UK amazon platform
USA amazon platform
Germany, Austria, Switzerland, Liechtenstein and Luxembourg amazon platform
France amazon platform
Spanish amazon platform
Italy amazon platform
Netherlands amazon platform
South Asia amazon platform
Canada amazon platform
Brazil amazon platform
Mexico amazon platform
Australia amazon platform
Here is a radio show with the infamous Sean Maguire talking with the author about the book—>>
If you want the book but do not have a kindle, amazon account or some other issue, i have a donation page where you can grab the book for a small donation. contact me for the details. For a small donation i will email the book to you.
here is the first chapter of the book, entitled School.
“A tax‐supported, compulsory educational system is the complete model of the totalitarian state.” ‐ Isabel Paterson
“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
“And just because you have colleges and universities doesn’t mean you have education.” ‐ Malcolm X
“I’ve noticed a fascinating phenomenon in my thirty years of teaching: schools and schooling are increasingly irrelevant to the great enterprises of the planet. No one believes anymore that scientists are trained in science classes or politicians in civics classes or poets in English classes. The truth is that schools don’t really teach anything except how to obey orders. This is a great mystery to me because thousands of humane, caring people work in schools as teachers and aides and administrators, but the abstract logic of the institution overwhelms their individual contributions.” ‐ John Taylor Gatto
“Education is what remains after one has forgotten everything he learned in school. It is a miracle that curiosity survives formal education. ” – Albert Einstein
“Every child is an artist. The problem is how to remain an artist once he grows up.” – Pablo Picasso
“The whole educational and professional training system is a very elaborate filter, which just weeds out people who are too independent, and who think for themselves, and who don’t know how to be submissive, and so on – because they’re dysfunctional to the institutions.” ‐Noam Chomsky
“Self‐education is, I firmly believe, the only kind of education there is.” ― Isaac Asimov
“In our dreams, people yield themselves with perfect docility to our molding hands. The present education conventions of intellectual and character education fade from their minds and unhampered by tradition we work our own good will upon a grateful and responsive folk. We shall not try to make these people or any of their children into men of learning or philosophers, or men of science. We have not to raise up from them authors, educators, poets or men of letters, great artists, painters, musicians, nor lawyers, doctors, statesmen, politicians, creatures of whom we have ample supply. The task is simple. We will organize children and teach them in a perfect way the things their fathers and mothers are doing in an imperfect way.” ‐‐ J.D. Rockefeller
“We view with alarm the activity of the Carnegie and Rockefeller Foundations—agencies not in any way responsible to the people—in their efforts to control the policies of our State educational institutions, to fashion after their conception and to standardize our courses of study, and to surround the institutions with conditions which menace true academic freedom and defeat the primary purpose of democracy as heretofore preserved inviolate in our common schools, normal schools, and universities.” ‐ National Education Association meeting, 1913.
We start your indoctrination off early. That’s why over the last 100 years we have put a concerted effort into taking your ‘spawn’ as young as we can, into our programming centres. In these centres, your ‘spawn’ will learn how to stand up straight, stand in line, and not to speak out. We will uniform them all, so they do not feel special or independent. We will crack down on any ‘unruly’ or outspoken subjects as to pull them back onto the correct path which has been chosen for them.
You must understand, we have been setting up this system for hundreds of years and it is a proven method in turning your spawn into compliant citizens of the new world. There is method to our madness and here i will explain.
You are stupid creatures whom can’t be trusted with real knowledge. The heavy burden of such real education would turn your little minds into unsure, compromised souls not knowing which way to turn. What we teach you gives you all the tools and thoughts required to fill your position in our society.
Since the early 1900’s, some of our greatest pioneers such as the Rockefellers, Carnegies, Mellons, Vanderbilts, Morgans and Guggenheim have set up vast foundations to control and issue education material to your young.
These ‘Titans of Industry’ were at the top of society through their various companies, and they planned to stay at the top for generations to come. Their plan was effectively to stunt the education system as to not allow any working middle class slaves from ever rising to power. When you are as greedy and controlling as us, we have had to spend a lot of time and money making sure none of you scum rise out of your squalor and disrupt our hierarchy.
With our many, many contacts, foundations, and so forth, we have a massive web of ‘friends’ who all have a vested interest in keeping us at the top of the pile, and you less fortunate, all at the bottom to serve us. Our education system compliments these ideals and serves our purposes well.
In 1951, Hon. John T. Wood (Idaho), House of Representatives, placed these remarks in the Congressional record on the Report to the American People on UNESCO (United Nations for Education, Science and Culture Organization). From the Congressional Record, Proceedings and Debates of the 82nd Congress, First Session on Thursday, October 18, 1951:
“UNESCO’s scheme to pervert public education appears in a series of nine volumes, titled ‘Toward Understanding’ which presume to instruct kindergarten and elementary grade teachers in the fine art of preparing our youngsters for the day when their first loyalty will be to a world government, of which the United States will form but an administrative part…
The program is quite specific. The teacher is to begin by eliminating any and all words, phrases, descriptions, pictures, maps, classroom material or teaching methods of a sort causing his pupils to feel or express a particular love for, or loyalty to, the United States of America. Children exhibiting such prejudice as a result of prior home influence – UNESCO calls it outgrowth of the narrow family spirit – are to be dealt an abundant measure of counter propaganda at the earliest possible age. Booklet V, on page 9, advises the teacher that:
‘The kindergarten or infant school has a significant part to play in the child’s education. Not only can it correct many of the errors of home training, but it can also prepare the child for membership, at about the age of seven, in a group of his own age and habits – the first of many such social identifications that he must achieve on his way to membership in the world society.’”
In the above manner we will make every effort to strip a slave’s offspring of every piece of national pride, nationality, patriotism or any affiliation with a particular ‘country’. This is in preparation for the new world, and there is no place for national pride. You are not part of anything. You are merely here to fulfill your post in a dutiful manner. Nothing more, nothing less.
Modern schooling actually derived from Prussia in the early 1800’s. The Prussian monarchy divided the education system into 3 tiers. The first tier was for ‘those whom would control policy’. The second, would be for those whom assist the policy makers and the third tier, was for the ‘common laborers’. The Prussian system was deemed
scientific in nature, due to the over riding component of seeing a child as a ‘clean blank slate’. Combined with Rousseau’s teachings on how to ‘write on the slate’ the new education system was up and running by 1819.
Edward Everett and Horace Mann were then instrumental in bringing this indoctrination system to the west. There was then a mass influx of western dignitaries to Germany to learn these ways and bring them back to our western universities, schools and colleges so by, 1900’s most of the education system was tainted by these practices.
Alexander Inglis’s 1918 book, Principles of Secondary Education, has some interesting bullet points on the current method of ‘education’.
Inglis makes it perfectly clear that compulsory schooling on this continent was intended to be just what it had been for Prussia in the 1820s. Modern, industrialized, compulsory schooling was to make a sort of surgical incision into the prospective unity of these underclass’s. Divide children by subject, by age‐grading, by constant rankings on tests, and by many other more subtle means, and it was unlikely that the ignorant mass of mankind, separated in childhood, would ever re‐integrate into a dangerous whole.
Inglis breaks down the purpose ‐ the actual purpose ‐ of modem schooling into six basic functions, any one of which is enough to worry the most observant of parents.
The adjustive or adaptive function. Schools are to establish fixed habits of reaction to authority. This, of course, precludes critical judgment completely. It also pretty much destroys the idea that useful or interesting material should be taught, because you can’t test for reflexive obedience until you know whether you can make kids learn, and do, foolish and boring things.
The integrating function. This might well be called “the conformity function,” because its intention is to make children as alike as possible. People who conform are predictable, and this is of great use to those who wish to harness and manipulate a large labour force.
The diagnostic and directive function. School is meant to determine each student’s proper social role. This is done by logging evidence mathematically and anecdotally on cumulative records. As in “your permanent record.” Yes, you do have one.
The differentiating function. Once their social role has been “diagnosed,” children are to be sorted by role and trained only so far as their destination in the social machine merits ‐ and not one step further. So much for making kids their personal best.
The selective function. This refers not to human choice at all but to Darwin’s theory of natural selection as applied to what he called “favoured races.” In short, the idea is to help things along by consciously attempting to improve the breeding stock. Schools are meant to tag the unfit ‐ with poor grades, remedial placement, and other punishments ‐ clearly enough that their peers will accept them as inferior and effectively bar them from the reproductive sweepstakes.
The propaedeutic function. The societal system implied by these rules will require an elite group of caretakers. To that end, a small fraction of the kids will quietly be taught how to manage this continuing project, how to watch over and control a population 14
deliberately dumbed down and declawed in order that government might proceed unchallenged and corporations might never want for obedient labour.
There you have it. We don’t need Karl Marx’s conception of a grand warfare between the classes to see that it is in the interest of complex management, corporate interests, economic or political, to dumb people down, to demoralize them, to divide them from one another, and to discard them if they don’t conform.
We have started teaching every slave the principles of common core. This entails indoctrinating the masses with basic information (whether correct info or not) to keep you even more disillusioned about facts that do not concern you. We will teach you that 2+2=5. We will teach you to never question how we came to this figure and common core is the tool which allows us to do this. We will teach you false accounts of history and you will not have the mental capacity to doubt what you are taught. We will teach you science theories in the manner which suits our agendas as to leave you completely helpless and with out the accumin to be able to dispute our facts. This common core will then be increased as you take your slave work position in society, and you will be taught only by your team leaders. In turn your team leaders will be taught by their leaders and so forth. This enables us to teach the slave the minimum amount required to fill their position. They will not know the workings of a system, foundation or company. They will merely be taught exactly what they need, to complete their task. If you stack shelves in one of our retail outlets, believe me when i say, you will always stack shelves in that establishment.
Common core in other words is the implementation of mass dumbing down indoctrination to programme a slave with the minimum info needed to fill their position, to keep that said slave in place by not knowing how to collect, learn or change a thought pattern as to step out of their box.
Learn to embrace your education as we still give menial benefits to those whom can remember their programming better than others. Benefits range from extra pennies a year (which are so minimal it makes no difference), massaging one’s ego in pitching ‘leaders’ against bottom rung scum (divide and conquer), or having a bigger, shiny bit of metal on your driveway than your neighbors (you slaves love the shiny crap that means absolutely nothing).
So, believe me when i say, we teach you what we want you to learn in a fashion which primes you for the future. Make no mistake about this. If you are lucky enough that mummy and daddy are in the group which controls policy, (about 1% of population) then you will be taught how to control the slaves. If you are in the group which helps the policy makers, you will be given just enough information to help you assist your bosses, and you will receive a smaller piece of the cake, but make no mistake you are expendable. Now if you are in the bottom of our society you are the common laborers who do the menial jobs. You may be a nurse, a binman or van driver. You may be in retail, warehouses or fast food establishments and all wages reflect your place in our world. We will make sure the 96% at the bottom of the ladder will constantly chase their false idols, hoping one day they may become like them or have a smidgen of the same freedoms, and yet this is an excellent example of dangling the carrot. They will be taught that hard work will bring reward and self satisfaction when in reality we will have such a strangle hold on their finances, that they can’t get by day to day, let alone save a few coins to invest or buy land etc.
Ideas to assist your schooling.
Never, ever homeschool. This does NOT teach a slave how to be
effective in their position in society. It teaches them to be independent, thoughtful and argumentative. It teaches them to think for themselves, and aspires them to dream of silly goals. It teaches them to rebel against your great leaders and this is not conducive to our new world training and we highly discourage this practice.
We are at this time, effecting various programmes to take benefits/entitlements off parents whom home educate, and this is greatly reducing the numbers being taught at home. We also teach our social care workers to be on the watch for these ‘home educators’ as it is a breeding ground for terrorism and rest assured if you practice this education, we will be banging on your door shortly. The other issue with home education is, it means there is a usable slave at home with the ‘spawn’ when they should be out earning money for their great leaders. This is unacceptable.
So, to round up. We KNOW WHAT IS BEST FOR YOU. Stay in school. Learn what we teach and embrace your place in society. If you do not, we will punish you accordingly!!