The People Who
Do the Dirty Work of the Satanic
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Message to the Police, the
Military, Legal, and
Deception System of the Satanic State:
"To you who carry out the arm of the law,
this can only happen if YOU use your discretion in giving amnesty to those who break this cycle of
blackmail and bring evidence to you knowing full well the real perpetrators will at the drop of a
hat try to drag them down with them, everything has to change to remove the satanic Brethren." (A message
from Life in the Mix, and anyone else who will stand up for their families and
children in truth, decency and justice.)
Know that God tells us quite clearly that He will destroy all wicked people who destroy the Earth, and break His Great
“And in those days the Angels
will come down into the hidden places, and gather together in one place
all those who have helped sin, and the
Most High will rise on that day to execute the Great Judgment on all the sinners. And he will set guards, from the Holy Angels, over all the righteous and Holy, and
they will guard them like the apple of an eye, until an end is made of all evil
and all sin. And even if the righteous sleep a long sleep they have nothing to
fear. And the wise men will see the truth, and the
sons of the Earth will understand all the words of this book, and they will know that their riches will not
be able to save them or overthrow their sin. Woe to you, you sinners, when you afflict the righteous on the day of severe
trouble, and burn them with fire, you will be repaid according to your deeds.
Woe to you, you perverse of heart who watch to devise evil; fear will come
upon you and there is no one who will help you. Woe to you, you
sinners, for an account of the words of your mouth, and for an account of the deeds of your hands that
you have impiously done; you will burn in blazing flames of fire. And now know thatthe Angels will
inquire in Heaven into your deeds, from the Sun and the Moon and the Stars, into
your sins, for on earth you execute judgment on the righteous.” (Book of
Enoch, 100: 4-10)
“And the nations were angry, and thy Wrath is come, and the time of the dead,
that they should be judged, and that thou shouldest give reward unto thy servants the prophets, and to the
saints, and them that fear thy name, small and great; and shouldest destroy them which destroy
the earth.” (Book of Revelation 11: 18,
If you work, either knowingly or unknowingly, to do
the dirty work of Satan, then God classifies you as "wicked." Know full well, then, that you will
be dealt with by the Almighty God, who makes no bones about telling us what He will do to you:
“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)
Remember the final scene of the movie V for Vendetta which shows
the thing that the money-power elite are most fearful of: the decent common man not overcome by bribery, and united in righteousness against
the evils of the demonic world rulers. They form together and march against the private
forces of the elite, and these private forces are actually the police and armed forces of the nations of the
world, and everyone else who collaborates in this evil, who have been duped into their role as peace, law and
order keepers, and all classes of teachers, both secular and relisious, who have worked to deceive the
“Satan cannot do
evil except through a human body. Although ‘a murdered from the beginning,’ it cannot murder except with
human hands. It does not have the power to kill or even harm by itself. It must use human beings to do its
devilry. Although it repeatedly threatened
to kill the possessed and the exorcists, its threats were empty. satan’s threats are always empty. They are all
the only power that satan has is through human belief
in its lies. Both patients became possessed because they bought its false seductive promise of
‘friendship.’ Possession was maintained because they believed its threats that they would die without it. And
the possession was ended when both chose to
believe its lies no longer but to transcend their fear by trust in the resurrected Christ and to pray to the
God of Trust for deliverance. During
each exorcism satan’s lies were confronted. And each exorcism was concluded successfully by a conversion of sorts—a change
of faith or value system. I now know what Jesus meant when he so frequently said, ‘By your faith you have
can use any human sin or weakness—greed and
pride, for instance. It will use any available tactic: seduction, cajolery, flattery, intellectual argument. But
its principal weapon is fear. And in the postexorcism period, after its lies had been exposed, it was reduced to
haunting both patients with its dully repetitive threats: ‘We will kill you. We will get you. We will torture you.
We will kill you.’” (From Peck, M Scott, People of The Lie: The Hope For Healing
Human Evil, Rider Publishing, Melbourne, 1983, pp. 202-208)
Review of John Taylor
Underground History of
Why You Should Take Your Children Out of
School and Begin Home-Schooling Them
A Review of John Taylor Gatto’s
Underground History of American
By Cathy Duffy
“John Taylor Gatto’s long-awaited book, The Underground History Of American Education, is published by Oxford
Village Press and on the market.
"I don't mean to be inflammatory, but it’s as if government schooling has made people dumber,
not brighter, made families weaker, not stronger...has ruined formal religion with its hard-sell exclusion of
God, has set the class structure in stone by dividing children into classes and setting them against one
another, and has been midwife to an alarming concentration of wealth and power in the hands of a fraction of
the national community."
Maybe John Taylor Gatto doesn't intend to be inflammatory, but if you care at all about children
and education, you'll be livid as you read through his latest book. Gatto takes us on a journey,
tracing his own experiences and the development of his thinking about government schooling, including his
realization of the tremendous
harm done to children by government schools. The above-mentioned “damages” are only a
few of those exposed by Gatto.
Through a series of related essays, Gatto puts together the “whole story of schooling”—the
hidden agendas, the true believers who crusaded for their educational theories, the increasingly heavy hand
of government, the dumbing down of curricula, elitism, racism, and other key factors that contribute to the
evil monstrosity that many people view as “crucial to the survival of democracy in America.”
This is an important book which everyone should read. Unfortunately, it might still be
some months before the book is actually available for purchase, so I'll risk “giving away the story line,” to
pass on to you some of Gatto's ideas as best I can. I’mborrowing numerous quotes from his book so that you'll
know the power of his writing and be anxious to read it yourself.
In Chapter One: “A Short, Angry History of Modern Schooling,” Gatto begins with an expose
of the racist, elitist mindset of those who would conform all people to their own world views and value
systems. Many of these elitists were closely tied (or were themselves part of) the
industrial revolution overlords. Important to
their own personal success was the development of a compliant working class to labor in at their
Gatto describes the birth of The Education Trust, a group of movers and shakers representing
such money interests as Rockefeller and Carnegie. He describes their agenda: “At first, the primary
target was the tradition of independent livelihoods in America. Unless Yankee entrepreneurialism could
be put to death, at least among the common population, the immense capital investments mass production
industry required for equipment weren’t justifiable. Students were to learn
to think of themselves as employees competing with one another for the favor of management, not as Franklin
or Edison had once regarded themselves, as self-determined free agents.”
To accomplish this goal, scientists and educational zealots joined forces, with the financial
and power backing of the giant foundations, to design an education system that views people as human capital
to be psychologically manipulated into desired patterns of
behavior. Education became, according to the definition of the Federal Education
department, “a means to achieve important economic and social goals of a national character.”
Riding a Dead
By R Dan Park
The tribal wisdom of the Dakota Indians, passed on from generation to generation,
says that when you discover that you are riding a dead horse,
the best strategy is to
Modern organizations (education, government,
military, etc) often employ a whole range of far more advanced strategies, such as
Buying a stronger whip.
Threatening the horse with termination.
Appointing a committee to study the horse.
Arranging to visit other countries to see how others ride dead horses.
Lowering the standards so that dead horses can be included.
Re-classifying the dead horse as “living, impaired.”
Hiring outside contractors to ride the dead horse.
Harnessing several dead horses together to increase the speed.
Providing additional funding and/or training to increase the dead horse’s
Doing a productivity study to see if lighter riders would improve the dead
Declaring that as the dead horse does not have to be fed, it is less costly,
carries lower overhead, and therefore contributes substantially more to the
bottom line of the economy than do some other horses.
Re-writing the expected performance requirements for all horses.
Promoting the dead horse to a management position.
Changing the name of the computer (oops, horse).
From Fred Langa’s LangaList Plus edition, 25 February, 2002.
Those important economic and social goals are reflected in the results of government
schooling. Gatto claims, “Schools train individuals to respond as a mass. Boys and girls are drilled in being bored, frightened, envious,
emotionally needy, generally incomplete. A successful mass production economy requires
such a clientele. A small business, small farm economy like the Amish
have requires individual competence, thoughtfulness, compassion, and universal participation;
our own requires a managed mass of leveled, spiritless, anxious, family-less, friendless, godless, and
obedient people who believe the difference between Cheers and Seinfeld is a subject worth
arguing about.” Eugenics and forced sterilization also figure in this brutal picture early on, but I'll leave
you to discover how by reading this chapter yourself. You'll meet more of the eugenics movement in
later chapters as well.
Government compulsion was essential to the educational system the elitists had in mind. In
chapter two, Gatto explores the genesis of compulsory schooling in various historical and geographic
settings. He makes a keen observation: “... one of history’s grand ironies is that orderly
Anglican Virginia and post-Puritan Massachusetts were the prime makers of a revolution which successfully
overthrew the regulated uniformity of Britain. And in neither the startling Declaration of Independence
which set out the motives for this revolution nor in the even more startling Bill of Rights in which ordinary
people claimed their reward for courageous service, is either the word “school” or the word “education” even
mentioned. At the
nation's founding, nobody thought school a cause worth going to war for, nobody thought it a right worth
claiming. You want to think long and hard about
Although there has been a relentless push toward more and more centralized, government control
of schooling in America, Gatto challenges the very notion that it is necessary and inevitable. He makes
a marvelous analogy to driving: Consider how dangerous a weapon an automobile is in the hands of many a
driver. Yet, we allow many questionable drivers on our roads with only an extremely minimal
course in “driver training.” The complexity involved in the actual task of controlling a ton or more of
such a dangerous, flammable or even explosive vehicle begs for extensive training and oversight. Still,
we trust that the majority will figure out how to safety control their vehicles without years of training and
constant oversight. Gatto says,
“Carefully analyzed, driving is as impressive a miracle as walking, talking or reading, but this
only shows the inherent weakness of analysis since we know almost everyone learns to drive well in a few
We used to place the same sort of trust in people to obtain education without government
coercion and oversight. The results of freely-obtained education far surpassed present-day results. You can’t
miss the irony!
In the next chiller, Gatto tackles the dumbing down of curriculum. From his own
experience, he relates his discovery that over-simplified texts were not created because they were all that
students could handle; he found his eighth grade class (“including the dumb ones”) responded better to
reading Herman Melville's Moby Dick, a very challenging read, than to their assigned
texts. This led him to conclude that real books are generally more
effective learning tools than school texts.
Others have pointed this out, also, but Gatto goes beyond to uncover some of the reasons for dumbed-down
education. He attacks the “Bell Curve” mentality that attributes learning ability to
genetic inheritance. The result of bell curve thinking has been a caste-type approach to education that
allots minimal literacy to the “lower classes” and full literacy only to those at the top who need to “run
Bell Curve thinking needed some sort of generic evidence to support itself. Phrenology, a
scientific “rage” at the turn of the century, was the “brainchild of a German physician named Francois Joseph
Gall, in working with the insane, became convinced he had located the physical site of personality traits
like love, benevolence, acquisitiveness, and many more so precisely he could provide a map of their positions
inside the skull! These faculties signaled their presence, said Gall, by making bumps on the visible
exterior of the cranium!” Phrenology then became a “scientific” way of predetermining social policy,
including forms and content of education, for individuals.
Once assumptions are accepted that certain people have limited mental potential, then schools lowered their expectations.
Methodology followed. Sight reading was introduced as a way to sidestep the “dull and tedious” methods
in favor of quick word memorization so that children could jump right into “See Spot run!” The fact
that sight reading retards the growth of decoding
ability and vocabulary, limiting lifetime literacy, seemed either irrelevant or too good a
purpose to those making such decisions for all school children.
Some of the elitists who designed American schooling believed that people are truly “empty,”
just waiting to be “filled” with the proper data for their role in society. Such thinking is revealed
in comments such as that of the University of Wisconsin’s Edward Ross who, in 1906, described people as
“little plastic lumps of human dough.”
The view of people as pliable lumps of dough doesn’t account for all those who seem to have been
“written off” by the system as “wasted material” within some of our inner city schools. Gatto relates
his early school-teaching experiences beginning with his first day as a substitute at what he called “a
perfectly horrible place” that had been nicknamed “the death school.” Assigned to teach a typing class at
this Harlem junior high, he was issued work orders for the day: Students must not type! “Under no
circumstances are they allowed to type without the regular teacher present.... They break the
machines.” The inanity of trying to teach 75 kids typing without allowing them to type probably colored
Gatto's entire teaching career. (Of course, he let the kids use the typewriters that day. He
reports, “All the machines survived unscathed”.)
This experience was only one of the many curious mysteries of government school systems where so
many things happen that are contrary to common sense. Gatto continues: “Twelve years of legal school
confinement keeps self-knowledge at bay. School deprives us of language and metaphor needed to regard
such things. It curtails the raw experience out of which our natures concoct private recipes to endure.
Where does the principle of sitting 75 teenagers in front of typewriters and telling them
they can't type arise? Don't say it's crazy, until you can answer such
questions. There are defensible reasons for doing such things, however revolting the spirit which
Gatto supplies one of the those “defensible” reasons: “Let me begin the discussion by
suggesting the real purpose of all true education in the world of illusion inflicted upon us since the advent
of coal power is to shatter the conditioning and noble lies which prevent us from understanding our personal
predicament and learning to face it with courage. Schooling is a numbing injection, a poison drop
to help you roll from womb to tomb nearly asleep.”
A period of rapid turnover in Gatto’s school’s superintendents and principals was critical in
determining the directions he took. Lack of oversight left teachers pretty much on their own to do
whatever worked. With surveillance at a minimum, he felt like he had a “blank check.” He began to
experiment, gradually figuring out that children are individuals with vastly different dreams, wishes,
talents, and goals. Gatto likens real education to a helix sport: “...one of those wonderful
undertakings like seatless unicycle riding over broken wilderness terrain, a sport that avoids rails,
highways, tracks, and too-programmed confinement.... In a helix sport participants search for a new
relationship with themselves. They are prepared to endure pain, discomfort, expense, and even
considerable risk to achieve this goal. Helix sports are free of expert
hierarchies....a revolt against predestination and planning, timetables, schedule, the
excessively planned journeys.”
In contrast he says, “Process your kid like a sardine, even at a good cannery, and don't be
surprised when he comes out oily and dead.”
Teachers suffer from some of this deadening process also as they struggle within a system that plays them off against each other, while failing to reward
or encourage excellence or worthy innovation. Teachers who buck the system, no matter how effective
they are in helping students learn, find themselves relegated to the lowest, dirtiest assignments—nudging
them towards “early retirement.”
Gatto fans will especially appreciate the next chapter, where he reveals much about his own
disturbing childhood. It's really a story about how children generally learn life's important lessons
from people who touch their lives in some meaningful way. He tells us, “My best teachers in Monongahela
were Frank Pizzica, the high-rolling car dealer, old Mr. Marcus, the druggist wiser than a doctor, Binks
McGregor, psychological haberdasher, and Bill Pulaski, the fun-loving mayor. All of them would
understand my belief that we need to be hiring different kinds of people to teach, people who've proven
themselves at life by bearing its pain like free spirits.... No one who hasn't known grief, challenge,
success, failure. This is one of the most important books on education ever written. Its importance
stretches even beyond the realm of education because Gatto presents his “critique” of education within the
much larger context of societal influences and ideas. I especially appreciate Gatto’s treatment
because, even though it’s accusatory at times, it recognizes that people operate out of personal motivations
which they perceive to be good. Nevertheless, the elitist ideas of those who would impose their own
agendas on others has created most of the problems of modem society.
I’ll resume my review with Gatto”s “visit” to Chautauqua, a grand example of elitist
“Chautauqua” should be part of our common vocabulary, but most of us likely never heard of the
place. Chautauqua was the scene of a nineteenth-century utopian experiment. “... Chautauqua did a great deal
to homogenize the U.S. as a nation. It brought to the attention of America an impressive number of new
ideas and concepts, always from a management perspective...even a partial list of developments credited to
Chautauqua is impressive evidence of the influence of this early mass communication device... For instance,
we have Chautauqua to thank in some part for the graduated income tax, for slum clearance as a business
opportunity, juvenile courts, the school lunch program, free textbooks, a ‘balanced diet,’ physical fitness,
the Camp-Fire Girls, the Boy Scout movement, pure food laws, and much, much more.”
Chautauqua created a new orthodoxy among societal “shapers.” They could perfect society by
scientific management. However, it would require detaching people from human, emotional ways of dealing
with things. Schooling was a form of “social machinery” to shape utopian citizens.
According to Gatto, many of the reformers were childless men who saw no problem with asserting
the State’s role as primary parent of all children. Families have become “conditional entities”—they remain together
as long as they fulfill State views on family nurturing. Destruction of families can be
viewed as a positive development seen through utopian eyes.
Gatto uncovers evidence for purposeful ejaculation of young men. Massachusetts schools in
the mid-1800s purposely worked to replace male teachers with female, primarily by paying women higher wages
than men! They believed that young men “need the softening and refining influence which woman alone can
give...” in their influential role as school teachers.
Another interesting sidenote to utopian attempts to shape society has to do with children’s
literature. Gatto says, “Through children’s books, older generations announce their values, declare their
aspirations, and make bids to socialize the young... In the 30-year period from 1890 to 1920, the children’s
book industry became a creator, not a reflector of values.” Individualism and personal needs came to replace
“God-consciousness” as themes in children's stories.
Utopian goals have been realized to a large extent in America. “Like a black hole it grew,
although no human being flourishes under such a regime or rests easily inside the logic of hundreds of
systems inter-meshing into one master system, all demanding obedience from human parts. This is a
religious vision, Ezekiel’s wheels within wheels, a nightmare come to life.”
Gatto decries utopian ideas as a small
group of elitists’ desire to control humanity. School is a major part of the control
mechanism. “What should makeyou suspicious about School is its relentless compulsion.
Why should this rich brawling, utterly successful nation ever have needed to resort to compulsion to realize
a social ordering of people into school classes—unless advocates of force–-schooling were driven by
philosophical beliefs not commonly shared?”
Utopianism is not a uniquely American phenomenon. Much of it traces its roots back through
history, with European history a rich source of utopian ideas. Gatto uncovers a major (if not
the major) underlying rationale for controlled societies: the use of coal power, mechanization, and the need
for people to work the factories. “Enthusiasm for schooling is closely correlated
with a nation’s intensity in mechanical industry, and that closely correlated with its natural heritage of
coal.” Coal-based industries required families to leave their
farms and reorganize their lives around
the needs of the factory rather than the family.
Gatto shows how “coal power” birthed what he calls “administrative utopias” to
control people’s lives. The need became pressing in the 1800s and early 1900s with the huge influxes of
immigrants, particularly the Irish and Italian Catholics. Industry needed cheap labor, but cities were
overwhelmed with so many people of different cultures and religious beliefs. Protestants joined with
Horace Mann and other utopians to protect their culture, not realizing that secular schools would eventually
turn on them and undermine their own worldviews.
Digging deeper, Gatto discovered that inferior schools are actually essential
to the industrialized society of the
utopians. “... scientifically efficient schooling...does build national wealth and it does
lead to endless scientific advances... The
truth is that America’s unprecedented global power and spectacular material wealth is a direct product of a
third-rate educational system, upon whose inefficiency in developing intellect and character it
depends. If we educated better we could not sustain the corporate utopia we have
made. Schools build national wealth by tearing down
personal sovereignty, morality and family life. It’s a trade-off.”
Poorly-educated workers are less likely to challenge the powers that be. Gatto summarizes
the government position as stated in the U.S. Bureau of Education’s Circular of Information,
published in April 1872: “....‘inculcating knowledge’ teaches workers to be able to ‘perceive and calculate
their grievances,’ thus making them ‘more redoubtable foes’ in labor struggles.” The
Circular goes on to say, “We believe that education is one of the principal causes of discontent of
late years manifesting itself among the laboring classes.”
Also, children needed to be removed from and restrained from the workplace because mechanization
reduced the number of laborers needed. Jobs needed to be reserved for adults, so school became a place
to occupy children.
Here is where Gatto’s handling of the subject matter really shines. While discussing the
horrific results of industrialization and schooling, he does not characterize those who managed such societal
changes as evil, corrupt people, but as true believers who saw no other way to accomplish what they viewed as
bringing about the best for society. While disagreeing with their motivation and understanding of human
nature, he credits them with an earnestness to “do good.” Yet, there is a certain flavor of inevitability.
Gatto summarizes, “why school after Coal had to become the way it did: To prevent overproduction of brains and
character, to create a mass population in harmony with the capacities of mass production, to
protect the war-making power and wealth-making power from labor disruption, and to diffuse the revolutionary
potential of science upon which the whole edifice was built.”
Remember the movie Cheaper by the Dozen? Mr. Gilbreth, the father in the
movie, was actually a real-life character who was a devotee of Frederick Taylor’s scientific management, also
known as Taylorism. Gilbreth managed his children with a stopwatch and machine-like efficiency.
Taylor’s ideas focused on the primacy of the system over individuals. People must be made to fit the
system, even if that meant psychological manipulation. Scientific management was quickly adopted by
businesses, shortly followed by schools.
The goals of education changed under the influence of scientific management. An 1893
report from the “Committee of Ten” stated that “the purpose of all education is to train the mind.”
But, in 1911 and 1918, NEA TV reports attacked the “bookish curricula” that gave children “false ideas
of culture.” Drills were a better method of learning than reading; social studies more useful
than history. According to Gatto, the latter of these reports, “Cardinal Principles of Secondary
Education,” now declared “that human
behavior, health, and vocational training were the central goals of education. Not mental
development.” Larger, centralized schools; standardized tests; students moving between
classrooms for different classes; and bells signaling time to move were all products of scientific
The large foundations (Rockefeller, Carnegie, et al.) come closest to being labeled as the evil
behind the scenes. They financed and controlled education reform to such an extent that it became a
matter of passionate discussion in Congress. The January 26, 1917 Congressional Record recalls the
words of Senator Works of California who said, “These people ... are attempting to get control of the whole
educational work of the country.”
By the way, fans of
standardized testing will be dismayed to know that these were created as tools to
“teacher-proof” education. Teachers whose performances are judged by student test scores seldom stray
far from the prescribed curricula.
Control issues are also the subject of a chapter, appropriately titled “The Crunch.” It focuses
more closely on immigration and attempts to protect cultural hegemony. Some of the ugliest secrets of
our country’s history stem from fear of foreigner. Gatto focuses on racism and the eugenics movement,
reactions to those fears.
A host of social engineering strategies were spawned. Gatto tells us, “Besides destroying
lesser breeds (as they were routinely called) by abortion, sterilization, adoption, celibacy, two-job
family separations, low-wage rates to dull the zest for living, and, above all schooling to dull the mind and debase
the character, other methods were clinically discussed in journals and private clubs including
childlessness induced through easy
availability of pornography.”
Such measures were required to prevent racial suicide. Evolutionary thought fully
supported efforts to improve genetic bloodlines by encouraging reproduction of only the superior
Did you know that the phrase“melting pot” isn’t a recent phrase, but
derived from propaganda events after WWI where a huge black pot served as a prop for processions of costumed
immigrants to enter the pot and emerge as identically-dressed “real Americans”?
Frances Kellor founded the “Committee for Immigrants in America," which “proclaimed itself the
central clearinghouse to unify all public and private agencies in a national spearhead to ‘make all these
people one nation.’ When government failed to come up with money for a bureau Miss Kellor’s own
backers—who included Mrs. Averill Harriman and Felix Warburg, the Rothschild banker, did just that, and this
private entity was duly incorporated into the government of the United States!” becoming the Division of
Gatto tells us, “Immigrant education meant public school education, for it was to compulsion
schooling the children of immigration were consigned, and immigrant children, in a reversal of traditional
roles, became the teachers of their immigrant parents, thus ruining their families.”
Kellor had a very large vision. In a book she wrote, published in 1916, “she called for
universal military service, industrial mobilization, a continuing military build-up, precisely engineered
school curricula, and total Americanization...” Concerned about the “Red Menace,” Kellor worked with
the major employers who used foreign labor, warning them of potential revolutionaries in their midst.
“Kellor proposed a partnership of business and social work to ‘break up the nationalistic, racial groups.’”
One of the prime ways to do so wasto weaken family life.
Gatto is remarkably broad in his inclusion of many key players in this drama, but in the next
chapter he focuses in on upper class-society in America, how it came into being, what its goals were, and how
schools became the vehicle for its goals. Gatto paints a fascinating picture of the Anglican mindset which
dominated in such circles. He explains the genesis of ideas about the Aryan race, its origins and
descendants, raising some very troublesome questions about the entire notion.
A number of books were written to buttress the ideas of superior races, many of them challenging
the notion that democracy was a good thing. Gatto writes of a particular book as an example: “It
charged there was no connection between democracy and progress; in fact, it claimed the reverse was –true.
Maine’s account of racial history was accepted without question. It admirably complemented a torrent of
scientifically-mathematicized racism pouring from MIT, Harvard, Stanford, Yale, and virtually every bastion
of high academia right through the WWl period and even beyond, scientific racism which determined the shape
of government schooling in large measure and still does.”
The welfare state was another natural outgrowth of this mindset. The elite who
controlled the major industries were naturally concerned about maintaining civic order—difficult to do when
people are dependent upon jobs that can suddenly disappear when a factory or mine closes.
Welfare was a way to take care of the lower classes, meeting their most basic needs, as well as keeping them from causing
trouble. Gatto quotes Alan Pifer, president of the Carnegie Corporation, who in a 1984
document wrote concerning the possibility of social unrest that might endanger “the survival of our
capitalist economic system.” Pifer went on to say, “Just as we built the general welfare state—and
expanded it in the 1960s as a safety valve for the easing of social tension, so will we do it again in the
1980s. Any other path is too risky.”
If some people are considered inferior, then they probably need direction for their lives.
It's easier to get people to do what you'd like
them to do if you use psychological manipulation.
Scientific behaviorism, the brain child of B.F. Skinner came on the scene at just theright
time for such purposes. Schools learned to play their new role as purveyors of “mental health.” Desired responses
could be programmed into children by the use of rewards and punishments.
Gatto tells us about Edward Thorndike, who might be considered the founder of educational
psychology: “According to Thorndike, the aim of a teacher is to ‘produce and prevent certain
responses,’ the purpose of education was to promote ‘adjustment.’ In [Thorndike’s book] he urged the
deconstruction of emphasis on ‘intellectual resources’ for the young, advice that was largely taken by school
people over the years.”
Gatto admits to being a past student and purveyor of behaviorism—you'll find a story or two in
the chapter titled “The
Empty Child”—which clearly taught him some unintended lessons about real people and the ways
After demolishing educational theories that assume
that man is little more than an animal, Gatto turns to the alternative: the spiritual side of
man. His chapter titled “ Absolute Absolutism” is a significant investigation into the nature of man,
free will, and ultimate purpose. A key
paragraph will give you an ideal of where this leads: “The ancient religious question of free will marks the
real difference between schooling and education. Education is conceived in Western history as a road to
knowing yourself and through that knowledge arriving at a further understanding of community, relationships,
jeopardy, living nature, and inanimate matter. But none of those things has any particular meaning
until you see what they lead up to, finally being in full command of the spectacular gift of free will: a
force completely beyond the power of science to understand. With the tool of free will, anyone can
forge a personal purpose.”
Gatto labels the godless, behavioristic schools as “psychopathic.” The language sounds a little strong until you consider the recent event at Columbine High in
Colorado: a perfect example of psychopathic behavior. Having witnessed years of social pathology in
schools—some of which he shares in vignettes about different students—Gatto speaks with the authority of
experience when he lists eight pathological results of modern
schooling (which I list in greatly abbreviated form):
“children indifferent to the adult world of values and accomplishment,”
“children with almost no curiosity” and short spans of attention,
“children with a poor sense of future— who live in a continuous present,”
“children with no sense of past,”
“children who lack compassion,”
“children who can’t stand intimacy or frankness and masquerade behind fabricated
“dependent children who grow up to be whining, terrified, dependent
Gatto describes the results of pathological schooling as a
“conspiracy against ourselves.” In one of the most significant insights of this book, Gatto charges
those who believe that the system is “fixable” with being part of the conspiracy: “Before you can reach a
point of effectiveness in defending your children or your principles against the assault of blind social
machinery, you have to stop conspiring against yourself by attempting to negotiate with a set of abstract
principles and rules which by its nature cannot respond. Under all its disguises that is what
institutional schooling is, an abstraction which has escaped its handlers. Nobody can reform it. First you
have to realize that the values you cherish are the stuff of madness to a system. In systems-logic the
schools we have are already the schools the system needs. The only way they could be improved is to have
kids eat, sleep, live and die there.”
Gatto opens his chapter on “The Politics of Schooling” with a quote from Elwood Cubberley:
“Each year the child is coming to belong more to
the State and less and less to the parent.” He then proceeds to demonstrate how this
came about. He identifies three categories of “players in the school game”: government agencies, active
special interest (e.g., Carnegie and Ford Foundations, Businessmen’s Roundtable), and the knowledge industry
(e.g., teacher-training colleges, researchers, testing organizations).
For all these players, schooling is an excuse to raid the public pocketbook to push their own
agendas. They do this through the political process. Such efforts have resulted in conscious
carefully-orchestrated manipulation of society. Manipulation and control usually prove that schools
have been successful in achieving the goals for which they were designed in spite of opinions among the
general population to the contrary. As Gatto says, “The
system isn’t broken so no amount of repair will fix it.”
Gatto’s stories about Benson and Walden, small towns in Vermont, serve as living proof that
schooling exists to support agendas other than those of parents and local communities. He tells about
the forced elimination of one-room schools that were both efficient and effective, in favor of a more
expensive, centralized school in Walden.
In Benson, taxpayers revolted over outrageous costs of education in their new modern school;
they weren’t pleased with supporting at least 18 full-time staff to teach 137 children. Political
manipulation and dishonesty were used to create schools in both instances, which probably has something to do
with the fact that Vermont’s per capita cost for education (in 1995) was well above average for even
government schools at $6.500.
At the end of this chapter Gatto says, “As schooling encroaches further and further into family
and personal life, monopolizing the
development of mind and character, children must become human resources at the disposal of whatever form of
governance is dominant at the moment. That in turn confers a huge advantage on the leadership
of the moment, allowing it to successfully reproduce itself and foreclose the strength of its competitors.” I
suspect that if you have any lingering doubts about the folly of allowing government to be involved
inschooling, you will have abandoned them by the time you finish this chapter.
Homeschoolers have already answered the question posed in the chapter titled “What is an
Education?” Gatto uses many illustrations from the Amish to applaud real education that supports one’s own
view of life and its purpose. The next chapter is a continuation on this theme, addressing the role of
teachers. Gatto says, “Teachers are agents...they sell ritual procedures and memorizationas ‘Science’
to kids who will never know any better. A different kind of teacher would set out to help kids design
original experiments, test hypotheses, predict from theory, search for truth. Imagine millions of
children unleashed to follow the road to discovery in millions of uniquely personal ways, a
breathtaking image. Of
course, any teacher who really did that would be hunted down like a wild animal and
He goes on to describe real teachers as teachers who teach “who they are,” helping children to
learnimportant things about
themselves and about
Gatto continues with encouragement to “break out of the trap.” Dropping out of school
might actually be a good thing. If Gatto is correct, schools are purposely keeping young people in suspended
immaturity to keep them out of the job market and complete their
He addresses fears about “earning a living” with stories of people he knows who defy all
classical stereotypes—young people and adults who found better ways to learn what they needed to know than
what schools told them.
Gatto quotes Bertrand Russell (from his book Authority and the Individual) to make a
point that summarizes a key theme of this entire book “...[P]resent tendencies toward centralization may well
prove too strong to be resisted ‘until they have led to disaster.’ Perhaps, said Russell, ‘the whole
system must break down, with all the inevitable results of anarchy and poverty, before human beings can again
acquire that degree of personal freedom without which life loses itssavor. I hope that this is not the
case, but it certainly will be the case unless the danger is realized and unless vigorous measures are taken
to combat it.”
Gatto ends with a list of 13 radical suggestions for changing the direction of schooling and a
challenge: We can follow the lead of the English General Braddock to a "regression to a royal destiny
we escaped three lifetimes ago” by rejecting freedom and choosing the authoritarian security and control the
State. Or we can follow the example of George Washington who rejected the lure of Empire and
control,choosing freedom and
He relates stories of true
community—the old lady who wasn't afraid to scold young John for shooting a bird with his BB
rifle, and earned his respect in the process. Leaning moral values was the result of “rubbing shoulders
with men and women who cared about things other than what money bought......” He says, “They talked to
me. Have you noticed nobody talks to children in schools?” Impersonal, instrumental commands take
the place of real interaction between adults and children in schools.
Gatto’s own classically dysfunctional family, the uncertainty and occasional unheralded
uprootings that he experienced, surprisingly, serve as evidence of the importance of true communityin helping children develop a moral base. Gatto strenuously challenges the impersonal, government-directed “village”as a substitute for
Gatto learned some of his most important life lessons in the real world. Because of that,
he rebelled against the artificiality and rigid control of the school system in favor of trying to teach kids
Gatto's ideas about schooling are sometimes ambivalent A year spent at Xavier Academy, a
Jesuit boarding school, revealed the contrast between the “watery brain diet of government schooling” and
education that assumes children have the dignity, free will, and power to choose right over wrong.
Gatto writes, “Materialistic schooling, which is all public schooling even at its best can ever hope to be,
operates as if personality changes are ultimately caused externally, by applications of theory and by a
skillful balancing of rewards and punishments. The idea individuals have free will which supersedes
social programming is anathema to the very concept of forced schooling.” At the same time, Gatto
recognizes the harshness in some of his experiences at Xavier Academy, especially for a seven and
eight-year-old boy. Weighing the “good and the bad” he says, “Had it not been for Xavier I might have
passed my years as a kind of freethinker by default, vaguely aware an overwhelming percentage of the entire
human race did and said things about God I couldn't fathom. How can I reconcile that the worst year of
my life left behind a dimension I should certainly have been poorer to have missed?”
The Underground History Of American Education is available now from:
The Odysseus Group
295 East 8th St (3W)
New York City, NY 10009 Phone: (212) 529-9397
School Teachers—STOP... Dumbing Down The Children!
If you are a parent who really cares about your children's development, then I heartily
recommend that you get yourself a copy of John Taylor Gatto's great book, Dumbing Us Down. Of course this advice goes for anyone who has anything to do with the raising and nurturing of
the young, be it grandparents, older brothers and sisters, and relatives and friends. I would also recommend
this book for all high school students so that they can understand the real nature of the colossal hidden
agenda-which is designed to dumb us down and spiritually corrupt us-behind the operation of the
state-controlled school systems, including both the public and the private parts.
One of the most staggering acts of pure foolishness, in my view, is the notion that we place our
loved and cherished young children right into the hands of a system that neither cares or supports them: the
state-controlled school system (it would be more accurate to call it the Babylonian
shadow-government-controlled system, for that is really the nature of what's going on). I would like to quote
another reviewer of Gatto's book here, because she is coming from the perspective of a woman and a
"When our daughter was young I used to wonder at the logic of a system that entrusts parents to
meet their child's needs for food, shelter, love, nurture and education for the crucial first five years of
their life; then when the child reaches the magic, culturally determined age of five (or six at the outside)
parents are legally compelled to send their child to school-or be compelled to gain a legal exemption from
school attendance for their children.
Strange, I though how it is taken for granted that parents are competent to help their children
learn to walk, talk, develop social skills, extend their intellectual and physical development through play,
perhaps supplemented by attendance at an early childhood centre or pre-school gymnastics, music or dance
classes. Then the child hits five or six and their children's education is handed over to
'professionals'-many of whom may be much less educated than the child's parents and who certainly don't
know the child well.
Parents who have fostered their child's development up until the age of school entry (in which
the child will have made more major gains than at any later stage in his/her life) are somehow deemed to be
incompetent when it comes to continuing his/her education themselves-unless they prove to the Ministry of
Education, through the exemption process, that they are fit for the task.
Most parents, of course, through choice or through economic/social necessity do send their
children to school when their child reaches the age of five.
But could the compulsory education process through which most children in the developed world
are forced into and subsequently extruded like sausages from a sausage machine be responsible for the social
and economic problems facing modern societies?" (Katherine Joyce Smith, Dumbing Us Down: "The Hidden
Curriculum of Compulsory Schooling," in the Issue 6, January-March 2006, of Uncensored Magazine, p. 55.
See http://www.uncensored.co.nz )
The Shadow Government's Hidden Curriculum
John Taylor Gatto answers this question directly with a resounding yes. His book, Dumbing Us Down, shows how there is a secret
agenda buried in the curriculum of all school's-and this doesn't really matter what state or private system you belong to-one that is not apparent to most people. He
explains how the whole system is deliberately designed to dis-empower children and to foster dependency and
loss of initiative. He proves, convincingly in my experience of many years as a high school teacher in New
South Wales, Australia, that the dumbing-down agenda consists of seven lessons, which are the same no matter
whether you attend a private school system run by the monied elite, or an under-funded state school in a
socially depressed area.
Here's a brief run-down on those seven lessons.
Lesson one, Gatto says, is “Confusion.” This confusion comes from the division of learning into separate and discrete blocks that have
little or no connection to each other, and which have as their chief aim the regurgitation of facts, as
opposed to the creation of ideas or the search for meaning. In fact the search for meaning is everywhere
discouraged, since this might lead to discovery of the shonky basis of our "educational" system.
Lesson two is “Class Position,” where essentially "fear and envy" is instilled in children in the lower classes. Unfortunately
children have learnt this lesson well, so much so that they come to accept themselves as "second-class"
citizens in a one-down situation.
The third lesson is “Indifference.” This results from the fact that students rarely study subjects of their own choice, leaving them
little time to follow their own passion. But even if they do get lucky and find an area of study they like,
the study periods are ended at the ring of a bell with a monotony that is deadening. Then they must leave
their activity, and trek off to another classroom, another teacher, and get ready for a whole new
“Emotional dependency” is the fourth lesson. Having left home early in the morning, and now away from their parents and brothers and sisters,
and perhaps other relatives (if they're lucky), they now have to compete for the teacher's attention, which
usually is either through being "good," or, in many cases, by behaving badly. Of course it's the good
behaviour that gets the teacher's attention, good grades and other carrots that the system offers. This
breeds much emotional dependency on the teacher, especially as a buffer against negative peer
Lesson five is “Intellectual Dependency,” whereby the teacher-I should say the curriculum designers-decides what is to be studied, when
and how it is to be studied, how success or failure is to be determined, and so on. Even the teachers are
blind in this process and never dare, generally speaking, to question the faceless bureaucrats whose agenda
is now fairly well obvious to thinking people the world over. Gatto points out that this system leads to
powerlessness, or, as he defines it, Intellectual Dependency, the creation of a culture of dependence on
"Good people wait for an expert to tell them what to do. It is hardly an exaggeration that
our whole economy depends upon this lesson being learned. Think of what would happen if children weren't
trained to be dependent: the social services wouldn't survive; they would vanish, I think, into the recent
historical limbo out of which they arose. Counsellors and psychotherapists would look on in horror as the
supply of psychic invalids vanished. Commercial entertainment of all sorts would wither as people learned
again how to make their own fun. Restaurants, the prepared food industry and a whole host of other assorted
food services would be down-sized if people returned to making their own meals rather than relying on
strangers to plant, pick, chop and cook for them. Much of modern law, medicine and engineering would go too,
the clothing business and school teaching as well, unless a guaranteed supply of helpless people continued to
pour out of our schools each year.
Don't be too quick to vote for radical school reform if you want to continue getting a pay
check. We've built a way of life that depends on people doing what they are told because they don't know how
to tell themselves what to do. It's one of the biggest lessons I teach." (page 9)
Lesson six Gatto calls “Provisional Self Esteem:” "Provisional self esteem" is an outgrowth of both lessons 4 and 5 (emotional and intellectual
dependency) and the frequent evaluations and reports sent home to parents by which they can judge their
child's progress at school. "Self evaluation," writes Gatto, "the staple of every major philosophical system
that ever appeared on the planet, is never considered a factor. The lesson of report cards, grades and tests
is that children should not trust themselves or their parents but should rely on the evaluation of certified
officials. People need to be told what they are worth."
The final lesson is an important one in not just dumbing down an individual, it is also the lynchpin in making him or her into a
docile human being. So, lesson seven is "One can't hide." One of the first lessons that is learnt at
school is that there is no private time, except during the morning and the lunch breaks. Always, everywhere,
a child learns that they're always under the surveillance of a teacher, or a student supervisor of some sort.
What's more school goes home with the student every day in the form of home work, so that, as Gatto observes,
"privacy is not legitimate."
Those are the seven lessons of school: "No one survives the seven lesson curriculum unscathed, not even the instructors," warns Gatto.
"The method is deeply and profoundly anti-educational."
What Are The Results of 10 or 12 Years of This Kind of Treatment?
Gatto says that students who are compelled to learn such a curriculum over 10 or 12 of their
most formative years "… are indifferent to the adult world and to the future, indifferent to almost every
thing except the diversion of toys and violence. Rich or poor, school children in the twenty-first century
cannot concentrate on anything for very long; they have a poor sense of time past and time to come. They are
mistrustful of intimacy like the children of divorce they really are (for we have divorced them from
significant parental attention); they hate solitude, are cruel, materialistic, dependent, passive, violent,
timid in the face of the unexpected, addicted to distractions."
Now this is not true of every child bought up in this era, but for those whose lives have been
heavily conditioned by school, too much television, and playing of techno-games, there is been a poor
foundation laid down for their lives. The children who do best are those who have received significant
positive attention from their parents and other adult family members. Put simply, parents have not been
parents, and far too many mothers have not keenly followed that pathway with the love and attention their
Now the breakdown of the family, in some of the ways we are describing here, is not an
unfortunate by-product of the educational system, but one of its clear but unspoken goals. Writes
"School as it was built is an essential support system for a model of social engineering that
condemns most people to be subordinate stones in a pyramid that narrows as it ascends to a terminal of
control. School is an artifice that makes such a pyramidical social order seem inevitable . the seven lessons
of school teaching-confusion, class position, indifference, emotional dependency, intellectual dependency,
conditional self-esteem, surveillance-all of these lessons are prime training for permanent under-classes,
people deprived forever of finding the center of their own special genius. And over time this training has
shaken loose from its own original logic: to regulate the poor . it now seizes the sons and daughters of the
middle class as well."
What Solution's Does Gatto Suggest?
Gatto is a veteran of 26 years of teaching. He is the winner of New York State Teacher of the
Year for 1991. What solutions does he see fitting the generations whose lives have been stunted by the
effects of mass schooling and the mass media, for our children?
He rejects the calls that are currently been made in many quarters for an extension of the
school year. He asserts that children need less schooling, not more. A childhood that includes a mixture of
independent study, apprenticeships with adults from all walks of life, ample solitude and community living,
Gatto affirms, will ensure that children are not only well educated, but are fully human as well.
He proposes that the institution of compulsory education be deprived of its power to compel
students to suffer through the seven-lesson curriculum.
"Teaching," he writes, "must, I think, be decertified as quickly as possible. That certified teaching experts like myself are deemed necessary
to make learning happen is a fraud and a scam.Trust in families and neighbourhoods and individuals to make sense of the important question
'What is education for?' If some of them answer differently than you might expect, that's really not your
business and it shouldn't be your problem."
As Gatto points out, and many people already know, reading, writing and arithmetic "aren't very
hard to teach if you take pains to see that compulsion and the school agenda don't short circuit each
individual's private appointment with themselves to learn these things. There is abundant evidence that less
than a hundred hours is sufficient for a person to become totally literate and a self-teacher. Don't be panicked by scare tactics into surrendering your child to
While Gatto advocates giving back their tax money so that the parents themselves can pick and
choose from a number of alternatives, my advice is to totally get
your children out of the school system, period! Begin searching for like-minded people, people who are
seeking the true meaning of life, and see what they have to offer. Anyway, the state isn't ever likely to
grant anyone an increase in liberty. In fact as I point out in The Warning of the Last
Days, we are on the verge of total enslavement, and the school system has been a tool in
the hands of the elite shadow-government that will enslave us.
At any time and place home-schooled children will have superior thinking skills to "schooled
children." Unfortunately, far too many people are not really the good parents they can be. Of course there
are many reasons for this, but the fact that these reasons are never seriously discovered by parents, who
could then start making big changes in their lives. The lure of "good education = good job, good money, good
things," is profoundly flawed, as is the use of the system as free baby-sitting, while the parents commit
their lives to materialism and the holy dollar.
"The absurdity of defining education as an economic good becomes clear if we ask ourselves what
is to be gained by perceiving education as a means to enhance even further the runaway consumption that
threatens the earth, the air and the water of the planet? Should we continue to teach people that they can
buy happiness in the face of a tidal wave of evidence that they cannot? . Why then are we locking the kids up
in an involuntary network of strangers for twelve years? Surely not so a few of them can get rich? Even if it
worked that way, and I doubt that it does, wouldn't any community look on such education as positively wrong?
It divides and classifies people, demanding that they compulsively compete with each other and publicly
labels them losers by literally de-grading them, identifying them as 'low-class' material. The bottom line
for the winners is that they can buy more stuff! I don't believe that anyone who thinks about it feels
comfortable with such a silly conclusion."
I know as a school teacher myself for 35 years that we did a lot of damage to children. Yet few
school teachers reach that level of understanding about their role. Instead they are encouraged to see
themselves as performing a very difficult job, and in fact many teachers think they are really doing "the kids" a big favour, when in actual fact they ought to
be thoroughly examining their own roles, and figuring out the meaning of life. Surely that is the real aim of
education! Then there is the deliberate stratagem of keeping the whole system relentlessly busy, so that
people engaged in this form of mayhem never actually get the time needed to deeply ponder their lives or the
job they are doing. But given the robotic nature of the school teacher-having to follow orders of a state
system nobody really questions-there are dozens and dozens of school teachers who are deeply caring, kind and
Gatto agrees, stating that although "thousands of humane, caring people work in schools, as
teachers and aides and administrators, but the abstract logic of the institution overwhelms their individual
contributions. Although teachers do care and work very hard, the institution is
psychopathic; it has no conscience. It rings a bell and the young man in the middle of writing a
poem must close his notebook and move to a different cell where he must memorize that humans and monkeys
derive from a common ancestor."
As I said at the beginning, if you are vitally concerned about the moral, physical and
intellectual development of your children, get a copy of Gatto's book. It may help you to see the level out
educational system has really reached.
I would like to conclude this review by showing you a sample of the end-result of the dumbing
down that has occurred in our world. The material is from a serious Website devoted to dealing with matters
of truth and concerns of top-priority on the planet. The author presents his "top-ten" problems facing the
planet. The material is self-explanatory:
“The Terminating Top Ten
In the following weeks and months I'll be addressing what I consider to be the top ten greatest threats to not only
our eroding democracy, but to our (ALL men and women on the planet) continued existence on Earth. You will
notice that the list does not contain race relations, reproductive rights, sexual inequality, animal rights,
worker's rights, the insane 'drug war', the ridiculous 'war on terror', a pathetic health care system, the cult of
George Bush, the persecution of homosexuals, the disintegrating national infrastructure, the decline of rational
discourse, the end of the American empire, the shameful neglect of the American poor and on and on and on.
These are all very important and it's a disgrace that in 2006 in 'the most advanced nation on the planet', we don't
seriously address these issues because flag burning and fear mongering are on the top of the Repug (the rulers of
every branch of government and the media) agenda. However, they are all moot points, if we do not completely
correct at record speed, the terminating top ten. Other than the first two, that trump all else, they are in
no particular order.
2. Global Warming
3. Systemic Election Fraud in the U.S. "He who casts the votes decides nothing. He who counts
the votes decides everything." (Josef Stalin)
4. Education of the Masses
5. The Military Industrial Complex and The Power Elite
6. The Oil Economy
7. Religious Power
8. The Degradation of the U.S. Constitution
9. Republicrats and The Lack of an Opposition Party
10. The Global Media-acracy
Look It Up And Prove Me Wrong ...
The U.S. invasion of Iraq was completely sold on Lies
The last two presidential elections were stolen by the
The electronic voting machines are hackable, fraught with technical problems
and owned by private companies whose CEO's actively support the GOP
No one has ever died from marijuana use
The media is completely owned by just a few very powerful and conservative
There is absolutely NO proof that there is any GOD
90% of the large species of fish in our oceans have been fished out just in
the last 50 years
The U.S. healthcare system is ranked 37 among the "civilized" nations of the
98% of Senators who run for re-election win--the rate in the old Soviet
Union was 92%
More people are incarcerated in U.S. prisons for non violent drug offences
than are incarcerated, for any reason, in all of Western Europe (which has a larger
There is no proof outside of the bible that Jesus or Moses ever
The author's challenge to "Look It Up" is an interesting one indeed. I suppose you would look it
up in the information "sources" that are produced by the "The Global Media-acracy," which he rants about
(rightly so) in one of his Terminating Top Ten points!
The Terminating REAL Top Ten
The dominant segment of our leaders, and their followers, secretly serve Lucifer, even thought
they would never dare acknowledge this truth about their lives. Their sinister and corrupt influence is
evident everywhere on this planet. Here's the real top ten “commandments” that these people “build” their
lives on. They will be totally terminated—during the coming Wrath—along with the present "civilization,"
because this is the "morality" of the world we live in.
1. Thou shalt have other gods before Me
2. Thou shalt make graven images.
3. Thou shalt take the name of the Lord in
4. Thou shalt not keep the Sabbath
5. Thou shalt not honour thy father
6. Thou shalt kill.
7. Thou shalt fornicate and commit adultery.
8. Thou shalt steal.
9. Thou shalt lie and bear false witness.
10. Thou shalt covert thy neighbours goods, his wife, and
everything else your eye fancies.
Related Books and Articles:
1. The Doors Of
Americans Will Believe Almost Anything
“We are the most
conditioned, programmed beings the world has ever known. Not only are our thoughts and attitudes continually
being shaped and molded; our very awareness of the whole design seems like it is being subtly and inexorably
erased. The doors of our perception are carefully and precisely regulated. Who cares, right?
It is an exhausting and
endless task to keep explaining to people how most issues of conventional wisdom are scientifically implanted in
the public consciousness by a thousand media clips per day. In an effort to save time, I would like to provide
just a little background on the handling of information in this country. Once the basic principles are
illustrated about how our current system of media control arose historically, the reader might be more apt to
question any given story in today's news.” (Tim O’Shea, The Doors Of Perception:
Why Americans Will Believe Almost Anything )
2. How Shall We Tell
The Children, by Edward Chamberlain, 1994.
“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.
‘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)
In 1086 William the
Conqueror had a census taken of his English subjects in order to determine the potential for taxation of the
realm. This document was as much a planning document as it was a tax roll in that it was used to forecast the
potential for exploitation of the financial resources of the realm. The document was given the name, "The
Doomsday Book," because it was like the Last Judgment in that it was a record from which there was no place for
This book likewise
speaks of a record from which there is no superior place for appeal.”
Free Download Available Here:
3. Dumbing Down: Outcomes-based and Politically Correct
Schooling, by Dr Kevin Donnelly.
Well-known education expert Donnelly exposes the shoddiness of current trendy teaching methods
and the perils of non-competitive assessment which have combined to produce a generation of under-educated
582 Queensberry Street
North Melbourne Vic 3051
4. Strong Fathers, Strong Daughters: 10 Secrets Every
Father Should Know, by Meg Meeker, Ballintine Books, New York.
5. The Underground History of American Education, A School
Teacher's Intimate Investigation Into The Problem Of Modern Schooling, by John Taylor Gatto, published by Oxford
"The People Who Do the Dirty
Work of the Satanic Elite"
Part 1, Introduction
Part 2, The Police and the Corrupt Legal System
Part 3, Porch Masons
Part 4, The Military
Part 5, Satan's Religious Teachers
Part 6, The School Teachers
Part 7, Our Treacherous Political Leaders at all Levels of Government, including
Part 8, The Paid Liars in Journalism and the Media
Part 9, Bank Workers, Accountants and Business Leaders
Part 10, The Corrupt Medical, Hospital and Pharmaceutical System
Part 11, The Sheople Who Paid For All This
The Traitors in Freemasonry Are Not Exempt from the Coming
Are You Are War Criminal?
The Extortion System of the Ruling Elite
The Talmud Unmasked: The Secret Rabbinical Teachings Concerning
Landmark Case Could Stymie Legal System
Kol Nidre the Prayer Recited to Satan by Jews on the Day of Atonement
Queen Elizabeth Fronts for Rothschild's Crown
The Crown Temple by Rule of Mystery Babylon
Queen Elizabeth II's Achille's Heel
See the article “Gangsters in Tiaras,” in Reading
45: “Zeroing In On The Antichrist: ‘Wolves in Sheep’s Clothing,’” in our free book, The Warning of the Last Days, available here: http://NazareneRemnant.org/the-warning-of-the-last-days.html
See the articles “The British Monarch is Not the
Crown,” “The Occult Roots of The Wizard of Oz,” and “The Wizard of Oz = the Crown Temple,” in Reading #42: “The Wizard of Oz,”
in our free book, The Warning of the Last Days, available
Elizabeth II and Ripple Effect (video)
download the series as a PDF double-click the link to go to the download page:
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