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The question that we asked Jimmy Carter back in 1976 when the Federal Department of Education was taking shape was simple enough: “Where is your authority to form a Federal Department of Education and apply it through the entire country?” There is no such authority delegated to any federal employee, department or agency; the Federal Constitutions left education in the hands of the parents and the unincorporated county assembly committees—not incorporated "school districts" or "school boards."

In 1976 when Mr. Carter created his new federal Department of Education, we looked at each other in wonderment. Was it possible that Mr. Carter couldn't read the plain and simple terms of his service contract? Where did he find a single word in either The Constitution of the United States or The Constitution of the United States, either one, remotely suggesting a role for the federal government in education?

No such role exists. The Corporations involved were, as usual, not only accessing our credit under False Pretenses, but spending our credit on unauthorized activities of all kinds, including the totally unauthorized federal Department of Education, which is now mercifully ended.

Jimmy Carter died recently at a ripe old age and has been spared seeing his "legacy" destroyed, though of course it will live on for several generations in the form of people who can't think, spell, do simple arithmetic, or string words together into an intelligible sentence. Whatever Mr. Carter thought he was doing to "standardize" education in America, he only succeeded in finding the bottom of the basement of the lowest common denominator and celebrating this as a victory. We can only hope that good intentions and creativity can make up the losses for two generations of American students and that from now on, "Presidents" will be able to read their own service contracts.

Populations that are weak and sick are likely to be more obedient and less able to think critically or challenge tyrannical governments. There is a global attack on mental freedom, through a targeted neuropathological attack on the part of the brain, the hippocampus, that is central to memory, learning, and emotional processing—the very brain capacities that help people recognize threats and develop the wisdom to avoid them. Conditions like Alzheimer's are preventable—factors like a nutrient-rich diet, physical activity, a rich social life, and a sense of life purpose are hugely hippocampus-protective. The COVID-era assault on these lifestyle factors dampened the public's courage, weakened cognitive abilities, and augmented compliance.

A coordinate effort is under way to "reset" human knowledge and enslave people with ignorance, censorship and falsehoods. Human knowledge, a fundamental human right, is under assault by globalist-oriented, anti-human corporations, governments, regulators and non-profit groups that are actively attempting to achieve a "global reset" that involves the mass extermination of billions of human beings through engineered famine, war and depopulation via biological weapons which are deceptively named "vaccines.

We need an informed public to recognize the wider dystopian agenda and defeat the iatrogenic depopulation efforts. If the public does not resist and push back that agenda is likely to include an aggressive effort to eliminate financial transaction freedom and grab land and other real assets. The installation of a global system of totalitarian control as a strategy to utterly impoverish and terrorize the survivors, further disabling the hippocampus.

Boredom is the common condition of schoolteachers, and anyone who has spent time in a teachers’ lounge can vouch for the low energy, the whining, the dispirited attitudes, to be found there. When asked why they feel bored, the teachers tend to blame the kids, as you might expect. Who wouldn’t get bored teaching students who are rude and interested only in grades? If even that. Of course, teachers are themselves products of the same twelve-year compulsory school programs that so thoroughly bore their students, and as school personnel they are trapped inside structures even more rigid than those imposed upon the children. Who, then, is to blame? We all are.

If we wanted to we could easily and inexpensively jettison the old, stupid structures and help kids get an education rather than merely receive a schooling. We could encourage the best qualities of youthfulness—curiosity, adventure, resilience, the capacity for surprising insight—simply by being more flexible about time, texts, and tests, by introducing kids to truly competent adults, and by giving each student what autonomy he or she needs in order to take a risk every now and then.

But we don’t do that. And the more you ask why not, and persist in thinking about the “problem” of schooling as an engineer might, the more you'll miss the point: Is it possible that George W. Bush accidentally spoke the truth when he said we would “leave no child behind”? Could it be that our schools are designed to make sure not one of them ever really grows up?

Do we really need school? I don’t mean education, just forced schooling: six classes a day, five days a week, nine months a year, for twelve years. Is this deadly routine really necessary? And if so, for what? Don’t hide behind reading, writing, and arithmetic as a rationale, because 2 million happy homeschoolers have surely put that banal justification to rest. Even if they hadn’t, a considerable number of well-known Americans never went through the twelve-year wringer our kids currently go through, and they turned out all right.

George Washington, Benjamin Franklin, Thomas Jefferson, Abraham Lincoln? Someone taught them, to be sure, but they were not products of a school system, and not one of them was ever “graduated” from a secondary school. Throughout most of American history, kids generally didn’t go to high school, yet the unschooled rose to be admirals, like Farragut; inventors, like Edison; captains of industry like Carnegie and Rockefeller; writers, like Melville and Twain and Conrad; and even scholars, like Margaret Mead.

We have been taught (schooled) in this country to think of “success” as synonymous with, or at least dependent upon, “schooling,” but historically that isn’t true in either an intellectual or a financial sense. And plenty of people throughout the world today find a way to educate themselves without resorting to a system of compulsory secondary schools that all too often resemble prisons. Why, then, do Americans confuse education with just such a system? What exactly is the purpose of our public schools?

Mass schooling of a compulsory nature really got its teeth into the United States between 1905 and 1915, though it was conceived of much earlier and pushed for throughout most of the nineteenth century. The reason given for this enormous upheaval of family life and cultural traditions was, roughly speaking, threefold:

1) To make good people.

2) To make good citizens.

3) To make each person his or her personal best.

These goals are still trotted out today on a regular basis, and most of us accept them in one form or another as a decent definition of public education’s mission, however short schools actually fall in achieving them. But we are dead wrong. Compounding our error is the fact that the national literature holds numerous and surprisingly consistent statements of compulsory schooling’s true purpose. We have, for example, the great H. L. Mencken, who wrote in The American Mercury for April 1924 that the aim of public education is not to fill the young of the species with knowledge and awaken their intelligence. Nothing could be further from the truth. The aim 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, and that is its aim everywhere else.

Our educational system really is Prussian in origin, and that really is cause for concern. The odd fact of a Prussian provenance for our schools pops up again and again once you know to look for it. Compulsory schooling on this continent was intended to be just what it had been for Prussia in the 1820s: a fifth column into the burgeoning democratic movement that threatened to give the peasants and the proletarians a voice at the bargaining table. Modern, industrialized, compulsory schooling was to make a sort of surgical incision into the prospective unity of these underclasses. 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 purposethe actual purposeof modern schooling into six basic functions, any one of which is enough to curl the hair of those innocent enough to believe the three traditional goals listed earlier:

1) 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.

2) 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 labor force.

3) 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.

4) 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.

5) 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 “the favored races.” In short, the idea is to help things along by consciously attempting to improve the breeding stock. Schools are meant to tag the unfitwith poor grades, remedial placement, and other punishmentsclearly enough that their peers will accept them as inferior and effectively bar them from the reproductive sweepstakes. That’s what all those little humiliations from first grade onward were intended to do: wash the dirt down the drain.

6) 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 deliberately dumbed down and declawed in order that government might proceed unchallenged and corporations might never want for obedient labor.

That, unfortunately, is the purpose of mandatory public education in this country. Inglis was hardly alone in championing these ideas. Conant himself, building on the ideas of Horace Mann and others, campaigned tirelessly for an American school system designed along the same lines. Men like George Peabody, who funded the cause of mandatory schooling throughout the South, surely understood that the Prussian system was useful in creating not only a harmless electorate and a servile labor force but also a virtual herd of mindless consumers. In time a great number of industrial titans came to recognize the enormous profits to be had by cultivating and tending just such a herd via public education, among them Andrew Carnegie and John D. Rockefeller.

There are two groups of people who can always be convinced to consume more than they need to: addicts and children. School has done a pretty good job of turning our children into addicts, but it has done a spectacular job of turning our children into children. Again, this is no accident. Theorists from Plato to Rousseau to our own Dr. Inglis knew that if children could be cloistered with other children, stripped of responsibility and independence, encouraged to develop only the trivializing emotions of greed, envy, jealousy, and fear, they would grow older, but never truly grow up.

There you have it. Now you know. 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, 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. Class may frame the proposition, as when Woodrow Wilson, then president of Princeton University, said the following to the New York City School Teachers Association in 1909: “We want one class of persons to have a liberal education, and we want another class of persons, a very much larger class, of necessity, in every society, to forgo the privileges of a liberal education and fit themselves to perform specific difficult manual tasks.”

Our schools are … factories in which the raw products (children) are to be shaped and fashioned… And it is the business of the school to build its pupils according to the specifications laid down. It’s perfectly obvious from our society today what those specifications were. Maturity has by now been banished from nearly every aspect of our lives. Easy divorce laws have removed the need to work at relationships; easy credit has removed the need for fiscal self-control; easy entertainment has removed the need to learn to entertain oneself; easy answers have removed the need to ask questions.

We have become a nation of children, happy to surrender our judgments and our wills to political exhortations and commercial blandishments that would insult actual adults. We buy televisions, and then we buy the things we see on the television. We buy computers, and then we buy the things we see on the computer. We buy $150 sneakers whether we need them or not, and when they fall apart too soon we buy another pair. We drive SUVs and believe the lie that they constitute a kind of life insurance, even when we’re upside-down in them. And, worst of all, we don’t bat an eye when Ari Fleischer tells us to “be careful what you say,” even if we remember having been told somewhere back in school that America is the land of the free. We simply buy that one too. Our schooling, as intended, has seen to it.

Once you understand the logic behind modern schooling, its tricks and traps are fairly easy to avoid. School trains children to be employees and consumers; teach your own to be leaders and adventurers. School trains children to obey reflexively; teach your own to think critically and independently.

Well-schooled kids have a low threshold for boredom; help your own to develop an inner life so that they’ll never be bored. Urge them to take on the serious material, the grown-up material, in history, literature, philosophy, music, art, economics, theologyall the stuff schoolteachers know well enough to avoid. Challenge your kids with plenty of solitude so that they can learn to enjoy their own company, to conduct inner dialogues. Well-schooled people are conditioned to dread being alone, and they seek constant companionship through the TV, the computer, the cell phone, and through shallow friendships quickly acquired and quickly abandoned. Your children should have a more meaningful life, and they can.

First, though, we must wake up to what our schools really are: laboratories of experimentation on young minds, drill centers for the habits and attitudes that corporate society demands. Mandatory education serves children only incidentally; its real purpose is to turn them into servants. Don’t let your own have their childhoods extended, not even for a day.

If David Farragut could take command of a captured British warship as a pre-teen, if Thomas Edison could publish a broadsheet at the age of twelve, if Ben Franklin could apprentice himself to a printer at the same age (then put himself through a course of study that would choke a Yale senior today), there’s no telling what your own kids could do. Genius is as common as dirt. We suppress our genius only because we haven’t yet figured out how to manage a population of educated men and women. The solution, I think, is simple and glorious. Let them manage themselves.

The Globalists are actively trying to "memory hole" human knowledge and replace it with a new narrative that serves the profit interests of corporations and the power desires of overzealous globalist governments that increasingly seem to be at war with the human race. Google weaponizes its search engine and YouTube platform to squelch human knowledge in an effort to keep everyone functionally illiterate, ignorant and obedience to globalist agendas. We need to get back to the one-room school house where you are placed according to your skill level, Not your age. Back then, they had a much more humane, realistic, and efficient method of schooling than we have today. In a one room schoolhouse, everyone could see the one who was struggling in one area or another, and they all came together; it was Not a competition, it was cooperation.

It was under the influence of Jimmy Carter's Federal Department of Education, that they started taking textbooks out of the schools nationwide, which is essentially illegal, because the control of schools was always left to the local government. It was never given to the Federal government to interfere with, or have any say about, education and schools. But Jimmy Carter was a good Southern Democrat big rat, and he just ignored all of that, and set up a Federal Department of Education and began influencing local school boards, by giving or withholding Federal block grants that they needed to build schools and do other infrastructure improvements. It was kind of a blackmail or quid pro quo situation where the Federal government came in and basically told the school boards what to teach in the schools, and then bribed them with available $100 million in school funds.

People were seduced into giving up local control of the curriculum and the textbooks that their sons and daughters were using, under the influence of the payola. And beginning about 1965, they started taking the American history textbooks out of the public schools, so that all the boys and girls were learning was about the United States government. And in the absence of anything to contrast or compare or learn about the American government, of course the boys and girls just assumed that the only thing out there was the United States government, right?

That's how we got dumbed-down, and how we were undermined by our own employees, who were spending OUR money for us for THEIR own benefit. They were also commandeering our schools, dictating what our sons and daughters were taught or not taught, to the boys and girls detriment, because losing out on your heritage as an American, believe me, is a large loss. And they did this with malice aforethought, so we hold Jimmy Carter totally responsible, and all of the members of Congress who did that, along with the people in the local school boards responsible, because they could have, and they should have gotten their backs up and said, No, that's our money anyway, You can’t tell us what we do with it.

It's a whole different world when you get the rest of the pieces of the puzzle, and begin to understand how it's supposed to work, versus how it's been jimmied around, usurped, and made to work in this entirely different way, you're just amazed and shocked. But how would a boy or girl know if this was all he/she was given in school? The boy or girl would assume that's all there was. And the mother and father didn't know, they assumed that they were taught American history in school, so why wouldn't their son or daughter be taught American history in school? Good question.

So they started taking American history books out of the classroom circa 1965. And as far as we can tell, by 1976, they were taken out of all of the classrooms nationwide. And then on top of that, the same thing was going on in the law schools. All of the split jurisdiction cases that showed where there was an American court and a US court, they were rendering decisions called split jurisdiction decisions on court cases. They got removed from the libraries, until all you saw was the US court version on the shelf.

If you talk to law students nowadays, even seasoned real estate attorneys, who'd been practicing for 30 years, they've never heard of land jurisdiction. Air, land and sea. They don't know that LAW stands for Land, Air, and Water. They're not taught any of this. They do not know our system of law, and they don't even know what a BAR attorney is. Their education is so flawed they don't even know where law comes from, or what their own profession does, or how things are defined. Start asking them "What is a BAR attorney? What's the definition of the BAR? What's the definition of attorney? What is the job of a BAR attorney?"--it’s as an agent aboard a ship of war, concerned with capturing prizes and distributing prizes in booty to the ship, the… The Naval Agency and Distribution Act. (1864).

It can either be an actual ship of war, or it can be a ship made of paper, a corporation, a vessel. It's just a vessel? That's what BAR attorneys do, and what they are. They are literally agents, and 9/10ths of them have no idea. They don't even know what their own profession is about, really. It is never given to them in such succinct terms. And they don't know about the Naval Agency and Distribution Act. They don't know that they are employed to basically commandeer/sink, “enemy shipping.” And they don't know that this is all couched in terms of war, and they don't know that it isn't an actual war. They don't know that it's a mercenary conflict.

All of their assumptions about the law of war pertaining to anything are right out the window, and so are their ideas about it being any kind of conquest by war, because in a mercenary conflict, you don't have those provisions.

General MacArthur, like all of the generals that served in World War II, were actually serving as British Territorial officers. And it's been the same since the Civil War, when our American military was unlawfully converted into a mercenary force, and it's never been lawfully converted back into a standard, lawful military organization. It has continued on as a mercenary force ever since. And all of these things we call wars are actually mercenary conflicts, which does not allow for conquest. There's no law of conquest that applies.

What happened in World War II, this is important. Everybody knows the history of gold in this country. When the Revolutionary War ended, and the peace treaties were signed, one of the things that came out of that process was the British monarch got a 10% tributary interest in gold that was mined in America. At the time, in the 1780s, the West was just opening up beyond the Cumberland Gap, and there had been all of this activity in South America with fantastic amounts of gold and silver being plundered by the Spanish, and it was assumed there would be gold and silver in the Western states, right?

So King George held on, and part of the deal was he would get a 10% tribute interest, in 10% of any gold found in the ground in this country. That's where the British monarch got his foot in the door in terms of snooping, monitoring, regulating, and having a voice and an interest in our gold.

Pregnant women should minimize EMF exposure at all costs – unborn babies receive 20x more electromagnetic concentration!

Microwave radiation from things like smartphones, Wi-Fi routers and other wireless devices that connect to the internet or otherwise emit microwaves, have an inordinately damaging impact on children still in the womb.

Microwave radiation concentrates at a level 20 times higher than normal inside the pregnant mother, meaning her unborn child is being exposed to the equivalent of 20 times more radiation than the mother herself, from using a cellphone or sitting near a Wi-Fi router.

So-called "smart" meters are also a threat to unborn children who have no way to escape exposure while living inside a house that has one installed.

Microwave radiation from cellphones, Wi-Fi routers and similar devices concentrate twenty-fold in the womb, meaning whatever the reading is outside the womb, the measurement will be 20 times higher inside the mother.

Routine exposure to EMFs can cause headaches, fatigue, depression, anxiety and a host of other mental and physical ailments

AUTISM AND EMFS

One of the many damaging effects of excess EMF exposure on the unborn is autism. Autistic children, have an average EMF exposure level that is 20 times higher than that of non-autistic children, this demonstrating the 20-fold impact of EMFs on unborn children compared to everyone else.

In addition to vaccines, EMFs are increasingly being shown to be a common cause of autism, as well Alzheimer's and infertility, particularly in men.

Simple exposure to high-magnetic fields and microwave signals from power lines is harming people, including and especially the unborn.

We shouldn't sleep next to an electric outlet, and we should not have any lights close to our bed or electric alarm clocks. That was already known in the 1960s.

When you look at the incredible crisis in autism, the biomedical approaches to treat these people, what is entirely missing is the aspect of electromagnetic fields that the child is experiencing.

Those who sleep near EMF-emitting devices are much more likely to bear an autistic child, compared to pregnant women who sleep away from EMFs.

Now that mobile phones are the norm, this is another factor in EMF exposure that is also damaging, not to mention much harder to get away from, since cellphones are everywhere these days, and in almost every person's hand, pocket, or purse at all times.

Unfortunately, the membranes around the womb have a strange effect in significantly concentrating the ambient EMFs that the mother is in, reaching levels that are not sustainable for human development.

While countries like Russia and Iran have strict rules surrounding EMFs that are designed to protect citizens from damaging exposure, the United States is something of a free for all.

The U.S. is a dying nation, basically, because of the way we are fluoridating the water, the way we have accepted the vaccine programs, and the electro/chemical smog. We've created a perfect storm to dumb down a whole nation...

DELIBERATE-DUMBING-DOWN