The Falsification of History: Our Distorted Reality (109 page)

Bill Gates (of Microsoft fame – or should that be infamy) and Warren Buffett are major funders of global population reduction programmes, as is Ted Turner, whose UN Foundation was created to funnel $1 billion of his tax-free stock option earnings in AOL-Time-Warner into various birth reduction programmes in the developing world.
 
The programmes in Africa and elsewhere are masked as philanthropy and providing health services for poor Africans.
 
In reality they involve involuntary population sterilisation via vaccination and other medicines that make women of child-bearing age infertile, without their express consent.
 

The Gates Foundation, where Buffett deposited the bulk of his wealth several years ago, is also backing the introduction of GMO seeds into Africa under the cloak of the Kofi Annan-led ‘Second Green Revolution’ in Africa.
 
The introduction of GMO patented seeds in Africa to date has met with enormous indigenous resistance.
 
The introduction of this abomination into India over a decade ago has resulted in the suicide, so far, of over 250,000 farmers at a conservative estimate (see Health section for full details).

Health experts point out that were the intent of Gates really to improve the health and well-being of black Africans, the same hundreds of millions of dollars the Gates Foundation has invested in untested and unsafe vaccines could be used in providing minimal sanitary water and sewage systems.
 
Vaccinating a child who then drinks sewage-polluted river water is hardly healthy in any respect.
 
But of course cleaning-up the water and sewage systems of Africa would revolutionise the health conditions of that continent and save thousands of lives.
  
How undesirable would that be to these monsters masquerading as human?

Gates’ comments in 2010 about devising new vaccines to reduce global population were obviously not a simple off-the-cuff remark or error.
 
For those who doubt this fact, the presentation Gates made at the TED2009 annual gathering said almost exactly the same thing about reducing population to cut global warming.
 

“The world today has 6.8 billion people.
 
That's headed up to about 9 billion.
 
Now if we do a really great
job
on new vaccines, health care, reproductive health services, we could lower that by perhaps 10 or 15 percent.”
 
Bill Gates, founder of Microsoft and avid Eugenicist, 2010

This statement, when examined, says two things to me.
 
Firstly it says that he strongly advocates population reduction, but perhaps even more chillingly it openly admits that vaccinations really do kill people!
 
How much more proof do we need than this that we are not just under physical attack by these people, but also under psychological attack in the form of pro-vaccination propaganda.

“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 a standard citizenry, to suppress dissent and originality.”
 
H.L. Mencken

The western educational system is a sham, a disgrace, an international embarrassment. But please do not worry; your government has a brilliant idea as to how to mend our ‘broken’ model and that is the introduction of extensive, all-pervasive, mind-numbing, time-consuming testing of our schools, culminating in league tables which effectively expose those schools that are ‘failing’ our children.
 
The result of this overall policy has been a natural tendency for schools to concentrate their resources into ensuring that ‘standards’ are met, to the detriment of the actual education of children.
 
Notice how it is always the individual schools that are the problem and not the education system in its whole, sorry entirety?
 
They never actually propose providing any extra funds or resources to improve our schools, because of course ‘we cannot just keep throwing money at the problem’, although in truth, little money has been thrown in that particular direction for many years now.
 

It is abundantly clear that ‘they’, the Elite do not want children to think, know or understand anything of consequence, rather it is all really about what your children can contribute to the corporations and the global economy once they are spit-out at the far end of the educational ‘sausage machine’.

There is not the slightest intent on the part of those who would enslave us, to educate us in the truest sense of the word.
 
The only reason that state education is compulsory is not through benevolence or societal responsibility as they would have us all believe, but put simply it is the most convenient and effective expedient by which we may be controlled and indoctrinated into the insidious philosophies of the corporate mind-set from an early age.
 
We are not taught at school how to think logically, independently or even how to survive independently outside the system and what the ‘big wide-world’ is really all about, rather we are treated as and nurtured to be future corporate employees or other system-servers such as the armed forces, the police, the civil service and the law.
 
This is simply and efficiently achieved by forcibly ‘teaching’ and conditioning us to conform and be utterly submissive to, and compliant with authority and also by having largely useless, pure ‘facts’, rather than practical subjects forced down our throats for 14 or 15 years before we enter University and the beginning of our indebtedness to the banking cartels through the student loan scam.
 

In all that time we are never, ever taught how to think ‘outside the box’ or even simply how to think critically at all.
 
We are never taught how to become self-sufficient, should we choose to go down that route or any practical skills, to help us survive outside the system that enslaves us.
 
We are simply taught facts and how to regurgitate them at will and this is what passes as our so-called ‘education’.
 
I would go even further and say that this extreme emphasis on the teaching of facts rather than the actual understanding and in-depth comprehension of topics is a huge factor in the deliberate ‘dumbing-down’ of society that is undoubtedly taking place.

Who really cares what the value of ‘y’ is if 2x+3y=21, that the coefficient of linear expansion of brass is 0.0000187 or what Boyle’s Law has to say about the pressure and volume of gases?
 
These facts in themselves bear no relation to the lives of 99.9999% of the population of the world and are only of limited value in themselves, even to those whose profession it is to actually put them to any practical use.
 
If this knowledge was being used as a stepping-stone for the furtherance of human knowledge to the greater benefit of all, then fine, but unfortunately that is not the case.
 
This knowledge is placed in our heads for one reason only and that is so that ultimately a miniscule proportion of those that learn it in the first place can take their places in the corporate world and help to swell the coffers of the parasites at the top by using their ‘education’ to dream up new money-making schemes or at least help participate in expediting them or the administration of them.
 
For me, our current educational model can be likened to a huge game of Trivial Pursuit – art for art’s sake and education for education’s sake.

Think about the subjects that could be taught in a different, more benevolent society where people co-existed through co-operation and caring for each other rather than having to fight and struggle on a daily basis simply to survive as is the case for most people.
 
Children and young adults could be taught how to co-exist in peace, how to manage their lives in the most efficient yet caring way, how to run a household and its finances successfully and how to rear children properly as well as the spiritual side of life and how to look after one’s own physical and mental health using natural products.
 
But of course, we are not allowed to learn these subjects, because they do not fit into the agenda of first and foremost, keeping us in our ‘little boxes’ and nor are they profitable to the Elite corporations earmarked as our future masters, slave-drivers and ‘benefactors’.
 

Also, what better way of developing the next generation of system-servers than by forcibly removing them from their homes and parents in their tender, formative years and have them spend the next fifteen years becoming embedded inextricably into the warp and weft of the corrupted society in which we all now exist?
 
Think about it for a moment…
   
What were we taught at school that has any real relevance to the lives we now live, apart from basic reading and writing skills which could both easily have been taught at home?
 
I concede there may be a few people who can possibly name something worthwhile, but I guarantee that this will only be in order to enable them to perform their corporate ‘roles’ for the most part and not life-enriching per se and I am certainly not in that category, personally speaking.
 
This is also the reason that ‘home-schooling’ is under severe attack and is even being legislated against now in some areas.
 
It just simply does not benefit our masters for anyone to be brought up to question the world and become a free-thinker in the way that home-schooling encourages its adherents to become.
 
It is a much better solution for the Elite, that their ‘education’ be under the direction of the state, so that what is learned, or more accurately what is not learned can be controlled much more efficiently.

The teaching of life skills and values to children by the majority of parents at home is now long-gone; thanks to incessant Elite distractions of various kinds and so the public education system is the sole arbiter of that today.
 
Most of us work five or six days a week for corporations to earn money to pay our debts to those same corporations and our children go to school where they are taught the way of the state and learn to become cogs in the great machine (like us and our parents and grandparents before us) and expand the profitability of their masters.
 
We must submit and obey but above all else, not ask questions, just depend on the system to instruct us as what to do, what to think and most importantly, what people think of us and what we need to do to gain acceptance in ‘society’.
 
This is an anathema to our survival as a species.
 
We must teach our children how to survive independently of the ‘system’ and we must pass on our own knowledge to them at every feasible opportunity.
 
Once multi-generational knowledge is gone, this expedites and facilitates the re-writing of history and once that is achieved, people can be easily deluded into living a fantasy orchestrated by forces of which they know or understand nothing – exactly as is the case today.

This is another reason why home-schooling is now frowned-upon and indeed is being legislated against in many areas.
 
As far as our masters are concerned, it is far too dangerous for any child to be given a ‘real’ education whereby they might eventually see-through the current sham and actually start to think and act for themselves, instead of in the way proscribed by the state.

“Education should aim at destroying free will so that pupils thus schooled, will be incapable throughout the rest of their lives of thinking or acting otherwise than as their schoolmasters would have wished.
 
Influences of the home are obstructive; and in order to condition students, verses set to music and repeatedly intoned are very effective.
 
It is for a future scientist to make these maxims precise and to discover exactly how much it costs per head to make children believe that snow is black.
 
When the technique has been perfected, every government that has been in charge of education for more than one generation will be able to control its subjects securely without the need of armies or policemen.”
 
Bertrand Russell, ‘The Impact of Science on Society’, Columbia United Press, 1951

So, what is really needed, according to the diktats of the Elite, is to test schools in their currently grossly under-funded conditions, apparently to verify what is already known – that many of them are ‘under-performing’.
 
Once they are identified, they are targeted as underperformers and the ultimate solution is to shut them down.
 

In reality, do you honestly believe that your so-called elected leaders care anything at all about the education of your children?
 
They could not even care less about your local school's test ratings either.
 
The truth, unpalatable as it may be to some, is that they never did care.
 
Public education has never been about learning the curriculum offered and gaining an informed view of the world or an insight into the things that really matter in this world.
 
Unsurprisingly, nothing in fact, could pose a greater threat to the Elite than an informed, free-thinking, logical and well-educated population.
 
How fortunate it is then that free, state (or even private) education has never been about imparting real knowledge and truly educating children.
 
It has always been about how that knowledge is delivered, the ‘process’ being the all-important factor.

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

 
Public schooling does not emanate from state ‘benevolence’ as they would deceptively lead you to believe.
 
No, it arose as a necessary by-product of the Industrial Revolution, which was, in essence a process whereby archaic concepts such as ‘skilled labour’ and ‘craftsmanship’ were increasingly discarded in favour of mass-production by largely unskilled assembly-line workers, to facilitate efficiency and thus greater profits.

 
Of course this then required a fundamental change in the make-up of the labour pool.
 
What was thenceforth needed were masses of interchangeable labourers willing to perform mindless, unfulfilling, regimented and repetitive tasks day in and day out, year in and year out as well as a mindless obedience to authority, an ingrained awareness of the importance of punctuality, the ‘Christian work-ethic’ and a thorough socialisation of the values of the corporate state.

The route to achieve the Elite aim of producing endless numbers of mindless, robotic workers, was thus through state education and the real truth is that state schools have never been ‘failing’, they have performed exactly as planned at the task for which they were originally designed.
 
Naturally, they have failed to ‘educate’ children in the truest sense of the word, to produce students capable of independent thought and logical reasoning, but they were never, ever designed to do that.
 
Now the concept of public education appears to be rapidly going downhill which is no real surprise.
 
The ‘industrial age’ is more or less gone and we are now entering what is being branded as the 'information age’ and the western workforces are once again being transformed as all those industrial jobs that once needed to be filled with a steady influx of bodies, slowly but inexorably disappear.

 
In other words, in the eyes of our corporate masters, state schooling has now lost its purpose and what this means for future generations is, to put it bluntly, they are no longer needed to generate Elite profits.
 
The state no longer has a reason to condition our children for jobs that no longer exist and are no longer required in the modern, technological age and therefore the desire to impart ‘knowledge’ to them has disappeared as a consequence.
 
Any still remaining jobs requiring repetitive, manual processes have now been farmed-out at starvation-level wages to slave labourers in China, Taiwan and India, to name but a few countries where this practice is the norm.