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 known many Muslims as friends, fellow students at the university and as co-workers. What I know firsthand is that most all of them were extremely intelligent, well-educated, affable, approachable and friendly. I have spent many an evening with them discussing religion, philosophy, history, and politics and playing chess. All of them were indelibly and unmovably stuck in their religion. None were violent or cruel as far as I am aware. Most had a fundamentally different view of women than most westerners, but some of my best memories are the times I spent with these incredibly intelligent and well-educated Muslims.
I also know that since WWI, the West has been using and abusing Muslims like property of no individual value or consequence. We have removed their sovereign leaders when it pleased us. We have consistently –at will– imposed the cruelest dictators; and redrawn their national boarders without respect to language, culture or religion as though it was our divine right. We have murdered many millions of innocent Muslim men, women and children in cold-blood without a second thought or the slightest tinge of remorse. We have supported the most radical and violent versions of Islam imaginable and spread this radical Islam far and wide for our own geopolitical agenda.
My Muslim friends at the University were terrified of the Shah of Iran and his secret police Savak; both of whom we installed and supported, yet they did not hate me for this and never blamed me.
The solution to the terrorist and the refugee problem is for the West to stop destroying countries in the Middle East like Syria, Libya, Egypt and Iraq and stop installing, arming and supporting dictators like the House of Saud, stop killing innocent Muslims en-masse and stop spreading the most brutal form of Islam the world has ever known called Wahhabism by our continued support of Saudi Arabia.
While most now understand the official story of 9-11 is a logical and physical impossibility, Richard Grove provides irrefutable evidence (below) that both the National Institute of Standards and Technology (NIST) and the Federal Emergency Management Agency (FEMA) participated in the criminal cover-up of the attacks on 9-11. This means that the heads of NIST and FEMA are accessories after the fact to murder and should therefore be put on trial for their crimes. It is important therefore to realize that these institutions CANNOT be trusted and are a real part of the criminal cabal currently taking America apart piece by piece while their masters terrorize the world with murder, mayhem and chaos.
“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
Please take time to listen to this outstanding speech by renowned Federal Reserve expert G. Edward Griffin, author of The Creature from Jekyll Island. There are some sound drop-out issues at the beginning of this video; and the video and sound are out of sync throughout, but the information contained herein is critical to any understanding of who controls the real power centers in the United States and around the world. G. Edward Griffin does an excellent job summarizing Quigley’s 1,300 page Tragedy and Hope volume and quotes from Quigley’s equally important The Anglo-American Establishment . I’ve listened to many Griffin speeches, but this one does the best job summarizing Quigley’s substantial contribution to our understanding of history and then bringing this critical information into current time. You will not be disappointed.
Note: Due to the sync problems of this video, I listened but could not watch.
If you don’t have the time to read Quigley’s Tragedy and Hope, please check out Joe Plummer’s excellent –much shorter version- Tragedy and Hope 101.
Super rich are in a conspiracy to rule the world – G. Edward Griffin – 2007 Uploaded on Jun 11, 2011
A most renowned expert on Federal Reserve and the New World Order will share how the super Rich of the World have organized to create a New World Order that they will control.
Recorded at Freedom Law School’s (http://LiveFreeNow.org) 2007 Texas Justice, Peace, & Freedom Conference
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)
Observe, while these two fine gentlemen discuss the history that created the world we live in today. Enjoy!
Kevin Cole on Carroll Quigley, Cecil Rhodes and the Reconquest of America
Published on Aug 24, 2015
Show Notes from Tragedy and Hope: Our Interesting Times: Carroll Quigley, Cecil Rhodes, and the Reconquest of America (through the creation of an International Polity)
“Kevin Cole joins the “Our Interesting Times” podcast with Timothy Kelly to discuss his paper “Carroll Quigley and the Article that Said Too Little: Reclaiming History from Omission and Partisan Straw Men” and the historical importance of Quigley’s magnum opus Tragedy and Hope: A History of the World In Our Time. We also talk about Cecil Rhodes and how his plan to reclaim America for the British Empire was largely achieved in the 20th century via the creation of an elite international polity.
Kevin is a historian, writer and researcher. He has also assisted in the production of several documentaries including State of Mind: The Psychology of Control and The Ultimate History Lesson: A Weekend with John Taylor Gatto.”
(Recorded 8.23.2015)
PDF: “Professor Carroll Quigley and the Article that Said Too Little: Reclaiming History from Omission and Partisan Straw Men”
Also discussed: Western Civilization, Trivium, History of the Trivium Method, Liberal Arts, Education, Isocrates, Cybernetics, Anglo-Saxon Prussianism, Neoliberalism, The Round Table Group, The Pilgrims Society, The Reece Committee, Imperialism, Royal Institute of International Affairs, Council on Foreign Relations, International Relations History, Andrew Carnegie, Rhodes Scholarships, The English-Speaking People, The Anglosphere, Internationalism, World Bank, IMF, United Nations, NATO, Tax-Free Foundations, Rothschild, Rockefeller Foundation, Carnegie Institute for International Peace, 5-Eyes, Intelligence, William Binney, John Taylor Gatto, Compulsory Education
Sometimes it is a bit frustrating to debate people who have not taken the time to read Quigley’s ‘Anglo-American Establishment’ or the many historical accounts of Antony C Sutton; but I must take the world as I find it. Most of these people are smart and well-intentioned but lack key information. Faced with similar frustrations, Joe Plummer would give away Quigley’s books in the hope someone would read them, only to find out the challenge was too great. Rather than give up, however, Joe decided to write his own slimmed-down, easier to understand and updated book on Quigley called appropriately Tragedy and Hope 101. In this sea of ignorance, how can we have an intelligent or sane conversation without 1) key information on the real players; 2) fundamental knowledge of methods and procedures and 3) the proven historical backdrop provided by Quigley and other researchers? That is the question. Without the historical context and an understanding of the genealogy and pedigree of the current batch of oligarchs, how can we advance our mutual understanding and how can we engage in an effective contest for our freedom as the collective noose is tightened around our collective necks?
We are encouraged by the rapid spread of information through the internet; and we are encouraged to understand, historically, the information wars can be won by as few as 5% of the populations. I am also encouraged by the many people who have not read Quigley, yet by the sheer force of their own intellectual skills and keen observations, can impute without the direct information provided by Quigley. Without Quigley, they point to inconsistencies in the official historical record and the official stories of finance, geopolitics and social engineering that deserve a complete accounting and then demand an explanation. The interview below with Paul Craig Roberts is a very good example of the brilliant intellect of PCR who struggles without the benefit of Quigley.
Another good example of brilliance overcoming ignorancewithout the benefit of Quigley can be seen in the excellent interview of NSA Whistleblower William Binney by Richard Grove here.
Obviously, Mr. Grove is well versed in Quigley, but the question must be asked: How much more effective would Binney or PCR be if they had the benefit of Quigley’s and Sutton’s documented evidence?
I’ve often said …
“There are two kinds of people: Those who have read Quigley and those who have not; and it is very easy to tell the difference.”
I didn’t say this to be offensive or elitist or to prove I’m smarter than anyone else. I said it simply because it is true. Once the truth of what Quigley said hits you, you can never go home again, you can never see the world the same way again. Your innocence is lost. Your naive belief in the goodness of so many institutions is forever shattered by documented fact. You see with clear eyes and so you are more difficult to fool by those who build the walled-gardens of propaganda where most of your fellows live out their intellectual lives; never questioning the construction of these walls, built of ‘well-established’ assumptions which are in fact lies.
But even with the revelations provided by Quigley, Sutton and others, the picture is never complete and of course changes over time. The old guards die, providing room for the new oligarchs and their attendant power structures; but these changes are mostly traceable and predictable. The footprints of the past are seen everywhere in the present. Today, we have a new generation of brave, brilliant investigators and heroes who have continued –sometimes at great personal sacrifice– to peel back the curtain so that we can observe those who seek to enslave the rest of us for their own selfish purposes. See the Julian Assange interview below.
Assange on ‘US Empire,’ Assad govt overthrow plans & new book ‘The WikiLeaks Files’ (EXCLUSIVE)
Published on Sep 9, 2015
Afshin Rattansi goes underground with the world’s most wanted publisher – the founder of WikiLeaks, Julian Assange. He has just co-authored a book – the WikiLeaks Files, and it paints a picture of systemic US torture and killing as well as the destruction of the lives and livelihoods of billions of people right around the world.
There are many examples of our Superstars who have read and understand Quigley and Sutton:
Antony C Sutton gave an interview back in 1980 discussing his research on the funding of World War II, when American and European financiers were funding both the Nazi party and the communists.
Sutton was an economics professor at California State University, Los Angeles and a research fellow at Stanford University’s Hoover Institution from 1968 to 1973.
In 1973, Sutton published a popularized, condensed version of the three volumes called National Suicide: Military Aid to the Soviet Union and was thereby forced out of the Hoover Institution. His conclusion from his research on the issue was that the conflicts of the Cold War were “not fought to restrain communism”, since the United States, through financing the Soviet Union “directly or indirectly armed both sides in at least Korea and Vietnam”; rather, these wars were organised in order “to generate multibillion-dollar armaments contracts”
For impressive evidence of Western participation in the early phase of Soviet economic growth, see Antony C. Sutton’s Western Technology and Soviet Economic Development: 1917–1930, which argues that ‘Soviet economic development for 1917–1930 was essentially dependent on Western technological aid’ (p.283), and that ‘at least 95 per cent of the industrial structure received this assistance.’ (p. 348).
