Tuesday 16 June 2009


By Dr. Norman D. Livergood

It might seem that the word "destruction" in the title of this essay is a bit over the top. But it's the only accurate description of what's happening in America today. The demonic cabal that now controls the U.S. systematically destroyed American education in general and is now attacking each educational discipline. We can see this in the Bush junta's denying and misrepresenting the scientific evidence for global warming ~ leading to their refusal to sign the Kyoto Accord.

Now the social sciences are being attacked. Jeb Bush, during his tenure as Governor, turned Florida into a totalitarian state, perpetrating a monstrous vote-rigging fraud in 2000 which resulted in his brother being criminally appointed President by the Supreme Court. Next, Jeb extended his dictatorship into the realm of education. Jeb and his henchmen assaulted the entire discipline of history by redefining it as the teaching of "fact," not "construction." In other words, history in Florida is now what Jeb and his cronies say it is, and any disagreement with their "facts" is not to be tolerated.

The Deliberate Creation of American Illiteracy

Some thirty million adults in the U.S. do not have the skills to perform even the most basic tasks such as adding numbers on a bank slip, identifying a place on a map, or reading directions for taking a medication. Eleven million Americans are totally illiterate in English.

Only twenty-nine percent of Americans have basic reading and computing skills. One out of every twenty Americans lacks the ability to understand what is going on in the world or to develop an informed opinion for voting.

Portrait of adult literacy in America pic With an illiterate, uneducated American citizenry, unable to understand what's happening in the world, it's no wonder that a fascist cabal has been able to take over the United States.

On June 27, 2002, the Supreme Court ruled that the government may give financial aid to parents so they can send their children to religious or private schools. Before we examine the results of that decision, let's review the historical demise of the American educational system.

It's no accident that America's schools have slowly eroded and that the intelligence of the average American has become so debilitated. American learning has plummeted and public school performance has nose-dived ever since the middle of the twentieth century because it was planned that way.

Thinking American citizens must always be aware that what goes on in this society is the result of the planning of its rulers; they create precisely the social, psychological, economic, and ideological conditions which will realize their goal of excessive wealth for themselves and impoverishment for the working class.

The History of Education

~ Education, the development of understanding, must be distinguished from training, the development of skill. Education occurs through learning:

~ Gaining knowledge or understanding of something by study, instruction, or experience

~ The radical transformation of self

"I take significant learning to involve a change in the learner. It is a change in behavior, in interpretation, in autonomy or in creativity. Ordinarily we take in information, organize it, make whatever response, if any, seems advisable, and monitor the results in those comfortable and familiar ways that have become our second nature, our habit. How well we do this may be important but the immediate information does not produce learning. We respond to it as we have learned to in the past. It, in turn, leaves us unchanged in our ability to act, understand, and evaluate in the future.
Education worthy of the name
must lead to a different tomorrow."

~ Edward Cell, Learning to Learn from Experience

The history of education began with the evolutionary appearance of homo sapiens, the first creatures who, through their development of language, were capable of understanding. Prior to homo sapiens, members of the homo habilis and homo erectus strains had trained themselves in such skills as fire-making, hunting, shelter-building, and food gathering. But to them, human experience was merely a series of events without long-term significance.

When homo sapiens tribes invented language, they represented events and objects by written and spoken signs and gestures, which they understood to have meaning , that is, they signified some entity such as a person, animal, plant, place, thing, substance, quality, idea, action, or state.

A sign, such as the word, "fire," could be communicated from one person to another. Now humans could not only see, feel, and make fire, for example, but understand its significance: warmth, cooking, protection from predators, sterilization, and destruction.

With the development of language, the communication of meaning began. Now, meanings could be transmitted from one person to another, one generation to another.

Meaning is truly a magical element. Perhaps the best way to grasp the mystery of meaning is by thoughtfully viewing the movie "The Miracle Worker," the story of the early life of Helen Keller.

Helen Keller

As a young blind and deaf child, Helen lived much like an animal, rushing from one sensation to another. Within a month after becoming Helen's teacher, Anne Mansfield Sullivan was able to impart the gift of language to her. The awakening to meaning, as demonstrated in the film, was the event which made it possible for Helen to begin understanding instead of simply repeating what Anne was teaching her.

Helen had been trained to repeat the word "water," but it wasn't until she combined the experience of feeling water and trying to communicate the word "water" simultaneously, that Helen gained the magical gift of meaning--and hence language and understanding.

Up to that point, Helen had been like a well-trained animal, memorizing words, speaking them, and receiving praise from Anne. But now, suddenly, it came to her! The word "water" actually referred to, pointed to, meant this marvelous liquid reality that ran through her fingers.

How Meanings Are Lost

In each culture, the public meanings, ideas, and skills transmitted through educational institutions (schools, academies, monasteries, universities) and through the media (newspapers, magazines, radio, TV, Internet) have always been determined by the small ruling elite (politicians, financiers, warriors, priests, scholars, scientists, corporations).

In most cultures, the "ruling ideas" have fostered violence and class warfare. In only a few instances in history, have the "ruling ideas" fostered the betterment of common people and society at large. One example of such a benevolent era was the eighteenth century Enlightenment, which encouraged humans to develop broad understanding in all fields of knowledge. Highly educated, intelligent groups in Europe and America developed toward a democratic way of life, created constitutions, and founded institutions for public education.

During this Enlightenment period, words and phrases such as "liberty," "freedom," "natural rights," "pursuit of happiness," "consent of the governed," "informed citizenry," came into being for the first time or were first understood by humans through their own experience.

America has served as the beacon of these Enlightenment ideals, maintaining its faith in "the power of knowledge and reason in self-determination." "There can be no real question that the Enlightenment promoted the cause of freedom, more widely, directly, positively than any age before it. It not only asserted but demonstrated the power of knowledge and reason in self-determination, the choice and realization of human purpose. "For the first time in history it carried out a concerted attack on the vested interests that opposed the diffusion of knowledge and the free exercise of reason. "As thinkers the men of the Enlightenment were conscious revolutionaries, very much aware of a 'new method of philosophizing' that amounted to a new living faith,
the basis for a new social order."
~ Herbert J. Muller. (1964).
Freedom in the Western World

Culture as a creation of humankind is a neutral element ~ it can be used for positive or negative ends. Through the process of acculturation, the process beginning at infancy by which human beings acquire the culture of their society, individuals are stamped with social norms.

Vested, moneyed interests have constantly sought to demolish the American traditions of democracy, plotting to destroy the enlightening "diffusion of knowledge and the free exercise of reason." Their method of rule is not by "consent of the governed" or rational discourse, but by arbitrary dictate of a tyrant's fascistic tactics.

Predictably, the very people who place American presidents, senators, and representatives in power, through the use of their multi-billion dollar fortunes, are the same monied interests that have deliberately destroyed American education. The Rockefellers, Fords, Morgans, Browns, Harrimans, Du Ponts, and other ruling families want obedient, efficient workers, not thinkers.

John D Rockefeller

"In our dream, we have limitless resources, and the people yield themselves with perfect docility to our molding hand. The present educational conventions fade from our minds; and, unhampered by tradition, we work our own good will upon a grateful and responsive folk. We shall not try to make these people or any of their children into philosophers or men of learning or science. We are not to raise up from among them authors, orators, poets, or men of letters. We shall not search for embryo great artists, painters,
musicians. Nor will we cherish even
the humbler ambition to raise up from among them
lawyers, doctors, preachers, politicians,
statesmen, of whom we now have
ample supply." ~ Rockefeller Foundation
Director of Charity,
Frederick Gates, 1913

Clearly, the rulers not only did not want to make "philosophers" of the working class, they wanted them trained so they would not even think for themselves.

So they have deliberately devastated the American mind through:

~ Funding universities and scholars who carry out the devastation of the American public education system in particular and American intelligence in general

Developing programming (brainwashing) strategies using all media types, but especially television

~ The imposition of miseducation and brainwashing tactics to destroy American citizens' ability to think for themselves

~ Subjecting American public education to a series of failed experiments, from "look see" reading to the "new math"

~ Redefining key concepts so that the public school students no longer understand the fundamentals of a democratic society

~ Turning what is called "education" into nothing but training.

Democracy requires an electorate that understands what is actually happening in the world, beyond what the ruler-owned media tell us is happening. If American citizens receive an effective education we learn to inform ourselves and can see through the propaganda, the dictatorial actions, and the outcomes of the non-constitutional acts of our rulers.

Beginning in the early part of the twentieth century, American ruling groups began to create a pseudo-educational system which produces students no longer capable of understanding such key concepts and factors as "freedom," "government of the people," "critical thinking," etc.

"The economic well-being of the nation depends on the presence of a large number of men who are content to labor hard all day long. Because men are naturally lazy they will not work unless forced by necessity to do so. The education of the poor threatens to rob the nation of their productivity. . . Every hour those poor people spend at their books is so much time lost to society. Going to school in comparison to working is idleness."Bernard de Mandeville, The Fable of the Bees, 1714 (the book which Adam Smith used as the basis of his 1776 Wealth of Nations, the capitalist Bible)

Wilhelm Wundt

The plutocratic cabal wanted a working class that was merely trained to do a particular job, not think about social or political issues. They created an educational system focused on training instead of learning, which took its lead from such physiological, materialistic "psychologists" as Wilhelm Wundt, G. Stanley Hall, James McKeen Cattell, E. L. Thorndike, and others. The primary ideas and practices of this group included:

~ A thing makes sense and is worth pursuing only if it can be measured, quantified, and scientifically demonstrated.

~ Psychology, accordingly, should concern itself exclusively with human behavior--not with non-demonstrable entities such as "mind," "soul," "thought," etc.

Public education must limit itself to training working class students to carry out whatever task they are given to do and to accept the commands of their superiors.

This ruler-imposed system, enhanced by anti-intellectual activities such as minority-group studies and multiculturalism, produces uneducated and programmed students who understand almost nothing of what occurs beyond the propaganda and mythology of the political-financial leaders.

The First Casualties of the War Against the Mind

Wilhelm Maximilian Wundt had been a professor in philosophy and later rector at the University of Leipzig, in Germany, until his death in 1920. At the time, many Americans trained in Europe before returning to the United States to work in universities.

G. Stanley Hall

G. Stanley Hall was the first of Wundt's disciples to return from Leipzig in 1883. Hall joined the faculty of Baltimore's new Johns Hopkins University, which was being established after the model of the German universities.

Hall organized the psychology laboratory at Johns Hopkins and, in 1887, established the American Journal of Psychology. In 1889, when Clark University was established in Worcester, Massachusetts, Hall was chosen to be its first president.

In 1892 Hall played a leading role in founding the American Psychological Association. Hall became known for his studies of child development and in 1904 published his two-volume Adolescence: Its Psychology and Its Relation to Physiology, Anthropology, Sociology, Sex, Crime, Religion, and Education, welding experimental psychology to child education.

We can get a clear idea of the new meaning of Wundtian-defined American education by examining Hall's definition of educational practice.

"We must overcome the fetishism of the alphabet, of the multiplication tables, of grammars, of scales, and of bibliolatry . . . it would be no serious loss if a child never learned to read."

"Secret knowledge is the basis of all power.
Your source of information depends upon
who you are and what position you hold
in society. Your source of information
determines the reliability of what you know."

~ Steven Jacobson, Mind Control in the United States

Hall considered American working-class children as a "great army of incapables, shading down to those who should be in schools for dullards or subnormal children, for those whose mental development heredity decrees a slow pace and an early arrest."

J. McKeen Cattell

J. McKeen Cattell served for three years as Wundt's lab assistant in Leipzig, receiving his Ph.D. from Wundt in 1886. Cattell's primary interests lay in mental testing and in individual differences in ability. While at Leipzig, Cattell carried out a series of experiments examining the manner in which a person sees the words he is reading.

Testing adults who already knew how to read, Cattell "discovered" they could recognize words without having to sound out the letters. "Eureka!" he said to himself. "Words are not understood by a recognition of the image or the sound of letters, but are perceived as 'total word pictures.'"

He jumped to the conclusion that you shouldn't teach a child the sounds of letters and phrases as the first step to being able to read. You teach children how to read by showing them words, and telling them what the words are.

This "breakthrough" of Cattell's led to the adoption of a sight-reading method in many school systems throughout the United States. The result ever since has been increased illiteracy and has now become a national crisis.

Somewhat effective teaching occurred in the first half of the twentieth century in America, primarily because the nation was rapidly moving from an agricultural to an industrial culture and citizens respected and valued education.

The Enlightenment ideal of an informed citizenry was still a powerful incentive, so high school civics classes taught the rudiments of what the American political system was supposed to be according to the federal and state constitutions.

However, except in a few instances, American students were never made aware of what was really going on in the world ~ in terms of the machinations of the demonic cabal.

For example, the exposés of writers such as George Seldes or I. F. Stone would have been beyond the pale for most American schools. So Americans fought World War II ignorant of how U.S. companies had helped set up the Nazi regime in Germany and profited from its killing of Allied soldiers.

Beginning in the second half of the twentieth century, American education began its rapid and almost total decline. In the latter half of the twentieth and now the twenty-first century, "education" has almost entirely been turned into mere training. The very definition of "education" has been twisted to make it appear to be training. For example,

~ The New Century Dictionary of the English Language (1927) defined education as: the drawing out of a person's innate talents and abilities by imparting the knowledge of languages, scientific reasoning, history, literature, rhetoric, etc. ~ the channels through which those abilities would flourish and serve."

~ Whereas, education was defined in An Outline of Educational Psychology in 1934 in these terms: "Learning is the result of modifiability in the paths of neural conduction. Explanation of even such forms of learning as abstraction and generalization demand of the neurones [sic] only growth, excitability, conductivity, and modifiability.

The mind is the connection-system of man; and learning is the process of connecting. The situation-response formula is adequate to cover learning of any sort, and the really influential factors in learning are readiness of the neurones, sequence in time, belongingness, and satisfying consequences."

By 1968, John Goodlad, one of the educational establishment's best known spokespersons, made it clear just what was important in "education."

"The most controversial issues of
the twenty-first century
will pertain to the ends and means
of modifying human behavior
and who shall determine them.
The first educational question will not be
'what knowledge is of the most worth?'
but 'what kinds of human beings
do we wish to produce?'
The possibilities virtually defy our imagination."
"Learning and Teaching in the Future,"

Today's Education,
(journal of the National Education Association)

This reduction of "education" to neuron connection and behavior modification has now been completed by the most recent crippling of "education" as "work/study." An article defining this destruction of education appeared in National Review in 1993, with a revealing title:

"The Competitiveness Illusion:

Does our Country Need

to Be Literate in Order to Be competitive?
If Not, Why Read."

"Technological society turns out to work in the opposite way from that usually supposed: namely, by actually requiring less rather than more education of its workers. This is because modern industry depends on reducing human error, which means reducing dependence on the individual worker's expertise and judgment. In building or maintaining electronic devices, workers who once installed or rewired electrical circuits now plug in modular components consisting of machine-printed circuit boards.
The future role of literacy in the workplace has been succinctly stated by Pierre Dogan, the president of Granite Communications, a company that is now 'developing software for hotel housekeeping.' It seems that 'so long as maids can read room numbers, they will be able to check off tasks completed or order supplies by simply touching pictures on the screen." Dogan points out that 'you can create a work program with prompting including iconic or image messages.' In fact, he logically concludes, 'you can use an illiterate workforce.'"

Because of this twisting of "education" into training, as a university instructor I was faced with students who have never learned to read, write, or think. They are the wounded, deformed casualties of the criminal cabal's war against the mind. But the educational establishment doesn't even recognize the devastated condition of American education. Many university professors, even full professors, cannot write or speak sound English. A department chair in a state university in California recently wrote a book, which he forced all students in the introductory class to buy, which contained over one hundred grammatical errors.

Quota hiring is rampant in higher education. Unfortunately, the ability to speak intelligible English is no longer required, and students suffer the consequences.

Critical Consciousness

As education is subverted into mere training, three essentials of intelligence are being lost:

Critical thinking
Critical consciousness

Critical consciousness is the ability to perceive social, political, and economic oppression and to take action against the oppressive elements of society, as delineated by the author's recently published book Progressive Awareness.

The concept of critical consciousness (conscientizacao) was developed by Paulo Freire primarily in his books:
~ Pedagogy of the Oppressed
~ Education for Critical Consciousness

The tactics of critical consciousness and a pedagogy of the oppressed were first developed by Freire in his work with third-world people, helping them gain an awareness of world conditions while teaching them to read.

In the Pedagogy of the Oppressed, Paulo Freire exposed our educational system as one in which:

~ The teacher is the depositor, the students are the depositories

~ The teacher issues communiqués (instead of communicating) which students passively receive, memorize, and repeat

~ Knowledge becomes a gift bestowed by those who consider themselves knowledgeable upon those they consider to know nothing

~ Teachers and administrators choose the instructional program content and students adapt to it

"The more students work at storing the deposits entrusted to them, the less they develop the critical consciousness which would result from their intervention in the world as transformers of that world. The more completely they accept the passive role impressed on them, the more they tend simply to adapt to the world as it is and to the fragmented view of reality deposited in them."

Though Freire worked with various educators throughout the world, the concept of critical consciousness never had significant impact on pedagogical practice. In our current narcissistic era, schools at all levels teach students to pursue money and self-interest. As Gekko, the tycoon, says in the movie Wall Street "Greed is good."

A critical awareness of what is happening
in the world is decidedly not a part of
the contemporary curriculum ~
from grade school to graduate school.

If you examine graduate courses on Global Economy, for example, you'll not find a single mention of the terrible human costs: rising unemployment in the home economies, slave wages in the third world countries where manufacturing is relocated, runaway immigration, and a constant degradation of the environment.

Freire worked to help third-world people overcome illiteracy. Today, his insights can be applied to two different kinds illiteracy:

~ Those who cannot grasp the sense of letters or symbols;

~ Those who can "read" (in the grammar school sense) but who cannot read: understand the meaning of the words they see;

There are those today, for example, who "read" about such things as worker layoffs and American corporations relocating their manufacturing plants in China or Indonesia, but who do not understand the meaning (or human ramifications) of what they "read."

Another kind of modern-day "illiteracy" occurs as people "read" or "hear" the "news" in newspapers or on TV, and allow themselves to be taken in by the propaganda that such "news" involves.

Now, more than ever, we need to begin developing a critical consciousness in all of us who are oppressed by this new imperialistic strategy of globalism. We're up against a number of obstacles:

~ The lack of awareness that we
are the oppressed

~ The lack of solidarity among
the oppressed people

~ The loss of a common tradition
of democracy and human rights

~ The indifference of oppressed
people to their situation

Living in an age of repression, we become accustomed to it. So what if our schools no longer teach people how to read or think, no longer help students gain an understanding of why human liberty is so precious and precarious.

Our movies, TV shows, and books present images of "cool," illiterate, violence-prone savages dressed in the latest styles and exhibiting the popular ego-centered attitudes.

Unable to understand the creativity of a well-written novel or screenplay, no longer capable of appreciating the depths of classical music, people today move in a grey world of ego-gratification and violence.

Soon the false values become identified as the true, and we have movies such as Pulp Fiction, The Godfather, and As Good As It Gets touted as masterpieces.

We only gain awareness of the oppressive nature of contemporary society when we become the victim of unemployment or a mugging or some other mishap.

Trained to be oblivious to the plight of others, we fail to see the hundreds of thousands who suffer from homelessness, lack of medical care, and wage slavery.

Since people are encouraged to pursue their own interests, there is no feeling of solidarity and hence no possibility of concerted effort to overcome the oppressive conditions.

It seems perfectly normal that a two-class society is rapidly developing, with new billionaires being created every year while millions of workers are laid off, denied welfare, and their tax money stolen by wealthy looters in such scams as the Enron/Anderson swindle, Bernie Madoff, Wall Street, the savings and loan fraud, the Mexican "loan" scandal, and the IMF repayment to wealthy investors who suffered from the Asian stock market crash.

We must begin to awaken ourselves to what's happening in the world and taking action to overcome the oppressive conditions. And here Freire's books are exceptionally helpful.

"Who are better prepared than
the oppressed to understand
the terrible significance of an oppressive society?
Who suffer the effects of oppression more
than the oppressed? Who can better understand
the necessity of liberation? They will not gain
this liberation by chance but through the praxis
of their quest for it, through their recognition
of the necessity to fight for it. And this fight,
because of the purpose given it by the oppressed,
will actually constitute an act of love
opposing the lovelessness which lies at the heart
of the oppressors' violence, lovelessness
even when clothed in false generosity."

As oppressed people we must become aware of what has happened to us and develop our own sense of what it means to be truly human.

"How can the oppressed, as divided,
unauthentic beings, participate in developing
the pedagogy of their liberation?
Only as they discover themselves to be
'hosts' of the oppressor can they contribute
to the midwifery of their liberating pedagogy.
As long as they live in the duality in which
to be is to be like and to be like is
to be like the oppressor,
this contribution is impossible.
The pedagogy of the oppressed
is an instrument for their critical discovery
that both they and their oppressors
are manifestations of dehumanization."

As we begin to struggle against oppressive conditions, we must retain an optimistic attitude, with assurance that the struggle for freedom will ultimately succeed.

"In order for the oppressed to be able to wage
the struggle for their liberation,
they must perceive the reality of oppression
not as a closed world from which there is no exit,
but as a limiting situation
which they can transform."

We need to struggle against all the different forms of oppression:


~ Political:for example, making people think that politicians aren't bought by big money.

~ Economic: making people into wage slaves and creating increased unemployment.

~ Military:creating huge defense budgets so the military - supply corporations make obscene profits.

~ Informational:making people think that the false information they're being given is true.


~ Allowing ourselves to become people who want others to make all major decisions for us.

~ Failing to keep ourselves informed about what's happening in the world.

~ Failing to become aware of our own prejudices and blind spots.

~ Making ourselves believe that we can't change ourselves and our world.

Oppressors, persons who have become possessed (literally) with the idea that "having" is the ultimate value, lose the ability to think rationally over time. At present, the plutocratic elite is blind to anything but their own frenzy to gain more wealth and fame.

They are unaware that they are creating the very circumstances of their defeat: a society in which larger numbers of people are falling into poverty, where people of all ethnic, gender, and religious groupings are beginning to see that their common enemy is the plutocratic, corporate-based plunderer class.

The War Against Intelligence

America today is a combat zone where the War Against Intelligence is constantly being waged. Unfortunately, the rulers are currently winning: Americans are progressively losing their ability to understand what is happening in the world around them.

Americans are unable to see that the Bush administration is using the pretext of the war against terrorism to destroy essential constitutional liberties.

Billions of dollars have been stolen by the wealthy while the working class is devastated through unemployment and lower wages. A poor person is jailed for a $20 theft, but a plutocrat is allowed to steal the pension fund of thousands of workers without penalty.

The Bush administration's first attack on American learning was the Education Bill signed into law by President Bush in January, 2002. The bill essentially equates education with training for high test scores.

Those who benefit most from this new law are not students or teachers but the publishers of textbooks and companies that carry out testing. To see how these benefiting companies are directly tied to the Bush family, see list at the end.

Now the Bush-aligned Supreme Court has delivered the coup de grace to American education. Our tax dollars can now be used to fund training in any religious or political ideology imaginable.

Granted, public funds since the 1950s have been used exclusively to dumb down America, but tax dollars did not go to support ideologically-based schools that were totally inimical to American values.

That's the difficulty; we've lost any effective understanding of what American values are.

So now, the fascist cabal is going to destroy any unity among Americans through this new educational anarchy. Bush and his controllers think that they're going to be able to fund primarily, if not exclusively, private Roman Catholic and Protestant fundamentalist schools that teach unthinking obedience to authoritarian leaders.

That's their primary purpose for this catastrophic blow to American education. How they're going to disallow public funds for the extremist schools ~ the Islamic fundamentalist madrasa, the Jewish anti-Islamic school, the right wing militia school, or any other ideologically-based fanatical school ~ remains to be seen.

Supreme Court Justice Breyer

Supreme Court Justice Breyer, who dissented from the 5-4 ruling, predicted that the decision would prove highly divisive in a country with "more then 55 different religious groups."

He foresees many struggles, asking, "How will the public react to government funding for schools that take controversial religious positions on topics that are of current popular interest ~ say, the conflict in the Middle East or the war on terrorism?" Precisely!

Justice John Paul Stevens

Justice John Paul Stevens, another one who dissented from the majority called the recent ruling "profoundly misguided." He wrote, "Whenever we remove a brick from the wall that was designed to separate religion and government, we increase the risk of religious strife and weaken the foundation of our democracy."

In Milwaukee, Wisconsin, where the Supreme Court in a 1998 ruling allowed their voucher system to stand, some 6,000 students make use of the vouchers, worth about $5,000 apiece. This results in $30 million being funneled from the budget of the Milwaukee school district into the coffers of the Catholic Church and other private schools.

With this new ruling, the program can now be fully utilized, so that 15,000 students can leave the system, cutting the funding of the public schools by $75 million.

Republican supporters of the voucher hide the fact from the public that the crisis in the schools is largely the product of decades of federal, state and local spending cuts, tax breaks to big business and attacks on teachers' and other school employees' wages and working conditions

Privately-run schools will continue to screen applicants and reject any student they deem unacceptable. While the language of most voucher programs prohibits discrimination based on race or national origin, these schools can reject students based on gender, sexual orientation, religion, language, ability to pay, behavioral issues or academic or physical ability.

They would be under no financial pressure to provide help for students with special needs, since it is more costly to provide care for special education children, and most private schools are not staffed to handle them.

The newly-sanctioned voucher system will intensify class and social distinctions. The top schools will be reserved for the wealthiest layers of society who can pay to send their children to elite private schools and academies.

Next below on the totem pole will be the private and for-profit schools for middle-class and working class children, whose parents will have to work longer hours and go further into debt to scrape together thousands of dollars to pay tuition costs.

At the very bottom will be the public schools, left for the poorest and most disadvantaged working class students. Unable to do little to help working class youth develop learning skills, the role of these schools will be little more than training lower-class students for low-paying jobs.

Beginning at the time of the American revolution, part of the genius of the nation has been the right to public education, based on the idea that all children, regardless of economic or social status, race, religion or ethnic background, be guaranteed government-paid, quality education.

Founding fathers such as Jefferson favored the establishment of government-funded “free schools” in opposition to the aristocratic system in Europe, where education was limited to the wealthiest layers of society and largely overseen by the Church.

Educational reformer, Horace Mann

In the nineteenth century these democratic principles were advanced by such reformers as Horace Mann, who wrote in 1848:

“If one class possesses all the wealth
and the education, while the residue
of society is ignorant and poor,
it matters not by what name
the relation between them may be called;
the latter, in fact and in truth,
will be the servile dependents
and subjects of the former.”

In the early part of the twentieth century, the working class took up the fight for public education, which was inseparable from the campaign against child labor. However it was only through the civil rights struggles, from the 1930s through 1960s, that universal access to the public schools was fully achieved.

Now, in the twenty-first century the right to sound public education for the working class has come into collision with the plans of the criminal cabal for a society primarily for the benefit of the wealthy.

The rampant growth of class inequality has produced a state of affairs that is fundamentally incompatible with democratic principles, which are based on the equal rights of all citizens.

The whole issue of public money for ideologically-based schools will prove extremely divisive throughout the nation. The Republicans, the majority of whom support vouchers, will use the issue as a way to attack any Democrat who opposes vouchers as a tool of the teacher unions.

Americans are rapidly losing a sense
of the traditional American values.

Anti-intellectual, racist or right-wing
multiculturalism has replaced education.

has replaced democracy.

Billions are funneled to the fat-cats
and replaced statesmanship.

Attacks on constitutional liberties
have replaced political and judicial oversight.

Americans must now awaken to this horror and once again, if possible, create a public education system which will become the means to transmit to future generations an understanding of the hidden meaning of events and lost democratic concepts.

If the ravages that the fascist cabal have wreaked on the public school system are so fundamental that we cannot rejuvenate it, we may have to create our own private "democracy schools" to help us regain our sense, our ability to see what's happening, our intelligence.

When our nation was founded, education was carried on primarily through just such private home schools where Americans learned the values of a democratic way of life.

As some are warning, any government system ~ public schools or voucher-based private schools ~ carries government control with it. If the demonic cabal uses the voucher system to gain total ideological control of private schools, we may have to create completely private "democracy schools" without resorting to vouchers.

Education must become the transmission of
true human understanding to future generations.

This will require a group of people assisting others to see that current "politics" and "education" are actually counterfeits of real social values, and developing institutions which will provide insight into what is actually occurring in the world

Recommended Reading

Barry, John M., The Ambition and the Power
Bentkowski: The Destruction of Math
Eakman, Beverly, The Cloning of the American Mind
Gatto, John Taylor, The Six-Lesson Schoolteacher
Gatto, John Taylor, Gato Website
Gatto, John Taylor, Dumbing Us Down: the Hidden Curriculum of Compulsory Schooling Green, Fitzhugh, Bush and Gold, Looking Forward
Hirsch, E.D.,
The Schools We Need
Iserbyt, Charlotte, The Deliberate Dumbing Down of America

The Subversion of Education in America
Jones, Kenneth J.,The Enemy Within
Lionni, Paolo,
The Leipzig Connection
Peter Sacks, Standardized Minds: The High Price of America's Testing Culture
The Rabid Right Attacks Education
The Drugging of School Children in America

Updates: 7/26/08: Literacy Debilitates Katrina Victims

5/3/08: Governator Arnold Schwarzenegger Destroys California Public Education; Supporting Privatization of Education

3/5/07: Textbook Propaganda

2/16/07: The "No Child Left Behind" Scam

8/22/06: Bush Family Profits from "No Child" Act

12/16/05: Even persons who have college and graduate degrees are illiterate!

3/1/05: Bush Cuts Education Funds for Poor, Disabled & Immigrant Students

1/25/05: Bush Family Loots U.S. Education Funds

8/13/02: US “school reform” throws students into the street

7/6/02: Vouchers and Government Control

7/1/02: US Supreme Court authorizes school vouchers: a simultaneous assault on freedom of thought and public education

2/2/02: How Neil Bush Hopes To Make Millions Off His Brother's Education Program

1/11/02: "Reading Between the Lines:" The New Education Law is a Victory for Bush -- And for His Corporate Allies

1 comment:

  1. Wow.... Very informative, very well done...and very truthful about the state of education today. Children are being put into schools and coming out as robotic and lacking free thinking....

    Again, keep up the fine work!


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In Russia there comes the hope of the world, not as that sometimes termed of the communistic, or Bolshevik, no; but freedom,freedom! That each man will live for his fellow man! The principle has been born. It will take years for it to be crystallized, but out of Russia comes again the hope of the world. ~ Edgar Cayce, 1944, No. 3976-29

These pro-Israel people like pledges: they tried to force me to sign a pledge of loyalty to Israel. When I refused, it was trench warfare, hand to hand combat every day I was in the Congress, and the U.S. people never knew that I was fighting to remain independent for them. To make real peace and to find real justice. Here, they have the whole of the U.S. government making pledges to them!!! Unbelievable. ~ Cynthia McKinney, PhD

“The Talmud is to this day the circulating heart’s blood of the Jewish religion. Whatever laws, customs or ceremonies we observe ~ whether we are Orthodox, Conservative, Reform or merely spasmodic sentimentalists ~ we follow the Talmud. It is our common law.” ~ Herman Wouk


“Those who are incapable of attaining to supreme religious values include the black colored people and those who resemble them in their climates. Their nature is like the mute animals. Their level among existing things is below that of a man and above that of a monkey.” ~ Maimonides


“All of the anxious sighing, longing and hoping of their hearts is directed to the time when some day they would like to deal with us heathen as they dealt with the heathen in Persia at the time of Esther”. ~ Martin Luther



"If [Jews] are as wise as they claim to be, they will labour to make Jews American, instead of labouring to make America Jewish. The genius of the United States of America is Christian in the broadest sense, and its destiny is to remain Christian. This carries no sectarian meaning with it, but relates to a basic principle which differs from other principles in that it provides for liberty with morality, and pledges society to a code of relations based on fundamental Christian conceptions of human rights and duties." ~ Henry Ford


“It doesn’t even enter their heads to build up a Jewish state in Palestine for the purpose of living there; all they want is a central organization for their international world swindle, endowed with its own sovereign rights and removed from the intervention of other states: a haven for convicted scoundrels and a university for budding crooks.” ~ Adolf Hitler, Mein Kampf, Chapter 11


The real God of the Universe does not have “Chosen” in the first place because he is perfect as we understand and predilection is a human weakness. The Jews invented the OT to fool humanity as always. The real God of the Universe does not send any body to kill, destroy his own creation, to rape, to maim, to create misery and havoc on other people. Don’t you get it? the God in the OT is a monster, is another one of the many Gods in the dessert, those sacrifices offered to God are Satanic as their name and the Jews keep offering sacrifices to their God. Last year they immolated thousands of human beings in Gaza to their God Baal, Moloch, Azazel, Satan, Lucifer. ~Isaas, TUT


"I had been asked to sign a pledge for Israel when I first became a candidate for Congress and after refusing to do so my congressional career became trench warfare, hand to hand combat just to remain in the congress.

Ever since my refusal to sign that pledge for Israel the pro-Israel lobby let me know that my political net was in the hangman's noose it was the pro-Israel lobby they decided to tighten that noose." ~ Cynthia McKinney


"Himself a Jew, Marx has around him, in London and France, but especially in Germany, a multitude of more or less clever, scheming, agile, speculating Jews ~ such as Jews are everywhere: commercial or banking agents, writers, politicians, reporters for newspapers of all shades, with one foot in the bank and the other in the socialist movement, and with their arses sitted upon the German daily press ~ they have taken possession of all the newspapers ~ and you can imagine what kind of sickening literature they produce. Now, this entire Jewish world, which glut a single profiteering sect, a nation of blooksuckers, a single gluttonous parasite closely and intimately interlinked not only across national borders, but across all differences of political opinion ~ this Jewish world today stands for the most part at the disposal of Marx and, at the same time, at the disposal of Rothschild.


This may seem strange. What can there be in common between Communism and the largest banks? Ho-ho! The Communism of Marx seeks an enormous centralization of the state, and where such exists, there must inevitably be a central state bank, and where such a bank exists, the parasitic Jewish nation, which profiteers from the labour of others, will always find a way to prevail. In reality, for the proletariat, this would be a barrack regime, under which the working men and the working women, converted into a uniform mass, would rise, fall asleep, work, and live at the beat of the drum." ~ Bakunin (1814-1876)


“We entered the synagogue, which was packed with the greatest stinking bunch of humanity I have ever seen. When we got about halfway up, the head rabbi, who was dressed in a fur hat similar to that worn by Henry VIII of England and in a surplice heavily embroidered and very filthy, came down and met the General (Eisenhower)...The smell was so terrible that I almost fainted and actually about three hours later lost my lunch as the result remembering it." ~ General Patton in Germany, diary entry Sept 17, 1945

The U.S. Congress officially recognized the Noahide Laws in legislation that was passed by both houses. Congress and the President of the U. S., George Bush, indicated in Public Law 102-14, 102nd Congress, that the United States of America was founded upon the Seven Universal Laws of Noah, and that these Laws have been the bedrock of society from the dawn of civilization. They also acknowledged that the Seven Laws of Noah are the foundation upon which civilization stands and that recent weakening of these principles threaten the fabric of civilized society, and that justified preoccupation in educating the Citizens of the U.S. of America and future generations is needed. For this purpose, this Public Law designated March 26, 1991 as Education Day.”

Marxism, to which all branches of Socialism necessarily adhere, was originated by Jew Karl Marx, himself of rabbinical descent and has been dominated by them from the beginning. Marx did not actually originate anything; he merely “streamlined” Talmudism for Gentile consumption.” ~ Elizabeth Dilling

Every time anyone says that Israel is our only friend in the Middle East, I can’t help but think that before Israel, we had no enemies in the Middle East.” ~ Fr. John Sheehan, S.J.


The cruel canard ‘anti-Semitic’ does not apply for many reasons, not the least of which is the simple fact that the slanderous word itself is derived from language games for purposes of propaganda and in real world context has no validity. ~ Tom Valentine


Follow the path of the unsafe, independent thinker.

Expose your ideas to the dangers of controversy.

Speak your mind and fear less the label of 'crackpot'

than the stigma of conformity.

And on issues that seem important to you,

Stand up and be counted at any cost.

~ Thomas J Watson (1874-1956)


'There is no such thing, at this date of the world's history, in America, as an independent press. You know it and I know it. The business of the Journalist is to destroy truth; to lie outright; to pervert; to vilify; to fawn at the feet of mammon, and to sell his country and his race for his daily bread. You know it and I know it and what folly is this toasting an independent press? We are the tools and vassals for rich men behind the scenes. We are the jumping jacks, they pull the strings and we dance. Our talents, our possibilities and our lives are all the property of other men. We are intellectual prostitutes.' ~ John Swinton, former Chief of Staff, The New York Times, 1953



Historically, Jews had always thrived in nations and empires with multicultural, pluralistic and tolerant environments, while they fared badly in strong ethnic or nationalistic societies. European Jews have always been the emblematic stranger or ‘other’. Therefore, by definition, a society where the stranger is welcome is good for the Jews, although they have not always appreciated this link. The future of European Jewry is dependent on our ability to shape a multicultural, pluralistic and diverse society. ~ Göran Rosenberg, Jewish author and journalist


American Jews are committed to cultural tolerance because of their belief ~ one firmly rooted in history ~ that Jews are safe only in a society acceptant of a wide range of attitudes and behaviors, as well as a diversity of religious and ethnic groups. It is this belief, for example, not approval of homosexuality, that leads an overwhelming majority of U.S. Jews to endorse ‘gay rights’ and to take a liberal stance on most other so-called ‘social’ issues. ~ Charles Silberman, Jewish writer and journalist


The Jew … Judaizes … he provokes religious indifference, but he also imposes on those whose faith he destroys, his own concept of the world, of morality, and of human life. The Jews detests the spirit of the nation in the midst of which they live. ~ Bernard Lazare


We will legally define the Talmud as the basis of the Israeli legal system. ~ Benjamin Netanyahu


"Anti-Communism is Antisemitism." ~ Jewish Voice, July ~ August 1941.


We Jews, we, the destroyers, will remain the destroyers forever. Nothing that you will do will meet our needs and demands. We will forever destroy because we need a world of our own. ~ Maurice Samuels, You Gentiles. 1942.


According to the Talmud...."...When the serpent came unto Eve, he infused filthy lust in her (but) when Israel stood on Sinai, that lust was eliminated" ~ Talmud, Abodah Zarah 22b


As monstrous as it may seem, we are engaged in close combat between Israel and the Nations ~ and it can only be genocidal and total because it is about our and their identities. ~ Yitzhak Attia, Israel Magazine, April 2003


"Some may call it Communism, but I call it what it is: Judaism." ~ Rabbi Stephen Weiss.


It was hard for Satan alone to mislead the whole world, so he appointed prominent rabbis in different localities. ~ A Chasidic saying attributed to Nahman of Bratzlav, early 19th century


It is our duty to force all mankind to accept the seven Noahide laws, and if not ~ they will be killed." ~ Rabbi Yitzhak Ginsburg


"The Jews are called human beings, but the non-Jews are not humans. They are beasts." ~ Talmud: Baba mezia, 114b

"The Akum (non-Jew) is like a dog. Yes, the scripture teaches to honor the the dog more than the non-Jew." ~ Ereget Raschi Erod. 22 30

"Even though God created the non-Jew they are still animals in human form. It is not becoming for a Jew to be served by an animal. Therefore he will be served by animals in human form." ~ Midrasch Talpioth, p. 255, Warsaw 1855

Dear World, "I understand that you are upset by us here in Israel. Indeed, it appears you are very upset, even angry. So…it is because we became so upset over upsetting you, dear world, that we decided to leave you ~ and establish a Jewish State.” ~ Rabbi Meir Kahane, 1988


"A pregnant non-Jew is no better than a pregnant animal." ~ Coschen hamischpat 405

"The souls of non-Jews come from impure sprits and are called pigs." ~ Jalkut Rubeni gadol 12b

"Although the non-Jew has the same body structure as the Jew, they compare with the Jew like a monkey to a human." ~ Schene luchoth haberith, p. 250 b

"If you eat with a Gentile, it is the same as eating with a dog." ~ Tosapoth, Jebamoth 94b

"If a Jew has a non-Jewish servant or maid who dies, one should not express sympathy to the Jew. You should tell the Jew: "God will replace 'your loss', just as if one of his oxen or asses had died." ~ Jore dea 377, 1


"Sexual intercourse between Gentiles is like intercourse between animals." ~ Talmud Sanhedrin 74b


"It is permitted to take the body and the life of a Gentile." ~ Sepher ikkarim III c 25

"It is the law to kill anyone who denies the Torah. The Christians belong to the denying ones of the Torah." ~ Coschen hamischpat 425 Hagah 425. 5

"A heretic Gentile you may kill outright with your own hands." ~ Talmud, Abodah Zara, 4b

"Every Jew, who spills the blood of the godless (non-Jews), is doing the same as making a sacrifice to God." ~ Talmud: Bammidber raba c 21 & Jalkut 772


Treason to whiteness is loyalty to humanity. The goal of abolishing the white race is on its face so desirable that some may find it hard to believe that it could incur any opposition other than from committed white supremacists. ~ Noel Ignatiev, Harvard Magazine, Sep-Oct 2002


We intend to keep bashing the dead white males, and the live ones, and the females too, until the social construct known as ‘the white race’ is destroyed, not ‘deconstructed’ but destroyed.

Even if reason tells us, even shouts with all its force the very absurdity of this confrontation between the small and insignificant people of Israel [i.e., all Jewry worldwide, not just “the State of Israel”] and the rest of humanity… as absurd, as incoherent and as monstrous as it may seem, we are engaged in close combat between Israel and the Nations ~ and it can only be genocidal and total because it is about our and their identities. ~ Yitzhak Attia, Israel Magazine, April 2003


Any trial based on the assumption that Jews and goyim are equal is a total travesty of justice. ~ Rabbi Yitzhak Ginsburg, June 6, 1989:


In 1492 CE, Chemor, chief Rabbi of Spain, wrote to the Grand Sanhedrin, which had its seat in Constantinople, for advice, when a Spanish law threatened expulsion (after the fall of Muslim rule in spain).

This was the reply:

” Beloved brethren in Moses, we have received your letter in which you tell us of the anxieties and misfortunes which you are enduring. We are pierced by as great pain to hear it as yourselves. The advice of the Grand Satraps and Rabbis is the following:

1. As for what you say that the King of Spain obliges you to become Christians: do it, since you cannot do otherwise.
2. As for what you say about the command to despoil you of your property: make your sons merchants that they may despoil, little by little, the Christians of theirs.
3. As for what you say about making attempts on your lives: make your sons doctors and apothecaries, that they may take away Christians’ lives.
4. As for what you say of their destroying your synagogues: make your sons canons and clerics in order that they may destroy their churches. [Emphasis mine]
5. As for the many other vexations you complain of: arrange that your sons become advocates and lawyers, and see that they always mix in affairs of State, that by putting Christians under your yoke you may dominate the world and be avenged on them.
6. Do not swerve from this order that we give you, because you will find by experience that, humiliated as you are, you will reach the actuality of power.

------------ --------- --------- --------- --------- --------- --------- --------- ----
The reply is found in the sixteenth century Spanish book, La Silva Curiosa, by Julio-Iniguez de Medrano (Paris, Orry, 1608), on pages 156 and 157, with the following explanation: “This letter following was found in the archives of Toledo by the Hermit of Salamanca, (while) searching the ancient records of the kingdoms of Spain; and, as it is expressive and remarkable, I wish to write it here.” ~ vide, photostat facing page 80. ~ The above was quoted from Waters Flowing Eastward by Paquita de Shishmareff, pp. 73-74


“[1] When the Lord your God brings you into the land that you are about to enter and occupy, and he clears away many nations before you ~ the Hittites, the Girgashites, the Amorites, the Canaanites, the Perizzites, the Hivites, and the Jebusites, seven nations mightier and more numerous than you ~ [2] and when the Lord your God gives them over to you and you defeat them, then you must utterly destroy them. Make no covenant with them and show them no mercy” (Deut 7:1-2).


"Compassion towards the wicked is really wickedness. It is along these lines that Rabbi Levi opened his speech in honor of Purim: (Talmud, Megillah, 11a): "If you do not uproot the inhabitants of the Land, and allow them to remain - they will become thorns in your sides, and will cause trouble for you in the Land in which you dwell." (Bamidbar 33:55) The mitzvah, then of wiping out Amalek [Palestinians], actually stems from the value of compassion and kindness - compassion on all those whom Amalek threatens to exterminate. This mitzvah is an ongoing one, and valid even today. Today, too, there are those ~ driven by a deep-seeded anti-Semitism - who desperately wish to kill us. These are the people whom the Torah commanded us to obliterate, to leave no memory of them." ~ Rabbi Zalman Baruch Melamed


Nachman Abramovic demonized Palestinian children stating: “They may look young to you, but these people are terrorists at heart. Don’t look at their deceptively innocent faces, try to think of the demons inside each of them. I am absolutely certain these people would grow to be evil terrorists if we allowed them to grow. Would you allow them to grow to kill your children or finish them off right now? Honest and moral people ought to differentiate between true humans and human animals. We do kill human animals and we do so unapologetically. Besides, who in the West is in a position to lecture us on killing human animals. After all, whose hands are clean?”


"Wars are the Jews’ harvest, for with them we wipe out the Christians and get control of their gold. We have already killed 100 million of them, and the end is not yet." ~ Chief Rabbi in France, in 1859, Rabbi Reichorn


"The Communist soul is the soul of Judaism. Hence it follows that, just as in the Russian revolution the triumph of Communism was the triumph of Judaism, so also in the triumph of fascism will triumph Judaism." ~ Rabbi Harry Waton, A Program for the Jews and Humanity, p. 143-144


If a Jew is tempted to do evil he should go to a city where he is not known and do the evil there. ~ Moed Kattan 17a


The Jewish people as a whole will become its own Messiah. It will attain world domination by the dissolution of other races, by the abolition of frontiers, the annihilation of monarchy and by the establishment of a world republic in which the Jews will everywhere exercise the privilege of citizenship. In this New World Order, the “children of Israel” will furnish all the leaders without encountering opposition. The governments of the different peoples forming the world republic will fall without difficulty into the hands of the Jews. It will then be possible for the Jewish rulers to abolish private property and everywhere to make use of the resources of the state. Thus will the promise of the Talmud be fulfilled in which it is said that when the Messianic time is come, the Jews will have all the property of the whole world in their hands. ~ Baruch Levy in a letter to Karl Marx.


"My opinion of Christian Zionists? They're scum, but don't tell them that. We need all the useful idiots we can get right now." ~ Bibi Netanyahu


It was hard for Satan alone to mislead the whole world, so he appointed prominent rabbis in different localities. ~ A Chasidic saying attributed to Nahman of Bratzlav, early 19th century


Gentiles exist only to serve Jews as slaves. Goyim were only born to serve us. Without that they have no place in the world. Only to serve the people of Israel. Why are gentiles needed? They are only here to work. They will work, they will plow. They will reap. We will sit like effendi and eat. That is why gentiles were created,” Rabbi Yosef, Sha Party, Jerusalem Post, 2011


"An example of the use of the Jewish code words Esau and Jacob is found in a sermon preached by Rabbi Leon Spitz during the Purim observances in 1946 (quoted here from the American Hebrew of March 1, 1946) : "Let Esau whine and wail and protest to the civilized world, and let Jacob raise his hand to fight the good fight. The anti-Semite . . . understands but one language, and he must be dealt with on his own level. The Purim Jews stood up for their lives. American Jews, too. must come to grips with our contemporary anti-Semites. We must fill our jails with anti-Semitic gangsters. We must fill our insane asylums with anti-Semitic lunatics. We must combat every alien. Jew-hater. We must Harass and prosecute our Jew-baiters to the extreme limits of the laws. We must humble and shame our anti-Semitic hoodlums to such an extent that none will wish or dare to become (their) 'fellow-travelers'.


This is what Trotsky, a Jew, was preparing for the Russians for the implementation of Communism, which Marx based on the Babylonian Talmud for Gentiles:

"We should turn Her (Russia) into a desert populated with white Niggers. We will impose upon them such a tyranny that was never dreamt by the most hideous despots of the East. The peculiar trait of that tyranny is that it will be enacted from the left rather than the right and it will be red rather than white in color.

Its color will be red literally because we would spill such torrents of blood that they will pale all human losses of the capitalist wars and make the survivors shudder.


Remember my children, that all the earth must belong to us Jews, and that the gentiles, being mere excrements of animals, must possess nothing. ~ Mayer Amschel Rothschild on his deathbed, 1812


The largest overseas banks will cooperate with us most closely. If we win the Revolution and squash Russia, on the funeral pyres of its remains we will strengthen the power of Zionism and become a power the whole world would drop in the face of on its knees. We will show the world what real power means.

By way of terror and blood baths we will bring the Russian intelligentsia into a state of total stupor, to idiocy, to the animal state of being. So far our young men dressed in leather ~ the sons of watch repair men from Odessa and Orsha, Gomel and Vinnitza ~ oh, how beautifully, how brilliantly do they master hatred of everything Russian! With what a great delight do they physically destroy the Russian intelligentsia ~ officers, engineers, teachers, priests, generals, agronomists, academicians, writers!" ~ Secret Forces in History of Russia. U.K. Begunov 1995, p 148


One of the finest things ever done by the mob was the Crucifixion of Christ. Intellectually it was a splendid gesture. But trust the mob to bungle the job. If I’d had charge of executing Christ, I’d have handled it differently. You see, what I’d have done was had him shipped to Rome and fed him to the lions. They could never have made a saviour out of mincemeat!”~ Rabbi Ben Hecht


The only reason that Jews are in pornography is that we think that Christ sucks. Catholicism sucks.”~ Al Goldstein (publisher of Screw Magazine).


"The difference between a Jewish soul and souls of non-Jews ~ all of them in all different levels ~ is greater and deeper than the difference between a human soul and the souls of cattle." ~ Rabbi Kook, the Elder, father of the messianic tendency of Jewish fundamentalism, said


"You have not begun to appreciate the depth of our guilt. We are intruders. We are subverters. We have taken your natural world, your ideals, your destiny, and played havoc with them. We have been at the bottom of not merely the latest Great War, but of every other major revolution in your history.

We have brought discord and confusion and frustration into your personal and public life. We are still doing it. No one can tell how long we shall go on doing it. Who knows what great and glorious destiny might have been yours if we had left you alone." ~ Marclis Eli Ravage, Century Magazine February, 1926.


"The United Nations is nothing but a trap-door to the Red World's immense concentration camp. We pretty much control the U.N." ~ Harold Wallace Rosenthal, Zionist, The Hidden Tyranny


Very soon, every American will be required to register their biological property (that’s you and your children) in a national system designed to keep track of the people and that will operate under the ancient system of pledging. By such methodology, we can compel people to submit to our agenda, which will affect our security as a charge back for our fiat paper currency.

Every American will be forced to register or suffer being able to work and earn a living. They will be our chattels (property) and we will hold the security interest over them forever, by operation of the law merchant under the scheme of secured transactions. Americans, by unknowingly or unwittingly delivering the bills of lading (Birth Certificate) to us will be rendered bankrupt and insolvent, secured by their pledges.

They will be stripped of their rights and given a commercial value designed to make us a profit and they will be none the wiser, for not one man in a million could ever figure our plans and, if by accident one or two should figure it out, we have in our arsenal plausible deniability.

After all, this is the only logical way to fund government, by floating liens and debts to the registrants in the form of benefits and privileges. This will inevitably reap us huge profits beyond our wildest expectations and leave every American a contributor to this fraud, which we will call “Social Insurance.”

Without realizing it, every American will unknowingly be our servant, however begrudgingly. The people will become helpless and without any hope for their redemption and we will employ the high office (presidency) of our dummy corporation (USA) to foment this plot against America.” ~ American traitor, the Jew Edward Mandell House giving a very detailed outline of the New World Order plans that were to be implemented gradually over time to enslave the American people ... A PLAN THAT HAS BEEN REPEATED IN CANADA, AUSTRALIA, BRITAIN AND ELSEWHERE.


"You throw a little Jewish on top of that, you got trouble. You got a bunch of wild, crazy energy.

"Sorry that doesn't sound hippie. Sorry that doesn't sound like communal jubilant fun. Sorry I'm not a Pepper. Sorry I didn't pop out of a soda-pop ad, and life is just one big fucking cabaret, because a lot of what propelled Van Halen, what compels me and propels me is precisely this element. It's fury. If you approach me with anti-Semetic preconceptions, I'm not here to re-educate. I come from a whole different school of thought. If you don't get it on the first try, fuck you.

"I once heard somebody say to the Van Halens, "You guys play the music; the Jew sells it." Well, you're fucking right. And now that I'm gone, Van Halen stinks. Okay?

"Want to know why some of my contributions to Van Halen sound like they do? Didn't come from a smiling place in my soul. Not at all.

"Nobody ever said to Mick Jagger, "So, Mick, you're Episcopalian, aren't you?" Nobody ever took Jimi Hendrix aside and said, "So, Jimi, you're a Baptist, aren't you?" Much less start off the interview that way.

"Every step I took on that stage was smashing some Jew-hating, lousy punk ever deeper into the deck. Every step. I jumped higher 'cause I knew there was going to be more impact when I hit those boards. And if you were even vaguely anti-Semetic, you were under my wheels, motherfucker. That's where the lyrics came from, that's where the body language came from, that's where the humor came from, and where the fuck you came from. All equally as important. You want to know the ingredients? Don't ask if you don't want to know.

"What you get from repression and what you get from hatred is fury, and fury was one of the main trigger points for the great Van Halen. What you see now is a bunch of buffoons waddling around at the family barbecue, and their wives admonishing the children saying, "Don't worry, Daddy's just had a few too many Coors Lights and he's imitating what he used to do for a living when he played music, honey."

"What's missing is the testosterone. What's missing is the fury. What's missing is the passionate convicted commitment. And I got a lot of mine from my religious background. So y'all best stop imagining the way Dr. Zorba looked, or some defenseless Hasidic Jew with a little yarmulke on his head, 'cause that ain't here for you." ~ David Lee Roth


Rabbi Isaac Wise, in The Israelite of America writes, “Masonry is a Jewish institution whose history, degrees, charges, passwords, and explanations are Jewish from beginning to end


“We 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) Regarding the Jesuits, quoting Rabbi Finkelstein


Does worship of the Talmud pervade Judaism globally? Herman Wouk, Orthodox Jew and famed author of The Cain Mutiny, affirms, “The Talmud is to this day the circulating heart’s blood of the Jewish religion. Whatever laws, customs, ceremonies we observe ~ whether we are Orthodox, Reform,Conservative, or merely spasmodic sentimentalists ~ we follow the Talmud. It is our common law.”

From Jews Must Liveby Samuel Roth, pg. 22. “The organ is diseased. This disease is a sort of moral gonorrhea known as Judaism, which, alas, seems to be incurable. If you have any doubts, look at any Jew ridden country in Europe. If you need to be further convinced, take a look at what is happening in the United States.”


“Every synagogue we Jews build in a Christian country is a finger of scorn we point at our hosts; a sore finger we stick into their eyes, like the leering of a senile old woman who does all sorts of foul mischief before you, and feels safe in the knowledge that you will not lay hands on her for fear of contamination.” ibid., pg.


Sen. Al Franken: One of the widely disseminated stories was that no Jews died in the collapse of the Trade Towers because they had received calls telling them not to go to work that day.

To tell you the truth, I got the Jew call. I had an office in the Trade Center where I used to do most of my writing. The call came from former New York mayor Ed Koch. “Al,” he told me, “don’t go to work on the twenty-third day of Elul [September 11, 2001.].”


Tell me, do the evil men of this world have a bad time? They hunt and catch whatever they feel like eating. They don’t suffer from indigestion and are not punished by Heaven. I want Israel to join that club. Maybe the world will then at last begin to fear us…Maybe they will start to tremble, to fear our madness instead of admiring our nobility. Let them tremble, let them call us a mad state. Let them understand that we are a wild country, dangerous to our surroundings, not normal, that we might go crazy, that we might go wild and burn all the oil fields in the Middle East, or that we might start World War Three just like that. ~ Ariel Sharon