Tuesday, 17 March 2009


“I’d only send my son to university if he had no talent”. –Henry Makow PhD.

Ha! A Professor denouncing further education? After giving that statement a lot of thought I began questioning whether I was actually learning in university. Was I being taught anything, really? Will I ever be able to think independently again, have my own opinion without by default thinking in the way I was instructed to think about that particular issue? Are the issues in the curriculum ones we need to be staying up all night to be pondering about?

The struggle for “enlightenment”, an intellectual movement dating from the Eighteenth Century, a program to create a new secular world order devoid of any reference and indeed denying the existence of God and immutable natural and spiritual laws targeted schools, colleges and universities. Art students studying atheist artists who are presented as if they were Gods, their professors acting as high priests. Like deaf men tuning a piano, medical students try to explain the human condition without any reference to the Creator, Design or man's Divine Spirit. They portray mankind as a forlorn animal in an amoral world, characterized by a merciless struggle for survival.

Modern education and culture is designed to make us dysfunctional. We are at the hands of a few, a few with all the power; the media, politics and financial systems. "In order to effect the destruction of all collective forces except ours we shall emasculate the first stage of collectivism, the universities, by re-educating them in a new direction. We must introduce into their education all those principles which have so brilliantly broken up their order."(Protocol 2, Protocols of the Elders of Zion) We shall turn them into "unthinking submissive brutes waiting for things to be presented before their eyes in order to form an idea of them..." Just think now of the power of advertising, the bombardment of images, stereotypes and distortion of information in our media. Just a recent example is the invasion and genocide in Gaza that has been broadly labelled as “Tension in the Middle East”. The reporter's scripts vaguely run as follows: Israel wanted a sustainable ceasefire; Israel needed to prevent Hamas from rearming; Hamas targets were hit; Israel was sending in aid and letting the injured out; Israel was doing "everything they can to alleviate the humanitarian crisis" when in the reality of Israel’s war crimes are conveniently shielded from our minds.

A 1930's Communist manual on brainwashing stated "In the United States we have been able to alter the works of William James, and others, ...and to place the tenets of Karl Marx, Pavlov, Lamarck, and the data of Dialectic Materialism into the textbooks of psychology, to such a degree that anyone thoroughly studying psychology becomes at once a candidate to accept the reasonableness of Communism. As every chair of psychology is occupied by persons in our connection, the consistent employment of such texts is guaranteed... Educating broadly the educated strata of the populace into the tenets of Communism is thus rendered relatively easy." (II, Ch. 11)
- Soviet Art of Brainwashing, textbook on psychopolitics.

Furthermore, I seem to bump into the same practice that I am expected to do to get a good degree, to bow down before “great men”. These scholars and philosophers are a.k.a. modern pretenders usurping the place of God. Their every utterance is treated as Holy Writ. Professors are the overpaid priests of this secular cult. With the Graduation, we are initiated into a life long habit of servility. All knowledge comes from Great Men. Students can only aspire to analyze their meaning. A student’s state of mind becomes passive and disorientated. Where were the days of my father when university students were voices, really loud voices, speaking against the system. Don't these "great men" live in the same world? Isn't it the one I live in? Dare I think for myself?

By continually studying the past, the student thinks nothing remains to be done. No manifestos remain to be written, no Bastilles need to be stormed. While the world cries out for leadership, the new generation is buried in musty manuscripts writing footnotes to dead men.
The Rockefellers regard human beings as domestic animals. This is implied in "Occasional Paper #1" of their General Education Fund:"In our dreams, we have limitless resources and the people yield themselves with perfect docility to our moulding hands. The present educational conventions fade from our minds, and unhampered by traditions, we work our own good will upon a grateful and responsible rural folk. We shall not try to make these people or any of their children into philosophers or men of learning, or of science. We have not to raise up from them authors, poets or men of letters. We shall not search for embryo great artists, painters, musicians, nor lawyers, doctors, preachers, politicians, statesmen of whom we have ample supply. The task we set before ourselves is very simple as well as a very beautiful one, to train these people as we find them to a perfectly ideal life just where they are."
("The Rockefeller Empire" in Josephson, "The Strange Death of FDR" 1948, p. 69)

If you haven't noticed, universities are not places of invigorating inquiry and debate. They are stagnant backwaters that reek of moral compromise and disillusionment.
The world will not be saved by acts of God but acts of men representing God. Our duty is to take these ideals seriously in our personal lives and bring them into the world. The cost of rejecting God is to become slaves of very bad men.

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