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The People Who Do the Dirty Work of the Satanic Elite

Part 6

The School Teachers

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  The People Who Do the Dirty Work of the Satanic Money-Power Elite

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 Law:

“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, KJV)

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 people.

 

Who does the dirty work of the satanic elite?

 

~~~~~~~~~~~

“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 lies.  

In fact, 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 been healed.’ 

 

Satan 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) 

The Extortion System of the Ruling Elite
FULL Version in PDF Format.
 

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Review of John Taylor Gatto’s
Underground History of
American Education

Here’s Why You Should Take Your Children Out of
School and Begin Home-Schooling Them Yourself.

A Review of John Taylor Gatto’s Underground History of American Education

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 factories. 

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 Horse

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 dismount.

Modern organizations (education, government, military, etc) often employ a whole range of far more advanced strategies, such as …

Buying a stronger whip.
Changing riders.
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 performance.
Doing a productivity study to see if lighter riders would improve the dead horse’s performance.
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 that.” 

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 hours.” 

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 the show.” 

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 conceives them.” 

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 manipulation. 

“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 management. 

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 races. 

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 Immigrant Education. 

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 they act. 

 

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): 

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 shot.”

 

He goes on to describe real teachers as teachers who teach “who they are,” helping children to learnimportant things about themselves and about life.

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 indoctrination. 

 

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 self-responsibility. 

 

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 real-life communities. 

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 as individuals. 

 

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?”[1] 

 

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 

 



Footnote:

[1]This review originally published in The Link, A Homeschool Newspaper. Source of this review:

http://www.johntaylorgatto.com/underground/review_duffy1.htm

 

~~~~~~~~~~~~~~~~~~~~~~~~~~~ 


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 mother.

  

"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 scenario!

  

“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 pressure.

  

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 experts:

  

"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 children crave. 

  

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 Gatto:

  

"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 experts."

  

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 competent.

 

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. 

1. Overpopulation 

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 right 

 

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 multi-national corporations 

 

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 earth 

 

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 population) 

 

There is no proof outside of the bible that Jesus or Moses ever existed." 

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 vain. 

 

4. Thou shalt not keep the Sabbath day. 

 

5. Thou shalt not honour thy father and mother. 

 

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 Perception: Why 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

 

Available here: 

http://thedoctorwithin.com/articles/doors_of_perception.php 


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 further appeal.  

 

This book likewise speaks of a record from which there is no superior place for appeal.” 

 

Free Download Available Here: 

http://www.NazareneRemnant.org/how-shall-we-tell.html  

 

 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 Australians. 

 

Available from: 

 

Freedom Publishing 

Ground Floor 

582 Queensberry Street

North Melbourne Vic 3051 

 

http://www.newsweekly.com.au  

 

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 Village Press.[1] 

 



 

Footnote:

[1] This book can be read online for free from John Taylor Gatto’s Web site

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

 
The Full "The People Who Do the Dirty
Work of the Satanic Elite
" Series:

Part 1, Introduction
http://NazareneRemnant.org/who-does-the-dirty-work-of-the-satanic-elite.html 

Part 2, The Police and the Corrupt Legal System
http://NazareneRemnant.org/the-people-who-do-the-dirty-work-of-the-satanic-elite-part-2.html 

Part 3, Porch Masons
http://NazareneRemnant.org/the-people-who-do-the-dirty-work-of-the-satanic-elite-part-3.html 

Part 4, The Military
http://NazareneRemnant.org/the-people-who-do-the-dirty-work-of-the-satanic-elite-part-4.html 

Part 5, Satan's Religious Teachers
http://NazareneRemnant.org/the-people-who-do-the-dirty-work-of-the-satanic-elite-part-5.html 

Part 6, The School Teachers
http://NazareneRemnant.org/the-people-who-do-the-dirty-work-of-the-satanic-elite-part-6.html 

Part 7, Our Treacherous Political Leaders at all Levels of Government, including the Bureaucracy
http://NazareneRemnant.org/the-people-who-do-the-dirty-work-of-the-satanic-elite-part-7.html 

Part 8, The Paid Liars in Journalism and the Media
http://NazareneRemnant.org/the-people-who-do-the-dirty-work-of-the-satanic-elite-part-8.html 

Part 9, Bank Workers, Accountants and Business Leaders
http://NazareneRemnant.org/the-people-who-do-the-dirty-work-of-the-satanic-elite-part-9.html 

Part 10, The Corrupt Medical, Hospital and Pharmaceutical System
http://NazareneRemnant.org/the-people-who-do-the-dirty-work-of-the-satanic-elite-part-10.html

Part 11, The Sheople Who Paid For All This
http://NazareneRemnant.org/the-people-who-do-the-dirty-work-of-the-satanic-elite-part-11.html 

Related Article:

The Traitors in Freemasonry Are Not Exempt from the Coming Slaughter
http://NazareneRemnant.org/the-traitors-in-freemasonry-are-not-exempt-from-the-coming-slaughter.html

Are You Are War Criminal?
http://NazareneRemnant.org/are-you-a-war-criminal.html

The Extortion System of the Ruling Elite  

http://www.NazareneRemnant.org/the-extortion-system-of-the-ruling-elite.html

 

The Talmud Unmasked: The Secret Rabbinical Teachings Concerning Christians 

http://www.NazareneRemnant.org/the-talmud-unmasked-the-secret-rabbinical-teachings-concerning-christians.html  

 

Landmark Case Could Stymie Legal System  

http://www.NazareneRemnant.org/landmark-case-could-stymie-legal-system.html

 

Kol Nidre the Prayer Recited to Satan by Jews on the Day of Atonement  

http://www.NazareneRemnant.org/kol-nidre-the-prayer-recited-to-satan-by-jews-on-the-day-of-atonement.html

 

Queen Elizabeth Fronts for Rothschild's Crown 

http://www.nazareneremnant.org/queen-elizabeth-fronts-for-rothschild's-crown.html  

 

The Crown Temple by Rule of Mystery Babylon 

http://www.nazareneremnant.org/the-crown-temple-by-rule-of-mystery-babylon.html      

 

Queen Elizabeth II's Achille's Heel 

http://www.nazareneremnant.org/queen-elizabeth-ii's-achille's-heel.html      

 

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 here: http://NazareneRemnant.org/the-warning-of-the-last-days.html

 

Elizabeth II and Ripple Effect (video) 

http://www.youtube.com/watch?v=oNnyctcE4eQ  

To download the series as a PDF double-click the link to go to the download page:

  The People Who Do the Dirty Work of the Satanic Money-Power Elite

The URL of this page is:
http://NazareneRemnant.org/the-people-who-do-the-dirty-work-of-the-satanic-elite-part-6.html 

 

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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?”

Read the Book:
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)

Read more: 
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)

Read more >>
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.

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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)