¿LAS PIRÁMIDES SON OBRA DE UNA SUPERCIVILIZACIÓN?

Se usaron bloques de 100 y hasta 200 T. traídos de una cantera a 30 km. Están alineadas perfectamente con los puntos cardinales y el Cinturón de Orión. Los egipcios de esa época ni siquiera conocían el Hierro.

SOLUCIONES

Tú no puedes solucionar unos problemas con el mismo nivel de CONSCIENCIA que los creó. -Albert Einstein

EL HOMBRE QUE PIENSA POR SÍ MISMO

El hombre más peligroso para cualquier gobierno es el capaz de reflexionar... Casi inevitablemente, llegará a la conclusión de que el gobierno bajo el que vive es deshonesto, loco e intolerable. -H. L. Mencken

ESTRUCTURA SOCIAL PIRAMIDAL

Nuestro mundo está organizado de tal modo que una pequeña élite controla al resto a través de una jerarquía de jefes sobre otros jefes hasta llegar a los obreros en la base. El nivel de conocimiento separa a unos niveles de otros. -David Icke

GOBIERNO MUNDIAL O NUEVO ORDEN MUNDIAL

El objetivo de las élites es crear un gobierno mundial dictatorial, fascista, donde el Estado Policial es omnipresente y las libertades individuales no existen. -David Icke

NEGACIONISMO O ESCEPTICISMO CÍNICO

Condenar algo sin investigarlo previamente es la cota más alta de la ignorancia. -Albert Einstein

MEDIOS DE COMUNICACIÓN

La Opinión Pública lo es todo. Si está a tu favor, nada podrá salir mal. Si está en tu contra, nada podrá tener éxito. El que moldea la Opinión Pública tiene un mayor poder que el que hace las leyes. -Abraham Lincoln

RESPONSABILIDAD PERSONAL

Tú debes convertirte en el cambio que quieres ver en el mundo. -Mahatma Gandhi

EL PODER DE LA PROPAGANDA

Debe hacerse tan popular y tan simple que hasta el más estúpido la pueda entender. A la gente se la puede convencer de que el Paraíso es el Infierno, o a la inversa, de que la vida más horrible es el Paraíso. -Adolf Hitler, "Mein Kampf"

REPETIDORES

La mayoría de la gente es OTRA gente. Sus pensamientos son la opinión de otros, sus vidas una imitación, sus pasiones una cita de un libro. -Oscar Wilde

CREENCIAS

En religión y política, la gente casi siempre las adquiere, sin examinarlas, de autoridades que tampoco las han examinado y que, a su vez, las han adquirido de unos terceros cuyas opiniones no valen UNA PUTA MIERDA. -Mark Twain

PIRÁMIDE DE PODER

Es fácil que una pequeña élite controle a una amplia mayoria a través de estructuras jerárquicas donde cada uno se está en su sitio sin moverse y sin interesarse nunca por nada. -David Icke

DEBER

La cobardía pregunta si es seguro, la conveniencia si es cortés, y la vanidad si es popular. Pero la Consciencia pregunta si es JUSTO. Y siempre llega un tiempo donde uno debe tomar una postura que no es nada excepto JUSTA. -M. L. King

911 WAS AN INSIDE JOB!!

¿El atentado del 11-S fue ejecutado por el Gobierno en la Sombra de EEUU a través de infiltrados y aliados al más alto nivel en el ejército, los servicios secretos y los medios de comunicación?

¿MAGOS NEGROS CONTROLAN LA ECONOMÍA MUNDIAL?

¿El Dinero es el único Dios de este mundo porque lo controla TODO? ¿Los banqueros son los nuevos sacerdotes? ¿Los símbolos sagrados y ocultistas en los billetes atraen energías adecuadas a los fines de este clero?

¿EL 11-M FUE UN GOLPE DE ESTADO A FAVOR DEL PSOE?

Hay hechos documentados de sobra que demuestran que ciertos policías, miembros del servicio secreto, periodistas y jueces trabajaron para "dar un golpe de estado mediático" mintiendo, destruyendo pruebas o creando pruebas falsas.

¿ESTAMOS SOLOS EN EL UNIVERSO?

¿Otras especies y civilizaciones nos visitan con frecuencia? ¿Algunos son benéficos, otros son malvados, y la mayoría parece neutral o indiferente? ¿Los gobiernos cierran beneficiosos tratos mientras lo niegan todo?

¿NUESTRAS ÉLITES NO SON HUMANAS?

Con fama de endogámicos, herméticos, arrogantes, de "sangre azul", ¿nuestros líderes y reyes pertenecen a una raza distinta, con amplios y ancestrales conocimientos sobre la Realidad y lo Oculto?

¿NUESTROS POLÍTICOS SON TÍTERES?

¿Gente tan increíblemente estúpida e incompetente trabaja para "Amos Ocultos" que mueven sus hilos y a los que deben pagar los favores recibidos? ¿El "juego político" es una farsa para anestesiarnos?

¿SUPERTECNOLOGÍA EN LA ANTIGÜEDAD?

Es un hecho científico demostrable que ESTO no lo pudieron hacer tipos con lianas, troncos y herramientas de bronce. Tampoco podemos reproducirlo con nuestra tecnología actual.

sábado, 30 de marzo de 2013

Indications that Sandy Hook shooting was a manufactured event (summary)

Fuentes:

http://www.davidicke.com/headlines/82053-indications-that-sandy-hook-shooting-was-a-manufactured-event-summary

http://sandyhooktruth.wordpress.com/2013/03/22/indications-that-sandy-hook-shooting-was-a-manufactured-event-summary/

Información:


Indications that Sandy Hook shooting was a manufactured event (summary)

Posted by 
'As you’re probably aware, I was planning to close the message forum and blog page, but since I’ve had so many positive comments and so many of you find it useful, I’m considering leaving them both alone for now and just taking a break. I’m still not completely certain about what I want to do, but I thought this would be a good time to summarize things.
I’ve been researching this since it happened, 3+ months ago and I (and others) have noted several indications that this was certainly a manufactured event, planned well in advance.  I don’t think there’s a “smoking gun” per say, but there is enough evidence out there that shows conclusively that this is what we’re seeing.  I must say that things are stranger than I could have ever imagined.  There are some truly evil people behind this.
The goals were multifaceted.  I believe that many of the people who participated did so with the idea that this is to benefit the greater good … that no one gets hurt, there are no real victims and since it will advance the cause of taking guns away from the public, reform the mental health system and give the illusion of increased security in our schools, it’s all acceptable. That is how they convince people to go along with it.'


Indications that Sandy Hook shooting was a manufactured event (Summary)

As you’re probably aware, I was planning to close the message forum and blog page, but since I’ve had so many positive comments and so many of you find it useful, I’m considering leaving them both alone for now and just taking a break. I’m still not completely certain about what I want to do, but I thought this would be a good time to summarize things.
I’ve been researching this since it happened, 3+ months ago and I (and others) have noted several indications that this was certainly a manufactured event, planned well in advance.  I don’t think there’s a “smoking gun” per say, but there is enough evidence out there that shows conclusively that this is what we’re seeing.  I must say that things are stranger than I could have ever imagined.  There are some truly evil people behind this.
The goals were multifaceted.  I believe that many of the people who participated did so with the idea that this is to benefit the greater good … that no one gets hurt, there are no real victims and since it will advance the cause of taking guns away from the public, reform the mental health system and give the illusion of increased security in our schools, it’s all acceptable.  That is how they convince people to go along with it.
I see that there’s clearly a healthcare industry faction involved here.  I’ve seen an inordinate amount of mental health workers, child psychologists, autism specialists, and pharmaceutical scientists.  They will remain profitable if more people, namely children are diagnosed at earlier ages with various disorders that require medications and therapies.  In turn, the diagnosed disorders will prevent them from ever being able to own a firearm. I fear for our children that they will be subjected to so much scrutiny at such a young age.
This event also revealed a push toward global religion with all of the representatives from each religious order joining together and participating in this event.  That day at the firehouse there were at least 5 different religious leaders allegedly there to counsel the families.  I’m seeing a huge Unity Project influence taking place at Newtown High School.  Unity Project is associated with the Baha’i religion which is a religion with a globalist vision – one world currency, one world religion, Agenda 21, etc.  Newtown high school is having the kids do “poverty simulations” now.  It’s very strange and I would never have my kids participating in these kinds of things in school, where they should be learning math, science, and history.
If you look at the Newtown twitter feed, you’ll see all of the Unity Project posts but an interesting observation is that there’s a complete lack of communication from the students.  No one comments there.  No one comments at the school’s blog page.  In fact, no one comments on any local news articles, even about what should be done with the school. Something feels really “off” about that area.  It seems deserted.
But back to the religious influence, consider how quickly they assembled the interfaith prayer group when Obama visited Newtown.  Do you really think it was a spontaneous move as a response to this horrific tragedy? I believe it was planned in advance.
I also see a lot of focus on first responders, police, firemen, EMS workers, etc.  The whole event took place at the firehouse.  How many interviews have we seen with these workers?  How many tributes?  They want towns to fund more workers.  They will want police to be stationed at all of the schools.  They are already beginning to do this in many locations. They continue to put more and more money toward drills and emergency operation centers.  It’s completely out of control.
I also see a focus on teachers.  There will be a push to hire more teachers, especially those with special needs backgrounds so they can work with all of the kids who will be diagnosed with a disorder at the age of one or two.
Schools will look even more like prisons than they already do.  There will be check-ins to enter just to visit your child.  They will decide if you’re allowed to visit or not. Your kids will be watched constantly on video cameras.
All of these things will lead to more control of the American people and more money spent to keep the central bankers happy.  So Sandy Hook is huge and that’s why they spent many years putting it all together, lining up all the right people, choosing the best location to make it happen.
Now, to list the evidence that this was a false flag:
The handling of the scene:   In a real situation with a shooting and mass casualties, ambulances would have been rushed to the doors of the building, EMT workers would have entered immediately, checked on the status of each victim, placed them on a stretcher and rushed them to a hospital, even if they couldn’t get a pulse.  There would have been efforts to save them.  There were none.  That defies logic.
They would have never allowed bodies to remain in the building overnight.  It is unprecedented.  No explanation was ever given for this but how can one not conclude that they were hiding the fact that no bodies needed to be transported anywhere because there were none.
The quick conclusion that Adam Lanza was a lone killer:  Announcements were made by Vance very early on about the lone gunman.  This was before any investigation took place.  This also defies logic.  How could they possibly have concluded so definitively that one person was responsible for this?  That would never happen in a real situation, yet no one questioned it aside from alternative media and bloggers.
Media Fakery: Many of us have made videos showing that they clearly used green screens in much of the footage and I wouldn’t doubt if it was used in ALL of it.  They can control the scene that way.  The helicopter footage shown from that day – I believe that footage was shot at an earlier time and that it was recorded from a drill.
The famous shots of the kids being evacuated and the teachers running out of the building were also taken at a different time, the same day as the drill mentioned above since the clothing was the same.
cloe poissoncloe poison mcdonnellslatif mcdonnells
don emmert image
clayton mcdonnellsshaffrey video capture
*Update 3/29/13 to include two more photos.  So, there were FOUR photographers and a video producer at that spot and they ALL happened to capture the McDonnels moment of grief.  My original post on this is here.
Above are the  famous shots of the families crying and hugging outside of the firehouse.  There are 3 photographers credited with the McDonnell shot.  Are we really to believe that all of them captured that at the same time?  It’s not logical or possible.
There are lots of examples of media fakery.  I won’t go into the victim’s happy looking, smiling families because everyone has seen them.  Something is clearly off about their behaviors.  No one would behave that way in that situation so this is another big indication that it’s not real.
Families set up memorial donation pages immediately:  No one who truly lost a child would even consider setting up a Facebook page on the day of the tragedy but that’s what happened here.  The Parker’s friends set up a page before there was even word on the status of everyone in the school. Whomever is behind this was sure to start raking in the cash from the earliest possible moment and it seems that it’s been effective.
EP fund
EP fund update
Connecticut task force was set up very quickly:  We all know how slow our government works to get anything done, yet within a month of the shooting a multi-effort task force was organized with key people appointed ready to go and meetings have already begun to discuss gun control, mental health and school security.  I believe this had to have been arranged in advance because it’s all a little too smooth and too quick.
In line with the task force goals, every single family has been spewing the same exact lines from day one “we need gun control, mental health reform and school security”  Every single one of them.  It’s all too perfect.
gun violence prevention task force
The school itself:  I can’t prove this but I can’t help but wonder about the building.  I believe it could have been shut down years ago due to the condition of the roof, the parking lot, no sign of any activity, no flyers on the doors, signs, Christmas decorations and things one would expect to see at an elementary school.
It has the setting for a municipal building – a parks and recreation complex, water treatment or testing facility, or something like that.  The long road leading to the building isolates it.  It’s not safe and it’s not practical.  A school should have more than one entrance and exit.  There’s no reason why there wouldn’t be an exit at the back of the building from Crestwood Drive, which is right there.
There’s no history available, no photos from the construction, no old yearbooks, no old articles about the school.  Well, there is reference to “Sandy Hook School” but nothing that confirms “12 Dickinson” and the two different spellings of the road bother me.  We’re missing something.
Sandy Hook fire house:  As much as the school bothers me, so too does this fire station.  I wrote a recent article about this.  I don’t believe that building was an active fire house.  I believe they altered it and essentially converted it to a fire station.  The 9 bay doors at the station are inconsistent with what one would expect to find in a small town.  There shouldn’t be a need for that many bays.  The Newtown fire station only has 4, they are in an old building and have been searching for a new location for many years.  It doesn’t make sense that Sandy Hook would have such a huge station. I believe they needed a place to stage this and this was a perfect location, near that old building.
The move to Chalk Middle School:  The idea to move the 600 students to Chalk school was reportedly thought of the very day by the town selectman in Monroe.  The town officials from both towns met the very next day to discuss use of the building.    Think about this …  the day after a brutal, horrific massacre.  Again, this is not logical.  Nobody would be able to pull themselves together to even begin to think about what to do about
130103-sandy-hook-sign-1215p.380;380;7;70;0
the students.  This was two weeks before Christmas.  Had this really happened they would have put everything off until the first of the year, given the kids, the school officials, the town officials and everyone involved time with their families.  School isn’t that important!

They reportedly had the school ready to go by the first of the year, including all required renovations, busing changes, cafeteria workers, cleaning people, new principal  hired, snowflakes on the windows!
There are a few possible likelihoods here.  Either they had it preplanned (so they knew there would be an “event” and need to move the students) or the students were already attending Chalk Hill or (my best guess) there never were 600 kids to move because they weren’t attending that large building.  Maybe there is/was a smaller Sandy Hook school somewhere nearby.  This would explain why no one ever saw anywhere close to 600 students that day.  or maybe it was even part of the fire house and that is why they showed the kids lined up there for their drill and why the white sign was in front of the station and there’s always a school bus there.
Inconsistent stories: There are so many.  I’ll list a few of the main ones.
1. Dawn Hochsprung was interviewed by The Bee even though she was supposed to be dead.  They retracted it several days later, but how could this happen?
sandybeearticle
2. Nancy Lanza was a Kindergarten teacher at the school; later – no one had ever heard of her.
3. Gene Rosen had 6 kids in his driveway but those same kids were allegedly picked up by a woman and driven to the police station…only there were 5 of them in this version.  Gene states that the parents picked the kids up there.  The parents of Aiden Licata state that they picked him up at the police station and also that they found him at the fire station.
At the time that Rosen was allegedly with the kids, he was seen in video at the fire station so what’s going on with this story?
4. The glass was broken out by Lanza,  then “glass was broken by police”.
I won’t go on but there’s a very long list of inconsistent contradictory statements.
No information about the people transported to the hospital: We have yet to receive names of the two kids and two adults who were taken to the hospital.  We have never been given the name of the little girl who walked out of the school covered in blood.  Was she not taken to the hospital?  Why wouldn’t she have been taken to the hospital?
People involved are all interconnected: The Halsteads have 3 family members with the fire department, one with Sandy Hook School and the town clerk is engaged to the fire chief.  The town clerk doesn’t want anyone to have access to the children’s death certificates even though they are public records and we are entitled to them.
The same few people who allege to be associated with the school have been interviewed over and over.
Many of the people who have spoken up about or written letters in support of gun control or mental health reform have criminal records.
Some of the families have multiple AKA’s associated with their names and very suspicious looking backgrounds.
Real estate oddities:
I noticed early on that 12/25/09 appears as the sold date on the majority of the homes in the area.  The only explanation given by the clerk’s office is that they got a new computer system on that date but that doesn’t explain why some of the properties do not have that date, such as the Lanza’s.
Several properties on Riverside were listed for sale just after the shootings; one of them the day after.  All of them are in foreclosure now.  Two of them are directly across from the fire station. Coincidence?
The Pozner’s home has been abandoned, is being gutted and is in foreclosure. The Gays listed and sold their home in January.
Pozner house march 2013 2
There’s no Google street view for any of the side streets throughout Newtown and Sandy Hook and the imagery is old, most of it from ’08 or ’09 and it’s blurry and dare I say some of it looks photo-shopped or manipulated.  This isn’t normal.
Very little information on the Lanzas: I’ve searched for information on Peter and Nancy Lanza and I’ve found very little.  I’m not finding any birth certificates, marriage certificates, work information, etc.  I found more information on the father of Peter Lanza, Peter Salvatore Lanza and I believe he existed.  I found lots of old census records and past addresses.  One thing that’s odd though, his obituary from 2010 was entered in “Find a grave” on 12/16/12, two days after the shootings.  Why would someone enter that then?  Also, Peter didn’t marry Shelly Cudiner until recently, so why is she included in the obituary (from 2010) with family?  I understand they were said to have been dating for 3 years, but would anyone include a girlfriend of a child in an obituary?  That doesn’t make sense to me.
I’ve found even less information on Nancy (Champion) Lanza.  There is only one Nancy Jean Lanza in the country, living in Florida and too old to be THE Nancy Lanza.
I can’t find any record of a Peter J. Lanza with the birth date recorded in People Finders.  I did find a Peter J. Lanza, Boston College yearbook photo (1967).  Since the father was from Haverhill, Mass it would make sense that he could have a son attending Boston College but the photo doesn’t match and he would be older than what’s been reported.
peter j. lanza
There is a Kingston census record but this is odd too.  It lists Peter J. Lanza, Nancy J. champion, not capitalized and why is it her maiden name?  All the other listings are married names.  It also lists Adam, no Ryan.  I don’t know that I trust this document.
lanza vital records kingston
Based on the fact that the only photos of the Lanzas appear to be photo-shopped, we have never seen an interview or even a Star or Enquirer photo of Peter Lanza since this happened, added to the sketchy records on them, I just don’t believe they existed.  They may have been created from other people’s records.  I will change my position on this when I see Peter J. Lanza present day, not just more, questionable photos but a live interview.
There’s much more but I’ll stop here.  I’m writing this from the perspective that I believe there were no victims, there is no Nancy, Peter, Adam or Ryan Lanza, the school probably was not operational at the time of the shootings, no kids were moved to Chalk Hill, and most (if not all) of the photos and video we saw that day were made in advance with green screen technology.  Unless I see evidence to suggest otherwise, this is what I believe.  I completely understand that many of you have different theories about it and that’s fine.  I could be wrong but this is what makes sense to me at this point and believe me, I’ve spent many, many hours looking at all of this.
They can only win if they achieve their goals.  If Americans refuse to go along with all of this, they will have accomplished nothing.  So we must oppose all gun legislation, mental health reform and increased security in our schools.  We don’t need it.  We don’t want it.  Leave us alone.

The Deliberate Dumbing Down of America

Fuente:

http://www.atlanteanconspiracy.com/2008/10/forced-government-indoctrination-camps_21.html

Información:


MONDAY, FEBRUARY 25, 2013


The Deliberate Dumbing Down of America


During the Reagan administration,US Department of Education Senior Policy Advisor wasCamdenMaineschool board director Charlotte Iserbyt. Iserbyt has long been an appreciated voice of opposition to outcome-based education and Skinnerian methodology. She recently compiled a mammoth, informative expose on the devolution of American education called “The Deliberate Dumbing Down of America.” She explains how, “An alien collectivist (socialist) philosophy, much of which came from Europe, crashed onto the shores of our nation, bringing with it radical changes in economics, politics, and education, funded - surprisingly enough - by several wealthy American families and their tax-exempt foundations. The goal of these wealthy families and their foundations - a seamless non-competitive global system for commerce and trade - when stripped of flowery expressions of concern for minorities, the less fortunate, etc., represented the initial stage of what this author now refers to as the deliberate dumbing down of AmericaSeventy years later, the carefully laid plans to change America from a sovereign, constitutional republic with a free enterprise economic base to just one of many nations in an international socialist (collectivist) system (New World Order) are apparent. Only a dumbed down population, with no memory of America’s roots as a prideful nation, could be expected to willingly succumb to the global workforce training planned by the Carnegie Corporation and the John D. Rockefellers, I and II.” (7) 



John Taylor Gatto, author of “The Underground History of American Education,” was New York“Teacher of the Year” for the 3rd time in 1991 when he quit his 30 year teaching career saying that he was “no longer willing to hurt children.” He wrote, "I feel ashamed that so many of us cannot imagine a better way to do things than locking children up all day in cells instead of letting them grow up knowing their families, mingling with the world, assuming real obligations, striving to be independent and self-reliant and free …I don’t mean to be inflammatory, but it’s as if government schooling made people dumber, not brighter; made families weaker, not stronger … The training field for these grotesque human qualities is the classroom. Schools train individuals to respond as a mass. Boys and girls are drilled in being bored, frightened, envious, emotionally needy, and generally incomplete. A successful mass production economy requires such a clientele. A small business, small farm economy like that of the Amish requires individual competence, thoughtfulness, compassion, and universal participation; our own requires a managed mass of leveled, spiritless, anxious, familyless, friendless, godless, and obedient people who believe the difference between Cheers and Seinfeld is a subject worth arguing about. An executive director of the National Education Association announced that his organization expected ‘to accomplish by education whatdictators in Europe are seeking to do by compulsion and force.’ You can’t get much clearer than that. WWII drove the project underground, but hardly retarded its momentum. Following cessation of global hostilities, school became a major domestic battleground for the scientific rationalization of social affairs through compulsory indoctrination.”

It is very important for both governments and corporations that schools constantly churn out unquestioning, uninformed sheeple crushed of creativity and individuality, who are emotionally needy, respond in group-think patterns, and find their only reprieve in materialism/advertising. As Gerald Bracey, leading promoter of government schooling wrote in his 1991 annual report to business clients, “we must continue to produce an uneducated social class.” Lifetime Learning Systems, a new corporation helping advertisers infiltrate our schools, said to its clients, “School is the ideal time to influence attitudes, build long-term loyalties, introduce new products, test-market, promote sampling and trial usage – and above all – to generate immediate sales.” Suzanne Cornforth of Paschall and Associates public relations consultants was quoted in the New York Times on July 15th, 1998 saying, “Today’s corporate sponsors want to see their money used in ways to line up with business objectives …This is a young generation of corporate sponsors and they have discovered the advantages of building long-term relationships with educational institutions.”


“The secret of American schooling is that it doesn’t teach the way children learn, and it isn’tsupposed to; school was engineered to serve a concealed command economy and a deliberately re-stratified social order. It wasn’t made for the benefit of kids and families as those individuals and institutions would define their own needs. School is the first impression children get of organized society; like most first impressions, it is the lasting one. Life according to school is dull and stupid, only consumption promises relief: Coke, Big Macs, fashion jeans, that’s where real meaning is found, that is the classroom’s lesson, however indirectly delivered … Advertising, public relations, and stronger forms of quasi-religious propaganda are so pervasive in our schools, even in ‘alternative’ schools, that independent judgment is suffocated in mass-produced secondary experiences and market-tested initiatives.” -John Taylor Gatto, “The Underground History of American Education”


Scientifically subjecting young children to factory-style seating, standardized testing, and government textbooks bring “order out of chaos,” and make for manageable populations. Modern schools create uniformity, while suppressing skepticism and creativity. They over-develop competitive spirit while undermining compassion and curiosity. They promote cliques, gangs, small group mentalities, and “small-picture” thinkers. Grading and testing procedures hinder “big-picture” understanding of any subject and force students to focus on more simple, gradable aspects. True education and mastery of the subjects at hand are not encouraged or even feasible. Students are merely required to memorize trivial information like names, dates, places, events etc. just long enough to regurgitate for standardized multiple-choice tests. Then after examination, the trivial info stored in their short-term memory disappears along with their superficial understandings of each subject.

We are students of words; we are shut up in schools, and colleges, and recitation rooms, for ten or fifteen years, and come out at last with a bag of wind, a memory of words, and do not know a thing.” –Ralph Waldo Emerson



“That erroneous assumption is to the effect that the aim of public education is to fill the young of the species with knowledge and awaken their intelligence, and so make them fit to discharge the duties of citizenship in an enlightened and independent manner. Nothing could be further from the truth. The aim of public education is not to spread enlightenment at all, it is simply to reduce as many individuals as possible to the same safe level, to breed and train a standardized citizenry, to put down dissent and originality. That is its aim in the United States, whatever the pretensions of politicians, pedagogues and other such mountebanks, and that is its aim everywhere else.” –H.L. Mencken

“A general state education is a mere contrivance for molding people to be exactly like one another; and as the mold in which it casts them is that which pleases the predominant power in the government…it establishes a despotism over the mind” -John Stuart Mill, “On Liberty”



“The Brotherhood has also structured the ‘education’ system and the media to lock people in what I call the left brain prison. The left brain is the area which deals with the physical world view, ‘rational’ thought and all that can be seen, touched, heard and smelled. The right brain is our intuition and our connection with higher dimensions. This is where you find the artist and creativity, inspired by our uniqueness of thought and expression. The education system and its offshoots, like the media and science, are designed to speak to the left brain and to switch off right brain thinking. This is why spending on the arts in schools is being cut back all over the world and rigid, left brain programs imposed. ‘Education’ fills the left brain with information, much of which is untrue and inaccurate, and it demands that this is stored and then regurgitated on the exam paper. If you do this like a robot you pass. If, however, you filter the information through the right brain and say ‘Hey, this is piece of shit’, you won’t pass even though you will be telling the truth. Isn’t education just wonderful?” -David Icke, “The Biggest Secret” (481-2)


It has been demonstrated if you read the brain-waves of a typicalAmerican, left-brain neurons are constantly more active than right. And with the constant suppression of creativity and right-brained sympathies, we crank out a population of students who want to be musicians, actors, artists, painters, and poets, but are forced into the “real world” jobs of accounting, business, economics, advertising etc.

“What's the difference between a bright, inquisitive five-year-old, and a dull, stupid nineteen-year-old? Fourteen years of the British educational system.” –Bertrand Russell


“Give me four years to teach the children and the seed I have sown will never be uprooted.” –Vladimir Lenin


”Education is a weapon, whose effect depends on who holds it in his hands and at whom it is aimed.” –Joseph Stalin

“Schools have not necessarily much to do with education. They are mainly institutions of control, where basic habits must be inculcated in the young. Education is quite different and has little place in school.” –Winston Churchill


“A tax supported, compulsory educational system is the complete model of the totalitarian state.” –Isabel Paterson


Every day all over the world, millions of bright young minds are spending the best years of their lives being herded around by governments like cattle, responding to bells, whistles and other Pavlovian/Skinnerian conditioning.  Millions of children are locked into this program Monday to Friday from 9-5 performing boring/arduous tasks against their will because society has deemed it necessary.  Just like the workplace, only unquestioning compliance is rewarded and your only reprieves are snack breaks and lunch time, which are withheld from you like salivating dogs until the bell rings.  Meanwhile you anxiously sit in rigid rows all facing the big boss and the blackboard, focused on fantasy objectives, conditioned to view other students as competitors and hindrances.    


“By bells and other concentration-destroying technology, schools teach that nothing is worth finishing because some arbitrary power intervenes both periodically and aperiodically … Love of learning can’t survive this steady drill. Students are taught to work for little favors and ceremonial grades which correlate poorly with their actual ability. By addicting children to outside approval and nonsense rewards, schools make them indifferent to the real power and potential that inheres in self-discovery reveals. Schools alienate the winners as well as the losers … By stars, checks, smiles, frowns, prizes, honors, and disgraces, schools condition children to lifelong emotional dependency. It’s like training a dog. The reward/punishment cycle, known to animal trainers from antiquity, is the heart of a human psychology distilled in late nineteenth-century Leipzig and incorporated thoroughly into the scientific management revolution of the early twentieth century in America. Half a century later, by 1968, it had infected every school system in the United States … Each day, schools reinforce how absolute and arbitrary power really is by granting and denying access to fundamental needs for toilets, water, privacy, and movement. In this way, basic human rights which usually require only individual volition, are transformed into privileges not to be taken for granted … [school] teaches how hopeless it is to resist because you are always watched. There is no place to hide. Nor should you want to. Your avoidance behavior is actually a signal you should be watched even more closely than the others. Privacy is a thought crime. School sees to it that there is no private time, no private space, no minute uncommanded, no desk free from search, no bruise not inspected by medical policing or the counseling arm of thought patrols.”  -John Taylor Gatto, “The Underground History of American Education” (245-6)


"It seems to me that much of what we call education is really socialization. Consider what we do to our kids. Is it really a good idea to send your 6-year-old into a room full of 6-year-olds, and then, the next year, to put your 7-year-old in with 7-year-olds, and so on? A simple recursive argument suggests this exposes them to a real danger of all growing up with the minds of 6-year-olds. And, so far as I can see, that's exactly what happens. Our present culture may be largely shaped by this strange idea of isolating children's thought from adult thought. Perhaps the way our culture educates its children better explains why most of us come out as dumb as they do, than it explains how some of us come out as smart as they do.”  -Marvin Minsky



“There has never in the history of the civilized world been a cohort of kids that is so little affected by adult guidance and so attuned to a peer world. We have removed grown-up wisdom and allowed them to drift into a self-constructed, highly relativistic world of friendship and peers.”  –William Damon, Stanford University Center on Adolescence




“Don’t let a world of funny animals, dancing alphabet letters, pastel colors, and preachy music suffocate your little boy or girl’s consciousness at exactly the moment when big questions about the world beckon.  Funny animals were invented by social engineers; they knew something important about fantasy and social engineering that you should teach yourself.”  -John Taylor Gatto, “The Underground History of American Education” (298-9)



Does all this age-graded, childish “edutainment,” serve to make education more fun, or more trivial and superficial?  As cute as they may be, are Disney, Barney, Sesame Street and others what are best for our children?  Are textbooks with bright color pictures helpful or distracting?



“Men had better be without education than be educated by their rulers.”  –Thomas Hodgskin, 1823



“Take at hazard one hundred children of several educated generations and one hundred uneducated children of the people and compare them in anything you please; in strength, in agility, in mind, in the ability to acquire knowledge, even in morality - and in all respects you are startled by the vast superiority on the side of the children of the uneducated.”  -Count Leo Tolstoy, "Education and Children," 1862



“My schooling not only failed to teach me what it professed to be teaching, but prevented me from being educated to an extent which infuriates me when I think of all I might have learned at home by myself.”  –George Bernard Shaw





“Samuel Johnson entered a note into his diary several hundred years ago about the powerful effect reading Hamlet was having upon him. He was nine at the time. Abraham Cowley wrote of his infinite delight’ with Spenser’s Faerie Queen—an epic poem that treats moral values allegorically in nine-line stanzas that never existed before Spenser (and hardly since). He spoke of his pleasure with its ‘Stories of Knights and Giants and Monsters and Brave Houses.’ Cowley was twelve at the time. It couldn’t have been an easy read in 1630 for anyone, and it’s beyond the reach of many elite college graduates today. What happened? The answer is that Dick and Jane happened. ‘Frank had a dog. His name was Spot.’ That happened …There are many ways to burn books without a match. You can order the reading of childish books to be substituted for serious ones, as we have done. You can simplify the language you allow in school books to the point that students become disgusted with reading because it demeans them, being thinner gruel than their spoken speech. We have done that, too. One subtle and very effective strategy is to fill books with pictures and lively graphics so they trivialize words in the same fashion the worst tabloid newspapers do - forcing pictures and graphs into space where readers should be building pictures of their own, preempting space into which personal intellect should be expanding. In this we are the world’s master.”  -John Taylor Gatto, “The Underground History of American Education” (252)  



George Washington attended only 2 years of formal schooling in his life.  Abraham Lincoln had only 50 weeks of schooling and even that was seen as a waste of time by his relatives.  In 1840 the rate of complex literacy in the US was incredibly high, between 93 and 100 percent.  TheConnecticut census showed only 1 of every 579 people was illiterate.  Over a century and a half later in 1993, the National Adult Literacy Survey reported that 1 in every 5 Americans was illiterate!  The 1993 survey represented 190 million US adults over age 16 with an average school attendance of 12.4 years.  42 million were completely illiterate, 50 million read at a 4th – 5th grade level, 55-60 million read at a 6th – 8thgrade level, 30 million at a 9th – 10th grade level, and less than 10 million at a University level.




“All men who have turned out worth anything have had the chief hand in their own education.”  –Sir Walter Scott



“In 1882, fifth graders read these authors in their Appleton School Reader: William Shakespeare, Henry Thoreau, George Washington, Sir Walter Scott, Mark Twain, Benjamin Franklin, Oliver Wendell Holmes, John Bunyan, Daniel Webster, Samuel Johnson, Lewis Carroll, Thomas Jefferson, Ralph Waldo Emerson, and others like them. In 1995, a student teacher of fifth graders in Minneapolis wrote to the local newspaper, ‘I was told children are not to be expected to spell the following words correctly: back, big, call, came, can, day, did, dog, down, get, good, have, he, home, if, in, is, it, like, little, man, morning, mother, my, night, off, out, over, people, play, ran, said, saw, she, some, soon, their, them, there, time, two, too, up, us, very, water, we, went, where, when, will, would, etc. Is this nuts?’”  -John Taylor Gatto, “The History ofAmerican Education”


Dr. Seuss, the children’s author, wrote many best-sellers admittedly using a controlled "scientific" vocabulary supplied by his publisher.  He said in a 1981 interview that, “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 phonics reading and went to a word recognition as if you’re reading a Chinese pictograph instead of blending sounds or 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 only learn so many words in a week. So there were two hundred and twenty-three words to use in this book. I read the list three times and I almost went out of my head. I said, ‘ I’ll read it once more and if I can find two words that rhyme, that’ll be the title of my book.’  I found ‘cat’ and ‘hat’ and said, the title of my book will be The Cat in the Hat.”



“Far from failing in its intended task, our educational system is in fact succeeding magnificently, because its aim is to keep the American people thoughtless enough to go on supporting the system.”   –Richard Mitchell, "The Underground Grammarian"




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17 comments:

Anonymous said...
Many students, especially those who are poor, intuitively know what the schools do for them. They school them to confuse process and substance. Once these become blurred, a new logic is assumed: the more treatment there is, the better are the results; or, escalation leads to success. The pupil is thereby "schooled" to confuse teaching with learning, grade advancement with education, a diploma with competence, and fluency with the ability to say something new. His imagination is "schooled" to accept service in place of value. - Ivan Illich

These words seems to echo ur thots. have fun cya
Anonymous said...
This is a Great article, i go to highschool and every school in fulton county is a brain washer school. Were being traught how to obey authority and put our heads down when our rights are challenged. Were learning retarded crap and getting in trouble way to harshly but all we do is take it up the ass. Schools are for evolution, not mind pollution... AG ...soccer9251995@yahoo.com
Craig said...
Hey Eric,


I live in the UK and have been on the fringes of learning about these theories. Every so often I get a really strong compulsion, usually brought on by something I see in the media or on the internet, to learn about the things that you are saying in your blogs. Then its seems as quickly as this urge arises it just dies down and goes away and I no longer search for the truth with as much zeal. Why is this?? It is getting really frustrating as I know this is really important info, yet it seems I am conditioned to just stop thirsting for this knowledge. I have tried talking to my friends about the things I have learned and they either look at me as if I am crazy or humour me until I have left the conversation. I just need some people to bounce some ideas off, as I feel we are at a crossroads and I want to take the correct path.
Dante McAuliffe said...
The problem with schools, as this article mentioned, is the fact that they promote uniformity and perpetuate the idea that there is such a thing as an "average student." In an environment where everything is catered to the performance of the "average student," it is often overlooked that individuals learn differently. There are plenty of smart people who were bad in school, and there are plenty of not so smart people who performed awesome in school.


Unfortunately, "school" is merely another institution used to indoctrinate us. They like to get us young.
Eric Dubay said...
Hey Craig, thanks for the message. I'm glad to hear you've been researching all this stuff and I know how difficult it can be to share with friends/family:



It's probably because you're talking to people who aren't ready to listen that you're feeling discouraged and disinterested in pursuing your research. Don't give up though, keep searching for your own truth and express yourself as honestly as possible. Listen to people for common ground then plant seeds... if the seeds don't take root then move on and find more fertile ground. Good luck man. Peace
Anonymous said...
And the worst is when they profess disinformation about the most important aspects of life. And suppress historical events and that aren't politically correct, and the schools have war memorials glorifying war for bogus reasons like 'freedom'. And they punish thought crimes and Truth about all things. And the students themselves are fanatically anti-intellectual, from 12 or so and right up to grade 12 and continuing thinking literally hurts their brains. And their entire identities are wrapped up with other people. I have an IQ of 150 and I can tell you school was boring and stressful. A huge part of my education came from reading on my own.

And I've kept journals since 3rd grade.
Thanks for these "Forced Government Indoctrination Camps" posts. You have much appreciation from me Eric. When i was in elementary school; my teachers would wrtite letters to my mother saying i was "distracted" too often. That's what they call an imagination. They wanted to put me on A.D.D pills but my mother didn't believe in that so I never used them (thank God). As i got older i had even less interest in school as i started to read and listen to alternative media. I Got my G.E.D at age 16. If it wasn't for my interest in reading the truth about history i never would have changed my F's into A's in my history and English class. And i completley agree with you Anonymous. I feel like most of us researching these topics have similar experiences with school and have self educated ourselves, we are truley blessed to be so free.
Gary said...
Mr. Eric, one of my favorite blog writers in the world. This is right on the money.


I'm writing a blog myself called "What I learned from school." I dropped out in the 10th grade just a month after my 17th birthday and I don't regret it at all. I think I learned more outside of school than I did in school.

As far as it being grade by age, this is the biggest bullshit of all. You know, I struggled in math. They said I had a "learning disability". My own mother used to scream that at me "How do you memorize all that nonsense bullshit about music but you can't do Algebra blah blah blah".

I remember my Algebra classes in highschools. I failed it TWICE then they came up with the BS I had a learning disability. I could pass every class but that. But here's the other part of it; over half of my class failed too both times. Did all those other kids have a learning disability too? Every math class from middle to high school, it would be at least 40-50% and sometimes even 60% of the class failed, and they basically labeled us as stupid for not being able to do it. 

Learning disability my ass, that was when I dropped out. When I was in middle school, I failed the 6th grade, and they put us in "Gender classes" and the teacher basically told us we were too stupid to be in a normal class with girls, cause we failed the 6th grade. All the kids that passed were put in normal classes, but if you failed, you got stuck in a gender class with teachers that told you how stupid you were "you aren't good enough to be in a normal class, you're special"

I also want to say that the majority of kids in special education that supposedly have "learning disabilities" usually don't have a learning disability at all. Some of the smartest kids I met in school were in those classes, they just didn't learn by the age I guess. 

They try to dope you up with medicine and come up with BS like ADHD. When I was young my teachers begged my parents to put me on medicine to help me focus. My parents never did that to me, but my peers and class mates that were on those meds, you should have seen them. it's like they were being punished just for being kids. They were like zombies on those medicines. They didn't act the same, it was almost scary being in the same room with them, but oh "their grades are so much better now!". I think those meds destroy creativity. If I was stuck on those meds as a kid I probably never would have learned creativity as much as I did. 

I had a teacher that John Taylor Gatto reminds me of. She taught for over 32 years. I had her in the last 2 years of high school. She basically would tell the class plain and simple that the school won't allow her to teach the correct way. She claimed that ADHD was a "joke" and that "kids are kids, they are going to act hyper". One of the biggest controversial things she did was tell the class she thought the CIA and FBI murdered John F Kennedy. She was black too, and would tell us how racist our history books are towards American Indians. She was always fighting the school. She was just an amazing person that told it like it was. The same year I dropped out, she died of cancer right after her retirement. She was an amazing teacher that gave you space to use creativity to figure things out, and when she died, I was really devastated. 

I actually told this teacher of mine, I wanted to drop out and here's the crazy part; she told me to do it. I felt I could trust her, and I just said one day "I don't want to do this anymore, I feel I'm wasting my life". She just nodded her head and say Gary do it, you're intelligent, you don't need all this. She thought the school was stupid to try and label me with a 'learning disability' because I bombed in Algebra twice. She told me to drop out. 


Gary Man said...
Mr. Eric, I've written half of my article today. Well I'm splitting it into 2 sections. First one details my experience in school, the second one is the conclusion of it all.


I wanted to know how you got that "Join this site" thingy on the right hand side of your page. I wanted to add that to mine so people could join mine, that's if people do read my writing overtime.
Ines said...
yes, it's deliberate dumbing down.


Do you need a handbook to life?

What good would it do.
Can you teach higher mathematics to an infant?
You must learn and organize yourself.

It's not about power, this is the same power like a foot squashing an ant. It means nothing.

Dont't think they don't want to be exposed.
They want to be exposed.
Anonymous said...
A Hunger to learn part 1 of 5


On the road searching for the American dream, a family of 3 drove from Tampa, Florida towards Atlanta, Georgia during the month of September in 1995. Miraculously, a life changing event occurred and the trip was halted by an immediate trip to the hospital. This was no ordinary event. This was the beginning of my life as Alexander Wren Gordon and inevitably through time my purpose for being here would change the entire world as we know it.

From a young age I had a hard time being interested with what I learned in school. After I learned the basics such as reading, writing, and arithmetic I felt like some of the other subjects were not very interesting. Over time I felt like there was something important missing from my education. When I asked people why they thought school is important, people always personified doing well in school as a necessary and divine way to succeed in life. However I only truly understood why school is important when I realized the purpose of education several years later in my life. After hearing everyone’s perspective of school, as a young student I did not feel like my purpose was being fulfilled. I felt like I was participating in a ridiculous and pointless process. I increasingly felt boredom year after year until I reached a tipping point. I wanted to find a way to do more than memorize information to pass the next test. I wanted to actually understand what I learned in school and use it to become independent in my life. My goal became to find how to experience a meaningful education. This was my goal and the adventure that I set out on would ultimately flip my world inside out.

I had very high educational expectations coming into middle school and they were not satisfied in the 6th grade. I was so disappointed that I felt incomplete and I began to search for a meaningful education. When I was 12 through 16 years old I had the opportunity to move around switching schools between my divorced parents. Over the years this freedom surprisingly enabled me to go to 7 different public schools around north metro Atlanta. While pursuing my goal, I consistently experienced dissatisfaction with the USA public school system. I was dissatisfied because the focus at all of the schools was to cram information into students in order to achieve high test scores. Relevant or not, this ensures that the school’s cost of operation is continually funded by the government. This formula is intended to give all students a better chance to pass in school and to give all students a fair education. But in my mind, I could not understand why everyone would want to memorize short term information and gradually forget most of it year after year just to pass tests to get closer to graduating or to go to college. School became a very negative environment for me because I felt that it might not be for me. I was not sure at the time so I continued to search for the truth.
Anonymous said...
A hunger to learn part 2 of 5

During my time of discouragement, I noticed a lot of flaws in the public school system. One of the obvious flaws I saw is that a massive amount of students lose focus when they are required to memorize facts and broken down steps using their short term memory. Very often students in school become bored and do not pay attention in class. Perceived as disrespect, disciplinary action for students who get distracted or distract others is increasingly becoming a new phenomenon across USA public schools. This conflicting process gradually contradicts the likelihood of students learning in school as this artificial disciplinary system makes learning superficial and unnecessarily stressful. I noticed that most students who want to succeed do as their told without questioning why they are in school. Many of these disciplined students found themselves bored and confused about what they are doing with their lives further down the road. Another strange new phenomenon is that students as young as 8 years old are creating a huge market for the drug called Adderall (a pharmaceutically prescribed or illegally bought psychoactive stimulant for reducing attention-deficit disorder). Regardless of the drug’s popularity and purpose, students still get distracted, distract others, and then they often get in trouble with teachers which creates an endless cycle of disciplinary conflict. If drugs and discipline do not keep students focused, than what does?
When philosophizing about several educational philosophies in school I often made many theories. One of the theories I questioned was, ‘’rather than breaking every study down to a fraction, why not show the bigger picture in order to make the curriculum coherent? From my experience, memorizing facts and steps does not improve one’s ability to logically understand information; ergo if you do not constantly use it, you lose it. Memorizing short term knowledge is truly sad in my opinion because logically understanding knowledge is the only way to fully develop the mind, but the school system is intentionally designed for students to pass and go. Understanding these systematic flaws allowed me to go deeper into the problems I faced. The current demand to pass a plethora of fact based tests consequently forces most students to memorize and regurgitate dates, facts, and steps rather than to logically understand the information taught in the curriculum. Most of the teachings in school are forgotten by students a couple of years later since most students end up not using the memorized facts and steps in their lives. Inevitably young adults lack the ability to solve and answer the same problems they supposedly learned in school. Statistically proven and from my experiences, an increasing amount of students are failing, are forgetting most of what they knew a couple years back, are losing interest to attend classes, are getting in trouble, and are dropping out of school. I could not believe that the standardized curriculum was completely flawed and I also could not believe that the teachers in the USA are all bad. So I searched for something that can be done to improve my learning experience and generally speaking our declining public education system.
Anonymous said...
A hunger to learn part 3 of 5

I struggled to find a solution, but I came to a conclusion through an interesting observation. In the rare case of a teacher that can give examples and find out what students know and do not know, a logically derived solution can fill in the missing knowledge rather than the memorization of dates, facts, and steps. When this happens a teacher can explain why specific information is relevant and important in our lives. Students interested in the subject tend to become passionate about learning and volunteer to be captivated by the meaningful information their subjected to. When students are interested in a subject rather than dreadfully memorizing information, an energetic desire to learn appears. Every once in a while this pattern repeated itself throughout my years in school. I thought that this pattern proved that all students are capable of learning different studies but they do not have the freedom to focus on whatever studies that they are interested in until they get into college. This also made me believe that students could be much more prepared and skillful in life if teachers were given the support and resources for a curriculum where optional hands on application through various optional skill/study developing workshops would be supported. I think if these work-study curriculums, logically based learning styles, and optional studies were implemented than the entire USA public education system would be reinvigorated and going to school would become fun again. This in my opinion would allow students to not only understand knowledge, but it would allow students to actually use specific knowledge in real life for real reasons.
My dreams became stronger, but I could not change reality unless I found an alternative direction for myself. At that point, my goal became to figure out what I wanted to do in my life and I had a pretty good idea about where to start. Since I like a challenge, I have made a method for figuring out what an individual wants to do in life and the best part is the method’s simplicity. Anyone can start by figuring out what the worse problems in the world are, in other's lives, and in their own life. Then they choose the most meaningful problem to them and research what fields of work are trying to solve their problem. If nothing is meaningful then they need to be true to themselves and do what they feel they need to do in the mean-time till the day it comes. When they have it, they simply pursue that field of work that is solving the problem and the first step towards pursuing a meaningful life has been taken.
Anonymous said...
A hunger to learn part 4 of 5 

I found that I have a passion for healing environments and revolutionizing agriculture because the current industrial agricultural system has impacted my health and the world tremendously. I lived in bad health for years because of global environmental erosion, human pollution, ignorance, and the metabolically toxic foods that I consumed which all stressed my early respiratory system and my overall health throughout my childhood. I struggled to breathe for several years which affected my ability to function dramatically. I could not exercise easily, I slept a couple hours a week, and many other functions became extremely difficult. I searched for medical help from many doctors for over 2 years and none of them could help me. I finally figured it out on my own and the problem was mainly that I had a physical fragmentation in my sinus passageway. My problem was verified by a doctor and I received the appropriate surgery but after it was over, my sinuses had become infected, inflamed, and I could not breathe through my nose at all; which was worse than before. I almost gave up searching for medical advice from doctors and trying holistic methods because all of the pharmaceutical drugs and holistic remedies either was a waste of time or made my health worse. When I could barely breathe and when I was unable to sleep for more than one night or two out of a month on average, I became extremely frustrated. My frustration built up and I began to exercise nonstop and I experimented with my nutrition by eating a plant based diet along with several alternative remedies. I noticed that my sinus passageway began to heal. I stopped getting sick all of the time and I found several other methods that helped to improve my health through trial and error. My life changed a lot during that experience because I recovered and I am very healthy now which could be considered a miracle, but to me it was a breakthrough in understanding my life. From my recovery on, I became inspired to help solve the environmental and agricultural problems of my generation so that toxic substances do not continue to spread. These massive problems are going to get worse and affect us all but rather than waiting for an answer I decided that I will make one. As a part of my role, I will help remediate a toxic global ecology, find ways to create more functional agricultural systems, and reduce world hunger caused by unsustainable systems so that humanity can start moving forward again. Implementing sustainable agricultural systems was in my mind the bridge to healing environments and healing humanity’s unsustainable lifestyle. In order to reach my objectives I made my life purpose to understand all of the knowledge I need to know and to master the important skills I need to have so that I can help recover the beautiful home that sustains us all.
Anonymous said...
A hunger to learn part 4.5 of 5

Throughout my experiment, I ruthlessly analyzed the importance of how students learn and how teachers teach. I took this to a new level and over the course of 4 years I researched and attended 7 different public schools while constantly increasing my understanding of education and my understanding with many other aspects of life. I concluded my educational experiment with an important understanding which is that the current public school curriculum does not create opportunities to understand or apply knowledge through various skill developing opportunities. In my opinion, public school education has lost its purpose; which is to help kids grow and to give them opportunities to become brilliant and skilled people who contribute to society. In my mind, focusing on test scores was completely neglecting true education and I felt like I was wasting my time. With 10 and half years of attending school, I could solve an algebraic equation and tell you the amount of ions that are in potassium but I could not build a greenhouse if I was given simple dimensions or make my own soluble potassium fertilizer to grow plants. I could explain to you Newton’s theory and explain that H2O equals two hydrogen molecules and one oxygen molecule, but I could not build a solar generator or install an irrigation system if my life depended on it. I solidified that I wanted to know knowledge but more than that, I wanted to stop regurgitating a text book and apply knowledge to learn skills rather than to achieve high test scores.
When I was 16 I had discovered my inevitable destination. I had completely lost my interest in learning at high school because I felt that I needed a different kind of education. I studied a variety of interesting subjects on my own which made some of my school studies seem arbitrary at the time. I was studying knowledge that could be applied for uses other than achieving high test scores and I had created a curriculum that was meaningful which felt right. I heard about the GED diploma and I thought that it would be an interesting option for me since I would need to go to college eventually in order to advance in my studies. I also thought that getting a GED would be interesting because it would give me a great opportunity to explore an experiential education. I had studied sustainable agriculture, history, philosophy, renewable energy, government systems, politics, economic systems, renewable energy engineering, horticulture, and environmental sciences for about 6 months prior to 2012. When I felt that I was ready to move forward, I dropped out of high school to study subjects that were not taught in high school. I left with the ambition to learn useful skills and to ultimately learn how to recover the world’s environments and agricultural systems. I quickly felt the responsibility that I had placed on myself, but to this day I continue to say, bring it on!
I dropped out of high school at age 16 because I wanted to learn skills and apply specific practical knowledge. A year later: I have gained a wide variety of skills, I have worked several jobs, I have studied many subjects, I have grown up in many ways, and I had made a bit of money to fund an education. I have a GED diploma so I am eligible to attend a college or university. I am particularly interested in environmental recovery, environmental sciences, and applying scientific knowledge to agriculture to create better systems and practices. I am 17 now but don’t let that fool you; I am ready to further expand my knowledge in college and fine tune my skills so that I can grow.
Anonymous said...
A hunger to learn part 5 of 5

Some things I did when I left school were: I built a small scale Verti-gro system (vertical hydroponics) at age 16 and my employer and I successfully grew hydroponic strawberries. In conclusion I experimented by keeping a full analysis of the different strawberry varieties and we found the best strawberry variety for the growing conditions in Atlanta’s environment. I have started a couple of small scale gardens. I help maintain a master gardener’s quarter acre garden and I sometimes do some landscape work on the property as well. I worked a landscaping job for a while which allowed me to learn some useful landscaping skills. I worked supporting a farm to table program for a couple of months at Milton’s cuisine & cocktails in Milton, Ga. For a few months I maintained the restaurant’s productive acre garden, intensely studied horticulture, I brought fresh produce into the restaurant’s kitchen routinely, and I also built an irrigation line for the garden. I expanded my knowledge of the food industry while working a bit in the kitchen which also improved my cooking skills. I have learned some handyman skills (indoor/outdoor) painting, plumbing, electrical work, basic construction, etc... I have done a little volunteer gardening work. I volunteered to be a foreman and help build a board walk at a local elementary school for a children’s gardening educational program. Generally speaking, I have learned various skills in my experiences while applying knowledge. Most importantly, I have barely scratched the surface and I am eager to excel throughout my college education and in life until I accomplish my goal.

Eric Dubay said...
Wow, that's a great inspirational story 17 year-old Anonymous! :) I totally agree with your critiques of the public school system. Gary, your story about that awesome teacher was inspiring too. Thanks for sharing. To get the "Join this Site" and other widgets just go to the "Layout" section of your Blogger Dashboard and click "Add a Gadget," you'll see several gadgets like the blog subscription one and others. Peace!