Free Republic

WE breed water dogs not to bite game birds, we hood falcons to control them, when race horses run too fast we “handicap” them with lead weights, and when students are in danger of independent learning so that they threaten to evade being conditioned into mindless consumers and docile, unquestioning employees of giant corporations, we subject them to “schooling”.
College graduates today have been denied, by design, a basic liberal-arts education that was freely available to many 1-room schoolhouse, elementary students prior to the imposition of universal forced schooling in the period 1880-1920. It was a result of planned, deliberate deprecation of curricula and intense, adverse behavioral conditioning, which long preceded their high school graduation. A vast store of evidence for this assertion, unknown to the general public, is in freely available authors in a tradition of “studies of Deliberate Dumbing Down K-12”. (Author list at the end of the article.)
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The issue of deliberate dumbing down (DDD), of unimaginably vast scope, centers on the confidential history, virtually never discussed openly in the press or taught in schools or colleges themselves, that contrasts the rigidly controlled, standard anti-intellectual conditioning children receive today in public schools, with the extreme opposite, self-directed, radical freedom which prevailed in America prior to the railroads (1840).
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America from the Colonial/Revolutionary period, until the mid-19th century, was an outpost of personal independence, granted immunity by geographical isolation, from the restrictive model of Europe’s old-world, highly stratified class system. (America was at a colonial “margin” at some distance from the imperial center, England. The historical dissolution in the mother country of the ancient, manorial-feudal medieval society in which peasants had traditional rights to the land which their lord could not abrogate, had been disrupted centuries earlier in England than in America, with the enclosure of common lands for specialized sheep-grazing for the Italian wool trade by the lower gentry, socially rapacious behavior in common with the higher nobility, friends of Henry VIII, in the despoiling of Church lands built up over centuries of free labor accumulation under the evangelical counsel of Poverty. This pattern of dissolution only encroached on the colonial margin in America, centuries after it happened at the center, in England.) For instance, it was illegal in 19th century England to teach to lower class children, what John Taylor Gatto termed “the active literacies”, writing, public speaking and the cultivation of eloquence.
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Concurrent with the liberal Protestant biblical studies (“Historical-Critical Method”) of Adolf von Harnack in the late 19th century which “proved” that biblical accounts of miracles were “fantasies”, agnostic or atheist northern German philosophers were instrumental in enlarging on the rationalist foundation of the French Enlightenment until the late 19th century rise of the Fabian Socialist Society (symbol: a wolf in sheep’s clothing) espoused by the high architects of compulsory, universal, dumbed-down schooling. In contrast with the 99% of humanity which has believed in some sort of God, “when people stop believing in God, they don’t believe nothing, they’ll believe anything”.
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“There can’t be a God, nor any Heaven”, (the outlook that “proves one is a ‘scientist‘ “), therefore, let’s “create” heaven on earth, “eat, drink and be merry, for tomorrow we die”, (never to be resurrected into any eternal paradise), continually “improving” humanity, reinventing ourselves, on Darwin’s racist model of human “survival of the fittest”, leading to Hitler’s death factories and ultimately, today, to Bill Gates’ great purge of the “excess” of the majority of humanity.
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A free people would never accept this. Therefore, starting in the mid-19th century, American children had to be wrested out of their family traditions and religions by secretly socialistic, anti-intellectual conditioning, subjecting them, in compulsory, universal, police-enforced, deliberately dumbed-down schooling, beyond the parents’ knowledge and understanding, to the endless drudgery of factory schooling, “at least keeping them off the streets and out of trouble”, precisely from the age when their brains should be furiously, delightfully absorbing everything about the wonderful, fascinating world.

Because solid learning from ancient times, the Trivium of Grammar (good literature and other basics of culture and learning), Logic (how, not what, to think) and Rhetoric (persuading others of the truth, and learning it yourself in greater depth in the process), protected students from exploitation by elite controllers of society, students had to be subjected to the fun-house world familiar in the school institution today.
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This required laying the foundation for schooling, not on the basis of the classics of Western Civilization, the first among equals of nine great world civilizations–the free legacy of each citizen of the world–but upon planned disruption of them and opposition to them–the chimera of cultural appropriation as asserted by people with no appreciable education, nor even, culture, themselves–by vilification of the great and the good books (Dead White Males), and by an insidious control curriculum to thwart the acquisition of a solid academic foundation, to deliberately “crush the imagination” and stymie development of habits of independent thought immune to elite control.
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“The language of Shakespeare and classical literature—at the least Virgil, Plutarch, Cicero, and Homer—so permeated the letters and journals of frontier Americans that modern readers have difficulty understanding that generation’s literary metaphors.” – The Myth That Americans Were Poorly Educated Before Mass Schooling
Americans of the Colonial-Revolutionary period had a literacy rate in the high 90th percentile, in the absence of European social controls, virtually all Yankees, even indentured servants and slaves, the common people, were able to learn on their own, to understand and debate the sophisticated politics of Thos. Payne’s “Common Sense” (600,000 copies sold to a population of 2.3 million Revolutionary Colonialists), the Federalist and Anti-Federalist papers at a depth incomprehensible to today’s mis-educated college students, even to Poli-Sci graduate students.
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This accorded with the Protestant ethic that people must be able to read their Bibles. Americans typically attained solid, basic literacy in a mere 40 hours of phonics, and practical numeracy in only 42 hours of arithmetic study (my grandfather, William Penny Keevers, a grocer, could add a running 3 column total in his head without a mechanical calculator), after which 13 year olds were expected to be pursuing self-employment and could enlarge their own education with such limited resources as were available to them, largely the Bible, Shakespeare and Plutarch’s Lives–not a bad foundation.
.Ariel Durant started a life-long career by 15, collaborating with her husband Will Durant researching and writing best selling history. The Durants were awarded the Pulitzer Prize for General Nonfiction in 1968 for Rousseau and Revolution, the tenth volume of The Story of Civilization.

Self-employment and self-reliance were the default life path expectations for young people of the early 19th century, and were closely allied with productive, basic education of the type systematically denied to young people today.
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Despite elaborate anxiety about “child labor”, there are numerous anecdotes about adult-acting 13 year olds like Thos. Edison (publisher of the Grand Trunk Railroad “Herald“), David Farragut (commanded captured British prize ship with unruly prisoners at 12) and John Quincy Adams (the only member who spoke Russian in the early Revolutionary-period, U.S. diplomatic mission to the court of Saint Petersburg, active in diplomatic negotiations, at 14).
Felix Mendelssohn

Allegro Molto of Felix Mendelssohn’s String Symphony No. 8 in D major, the piece written as one of a group between the ages of 12 and 14, compositions immensely more virtuosic than anything Mozart was doing at that age.
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Names of today’s communities with a continuing, strong ethos of self-employment, necessarily involving the freedom of young adolescents to spread their wings unimpeded by controls from the financial ultra-elite, are the North American Amish and the Spanish Catalan/Basque Mondragon Commune.

G. Stanley Hall with Freud and Jung

The rapid, forced industrialization of the American people from 1880-1920 required direct squelching of young people’s vigorous pursuit of their life path. Prussian-trained G. Stanley Hall applied the German-Romantic concept of sturm und drang, “storm and stress”, in his 1904 book Adolescence : its psychology and its relations to physiology, anthropology, sociology, sex, crime, religion and education to the labor-oversupply side of industrial capitalism’s chronic overproduction. Hall’s work introducing the novel category adolescence, resulted in the diversion of millions of young people away from the pursuit of a productive, self-directed livelihood, relegating them to the dead end of perpetual adolescence in deliberately dumbed down schools, a principle now to be extended indefinitely into old-age with Life-Long Learning as documented by John Klyczek.

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Prior to the Civil War, when 97% of the population were engaged in the pursuit of agriculture, the ideal was self-employment on wholly-owned farms, true agrarianism—you produced everything your family consumed—without any participation in a money economy, only barter, from your own excess agricultural production, for items beyond self-production, perhaps a plow you couldn’t forge for yourself.

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A researcher studied the simple work diary of a Yankee farmer from 1775-1795. If one his journal entries for a certain date was “made a barrel”, he had to have pre-cured the raw wooden staves in a curved shape, perfectly planed the curved pieces in the shape of waterproof staves, planed with water-tight fitting. Meanwhile, he had to forge the two bands at either end, but their shape would have to be slightly flared with a curve. Then he fit the wooden ends, and made a bung-hole and a wooden tap. In an industrial economy, he would be considered a journeyman. But on the farm where “you did everything”, this task that would have given him the name “cooper” was only one of 200 “vocations” which he was qualified to practice. His sons would have trained with him, on the expectation that they would become self-employed on farms they wholly owned; they would not be confined to a soul-prison with rootless kids of their own age who couldn’t tell each other who they were, they would be sure of their identities. But instead, their great-great-great grandsons, having been dispossessed of their inheritance at the close of the Civil War by the tax-man and Wall St., the common class forced into industrial work, would have the “life vocation” of turning a single nut on Mr. Ford’s assembly line, every 8 seconds for 14-16 hours per day, six days per week, no vacations.

Mr. Gatto related how by 1880, after the railroad facilitated carnage of the Civil War, Americans were being forcably moved off their own farms — where they did everything — and into millionaire owned factories, where they were just cogs in a machine. (Financial exploitation of indebted soldiers returning from the Civil Was is one common explanation for the forced exodus.) The titans of Wall St., Morgan, Carnegie, Astor, Vanderbilt and Rockefeller, regarded the Yankee tradition of auto-didactic, small farmers, mechanics/engineers, inventors and entrepreneurs, as a lethal competition threat to Financial Capitalists’ Wall St. accumulation of investment monies. The elites’ most efficient solution was to undermine this threat by strangling it in the cradle; the effort to control the intellectual uprising of the common people coalesced in the very foundation of universal, compulsory/police-enforced public schooling. The compulsory, universal public school system as we understand it, was never without built-in institutional handicapping of the vast majority of students.
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This calculated, intellectual poisoning was formally predicated on the writings of a Prussian philosopher, Johann Fichte who had written “Addresses to the German Nation” (1808-1818) to the Prussian King, demanding universal, compulsory, deliberately dumbed-down schooling, laying fault for the Prussian defeat by the French in the 1806 Battle of Jena at the feet of Napoleon’s motto “every corporal with a field marshal’s baton in his rucksack”–in other words, non-commissioned, non-professional infantry were formally directed to countermand orders from the elite, stratified professional officer class when local battlefield situations dynamically change. “The French let their commoners loose with too much independence, that’s why we lost to them” is the essence of what Fichte told King Wilhelm. Failed Indiana New Harmony commune leader Robert Owen proposed deliberate dumbing down to the Prussian king around 1830.
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Mr. Gatto charmingly terms the gist, “we have to crush children’s imagination”, to stop lower class people from running amok threatening destabilizing, inventive innovation, disrupting the carefully regulated, top-planned economy, by regimenting all children into universal, compulsory, Deliberately Dumbed-Down (DDD) schooling.

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The curriculum of the early K-12 grades in the Prussian system would be recognizable today from the current iteration of deliberate dumbing-down, Social-Emotional Learning: pastels, crayons and balloons. But at the age of 13, students were set to fighting one another, also recognizable in the adverse social conditions formally fostered in the schools (Bianca, You Animal, Shut Up!). One in 200 students would be the high leader, recognizable as the Alpha in Aldous Huxley’s Brave New World outline of Alphas-Epsilons. The top 6 students tasked with implementing the Alpha’s directions would correspond with the Beta, administrator class. The middle Gamma-Delta classes, the vast majority, would be taught to fear and envy the top classes, and despise the “dumb kids”, implicitly, the Epsilons.

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The rise and proliferation of the Prussian-model, dumbed-down schooling system produced generations of Germans who wouldn’t cause trouble when confined to the factory floor or conscripted into the military. The revamped Prussian social-economy eventually succeeded in beating the French, in 1870. Germany’s greater success than Britain in implementing this labor model lead to World War I, when Churchill and Lord Gray decided that the economy of previously pro-British Germany, was too great a threat to Britain’s.

Germany was the incubator of behavioral psychology for control of the masses, that taught that human beings were merely stimulus-responsive animals, a system that was spread in the late 19th century by German-trained, major university, psychology department chairmen to all major world countries, even China and Japan. (Paolo Lioni, “The Leipzig Connection”, free PDF.)

Horace Mann had 3 years to try deliberate dumbing down on the children of Boston in the 1840s, with whole-word/look-say vs phonics, but a general uproar ensued when literacy rates went down and it was temporarily halted. Dumbed-down early primary literacy conditioning went to Washington D.C. and NY; from 1880-1920 it became the law under sponsorship of the Titans of Wall St., with police enforcement. In 1917 there were riots in New York City against the 1907 Gary Indiana-model school curriculum.

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What follows is a prime example of backfiring of the Machiavellian manipulations on the part of a witless elite which only have the advantage of tyrannical control, but are otherwise, completely unqualified to rule, the opposite of Plato’s Philosopher Kings–it is called “blowback” in secret intelligence/Psy-Ops, in philosophy it is called “the cunning of reason”, Die List der Vernunft of Hegel.
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THE THIRD ROCKEFELLER GENERATION WERE INTELLECTUAL CRIPPLES: The Worm Eateth Its Own Tail (Ouroboros), The Rich Eat Their Own: Fabian Society founding member John Dewey (icon: yellow flag, black wolf dressed in white sheepskin climbing a flagpole, maroon flag with black letters “F.S.” for Fabian Society) was funded for his experimental Lincoln School by John D. Rockefeller II. The Lincoln School was attended by Rockefeller’s 4 younger sons Nelson, Laurance, David and Winthrop, some of the most powerful men in history who regulated the fates of millions of people.
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With only the exception of the eldest son J.D. Rockefeller III, all four of the other Rockefeller third generation sons emerged from John Dewey’s “whole-word/look-say” Lincoln School as intellectual cripples unable to read a newspaper: they all had dyslexia. Dyslexia expert Dr. Samuel Orton informed university psychology department educationists in 1931 that whole-word/look-see causes deleterious brain changes in Kindergarten-Grade 3.
.“Marty’s pizza is bigger than Luis’ pizza.” If the answer doesn’t fit what’s in the Common Core Math answer key, it’s WRONG, and your kid is relegated to permanent stupidity.

Prof. Anthony Esolen has contrasting sets of textbooks covering the crucial divide in purging curricula, the period 1920-1930. The Christian acceptance of the classics of Western Civilization had been the norm, going back into the 1 room school institution where, in contrast with the “professionalization” of the not highly regarded schoolmaster profession, amateur, elder students tutored younger ones and it was far from unknown for students below 6th grade to be pursuing, what would be known in today’s dark ages as “academically advanced studies”, all in the little 1 room schoolhouse, nutritious, basic curriculum roughage that most college students today wouldn’t be able to manage. (School boards once local to communities, have been consolidated down from 75,000 to 15,000, the easier to ensure control by federal educrats.)
.Calculated intellectual starvation at the very time children should be learning the most–contrast with John Senior’s 1,000 Good Books

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By 1930, the classic-oriented curriculum with a phonics foundation, had been purged in exchange for Fun With Dick and Jane, whole-word/look-see, early primary literacy, handicapping indoctrination. By the time of Rudolph Flesch’s “Why Johnny Can’t Read” 1955, no teachers had themselves been trained in classic literature, a prime goal of the atheist/agnostic/messianic secular-humanist founders of universal compulsory schooling from 1880-1920, the easier to ensure elite, top-down control of unruly lower masses in the interests of their tax-exempt non-profit foundation masters, the wealthy pathetic except for their inheritances who endowed the Carnegie, Ford and Rockefeller foundations.

Ideology From the Ivory Tower Down to the Normal Schools. Intellectuals spin ethereal theories about how the little people must live, but don’t pick up the tab. Educational Psychologists destroyed primary 1-6 education between 1920 and 1940, from Columbia Teacher’s College for “trainers of trainers”, to mis-educate generations of teachers at Normal Schools across America

A Secondary School Teacher turned Historian Remarks upon the Dumbing Down Principle Moving Upwards into a Professional Context – The Realm of Academic Historians. (Post-Graduates seeking a place on the academic career path had better stick to establishment approved narratives; any movement outside orthodox viewpoints will doom a troublemaker’s career.) This principle is of the same tenor, to the same effect, of school children undergoing adverse cognitive and behavioral conditioning to prevent their achieving autonomy and finding truth, against the interests of elites in the hierarchical contemporary world which demands adherence to mass processing and disallows individual initiative outside those mass process parameters.

Psychology Prof. Edward Lee Thorndyke, at Columbia Teachers’ College, discouraged basic education which serves as a foundation for self-determination, as useless, to be preferred to mass socialization to train young people to be good employees and not to cause any trouble.

“Studies of the capacities and interests of young children indicate the advisability of placing little emphasis before the age of six upon either the acquisition of those intellectual resources known as the formal tools—reading, spelling, arithmetic, writing, etc.—or upon abstract intellectual analysis. Despite rapid progress in the right direction, the program of the average elementary school is too narrow and academic in character. Traditionally the elementary school has been primarily devoted to teaching the fundamental subjects, the three R’s, and closely related disciplines.”

Children are not taught their coherent knowledge-base–identifiable in the Trivium as “Grammar”–beyond the limited needs of the severely-constricted, lifetime employment target irrevocably established in their testing-record early in K-3. (Your child has a secret identity number available to all employers, so forget about evading the system.) The constant down-grade in education attainment, which kids could evade if they weren’t institutionalized, is not accidental or incidental, it is the dedicated purpose of schooling.
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The Carnegie Foundation for World Peace and the Rockefeller Foundation funded pensions for “professional”, Normal School trained teachers at the turn of the 19th century…but at a price–if teachers wanted to avoid DDD and instead use initiative and good curricula to help students self-actualize, they would be got rid of.
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That damned Cat in the Hat took nine months until I was satisfied. I did it for a textbook house and they sent me a word list. That was due to the Dewey revolt in the Twenties in which they threw out phonic reading and went to word recognition, as if you’re reading Chinese pictographs instead of blending sounds of different letters. I think killing phonics was one of the greatest causes of illiteracy in the country. Anyway, they had it all worked out that a healthy child at the age of four can learn so many words in a week and that’s all. So there were two hundred and twenty-three words to use in this book. – Theodor Geisel (Dr. Seuss), Arizona Magazine, June 1981Dr. Seuss was recruited from advertising with a list of 223 words for children to visually memorize without phonic deciphering ability, explicitly on the model of Chinese ideograms which must be “read” as pictures; late in life Theodor Geisel, now a race criminal, expressed regret at the damage he had caused facilitating dyslexia through whole-word/look-see, early primary, anti-literacy conditioning. Students’ usual comment when they are confronted with a new word is “I can’t read that, I’ve never seen it before”.
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They have no chance of discovering marvelous decoding power of unfamiliar words, of the phonetic base literacy, from the ancient Chaldean/Phoenician phonemic-symbolic, sound-symbol alphabet which underlies Hebrew, Greek, Latin, German, Cyrillic/Russian and most western alphabet systems, one of the greatest innovations in human intellectual history.
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Mr. Gatto noted that the military tested recruits in WW2 at mid-90 percentile literacy rates, low-80 in Korea, high-60 percentile in Viet Nam, now the military has difficulty getting volunteers who can read a basic newspaper article.
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WE breed water dogs not to bite game birds, we hood falcons to control them, when race horses run too fast we “handicap” them with lead weights, and when students are in danger of independent learning so that they threaten to evade being conditioned into mindless consumers and docile employees of giant corporations, we subject them to “schooling”.

Mr. Gatto notes how the structure of schooling is designed to handicap children: timed bells, location controls, switching from 1 disconnected subject to another while not allowing project completion or drawing higher associations between subject areas, continual invasion of privacy and lack of personal time (extended by t.v. prior to the internet on cell-phones with the result that kids are cynical, cruel and disconnected from communities), teacher domineering of the students’ attention agenda, explicit deprivation of self-directed studies and adulthood-oriented learning activities, arbitrary judgment and punishment-reward system for making students dependent on teachers for WHAT to think, not HOW TO LEARN to think for one’s self on the Trivium model.
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Students are taught to fear and envy the upper elites and despise the lower “dumb kids”. Students are age-segregated into ghettos of kids of similar age from whom they can’t receive any assistance discovering their own identities, which they used to get from adopting their parents’ livelihoods and culture as little adults. Disposable networks of limited purpose and duration fostered by schooling malfeasance have pushed out our formerly deep-rooted community involvement; school disrupts the free relationships in which people of all ages used to be able to freely associate with each other in in-depth personal involvement, people of different age categories offering involvement based on their life experience, young people giving the elderly their vigor, elderly people their wisdom and attention. Television pushed this out, now cell-phone based internet, in the future, field-generated connectivity to captivate all the senses so contact with ordinary reality can be continually monitored, regulated and modified by central controllers.
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Childhood which Mr. Gatto declared from the pre-technolocratic past normally to be over by 7, or 11 at the latest, is being indefinitely extended beyond the 20s with “life long learning” conditioning. (I worked with a man who had been in college from just after high school until his mid-50s, who had taken 5 college degrees without attaining any noticeable life accomplishment, college was simply an unreal world in which there was no accountability or self-checking about the results of one’s activity, if there had been some harm to others caused by intellectual experiments upon real-life people, there was no accountability.)
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From the beginning of the Prussian system as devised by behaviorsts like Pavlov’s teacher Wilhelm Wundt, students were socially conditioned to themselves insist on conformity in outlook and ideation, to be their own enforcers of ideological homogeneity, to socially punish rebellious individuality. This conformity drive continues with subtle but quite real, hierarchical student social groupings, Mean Girls (Queen Bees and Wannabes) under the personality corrosion of social media experience designed by experts in fostering addiction.
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As noted by Paolo Lioni (Leipzig Connection), the Prussian behaviorist system which sees humanity as only an aggregate of conditioned animal reactions, was spread by late 19th century psychology dept. chairmen. Pre-adolescent schooling in the Prussian model largely comprised, in effect, extended kindergarten, until age 13, when the students were formally set to fighting one another. In the Prussian model, one in 200 students, the high-elite Alphas in Aldous Huxley’s Brave New World, were taught to regulate the lower orders through a control hierarchy reposing on a second layer, a sub-elite of 6 in 200 students destined to become Beta administrators. Students by 2nd grade have a confidential federal identifier number indelibly setting their lifelong employment fate, universally accessible through data sharing by corporations, but unknown to parents.
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John Klyczek (School World Order: The Technocratic Globalization of Corporatized Education), a community college adjunct professor, takes this system, now using portable Chromebooks to convey operant conditioning long established in student computer software, into the period 1960-2021, with much background from Charlotte Thomson Iserbyt (The Deliberate Dumbing Down of America).
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Chromebooks are used as the vehicle for the conditioning methodology of B.F. Skinner, only to give students the bare minimum of training destining them for narrow job categories with severely limited upward mobility potential which they are assigned from early K-12. The cookie-cutter system is designed to produce legions of mindless consumers and compliant employees in gigantic corporations.

Francie and Neely’s German Grandmother remarks on the potential of self-education to free young people from the rigidity of old-world class systems, in A Tree Grows in Brooklyn.

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Mr. Gatto challenged B.F. Skinner’s method of “operant conditioning” treating human beings as lab rats. “I began to devise guerrilla exercises to allow as many of the kids I taught as possible the raw material people have always used to educate themselves: privacy, choice, freedom from surveillance, and as broad a range of situations and human associations as my limited power and resources could manage … to maneuver them into positions where they would have a chance to be their own teachers and to make themselves the major text of their own education.”
.Skinner’s infant daughter Deborah, who wasn’t allowed to be touched, was the first experimental subject decades before computers confined your child’s mind in a portable Skinner box.

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Fascinating self-education in the library corner of the One-Room Schoolhouse: “…the older students sometimes helping the younger with their lessons; the younger overhearing the lessons of their elders and learning them almost before they [the senior students] learned them…Two of the lessons stand out in my mind. Each took up a single sheet of paper. One of them was headed by a couple of verses of devotional poetry. Beneath the verses, the student had parsed every word in the verses, describing what part of speech it was, what grammatical form it bore (case, number, and gender for nouns and adjectives; person, number, tense, mood, and voice for verbs), what function it served in its clause, and what relation it bore to other words. The student’s performance was entirely correct. The other lesson was obviously an introductory one: the student wrote a noun in its singular and plural forms, in the nominative, genitive, dative, and accusative cases. This second student was clearly one of the younger children, as you could tell from an occasional roughness in his printing. The word in question was doulos (δοῦλος): Greek for “servant.” The children were evidently studying koine Greek, so as to be able to read the New Testament in the original tongue.” – Anthony Esolen, Out of the Ashes: The Rebuilding of American Culture. Recollections of the “Anne of Green Gables” One-Room Schoolhouse in Orwell Corner, Prince Edward Island by Nova Scotia, where there was no upper-limit on what children could learn.Get Ready to Don Your Tinfoil Dunce’s Cap If You Buy Any of This

Mr. Gatto notes how a vast economic system irrevocably committed to the current schooling tyranny has an unreleasable deathlock on our children’s future. The arbitrary, capricious schooling policies come down from a vertical pipeline with such ingrained anonymity that school administrators have not the slightest idea from where they originate. A gamut of school unions dedicated to every occupational classification down to aides, crowd out the ostensible, original function of “education”; unions were originally part of the centralized master planning from the turn of the 19th century–compulsory dumbed-down schooling was founded on unions. They constantly diminish the interests of teachers as ever increasing numbers of non-instructional classified personnel, who exercise no direct educational function for students’ benefit, are continually hired, padding school-district employment rolls so that the expense per student continually rises with continually diminishing educational effectiveness, each new hire contributing union dues with no bargaining or interest advantage to the teachers who actually manage children, resulting in continually diminishing compensation. Union bosses comprise the top layer of an elite unable to be overthrown that relegates virtually all children to soul-prison from K-12 and beyond.
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Mr. Gatto calls schooling the largest public works project in history, the largest business in America and probably in the world. Textbook companies, testing companies, schooling paraphernalia and school-lunch suppliers–to diminish the autonomy of families and make the isolated individual dependent on government–university educational-psychology departments and the federal government, a gobsmacking breadth of interlocking economic and political interest-sectors, together constitute an immovable, self-interested institutional block to improving the prospects for children.
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The corporate consumerist and human resources management stakes in schooling have the effect that if children were ever to be taught self-reliance, autonomy and free thinking–public schools and colleges are far more rigidly doctrinaire than parochial-religious schools–if young people were ever to attain independence from the constant requirement of being taught what to think and minute oversight of what they do at all times, in schooling and employment, there would be a terrible crash in the existing, dependency-based economy.
.Dr. Feynman is known for having resisted the fierce NASA coverup of the Challenger Shuttle tragedy, demonstrating that fuel leakage from improperly seated O-rings caused the rocket explosion.

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Charlotte Thomson Iserbyt asserts that if your children are undergoing standardized testing (“only good for projecting how students will perform on subsequent standard tests, not how they will adapt to real-life challenges” – Mr. Gatto), whether in public, private, charter schools or even home-schools, they are under the system’s control. The only escape would be to go off the grid, something that is largely impossible under a worldwide control hierarchy that has turned away from enforcing its mandates through conflict to finessing its dictates in the most subtle social control system in human history, by fostering addictive divertissments to keep perpetual children of all ages constantly distracted, the calculated addiction-fostering of the social-media interface now seamlessly integrated with Skinnerian operant conditioning for lifelong cognitive tyranny, delivered with “wrap-around”/”pipeline services” in The Community School.

Charlotte Thomson Iserbyt’s Belgian husband, Jan, remarked to her, that in Europe, beyond the reach of Madison Ave. opinion engineering, these types of observations aren’t relegated to wearers of tinfoil hats, they are open, common knowledge. “Oh, of course! We were taught all about this in school.” You are in trouble with the authorities merely for reading this article.
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Author List

• Rudolph Flesch (Why Johnny Can’t Read), noting how whole-word/look-say reading pedagogy undermines the educational wellbeing of K-3 grade students.
• Samuel Blumenfeld (Crimes of the Educators, free PDF), noting how whole-word/look-say is associated with the vast expansion of dyslexia.
• John Taylor Gatto (Underground History of American Education, free PDF), a 30-year teaching veteran highly accomplished at evading, in his students’ interest, university teaching department-dictated, systematic anti-intellectual conditioning; he got to the root of a plan of immensely extensive time duration, to undermine the wellbeing of workers’ children in the interests of the late 19th century Titans of Wall St.
• Paolo Lioni (The Leipzig Connection, free PDF), details the connection between 19th century German behavioral psychology and the institutional establishment of American schooling 1880-1920.
• Charlotte Thomson Iserbyt (The Deliberate Dumbing Down of America, free PDF), a descendant of Yale Skull & Bones men, delved into the federal consolidation of rigid curriculum controls 1950-2020.
• Rita Kramer, Ed School Follies: The Miseducation of America’s Teachers. Rita couldn’t really crack the secretive world of educational psychology, but she had good, commonsense insights into what was wrong with the system, as seen from the perspective of teachers.
• continued now, in ongoing research, by John Klyczek (School World Order: The Technocratic Globalization of Corporatized Education).

Along with lightweight DDD (deliberate dumbing down) raves by Bruce Deitrick Price, there is additional corroboration from Georgetown professor Carroll Quigley, the author of the extremely candid Tragedy and Hope–he didn’t necessarily disagree with the covert methods of the master controllers, he just wanted to publicize them–, Antony Sutton (whistleblower on Wall St. support for the Bolshevik Revolution and the Chinese Communist Long March, ejected from Stanford’s Hoover Institution, died alone, penniless, his notes thrown out), and continued by serious studies of the current world order by Patrick Wood (Technocracy Rising: The Trojan Horse Of Global Transformation).

Nathanson and Lader weren’t operating out of idealism but greed.

“Vladimir Solovyov says Russia should advance to the Atlantic”

It’s worse than that.

Though Chechen warlord Ramzan Kadyrov is dying, his Muslim-Russian faction will probably force Putin’s successor to invade the West, no matter what happens in the near-term.

This has been our probable fate for the whole 20th century. A book titled “Icebreaker: Who Started the Second World War?” by Viktor Suvorov says that Stalin was poised to over-run Germany, Hitler accidentally learned that Stalin had prepared an extremely massive offensive buildup, that the Nazi-Soviet Pact was a diversion, Operation Barbarossa attacked Russia as a last-minute defensive resonse when Russian offensive deployment was in an unprepared state.

https://www.unz.com/article/did-stalin-prepare-to-invade-germany/

Russia has been poised to over-run the West since 1920.

The newly hatched Soviets were all set to overrun Poland, Germany & France, when the Russians saw Mary, the Mother of Jesus, blocking them, and they ran.

https://web.archive.org/web/20220113155223/https://onepeterfive.com/mary-against-the-marxists-the-miracle-on-the-vistula/

With all respect due to members of non-Catholic ecclesial communities, the motive for ecumenism was for Protestants to like us, but it failed, they only came to despise us.

In Pakistan, do they report the Race of the attackers?

I easily used startpage.com to evade Google’s censorship to find a research paper confirming that both the virus & the jab have harmful mRNA spike protein that can surmount the blood-brain barrier.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10452662/

The mystery of iniquity is the most difficult moral problem. Martin Luther gave a philosophical basis, from nominalism, for the belief that God was responsible for Luther’s loss of control of his passions, in De Servo Arbitrio, “On Un-free Will”. Luther argued that people can achieve salvation or redemption only through God, and could not choose between good and evil through their own willpower; whereas, we are free to accept or reject free grace that God gives us to accomplish our justification and salvation. Luther employed the analogy that our capacity for good was thoroughly corrupted by the sin of Adam, by comparing us with dunghills that were merely covered by the snow of justification; but that we remained fundamentally corrupted; whereas, transformation of our minds while working out our salvation in fear and trembling, fundamentally converts us to good, though our final perfection will not mature until the end of time. Predestination is truly in the bible ( https://tinyurl.com/5yk74ru4 ), but its interpretation is subject to error: The mere fact that God knows from outside all time, who will and who will not be saved, doesn’t mean that He causes it, or that we lose responsibility for our moral choices.

Catechism of Pope St. Pius V

Explained by Fr. Spirago

HOW IS SIN TO BE RECONCILED WITH THE PROVIDENCE OF GOD?

God is not responsible for sin 140

https://archive.org/details/catechismexplain00spiruoft/page/140/mode/1up?view=theater

How is Sin to be Reconciled with the Providence of God?

1. It is not God Who is responsible for sin and its consequences, but man’s wrong use of his free will.

God created man free, and therefore does not hinder even those free actions which are evil. There are also many reasons why He should not hinder evil. If there were no evil in the world, man would have no opportunity of doing what is good; he would not have the choice between good and evil, and would not be able to earn the reward of good accomplished. Compare the parable of the cockle among the wheat. “God,” says St. Augustine, “would never have per mitted evil if He had not intended to bring some greater good out of it.”

2. God in His wisdom employs even sin for a good end.

The patriarch Joseph very truly said to his brethren, “You thought evil against me, but God turned it into good” (Gen. 1. 20). God turned to good even the treachery of Judas; it contributed to the work of man’s redemption. The bee makes honey out of poisonous plants; the potter makes beautiful vessels out of dirty earth. God does something similar to this.

3. Besides, it does not become us to pry into the secret designs of God; we poor miserable creatures must adore His wisdom and submit ourselves humbly to what He ordains.

What is true of sin, is true of all the suffering that is the consequence of sin.

From George Orwell's "1984" Chapter 1

It was nearly eleven hundred, and in the Records Department, where Winston worked, they were dragging the chairs out of the cubicles and grouping them in the centre of the hall opposite the big telescreen, in preparation for the Two Minutes Hate. Winston was just taking his place in one of the middle rows when two people whom he knew by sight, but had never spoken to, came unexpectedly into the room. One of them was a girl whom he often passed in the corridors. He did not know her name, but he knew that she worked in the Fiction Department. Presumably--since he had sometimes seen her with oily hands and carrying a spanner--she had some mechanical job on one of the novel-writing machines. She was a bold-looking girl, of about twenty-seven, with thick hair, a freckled face, and swift, athletic movements. A narrow scarlet sash, emblem of the Junior Anti-Sex League, was wound several times round the waist of her overalls, just tightly enough to bring out the shapeliness of her hips. Winston had disliked her from the very first moment of seeing her. He knew the reason. It was because of the atmosphere of hockey-fields and cold baths and community hikes and general clean-mindedness which she managed to carry about with her. He disliked nearly all women, and especially the young and pretty ones. It was always the women, and above all the young ones, who were the most bigoted adherents of the Party, the swallowers of slogans, the amateur spies and nosers-out of unorthodoxy. But this particular girl gave him the impression of being more dangerous than most. Once when they passed in the corridor she gave him a quick sidelong glance which seemed to pierce right into him and for a moment had filled him with black terror. The idea had even crossed his mind that she might be an agent of the Thought Police. That, it was true, was very unlikely. Still, he continued to feel a peculiar uneasiness, which had fear mixed up in it as well as hostility, whenever she was anywhere near him.

The other person was a man named O'Brien, a member of the Inner Party and holder of some post so important and remote that Winston had only a dim idea of its nature. A momentary hush passed over the group of people round the chairs as they saw the black overalls of an Inner Party member approaching. O'Brien was a large, burly man with a thick neck and a coarse, humorous, brutal face. In spite of his formidable appearance he had a certain charm of manner. He had a trick of resettling his spectacles on his nose which was curiously disarming--in some indefinable way, curiously civilized. It was a gesture which, if anyone had still thought in such terms, might have recalled an eighteenth-century nobleman offering his snuffbox. Winston had seen O'Brien perhaps a dozen times in almost as many years. He felt deeply drawn to him, and not solely because he was intrigued by the contrast between O'Brien's urbane manner and his prize-fighter's physique. Much more it was because of a secretly held belief--or perhaps not even a belief, merely a hope--that O'Brien's political orthodoxy was not perfect. Something in his face suggested it irresistibly. And again, perhaps it was not even unorthodoxy that was written in his face, but simply intelligence. But at any rate he had the appearance of being a person that you could talk to if somehow you could cheat the telescreen and get him alone. Winston had never made the smallest effort to verify this guess: indeed, there was no way of doing so. At this moment O'Brien glanced at his wrist-watch, saw that it was nearly eleven hundred, and evidently decided to stay in the Records Department until the Two Minutes Hate was over. He took a chair in the same row as Winston, a couple of places away. A small, sandy-haired woman who worked in the next cubicle to Winston was between them. The girl with dark hair was sitting immediately behind.

The next moment a hideous, grinding screech, as of some monstrous machine running without oil, burst from the big telescreen at the end of the room. It was a noise that set one's teeth on edge and bristled the hair at the back of one's neck. The Hate had started.

As usual, the face of Emmanuel Goldstein, the Enemy of the People, had flashed on to the screen. There were hisses here and there among the audience. The little sandy-haired woman gave a squeak of mingled fear and disgust. Goldstein was the renegade and backslider who once, long ago (how long ago, nobody quite remembered), had been one of the leading figures of the Party, almost on a level with Big Brother himself, and then had engaged in counter-revolutionary activities, had been condemned to death, and had mysteriously escaped and disappeared. The programmes of the Two Minutes Hate varied from day to day, but there was none in which Goldstein was not the principal figure. He was the primal traitor, the earliest defiler of the Party's purity. All subsequent crimes against the Party, all treacheries, acts of sabotage, heresies, deviations, sprang directly out of his teaching. Somewhere or other he was still alive and hatching his conspiracies: perhaps somewhere beyond the sea, under the protection of his foreign paymasters, perhaps even--so it was occasionally rumoured--in some hiding-place in Oceania itself.

Winston's diaphragm was constricted. He could never see the face of Goldstein without a painful mixture of emotions. It was a lean Jewish face, with a great fuzzy aureole of white hair and a small goatee beard--a clever face, and yet somehow inherently despicable, with a kind of senile silliness in the long thin nose, near the end of which a pair of spectacles was perched. It resembled the face of a sheep, and the voice, too, had a sheep-like quality. Goldstein was delivering his usual venomous attack upon the doctrines of the Party--an attack so exaggerated and perverse that a child should have been able to see through it, and yet just plausible enough to fill one with an alarmed feeling that other people, less level-headed than oneself, might be taken in by it. He was abusing Big Brother, he was denouncing the dictatorship of the Party, he was demanding the immediate conclusion of peace with Eurasia, he was advocating freedom of speech, freedom of the Press, freedom of assembly, freedom of thought, he was crying hysterically that the revolution had been betrayed--and all this in rapid polysyllabic speech which was a sort of parody of the habitual style of the orators of the Party, and even contained Newspeak words: more Newspeak words, indeed, than any Party member would normally use in real life. And all the while, lest one should be in any doubt as to the reality which Goldstein's specious claptrap covered, behind his head on the telescreen there marched the endless columns of the Eurasian army--row after row of solid-looking men with expressionless Asiatic faces, who swam up to the surface of the screen and vanished, to be replaced by others exactly similar. The dull rhythmic tramp of the soldiers' boots formed the background to Goldstein's bleating voice.

Before the Hate had proceeded for thirty seconds, uncontrollable exclamations of rage were breaking out from half the people in the room. The self-satisfied sheep-like face on the screen, and the terrifying power of the Eurasian army behind it, were too much to be borne: besides, the sight or even the thought of Goldstein produced fear and anger automatically. He was an object of hatred more constant than either Eurasia or Eastasia, since when Oceania was at war with one of these Powers it was generally at peace with the other. But what was strange was that although Goldstein was hated and despised by everybody, although every day and a thousand times a day, on platforms, on the telescreen, in newspapers, in books, his theories were refuted, smashed, ridiculed, held up to the general gaze for the pitiful rubbish that they were--in spite of all this, his influence never seemed to grow less. Always there were fresh dupes waiting to be seduced by him. A day never passed when spies and saboteurs acting under his directions were not unmasked by the Thought Police. He was the commander of a vast shadowy army, an underground network of conspirators dedicated to the overthrow of the State. The Brotherhood, its name was supposed to be. There were also whispered stories of a terrible book, a compendium of all the heresies, of which Goldstein was the author and which circulated clandestinely here and there. It was a book without a title. People referred to it, if at all, simply as THE BOOK. But one knew of such things only through vague rumours. Neither the Brotherhood nor THE BOOK was a subject that any ordinary Party member would mention if there was a way of avoiding it.

In its second minute the Hate rose to a frenzy. People were leaping up and down in their places and shouting at the tops of their voices in an effort to drown the maddening bleating voice that came from the screen. The little sandy-haired woman had turned bright pink, and her mouth was opening and shutting like that of a landed fish. Even O'Brien's heavy face was flushed. He was sitting very straight in his chair, his powerful chest swelling and quivering as though he were standing up to the assault of a wave. The dark-haired girl behind Winston had begun crying out 'Swine! Swine! Swine!' and suddenly she picked up a heavy Newspeak dictionary and flung it at the screen. It struck Goldstein's nose and bounced off; the voice continued inexorably. In a lucid moment Winston found that he was shouting with the others and kicking his heel violently against the rung of his chair. The horrible thing about the Two Minutes Hate was not that one was obliged to act a part, but, on the contrary, that it was impossible to avoid joining in. Within thirty seconds any pretence was always unnecessary. A hideous ecstasy of fear and vindictiveness, a desire to kill, to torture, to smash faces in with a sledge-hammer, seemed to flow through the whole group of people like an electric current, turning one even against one's will into a grimacing, screaming lunatic. And yet the rage that one felt was an abstract, undirected emotion which could be switched from one object to another like the flame of a blowlamp. Thus, at one moment Winston's hatred was not turned against Goldstein at all, but, on the contrary, against Big Brother, the Party, and the Thought Police; and at such moments his heart went out to the lonely, derided heretic on the screen, sole guardian of truth and sanity in a world of lies. And yet the very next instant he was at one with the people about him, and all that was said of Goldstein seemed to him to be true. At those moments his secret loathing of Big Brother changed into adoration, and Big Brother seemed to tower up, an invincible, fearless protector, standing like a rock against the hordes of Asia, and Goldstein, in spite of his isolation, his helplessness, and the doubt that hung about his very existence, seemed like some sinister enchanter, capable by the mere power of his voice of wrecking the structure of civilization.

The classic bio-warfare strategy—even against the citizenry of one’s own country—is high infectability with low lethality. (High lethality would not tie up healthcare resources, it would only cause a high number of fatalities to have to be processed through the funeral industry. To ruin a country’s economy, even one’s own, requires hobbling the healthcare sector with massive demand in caring for chronic but sub-acute illness spread throughout a populace expected to survive.)

The 1920 Spanish Flu was high infectability, high lethality. It seems to have been in 3 parts, 1) viral influenza, 2) bacterial meningitis, and the knock-out, 3) pneumonia. It was the pneumonia that killed people.

Common protocols for prophylaxis involve 1) the inexpensive Dr. Z. protocol, 2) saline and very dilute hydrogen peroxide administered via home nebulizer, 3) azithromycin.

(Dr. Z. Protocol: HCQ is prescription based only. Dr. Zelenko recommends Quercetin as an over-the-counter alternative. It is a plant derivative that does essentially the same thing as HCQ and is readily available. Quercetin, like HCQ, is a zinc ionophore which allows a rapid increase in intracellular zinc levels. It also enhances vitamin transportation to the cells. Vitamin C is a required cofactor for Quercetin to work. Vitamin D helps our immune systems to stay balanced.)

THE 1918 ROCKEFELLER-US ARMY WORLDWIDE PANDEMIC
Larry Romanov
December 18, 2020
https://www.bluemoonofshanghai.com/politics/1319/

One new historical development that has been evolving over a few years and now brought into focus because of COVID-19, is the so-called “Spanish Flu” of 1918. Recurring reports and documentation are emerging to tell us that this ‘Greatest Pandemic in History’ was (1) not “Spanish”, (2) not “the flu” and, (3) not a natural occurrence but the result of human tinkering with vaccines. There surely is much more to emerge, but the accumulating evidence to date is too compelling to dismiss.

In simple terms, the emerging evidence supports postulations that the 1918 pandemic was caused by a misguided – and very experimental – Rockefeller Institute meningitis vaccination program which was initiated at Fort Riley by the US military, and spread to the world from there. This essay will attempt to briefly document the evidence that is available so far. There will of course be many objections to the content of this essay, not only from the ideologues and trolls, but from those in high places with vital body organs requiring protection.

First, there was never any justification for associating the 1918 pandemic with Spain. The pathogen did not originate in Spain, nor was Spain the hardest hit. The most commonly-accepted “official story” as related by our MSM is that all countries but Spain had initiated severe censorship (due to the war) and thus the facts of the pandemic freely circulated only in the Spanish media, and so it was “natural” to refer to this as the Spanish Flu. From this reasoning, since we all know the US has at least 125% freedom of speech and minus the same degree of censorship, we should rename COVID-19 “The American curse”. (This may yet happen, for other more valid reasons).

In any case, the documented evidence is increasingly voluminous – and increasingly solid – that this outbreak originated at Fort Riley, Kansas, in the US. Conspiracy theorists and historical revisionists cannot change this now.

The 1918 pandemic was quite possibly the worst the world had seen, certainly for centuries. It infected about 500 million people and killed at least 50 million worldwide. The current “official narrative” (again) is that it was caused by “an H1N1 virus that originated in birds” (which is not a ‘flu’ in any case), and its only tenuous connection with the US was that it was “first identified in the US in military personnel” in the spring of 1918. These claims appear to be false. In a 2008 report, the US NIH admitted that most of the deaths were not from ‘the flu’ nor from any bird virus but from a bacterial pneumonia. (1) The details of the studies corroborate this extensively, in which even Dr. Anthony Fauci says, “We agree completely that bacterial pneumonia played a major role in the mortality of the 1918 pandemic.” (2) (3) (4) (5). In fact, it is now stated that the reason modern medical technology was never able to identify the “killer influenza strain” from this pandemic was because influenza was not the killer. It might be obvious to us today because we know that influenza attacks the young, old and immuno-compromised, while the “Spanish Flu” attacked healthy people in their prime – which is what a bacterial pneumonia does.

Again, the official narrative tells us that, due to troop movements because of the war, the pathogen was spread worldwide. But the current emerging thesis is that troop movements might have been irrelevant because Rockefeller, in their combined haste and hubris, “sent their experimental anti-meningococcal serum to England, France, Belgium, Italy and many other countries, helping spread the epidemic worldwide.” It certainly appears to be the prime suspect, and we can understand the reluctance of today’s WHO and CDC to reveal this to the popular press. As Dr. Kevin Barry wrote:

It would be much more difficult to maintain the marketing mantra of “vaccines save lives” if a vaccine experiment originating in the United States . . . caused the deaths of 50-100 million people. (and) “The American Rockefeller Institute for Medical Research and its experimental bacterial meningococcal vaccine may have killed 50-100 million people in 1918-19” is a far less effective sales slogan. (6)

The Smoking Gun

According to the 2008 National Institute of Health paper, bacterial pneumonia was the killer in a minimum of 92.7% of the 1918-19 autopsies reviewed. It is likely higher than 92.7%. The researchers looked at more than 9000 autopsies, and “there were no negative (bacterial) lung culture results.” “… In the 68 higher-quality autopsy series, in which the possibility of unreported negative cultures could be excluded, 92.7% of autopsy lung cultures were positive for ≥1 bacterium. … in one study of approximately 9000 subjects who were followed from clinical presentation with influenza to resolution or autopsy, researchers obtained, with sterile technique, cultures of either pneumococci or streptococci from 164 of 167 lung tissue samples.

“There were 89 pure cultures of pneumococci; 19 cultures from which only streptococci were recovered; 34 that yielded mixtures of pneumococci and/or streptococci; 22 that yielded a mixture of pneumococci, streptococci, and other organisms (prominently pneumococci and non-hemolytic streptococci); and 3 that yielded non-hemolytic streptococci alone. There were no negative lung culture results.” (2) Pneumococci or streptococci were found in “164 of (the) 167 lung tissue samples” autopsied. That is 98.2%. Bacteria was the killer (6)

“The 1918 and 1919 volumes of the Journal of the American Medicine Association include many articles on the cause, prevention, and treatment of influenza. Again and again, investigators wonder at the spotty presence of B. influenzae in the ill, note its presence in healthy individuals, and observe it in other infections such as measles, scarlet fever, diphtheria, and varicella (chickenpox). In one article, the authors write, “There seems to be no justification for the belief that the epidemic was due to the influenza bacillus, which is probably a secondary invader and bears about the same relation to the influenza cases as to respiratory infections of a different sort” (Lord 1919). (7)

This appears to be where the story begins:

Following an outbreak of epidemic meningitis at Camp Funston, Kansas, in October and November, 1917, a series of anti-meningitis vaccinations was undertaken on subjects from the camp. (8) At that time, vaccinations (and perhaps much of medical science generally) were in their infancy, with very much unknown. In particular, Dr. Gates himself (see Note 8) notes that prior to this time, “meningococcus vaccines have not been extensively employed for prophylactic immunization, and only a few references are to be found in the literature that relate vaccination experiences.” He further relates that the few referenced cases experienced “very severe” reactions to the vaccines – which were entirely experimental.

In this case, the Rockefeller Institute, which seems to be where the experiments in opening this special compartment of Pandora’s Box originated, contrived an experimental vaccine and were understandably anxious to “see what happens”. It was apparently a rather crude anti-bacterial vaccine that was made in horses. I haven’t the medical competence to comment on the equine portion but others more knowledgeable have suggested this might not have been the best method. One enormous advantage of the war to Rockefeller was that the US Army ballooned from little more than 250,000 to 6,000,000 men, with the “Rockefeller Institute for Medical Research” now having an enormous pool of human guinea pigs to conduct vaccine experiments.

In a 26-page paper published in July of 1918 by Dr. Fredrick L. Gates, M. D., First Lieutenant, Medical Corps, U. S. Army, writing from the Base Hospital, Fort Riley, Kansas, and The Rockefeller Institute for Medical Research, New York, Dr. Gates outlines the procedure. (8)

For the determination of dosage and the study of reactions and antibody formation six groups of about 50 men each were chosen from the various companies in the regiment. Successive groups received increasing doses of vaccine in a series of three injections at 4 to 10 day intervals. The determination of the dosage of vaccine for subsequent groups followed from the reports of the reactions produced by the given doses. It was considered important to increase the doses gradually in order to locate closely the zone of mild reactions and to avoid unexpectedly severe results.

The occurrence of an occasional reaction of greater severity even with the smaller doses, and increasing local tenderness after the injection of the larger doses of vaccine led to the choice of relatively lower doses for the general series throughout the camp rather than the attempt to push the dosage up to the limit of endurance. Later experience fully justified this decision. The preliminary series of vaccinations, therefore, served to establish the method of injection, the proper dosage for extended vaccination, the reactions which might be expected to follow the chosen doses, and the production of immune bodies in the serum of vaccinated men. On the basis of these findings the vaccine was offered to the camp at large.

“Heretofore meningococcus vaccines have not been extensively employed for prophylactic immunization, and only a few references are to be found in the literature that relate vaccination experiences.”

Those few references listed apparently experienced severe reactions, all of which indicates this was truly an experiment intruding on ground not before traveled.

The results were not long in coming. “… Fourteen of the largest training camps had reported influenza outbreaks in March, April, or May, and some of the infected troops carried the virus with them aboard ships to France … As soldiers in the trenches became sick, the military evacuated them from the front lines and replaced them with healthy men. This process continuously brought the virus into contact with new hosts – young, healthy soldiers in which it could adapt, reproduce, and become extremely virulent without danger of burning out.

… Before any travel ban could be imposed, a contingent of replacement troops departed Camp Devens (outside of Boston) for Camp Upton, Long Island, the Army’s debarkation point for France, and took influenza with them. Medical officers at Upton said it arrived “abruptly” on September 13, 1918, with 38 hospital admissions, followed by 86 the next day, and 193 the next. Hospital admissions peaked on October 4 with 483, and within 40 days, Camp Upton sent 6,131 men to the hospital for influenza. Some developed pneumonia so quickly that physicians diagnosed it simply by observing the patient rather than listening to the lungs…” (9)

I would say here that all indications are that this event was accidental. There may well have been hubris and ‘god-like’ imaginings at the Rockefeller Institute, but I am not in a position to make such accusations. From everything I have seen in researching this subject and, while I cannot speak for Rockefeller, the US military appears to have approached this with sincerity, good intentions, and high hopes of staving off meningitis infections in their troops. I have referenced above the paper by Dr. Gates that was written in 1918, and have studied it repeatedly. From those readings, I recognise no hint of deception or cover-up, no recklessness, no disdain for the lives of the soldiers, and no attempt (as we see with vaccines today) to minimise or discard the dangers of adverse reactions. The entire tone of his paper is one of an intelligent and educated medical officer sincerely documenting the situation of a dangerous pathogen and his efforts to eliminate it. He is careful in his statements, he documents the care in administering minor and increasing doses of the vaccine and monitoring their effects at every stage. From everything I have learned, I could find no fault with the US military in this ‘experiment’, except perhaps the fact that it was an experiment. The faults, disdain, cover-ups and deception came later.

My reading of the aftermath is that both the Rockefeller Institute and the US military (after conducting their thousands of autopsies) fully realised what had happened and, in humanly-understandable terms in the face of the calamity they had inadvertently unleashed, decided the most prudent course was to bury the truth rather than face the recriminations of an already war-weary world. Let’s not forget this pandemic killed more people than did the war itself, by a very large margin. In that situation, what would you do? Can you see the headlines in the NYT and London Times, reading “Whoops!”. I believe that this pandemic became the ‘flu’ and ‘Spanish’ because it disguised both the origin and the pathogen itself, steering the world’s public in wrong directions and blaming everything on nature. But perhaps after more than 100 years it is time for the US to show a bit of courage and integrity and tell the truth. There is after all a first time for everything.

Notes

(1) Bacterial Pneumonia Caused Most Deaths in 1918 Influenza

https://www.nih.gov/news-events/news-releases/bacterial-pneumonia-caused-most-deaths-1918-influenza-pandemic

(2) J Infect Dis. 2008 Oct 1; 198(7): 962–970.
Predominant Role of Bacterial Pneumonia as a Cause of Death in Pandemic
Influenza: Implications for Pandemic Influenza Preparedness David M. Morens, Jeffery K. Taubenberger, and Anthony S. Fauci

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2599911/

(3) https://www.newscientist.com/article/dn14458-bacteria-were-the-real-killers-in-1918-flu-pandemic/

(4) https://www.lewrockwell.com/2020/07/gary-g-kohls/the-true-story-of-the-1918-so-called-viral-influenza-pandemic/

(5) https://www.fbcoverup.com/docs/library/2008-10-01-Predominant-Role-of-Bacterial-Pneumonia-as-a-Cause-of-Death-in-Pandemic-Influenza Implications-for-Pandemic-Influenza-Preparedness-by-AS-Fauci-DM-Morens-J-K-Taubenberger-Jrnl-of-Infect-.pdf

(6) https://fort-russ.com/2020/05/did-psychopath-rockefeller-create-the-spanish-flu-pandemic-of-1918/

(7) https://www.historyofvaccines.org/content/blog/vaccine-development-spanish-flu

(8) A REPORT ON ANTIMENINGITIS VACCINATION

https://core.ac.uk/download/pdf/7827612.pdf

(9) Public Health Rep. 2010; 125(Suppl 3): 82–91.
The U.S. Military and the Influenza Pandemic of 1918–1919; Carol R. Byerly, PhD https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2862337/

Additional References

1. Deaths from Bacterial Pneumonia during 1918–19 Influenza Pandemic John F. Brundage* and G. Dennis Shanks† Author affiliations: *Armed Forces Health Surveillance Center, Silver Spring, Maryland, USA; †Australian Army Malaria Institute, Enoggera, Queensland, Australia https://wwwnc.cdc.gov/eid/article/14/8/07-1313_article

4. PDF of Fort Riley Study (1918) https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2126288/pdf/449.pdf

5. American Experience, “The First Wave”, PBS https://www.pbs.org/wgbh/americanexperience/features/influenza-first-wave/

Greenpeace founder who got atmospheric nuclear testing and international whaling stopped, Dr. Patrick Moore: Atmospheric C02 is now about 400, if it goes below 135, all life on earth dies. C02 has been 100's time higher, to the benefit of life.

The story credits Free Republic as one of the (then new) websites that tripped Rather up.

It would be great if we could be linked to the Free Republic stories from that time.

Kids Staying Home Isn’t Abusive, Brainwashing Parents to Think They Need 2 Jobs is Gaslighting

There was once a Living Wage, so that a family’s father could support the whole family with one job, and the family’s mother could stay home to do the most important “job”, nurturing the children. This was until the West’s leaders (MCA Mobbed-Up Ronald Reagan, pro-abortion Margaret Thatcher, West Germany’s Helmut Schmidt and Francois Mitterrand), met at the G-7 Economic Summit in Ottawa in 1981 to decide that the powerhouse of American manufacturing had to be dismantled and shipped off to China.

This was the historical dividing line between the human flourishing of free enterprise vs. the trans-national, Capitalist-Socialism of “Free Trade”. In the family, it was decided that women must be taken to work outside the home. No one tries to pretend that childcare workers do 1% of the “job” that mothers do for their own children when they’re allowed to stay at home. But capitalist-socialism had already been at work on the family for a hundred years, conditioning kids into mindless consumers and docile employees of gigantic businesses, since 1880.

Homeschooling is the norm in self-directed learning, as symbolized by the image of Abe Lincoln studying before his fire side. Americans of the Colonial-Revolutionary period had a literacy rate in the high 90th percentile, in the absence of European social controls, virtually all Yankees, even indentured servants and slaves, the common people, were able to learn on their own, to understand and debate the sophisticated politics of Thos. Payne’s “Common Sense” (600,000 copies sold to a population of 2.3 million Revolutionary Colonialists), the Federalist and Anti-Federalist papers at a depth incomprehensible to today’s mis-educated college students, even to Poli-Sci graduate students.

This accorded with the Protestant ethic that people must be able to read their Bibles. Americans typically attained solid, basic literacy in a mere 40 hours of phonics, and practical numeracy in only 42 hours of arithmetic study, after which 13 year olds were expected to be pursuing self-employment and could enlarge their own education with such limited resources as were available to them, largely the Bible, Shakespeare and Plutarch’s Lives–not a bad foundation. Names of today’s communities with a continuing, strong ethos of self-employment, necessarily involving the freedom of young adolescents to spread their wings unimpeded by controls from the financial ultra-elite, are the North American Amish and the Spanish Catalan/Basque Mondragon Commune.

College graduates today have been denied, by design, a basic liberal-arts education that was freely available to many 1-room schoolhouse, elementary students prior to the imposition of universal forced schooling in the period 1880-1920. It was a result of planned, deliberate deprecation of curricula and intense, adverse behavioral conditioning, which long preceded their high school graduation.

Author List
* Rudolph Flesch (Why Johnny Can’t Read), noting how whole-word/look-say reading pedagogy undermines the educational wellbeing of K-3 grade students.
* Samuel Blumenfeld (Crimes of the Educators, free PDF), noting how whole-word/look-say is associated with the vast expansion of dyslexia.
* John Taylor Gatto (Underground History of American Education, free PDF), a 30-year teaching veteran highly accomplished at evading, in his students’ interest, university teaching department-dictated, systematic anti-intellectual conditioning; he got to the root of a plan of immensely extensive time duration, to undermine the wellbeing of workers’ children in the interests of the late 19th century Titans of Wall St.
* Paolo Lioni (The Leipzig Connection, free PDF), details the connection between 19th century German behavioral psychology and the institutional establishment of American schooling 1880-1920.
* Charlotte Thomson Iserbyt (The Deliberate Dumbing Down of America, free PDF), a descendant of Yale Skull & Bones men, delved into the federal consolidation of rigid curriculum controls 1950-2020.
* Rita Kramer, Ed School Follies: The Miseducation of America’s Teachers. Rita couldn’t really crack the secretive world of educational psychology, but she had good, commonsense insights into what was wrong with the system, as seen from the perspective of teachers.
* Continued now, in ongoing research, by John Klyczek (School World Order: The Technocratic Globalization of Corporatized Education).

Cass Sunstein, Obama’s Commissar of Public Disinformation, lured Alex Jones into claiming no children were killed at Sandy Hook, in an exercise in what Sunstein termed “cognitive infiltration”, snow-blinding with too many theories, the people who notice that shoes of the man behind the curtain.

We’ve been hearing this Cassandra wail for decades now.

Iran has had the bomb for decades.

The North Koreans did a test for them of a type they don’t usually test.

Whether geniuses or ordinary children on the farm--where they learned to do EVERYTHING--young people prior to 1885 were allowed to write their own life script.

The problem is that since the opening of compulsory, universal education in about 1885, the purpose of schooling was not to get your child to do his or her best, it was to deliberately dumb them down to be docile employees of giant corporations and mindless consumers of products.

Mainstream Studies of Deliberate Dumbing Down

http://www.sing-prayer.org/p/1281

At the close of the 1982 L.A. Olympics, with the quenching of the Olympic Flame, actor Richard Basehart was reciting the ancient Greek Poet, Pindar’s “Ode to Fire”.

Peter Jennings was wired on coffee, wouldn’t shut up, so you couldn’t hear the stirring poem.