I will be conducting an interview and discussion with the outstanding author and researcher, Mr. Joe Plummer, over the next few weeks. If you have any questions for Mr. Plummer or would like to suggest topics you would like to see discussed, please let me know. Mr. Plummer does deep historical research and has written several fascinating and well-researched books on Quigley’s ‘Tragedy and Hope’, ‘Dirty Money’ and a chilling novel on one man’s journey ‘Leaving the Illusion’. Mr. Plummer has appeared on Alex Jones’ InfoWARS, Richard Grove’s Tragedy and Hope, James Corbett’s The Corbett Report, John B. Wells’ Caravan To Midnight and others. His ‘Tragedy and Hope 101’ includes the following introduction by G. Edward Griffin…
Introduction
by G. Edward Griffin
If you have ever watched an illusionist perform up-close magic, you know the power of misdirection and sleight-of-hand. Even in a room full of suspicious and attentive observers, the illusionist can fool them all. By exploiting known weaknesses in the human mind and employing his tools of the trade, he will deceive the crowd whether it wants to be deceived or not.
Imagine what an equally talented “network” of political illusionists can accomplish. Performing before an audience of mostly trusting and casual observers, exploiting known weaknesses in the human mind, and employing their tools of the trade, they, too, will deceive the crowd whether it wants to be deceived or not.
Having spent nearly sixty years of my life researching and writing about the illusionists who control our world, I can say without reservation that you are about to learn some of their closest-held secrets. Joe has done an outstanding job of weeding through Carroll Quigley’s book, Tragedy & Hope. He has captured the essence of what Quigley referred to as “the Network” and made this important information accessible to the average person who simply doesn’t have time to read a 1,300-page history book. Even for those who intend to read the entire volume, Joe has created an introduction and study guide that will serve the serious student well.
Knowledge of who Carroll Quigley was and the deceptions that he revealed is essential for understanding the real world of today. His close relationship with the Network and his approval of its aims made it possible to provide an insider’s analysis of the minds and methods of the global elite. Without this knowledge, the actions of those who dominate the U.S. government and the Western world do not make sense. With it, everything falls into place.
Be forewarned. The journey you are about to begin is not for the faint hearted. If you are comfortable with the illusions that currently pass for political reality, this book is not for you because, once you discover how the deceivers perform their magic, the comfort of ignorance is no longer possible. Once the bell is rung, it cannot be unrung.
I know I will get a lot of flack from this heresy, but it has been a splinter in my brain that must come out. I will not spend endless hours debating this, but I will paint a simpler and a more complete picture soon. The impact of modern philosophy on today’s science: Not many realize that philosophy and science were once the same thing (called natural philosophy); until they split in the late 1,700s. The scientific method transformed natural philosophy into an empirical activity called science; and metaphysics was concerned with the non-empirical inquiry into the nature of existence. Not only that, Immanuel Kant and Plato before him sought to destroy the metaphysics of 1) Identity; 2) Causality and 3) The law of non-contradiction set forth by Aristotle. Aristotle said that A is A; and A is not non-A. Kant, ushering in the modern philosophy, said we really can’t know anything for certain and there are no absolutes (which in itself is a logical fallacy). Examples: Everybody’s entitled to their opinion or It may be true for you but not true for me. This violates any idea of an external reality and has insinuated itself into all aspects of modern theoretical physics. It has bastardized the ideas of identity, causality and the law of non-contraction providing us with the absurd theories of Quantum, String and M-theory and many others which cannot be reconciled into classical physics. It is interesting to note that around this same time our Trivium education system was replaced by the Prussian system which removed critical thought, identity and the law of non-contradiction.
Absurdities in Modern Physics: A Solution by Paul Marmet Promulgation of Absurdities: The Copenhagen Interpretation.
Now I have taken many math classes at the University: from linear & abstract algebra to Calculus 1-3, Topology and more but one day while in Advanced Calculus we had been studying a cut theory for weeks, trying to figure out the difference between a 1 and a 2, and it occurred to me how utterly simple and basic all this math stuff was conceptually; and that even a first grader could understand it; and in fact it is my opinion that we should teach Calculus to all our children in elementary school. To put this into context, I’m not saying we should teach them how to solve complex equations, derivatives or integrals. It is a fact that I was a lousy math student in public school since I didn’t have good number sense or a calculator. I made straight ‘Fs’ in math until I got to the University, where I made straight ‘As’. The difference? The higher you get into math, the less it has to do with numbers and the more it has to do with concepts. What I am saying, is that the concepts are so simple and profound that they apply to everything and should be taught to our children at a very early age. In fact I have taught all my kids calculus –without them knowing it—by the first or second grade. Simply put Calculus is magical, philosophical and depends on faith. It solves an ancient unsolvable problem of determining the exact area under a curve. It just says as you make each square smaller and smaller and as the size goes to zero the limit of the equation that describes the curve is exactly equal to this. Kids can get this stuff and see the beauty and usefulness of math.
When you walk along the sea shore, you can pick up an Abalone Shell and tell your kids that if you had the equation for this shell, you could tell EXACTLY how many drops of sea water it would hold.
“a boy playing on the seashore”
“I do not know what I may appear to the world; but to myself I seem to have been only like a boy playing on the seashore, and diverting myself in now and then finding a smoother pebble or a prettier shell than ordinary, whilst the great ocean of truth lay all undiscovered before me.”
–Isaac Newton (developed Calculus in the 17th century)
To counteract some of the damage done by our public education system, I have given my 17 year old son, Jack, some reading material that should help get his head on straight, while providing him the ability to see through so much of the frankly false history promulgated by our schools, universities and media (The reading list is at the bottom).
I once believed the story of American history as related in the boring history classes I was forced to sit through in school, but as an adult I learned a painful lesson: that this history did not match the documented facts as we now know them today; and worse, much of the most important events have been completely omitted altogether. We know this, not just by going to original source documents, but by reading the minutes of Tax-Free foundations like the Carnage Foundation. We discover through Carnage that this was no mistake or oversight but a well-planned conspiracy that included Rockefeller, Guggenheim and others who sought to re-write the historical record in their own image to accomplish clandestine goals using the American Historical Association our Universities and others who could be controlled through grants.
Beyond just re-writing our history, our school systems have systematically imposed a compulsory education system for all, which replaced the idea of ‘authority based on truth’ with ‘truth based on authority’. This educational lobotomy was accomplished by replacing the Trivium method with the Prussian education system. The Prussian system removed the Trivium techniques of critical thought (grammar, logic and rhetoric) and replaced these with truth by authority. Additionally, data was memorized out of context by rote to confuse the young mind. This was no accident, but planned social engineering by the elite.
The reading list below may sound ominous for a 17 year old, but he has read all the Harry Potter books including ‘Harry Potter and the Goblet of Fire’ which is over 700 pages long, so this should be a walk in the park. A few years ago I was surprised that he took it upon himself to read the entire Bible from cover to cover without any encouragement from me; and now he says he is excited to read these books also.
Jack’s Book Shelf
By Joe Plummer:
– Tragedy and Hope 101 (shorter and updated version of Quigley’s ‘Tragedy and Hope’)
– Dishonest Money (shorter and updated version of G. Edward Griffin’s ‘The Creature from Jekyll Island’)
– Leaving the Illusion (Novel)
By Anthony C. Sutton:
– Wall Street and the Bolshevik Revolution
– Wall Street and FDR
– Wall Street & the Rise of Hitler
Misc.:
– The Confessions of a Monopolist by Fredric Clemson Howe
– Anglo-American Establishment by Carroll Quigley
– The Shadows of Power by James Perloff
– None Dare Call It Conspiracy by Gary Allen
– The Autobiography of Benjamin Franklin unfinished record of his own life from 1771 to 1790
– and for fun… The Iliad and Odyssey by Homer
Below, you will find a fascinating interview with Norman Dodd, chief investigator in 1953 for U.S. Congressman B. Carroll Reece Special Committee on Tax Exempt Foundations (commonly referred to as the Reece Committee). This interview will give you important insights into the inter-workings, thought-processes and public manipulation by the Carnegie Foundation; how they and others paid to alter American history; and their systematic plans to bring the US into a war no one wanted by compromising the diplomatic machinery of this country with the goal of fundamentally altering the lives of Americans.
Of course the story goes much deeper and involves other Tax-Free and Exempt foundations like the Rockefeller, Guggenheim and Ford foundations; but this specific investigation provides a unique view into some of our history the compulsory education system has successfully hidden. If you dig deeper into these tax-free foundations you will discover that not only did they finesse us into wars, design our education system, manipulate and occult our history, but they also created our current medical system. Like Kathryn (below) –who was shocked at what she found in the minutes of the Carnegie Foundation– most of us believe that these foundations are benign, philanthropic institutions because they have deep pockets and give freely to the likes of PBS and others. As it turns out this is only a PR ruse to hide their actual agenda; and in fact, this idea was hatched by the “fathers of public relations” Edward Bernays and Ivy Lee as a public relations stunt which has worked rather well since its inception. Enjoy this little snippet taken from the full text linked below, as Dodd pulls back the curtain of the ‘Oz Foundation‘ just a bit, showing us the little men hiding behind the curtain, busy in their grand deception backed by truckloads of tax-exempt cash and the ill-gotten goodwill of the America people.
Dodd’s comments on the minutes of the Carnegie Foundation:
“On the arrival of that letter, Dr. Johnson, who was then President of the Carnegie Endowment, telephoned me and said, “Did you ever come up to New York?” I said, “Yes, I did, more or less each weekend.” And he said, “When you are next here, will you drop in and see us?” Which I did.
And again, on arrival, at the office of the Endowment, I found myself in the presence of Dr. Joseph Johnson, the President, who was the successor to Alger Hiss, two vice-presidents and their own counsel, a partner in the firm — a fellow by the name of Cromwell. And Dr. Johnson said (again after amenities), “Mr. Dodd, we have your letter. We can answer all those questions, but it would be a great deal of trouble. We have a counter-suggestion. Our counter-suggestion is that, if you can spare a member of your staff for two weeks, and send that member up to New York, we will give to that member a room in the library, and the minute books of this Foundation since its inception. And we think that, whatever you want to find out or that the Congress wants to find out, will be obvious from those minutes.”
Well, my first reaction was they had lost their minds. I had a pretty good idea of what those minutes would contain, but I realized that Dr. Johnson had only been in office two years, and the vice-presidents were relatively young men, and counsel also seemed to be a young man. I guessed that, probably, they had never read the minutes themselves.
And so, I said that I had somebody and I would accept their offer. I went back to Washington, and I selected the member of my staff who had been a practicing attorney in Washington. She was on my staff to ensure I did not break any Congressional procedures or rules. In addition to that, she was unsympathetic to the purpose of the investigation. She was a level-headed and very reasonably brilliant, capable lady, and her attitude toward the investigation was this: “What could possibly be wrong with foundations? They do so much good.”
Well, in the face of that sincere conviction of Kathryn’s, I went out of my way not to prejudice her in any way, but I did explain to her that she couldn’t possibly cover fifty years of handwritten minutes in two weeks. So, she would have to do what we call “spot reading.” I blocked out certain periods of time to concentrate on. Off she went — to New York. She came back at the end of two weeks, with the following recorded on dictaphone belts.
We are now at the year nineteen hundred and eight, which was the year that the Carnegie Foundation began operations. And, in that year, the trustees meeting, for the first time, raised a specific question, which they discussed throughout the balance of the year, in a very learned fashion. And the question is this: Is there any means known more effective than war, assuming you wish to alter the life of an entire people? And they conclude that, no more effective means to that end is known to humanity, than war. So then, in 1909, they raise the second question, and discuss it, namely, how do we involve the United States in a war?
Well, I doubt, at that time, if there was any subject more removed from the thinking of most of the People of this country, than its involvement in a war. There were intermittent shows in the Balkans, but I doubt very much if many people even knew where the Balkans were. And finally, they answer that question as follows: we must control the State Department.
And then, that very naturally raises the question of how do we do that? They answer it by saying, we must take over and control the diplomatic machinery of this country and, finally, they resolve to aim at that as an objective. Then, time passes, and we are eventually in a war, which would be World War I. At that time, they record on their minutes a shocking report in which they dispatch to President Wilson a telegram cautioning him to see that the war does not end too quickly. And finally, of course, the war is over.
At that time, their interest shifts over to preventing what they call a reversion of life in the United States to what it was prior to 1914, when World War I broke out. At that point, they come to the conclusion that, to prevent a reversion, we must control education in the United States. And they realize that is a pretty big task. To them it is too big for them alone.
So they approach the Rockefeller Foundation with a suggestion: that portion of education which could be considered domestic should be handled by the Rockefeller Foundation, and that portion which is international should be handled by the Endowment.
They then decide that the key to the success of these two operations lay in the alteration of the teaching of American History. So, they approach four of the then most prominent teachers of American History in the country — people like Charles and Mary Byrd. Their suggestion to them is this, “Will they alter the manner in which they present their subject”” And, they get turned down, flatly.
So, they then decide that it is necessary for them to do as they say, i.e. “build our own stable of historians.” Then, they approach the Guggenheim Foundation, which specializes in fellowships, and say” “When we find young men in the process of studying for doctorates in the field of American History, and we feel that they are the right caliber, will you grant them fellowships on our say so? And the answer is, “Yes.”
So, under that condition, eventually they assemble twenty (20), and they take these twenty potential teachers of American History to London. There, they are briefed in what is expected of them — when, as, and if they secure appointments in keeping with the doctorates they will have earned.
That group of twenty historians ultimately becomes the nucleus of the American Historical Association. And then, toward the end of the 1920’s, the Endowment grants to the American Historical Association four hundred thousand dollars ($400,000) for a study of our history in a manner which points to what this country look forward to, in the future.”
NOTE: [Emphasis in bold above mine.] See full text of interview below.
REFERENCE NFO:
Full Text of interview: “Transcript of Norman Dodd Interview” Concerning the Reece Committee’s Investigation of Tax-Free Foundations. 1982 A.D. with G. Edward Griffin
I have found Snopes very useful in the past, but always look at their conclusions with suspicion. Why? Because when I have first-hand detailed and technical knowledge on a topic, I have found their conclusions biased in supporting a particular position. At other times, I have taken the time to do a detailed analysis of a topic and again found that they have slanted the facts or omitted important information, or more often answered the wrong question (straw horse logical fallacy) to fit a presumably predetermined conclusion. However, I still use them for a quick look to see if there is some sort of potentially legitimate controversy that requires a second look.
One technique used to discredit the alternative media is to place partly false stories out on the web for everyone to pick up and repeat; thus providing Snopes and others an easy target in discrediting a vast swath of alternative media pundits. However, I believe that the alternative media are their own worst enemies, since too many lead with headlines designed to attract traffic to their site, rather than focus on a dispassionate spreading of the unvarnished truth. If we are truly searching for the truth, we must at all times be willing to gore our own sacred ox, in the pursuit thereof.
The danger of Snopes in my view is that too many use this one source as the final arbiter of truth. Once Snopes says something is true or false, then the user can comfortably turn off their brain. If only it was this easy! Farming out your brain to a prepackaged truth factory is not a good idea in my view. It would be nice to trust authority figures, but history has shown they are some of the best deceivers: see James Perloff’s excellent historical review here.
Wikipedia is a great place to go to find out what the official truth-narrative is: a good place to start, though much of the context cannot be trusted … can be omitted, slanted and contain factual errors. See what’s really cooking at Wikipedia: here. Wikipedia has some of the same monolithic bias issues as Snopes; but the motives seem designed to hide or sanitize information based on topic, not based on a singular overarching agenda as in much more focused Snopes. I use Wikipedia to gather up dates, times, names, places. It is a starting point, but we must always go beyond and search out source documents and view other opinions and fact-claims using the trivium method if we want a clear map of the terrain before us.
Like Snopes, I have found Wikipedia corrupted at times, but to a much lesser extent. Too many of us have an opinion and then go looking for the facts to support our opinion. A better approach would be to use something like the Trivium method in this specific order 1) Grammar: who, what, where and when; 2) Logic: why, without contradiction; & 3) Rhetoric: how to communicate to others.
Unfortunately the Trivium was removed from most education systems some 150 years ago and replaced by the Prussian system which teaches truth by authority and without context, thus our ability to think rationally and critically has been severely diminished and left many of us at the mercy of sites like Snopes.
For more on the Trivium, see John Taylor Gatto and Richard Grove on the Trivium.
“A spectre is haunting Europe — the spectre of communism. All the powers of old Europe have entered into a holy alliance to exorcise this spectre: Pope and Tsar, Metternich and Guizot, French Radicals and German police-spies.”
–Karl Marx and Friedrich Engels 1848 Communist Manifesto (Prologue)
And today, there is yet another spectre, only this spectre learned to use Karl Marx’s communism and all the other ‘–isms’ (whose common effect is to concentrate power), in a grand conspiracy to place the entirety of humanity under its singular control. It has many names: New World Order, Global Governance, Globalism, the Network, Shadow Government, etc. but represents the same Anglo-American Establishment. This is not merely a conjecture or a theory; but a well-documented fact found in their own writings, speeches and actions; and in the detailed writings of Quigley, Sutton, Griffin, Plummer and others, yet most of the structure and the purpose of this spectre remains unknown to the masses.
Unlike the tyrants we have studied in history, this new, fresh batch of authoritarian predators have a much improved arsenal of technological weapons to enslave humanity and they are moving rapidly to consolidate their control with the help of their paid technocrats, political talking heads, international money masters and corporate media organs.
The root of their power was created from and sustained by the ignorance of the masses. Who are the masses? That’s you and me bub.
If ignorance of this threat is the root cause of the enablement of this danger, perhaps the opposite would be the inoculation against this virus unleashed on the world by the predator class though education and the teaching again of the lost art of critical thinking.
THE CURE:
If you have a work-a-day job like I do or a long commute to and from work like I do, along with family responsibilities like I do, how on earth do you squeeze out enough time to become educated on important current and historical events?
The average American watches between 2.8 and 5 hours of TV per day. This wide variance depends on whose statistics you use (Nielsen or BLS), age, race and sex. In any event, it can be seen that a lot of TV is watched by Americans on a daily basis as a leisure activity and for news.
Researching for this article, I found thousands of articles on how fast people read, but most sited no authority or source for the generally agreed to speed of 250-300 words per minute. The very few who did site a source: Forbes, for example, all sited the same study which was actually a speed reading test by Staples. It’s worrisome that almost no one takes the time to site sources! This speed reading test is apparently a smart marketing campaign by Staples. In any event, Staples possesses the only statistic I was able to find and this truth-claim has crept into the collective consciousness as a well-established fact.
More detail from Forbes:
Third-grade students = 150 words per minute (wpm)
Eight grade students = 250
Average college student = 450
Average “high level exec” = 575
Average college professor = 675
Speed readers = 1,500
World speed reading champion = 4,700
So if the average American adult can read say 300 words per minute, how many words can they read in 5 hours? The math is simple: 300 wpm X 60 minutes = 18,000 words per hour; times 5 hours = 90,000 words per day. Even if we cut this number by half, that is a lot of words!
Books have an average of 350 words per page according to Writers Services so theoretically the average American could read 257 pages per day rather than watching 5 hrs. Per day of TV. 257 pages per day seems a bit high to me and of course for many, reading is not a leisure activity and thus we aren’t comparing apples to apples here, but it does drive home the point that if most American chose to become educated, they could prioritize their time to provide for their own self-education on matters that matter.
The reason I took the time to go through this analysis was to prove to my fellows and to myself that we do indeed have the time to read some of the most important books of our era, and this reading and resultant enlightenment would change the world we live in permanently for the good. It would usher in true human freedom by putting the powers that shouldn’t be out of business. This is not just another Utopian ideal, since their power has been proven on these pages to be a function of our collective ignorance. What is Utopian is the expectation that enough people will take time away from their leisure to become informed. What are some of these important books? There are many, but here are a few key books that I believe would change the world we live in forever and for the better:
Wall Street and the Bolshevik Revolution by Antony C. Sutton 165 pages
Wall Street & the Rise of Hitler by Antony C. Sutton 148 pages
Wall Street and FDR by Antony C. Sutton 177 pages
Dishonest Money by Joseph Plummer 175 pages
Total pages = 1,019
At 51.4 pages per hour, the average time to read: 19.8 hours, say 20. So if we borrowed an hour per day from our TV time to read, we could complete the entire reading list above in 20 days. I suppose it would take much longer depending on the density of new information and gravitas of what is being read, but this gives us some sort of basis.
Now I chose the short reading list above from a much larger and more comprehensive list based on the importance of the information contained therein and the shortness of the book. I believe all these books are available for free on the author’s web site (Joe Plummer) or as a text or PDF on the internet; but if you prefer to touch the book as I do, you can order a real book from Amazon or other booksellers. There are many other equally important books to add to your reading list –some longer and some shorter– that would be good supplements and additions after you have read the above books. A more complete list can be found here.
Now that we have reallocated / adjusted our TV-viewing time a bit, it’s time to look at our long commute to and from work chasing those little green energy flakes we call money. You can chose whatever you like to listen to, but why waste all that time listening to the same establishment drivel every day on the radio. Time to load your smart device with some real NFO. There are many, many sources, but I prefer to download and listen to those who have actually read Quigley. After you have read Quigley and realize just who this man was, I think you will agree. Two of my favorite sources that provide free downloads of their videos and podcasts are:
Interesting background from two select videos: first one on UN Agenda 21 with Rosa Korie and the second on Technocracy by Patrick Wood. Interesting to note that Patrick Wood was good friends and co-author with the infamous and brilliant historian Antony C Sutton. Enjoy!
ROSA KOIRE ~ “Secrets Behind U.N. AGENDA 21 & Global Sustainability”
Published on Aug 21, 2014
Age Of Truth TV presenter Lucas Alexander is interviewing American author, truth researcher, Director of the Post Sustainability Institute and former forensic commercial real estate appraiser, ROSA KOIRE in the film: “Secrets Behind U.N. AGENDA 21 & GLOBAL SUSTAINABILITY” [Age Of Truth*TV]
Rosa Koire is the author of the book “Behind The Green Mask” and is giving controversial lectures all over the world, exposing what she believes, is the real control agenda behind the 300 page, 40 chapter action plan of U.N. Agenda 21, which was approved and implemented locally by 179 countries at the Rio De Janeiro earth summit in 1992.
~ “UN Agenda 21/Sustainable Development is the action plan implemented worldwide to inventory and control all land, all water, all minerals, all plants, all animals, all construction, all means of production, all energy, all education, all information, and all human beings in the world. INVENTORY AND CONTROL” ~ Rosa Koire
Rosa Koire is connecting U.N. Agenda 21 with the political, financial and globalized New World Order plan, which most alternative truth researchers claim is a fully controlled One World Government, implemented through a “Problem, Reaction, Solution” strategy.
A fascinating and eye-opening in-depth interview with Rosa Koire by Age Of Truth TV, filmed at the Open Mind Conference at Audonicon, Skanderborg – Denmark on the September 21, 2013.
Premiere and cinematic screening / presentation before a live audience was held at PH Caféen, Copenhagen on August 20, 2014.
Rosa Koire:
“Secrets Behind U.N. AGENDA 21 & Global Sustainability”
Interviewed by: Lucas Alexander
Filmed by: Lauge Felix Black, Erik Hansen-Hansen, Mike Kirkeby Pedersen.
Special Thanks:
Rosa Koire, Open Mind Conference, Mads Wedel-Ibsen, Frank Bjerregaard Rasmussen, Carol Coenca, Sonny Wilson, UP, Jacob Fuglsang Mikkelsen
Caravan To Midnight – Episode 250 Patrick Wood: Technocracy Rising
Published on Mar 20, 2015
Episode 250 – Today we welcome Patrick Wood on board to show us why the U.S., and the world for that matter, has transformed the way it has; and to bring light to the solutions that will quell these issues.
Buy This Caravan To Midnight Episode for 2.99
http://caravantomidnight.com/product/…
Please Subscribe At
Yesterday and today, I watched and listened to several Council on Foreign Relations (CFR) media events: from the global economy, to the immigration problem in Europe to Global Warming (see list below).
Now many people have learned the sorry history of the CFR from the likes of Quigley, Sutton and others but the CFR’s official face is one of kindness, intelligence and regal quality, not that of a predator.
So why watch such establishment drivel from the likes of the CFR? Well, it is important to learn from those who seek to take your freedom and to be blunt, they do their homework and produce quality information. The trick is separating the wheat from the chaff else-wise you get sucked into their beautiful walled-garden of illusions and redirection.
Other than some useful facts, I learned the following:
They constantly remind you that The Council on Foreign Relations (CFR) is an independent, nonpartisan membership organization, think tank, and publisher. Joe Plummer: …But they keep quiet about their origins: “The Inquiry” and Cecil Rhodes’ “Round Table Groups,” formed to bring “all habitable portions of the world” under their control.
They regularly throughout their presentations warn their speakers especially just before specific sensitive questions that … “Remember, you are on the record.” At which point the speaker may pause and take a bit more time to consider his response to a question.
All the speakers, moderators and the audience agree on fundamentals: Russia is evil. Russia invaded the Ukraine and man-made Global Warming. There is never, ever any room to question any of their fundamental assumptions which were given them by their pay masters. These presentations are — in effect– an echo chamber.
They are still using the CFR to infiltrate our schools and our universities with establishment, globalist propaganda; and every single student or doctored professor in attendance eagerly gobbles up this hooey, hook line and sinker, apparently with nary a single critical thought.
Richard Grove of Tragedy and Hope interviews John Taylor Gatto in the ‘The Ultimate History Lesson: A Weekend with John Taylor Gatto’
Uploaded on Jan 1, 2012
ABOUT TRAGEDY AND HOPE: SUMMARY, PURPOSE, FORM, AND FUNCTION
Tragedy and Hope provides a portal through which individuals can discover, identify, and integrate useful tools, resources, and activities which stimulate and fortify Cognitive Liberty, providing primary sources, research, and educational methods which facilitate consciousness.
Tragedy and Hope’s purpose is to enable individuals to research and form groups of independent thinkers to solve humanity’s most pressing problems, by identifying the etiology (study of the cause-and-effect origins) and thus understanding our way toward the solutions we seek.
Tragedy and Hope’s form and function (free to the public) enables hundreds-of-thousands of people around the world, to experience open-source education without upper-limits, and it is therein where the solutions are discovered- by making the problems truly known and understood at a root-cause level.
Tragedy and Hope creates, produces, and publishes educational content to help adults understand the world they live in and thereby, develop true self-confidence and serenity of mind; our content focuses on history, philosophy, economics, anthropology, science, communications, and every topic which pertains to learning how to survive and thrive in this world.
Tragedy and Hope is funded by those who tune-in to our productions, and the members of the Tragedy and Hope online critical thinking and research community, who subscribe after witnessing the value provided, and voluntarily deciding to contribute in a way to ensure we can continue producing educational media with integrity and consistency. Sacrifice the Tragedy, Preserve the Hope.
NOTE: Gatto starts 17 minutes into Hour 1 … enjoy!
1) The Ultimate History Lesson: A Weekend with John Taylor Gatto (Intro + Hour 1 of 5)
HOUR 2 OUTLINE:
1. The Ominous Continuity. Fichte, Spinoza, Calvin and Plato. “The Republic” and “The Laws.” The danger of ordinary people. Charles Darwin and “The Descent of Man”, “On the Origin of the Species by Means of Natural Selection, or The Preservation of the Favored Races” “The hopeless Irish.” The influence of Thomas Malthus. “The Book of Common Prayer” and the “Homily of Obedience”. Wedgewood Pottery. (00:25-8:57)
2. Francis Galton and the “Galton Clubs.” The so-called “Menace” to the human race and the way to render them harmless. Eugenics, Population control and the breeding of the “biologically advanced.” The Emergence of the majority of Private Schools post “Descent of Man”. “Fitter Family Competitions” and the reinforcement of Darwinian and earlier philosophies. “Natures Work or the Lords Work” (8:57-14:15)
3. Wilhelm Wundt and the Prussian Ph.D. University of Berlin and Leipzig. Edward Everett as the first American Ph.D. Clout and the ticket to intellectual management. The Japanese “Prussian” Constitution. (14:15-16:45)
4. The “domination of ideas” and connecting the dots. “Not a good way to get tenure.” The lineage of insights. (16:46-18:19)
5. Irrationality and the Utopian ideals. Adam Smith and the “Wealth of Nations.” William Playfair and the so-called destruction of the social order if everyone knew they were capable of intellectual development. “Liberal” is not a dirty word. (18:20-22:50)
6. Adolf Hitler and “Mein Kampf.” Ivy Lee, Bernays and Propaganda. (22:50-23:48)
7. Teaching 5 classes the same material. Discarding the assigned curriculum and exercising your “mental muscles.” Equality across social classes. Predestination, Moby Dick and Gregory Smith’s lesson for the teacher. Active mentalities behind the street idiom. Taking kids seriously. Jamal Watson and doing comic books right. (23:49- 32:49)
8. The nationally known Assassination’s expert that flunked out of Cornell. “Inquest: The Warren Commission and the Establishment of Truth” and “The Rise and Fall of Diamonds: Shattering of a Brilliant Illusion. ” DeBeers Diamond Mines and “worthless” diamonds. “News from Nowhere: Television and the News”. (33:38-36:25)
9. Shaking beliefs, the known universe and seeing the destructive disconnected narratives. The moral and ethical break. Medicine and Nutrition. The closed universe of education and “one hand washing the other.” Shakespeare for 8th Graders. The myth of the “dumb class.” Experts inventing problems. (36:25-40:40)
10. Innate, infinite potential. Apprenticeship, skill building and biological imitation leading to selection. Richard Branson finds his way home and drops out of high school. Independent livelihood. The rationale of corporations and political control. GM and the fast track of finance. (40:40-46:19)
11. Walkabout as a rite of passage. Fragmenting and compartmentalizing education. Striking out so history won’t repeat itself. “The bad things done in school have been intellectually justified.” The definition of marketing as “overcoming sales resistance.” (46:19-49:57)
12. Leveraging the opinion makers. Andrew Carnegie (the Atheist) and Organ donations. Carnegie and Rockefeller Pensions for Teachers. Carnegie Credit Systems. The Religion of Leverage and planning the future of Cities and Nations. The Chautauqua and the leveraging travelling Christian Ministers. Harpers Methodists and Rockefeller Baptists. The forty kinds of Baptist “one small fragment of Baptists that is like Episcopalian.” The Quaker transformation from pious, humble people to the most powerful small sect in the country.” 100,000 Quakers and two American Presidents. (49:58-54:31)
13. You can’t think clearly without the data. “How to spin a local authority into your scheme and let him do the work.” The paycheck dependent managers and those that listen to the tom-toms. Schools in 1905 vs. today. (54:32- 56:54)
14. Frederick Gates, Rockefeller Labor disputes and the idea Philanthropic “altruism.” Private corporate foundations and American schooling. Congressional investigation of Walsh and Reece and how the foundations use leverage to control the curriculum, the testing systems and the public perception. Rockefeller, Carnegie and Ford dividing responsibility. The White House conferences that homogenize public opinion. Ford and the Psychological output of schooling. Carnegie and Rockefeller and Globalization of ideas. Advertising, marketing and media. (56:54-100:50)
END TAPE — “The Mechanics of how it’s done.” (100:50-101:24)
2) The Ultimate History Lesson: A Weekend with John Taylor Gatto (Hour 2 of 5)
HOUR 3 OUTLINE:
1. Corporate and Foundation funding of Education. The Reece Committee, Norman Dodd and the Carnegie minutes. (1:09-2:43)
2. Metaphysical Club, William James, John Dewey, Wilhelm Wundt and the shapers of 20th Century institutions. Charles S. Peirce and Pragmatic Philosophy. The Old Norse Religion. Truth and Justice, Oliver Wendell Holmes, and the Judicial System. (3:15-6:51)
3. Kant and the removal of cause and effect. (Rationalizing irrationality) The Critique of Pure Reason. Pragmatism meets Justified Sinning and the ends justify the means. (6:51-8:23)
4. Bertrand Russell’s “The Impact of Science on Society”, Fichte, cybernetics and influence of Utopia. Psychology and Pragmatism and vehicle of education. (8:24-9:39)
5. Literacy in the Colonies, Coopers’ “The Last of the Mohicans”, and “Common Sense.” Thomas Paine and the Printing Press. The Complexity of Ideas. Teaching the “criminal” active literacy’s and elite boarding schools. Obama, Bill Clinton. Populism and the Science of Speech. (9:40-17:11)
6. Yale and the British Class Tradition. Harvard and the Unitarians. The Massachusetts School Committee. Fabian Socialism and the Wolf in Sheep’s Clothing. Beatrice Webb, the niece of Herbert Spencer. “Root Hog, of Die!” “Kill them with kindness. Vs. kill the brutes.” (17:11- 21:12)
7. The London School of Economics, Arthur Balfour and the Society for Psychical Research. William T. Stead, Cecil John Rhodes. The Avengers, James Bond the License to Kill (21:13-22:43)
8. The Natural Instinct and the Arch of Life. Congregationalists. Martin Luther. “Every Man his Own Priest.” Dissenting independent Religions in the new world. No continuous governments vs. the preservation of hierarchy (22:43-27:04)
9. Intellectual self defense. Oscar Callaway, J.P. Morgan interests and media control. Harry Truman calls out Rockefeller. “Virtual Global Society”, World War II and the inability to replace German losses. War Profiteering and Foreclosing the Freedom of Speech. (27:04-30:47)
10. Carroll Quigley and the Council on Foreign Relations. “Tragedy and Hope” and the “story not as delivered.” The printing controversy, Quigley’s mastery of prose and his admission of agreement. “The Anglo-American Establishment” (30:47-39:35)
11. Revisiting Charles Darwin’s “Descent of Man.” Francis Galton and the institutionalizing the anti-educational nature. (39:54-42:49)
12. The Cato Institute. Adam Smith and the “Theory of Moral Sentiments.” The religion of Libertarian Capitalism (42:11-42:50)
13. Ben Franklin as the “ultimate pragmatist.” The Printing Press, the Postal Service, and the University of Pennsylvania. Franklin and the German Pietist groups. (42:50-50:06)
14. Thomas Edison goes west and “The Grand Trunk Herald.” (50:07-53:30)
15. Documented history as birthright. The colossal crime, Thomas Malthus and “climbing the mountain.” (53:30-55:20)
16. Lippmann, Bernays and Spinoza. “Tractatus Theologico-Politicos.” Thomas Jefferson’s “Notes on the State of Virginia.” The secular religion and the Church of England. (55:20-57:46)
17. “Machiavelli as a fountain of utility for the Borgias.” Hobbes “Leviathan” How to maintain power over “the great unwashed.” (57:46-100:39)
End of Tape/ Hour 3 — The contradiction of national policy and the Trilateral Commission. “The Crisis of Democracy”. Power is never where it seems to be. The Great Books. End.
3) The Ultimate History Lesson: A Weekend with John Taylor Gatto (Hour 3 of 5)
HOUR 4 OUTLINE:
1. BEFORE Slate: Book signing. Bionomics and attempts to control evolution. David Starr Jordan of Stanford University and was President of Indiana University. He hired Elwood P. Cubberley at Stanford. “Managers of Virtue” and Cubberley’s unifying of hiring. The “Daughters of the Barons of Runnemede.” (00:00- 25:00)
2. “Metalogicon” A Twelfth-Century Defense of the Trivium” by John of Salisbury book presentation. WYBM introduction promo(25:10-26:45)
3. Who is R. Gordon Wasson? Soma and the Magic Mushroom and Wall St. heavy hitters. “Soma: The Divine Mushroom of Immortality, (Ethno-Mycological Studies)” by R. Gordon Wasson (1968)
Council on Foreign Relations meetings. (26:45-27:54)
4. Who is Antony C. Sutton? Brief correspondence. “Wall Street and the Bolshevik Revolution” (1974), “Wall Street and the Rise of Hitler” (1976) Adding up reality. Ramsey Clark marginalization. Lysander Spooner, Frederic Bastiat. “The Daughters of the Barons of Runnymede” and discovery of continuity. (27:54-30:29)
5. Who was Ignatius Loyola? Penetrating the Reformation and the Army of Jesus. Luther’s “Every man his own Priest”, “Wild Declaration of Radicalism” Getting rid of the Priesthood and the middle men. (30:30-32:
6. The influence of the Illuminati on the Education System? Powers behind the scenes. Standardized testing dismissed in most universities. Johann Pestalozzi, Johann Kaspar Lavater, and the “Leipzig Connection.” Militaristic strategies. The artificial extension of childhood. “The Story of Civilization” by Will and Ariel Durant. Beginning the productive life early. David Farragut, George Washington, Thomas Jefferson. The effects of marginalizing the young. Alexander the Great. (32:22-40:11)
7. The value of Hemp. Jefferson and Washington and the role of hemp in American history. The Hearst Family and wood pulp for newspapers. Reefer Madness. The quality of books then and now. (40:11-41:42:070
8. The necessity of reading the old books vs. reading the digests and abstracts. Marcus Aurelius “Meditations” “Nothing you can buy is worth having and no one you can order around is worth associating with.” Reading Aurelius in 6th Grade in Western Pennsylvania. Julius Caesar. Pitting classes against each other. Division by meaningless competition. What do we learn that is enhanced by competition? Keeping track of ideas. Maintaining the social and economic order through education. How to manage a society that wouldn’t require managing? (42:08-48:48)
9. The Trivium and Quadrivium. 3rd Grade Jesuit Boarding School and the intellectual diet. “The causes of the first World War.” Reality testing. Dorothy Sayers and “The Lost Tools of Learning.” The division caused by subject learning and measuring memory vs. actual performance. Making informed decisions. “Know yourself.” Personal adaptations of the Trivium. (48:49-55:47)
10. “The 12 Secrets of the Boarding School Curriculum of Power”, Groton/FDR, St. Paul’s/John Kerry, Andover/Bush, Choate/Kennedy, and Episcopal in Virginia/ John McCain. Schools grounded on Religion as well as Anglican and Quaker traditions. Passive and Active literacies. Having a strong competency in the active literacies is at the core of the elite private boarding schools. Insights into institutional forms. Theories of human nature. Mastery of the social forms. (55:48-100:25)
11. Artificial extension of childhood as a secret of crowd control. Political idioms and rhetoric, units of meeting and iambic pentameters. Building models, exercises and immediate results. (1:10:28-1:16:16)
4) The Ultimate History Lesson: A Weekend with John Taylor Gatto (Hour 4 of 5)
HOUR 5 OUTLINE:
1. Is there an easy way to learn? Understanding yourself + raw experience. Allowing kids to follow their own instincts. Group projects with tangible goals. “Principia Mathematica” Alfred North Whitehead and statistical sampling prediction. “Aims of Education and Other Essays”. (10:14-15:25)
2. Training fleas before you break their will. “Hubert’s Dime Museum and Flea Circus.” Breaking autonomy and “taking the lid off”. Imposing your will. “Hired as the lid on the container.” (15:26-18:53)
3. Wilhelm Wundt and Laboratory schooling. The Roman Collegia and 5th Century crowd control. (18:54-20:11)
4. Connections between Calvin and modern theocratic states? The impulsion of certainty, rules, and algorithms. Experimenting with humanity and enlarging its boundaries. Human ingenuity was seeing as a risk for capital formulation. Using financial crisis. “Overproduction” and “Overcapacity”, “hyper-democracy” and the inability to suppress the people. The Trilateral Commission and “The Crisis of Democracy”. Hyperinflation and warfare. (20:09-27:35)
5. The role of curiosity as “the lever that produces invention and forces you in a fun way to think for yourself.” How schools destroy curiosity. Admiral Perry and Japan. (28:41- 31:10)
6. When did the American Dream become one of lifelong servitude and debt slavery? Lincoln @the Wisconsin State Agricultural Society. “The American dream was Liberty, Freedom, and personal Sovereignty.” “The Cathedral and the Bazaar” and IT technology. Discoveries by “non-experts.” New ways to treat cancerous tumors by John Kanzius. Robert Scott Root-Bernstein. How to deal with ambiguity. (31:10-40:57)
7. “The Principles of Psychology” by William James (1890) “Habit as the enormous flywheel of society…” The world is much bigger than you believe it is, because of conditioning. (40:57-43:43)
8. “The Six Important Functions of Secondary Education”. Alexander James Inglis and “The Principles of Secondary Education”; Adjustive functions, Integrative (conformist) Functions, Directive Function, Differentiating Function, Selective Function, and the Propaedeutic Function. (1918) Getting the Inglis lecture from Harvard. (43:44-56:43)
9. Cutting out the middle man. Why can’t students just read books? Strawberry Fields Monument, “Pizza Palace Sued,” paying the way to Paris. Hampshire College. (56:43-109:36)
10. Something that would “echo through time.” “Sensible children do not wish to be incomplete human beings.” Stage theories of human development, tormenting and limiting possibilities. Don’t be your kids enemy, be a partner and enlarge the opportunity.” “No homework please!”(109:36-1:10:41)
END TAPE 5 — What does a college education really get you in the 21st Century? The last hoop to jump through that doesn’t deliver much along a prescribed plan. Cornell, Columbia and Reed College experience. No bang for the buck, unless you commit. The value of persistence and the learning process and those that demonstrate merit. George W. Bush and the Iraq War. What was the role of UNESCO in Education? Pestalozzi and “killing them with kindness”, Fabian Socialism, and “fundamental principles of human physics.” “The Imperial Cruise” and “Perfectibilists” (1:10:41-1:27:20)
5) The Ultimate History Lesson: A Weekend with John Taylor Gatto (Hour 5 + Closing and Credits)
Author Patrick Wood discusses his recent book “Technocracy Rising”, in a 3-part interview. (Summary of parts, below) Technocracy Rising
Patrick Wood is an author and lecturer who has studied elite globalization policies since the late 1970’s, when he partnered with the late Antony C. Sutton to coauthor Trilaterals Over Washington, Volumes I and II. He remains a leading expert on the elitist Trilateral Commission, their policies and achievements in creating their self-proclaimed “New International Economic Order.”
An economist by education, a financial analyst and writer by profession and an American Constitutionalist by choice, Wood maintains a Biblical world view and has deep historical insights into the modern attacks on sovereignty, property rights and personal freedom. Such attacks are epitomized by the implementation of U.N. policies such as Agenda 21, Sustainable Development, Smart Growth and in education, the widespread adoption of Common Core.
Wood is a frequent speaker and guest on radio shows around the nation. His current research builds on Trilateral Commission hegemony, focusing on Transhumanism, Technocracy and scientism, and how these are co-opting economics, politics and religion around the world.
Technocracy, Trilaterals & TPP: An Interview with Patrick Wood
Published on Sep 11, 2015 by Richard Grove with Tragedy and Hope
Patrick Wood: Technocracy Rising Interview (Part 1 of 3) Length – 1:13:53
Part 1: Energy based Currency, Columbia University origins of Technocracy, Eugenics, Population Control, and Agenda 21, origins of Positivism and Scientism;
Patrick Wood: Technocracy Rising Interview (Part 2 of 3) Length – 56:40
Part 2: Trilaterals, CFR, Rockefellers, U.N., 1992 Rio Conference, Agenda 21 and Trans-Pacific Partnership (TPP);
Patrick Wood: Technocracy Rising Interview (Part 3 of 3) Length – 57:21
Part 3: Wood’s work with Antony C. Sutton, the Origins of the Trilateral Commission, Trilaterals and Larry King, and how the Trilateral Commission influenced the U.S. Govt. since 1973 to present day. Thanks to Ernie & Donna Hancock at FreedomsPhoenix.com for the use of their studio, and to Rick Malchow for his assistance in bringing you this interview.
Technocracy Rising: The Trojan Horse Of Global Transformation Paperback – December 29, 2014 by Patrick M. Wood(Author)
