Experimentation with Minorities

The Deliberate Dumbing Down for the Planned Economy

By Charlotte Iserbyt

Location of Some Important Entries Documenting the Deliberate Dumbing Down of America and especially the Use of Minorities to Restructure Education from Academics to Perfomance-Based Education … taken from “The Deliberate Dumbing Down of America…A Chronological Paper Trail” — Charlotte Iserbyt The following information (partial list of entries taken from 700+ page book!) will help the reader locate those key entries which document the experimentation on minorities over the past century in order to restructure education from academics to global work force training. Such training has been planned ultimately for all Americans, with exception of 10% elite (future world leaders) who will receive
a traditional academic education, with a global government brainwash orientation. The change agents knew they could get away with using the minorities who were not in a position to successfully challenge their activities.Planned Economy

While reading these entries please keep in mind the endless promises to the minorities, the multi billions of tax dollars geared to “help” minorities, the use of Skinnerian mastery learning/OBE/direct instruction on minorities, and the resulting decline in test scores for those inner city children upon whom the change agents experimented. It becomes obvious that
academic success was never intended for the minorities. The minorities were experimented on (used) very simply in order to change the traditional system, the fundamental structure of American education, from one based on content which stressed academics, competition, excellence, and a focus on the importance of the individual’s pursuit of knowledge for his own sake, thereby allowing him upward mobility, to one based on performance/outcomes… what is good for the group/state/global economy (the corporate fascist partnership between the corporations and the public schools to benefit the global economy.

This radical change focuses on individualized “training”, not education, in narrow work force skills … “limited learning for lifelong labor.” … commonly known as the performance-based School to Work Agenda. It is important to remember
that while animals can be trained, only human beings can be educated. Aristotle said “Educated men are as much superior to uneducated men as the living are to the dead.” (384-322 B.C.)

Although many Americans consider the past 100 years of reform/restructuring to have resulted in moral and academic chaos, those change agents at the United Nations/national/state/university level, whose goal is to implement a global planned economy (world government) are pleased with their success in turning our once superb system of education
on its head by making it outcome/performance based. In order to restructure, one must first destructure (destroy). Kentucky and Philadelphia are good examples with the lead change agent, Carnegie Corp.’s David Hornbeck, at the helm.
It is also important to keep in mind that when the present U.S. Department of Education speaks of scientific research based education it is referring to the controversial Pavlovian aninmal training mastery learning method, the label of which has changed frequently, in order to cover up its disasters… from mastery learning to outcomes based education to the
present “direct instruction”, all of which reside under the umbrella of Effective Schools Research which was first piloted in Jackson, Mississippi schools.  The following entries relate primarily to experimentation on minority children. They represent but a small percent of entries related to the larger subject of the deliberate dumbing down and creation of moral chaos which has effected all children in the nation’s public schools and which is extensively covered in my book. The author plans on writing a separate paper documenting the deliberate creation of moral chaos played by change agents associated with the United Nations, the U.S. Dept. of Education, universities and in our state and local governments.  Page numbers are in bold print. PAGE 9, John D. Rockefeller, Jr.’s Director of Charity for the Rockefeller Foundation,
Frederick T. Gates, set up the Southern Education Board in 1913 (later known as the General Education Board.) Excerpts from “The Country School of Tomorrow” are most revealing and include one in particular: “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 good will upon a grateful and responsive
rural folk.” PAGE 14, A DELIBERATE MATH “DUMB DOWN” WAS DISCUSSED IN 1928.

Mr. O.A. Nelson, an educator, was informed at a meeting of the American Association for the Advancement of Science,
that math instruction would be changed so it couldn’t be applied to life situations when students get out of school. This was the New Math which was introduced much later in 1952.  Nelson related that this discussion took place at a private meeting at which Dr. Zeigler, a member of the Council on Foreign Relations, Dr. John Dewey, and Edward Thorndike, who
experimented with chickens, were present, and that the aforementioned persons were paid members of the Communist Party.

PAGE 20, THE EIGHT-YEAR STUDY, 1932, with funding from the Carnegie Corporation and the General Education Board (former Southern Education Board), was foundational to outcome-based education and proposals to remove
the Carnegie Unit ( number of credits in math, science, English, history, etc. required to graduate), all necessary requirements for the present school to work agenda.

PAGE 23, “CONCLUSIONS AND RECOMMENDATIONS FOR THE SOCIAL STUDIES,” 1934, funded by the
Carnegie Corporation, and carried out by the American Historical Association. Prof. Harold Laski, a philosopher of British socialism, said of this report: “At bottom, and stripped of its carefully neutral phrases, the report is an educational program for a ‘Socialist America’.”

This report said in part: “Cumulative evidence supports the conclusion that in the United States as in other countries, the age of laissez faire in economy and government is closing and a new age of collectivism [socialism/communism] is emerging. The implications for education are clear and imperative: (a) the efficient functioning of the emerging economy and the full utilization of its potentialities require profound changes in the attitudes and outlook of the American people,
especially the rising generation—a complete and frank recognition that the old order is passing, that the new order is emerging. Organized public education in the United States, much more than ever before, is now compelled, if it is to fullfill its social obligations, to adjust its curriculum, its methods of instruction, and its administrative procedures to the requirements of the emerging integrated order.”

PAGE 34, UNITED NATIONS CHARTER BECAME EFFECTIVE ON OCTOBER 24, 1945. Playing an important role in the creation of the United Nations was the United States Chamber of Commerce which would assist in moving the member
states’ education systems from classical academicoriented subjects to work force training using the performance-based Skinner/Pavlovian mastery learning/direct instruction method.

PAGE 72, ELEMENTARY AND SECONDAY EDUCATION ACT (ESEA) OF 1965 WAS PASSED BY CONGRESS, marking the end of local control and the beginning of the nationalization and internationalization of education in the United States. Use of goal setting, and systems management, PBS and MBO for accountability purposes would be totally funded by and directed from the federal level. ESEA targeted low income/minority students for experimentation with Skinnerian
“basic skills’ programs; i.e., Follow Through (mastery learning/direct instruction), Right-to-Read, Exemplary Center for Reading Instruction, etc. The Behavior Science Teacher Education Program was also funded which initiated the change of teacher from instructor of content to facilitator/behavior modifier (performance-based education). Professor Bloom defines good teaching as “challenging the students’ fixed beliefs.”

PAGE 78-80, “LEARNING AND INSTRUCTION, A CHICAGO INNER CITY SCHOOLS POSITION PAPER”, JUNE,
1968, deals with one of first mastery learning experiments. See especially quote on page 79 starting with “The following is an excerpt from an article published in Education Week, March 6, 1985 entitled’Half of Chicago Students Drop Out, Study Finds: Problem Called Enormous Human Tragedy’.”

PAGE 82-83, “THE FOUNDATION MACHINE” BY EDITH KERMIT ROOSEVELT, December 26, 1968 issue of The Wanderer. An excerpt from this entry says: Even now the Carnegie Corporation is facing protests from parents whose
children are exposed to the textbooks financed by the foundation under its “Project Read.” This project provides
programmed textbooks for schools, particularly in ‘culturally deprived areas.’ An estimated five million children throughout the nation are using the material in the programmed textbooks produced by the Behavioral Research
Laboratories, Palo Alto, California. These foundation-funded books reveal a fire pattern that amounts to an incitement to the sort of arson and guerilla warfare that took place in Watts, Washington, D.C. and elsewhere.  On one page in the series we find a torch next to a white porch. The caption reads invitingly, “a torch, a porch”. Further along there is a picture
of a man smiling while he holds a torch aloft. The caption beneath it reads: “This man has a t_rch in his hand.” The
children are required as an exercise to insert the missing letter to fill in the word torch.

The next picture shows the burning torch touching the porch, with a caption, “a torch on a porch.” Thus, the children
are led in stages to the final act that suggests itself quite naturally…Tragically these young chidlren are being indoctrinated with a pattern of anti-social ideas that will completely and violently alienate them from the mainstream of American middle-class values.”

APPENDIX VII, A-32-34, Excerpts from article in Phi Delta Kappan entitled “Performance-Based Teacher Education”, by Stanley Elam. 1971, especially para. 2, 3 and 4. Elam says in part: “The American Association of Colleges for Teacher Education is pleased to offer to the teacher education community the Committee’s first state-of-the-art paper on performance-based programs.”  He also says: “Probaby the roots of Performancebased Teacher Education lie in general
societal conditions and the institutional responses to them characteristic of the Sixties. For example, the realization
that little or no progress was being made in narrowing wide inequality gaps led to increasing governmental
attention to racial, ethnic, and socio socioeconomic minority needs, particularlyeducational ones.”

Iserbyt comment: Thus the change agents whose primary goal was to change our system from academics to work force training, using mastery learning/OBE/direct instruction, found their justification to do just that. They laid the reason for this important change in teaching method at the feet of the minorities since there was no other way to get approval for such
a radical change from the population at large!

PAGE 134-134, PROJECT INSTRUCT, ANOTHER MASTERY LEARNING PROGRAM, was approved for dissemination throughout the nation by the U.S. Office of Education, May 14, 1975. The final evaluation stated that “The intent and emphasis in 1970 was on behavioral indices and concrete ways of showing accountability; and the data would suggest that the reading of the students themselves may not have increased, but the impact of Project INSTRUCT in the Lincoln, Nebraska Public Schools seems to be very extensive and influential.”

PAGE 146-147, THE WASHINGTON POST, AUGUST 1, 1977, COMPETENCY TESTS SET IN 26 SCHOOLS: NEW
CURRICULUM SHIFTS TEACHING METHODS IN DISTRICT”. This entry regarding the wholesale experimentation
on the District of Columbia’s children is shocking. The Assistant Superintendent involved in this experiment, Guines, said
in part “The new curriculum is based on the work in behavioral psychology of Harvard University’s B.F.Skinner who developed teaching machines and even trained pigeons during World War II to pilot and detonate bombs and torpedoes.”

PAGE 155-156, EDUCATIONAL LEADERSHIP, NOVEMBER 1979, “MASTERY LEARNING: THE CURRENT STATE OF THE CRAFT”, BY PROF. JAMES BLOCK in which he says: “Entire school districts throughout North America (Chicago, Denver, D.C., New Orleans, Vancouver) are actively testing the value of Mastery Learning for their particular educational
situation.”

PAGE 171, ALL OUR CHILDREN LEARNING, PROF. BENJAMIN BLOOM, 1981.  “In an attempt to maximize curriculum
effectiveness…curriculum centers throughout the world have begun to incorporate learning for mastery instructional strategies into the redesign of curriculum.”  Iserbyt comment: This is proof that mastery learning is international (UNESCO)) training system.  In this book Bloom also stated “The purpose of education is to change the thoughts, feelings, and actions of students.”

PAGE 183, “REGULATED COMPETITION IN THE UNITED STATES”, 1981, speech delivered by Harvard Professor and Council on Foreign Relations member Anthony Oettinger before a Northern Telecom Worldwide Corp. meeting. Prof.
Oettinger said, in part: “The present ‘traditional’ concept of literacy has to do with the ability to read and write. But the real question that confronts us today is: How do we help citizens function well in their society? How can they acquire the
skills necessary to solve their problems?…It is the traditional idea that says certain forms of communication, such as comic books, are ‘bad.’ But in the modern context of functionalism they may not be all that bad.”

PAGE 182, WILLIAM SPADY, “THE FATHER OF OUTCOME BASED EDUCATION” made the following statement during a conference held at the U.S. Department of Education in 1982 (attended by this writer).  “Two of the four functions of Mastery Learning are: Extra: whole agenda of acculturation, social roles, social integraton, get the kids to participate
in social unit, affective (attitudes, values and beliefs, ed.); and Hidden: a system of supervision and control which restrains behavior of kids; the outcome of the hidden agenda should be the fostering of social responsibility or compliance.”

APPENDIX XXVI, A-159-166. “SHAMANISTIC RITUALS IN EFFECTIVE SCHOOLS”, BRIAN ROWAN, APRIL
1984, produced under U.S. Dept. of Education contract, in which Rowan states: “The ritual is particularly suited to
application in urban or low performing school systems where successful instructional outcomes among disadvantaged students are highly uncertain but where mobilized publics demand immediate demonstrations of success. The uncertainties faced by practitioners in this situation can easily be alleviated by what scholars have begun to call ‘curriculum alignment.’ Also, “Student variability in performance can be reduced, and relative performance increased, not by changing instructional objectives or practices, but simply by changing tests and testing procedures.”

Iserbyt comment: This is Teach to Test which is being implemented nationwide under the Leave No Child Behind legislation. Rowan was also involved in the infamous 1984 Spady Utah OBE grant.)

PAGE 215, GRANT APPLICATION, 1984, FROM FAR WEST LABORATORY FOR EDUCATIONAL RESEARCH to
the U.S. Department of Education for “Excellence in Instructional Delivery Systems: Research and Dissemination of Exemplary Outcome-Based Programs”, was approved by Secretary T.H. Bell. William Spady and Brian Rowan (above) carried out this project the intent of which was “to put outcome-based education in place, not only in Utah but in all schools of the nation.”

PAGE 227, Education Week, August 28, 1985, “Proponents of Mastery Learning Defend Method after Its Rejection by Chicago” in which Prof. James Block states “he doesn’t know of any major urban school system in the United States that has not adopted some kind of mastery learning program.” (Iserbyt comment: This proves that urban schools were targeted
for implementation of the failed mastery learning method.)

PAGE 229, U.S. President Reagan and Soviet President Gorbachev signed an agreement in 1985 calling for cooperation in the field of science and technology and additional agreements in other specific fields, incuding the humanities and social sciences; the facilitation of the exchange by appropriate organizations of educational and teaching materials, incuding textbooks, syllabi and curricula, materials on methodology, samples of teaching instruments and audiovisual aids, and the exchange of primary and secondary school textbooks and other teaching materials…the conducting of joint studies on textbooks between appropriate organizations in the United States and the Ministry of Education of the USSR.” At
the same time Carnegie Corporation signed agreements with the Soviet Academy of Sciences which resulted in “joint research on the application of computers in early elementary education,focusing especially on the teaching of higher level skills and complex subjects to younger children.”

Iserbyt comment: This agreement, still in effect, carved in stone the necessary changes in education, i.e., from academics to the failed Soviet performance-based polytech system using Pavlovian methods for workforce training and brainwashing. These agreements are a direct result of Carnegie Corporation’s earlier plans (1933 and 1934 above) and the tax exempt foundations’ efforts to merge the United States with the Soviet Union (international socialism). See page 46, Reece Committee Congressional Hearings, 1953, regarding White House recommendations to foundations to spend their money so that United States could be comfortably merged with the Soviet Union (Lenin’s international socialism
being implemented right now with the blessing of U.S. Congress).

APPENDIX XXV, A150-156, “THE TRUTH ABOUT HOW WE ALL HAVE BEEN HAD”, Charlotte Iserbyt. See especially Washington Post, August 17, 1987 article on A-155 which quotes Thomas Sticht, close associate of William Spady, both
of whom were involved in D.C. mastery learning disaster, as saying: “Many companies have moved operations to places with cheap, relatively poorly educated labor. What may be crucial, they say, is the dependability of a labor force and how well it can be managed and trained—not its general educational level, although a small cadre of highly educated creative
people is essential to innovation and growth. Ending discrimination and changing values are probably more important than reading in moving low income families into the middle class.”

PAGES 287-288, “HUMAN CAPITAL AND AMERICA’S FUTURE: AN ECONOMIC STRAGTEGY FOR THE NINETIES”,
1991 EDITED BY DAVID HORNBECK AND LESTER M SALAMON, which states in part “Employer beliefs about the superior capabilities of educated people turned out NOT to be confirmed in practice (emphasis in original); educated
employees have higher turn-over rates, lower job satisfaction, and poorer promotion records than less educated employees. (p.7)

Charlotte Iserbyt is the consummate whistleblower! Iserbyt served as Senior Policy Advisor in the Office of Educational Research and Improvement (OERI), U.S. Department of Education, during the first Reagan Administration, where she first blew the whistle on a major technology initiative which would control curriculum in America’s classrooms. Iserbyt is a former school board director in Camden, Maine and was co-founder and research analyst of Guardians of Education for Maine (GEM) from 1978 to 2000. She has also served in the American Red Cross on Guam and Japan during the Korean War, and in the United States Foreign Service in Belgium and in the Republic of South Africa.

The Footprint of the Establishment

The Powers that Be shaped us in more ways than We think!

By Luis R. Miranda
The Real Agenda
June 10, 2010

Every time we need to know what happened in the past we refer to history books, visit a local library, check the Internet or look into

Human Farming is the Establishment's favourite method to enslave the masses.

our own archives to see what history tells us. But how many times do we wonder about what history doesn’t tell us? See, history is not written by historians, they just give us accounts of that official version of history. The reason why many look back in time is to avoid making the same mistakes that our ancestors made as humanity advanced. But how do we avoid those mistakes if we simply don’t know them?

You don’t have to be an expert in history to figure out who wrote it and why. It takes a couple of clicks nowadays. After finishing college, anyone can surely say, for example, what type of government we have, where our educational system comes from and why we fought and continue to fight bloody wars for decades. Can we?  Really?  What if part of the history you know; the one learned in elementary school, high school and college is not as it is drawn by the books we so carefully read?

If your educated guess to the first question is a Constitutional Democracy or a Republic the answer is wrong. If your answer to the second question is from our Founding Fathers, it is wrong, too. And if your answer to the third question is freedom and independence, it is also wrong.

Let’s take for example the origins of what we call today Government, which many believe is representative. The beginnings of our model of government rests in the Hegelian model of government, not on the model our Founding Fathers would have sketched. The Hegelian model of government believes that IT is supreme, and that individuals must be subjects of the government – i.e Patriot Act, Martial Law, Illegal Spying, Torture, Military Commissions Act, RFID card, etc. But how do the elites that support this kind of governance get away with telling us that we live in a free democracy? They indoctrinate us almost from birth in concentration camps called schools, which not only do not follow a democratic government’s educational policy, but instead, a very well redesigned version of the Prussian Universal Education model, put together by the same elite that pays to publish the history you and I know.

Now, you probably think, how can an elite simply get away with all this? To put it simply in one sentence, it’s called a Political Conspiracy. The elite, better known as the powers that be, not only wrote the history you and I know, but also designed and financed the educational system you and I attended, modeled after the Hegelian form of government they adore and praise. That is why we have no clue about it, because we were born and raised in a Matrix type of environment that seems natural to all.

You are right! There need to be hundreds and thousands of people involved in a conspiracy of such level in order for it to work… and there are… The brain of this conspiracy, the Club Bilderberg, meets once a year in cities of their choosing like Virginia, Versailles, Stresa, Munich, Ottawa, Istanbul and Sitges to discuss global policies on economy, environmentalism, politics, health, trade, immigration, etc. Among the attendees are elements from the Bank Industry, The Military Industrial Complex, Academia, The Pharmaceutical Industrial Complex, Mass Media, and of course the politicians we vote for every four years. In one word, the Elite.

I know… You want me to call them by their names… After reading through lists of Bilderberg attendees over the years, I can absolutely and certainly say that crooks like David Rockefeller, the same Dave whose family financed the Hegelian inspired Universal Education system we studied in, Jose Luis Rodriguez Zapatero, Hillary Clinton, John Edwards, George Pataki, Texas governor Richard Perry, John Kerry, Henry Kissinger, Etienne Davignon, Paul Wolfowitz, Bill Gates, Bill Clinton and Donald Rumsfeld, among others. These and other people who have in their hands the present and future of our world, are the cabal responsible for hiding the truth about history that most of us don’t know. Why? Because they wrote it themselves.

The Footprint the Establishment has left and continues to leave in our lives, our society, and our world began early in the 1800’s. As I said before it is a political conspiracy, that is, the use of political power which is passed around from generation to generation in order to keep the secrecy of their association.

Let’s see how a conspiracy works. First, there has to be a secret meeting. Second, those who meet must agree to a course of action; and third, such action must be illegal. The Establishment, or what many call The Order, derives from a German secret society. The order was included as the Russell Trust in 1856, to later be known as the Brotherhood of Death. To us all, it’s better known as “Skull and Bones. The American version of this Order was founded in the U.S in 1833 at Yale University by General William Russell and Alphonso Taft, who in 1876, became Secretary of War under the Grant administration in the United States. The Order meets annually on Deer Island in the St. Lawrence River. Among the original members are Samuel Henshaw Bates, Rufus Hart, Asahel Hooker Lewis, Samuel Marshall and Frederick Mather. All of these people along with the two founders occupied high level position in early forms of government.

The beginnings of this elite governed group can be traced back to the 1600’s when the first wealthy families arrived to the U.S from England. One example is the Lord family. In this particular case there were two branches: The one from Thomas Lord and the other from Nathan Lord. Later members arose from families who managed to make money to send their children to Yale, such as the Harriman, Payne, Davison and of course Rockefeller. The Lord’s established themselves in Hartford Connecticut where they kept a tradition typical of the elite: Intermarriage; in order to further concentrate and maintain power.

From there, they extended their arms to places like New York, where they founded businesses like law firms and consultancies. Among their clients, the New York Times and the Rubin Foundation. The latter is the financial supporter of the Institute for Policy Studies in Washington DC.

So, now that we know how the establishment got to us, let’s see how it’s left a footprint in three of the most important aspects of our lives: Education, Energy and War.

The concept or idea over which The Order works is control; controlling it all through the compartmentalized control of the parts. For example, if they control the politicians, they can get access to powerful governments on two or three or whatever the number of political parties that exist. If they control energy companies, they can subdue society into accepting only the means of energy they can make a profit of. If they control the media, they can tell us their version of world events; who’s the bad guy and the good guy. If they own the producers of weapons, they will encourage war, and finance all the sides involved in the war because they know the profits and the control derived from war will be much greater. If they own the pharmaceutical companies, they will own all the patents to the drugs the population consumes and at the same time ban any claim on medicinal products they don’t control. If they control the food industry, the production of goods, they can sell cheap food to the masses to make them sick and fat, so they have to consume the illicit drugs they produce which by the way make people sicker. If they control the election process through remotely controlled electronic voting machines instead of traceable paper ballots, they will never let go off power.

Why do I point to Education as an important example of the way the Establishment leaves a footprint? Well, because the complete development of a society rests on the educational level of the members. In the case of the Western world, the educational model was founded after the Prussian Educational mold. This model came into existence in 1819 in the military state of Prussia. There, the Elite decided that the population had to be converted into instruments of the State in order to increase efficiency. The system was based on the premise that by erasing the creative, innovative ability of the population was how they would become obedient servants. In a matter of a few years, Prussia, which did not have natural resources, became one of the richest regions in Germany. It became so influential, that it was later the city from where two world wars originated. It was through a fully controlled educational system designed to dumb down the population, that the Elite was successful in their attempt to impose any policy they wanted to a willingly accepting crowd of mental zombies. Many countries around the world studied and continue to study the Prussian model today. From Japan to China to England to the United States. In America, John D. Rockefeller and Andrew Carnegie imported the Prussian model through their foundations. It later evolved and new concepts appeared. One of them very well known to us all, Human Resources brought upon the masses the infamous Kindergarten, where children are grown up like vegetables to become subjects to the system that saw their parents come up the very same way. Later on, the Elite realized they weren’t getting people young enough so they founded the Pre-Kindergarten.

Behind this system of control was the goal that the Establishment has always had, the disintegration of the most basic form of social unity; the family. The family is the biggest obstacle to create the global system of control, therefore it has to be done away with. Multiple options were offered to parents, among them, to put the children in the hands of “experts” who had been already brainwashed following the Prussian model. The only difference perhaps between the original Prussian system and the one that currently operates around the world, is that in Prussia, the laws explicitly said that the State owned the children. In the U.S efforts were made in the 19th century to create such laws, but they did not bear fruit. The Prussian system was sneaked into society under the fear instilled by world wars, economic depressions and of course the already traditional feeling of dependency that the population has towards the State.

In 1871 in the book called “Descent of Men” Darwin said 95% of the people were inferior and only 5 % were evolving. From this way of thinking came the teachings of Sr. Francis Galton, the father of Eugenics, from whom men like H.G Wells and William Huxley took off to write their famous “scholarly” works. It is important to note, that although many people regard Charles Darwin as an outsider that made it into the circle through his discoveries in he sciences, the truth is that Darwin’s family was one of the richest in the world. Darwin met with the members of the Elite for many years. In those meetings they tailored science to fit the reality they wanted the rest to learn. John Calvin said there are so many of these inferior people that we cannot police them, so we are gonna have to teach them to police themselves; and generation through generation, the population was dumbed down more and more until it fit the corporate fascist model the Elite wanted.

The common denominator of this educational model, no matter where it’s been applied, is the fact that the
masses -from where ingenuity and creativeness emanated- became nothing else than obedient sheep; docile beings that do not know much more than what they learn in high school or college. As a result, we now have a population that cannot find their country on a map, much less other countries like Iraq or Afghanistan.  However, the masses do support invading the two countries in the name of peace. In 1950 the U.S had 90% of all patents in the world, nowadays it only owns about 30 percent and dropping fast. The Prussian model has worked to perfection.  The same can be said about other countries.

Now when we turn our head to the Energy issue, it is important to note other members of the Elite, or the Order that have been key in the implementation of Educational and Energy policies. I earlier said that the origin of this Elite is immigrants from Europe; England to be more specific. The Lords, the Rothchilds and other families that emerged later like the Rockefellers, the Carnegies, the Morgans and of course, the Bushes. The founders consisted of Puritans who always absorbed the wealth of rich families, without inviting those families to join their organizations. Most of these families were bankers, lawyers and traders that later became the Barons of the Mercantilistic model that substituted free markets. In the energy sector the Bush family has been a continuous player. They have maintained contact with Saudi Arabia’s kingdom for years and have done business with them thanks to the fortunes stolen by Prescott Bush, the grandfather of former president Bush, from the Nazi Empire when he left Germany after their defeat. With him others like Percy Rockefeller, the Paynes, the Pratts, etc are all linked to the Standard Oil Company, the Shell Oil Company, Creole Petroleum and Socony Vacuum. Currently we are fed the idea of the lack of sources of energy. While fossil fuels are painted as necessary evils to the development of the world, we are also told that oil reserves are scarce and that we have reached a peak. The debate in the main stream corporate Elite-controlled media is always centered on the pollution or the scarcity, but very little time is given in comparison to real alternative energy sources. While countries like Brazil run their cars on sugar cane-derived ethanol, the United States still remains in the debate of which alternative source is better or how many miles per gallon should a car provide. Let’s take a look at a source of energy that is never discussed: Cold Fusion.

Cold Fusion occurs when lighter nuclei in an atom fuse together under intense heat in a reaction to form a heavier nucleus. One of the results of this fusion is the release of gigantic amounts of energy which would provide an endless source of energy to carry out the world businesses for as long as humans exist. All this by the way, at conditions near room temperature and atmospheric pressure. However, Cold Fusion has been dismissed as an impossible by the profiteers who own the energy companies we depend on to live. Government agencies have also dismissed the potential of Cold Fusion and denied funding to further investigate the possibility of developing technology that allowed us to be energy independent. Instead, they suggested a bunch of alternative energy sources that counted with their blessing such as corn-based ethanol which has proven to be a new failure.

The cold fusion researchers presenting their review document to the 2004 DoE panel on cold fusion said that the observation of excess heat had been reproduced, that it can be reproduced at will under the proper conditions, and that many of the reasons for failure to reproduce it have been discovered. Despite the assertions of these researchers, most reviewers stated that the effects are not repeatable.The 1989, a DoE panel said: “Nuclear fusion at room temperature, of the type discussed in this report, would be contrary to all understanding gained of nuclear reactions in the last half century; it would require the invention of an entirely new nuclear process”, but it also recognized that the lack of a satisfactory explanation cannot be used to dismiss experimental evidence. (Wikipedia)

However, for those who know what Cold Fusion is and how it works, the future is promising. Dr. Edmund Storms, a retired scientist who worked at the Los Alamos National Laboratory, said the only problem is the attitude people have towards Cold Fusion as a source of energy. “It’s an interesting time because a number of other ideal sources are being proposed. Cold fusion is probably the most thoroughly documented at this point, but all of them have several things in common. They would be very inexpensive, pollution-free, and inexhaustible.” Questioned about whether Cold Fusion violates the First Law of Thermodynamics, which has been one of the reasons given to keep the experiments and the funding off the table, Dr. Storms says: “No one is proposing to violate the Law of Conservation of Energy. We’re talking about ordinary nuclear energy. There’s nothing magical about it. It’s the mechanism for achieving these nuclear reactions that is poorly understood at this time and, therefore, is in dispute.”

Although according to Storms neither the government nor any enterprise could practically deny access to the knowledge of Cold Fusion, anyone could seriously damage the research and progress of new technologies by claiming that the knowledge is flawed, thereby, making it harder to find funding or support of any kind.

In a book called: Cold Fusion: Secret Energy Revolution, Anthony Sutton declares that Cold Fusion is already being worked with in different laboratories around the globe and that soon, either governments or companies will come forward with practical applications. According to Sutton, Cold Fusion technology is being used by companies like BlackLight Power, Inc, Catalytic Fusion Power, Inc and financed by DARPA to produce catalytic hydrogen technology. “Free energy is here with water as fuel and will revolutionize our world. One device is the size of a thermos flask, uses water as fuel and lasts indefinitely,” Sutton declares. How many times have we heard of Cold Fusion on the news? Read on the papers? In the meantime we are led to believe that we are destined to invade middle eastern countries for their oil as the only way to secure our future energy sources. Of course of the mass population knew a little about alternative energy sources, they wouldn’t support needless wars or the drilling of National Parks or ice shells for petroleum.

Now, the subject of energy brings along a very important issue, which is exactly a consequence of energy dependence: War. If countries were energy independent, there would certainly be less conflict among them. This is because one country would not be able to impose rules onto others because they own energy sources that the other countries need. Today, OPEC controls the supply of petroleum which is vital to the commercial activity that moves the world. A handful of countries decide how much oil is produced and with that, the prices are determined. If the producers feel like they are not getting enough profits for their oil, they can simply decide to limit output so the price goes up. Although energy is probably the clearest example of how dependence causes conflict, there are countless other ones. For example, food production, manufacturing, the printing of paper money -which nowadays has turned out to be worthless, land tenure, immigration, etc.

The important point here is that war; just as many other activities, is a business. Investments are made before war occurs, so profits are expected. The best way to secure maximum profits is to invest on all sides, and that’s what history shows has happened in all major conflicts that humanity has endured: WWI and WWII are two examples. Here of course the Elite has left their Footprint stamped deeper than in any other aspect under their control. Then we have the Spanish-American as well as the Mexican-American wars which are also great examples. All armed conflicts recorded in history have come about due to the greed and evil spirit of those who seek to control us all. Although money and profits are important factors, the end goal is control. This control comes through consolidation. Armed conflicts and economic unrest provide great opportunities to bring about this consolidation and therefore control. When a country or the whole world goes into military or economic crisis, the people are the victims, while the Elite not only increases their resources tenfold, but also their control of industry, the bank system, infrastructure, military, land, and more important… Us. No example of a central government that ruled with an iron fist is responsible for an era of prosperity or bountifulness. On the contrary, it always mirrors repression, crisis, abuses, torture and inequality.

The reason why I linked war and conflict with oil, is because it is the freshest example. But the American civil war, the Spanish-American and WWI and WWII were also about influence and consolidating, a position as the world’s superpower. At the beginning of this essay I mentioned where the members of the Order came from and what type of businesses they are tied to. Nowadays, the war profiteers are weapons contractors, energy companies, security contractors, oil diggers, insurance companies and others. When a war explodes anywhere in the world, the list of companies offering their services to provide weaponry, planes, transportation, security, insurance and medical services is already typed up; and they are the same crooks who have already invested in promoting the wars during which they will provide services. When a country is dominated by the will of global corporations like Shell, NewsCorp, Halliburton, BP, GE, bankers like JP Morgan and wealthy men like Rupert Murdoch, David Rockefeller, Lord Rothchild and Prescott Bush, the decision to go to war or not isn’t made; it is imposed. Every major war has been financed by these and other families who have always held power by dominating all the sides involved in the conflicts. It’s a win-win situation. No president, prime minister or dictator achieved their goal of tyranny and control alone, there have always been the men behind the curtains who provided money, intelligence and hardware to carry out their own agenda. The group of bankers who created the private Federal Reserve, who control the Bank of England, the World Bank… is the same cabal that dictates the policies of the World Health Organization, who created the United Nations and who wrote the Nazi oriented Universal Human Rights Declaration to which they want us all to submit to.

Only those who really know history are able to envision the future; the future they want. The rest of us…, we’d better wake up and fight the bastards or we are doomed to repeat it.

Consulted Materials:

UNDERGROUND HISTORY OF AMERICAN EDUCATION. John Taylor Gatto.
AMERICA’S SECRET ESTABLISHMENT. Anthony Sutton
COLD FUSION AND THE FUTURE. Jed Rothwell
AMERICA: FREEDOM TO FASCISM. Aaron Russo
THE END OF AMERICA. Naomi Wolf
PROGRESS AND POVERTY. Henry George
THE WEALTH OF NATIONS. Adam Smith
WIKIPEDIA