Fills your school child with amphetamin
Fills your school child with amphetamin to control it
The consumption of ritalin used on those Danish school children, who have difficulties to find the “right role to play in NWO-pedagogy” that means transformation of children to social, unified, creatures, who run with the herd, has increased with 40% in just one year.
This follows (indirectly) from DR-Texttv-News14-12-2000
You can read articles (in Danish) on the search subject (ritalin) on:
www.politiken.dk
and on www.berlingske.dk
defending the use of ritalin, of course:
Click for example the newest articles directly:
http://www.politiken.dk/VisArtikel.sasp?PageID=36546 http://politiken.dk/VisArtikel.sasp?PageID=21522 http://berlingske.dk/artikel:aid=70795 http://berlingske.dk/artikel.aid=70301 and in the periodical Folkeskolen (The Folk School): www.folkeskolen.dk/1999/05/anmeldelser/anm05.htm A Polish-Danish psycologist/physician named Gideon Zlotnik is the only one I have seen on TV distance himself from ritalin given to children (often 13-15 years).
If you search on e.g. www.northernlight.com with the word ritalin, you will find several relevant and also critical articles on the matter outside Denmark.
BUT HOW DID ALL THIS BEGIN? Read below
ARE THERE OTHER INITIATIVES CONTRIBUTING TOO? YES!
EU? YES! UN? YES!
HISTORY AND PRESENT read below
(suddenly ritalin is mentioned as a mean in the new pedagogy very early in the dismantling/development – read below) How was ritalin introduced1814-2000 ..it’s a long period of time, From the end of
Napoleonic Wars to the end of the Second newer Balkan War.
HOW NWO MADE OUR CHILDREN AND GRANDCHILDREN GODLESS, INTERNATIONALISTIC INSTRUMENTS, “SOCIAL ANIMALS”, ONE OF THE RESPOSIBLE ORIGINATORS LEE THORNDIKE CALL THEM …read below.
Education Reform: The Silent Weapon, Supplied by the book store of Spotlight.
Our public schools have become nothing more than brainwashing centers, corrupting the minds of our children against traditional values for the twisted agenda of the masters of the global plantation. The American Author Shirley Basarab outlines the totally alien concepts that now thrive in our schools in USA.What about Europe? Read below. You will be shocked. Distribute it , show it to whomever you wish, send copies, etc….let the world know what is in store for our children.
PART I
Information of Denmark American education in the first quarter of the1900s becomes Danish and European pedagogy, marketing and the like in 1970sIn the following a short reading that is founded centrally on the well-documented facts of the ‘The Leipzig Connection’ by Lance J. Klass and Paolo Lionni, published by The Delphian Press 1978, Sheridan, Oregon, USA. Some of the experiences of my own:
Having taught economics for twelve years at Commercial College, first in Copenhagen later on in Aarhus, there was a general experience that I often thought of, it never caused my wonder, but something was lacking in the picture, some pieces were missing in the puzzle.The foundation that the students showed in the beginning had become more and more humble, and the difference between the foundation of a few stood in an increasing contrast to the foundation of the most of them, when they began their education.
It was not seldom I ascertained that nearly illiterated had got a Danish General Certificate of Education A-level, and more and more could not express a thought, if a subordinate sentence was required to secure the meaning. It was not youthful uncertainty or inferiority complexes, on the contrary.In return the most were very opened and benevolent to learn new.
Sometimes I could doubt, if they were the most qualified for the purpose.Something was totally wrong, when you leave out of account a few of the young people.
75-150 students every year for 12 years are many, and regardless it is some kind of a random sample, when the teams of lecture were random put together. Other teachers made the same experiences.
The effects could be seen on the mark lists with which the corridors of the schools were papered every summer.
The worst were those that had Certificate of Education A-level, and were taught in the hours of the day. In the evening hours the lectures were given to the little older ones but still young people. The last mentioned worked for a carrier at same time that they were taught economics in the evenings.
Early in the 1970s I to met shop-employees that could not manage a simple sales-service, more and more often they were not apple to count the money correctly, and give the right sum in return. Hundreds of other examples showed the same. Something was terribly wrong.
What had happened?
I knew it, I could see from my original explanations to criminality (read below). 1968-romance became serious, the new-totalitarians inspired by among others Habermas, Marcuse, Sartre and Marx.
I who had started at the University of Aarhus in 1969, ought to know. Yes, at this time we were a large number of students which laughed of these new actors.
We should not have laughed, the rulers gave them the visible power, and the number of laughing ones reduced a great deal, when they started their carrier.
The Leipzig Connection:
The Danish Georg Brandes visited Berlin on his journey in 1870-1871, but with poor results for himself, and he had to be helped by influent people at the University of Copenhagen to come home and to enter upon a post at the university.
The so-called ‘Modern Breaking Through’ in the Danish intel-lectual life in 1870s started, when he returned. Oh, I remember the intellectual arrogance of this man (his readings). The head-master of the Gymnasium of Svendborg tortured us with this author nearly every day in the period 1967-1969. At last I thought (as a country boy) I was not apple to learn anything, perhaps I could not even understand anything essential of what was needed, especially in the disciplin literature.
Georg Brandes repaid the missing results (perhaps just his karma) to write to his family: “I hate Christianity to the marrow of my bones”. The head-master did not tell us this. Now I understand a little better, and I am apple to correct a little of, what I learnt in fear by heart by looking in ‘Explanation of Literature’ by Politiken.
“Wilhelm Maximilian Wundt was born 1832 in a little town in southern Germany. At university in Tübingen, when he was 19 years old, transfered to Heildelberg after half a year and appointed to doctor of medicin at the university in the year 1856. He stayed in Heidelberg for the next 17 years. At first was employed as a professor assistent, later on he was appointed professor in psychology. At this time the word psychology meant the study (ology) of the mind (psyche).
In1874 Wundt left Heidelberg to take over the charge as professor of philosophy at University of Zürich. He stayed there for only a year, as he agreed to tak over the chair in philosophy in Germany at the University of Leipzig . He stayed in Leipzig for the rest of his academic carriere i Leipzig, eventually to be appointed to Prin-cipal of the university. Wundt died in 1920.
The period of Wundt. How was this?
After the defeat of the Prussians (Germans) by Napoleon at the battle of Jena in 1806, it was decided that the reason why the battle was lost was that the Prussian soldiers were thinking for themselves on the battlefield instead of following orders. The Prussian philosopher Johann Gottlieb Fichte (1762-1814), described by many as a philosopher and a transcendental idealist, wrote “Addresses to the German Nation” between 1807 and 1808, which promoted the state as a necessary instrument of social and moral progress. He taught at the University of Berlin from 1810 to his death in 1814. His concept of the state and of the ultimate moral nature of society directly influenced both Von Schelling and Hegel, who took an similarly idealistic view.
Using the basic philosophy prescribing the “duties of the state”, combined with John Locke’s view (1690) that “children are a blank slate” and lessons from Rousseau on how to “write on the slate”, Prussia established a three-tiered educational system that was considered “scientific” in nature. Work began in 1807 and the system was in place by 1819. An important part of the Prussian system was that it defined for the child what was to be learned, what was to be thought about, how long to think about it and when a child was to think of something else. Basically, it was a system of thought control, and it established a penchant in the psyche of the German elite that would later manifest itself into what we now refer to as mind control..
End of part one
PART II
The educational system was divided into three groups. The elite of Prussian society were seen as comprising .5% of the society. Approximately 5.5% of the remaining children were sent to what was called realschulen, where they were partially taught to think. The remaining 94% went to volkschulen, where they were to learn “harmony, obdience, freedom from stressful thinking and how to follow orders.” An important part of this new system was to break the link between reading and the young child, because a child who reads too well becomes knowledgable and independent from the system of instruction and is capable of finding out anything. In order to have an efficient policy-making class and a sub-class beneath it, you’ve got to remove the power of most people to make anything out of available information. This was the plan. To keep most of the children in the general population from reading for the first six or seven years of their lives.
Now, the Prussian system of reading was originally a system whereby whole sentences (and thus whole integrated concepts) were memorized, rather than whole words. In this three-tier system, they figured out a way to achieve the desired results. In the lowest category of the system, the volkschuelen, the method was to divide whole ideas (which simultaneously integrate whole disciplines – math, science, language, art, etc.) into subjects which hardly existed prior to that time. The subjects were further divided into units requiring periods of time during the day. With appropriate variation, no one would really know what was happening in the world. It was inherently one of the most brilliant methods of knowledge suppression that had ever existed. They also replaced the alphabet system of teaching with the teaching of sounds. Hooked on phonics? Children could read without understanding what they were reading, or all the implications.
In 1814, the first American, Edward Everett, goes to Prussian to get a PhD. He eventually becomes governor of Massachusetts. During the next 30 years or so, a whole line of American dignitaries came to Germany to earn degrees (a German invention). Horace Mann, instrumental in the development of educational systems in America, was among them. Those who earned degrees in Germany came back to the United States and staffed all of the major universities. In 1850, Massachusetts and New York utilize the system, as well as promote the concept that “the state is the father of children.” Horace Mann’s sister, Elizabeth Peabody (Peabody Foundation) saw to it that after the Civil War, the Prussian system (taught in the Northern states) was integrated into the conquered South between 1865 and 1918. Most of the “compulsory schooling” laws designed to implement the system were passed by 1900. By 1900, all the PhD’s in the United States were trained in Prussia. This project also meant that one-room schoolhouses had to go, for it fostered independence. They were eventually wiped out.
One of the reasons that the self-appointed elite brought back the Prussian system to the United States was to ensure a non-thinking work force to staff the growing industrial revolution. In 1776, for example, about 85% of the citizens were reasonably educated and had independent livelihoods – they didn’t need to work for anyone. By 1840, the ratio was still about 70%. The attitude of “learn and then strike out on your own” had to be broken. The Prussian system was an ideal way to do it.
One of the prime importers of the German “educational” system into the United States was William T. Harris, from Saint Louis. He brought the German system in and set the purpose of the schools to alienate children from parental influence and that of religion. He preached this openly, and began creating “school staffing” programs that were immediately picked up by the new “teacher colleges”, many of which were underwritten by the Rockefeller family, the Carnegies, the Whitney’s and the Peabody family. The University of Chicago was underwritten by the Rockefellers.
The bottom line is that we had a literate country in the United States before the importation of the German educational system, designed to “dumb down” the mass population. It was more literate that it is today. The textbooks of the time make so much allusion to history, philosophy, mathematics, science and politics that they are hard to follow today because of the way people are “taught to think.”
Now, part of this whole paradigm seems to originate from an idea presented in The New Atlantis, by Francis Bacon (1627). The work described a “world research university” that scans the planet for babies and talent. The state then becomes invincible because it owned the university. It becomes impossible to revolt against the State because the State knows everything. A reflection of this principle can be seen today with the suppression of radical and practical technologies in order to preserve State control of life and prevent evolution and independence. The New Atlantis was widely read by German mystics in the 19th century. By 1840 in Prussia, there were a lot of “world research universities”, in concept, all over the country. All of them drawing in talent and developiong it for the purposes of State power and stability.
