Old stuff, COMING up to TODAY’S news

Dr Henry worked for the WHO ……. Her various statements make it clear that she knows the thoughts exactly. Those are: we should be smart and stay informed. We should live life sensibly and to the fullest. We should be kind. We should stay calm and we should stay safe.

https://www.peopleslawschool.ca/coronavirus-questions-answered/

MICROSOFT founder Bill Gates has made himself the global vaccine czar as his foundation spends billions on spreading new vaccines globally. While much attention has been given to the role of Gates behind the corrupt World Health Organisation in promoting radical untested coronavirus vaccines, the record of the Gates Foundation pushing an oral polio vaccine across Africa gives more sobering evidence that all Gates says and does is not genuine human charity. The UN has just recently admitted that new cases of infantile paralysis or polio have resulted in Africa from an oral polio vaccine developed with strong support from the Bill and Melinda Gates Foundation. It mirrors what happened in the USA in the 1950s.

A paper written by Neetu Vashishi and Jacob Puliyel published in the Indian Journal of Medical Ethics in 2012 wrote about the Gates-CDC-WHO mass oral polio vaccine effort there: ‘… while India has been polio-free for a year, there has been a huge increase in non-polio acute flaccid paralysis. In 2011, there were an extra 47,500 new cases of non-polio acute flaccid paralysis. Clinically indistinguishable from polio paralysis but twice as deadly, the incidence of non-polio acute flaccid paralysis was directly proportional to doses of oral polio received. Though this data was collected within the polio surveillance system, it was not investigated…’

The 1950s

DEFINING away cases of poliomyelitis or Infantile Paralysis as it was called during the epidemic in the USA after World War II went back to the 1950s, and to since-suppressed deadly scandals involving the first purported polio vaccine developed by Jonas Salk. Regarded today as a medical hero, the truth of Salk was anything but heroic.

The upsurge in cases of what were then labelled poliomyelitis or infantile paralysis in the United States began to literally explode around 1946. Relevant to note is that a highly dangerous cumulative toxin, a now-banned insecticide known as DDT, was being promoted by the US government as a ‘safe’ control of mosquitoes and flies said to be the ‘carriers’ of polio virus. What has since been all but erased from the government record is the precise match of the number of cases of children with symptoms of acute polio with the degree of acute DDT spraying, and the equally precise mirrored decline of human polio cases from the late 1940s into the 1950s, after a sharp decline in DDT use. In 1953, Connecticut physician, Morton S Biskind argued in public that, ‘the most obvious explanation for the polio epidemic: central nervous system diseases… such as polio are actually the physiological and symptomatic manifestations of the ongoing government- and industry-sponsored inundation of the world’s populace with central nervous system poisons.’

The Salk polio vaccine was first deployed in 1955, which is two years after the dramatic decline in registered polio cases. That fact was conveniently forgotten as the narrative was promoted that the new vaccine alone was eradicating the feared polio.

Serious evidence was presented by doctors and others to the US congress that there was a clear connection between the summer polio epidemics to summer-used heavy metal pesticides such as DDT. They were ignored. The promotion of DDT as a harmless insecticide was so pervasive that kids followed behind trucks spraying the streets and swimming pools were sprayed with DDT, believing it harmless. Highly emotional advertising campaigns proclaimed that deadly polio was mysteriously transmitted by insects and that DDT would protect. Farmers were told to repeatedly spray their dairy cows with DDT to ward of the dangerous insects. DDT thus contaminated the milk supply. Use of DDT exploded by the end of the 1940s across the USA. As one person described it, ‘Concerned parents went further to protect their children. They feared the invisible virus as if it were hunting their children. They turned their homes into sterile zones by constantly spraying insecticides and washing down the walls with disinfectants.’ That sounds familiar.

Salk and Rockefeller

The vaccine research of Jonas Salk as well as of his rival, Albert Sabin, was funded by the National Foundation for Infantile Paralysis, later known as the March of Dimes. Salk convinced the US health authorities in 1954 that his polio vaccine contained only inactive virus, and was absolutely safe. He was able to convince the regulatory authorities that the ‘expensive and difficult procedures which had been suggested for the detection of possible residual live virus’ in his vaccine should be dispensed with. Field trials of the Salk vaccine in 1954 were exposed by the Journal of the American Statistical Association: ‘…59 per cent of the trial was worthless because of the lack of adequate controls…’ That report was ignored by the US department of health and the National Foundation proclaimed the Salk vaccine ready to mass distribute in spring of 1955.

Already in 1955 alarming results from the Salk vaccine had emerged. His vaccine, manufactured by Cutter Laboratories, was administered to over four hundred thousand people, mostly school children. Within days, reports of paralysis began surfacing. Within a month, the mass vaccination programme against polio had to be suspended. In June of 1956, polio cases began to increase sharply in Chicago in children who had received the Salk vaccine. The National Foundation sent an urgent letter to its members urging them to, ‘give reassurance that the present Salk vaccine is safe and effective to patients, parents and others in your community who still needlessly doubt it…’ 7

Salk’s vaccine had caused seventy thousand cases of muscle weakness, one hundred and sixty-four cases of severe paralysis and ten deaths. Three fourths of the victims remained permanently paralysed. Secretary of health, education, and welfare stepped down and the director of the NIH, resigned. The Cutter incident was quickly downplayed by the government and vaccinations resumed after 21 days pause, using vaccines from Wyeth Labs. Those too produced cases of paralysis.

Between 1923 and 1953, before the Salk vaccine’s introduction, the polio death rate in the US had declined on its own by 47 per cent; England had observed a similar pattern. Following the use of Salk’s vaccine between 1955 and 1963, cases of polio in the US increased — by 50 per cent from 1957 to 1958, and by 80 per cent between 1958 and 1959. This was concealed by a US government change in defining polio, much as the WHO and CDC do today in Africa. Diseases that had previously been grouped together under the umbrella of ‘polio’ began to be reported as separate diseases. One of these was aseptic or viral meningitis, an infectious disease that is difficult to distinguish from poliovirus, or transverse myelitis — a rare spinal cord inflammation, or the Guillain-Barré syndrome. Were all these a result of widespread toxins used in the vaccine? The government and vaccine industry was not interested in knowing or telling.

Finally in 1963 the US government replaced Salk’s IPV vaccine with an attenuated oral polio vaccine developed by Albert Sabin. As a live virus vaccine, it, too, was and is capable of giving its recipients polio or polio symptoms. Salk testified before a Senate subcommittee in 1977 that the Sabin oral polio vaccine had caused most of the polio cases in the US since the early 1960s.

Rockefeller eugenics?

THE National Foundation for Infantile Paralysis, which funded both Salk and his rival Sabin in development of polio vaccines in the 1950’s, was run by two doctors from the Rockefeller Institute for Medical Research — Dr Henry Kumm who had spent 23 years with the Rockefeller Institute, and Dr Thomas Rivers.

Henry Kumm went over to the National Foundation in 1951 at the peak of the polio epidemic. In May 1953, Kumm became director of Polio Research at NFIP. Notably, during World War II Kumm had served as civilian consultant to the surgeon general of the US Army in Italy, directing field studies for the use of DDT against malarial

Thomas Rivers was from 1922 head of the infectious disease ward at the Rockefeller Institute for Medical Research, becoming the institute’s director in 1937. As chairman of committees on research and vaccine advisory for the National Foundation for Infantile Paralysis, he oversaw the clinical trials of Jonas Salk’s vaccine by Dr Kumm’s group. It could be said that the National Foundation was a mask for a massive Rockefeller polio vaccine project.

Polio researcher David Oshisky stated, ‘In truth, polio was never the raging epidemic portrayed in the media, not even at its height in the 1940s and 1950s. Ten times as many children would die in accidents in those years, and three times as many would die of cancer. Polio’s special status was due, in large part, to the efforts of the National Foundation for Infantile Paralysis, better known as the March of Dimes, which employed the latest techniques in advertising, fund raising and motivational research to turn a horrific but relatively uncommon disease into the most feared affliction of its time. The genius of the National Polio Foundation lay in its ability to single out polio for special attention, making it seem more ominous than other diseases.’ That National Foundation was run by Rockefeller doctors. This is very much what the Gates Foundation is doing with its turbo-charged oral polio vaccine in Africa where polio had almost vanished before the mass vaccine campaign of WHO and Gates.

Here the bond of dedication to eugenics and to dangerous vaccines seems to unite both the Rockefellers and Bill Gates, who in many ways is merely the heir and continuation of the deadly eugenics work of the Rockefellers. All this should give pause before regarding the pronouncements of Bill Gates on coronavirus and his favoured vaccines as the scientific good truth.

https://www.newagebd.net/article/117757/gates-foundation-vaccine-spreads-polio-across-africa

“Seeds of Destruction: The Hidden Agenda of Genetic Manipulation”

“Seeds of Destruction: The Hidden Agenda of Genetic Manipulation” This lecture at the Open Mind Conference 2013

F. William Engdahl is an American German freelance journalist, historian and economic researcher. “Seeds of Destruction: The Hidden Agenda of Genetic Manipulation” This lecture at the Open Mind Conference 2013, focuses on how a small socio-political American elite seeks to establish its control over the very basis of human survival, the provision of our daily bread. Control the food and you control the people. This is no ordinary lecture about the perils of GMO.

May be an image of 1 person

Open Mind Conference 2013, focuses on how a small socio-political American elite seeks to establish its control over the very basis of human survival, the provision of our daily bread. Control the food and you control the people. This is no ordinary lecture about the perils of GMO. Engdahl takes the audience inside the corridors of power, into the backrooms of the science labs, behind closed doors in the corporate boardrooms and reveals a World of profit-driven political intrigue, government corruption and coercion, where genetic manipulation and the patenting of life forms are used to gain worldwide control over food production. The lecture is based on Engdahls book “Seeds of Destruction: The Hidden Agenda of Genetic Manipulation” which is an eye-opener, a must-read for all those committed to the causes of social justice and World peace.

They have written it in stone, Georgia Guidestones.  Remember this speech next time you are offered or pressured in taking the flu shot.


7 years ago
“The world population is headed toward 9 billion. If we do a real great job on new vacines, health care, reproductive health care services, we can lower that by perhaps 10 or 15%”–Bill Gates

Years later …..

The vaccinated sheep are being taken for a ride; how long before they jump off the train? Never?


by Jon Rappoport

September 16, 2021

Here’s how it goes, Mr. Jones.

First, they told you the vaccine was your way out of the dark, out of the lockdowns. And if enough of you took the shot, the pandemic would be over.

So you lined up and took the jab. And you took the second dose.

THEN they said wait. You could still transmit the virus. In fact, you could still catch COVID.

On top of that, your viral load could be as high as the unvaccinated.

Boom.

So you’d still need to wear a mask. You’d still need to distance.

And voila, boosters would be necessary.

How many boosters? Unknown. Maybe one a year, or one every eight months.

If you take the boosters, would you still need to wear a mask and distance? Apparently, yes.

They keep claiming the vaccine will protect you against severe illness and hospitalization, but…the clinical trials of the three major vaccines were structured to show the shots would only prevent MILD ILLNESS. Chills and fever, or a cough. They still haven’t told you THAT.

Let’s see, what else? Do you watch football? This past weekend, as college and NFL games swung into action, HUGE CROWDS of unmasked spectators filled the stands all over the country.

Do you really think officials vetted those people, to make sure they had vaccine passports before they entered the stadiums? Are you kidding?

So how do you like THAT? You’re acting like a good little sheep, you took your shots, but millions of people were attending football games, shouting and screaming, sitting cheek to jowl, with no masks on.

Droves of immigrants are streaming across the southern border of the US, and most of them aren’t are getting vaccinated. They’re being relocated to cities and towns from San Diego to Bangor.

And don’t forget, the number of reports of injuries and deaths from the vaccine is staggering. The experts admit they have no idea about the vaccine’s long-term effects.

Officials in some parts of the country are laying on new lockdowns. There’s no way to predict when such imprisonments might pop up in your area.

You thought that by taking the vaccine, you’d earn special privilege. You’d wear your badge with pride. But no.

You thought being vaccinated meant you wouldn’t catch the disease. But no.

You scoffed at the idea that the whole pandemic was a hoax, and you were sure there was no evidence that contradicted what the experts were telling you.

You chose not to look into the fact that no one has actually proved the virus exists, or that the test is meaningful, or that the case and death numbers are real. You assumed taking the vaccine would solve all your problems for you.

You were wrong.

You’ve chosen to ignore the destruction of freedom by vaccine mandate, by lockdown, by devastating financial ruin for millions of people. You’ve kept your mouth shut. You’ve settled for protection by obeying the rules and taking the shot in the arm.

A curtain of lies has been raised all over the world. The fraud is awesome. The fear is mindless.

You sided with the wrong people. They are promoting an absurd religion of ceremony and ritual. “First you do this, to protect yourself. Then you do that. Then, the third step is this. Then you’ll be blessed. But actually there are more steps, and if you take them, you may or may not be protected…”

These priests keep telling you they’re changing their minds about what is necessary because new data are emerging—and you believe them. You believe they and you are following science. It still hasn’t dawned on you that all this is about CONTROL.

You’re on the Tyranny Train, and with each mile the enveloping power of our so-called leaders tightens around you. You don’t want to know what the Great Reset or the New Normal means. You think somehow everything will stay the same, even though the evidence in front of your eyes is presenting you with real-life denials of what you think at every turn.

How did you get to be the way you are, Mr. Jones?

There are MANY answers to that question. Here is one:

Creating ADHD is the goal of education.

There is a form of mind control that is really mind-chaos. It shatters the processes of thought into, at best, vaguely related fragments. There is no direction, no development, no progress along a line of reasoning. This is how you disable a person. You disrupt his ability to move from A to B to C. At that point, he becomes passive. He’s willing to be programmed, because it’s easier. He wants to be programmed.

“I learned twenty-four new things today at school,” the child said. “One right after the other. I felt so happy. My teacher told me I was learning accelerated. I wrote on my iPad. I saw pictures. I did group harmony. I added. I divided. I heard about architecture. The teacher said we were filled with wonder at the universe. We solved a problem. We were all together. I ate cheese. A factory makes cheese.”

The new education is ADHD.

It’s a method of teaching that surrenders ground on each key concept, deserting it before it’s firmly fixed in the mind of the student.

It hops around from idea to idea, because parents, teachers, administrators, students, departments of education, and educational publishers have given up on the traditional practice of repetition.

Repetition was old-world. For decades, even centuries, the time-honored method of instruction was: introduce an idea or concept or method, and then provide numerous examples the student had to practice, solve, and demonstrate with proficiency.

There was no getting around it. If the student balked, he failed.

There were no excuses or fairy tales floated to explain away the inability of the student to carry out the work.

Now, these days, if you want to induce ADHD, teach a course in which each new concept is given short shrift. Then pass every student on to the next grade, because it’s “humane.”

Think of it this way. Suppose you want to climb the sheer face of a high rock. You know nothing about climbing. You engage an instructor. He teaches you a little bit about ropes and spikes and handholds. He briefly highlights each aspect and then skips to the next.

So later…while you’re falling five hundred feet to the ravine below, you can invent stories about why the experiment didn’t work out.

Since the advent of organized education on the planet, there has been one way of teaching young children…until recently. Explain a new idea, produce scores of examples of that idea, and get the students to work on those examples and come up with the right answers.

Subtraction, division, decimals, spelling—it all works the same basic way.

For the last hundred years or so, however, we’ve seen the gradual intrusion of Teacher ADHD.

School text ADHD.

Not enough examples. Not enough exercises.

Education has nothing to do with a full frontal attack to “improve the self-esteem” of the student. It has nothing to do with telling children they’re valuable. It certainly has nothing to do with trying to embed social values and team spirit in children.

And no matter how many fantasies educators spin, schools can’t replace parents.

If what I’m writing here seems cruel and uncaring…look at the other side of the picture. Look at what happens when a student emerges from school with a half-baked, dumbed-down education.

He can sort of read. He can sort of write. He sort of understands arithmetic. He tries to skate through the rest of his life. He fakes it. He adopts a front to conceal the large territory of what he doesn’t know.

He certainly can’t think straight. Give him three ideas in succession and he’s lost. He goes on overload.

He operates on association. You say A and he goes to G right away. You go back to A and he responds with R. He’s up the creek without a paddle.

That’s what’s cruel.

Forty years ago, I was on the verge of landing a lucrative job with a remedial education company. The owner gave me a lesson plan and told me to write a sample “computer” program.

I did. He looked at it and said, “There are too many examples and exercises here. You have to move things along faster.”

I told him the students would never comprehend the program that way. They had to work on at least 20 exercises for each new concept.

He was shocked. “That’s not how it’s done now,” he said.

“Oh,” I said, “you mean now the student and teacher both fake it?”

And that was the end of that.

Several years ago, I explained teacher-induced ADHD to a sociologist at a US university. His response: “Children are different now. They don’t have patience. There are too many distractions. We have to operate from a new psychology.”

I asked him what that psychology was.

“Children are consumers. They pick and choose.”

I know how the Carnegie and Rockefeller Foundations torpedoed education in America. They cut off teachers and students from the history of the nation and the meaning of individual freedom.

What I’m talking about here is a different perversion. The unhinging of the young mind from any semblance of accomplishment and continuity. This goes far beyond the agenda of outfitting children to be worker-drones in a controlled society.

This is the induction of confusion and despair about what used to be called thinking. This is the imprinting of “gaps” that make it very hard for a person to operate, even as a drone.

In addition, if you seed children with all sorts of debilitating psychiatric drugs, you have a profound and dangerous mess that only dedicated parents can undo, one child at a time.

People may wish it weren’t so, but that doesn’t change the facts of the matter.

The upside is, when you explain a concept to a child, and you then take him through many exercises designed to help him understand that concept, he’ll achieve a victory.

Then you’ll see the lights go on in his mind.

And when education also includes getting children to use their imaginations broadly and widely and often—and you need a certain kind of teacher to accomplish THAT—you have independent, strong, adventurous, creative people, who aren’t controlled.

They don’t board other people’s trains and ride them to nowhere. https://blog.nomorefakenews.com/2021/09/16/the-vaccinated-sheep-are-being-taken-for-a-ride/ amen

Jabba jabba https://blog.nomorefakenews.com/2021/09/17/how-cia-hid-their-mkultra-mind-control-program/ none of this work till we al go along with it

…..look up now
the flu word order by eric dubay
who is compliant or not

the May triCks

The vaccinated sheep are being taken for a ride; how long before they jump off the train? Never? Sep
16
by Jon Rappoport

September 16, 2021

(To join our email list, click here.)

Here’s how it goes, Mr. Jones.

First, they told you the vaccine was your way out of the dark, out of the lockdowns. And if enough of you took the shot, the pandemic would be over.

So you lined up and took the jab. And you took the second dose.

THEN they said wait. You could still transmit the virus. In fact, you could still catch COVID.

On top of that, your viral load could be as high as the unvaccinated.

Boom.

So you’d still need to wear a mask. You’d still need to distance.

And voila, boosters would be necessary.

How many boosters? Unknown. Maybe one a year, or one every eight months.

If you take the boosters, would you still need to wear a mask and distance? Apparently, yes.

They keep claiming the vaccine will protect you against severe illness and hospitalization, but…the clinical trials of the three major vaccines were structured to show the shots would only prevent MILD ILLNESS. Chills and fever, or a cough. They still haven’t told you THAT.

Let’s see, what else? Do you watch football? This past weekend, as college and NFL games swung into action, HUGE CROWDS of unmasked spectators filled the stands all over the country.

Do you really think officials vetted those people, to make sure they had vaccine passports before they entered the stadiums? Are you kidding?

So how do you like THAT? You’re acting like a good little sheep, you took your shots, but millions of people were attending football games, shouting and screaming, sitting cheek to jowl, with no masks on.

Droves of immigrants are streaming across the southern border of the US, and most of them aren’t are getting vaccinated. They’re being relocated to cities and towns from San Diego to Bangor.

And don’t forget, the number of reports of injuries and deaths from the vaccine is staggering. The experts admit they have no idea about the vaccine’s long-term effects.

Officials in some parts of the country are laying on new lockdowns. There’s no way to predict when such imprisonments might pop up in your area.

You thought that by taking the vaccine, you’d earn special privilege. You’d wear your badge with pride. But no.

You thought being vaccinated meant you wouldn’t catch the disease. But no.

You scoffed at the idea that the whole pandemic was a hoax, and you were sure there was no evidence that contradicted what the experts were telling you.

You chose not to look into the fact that no one has actually proved the virus exists, or that the test is meaningful, or that the case and death numbers are real. You assumed taking the vaccine would solve all your problems for you.

You were wrong.

You’ve chosen to ignore the destruction of freedom by vaccine mandate, by lockdown, by devastating financial ruin for millions of people. You’ve kept your mouth shut. You’ve settled for protection by obeying the rules and taking the shot in the arm.

A curtain of lies has been raised all over the world. The fraud is awesome. The fear is mindless.

You sided with the wrong people. They are promoting an absurd religion of ceremony and ritual. “First you do this, to protect yourself. Then you do that. Then, the third step is this. Then you’ll be blessed. But actually there are more steps, and if you take them, you may or may not be protected…”

These priests keep telling you they’re changing their minds about what is necessary because new data are emerging—and you believe them. You believe they and you are following science. It still hasn’t dawned on you that all this is about CONTROL.

You’re on the Tyranny Train, and with each mile the enveloping power of our so-called leaders tightens around you. You don’t want to know what the Great Reset or the New Normal means. You think somehow everything will stay the same, even though the evidence in front of your eyes is presenting you with real-life denials of what you think at every turn.

How did you get to be the way you are, Mr. Jones?

There are MANY answers to that question. Here is one:

Creating ADHD is the goal of education.

There is a form of mind control that is really mind-chaos. It shatters the processes of thought into, at best, vaguely related fragments. There is no direction, no development, no progress along a line of reasoning. This is how you disable a person. You disrupt his ability to move from A to B to C. At that point, he becomes passive. He’s willing to be programmed, because it’s easier. He wants to be programmed.

“I learned twenty-four new things today at school,” the child said. “One right after the other. I felt so happy. My teacher told me I was learning accelerated. I wrote on my iPad. I saw pictures. I did group harmony. I added. I divided. I heard about architecture. The teacher said we were filled with wonder at the universe. We solved a problem. We were all together. I ate cheese. A factory makes cheese.”

The new education is ADHD.

It’s a method of teaching that surrenders ground on each key concept, deserting it before it’s firmly fixed in the mind of the student.

It hops around from idea to idea, because parents, teachers, administrators, students, departments of education, and educational publishers have given up on the traditional practice of repetition.

Repetition was old-world. For decades, even centuries, the time-honored method of instruction was: introduce an idea or concept or method, and then provide numerous examples the student had to practice, solve, and demonstrate with proficiency.

There was no getting around it. If the student balked, he failed.

There were no excuses or fairy tales floated to explain away the inability of the student to carry out the work.

Now, these days, if you want to induce ADHD, teach a course in which each new concept is given short shrift. Then pass every student on to the next grade, because it’s “humane.”

Think of it this way. Suppose you want to climb the sheer face of a high rock. You know nothing about climbing. You engage an instructor. He teaches you a little bit about ropes and spikes and handholds. He briefly highlights each aspect and then skips to the next.

So later…while you’re falling five hundred feet to the ravine below, you can invent stories about why the experiment didn’t work out.

Since the advent of organized education on the planet, there has been one way of teaching young children…until recently. Explain a new idea, produce scores of examples of that idea, and get the students to work on those examples and come up with the right answers.

Subtraction, division, decimals, spelling—it all works the same basic way.

For the last hundred years or so, however, we’ve seen the gradual intrusion of Teacher ADHD.

School text ADHD.

Not enough examples. Not enough exercises.

Education has nothing to do with a full frontal attack to “improve the self-esteem” of the student. It has nothing to do with telling children they’re valuable. It certainly has nothing to do with trying to embed social values and team spirit in children.

And no matter how many fantasies educators spin, schools can’t replace parents.

If what I’m writing here seems cruel and uncaring…look at the other side of the picture. Look at what happens when a student emerges from school with a half-baked, dumbed-down education.

He can sort of read. He can sort of write. He sort of understands arithmetic. He tries to skate through the rest of his life. He fakes it. He adopts a front to conceal the large territory of what he doesn’t know.

He certainly can’t think straight. Give him three ideas in succession and he’s lost. He goes on overload.

He operates on association. You say A and he goes to G right away. You go back to A and he responds with R. He’s up the creek without a paddle.

That’s what’s cruel.

Forty years ago, I was on the verge of landing a lucrative job with a remedial education company. The owner gave me a lesson plan and told me to write a sample “computer” program.

I did. He looked at it and said, “There are too many examples and exercises here. You have to move things along faster.”

I told him the students would never comprehend the program that way. They had to work on at least 20 exercises for each new concept.

He was shocked. “That’s not how it’s done now,” he said.

“Oh,” I said, “you mean now the student and teacher both fake it?”

And that was the end of that.

Several years ago, I explained teacher-induced ADHD to a sociologist at a US university. His response: “Children are different now. They don’t have patience. There are too many distractions. We have to operate from a new psychology.”

I asked him what that psychology was.

“Children are consumers. They pick and choose.”

I know how the Carnegie and Rockefeller Foundations torpedoed education in America. They cut off teachers and students from the history of the nation and the meaning of individual freedom.

What I’m talking about here is a different perversion. The unhinging of the young mind from any semblance of accomplishment and continuity. This goes far beyond the agenda of outfitting children to be worker-drones in a controlled society.

This is the induction of confusion and despair about what used to be called thinking. This is the imprinting of “gaps” that make it very hard for a person to operate, even as a drone.

In addition, if you seed children with all sorts of debilitating psychiatric drugs, you have a profound and dangerous mess that only dedicated parents can undo, one child at a time.

People may wish it weren’t so, but that doesn’t change the facts of the matter.

The upside is, when you explain a concept to a child, and you then take him through many exercises designed to help him understand that concept, he’ll achieve a victory.

Then you’ll see the lights go on in his mind.

And when education also includes getting children to use their imaginations broadly and widely and often—and you need a certain kind of teacher to accomplish THAT—you have independent, strong, adventurous, creative people, who aren’t controlled.

They don’t board other people’s trains and ride them to nowhere. https://blog.nomorefakenews.com/2021/09/16/the-vaccinated-sheep-are-being-taken-for-a-ride/ amen

Jabba jabba https://blog.nomorefakenews.com/2021/09/17/how-cia-hid-their-mkultra-mind-control-prog