Mankind is slipping into a permanent coma according to a diabolical plan that has been public knowledge for over a century.

When The Protocols of the Elders of Zion” were leaked in the 1890′s, Masonic Jewish bankers did effective damage control.

They tricked the gullible goyim into believing it was a “forgery” written by “anti-Semites.”

The bankers couldn’t exactly admit the truth, that they were enslaving humanity, could they? ( Their whole system is based on deception and secrecy.)

Thus they turned the disaster into an advantage by using it to incite more “anti-Semitism.”

In the Protocols, they boast that anti-Semitism is used to “manage our lesser brethren.” They fund anti-Semites to ensure that all Jews are blamed.

By linking their demented conspiracy to all Jews, they used them as Trojan horse, human shield and human sacrifice. Many gentile anti-Semites oblige by blaming all Jews regardless of individual responsibility. (And these critics have great moral pretensions.)

I speak for Jews who oppose this secret plan which was concocted by Cabalist bankers and rabbis centuries ago and revised periodically.

These self-appointed Jewish leaders have put all Jews in jeopardy. They are establishing their world tyranny by stealth — manipulating current events, re-engineering society and controlling perception.

All Jews will be blamed for the disproportionate role many Jews play unless more speak up and are counted.

Many Jews, (especially Zionists/Neocons/Communists/socialists/liberals and feminists) are agents for the Illuminati bankers. The bankers tricked them into thinking they were”changing the world” into a socialist utopia. Unfortunately, this utopia is a mask for the tyranny of monopoly capital and Cabalism (i.e. Communism.)

But everyone, not just Jews, is implicated in this diabolical plan. The Protocols’ Jewish world government is the British Empire repackaged. British imperialism was always a marriage of English aristocracy and Jewish finance under the rubric of (Cabalist) Freemasonry. American imperialism and Zionism serve the same cause.
Freemasons, organized Jewry, Christian Zionists and most everyone of prominence are collaborators in the Illuminati bankers’ fraud. Selling out is a condition of “success.” The banksters reward complicity.

The bankers’ fraud lies in the fact that our currency is created in the form of debt to them. No one can own currency. It is a medium of exchange like beads or shells. It is like oxygen. But they are leveraging their fraudulent “ownership” of currency into ownership of everything and everyone.

THE “HOUSE’ VERSION: CONSPIRACY OF THE RICH

The “Protocols of the Elders of Zion” repays constant rereading because it eerily described one hundred years ago what is happening today. Most versions are based on a 1920 translation by Victor Marsden, the Morning Post correspondent in Moscow.

I have been comparing it with a typescript version found by Stanley Monteith in the Edward Mandell House papers at Yale University. This one dates from about 1914. Although House was one of the conspirators, the typescript originated with people opposed to Jewish banker domination. This is indicated by sarcastic footnotes. For example, one lists some of the Jews and crypto Jews in power at the time.

I have already described some differences between the Marsden and House versions.

The Protocols were originally written in French and delivered at workshops of the Mizraim Lodge in Paris.

They were translated from French to Russian and then from Russian to English. There’s room for error.

For example, the Marsden version says they will create class conflicts, and dupe and co-opt the poor. The House version says the opposite. They will play on the “hatred” of gentile elites for the poor.

Marsden: “Then will the hour strike when not for the sake of attaining the good, not even to win wealth, but solely out of hatred toward the privileged, the lower classes of the goyim will follow our lead against our rivals for power, the intellectuals of the goyim.” (page 159, end of Protocol Four)

House: “Then, not for the sake of good, not even for the sake of riches, but only owing to the privileged class hatred towards the lower classes of the GOYS will follow us against the intellectual Goys, our competitors to power.” (p.13, end of Protocol Three; Protocol Three in Marsden is entirely missing in House.)

In fact, the bankers co-opted both the rich and poor of the goyim but it is significant that the Protocols actually speak of co-opting the rich, not the poor.

Think about this next time you wonder why Warren Buffet and Bill Gates are pooling their money to vaccinate Africans, and all the foundations, mass media and corporation sing from the same New World Order/ diversity song book.

It seems counter-intuitive that the rich would seek Communism, but Communism is really a method of institutionalizing inequality. Government is the ultimate monopoly and monopoly capitalists want to run it. Thereby they extend their credit monopoly to power and thought itself, i.e. tyranny.

Unlike Marsden, the House version actually uses the word “Communism.”

House: We will govern the masses “by means of cunningly constructed theories and phrases, by rules of communism and other traps not understood by the Goys…” (p.15)

Marsden: We will govern the masses “by means of cleverly manipulated theory and verbiage, by regulations of life in common, and all sorts of other quirks in all which the goyim understand nothing…” (p.161)

CONCLUSION

The world is a stage play written by Illuminati bankers and staged by their actors in media, government, education and the social sciences.

The bankers want us to think humanity has achieved a kind of Nirvana, the “end of history,” a level of reason and sophistication that renders obsolete the forces that have caused war and suffering.

These historical forces have disguised one satanic force which has emerged triumphant. This is the conquest of mankind by Cabalistic bankers who have a satanic need to own and control everyone. They have bought the world, and the birthright of future generations. 

Eric is a friend of mine, check his music out!

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Co-host: JT and Guests: Ches Cain [Liberty1640.com] & Clint Richardson [AxiomConference.com].

Show Topics: No states, micro-transmitters, and the Axiom Conference 2010 -|- tentative affiliate KTAE 1330 AM in Elgin, TX and advertising opportunities -|- Robert erroneously defends the existence of a state -|- proof of how there are no states or citizens -|- how-to’s, tips, and suggestions for DIY mirco-stations -|- fear-mongering and lies from the corporate-controlled media -|- broadcast range, accessories, specifications, and legal restrictions for micro-transmitters -|- high-powered transmitter options -|- finding, and broadcasting to, a target audience -|- start-up cost$ of micro-broadcasting -|- wireless remote-programming features for micro-transmitters -|- Mark Koernke’s investigation of the strawman theory -|- interest in the NSP within the Axiom Conference community and the objectives of the event -|- WeAreChange‘s philosophy of not asking permission to bring about peaceful change they want to see in their communities -|- focusing on solutions to bring about a free social environment -|- quotes from credible sources confirming a controlled, bought and paid for, media -|- the hardships of finding and maintaining sponsors for a show with that exercises consistent freedom principals -|- Axiom Conference 2010 roster lineup -|- being able to understand and recognize the methodology and technique of the architects of control -|- hints of a third hour for the NSP… -|- listeners phone in with questions and comments regarding the alleged jurisdiction of the state, capturing the strawman, inconsistent mental concepts (such as citizens and states) in existence within people’s perceptions, judge Judy’s jurisdiction, and the court becoming frantic when asked “if the complaint was consistent with the constitution”.

The following speech was delivered by top of the class student Erica Goldson during the graduation ceremony at Coxsackie-Athens High School on June 25, 2010

Here I stand

There is a story of a young, but earnest Zen student who approached his teacher, and asked the Master, “If I work very hard and diligently, how long will it take for me to find Zen? The Master thought about this, then replied, “Ten years . .” 
The student then said, “But what if I work very, very hard and really apply myself to learn fast — How long then?” Replied the Master, “Well, twenty years.” “But, if I really, really work at it, how long then?” asked the student. “Thirty years,” replied the Master. “But, I do not understand,” said the disappointed student. “At each time that I say I will work harder, you say it will take me longer. Why do you say that?” 
Replied the Master, “When you have one eye on the goal, you only have one eye on the path.”

This is the dilemma I’ve faced within the American education system. We are so focused on a goal, whether it be passing a test, or graduating as first in the class. However, in this way, we do not really learn. We do whatever it takes to achieve our original objective.

Some of you may be thinking, “Well, if you pass a test, or become valedictorian, didn’t you learn something? Well, yes, you learned something, but not all that you could have. Perhaps, you only learned how to memorize names, places, and dates to later on forget in order to clear your mind for the next test. School is not all that it can be. Right now, it is a place for most people to determine that their goal is to get out as soon as possible.

I am now accomplishing that goal. I am graduating. I should look at this as a positive experience, especially being at the top of my class. However, in retrospect, I cannot say that I am any more intelligent than my peers. I can attest that I am only the best at doing what I am told and working the system. Yet, here I stand, and I am supposed to be proud that I have completed this period of indoctrination. I will leave in the fall to go on to the next phase expected of me, in order to receive a paper document that certifies that I am capable of work. But I contest that I am a human being, a thinker, an adventurer – not a worker. A worker is someone who is trapped within repetition – a slave of the system set up before him. But now, I have successfully shown that I was the best slave. I did what I was told to the extreme. While others sat in class and doodled to later become great artists, I sat in class to take notes and become a great test-taker. While others would come to class without their homework done because they were reading about an interest of theirs, I never missed an assignment. While others were creating music and writing lyrics, I decided to do extra credit, even though I never needed it. So, I wonder, why did I even want this position? Sure, I earned it, but what will come of it? When I leave educational institutionalism, will I be successful or forever lost? I have no clue about what I want to do with my life; I have no interests because I saw every subject of study as work, and I excelled at every subject just for the purpose of excelling, not learning. And quite frankly, now I’m scared.

John Taylor Gatto, a retired school teacher and activist critical of compulsory schooling, asserts, “We could encourage the best qualities of youthfulness – curiosity, adventure, resilience, the capacity for surprising insight simply by being more flexible about time, texts, and tests, by introducing kids into truly competent adults, and by giving each student what autonomy he or she needs in order to take a risk every now and then. But we don’t do that.” Between these cinderblock walls, we are all expected to be the same. We are trained to ace every standardized test, and those who deviate and see light through a different lens are worthless to the scheme of public education, and therefore viewed with contempt.

H. L. Mencken wrote in The American Mercury for April 1924 that the aim of public education is not “to fill the young of the species with knowledge and awaken their intelligence. … Nothing could be further from the truth. The aim … is simply to reduce as many individuals as possible to the same safe level, to breed and train a standardized citizenry, to put down dissent and originality. That is its aim in the United States.”

Comment: The full passage reads: “The aim of public education is not to spread enlightenment at all; it is simply to reduce as many individuals as possible to the same safe level, to breed and train a standardized citizenry, to down dissent and originality. That is its aim in the United States, whatever pretensions of politicians, pedagogues other such mountebanks, and that is its aim everywhere else.”

To illustrate this idea, doesn’t it perturb you to learn about the idea of “critical thinking.” Is there really such a thing as “uncritically thinking?” To think is to process information in order to form an opinion. But if we are not critical when processing this information, are we really thinking? Or are we mindlessly accepting other opinions as truth?

This was happening to me, and if it wasn’t for the rare occurrence of an avant-garde tenth grade English teacher, Donna Bryan, who allowed me to open my mind and ask questions before accepting textbook doctrine, I would have been doomed. I am now enlightened, but my mind still feels disabled. I must retrain myself and constantly remember how insane this ostensibly sane place really is.

And now here I am in a world guided by fear, a world suppressing the uniqueness that lies inside each of us, a world where we can either acquiesce to the inhuman nonsense of corporatism and materialism or insist on change. We are not enlivened by an educational system that clandestinely sets us up for jobs that could be automated, for work that need not be done, for enslavement without fervency for meaningful achievement. We have no choices in life when money is our motivational force. Our motivational force ought to be passion, but this is lost from the moment we step into a system that trains us, rather than inspires us.

We are more than robotic bookshelves, conditioned to blurt out facts we were taught in school. We are all very special, every human on this planet is so special, so aren’t we all deserving of something better, of using our minds for innovation, rather than memorization, for creativity, rather than futile activity, for rumination rather than stagnation? We are not here to get a degree, to then get a job, so we can consume industry-approved placation after placation. There is more, and more still.

The saddest part is that the majority of students don’t have the opportunity to reflect as I did. The majority of students are put through the same brainwashing techniques in order to create a complacent labor force working in the interests of large corporations and secretive government, and worst of all, they are completely unaware of it. I will never be able to turn back these 18 years. I can’t run away to another country with an education system meant to enlighten rather than condition. This part of my life is over, and I want to make sure that no other child will have his or her potential suppressed by powers meant to exploit and control. We are human beings. We are thinkers, dreamers, explorers, artists, writers, engineers. We are anything we want to be – but only if we have an educational system that supports us rather than holds us down. A tree can grow, but only if its roots are given a healthy foundation.

For those of you out there that must continue to sit in desks and yield to the authoritarian ideologies of instructors, do not be disheartened. You still have the opportunity to stand up, ask questions, be critical, and create your own perspective. Demand a setting that will provide you with intellectual capabilities that allow you to expand your mind instead of directing it. Demand that you be interested in class. Demand that the excuse, “You have to learn this for the test” is not good enough for you. Education is an excellent tool, if used properly, but focus more on learning rather than getting good grades.

For those of you that work within the system that I am condemning, I do not mean to insult; I intend to motivate. You have the power to change the incompetencies of this system. I know that you did not become a teacher or administrator to see your students bored. You cannot accept the authority of the governing bodies that tell you what to teach, how to teach it, and that you will be punished if you do not comply. Our potential is at stake.

For those of you that are now leaving this establishment, I say, do not forget what went on in these classrooms. Do not abandon those that come after you. We are the new future and we are not going to let tradition stand. We will break down the walls of corruption to let a garden of knowledge grow throughout America. Once educated properly, we will have the power to do anything, and best of all, we will only use that power for good, for we will be cultivated and wise. We will not accept anything at face value. We will ask questions, and we will demand truth.

So, here I stand. I am not standing here as valedictorian by myself. I was molded by my environment, by all of my peers who are sitting here watching me. I couldn’t have accomplished this without all of you. It was all of you who truly made me the person I am today. It was all of you who were my competition, yet my backbone. In that way, we are all valedictorians.

I am now supposed to say farewell to this institution, those who maintain it, and those who stand with me and behind me, but I hope this farewell is more of a “see you later” when we are all working together to rear a pedagogic movement. But first, let’s go get those pieces of paper that tell us that we’re smart enough to do so!

7/13/10

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-Steven

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