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NOTABLE RANTS AND ASIDES
241 Crude Caveats and Raw Lessons of Brash, Rash Reasoning
A Taste of Testy,
Tastelessly Twisted Taunts, Raunchy Humor and Rude Raving Rants
0: In a number of plays on the
Greek letter Lambda, sheep jokes lighten the tables and text. So we here offer a
similar taste of 'raunchy
-X ranch humor' by graphically illustrating who or what 'Greek shepherds' might
place on their hard ivory towers, while dreaming of their spoiled herds of
naive, sheepish nerds, after feeding
them some brand of 'free fodder.'
For they're all so blessedly attainable, and just as easily or effortlessly
trainable, to savor the flavor of a first kiss, before they must return it as
bliss, at the behest of an older or more pretentious
attendant, or if
just for his amusement. And while sheep must try to dress up like the best, in order to win a
place in this ritual contest; a sheep's a mere beast, just a cheap piece of
meat, butt boy does it have a firm bodice. Yet have you seen or even heard of a
nerd, or just one sheep in the whole fucking herd, who ever fits the right
dress? But then again they'll never confess, how they now love the endearing
caress, by that hardy club of manhood. Oh the joys of a hard evening feel,
always makes a beast's knees bend as they squeal. And though a herder may thrash its sweet meat
till the sheep feels a bit faint, while it may hurt em but good, a rude shafting surely beats any hot burning wood that could bake that same juicy
ass as the next evening meal, when all the men would eat its succulent
carcass!
1a:
Free Fodder: You may have thought you were hungry
too, but are just full
of your over-bloated self-image, and thus too busy to notice the only thing you
eat is industrially salted,
fried lard,
so are never really hungry, just addicted. For you've drunk that next bucket of
sugared oil in record time after nearly plowing everyone over in your souped-up
Class-a-lack when pulling up to the Grease Pit a couple hours later; gulping
down the last drops feeling better after pulling out at twice the speed to get
back-to-class before the boss or other `race rats' will notice. Who are
all itching to snitch you out for that coveted '#1 pole-smoking position' - but that's why it's properly called "fast food," fool! So how might you
break
that nasty habit with no cost, smarty butter-sucker? The only way I know is to "Eat that fat off!
That's right, fat hasn't blinded you or deafened the ears yet: Eat it off,
maggot!" -
i.e. prove that a burst bubble of hot air is still alive and the hungriest gluten
for 'soul pudding' at an 'e-scribe boot-camp.' Answer a few questions correctly
and you can
win
the money back "2-for-1 guarantee" - further becoming a life-member of the
Advanced e-Interactive Courses in Integrated Natural Science. (Like Allah-U's and Saint Lenny
the Jew's Winner's Club Casino of Applied Quantum Learning - as described in footnote* on the
Orders page). For a smidgeon of directed segmental
learning for a full e-book is already great
deal for $25.50, which makes you and 241 a winner1b, though you shouldn't expect getting chump change back
without producing some tangible result in return. As you can safely bet your life
there are no money back guarantees for incompetence from 241; as with a Fanny
May or Seal School, even if you hold a piece of parchment and can bark like a
dog as it bounces on your nose, you still gotta pay for the training. You might
well have even saved some money if you'd tried that nose trick with the hardcover
since it produces more heat for your stove if all you're going to do is burn it
when it first falls to the floor. But a page of parchment is just as flammable
in the real world - so a word of caring advice: take up Hindi or Chinese if
really want a job; you'll get it boss - or
rather, they'll be
your (or with bank debts, all our) bosses soon enough!
1b:
Which means that just as it's unreasonable to expect "Free
Fodder"
from a university, press, chef or any business, 241 has everything to gain by
cutting out middlemen and offering relatively
Cheap and Unique Fodder:
optimally designed to give interested parties affordable ($25.50) access to
priceless information in a loosely directed forum that can thereafter be used
for any personal gain or possible professional advantage. Indeed, even spending
$63.49 for a technical hardcover is rather reasonable by contemporary standards -
especially considering it offers unprecedented information such as the entire
fundamental sparticle/particle mass spectrum. As if that weren’t enough
for every student, engaged or indifferent, to easily access in some college library until its floors
cave by all the accumulated ivory covered volumes of paperweight it houses.
(Which explains the reduced discount to at least library distributors, as if it were in the publishers better interests to hand over a
significant volume discount to supply the same colleges from some temporary
warehouse.) Indeed, it's a tad foolish to sell one book for 20,000 co-dependent
students to use for a hundred years in the first place, especially
if your intent is to distribute an unparalleled system to individuals who
actually want to and so will learn it. It’s then rather easy to
sense how the purposes of both 241-Mumbers as a publisher, and you as an
individual, are far better served by de-emphasizing the book business with a
focus as a far cheaper, yet more lucrative, e-subscription data and e-book
service tailored as a progressive course of a loosely directed, self-revealing
wisdom shared with those who meaningfully are willing to ponder, learn, debate
and so perhaps help solve even deeper cosmic mysteries in a hands on manner.
This emphasis is stressed in the hardcover text as well, but by itself is too
easy to bite off more than you can chew or digest; in the process cheating one's
self of an opportunity to fail or err, thus reducing your learning capacity (it
leads to a 'flatter discrimination curve' in behaviorist lingo). Though it’s
obviously more of a burden to have 241’s Mum parcel her system in progressive
stages that prevents easy answers; experience has shone that
otherwise a false sense of security too easily prevails in a persona of a smug
critic before any of the material is even assimilated - a sheep blinded by its
own, its herd or herders over-thunk, yet out-of-spunk, brilliance and
self-image0,2.
Likewise, I progressively found it exceedingly
difficult to solicit more than passing interest in this material despite its
obvious uniqueness and importance. Which only seems explicable by a
self-righteous skepticism bred so deep that any "claims" of discoveries are
instinctually interpreted as being tantamount to flat out lies just because that
authority lacks the information and never read a `paper' by the fellow who's
making these massive "claims.” Which to an extent makes perfect sense,
especially in regard the breadth of discoveries: except for the fact that I wouldn't
have made, or 'claim' was even capable of making, such monumental
discoveries by myself, clearly stating they flowed from the model provided by
A.J. Meyers. Beyond any such unwarranted misconceptions, an informed skepticism
is still understandable - until confronted by the fact that A: these same
four examples and proofs have been on this site from its inception
six years ago (though just recently backed by corresponding web-articles) -
which any sensible businessman/chef would think should suffice to secure a few
orders for some 'bowls of pudding' from the small 'taste' received from
unsolicited internet
exposure alone. As of October '07 we've in turn received B: a couple
of library orders, from a national mailing to libraries and
bookstores in 2005 (with Sample Data fit in selected brochures, for added
clout stressing the empirical ‘pudding proofs’); which were canceled after Mum
chucked meeting pointless promised deadlines. Likewise, C: a previous national mailing in late 2003 was directed to individuals in
the physics community aimed attracting a few subscribers who might
appreciate an advantage over peers who lack unknown parameters like quark
masses. This personal mailing resulted in a couple dozen curious or
challenging inquiries, most of who were given the introductory data as a free
trial subscription in order to ostensibly collect some data to help optimize
Mumbers teaching curriculum. Which soon turned into a test of
their actual interest in the material or data, and learning
ability in regard to their comprehension of mumbers' tautology and
calculations as a dimensionless scaling system. So, this 03-mailing led to and formed the core of our graduated teaching
system; as is outlined to counterpoint the history of the model, in the book's
Preface (see Summary Info) and as it's been
augmented ever since. I was heartened by an
early responder who was somehow impressed by the last of our Sample Data
illustrating the Planck scaling of the neutron
time-decay parameter, though the fellow went on to more typically express
suspicion of anything unrelated to his particular interests (pipe-dream). Still,
though it was refreshing that somebody could at least D: recognize
this result as being unprecedented, it stands as the only instance
where anybody has given positive acknowledgment of a valuable
contribution or discovery in the entire 241-mumbers data-bank. For apart from
both national mailings and the Internet, this introductory material was sent to
another couple of dozen other folks over the years, most of who hold graduate
degrees (like selected participants from a 2000 conference gravitation and
cosmology). Anyway, I’ve pretty much given up on expecting a
reciprocal response (even a typical dismissal) from a PhD;
which never-the-less was generally directly requested, but should be
expected if just for common courtesy - though apparently that criteria is no
longer respected; which is simply disgusting. It follows that not only have no volunteers
have come close to even wrongly answering a part of the first question
that’s required to receive the next stages of the graded on-line study, let
alone qualifying for the promised money back and extended free e-course - there are still zero
paid orders for the e-course
as of 10-07!
1c: But one surely can’t say I
didn’t try; and will again - if just as a given obligation to do what one
must. Though it's may be hard to believe any and/or all `claims,' a Pudding
Proof of A: asks not for 'belief,' but just D: recognition of
some unprecedented facts. We offer two books that no one cares to buy or
read, yet apparently it's 241's physics that remains of suspect claims;3 despite
demonstrably being further supported by the central tenets of the synthetic geometry text.
Meanwhile, the blithely blind lemmings on the web predictably
prefer to play 'Free' Search and Find at the neighborhood E-Mall to get their
data handed down to them for their homework assignments. (If there's been an
increased retention of information wrought by the web-highway, why can't 7 out
of 10 U.S. high school students point to Canada on a map? And that's free
info, but what's 'Free' about that Search business when all Money is in
Advertizing. As all the fools chant "Ogle, don’t dawdle or doodle, to get all
the Free Info you'll ever need, all you gotta do is Go directly to Google - its
Ads Pays Them to Frugally Screw-Ya - Yahoogle!) Which only goes to predictably expose a revolting lack of
curiosity with respect to the professed goals of scientific discovery (truths)
and a supposedly critical, yet `free’ or unbiased, 'open thinking.' Last laugh
E: though my Process Press address in Berkeley is freely permanent, I
figured from the outset of these revelations that one Vanity Press there is
enough! (Do UC? If not, be sure to read the interview in rant 2b.) Anyway, however highly honorable, rewarding and
enlightening these discoveries have been for me personally, I should mention
that I cultivated this penchant couching science as humor long
before Mumbers emerged from A.J.’s work. For the fun of raw rudeness basically keeps me
sanely grounded with biting humor, as it does with my friends. Still, given the
above history of this project, it's natural that these raving asides are often
admittedly a tad vindictive, so very likely will turn off more than few `serious
academics.’ Yet sooner or later even the most skeptical will want this
information. And besides, I feel that these rude assessments are richly deserved
- if just based on hawking a few books and witnessing intellectual vanities
around UC. Berkeley since '73 - before the recent depth of indifference, hypocrisy and intractably
‘politically correct’ polytrix turned me into a near hopeless cynic. Which is to say, are
you familiar with what sufficed for the sole question on your 13th grade
entrance exam:
Why is a college education of accumulated information like a
computer?
Because neither impresses anybody with its “wisdom” - that's why
folks!
(In other words, how many lesser poets have received Nobel’s since
Dylan referred to academics as “pointless and useless knowledge?”) So though
cultivation of personal penchants for a memorably provocative and entertaining
read are probably doomed to be damned from the outset, I further credit such
informality for a large share of the ability to adapt to an accelerated
millennial learning curve that by historical 'standards' stands above most
factories faculties in proverbial paper mills. On the other hand, it might of
course be preferable to eliminate any perception of self-hype or propensity for
over-statement or error – in which case all anyone can most honestly say is -
Queue Sera, Sera - - as whatever will be, will be, and will forever be All it
can be. Which is perfect; just like the Totality of a Universe that spawned Its-Self,
as it did, and still does, All-of Us.
2: Yet, however perfect the outcome
of 241's endeavors may be, these rants obviously reveal a long-brewing
and growing jaded disgust with any number of hypocrisies of
the educational establishment (if largely redeemed by the better or sincere
searchers and minds), and, or rather more so, the society and government that
supports and breeds it - what Rasta's call the proverbial "shitstem." Yet
despite researching, and being privy to, a raft of inter-related issues of what
one might respectfully call 'covert history,' I was blown away by the following
material sent by an old pal in 2008. Given a propensity to biting the first hand
that offers food, I particularly want to include the following essay and related
material (like an insightfully funny 'UCB Training Manual, if I can retrieve it), if just as support for any
insinuation the rants would be better addressed in a spirit of educated debate:
rather than reflecting disgust with the lack of it. In either
case, this interview with a two-time New York teacher of the year John Gatto
proves he did his homework well before becoming a writer whose an educator for all. Which means
this excerpt from
http://www.flatlandbooks.com/gatto.html should be an real
eye-opener for you too.
Origins
& History of American Compulsory Schooling
An Interview
with John Taylor Gatto (From
Flatland Magazine #11)
©
1994 by Jim Martin
After nearly
30 years in the public schools, John Taylor Gatto has quit his job as a
schoolteacher to become one of the country's most articulate critics of American
education. The author of
Dumbing Us Down
currently lives in New York City, where he is working on a book about the
history of compulsory education called
The Empty Child.
I wanted to get John Gatto's
opinions on President Clinton's edu-du-jour, which is called
"Goals 2000".
Rather than address the specifics of Goals 2000, or any other educational
"reform"
efforts aimed at public schools, Gatto soon had me reeling back almost
two centuries to the origins of compulsory schools, when children were marched
off at bayonet-point to attend the first universal state-run schools. Mind
control is as pervasive and commonplace as those bright yellow school busses
that come for our children at 8am each weekday morning.
Martin:
What do you know about Goals 2000? Is this the so-called Outcome-Based
Education?
Gatto:
It's a confluence of powerful interests who don't necessarily like each other,
who have been scrambling for sovereignty of the school institution. For,
unbeknownst to the rest of us, it has become the center of the American
economy. In most of the small towns and in medium size cities, the school
industry is the big business. What appears to be the school budget in large
cities is only a fraction of the school budget, because money is generated and
flows into the school institution from every division of the American
government but doesn't show up in the budget.
Martin:
You mean there is a
black budget
for the
school system?
Gatto:
Let's think of it this
way. It's a black budget but it doesn't necessarily have to be like the
defense department who spends billions of dollars on schools to conceal the fact
you're doing that from general scrutiny. The Department of Agriculture,
the Department of Health and Human Services, all have a substantial stake
in American schooling. The average informed person only sees the Tax
Levy budget. So when New York City says that X amount of dollars
are being spent per kid, they're giving you the minimal figure they possibly
can.
Martin:
As far as "Goals 2000", is what you are saying is that
people are fighting over the pie now?
Gatto:
The big business of the
United States is to school the young so that all the rest of the aspects
of the social engine won't be destabilized. It's the major business. What the
average parent thinks of as the purpose of schooling hasn't been for many years,
and probably hasn't been for this whole century, although there was more
resistance in some places than in others. So: the development of the mind--which
probably comes to the mind of the average person who thinks about schooling--is
antagonistic to Goals 2000. It's antagonistic to any stated goals of
schooling from any source at all in this century. This
is certainly deliberate.
Martin:
What they say they are going to do is to allow mixed grades, be
"task
oriented"
and be
"project based"
rather than
curriculum-oriented.
Gatto:
The difficulty with that
kind of an abstraction is that you've got to see the translation to really
understand what's going on. One of the things this apparatus has done
successfully decade after decade is to borrow the terminology of its opposition.
It's fascinating. When I first heard about it I would have thought you'd be a
lunatic to not judge the value of a schooling plan by its outcome. But then I
saw some of the lists of outcomes that would be aimed for and I said,
"but those are political outcomes."
They are mixed in. Each time the opposition would win the field for the day,
they would mix in more conventional outcomes.
It's a semi-serious
rhetorical statement, but what hides behind it is a pretty frightening
concentration of forces that have at times been antagonistic.
Martin:
What are they specifically? Do you mean, say, the Republicans?
Gatto:
No.
Martin:
Which forces?
Gatto:
Okay. Somewhere between
1890 and 1905, a coalition was formed of large business spokesmen,
foundation people, university people from select universities. I will name a few
of these: Columbia, Johns Hopkins, University of Wisconsin
and Michigan. To name a few of the foundations: Carnegie,
Rockefeller, eventually Ford (but back then Ford didn't
exist), Mellon, Peabody, Sage, and the Whitney group.
The Morgan interests were very active in arranging this final
centralization of schooling. There is a trace that spills out during the years
1890 to 1907, that anyone can check on. The early Readers'
Guide to Periodical Literature for those years 1905
till the First World War contain an absolute gusher of articles attacking
the intellectual nature of schooling. One day there aren't any. Then suddenly
they just pour out year after year 'til the N.E.A. surrenders. They just
"got it".
By 1913 the old
line guard that saw the glory of American schooling in creating a larger
and larger self sufficient intellectual class, that is, the N.E.A., was
stripped entirely of its power. What took the place of that cadre was a group of
psychological administrators. It's interesting that every single one of them had
either studied directly under a German psychologist named Wilhelm
Wundt at the University of Leipzig or like in John Dewey's
case the chief protegé of someone who had studied with Wundt. Of course
Dewey was the chief protegé of G. Stanley Hall, who brought
Freud to America to distribute his message:
that the family was at the heart of all human troubles.
It was absolutely a
promotional scheme that worked brilliantly and was abundantly underwritten by
the Carnegie and the Rockefeller Foundation.
Martin:
Who was Wilhelm Wundt?
Gatto:
He was the official
state psychologist of Prussia even though his laboratory was, I think, in
Upper Saxony. By the time Wundt was active Germany had been
Prussianized. Prussia had vanished, Prussia was Germany.
Let me think, let's not
get into too many thickets. Okay, everybody in the world knows John Locke's
tabula rasa. That doesn't come out of his book on education that
everyone reads in graduate school, but from his essay
"Concerning
Human Understanding".
Locke announces in 1690 that children are blank slates. He
actually says wax tablets but it is mistranslated blank slates, which is even
worse because you can write on them over and over again. It's a reference to the
notebook the roman kids took to school. In the century that Locke
announced that, this idea electrified the upper classes of Europe and the
United States. This book was read by everybody who was anybody for a
century; books didn't have as short a life or the same kind of competition they
have today. Between him and Rousseau, who in about 1770 wrote
Emile, during that 80 year period, this idea of children as
absolutely blank and subject to anything that is written on them by their
possessor really becomes the foundation for the emergence of the strong state,
which always comes to a cropper if it can't control its population.
Suddenly philosophy is offering the state a way to secure its territory: get
hold of the children. Rousseau's Emile is a demonstration of exactly how,
quite against the kid's own volition, this can be done. While appearing to play
funny games and sing songs and have a good time you can shape the person
perfectly. Emile electrified the Prussian state, which is really a
religious kingdom. Few people realize that there was one Crusade
authorized by the Pope that wasn't to the Holy Land, it was to the
Barbarian Lands of northern Europe to slaughter the Prussian
primitives. It was a religious crusade.
Prussia
is an interesting
synthetic state founded on religious principle. Almost no body knows this:
48% of the soldiers in the American revolution on both sides were
Prussian mercenaries, and not just on the British side.
All this is a river
of information about what's going on in northern Germany (which is
becoming a more regulated state) and it's flowing into the German
colonies in Pennsylvania. Ben Franklin is totally aware of it, and
interested in borrowing the principles and apply them in the activities of the
American state.
Prussia
is the first state in
human history to have a compulsory schooling law that works. There were a
handful of them that existed prior to the Prussian law of 1819 but they
don't work. Nobody is dumb enough to keep going to school after a few days. It
collapses when the cops don't come after you. That's what happened to the famous
New England compulsory school law. It was there as a piece of window
dressing.
But not in Prussia.
They really were marched to school at bayonet point. It was after
Napoleon's defeat of Prussia at the battle of Jena at 1806. A famous
Prussian philosopher named Fichte announced in an
Address to the German People:
that the
party was over. Now the children would be taken. Now they were going to be told
what to think and how long to think it. They were going to understand that the
state is the primary parent and the blood family is secondary. Between 1806
and 1819, two brilliant brothers, the Humboldts, a guy named
Stein, and a few others, divide the society into children who will become
policy makers; children who will become assistants to policy
makers (the engineers, architects, lawyers, and doctors); and the children who
will be the vast, massed, the used.
Prussia
sets up a three-tier school system, in which one half of one percent of
the population is taught to think. They go to school called academie.
Five and a half percent of the population go to Realschulen, where
they partially learn to think, but not completely, because Prussia
believed their defeat at the hands of Napoleon was caused by people
thinking for themselves at times of stress on the battlefield. They were going
to see to it that scientifically this couldn't happen. The lowest 94%, (that's
some pyramid, right?) went to volkschulen, where they were to learn
harmony, obedience, freedom from stressful thinking, how to follow orders. They
worked out a system that would in fact guarantee such results. In the
volkschulen, it was to divide whole ideas (which really simultaneously
participate in math, science, social thinking, language, and art) into
subjects which hardly had existed before, to divide the subjects further into
units; to divide the time into small enough units of time. With enough
variations in the course of a day, no one would know what was going on.
What they would learn is that
someone else told you what to think about,
when to think about it,
how long to
think about it,
when to stop
thinking about it,
when to
think of something else,
and someone
else sets up the secrets.
Now that was surely one
of the most brilliant discoveries in human history. Obviously, my sympathies are
not with it. It's evil in the genuine sense of the word.
Nevertheless, in the
next thirty years a stream of American dignitaries, including Horace
Mann, traveled to Prussia. Whoever they were, when they returned to
the United States, they would say we must have this Prussian system.
Martin:
So it is that old. You are saying this whole system goes back to 1819?
Gatto:
It's construction phase is between 1807 and 1819. It's in place in
1819. An important part of the Prussian system is to break the
link between reading and the young child. Because the young child who reads too
well is independent of instruction and capable of finding out anything at all.
In order to have an efficient policy-making class and a sub-class beneath it
you've got to have ready access to information. But you can diffuse that if you
can remove the power of most people to make anything out of the information.
So they figured out that
by replacing the alphabet system of teaching reading, we teach sounds. (The
Prussian system was a whole sentence system, rather than a whole word
system. You memorize whole sentences.) If they could get the kids and keep
them from reading well for the first six and seven years, then it didn't matter
after that. They had broken the link between printed information. Guess who
disseminates that very idea about reading in the United States? It is
Horace Mann's second wife's sister, Elizabeth Peabody, who of course is a
member of the family that produces the Peabody Foundation, that after the
civil war imposes (by a system of very sophisticated leverages), the
northern system of schooling on the south between 1865 and the battle is
over when Mississippi surrenders in 1918. Of course the northern
system is the Prussian system.
In 1850 two
states, Massachusetts and New York, bring about the realization of
the ancient dream that the state is father of the children. Massachusetts
does something in tandem that is at least as radical a piece of legislation as
any in the last 2000 years. The same legislature that gives us schooling,
the same famous
"know
nothing"
legislature, gives us the American adoption law.
There had not been an
adoption law on this globe since the one that had been passed by ancient Rome
which had said you can adopt an heir but you cannot conceal the heir's actual
bloodline from them, and you could not adopt them until they were seventeen or
older. All the Antonine kings were adopted, that is a century or longer
starting from Marcus Aurelius (the most famous of them). There was
no other adoption law. I'm absolutely certain that the new adoption law moved on
line with the school law for the identical purpose: to begin the process of
phasing out the blood family. As long as it exists it is the eventual
destabilization of any long term state design. If your first loyalty goes to
your blood family it can't go to the state. For the same reason, the
Christian's sects had to be stamped out. Christianity can exist as
something to pay ceremonial attention to on holidays and can exist as a
philosophy of good behavior. But as long as you have an appeal that goes beyond
the sovereign state, the state can't scientifically direct its population.
Christianity has to go, the sects have to go, Mann says that
over and over again.
Mann
is not a principal,
Mann has no interest at all in schooling. Mann is recruited by the
Unitarian
"Pope"
[William
Ellery Channing?]. Mann is in his parish. He is a young
go-getter, with a lot of ambition, from a somewhat poor, rural, family. The
Unitarians take over Harvard and the legislature. They are masters at
the use of leverage. They are 75%-80% of the Boston School Committee
that advocates the compulsion law. Mann struck a deal with this guy: that
he would forward this cause, but when this battle was won he wanted a payoff in
Washington. Indeed he was paid off that way. They recruited and won the
loyalty of all the major business interests because the industrial situation was
a labor shortage. In fact from the beginning of this country what we've always
offered the world, except for this century, was the picture of citizens with
independent livelihoods. In 1776 about 85% of the citizens had
independent livelihoods (except for the slave population). In 1840
after the Jackson presidency it was still at 70%. So it was damned
tough, even if you had the industrial machinery, to get anyone reliable to work
for you for very long. The educational traditions in our country had been such
that if somebody else has a good thing, you work for them. You watch what they
do and the minute you know how they do it, you strike out on your own. That
attitude had to be broken. A huge mass of cheap labor had to be brought in. This
was unfortunate from the point of view of the people who were catholic, because
that was the only body of free-floating labor that was available in Europe.
Worst-off were the Irish, who had been systematically brutalized and
exterminated. They were brought over because of an alleged potato famine, but
during that time the Irish were exporting food to England. The
Irish didn't come over, they were brought over. Their way was paid for them.
They were met at the boats by guys who would load up a labor crew then go and
auction off their wagons. They were also going to have to be brought in because
of the empty lands in the west. The empty lands were almost all owned. They
weren't public domain. They were valueless unless someone was on the land.
You could actually afford to give the land away if you
owned the railroads, the banks. Those people's labor would eventually be
translated into your pocket.
If this compulsion
schooling legislature is so popular with the citizenry, how come, in the next
25 years, did no other state follow suit? Now 25 years is a long time
in human affairs, a quarter of a century. Of course, there is a tremendous
reluctance. At the time of the passage of these laws, a lot of people are aware
of what their purpose is. Between the passage of those laws in 1900 there
was one institution of long standing that had to be eliminated because it
actually worked so well in an educational sense, cost so little, had produced so
fine a crop of thinkers and cooperators, that it had to be destroyed. And of
course it was the one room school.
The one room school
had a mixture of six or seven ages simultaneously. Everybody got the same
work but the teacher didn't teach. The teacher only taught a few kids, who
taught a few kids, who taught a few kids. There was this tremendous powerful
interdependence, where terrific confidence of talking to people older than you
was developed in the course of the school day. There was concern for people
younger than you. There was responsibility. It was almost a cost-free
institution, and it worked splendidly, but it had to be eliminated because it
doesn't subordinate the professional staff. There are no principals, or
superintendents, or assistant superintendents.
It took 50 years
to institute, and it took a man who was the leading Hegelian scholar in
the United States, William Torre Ayres(?), from St. Louis,
who was the Washington spokesman for education for 16 years.
He brought the German system in and he set the purpose of
the schools is to alienate children from their parents and religion. He didn't
say this behind the scenes, he said it openly.
He began the process of
creating a densely articulated professional staff. That process was picked up by
the new teacher colleges that were exclusively underwritten by the
Rockefeller family, and the Carnegies, the Whitney and
Peabody families. The University of Chicago was underwritten by the
Rockefellers. Stanford (the key western link) is an
important railroading family. These people got a hold of the training mechanism
that had only existed in Germany.
In
Germany they were called teacher seminaries, because it was well understood
that state schooling was a religion.
In the American colonial
days it was well understood. The reason schools or education aren't
mentioned in the Bill of Rights or the Constitution isn't because
the nature of those institutions wasn't clearly understood by the people who
debated. They were a very sophisticated body of men.
They debated
whether or not a civil religion was necessary in a country that didn't have a
state religion as ours was to be.
Proponents of a civil
religion lost.
We had a perfectly
literate country long before we had schooling, perfectly literate. More literate
than today, I believe. I have a small collection of textbooks from the 1810's
and 1820's, and of course all schools were voluntary then. I would
say a fifth grade textbook was easily pitched on a college level. The reason
books by the popular writers of the time, like Fenimore Cooper, are
unreadable by the average college graduate today, isn't that they are badly
written. It is that they make such dense allusion to history, philosophy,
mathematics, science, and politics that no one can follow them without a pony.
Martin:
In Dumbing Us Down, you speak of education as almost mind control
and the conscious effort to keep people stupid.
Gatto:
Let's take
"the empty child"
metaphor. You begin with Locke, the blank tablet, and go through
Rousseau 80-100 years later, who demonstrates how to write on that blank
tablet, and we are on the lip of the 19th century. So who
institutionalizes the thinking that is codified over the last 100 years?
The Prussians. Prussia becomes a very proprius state under
the Prussian's forced-schooling scheme. The King of Prussia, from
a dirt poor country, with no natural resources, had subordinated labor so
precisely that Prussian industry was a world leader, and Prussian
scholarship was the world leader. In 1814 the first American,
Edward Everett, goes to Prussia to get a PhD. He eventually
becomes the governor of the state of Massachusetts [and
spoke on the same occasion when Lincoln delivered the
Gettysburg Address].
By 1900 all the PhD's in the United States were
trained in Prussia. The degree doesn't exist any other place. It's a
German invention.
It's based on Francis
Bacon's idea, in
The New
Atlantis
[1627], of a world research university that scans the world for babies
and talent and draws it into the university called Solomon's House,
talent which is given to the state. The state becomes invincible. It's
impossible to revolt against the state, because the state knows everything.
Francis Bacon's book was widely read by German mystics. By the
1840's Prussia has a number of Solomon's Houses available that are
utterly democratic, or about as much as is possible in an imperfect world. They
are drawing talent and developing it for the purposes of state power and
stability.
The PhD's come
back to the United States and they become, to a man, the Presidents of
all our Universities, the heads of all our research bureaus, and corporate
research is done by German Ph.D.'s. It would still be going on except for
the First World War. Obviously, there were dissident elements, and some
of them had power, who didn't want this development but weren't strong enough to
stop it.
By the middle of the
nineteenth century, Prussia had openly acknowledged a new development in
the sciences called
"psycho-physics"
which argued that people were in fact complex machines. Prussia
institutionalizes this, and by the 1870's has created the new science (or
pseudo-science, if you're John Gatto) of experimental psychology,
the purpose of which is to discover what the nature of this machine is and how
to program it. American elite sons travel and study at the feet of
Wundt. They come back during the period 1880-1910 and become the
heads of Psychological Departments at Harvard, University of
Pennsylvania, Cornell, etc. and there aren't any exceptions to
this. Now Wundt is extremely prolific, his published works run to about
67,000 pages. Wundt was an industry. He trains [James McKeen]
Cattell, who trains 322 PhD's after the Wundtian system, in
this next decade or so. These people set up the new discipline of educational
psychology, which becomes a big bucks system. With the help of the Carnegie
and Rockefeller Foundations the system gets control of psychological testing
for all the soldiers of the First World War. Aside from the vast power
they wielded, it is the sorting mechanism of our whole economy. If we just talk
about the money that can be used to buy votes, to change people's minds, to
bludgeon down opposition, we're talking about an enormous amount of money
flowing out of psychological testing. All of the proponents of which are
Wundtian-trained and now head psychological departments in the United
States.
A very little known
chapter: in Gary, Indiana (Andy Carnegie's company town),
an isolated town, with a captive population, tied to the steel mills, a new
schooling system called the Gary System was tried. This was between
1910 and the First Word War. In this system traditional academic
endeavor was not a part of schooling at all. This system worked so well,
according to its auditors, that it was brought to New York city in
1917. It was tried out in 12 schools, where Jewish immigrants
were the dominant immigrant strain in the schools. The idea was that they would
try it for a few months in these 12 schools then they would enlarge it to
100 schools eventually it would be all the New York schools by the
end of the war. But the Jewish immigrants rioted for three weeks in the
streets; they were aware of what was happening. The New York Times came
down strongly against the plan, they said this scheme of the agents of the
Rockefeller family was nonsense. There were dozens of editorials in the
Times against it. Meanwhile there were 200 Jewish school children
thrown in jail. Maybe if the Jewish community was reminded of this
piece of history, they would think twice about certain things that are happening
right now and use their political clout to effect change. This is the second or
third attempt to ensure the system is total and comprehensive. The mayor of
New York, who was going to run for President, was then thrown out of
office in the next election, the whole political regime that had installed the
Gary school system was thrown out of office. This information came from a
book written 15 years ago by Diane Ravishow(?) called The Great
School Wars.
Willard Wirt(?),
the school superintendent, who had pioneered the system in Gary, was
lionized by the New York Times and other important press lords, as one of
the Solomon's of the 20th century, who came to New York to
personally oversee the installation of his system in 1917. In 1930,
Willard Wirt was committed to an insane asylum in Washington,
DC where he died two years later, quietly.
He was
committed because he began to make public speeches saying that he had been part
of a world-wide conspiracy to bring about a controlled state in the hands of
certain people.
And on the basis of making those statements he was committed and then died two
years later in an insane asylum. I find it interested that Diane Ravishow,
a very intelligent woman with time and research assistance on her hands, could
dig up the whole story of the Gary plan and what happened in New York
City and not that little coda about the creator of the Gary plan and
his claim...
By 1910 the one
room school has been destroyed. The factory school has been installed
everywhere. Thanks to the actions of the great foundations, a national system of
schooling was in place. The Carnegie credit guaranteed you'd have a high
degree of uniformity but something else did too. There was a shadow organization
in existence that has been well documented by mainstream historians. It was
called the Educational Trust and it was run out of Stanford and
Columbia's Teacher's College. It literally controlled all the
Superintendencies in the United States and it placed key students for these
jobs. The Superintendents had to guarantee, of course, to hire for all
sorts of out-of-class positions, so the Educational Trust, in a very
short time, became a very powerful national shadow organization controlling all
the jobs in schooling. The source of this information is Managers of Virtue
by David Tyack. It is an elite mainstream history, one that is not
challenged by the school establishment, because Tyack is part of the
school establishment. He has no wish to overthrow the system but just doing his
job in documenting the existence of the
"educational
trust".
The Palmer Raids
and the red scare take place right after the First World War. Hysteria is
always a friend of this thing that is shaping the destiny of all the children.
It finds allies in times of public panic. Its champions step forth and say
"We'll do this to stop the public panic".
The panic around the Palmer Raids was that finally, after 60 of 70
years of talking about it, a major nation had gone Marxist.
Remember that in 1848
the immigration had occurred at exactly the time those little revolutions
were winking on and off all over Europe. The
Communist
Manifesto
had been
written. As the first Irish came in, the Boston paper said every
third
"Mickey"
has a Manifesto in his back pocket. That fear was used to steamroller the
natural scepticism of our own population to allow compulsion schooling in New
York and Massachusetts. The idea had been brought up since Ben
Franklin's time but had always been rejected. But now with these waves of
Irish poor pouring off the boats, they're Catholic, they sound different,
they look different, and there are revolutions taking place all over Europe
that seemed clearly coordinated with each other. The school group is able to use
that to ram compulsory school laws through the legislature.
Move 69 years later.
We are now in 1917 and by 1922, Russia has fallen. It is
clear that there is a government that meets the test that the fears of the
last 70 years had posed. A government that is hostile to the idea of
property. The reach of schools and their grip on the public budget becomes much
stronger in these times of panic. If you step back from school as an isolated
institution you can see it as the control institution for all the others. It's
the ultimate screening mechanism, the ultimate creator of a receptive, docile
public. It was exactly what the Prussians had produced in their little
demonstration.
"Follow our
method and you will get this population."
It was what we wanted and it was what we got.
There is resistance
strata that hold out longer than others. It still takes some 70 years of
steady work. Before control could be guaranteed an important surrender that had
to be made was the individual communities' right to hire its own teachers.
That required a very illicit but comprehensive subordination of state
legislatures everywhere to the idea of a certification procedure controlled by
the teacher colleges. The teacher colleges set the standards for the
certification,
they train
the people and they weed out trouble makers.
Prominent men and women,
agents of foundations worked on one legislature after another. Once it passed in
New York, Massachusetts, Wisconsin, and Michigan, it
became easier and easier. Of course they could demonstrate by then how useful it
was to the legislature to have this power over schooling and not to allow it to
be locally administrated. There were enormous contracts to be let. All the jobs
that had never existed before in schooling history, non-teaching jobs, were now
at the disposal of the legislature.
We've psychologized the
schools by the end of the First World War. Now that's in place. (I'm
presenting this as though it was a sequence, actually these things are happening
simultaneously but it's easier to see the necessity of having one solidified
before another can really get very far). The next step came in 1890,
when Andrew Carnegie wrote eleven essays, called
The Gospel
of Wealth.
In it he said that capitalism--free enterprise-- was stone cold dead in
the United States. It had been killed by its own success. That men like
himself, Mr. Morgan, and Mr. Rockefeller now owned everything.
They owned the government. Competition was impossible unless they allowed it.
Which, human nature being what it is, was a problematical thing.
Carnegie
said that this
was a very dangerous situation, because eventually young people will become
aware of this and form clandestine organizations to work against it. Ultimately
they'll bring down this edifice. You've got to read all eleven essays, sometimes
several times, and only then the majesty of the design emerges. Carnegie
proposed that men of wealth re-establish a synthetic free enterprise system
(since the real one was no longer possible) based on cradle-to-grave
schooling. The people who advanced most successfully in the schooling that
was available to everyone would be given licenses to lead profitable lives,
they would be given jobs and promotions and that a large part of the
economy had to be tied directly to schooling. So if you ever have two years of
your life you want to spend investigating the American licensing industry,
you need to look at what occurred in the two decades following Carnegie's
original proposal (1890-1910). You're talking about the realization
of Carnegie's design. These licenses, which now extend to bus drivers and
all sorts of unlikely people who never had to be licensed are then tied to forms
of schooling. So they've reserved that part of the work market. Through the
cooperation of the business community a large part of the rest of the jobs are
reserved. Through the cooperation of the government, many of the government
position have very precise schooling requirements.
You can in
fact control all of the economy by tying jobs to schooling, and therefore you
have a motivation for people to learn what you want them to learn.
This agenda, laid down by
Carnegie, was to tie the entire economy to schooling and hence to place
the minds of all the children of a few social engineers.
But it's moving forward
fairly slowly until 1959. One of the most graphic ways you can trace its
progress is that between 1932 and 1960, the number of school
boards drops from 140,000 to about 30,000 in 1960, and
today it's about 15,000. These consolidations are necessary to pry the
hands of local groups with different philosophies loose from the tiller. New
York State has carried it to a pass where you can vote down a school bond
issue, but 97% is still automatically approved in order the keep the
business of the schools running.
The consolidations serve
to get rid of oversight and hold it in as few hands as possible. They don't need
a conspiracy, they just have to remember what they heard in administrative
courses they took to become an assistant principal. They would have heard that
in a hundred different mellow ways, but essentially it would lead to the same
thing.
In 1959 two things
happened. One is the Sputnik, which caused a panic and hysteria like the
Palmer Raids earlier. Russia operates very traditional, academic
schools. We have an H-bomb, but we have to build a 6,000 ton concrete
structure to set it off. There's some evidence, not definitive, but enough
to worry people in the highest levels of the Council on Foreign Relations,
that Russia has dropped an aerial weapon near the end of the fifties.
Some huge clot of shit hits the fan. By 1960 it becomes clear that the
school people had not delivered what they promised when they were handed over
the children of the nation fifty years earlier. They were allowed to
psychologize part of them, but they were supposed to deliver part of them as
scientists and technicians. They apparently have failed in that latter part of
their very important mission. I think what we've been living through during the
last 30 years is some kind of struggle at the very top between different
agencies to get a hold of this thing again.
Back in the time of
Sputnik, we get the dike opened and a blank check offered to anyone who can
come up with a way to make the thing work. From 1950 -1990 we get, in
inflation-adjusted dollars, a quadruple increase in funds available
to schooling. The aspect of school as one of the central parts of the economy,
independent of its schooling function, is now true in spades. Rivers of money
are flowing back and forth, always being augmented never getting being cut back.
There is an increase
in the centralization,
with fifteen thousand school boards rather than forty thousand previously.
One in every six thousand Americans
serving on school boards that are almost stripped of their power.
Whereas in the beginning of the century we have one in every sixty-five
Americans serving on school boards that still have control of the purse. It
hasn't yet been transferred to the state legislature. An explosive intrusion of
foundation agents are wandering around the halls of state legislatures, key
businesses, key teacher colleges. They are writing a tight script to seal the
loop holes that have prevented Andrew Carnegie's dream from working
smoothly.
You get these amazing constructions of organized psychologizing
that link together all the school years, all the testing functions, the hiring
functions, you get these things being imposed without public knowledge.
That's the
dead give-away that something isn't kosher.
What we have now is a
wide open scene where the concealment is thinner than it's ever been before. The
naked power is closer to the surface. My instincts are that it is the identical
groups that surfaced around 1905. One of the great evidences of that is a
semi-secret group that keeps its deliberations utterly secret, called the
Businessmen's Round Table, made up of the 200 largest corporations,
announced a few years ago that it was going to take a major seat at the
National School policy table, and that it was backing national testing,
national examinations. Even--among its radical members--there was a
scheme to tie hiring and promotions to school performance.
In 1889 the
United States Commissioner of Education assured a prominent railroad man,
Collis P. Huntington, when he protested that the schools seemed to be
"over-educating"
(meaning they were going to be producing too many engineers, too many people
who knew the score, and therefore who would be tough political opponents).
He was guaranteed, by William Torriares(?), the United States
Commissioner of Education, that schools had been scientifically designed not
to over-educate. I don't think anyone hearing that understood what the mechanism
that Torriares was referring to was, but it was the German mechanism
devised between 1806 and 1819.
Once a kid is addicted to fragmented studies and stutter steps and confusion, it
is the rare person who can ever get control of their own mind and their own will
again.
They may
get angry and refuse to do something but they don't know how to write policy for
themselves, they can't write the script of their own lives. So if they can't get
it from their jobs, they get it from television, or from some other kind of mind
control.
- April, 1994
One might also take a gander at the
video
http://youtube.com/watch?v=uexMYBkfCic
as well as Wikipedia's page
http://en.wikipedia.org/wiki/Prussian_education_system. Anyone really interested in pursuing this issue can go to Mr. Gatto's website
http://www.johntaylorgatto.com/ and buy a book, or
perhaps download a pdf-chapter for free.
3a: Speaking of the
covert history of German contributions to the polytrix (co-meaning of
the word 'politics' for any poor literally-minded dunk-offs is 'poly' as in
many; and 'trix' as in tricks ain't just for bunnies or kids) of governmental,
institutional, corporate, educational and scientific investments lends itself to
further interesting and crucial scrutiny in regard to the 21st
century world stage. A less notable, though peculiar facet, of this saga
concerns G. W. Bush, the present president who has, finally, become widely
evident is an individual who rewards those that never question his perceived
role as a so-called 'leader,' while rewarding the bureaucratic incompetence of the
neo-con cabal who Peter's and Parkinson's (Organizational) Principles apparently
made incapable of contriving a correct prediction. Yet it's not the bullshit,
lies or staggering ineptitude that we're concerned with at the moment, but
rather an odd oversight in regard to the absence of any reporting of some
well-established facts concerning W's grandfather, George Senior's father,
Prescott, who somehow became a U.S. senator after WWII. I say "somehow"
in the same sense that though I was aware of Prescott's seat as a senator before
2008, I was unaware of the fact that before that he was the director (together with the
well-connected Harriman brothers) of New York's Union Banking Corp; which had
all of its assists seized in 1942 under the Trading
with the Enemy Act - basically because the main bank's business was financing
Hitler's national socialist, or corporate militarist, state. (Details can be
accessed in chapter II of George Bush: The Unauthorized Biography by
Webster G. Tarpley and Anton Chaitkin, as well as The Nazi Hydra in America:
The Suppressed History of a Century by Glen Yeadon and John Hawkins. One can
check a review of the latter at
http://books.google.com/books?id=vh7sx2xtjGEC&pg=PA516&lpg=PA516&dq=nazi+%22vice+president+of+bell+%22&source=web&ots=DNWWNHiohs&sig=svRJBAlesrXBa8QJnw9QODoGo9k&hl=en&sa=X&oi=book_result&resnum=2&ct=result,
where related links by the authors point to a suppression by search engines like
Google orchestrated under the Bush administration's collusion with corporate
media to protect it from public scrutiny. Which would seem to account for this
peculiar under-reported background material concerning the president proper. Yet
one would think that more than a few journalists might
have researched this story, if just for curiosity's sake, as well as the
instrumental background material. But
as far as I can discern, beyond these authors the main journalist to explore
these nasty historical links to the contemporary political landscape is John
Buchanan in a series of articles for the New Hampshire Gazette:
http://www.nhgazette.com/cgi-bin/NHGstore.cgi?user_action=detail&catalogno=NN_Bush_Nazi_2;
http://www.nhgazette.com/cgi-bin/NHGstore.cgi?user_action=detail&catalogno=NN_Bush_Nazi%20Link;
http://www.theolympian.com/home/news/20031019/frontpage/127827.shtml;
http://www.canada.com/news/world/story.asp?id=B4991F07-2A7B-49BC-A470-D14A355D2C9A)
3b: Yet the Bush
family's and other's (like Henry Ford, whose tirade the
International Jew more famously served as the archetype for Hitler's Mein
Kampf) ties to the Nazi's seemingly pale in comparison to the covert
alliance of Zionist and fascist aims and ambitions. I first read of this
association in some notes by Lenni Brenner in Berkeley's Daly Cal in the
mid-80's shortly after he published his first two books chronicling Zionist
history (the Jewish movement for statehood that began in the 19th century). This
connection is perhaps best summarized by the subtitle of Brenner's 2002 text
51 Documents: Zionist Collaboration with the Nazis, which is described with
reviews at
http://www.amazon.com/51-Documents-Zionist-Collaboration-Nazis/dp/1569802351;
http://www.maroc.nl/forums/showthread.php?p=2970124;
http://www.counterpunch.org/brenner01292005.html;
http://baltimore.indymedia.org/newswire/display/5200/index.php.
However, one naturally might wonder what
self-interests could be served by both parties; the answer being a common interest in sending German Jews to Palestine, which then was of
course controlled by the British. The Nazis psyched the Arab populace as well
into supporting fascism, but the better point follows from his analysis of
Zionism's roots (see
http://www.ihr.org/conference/beirutconf/010408brenner.html;
http://www.marxists.de/middleast/brenner/ch02.htm;
http://www.countercurrents.org/tajik200608.htm). Which
most importantly boils down a doctrine predating Hitler promoting Jewish
control over the lands surrounding Jerusalem by forced displacement of the
Palestinians (mild compared to what followed the death of Moses after that
'40-year search')8 - as if taking Arab land away under U.N. mandate
can be justified by the Jewish holocaust in Europe anyway. (Which is to say,
who says de
Nile don't run through Israel?)
3c: Of course the U.S. and its ally's complicity with powerful ex-Nazis
after WWII weren't limited to rocket scientist Wernher von Braun; but rather
were particularly crucial to both the gathering and implementation of
covert information that is best kept away from public scrutiny. First and
foremost of which was Reinhard Gehlen, Hitler's chief of white Russian
intelligence (http://en.wikipedia.org/wiki/Gehlen_organization#Gehlen_Org),
whose organization set up and preformed the same function for the CIA and German BND,
also helping set up MI-6/Interpol
and Egyptian intelligence during the Cold War. (Gehlen bragged that he had more power after
WWII running the 'Fourth Reich' than Hitler would have ever have had if his
Third one in Germany had won the war.) Yet Gehlen's and its Italian counterpart
MSI, of what is also generically called the 'Gladio' spy network (http://en.wikipedia.org/wiki/Operation_Gladio) was hardly the
only Nazi connection that served western interests. For example, one facet of
this story that is largely unknown concerns the full story behind the movie The French Connection.
After WWII a battle raged in Mediterranean ports between socialist-labor and anti-union
interests. A deal was forged with Western intelligence that guaranteed
union-free docks; as enforced by the Mafia in exchange to freely process
shipments of opium into heroin (from the Golden Triangle in Francophile Asia) in
Marseille. But less known is the route by which this smack reached the U.S.,
which at the time was targeted by our spook-masters to contain and pacify the
poor in ghettos - a handy way to keep the
populace there from greater evils such as what became the black power
movement. (Don't foolishly think such shenanigans can't have happened as our
ally General Ky of S. Vietnam proved when he controlled most of the China
white trade, smuggled on board U.S. warships, before retiring to Orange County,
CA.) Other interests were served as well, as these shipments were funneled
through Klaus Barbi's South American network when the Nazi war criminal was
protected by Paraguay, before he went on to establish death camps and a cocaine
business in Pinochet's Chile. The capper of the French Connection is that the
CIA was supplying guns to Barbi's network, who then would give or sell them to a group
of leftist gorillas called the Tupamaros who opposed to the fascist states
around Uraguay. Why? To gain their trust, infiltrate and so destroy these
indigenous commies (right before Argentina began throwing students out of
planes; so par for the course as most S.A. military officers are trained by U.S.
spy-masters at School of the Americas).
3d: Which brings us
to the brunt of this dialogue, as conveniently framed by another Nazi connection
that was also made into a movie - The Formula (1980) starring George C. Scott
and Marlon Brando (who, believing it was a true and important story, took the
role for political reasons; under scale for a legendary star and recluse, yet a
million was fair as the screenplay was certainly not up to par with Gene Hackman's
unforgettable role in Frog Connection). The story concerns the fact that Germany
had to fight WWII with no domestic or readily available source of petroleum,
though it, like the U.S., has abundant coal reserves. Which is fine for hauling
free labor to camps on trains, though jeeps, tanks, planes and submarines work
somewhat better with liquid fuels like gasoline. So the good (i.e. non-Jewish)
German scientists accelerated a program that processed coal into liquid fuel;
which worked so well it even allowed Rommel to feed his desert foxes
bread with butter made from coal. Which after the war, as chronicled in the
movie, allowed Nazi officials
to trade this technology for their skins and monetary reward, without spending a
dime of taxpayer money. For our military allowed U.S. refiner's to
buy 'The Formula' lock, stock and barrel with the implicit assumption that they
would never need to use it until the day that most of the earth's oil reserves
had been tapped dry. Which mistakenly was viewed as more immediately impending
than was warranted during the late 1970's, when president Carter set up a
multi-billion dollar system of taxpayer financed credits that went to energy
companies willing to pursue 'refining' the Fisher-Tropsch technology that
German chemists 'demonstrated' in the '20's. Never mind that much of this money
went to big oil companies who already owned more refined formulas and
have been accordingly investing in coal mining (as well as agriculture) for
years now. Yet an off-hand search reveal's most synthfuel producers today are
privately financed by odd consortium's like Marriot Int. and American Int. Group
(insurance), or subsidiaries of regional coal mining interests that continue to
collect government subsidies claiming they otherwise would go broke:
http://query.nytimes.com/gst/fullpage.html?res=950CE7DA1F3AF936A35754C0A9659C8B63.
In any case, the drastic surge in oil and natural gas prices since 2002 has
renewed interest in resurrecting synthetic fuels, as acerbated by domestic
concerns to weed us off the Mideast tit. Companies such as Rentech, as well as long-established Sasol of South Africa who's advising some Chinese firms, accordingly have a
strong incentive to "revive the Fisher-Tropsch technology" converting coal to
heating oil and diesel fuel (http://zfacts.com/p/420.html). However, such companies realize that beyond a large
initial investment required to build enough plants that could produce synthetic diesel to meet domestic consumption, it likely could drive down the
demand and price of oil and gasoline, making these plants useless (as money
engines). Furthermore,
like coal per se, liquefaction produces much more greenhouse gases than oil or
natural gas alone, thus impeding 'brown' synfuel development
in favor of more 'green' friendly alternatives. Still, since
"the gasoline market is more than twice as large, if
companies like Rentech sated the demand for diesel, the process could be adapted
to make gasoline" (ibid.), adding that Rentech is
"preparing to use an updated version" of the technology "used during WWII by
Germany." Which seems rather disingenuous given that this refers to gasoline,
not just diesel, used during WWII, which has been rumored belongs to U.S. oil
interests ever since. But whatever details aren't publically available, the message
here is clear:- in order to insure that one wins big hands in a poker game, it's
advisable that the deck be stacked by the house itself, well in advance of the
payoff, while attempting to assure that any wildcards (like the unanticipated
environmental movement) which might slip into the deck in the meantime are not
powerful enough to outweigh the house and cohort's overwhelming advantage to
deal themselves a royal high straight flush if so pressed.
4a: The flurry of (post-SUV) media
interest and hype regarding energy issues offers some handy insights in regard
to this cryptic assessment. First case in point is T. Boone Pickens, who made
billions pumping U.S. oil but is presently a media darling of many
environmentalists for promoting massive investments in greener windmill and
solar power. Which is certainly laudably sensible, though Gatto's interview
demonstrates that billionaire philanthropists more often have ulterior motives
for their projects directed to insure their ever-lasting power and prestige or
perceived class distinction, especially when it comes to adding to the personal
bottom line. For example, Pickens donned a poor me routine when he more recently
bought a bill of stock in Yahoo right before the then rumored attempt of the
hostile buyout by Microsoft, which would have netted him about a dollar profit
for every $2 he 'invested,' so cried foul when Yahoo's founders declined,
selling it all off at a loss of less than about a nickel on the dollar while
claiming to champion all the investors' interests.) Yet you still have to admire
a guy whose not afraid to put his money where his mouth is, especially if its a
real gamble, though a bluff can net the whole pot away from someone with a
better poker hand. In any case, Pickens has bought up a huge swath of Texas
land and purchased most of GE's stock of commercial turbines for his vaunted
wind-farm. So it would appear that such a bold move was at least somewhat of a
gamble. But of course given the drastically rising price of energy lately, it
can probably better be regarded as just common sense foresight about what,
finally, appears inevitable. Yet the more important point concerns Pickens media
blitz promoting massive national investment in greener alternative sources of
energy. Which translates into huge public (i.e. government) investment to his
wind-farm during at least a 10 year transitional phasing. Of course, its
marvelous if one honestly serves himself with due reward as well as the public
good, though the nagging question remains as to what serves the tax-payers
interest to subsidize a raft of competing start-up energy schemes that likely,
as Pickens showed us with his Yahoo whine (after this fucking hypocrite helped
swift-boat a fellow who would have already instituted his precious wind-bag
schemes!), will be more indebted to their and their share-holders bottom line
than consumers. (Granted; wind-mills here in Calif. are already advanced
enough to have paid for themselves and everyone loves 'em. {By contrast, Enron
bled the state dry within a month following a record heat wave in Washington
state that shut down the whole electric grid for the west coast.} Hell the Dutch
used wind way before an oz.
of gasoline was ever refined.) Which is to say what form of venture capitalism
is dependent on public subsidies? I'd say Mussolini answered this quandary when
he invented the term 'fascism' as sure as phrase 'robber-barons' characterized
late 19th century capitalism before progressives got fed up with the result and
made congress slap some mild regulatory constraints on that era's greedy excesses. Which
is to say that public subsidized capitalism is hardly a gamble or in the
interests of any poor working stiff whose job may be replaced by 'free-trade'
(that's gotta be the greatest oxymoronic phrase in history, as invented by
school of what the Nobel committee calls an 'economist'!) of cheaper labor
elsewhere, especially since we all are already stuck over a barrel between a
rock and a hard post with no pants on so folks and/or their kids can pay off international bankers to balance a growing federal deficit. Which, along with
the Fed's recent bailouts of the financial sector (who should pay taxpayers, not
cock-sucking lobbyists, for their
precious deregulation), is also at the heart of the surge in the price of oil as
measured in dollars. (For a short history of jumps in the deficit
{all during 'don't tax, but spend'
Republican
administrations} browse zfacts pages
http://zfacts.com/p/461.html
and http://zfacts.com/p/318.html.
Better yet if you have time, you can go to
http://video.google.com/videoplay?docid=-515319560256183936 and
watch a 3.5 hour documentary
on the history and pitfalls of international banking and the privately-held Federal
Reserve's monopoly on printing money backed by, well nothing - a subject
also well covered in the archives at Alex Jones InfoWars website
http://prisonplanet.tv/
as well as Joan M. Veon's fine essay
http://www.womensgroup.org/THE-FEDERAL-RESERVE-AND-AMERICAS-CONTINUING-PROBLEM-WITH-INFLATION.htm.
4c:
http://video.google.com/videoplay?docid=1996321846673788606 ....
....
4c:
http://video.google.com/videoplay?docid=1996321846673788606 ....
5: Our
story loosely centers on the vortex surrounding Dr Al, and his buddy
we'll call K-el. For although a superman of logic, and best friend
of Einstein, K-el was not as versed in physics as his pal, or either of
the Klein's. Yet Felix had tried to warn him, of a razor sharper than a
knife, Al still cut himself in shaving, while K-el cut his foot, fell
and almost died. As Ockham was there to stop the bleeding from what
folks call his ol' surprise, and surely kept his promise, when it came
to Al, to squelch his foolish pride, but as for Al's pal, old Ock was
shocked - so all he could say was "no K-el, just let me tell," then yelled cross
the span of time: "you never meta mystery man, till you meta guy called Godel
- yet how could anyone have never heard that even super-Kur can
cut their own damn throat, as most fools do before we die, but there
are dogs of hell less fool than you K-el: he who breaketh his Own First
Rule, and Mine! No such dissing of Kurt in the book, a grain of truth
maybe, but two points - 1: peer this: nobody or idea is sacred, least
of all fashion queens; 2: never show a card or pull a trick until
someone pays to call your hand. Think I'm bluffing? (Perhaps, as much
is given away here.)
6:
Surely this seemingly pompous, or at least academic, language probably
does sound intimidating. Yet every thing is outlined in rather basic,
comprehensible terms that puts students, laymen (at least those with
enough interest to buy that pocket calculator) and the deepest
theorists on equal footing; the only stress being learning, logic,
appropriate equations or ideas and acceptance of the fact that we can
all fall equally as fast to the mat as the next clown. (But the only
thing that keeps you pinned there indefinitely is you, it's not the
imperative of a gravitational equivalence principle, nor even that bully
who kept his foot on your throat in every gym class they made you take. Frozen in body, frozen in mind. Smart? Scared sure,
but you're dumber than a rock, no one's born to love sucken sneakers.
Sure, rocks are used to feet, but never seen a rock kiss one. Ever
thought of dropping that rock on all those bones? Why not, no rocks?
You're sitting under this guy's legs every day and never once thought:
elbow to foot, reach up, hold tight to little rope, pull down to
ground, elbow or knee nuts and his ass is singing soprano for the choir
in your old spot? <-Lesson: this geek flunked mumbers before that
rock was born!)
7: But
WMAP astrophysicists say it's more a classical constant like Einstein's
(though he introduced it for a static universe, not knowing of
red-shifted galaxies, whose discovery made him renounce it as his
"biggest blunder." But that's not what shocked Ock!) If it were a classical
constant as suggested, how then does one rationalize it's flatness as a 3-space,
when in fact it is Euclidean, but as a 4-space with one time dimension?! In any
case, although our model supports a `present repulsive cosmic constant', the
underlying geometry, numerology and empirical tautology will
prove to ultimately be otherwise.
8:
With respect to certain observations connected to the above counterintuitive
conclusion, there is a multiple lesson offered by following precocious Gnostic
quotes of St. Peter below. Which extends to and beyond a rude identification
with his mythic role as Gatekeeper to the doors of heaven or hell; relishing the
latter more out of shear vindictiveness for such above hypocrisy and criminal
insanity. For the criminal culpability of a political establishment that hijacks
God, most of this country and truth in a co-conspiracy of so-called 'Christian'
self-denial after 9-11-01, just to secure its own inept brand of corrupted
self-interest, certainly deserves more than parenthetical mention; especially
given the common themes established in our book's Preface. But I had another
spiel about role playing as `St. Peter the Gatekeeper' - and by God, here I
am in a position to share what is still best framed in a joking manner:
"Everyone now says Hell is going to freeze over some day - I say to hell it
will; Not on My Watch!"
9:
BTW: Found that quote about 3/4 of a year into mumbers (born 10-11-00),
first shot, based on the number. Suggestions: if you want Christian
wisdom read the Gospel of Thomas and the Nag Hammadi scriptures, for
prophesy Nostradamus: if a track-record, including two about 9-11-01,
isn't fresh enough for you, you have no comprehension of poetry,
history, religious wisdom or scientific methodology. Which is to say
you are unretrainable; so are dumber than a monkey: naturally
resenting smug academics {like myself} who point it out or recall all your grand
folks
were too - but you're right; some monkeys or lemmings are
incapable of evolving! But protoplasm has no business `interpreting',
or hiding their illiteracy behind the back of one old book; or a whole
library of bloodingly literate 20th century theory. Yeah, that's just
what this world is dying for; another shredded tree for a stack of
empty texts on `theoretically rational' beliefs like wormholes, or
equivalent quantum interpretations, that'll take you to your own
alternative universe. (Wanna know why it's impossible? You can't get a
ego bloated bigger than God through the worm's mouth! The same reason a
genius can't explain anything really fundamental about the one they're
born in!) So what's the difference in camp or reading, if
you end up damning all common truths to just to hold on some superior
belief that seeks comfort in self-perpetuating lies, like politicians
or mother hens, choking life out of their own children before they can
Live `in sin,' yet sanctifying those who hold that sperm, half a
zygote, has as much to 'right to life' as a full grown human being.
Unless you forgot where this story started; as true today as it twas
back then, was before egg was stuck - don't need dead baby zygotes if
you can't put on a raincoat - though that's what you'll get, as
you'll never get dry with any succubi. Yet with self-denial inbred that
deep, few see much of a problem killing anyone who exposes such real
crimes: for when orders comes from some sanction most high, even murder
is no crime. You've surely never heard the words of St. Peter about
authority of popes who will be "like canals, that have run dry" and
will have you "worshipping a dead man," before the Living Words of
Jesus and these of Simon, by edict out of Rome, were thought buried for
all time; and murdering of all heretics has been one's duty ever since.
So then the blind will be rewarded with just what they are expecting
they'll hear: "you've been a pious man and are assured of your
salvation" - for you see well: not fulfill your duties is the only
official crime and sin.
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