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“A tax supported, compulsory educational system is the complete model of the totalitarian state.”Isabel Patterson
“Education ... has produced a vast population able to read but unable to distinguish what is worth reading.” - G. M. Trevelyan
“Facts do not cease to exist because they are ignored.”Aldous Huxley
“In our dreams, people yield themselves with perfect docility to our molding hands.” – Fredreick Gates Chairman of the Rockefeller established General Education Board (The World’s Work, August 1912) [1]




Note: During the rise of the Protestant Reformation, the Roman Church had few scholars to match the Biblical scholarship of her enemies. One of the first responsibilities of the Jesuits was to fill this need as pontifical theologians. A major thrust of the new order was to regain Roman Catholic supremacy in Europe by taking over the schools, colleges and universities. Benjamin G. Wilkinson, Truth Triumphant, Leave of Autumn Publications.
...[M]odern psychology has created widespread "social pollution" by its analytical and also reductionist emphasis on the isolated individual and its relentless hostility to social bonds as expressed in tradition, community structures, and the family. It is no accident that it was modern industrial psychology which first reduced the extended family to the nuclear family, then reduced the nuclear family to the increasingly common subnuclear family of one parent, and now works toward the parentless family where the child is raised by government programs.Paul Vitz: Psychology as Religion: The Cult of Self Worship, 1977 [2]


Conventionally taught and accepted history and science have a fundamental influence on the way that we perceive the world. Therefore, the control of education and the way that these subjects are presented has been of paramount importance to the Elite. This has been one of the main occupations of the Round Table, and in America the task was given to the Rockefeller Foundation by the Carnegie Endowment for International Peace to prevent American life from returning to its pre-World War I state.

The lessons taught in the schools of today are:

  • Those of confusion (there is no meaning)
  • Hierarchical position (envy those above, despise those below)
  • Dependency ('success' is measured by the opinion of others and only 'experts' know the truth)
  • Obedience (do as others instruct, in order to progress)
  • Conformity

A child is simply there to be filled with System-accepted 'facts', regimentally hurried from one lesson to the next to be bombarded with apparently unrelated information with any genuine enthusiasm or interest stifled in the boredom of classroom conformity. A child's intelligence is then measured by his or her meek receptivity to the systematic brainwashing and his or her ability to regurgitate these 'facts' in examinations, whilst the teacher's performance is evaluated by the speed and completeness of the indoctrination. The curriculum is very carefully controlled with standardised textbooks which teachers, whatever their personal feelings on the subject, have to teach in order to retain their jobs.

Real questions about the nature of life, the reasons behind the contradictions in accepted historical absurdities, the dreams of self-expression have no part in the strait jacket of System education. People are 'consumers' and cogs in the corporate machine, and those who can accept this role are what the education process call successful'. If conformity is the price of 'success', those who seek alternative views and reject the indoctrination are made to experience shame and a sense of failure. We are taught that the Elite system of corporate-led consumerism has been freely created and that it provides the only answer for a meaningful, worthwhile life. Childhood happiness, enthusiasm and excitement for life are suffocated as we are taught to operate within a system which denies the very essences of humanity – love and the ability to question and search for the truth of our current existence.

Frankfurt School

Lord Bertrand Russell joined with the Frankfurt School in their effort at mass social engineering and spilled the beans in his 1951 book, The Impact of Science on Society. He wrote: ‘Physiology and psychology afford fields for scientific technique which still await development.'

"The importance of mass psychology ‘has been enormously increased by the growth of modern methods of propaganda. Of these the most influential is what is called "education". The social psychologists of the future will have a number of classes of school children on whom they will try different methods of producing an unshakable conviction that snow is black. Various results will soon be arrived at. First, that the influence of home is obstructive. Second, that not much can be done unless indoctrination begins before the age of ten. Third, that verses set to music and repeatedly intoned are very effective. Fourth, that the opinion that snow is white must be held to show a morbid taste for eccentricity. But I anticipate. It is for future scientists to make these maxims precise and discover exactly how much it costs per head to make children believe that snow is black, and how much less it would cost to make them believe it is dark gray . When the technique has been perfected, every government that has been in charge of education for a generation will be able to control its subjects securely without the need of armies or policemen." [3]

Writing in 1992 in Fidelio Magazine (now called Schiller Institute), [The Frankfurt School and Political Correctness] Michael Minnicino observed how the heirs of Marcuse and Adorno now completely dominate the universities, ‘teaching their own students to replace reason with ‘Politically Correct’ ritual exercises. There are very few theoretical books on arts, letters, or language published today in the United States or Europe which do not openly acknowledge their debt to the Frankfurt School. The witchhunt on today’s campuses is merely the implementation of Marcuse’s concept of ‘repressive toleration’-‘tolerance for movements from the left, but intolerance for movements from the right’-enforced by the students of the Frankfurt School’.


  • Apart from the fact that I. G. Farben supported Hitler, their cartel partner "Standard Oil" (Rockefeller) fanned the flames against the Nazis. The "Ford Motor Company" for instance helped to build up the American army while at the same time producing in Germany military vehicles for the Nazis. Ford and Opel (subsidiary of General Motors that is controlled by J. P. Morgan) were the two largest producers of tanks in Hitler's Germany. Whatever the outcome of the war, these multinational companies had already made their cuts. Many enterprises followed this principle during the Second World War. Why is there nothing about all this in schoolbooks or encyclopaedias? Especially in Germany where the freedom of the press is apparently honoured and the truth is taught? One of the reasons is that the Rockefeller Foundation spent US $139,000 in 1946 to present an official history of the Second World War which covered up the whole story of the U.S. bankers building up the Nazi regime as well as the occult and mystical background of the Nazis. One of the main sponsors was Rockefeller's own "Standard Oil Corp." Chapter 32: Adolf Schickelgruber and the 'Thule Gesellschaft' [4]





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