people, is then foolishly rejected by almost everyone, in favour of inferior and unjust, man-made laws and economics which cause poverty and therefore also crime brought about by deprivation and desperation.

Read More.

Compare the imposter Antichrist's Coat-of-arms (below) ...

The Antichrist's coat-of-arms.

The lion facing the East stands for the Zodiacal Sign of Leo, the 12th Sign in the Birthright Zodiac. The unicorn stands for the Constellation of Pegasus in the Zodiacal Sign of Aquarius. Both animals are holding the Shield of Salvation, or the Shield of Damnation, depending upon your attitude to God and your way of life, whether you are in rebellion or submission.

Consequently the Lion stands for the White Crown of Upper Egypt, while the Unicorn stands for the Red Crown of Lower Egypt. While the symbols may have changed, the meaning has remained the same over the Millenia.


The Bible is Not a Jewish Book 

The statement is commonly made, even by those who should know better, that “we Christians owe a debt to the Jews, for we got our Bible, and our religion, from them.” While many people have been deceived into believing this, it is completely false.  Part of the mistake comes from the complete confusion in the minds of nearly all people as to just what they mean by “Jew.” Are they referring to people of a certain race? Or people of a certain religion? For the two are not the same.  There are in Africa today some pure-blooded Negroes who are Jews by religion and there are in China today some pure-blooded Mongolians who are Jews by religion. Likewise, there are some people today who are racially of the stock we know as Jews, but who have been converted to other religions.

Read the Full Article:
The Bible is Not a Jewish Book


How Many Men are Necessary to Change a Crime into a Virtue? 

“In another pamphlet, entitled How Many Men are Necessary to Change a Crime into a Virtue? Adin Ballou [another champion of non-resistance] says: ‘One man may not kill. lf he kills a fellow-creature, he is a murderer. lf two, ten, a hundred men do so, they, too, are murderers. But a government or a nation may kill as many men as it chooses, and that will not be murder, but a great and noble action. Only gather the people together on a large scale, and a battle of ten thousand men becomes an innocent action. But precisely how many people must there be to make it so?- that is the question. One man cannot plunder and pillage, but a whole nation can. But precisely how many are needed to make it permissible? Why is it that one man, ten, a hundred, may not break the law of God, but a great number may?” (Quoted in Leo Tolstoy’s book, The Kingdom of Heaven Is Within You, p. 6.)


"Don't think for a moment you are going to vote the Illuminati out of office. They control the major and minor political parties. They control the process of government, they control the process of information flow, they control the process of creating money and finally they control Christendom. (However, God controls the hearts of His people.)" (From The Top 13 illuminati Bloodlines, by Fritz Springmeier)
Woe Unto You Lawyers! (and Policemen) 

"Of all the specialized skills abroad in the world today, the average man knows least about the one that affects him most – about the thing that lawyers call The Law. A man who will discourse at length about the latest cure for streptococci infection or describe in detail his allergic symptoms cannot begin to tell you what happened to him legally – and plenty did – when he got married. A man who would not dream of buying a car without an intricate and illustrated description of its mechanical workings will sign a lease without knowing what more than four of its forty-four clauses mean or why they are there. A man who will not hesitate to criticize or disagree with a trained economist or an expert in any one of a dozen fields of learning will follow, unquestioning and meek, whatever advice his lawyer gives him. Normal human skepticism and curiosity seem to vanish entirely whenever the layman encounters The Law.

There are several reasons for this mass submission, One is the average man’s fear of the unknown – and of policemen."



“Telling the story of the rise of Communism [Nazarene Remnant comment: This term Communism needs to be replaced by the word Satanism, because we now know that this term was chosen to hide the underlying devotion to Satan that drives these people. End NR comment] means revealing the histories of the worst of the criminals involved at the time. But this is necessary, for without knowledge of the secrets of evil, we cannot properly develop the good, either. As the Swedish philosopher Henry T. Laurency wrote: ‘Only he who knows evil knows good.’ 
Then we shall appreciate goodness above everything else on earth.Then we may really be able to welcome the truth, even if it is frightening and dismiss lies, even if they are pleasant.” (Juri Lina, Under the Sign of the Scorpion, p. 63)