Archive for the ‘Dumbing Down of U.S. Citizens’ Category

Politics Or Political Thought Ain’t Bona Fide!

June 3, 2017

Where Are All Of Those Fools?

Politics or political thought is a fictitious personally held private belief and nothing more..—ThereIsNoDebt

Notes by ThereIsNoDebt

Etymology of Politics
http://www.etymonline.com/index.php?term=politics
What is BODY POLITIC?
http://thelawdictionary.org/body-politic/
What is BODY CORPORATE?
http://thelawdictionary.org/body-corporate/
~
Definition of Legislature –
“A body of persons having the power to legislate; specifically : an organized body having the authority to make laws for a political unit”
http://www.merriam-webster.com/dictionary/legislature

Definition of body politic
http://www.thefreedictionary.com/body+politic
Note.- A body politic is fictitious in character.
It must be remembered that ‘politics’ deals with affairs of the mind. They are ‘personal opinions’ of how people think we should relate to each other and to which people are entitled to contract or agree with if that is open to them to do so, or just simply ignore. And therefore as opinion, politics or political thought is a fictitious personally held private belief and nothing more.

Definition of Political unit
political unit – a unit with political responsibilities
http://www.thefreedictionary.com/political+unit
Note.- Political units are unable to own land, in fact or in reality, due to their fictitious nature. Their ownership of land is a mere fancy that remains unchallenged, no doubt because they have a monopoly on force. Of which land they ‘claim’ to own, can only be that to be found in the physical world where the living do not dwell. That is why the territorial jurisdiction political units (nations, countries, states, etc.) define legally as being where they are to be found, remains in their definition as, territorial waters, sea bed, continental shelf, and only the subsoil making up the subterranean world.

IRS
United States Income Tax Treaties – A to Z
(Note.- On failure to open, search for title-heading with browser and select link)
http://www.irs.gov/Businesses/International-Businesses/United-States-Income-Tax-Treaties—A-to-Z
U.S. DEPARTMENT OF THE TREASURY
Treaties and TIEAs
(Double Taxation Treaties )
http://www.treasury.gov/resource-center/tax-policy/treaties/Pages/treaties.aspx
See pages 18 & 19 –
Maritime Zones and Jurisdiction
http://www.iho.int/mtg_docs/com_wg/ABLOS/ABLOS_Conf3/SESSION3.PDF
See Illustration –
Subsoil
http://www.enchantedlearning.com/geology/soil/
28 USC § 3002 – Definitions
(15) “United States” means—
(A) a Federal corporation;
http://www.law.cornell.edu/uscode/text/28/3002
SOURCED
https://thereisnodebt.wordpress.com/2014/01/02/muddying-the-waters/
~
Definition of Land
http://www.thefreedictionary.com/land
~
Definition of State (politics)
http://legal-dictionary.thefreedictionary.com/State+(politics)

WHERE AM I
https://thereisnodebt.wordpress.com/2013/03/20/where-am-i/

The Psychology Of Evil
http://www.angelfire.com/biz2/daimonic/psychologyofevil.html

Russian Textbook Psycho Politics
http://nesara.insights2.org/Psychopolitics.html

Political

SHEARING THE SHEEP IN A SHEEP PEN OF SELF DELUSION
https://thereisnodebt.wordpress.com/2014/05/26/shearing-the-sheep-in-a-sheep-pen-of-self-delusion/

We are all capable of believing things which we know to be untrue, and then, when we are finally proved wrong, impudently twisting the facts so as to show that we were right. Intellectually, it is possible to carry on this process for an indefinite time: the only check on it is that sooner or later a false belief bumps up against solid reality, usually on a battlefield.― George Orwell

KNOW THAT MOST MEN, INCLUDING THOSE AT EASE WITH PROBLEMS OF THE GREATEST COMPLEXITY, CAN SELDOM ACCEPT EVEN THE SIMPLEST AND MOST OBVIOUS TRUTH IF IT WOULD OBLIGE THEM TO ADMIT THE FALSITY OF CONCLUSIONS WHICH THEY HAVE DELIGHTED IN EXPLAINING TO COLLEAGUES, PROUDLY TAUGHT TO OTHERS, AND WHICH THEY HAVE WOVEN, THREAD BY THREAD, INTO THE FABRIC OF THEIR LIVES
— Leo Tolstoy

Patronymic Paralogy

May 16, 2017

Patronymic Paralogy
Your Name Under Their Law – 137 pages
http://www.ptshamrock.com/your_name_under_the_law.pdf

The United States Citizen General immunities pertaining to prosecutors, judges and government agents
1.)
Prosecutor may violate civil rights
in initiating prosecution and presenting case.
– United States Supreme Court in
Imbler v. Pachtman
z
424 U.S.
409 (1976)
2.)
Immunity extends to all activities closely associated with litigation or potential
litigation.
– Second Circuit Federal Court of Appeal in
Davis v. Grusemever, 996 F.2d 617
(1993)
3.)
Prosecutor may knowingly use false testimony and suppress evidence. – United
States Supreme Court in
Imbler v. Pachtman, 424 U.S. 409 (1976)
4.)
Prosecutor may file charges without any investigation.
– Eighth Circuit Federal Court of Appeal in
Myers v. Morris, 810 F.2d 1337 (1986)
5.)
Prosecutor may file charges outside of his jurisdiction.
– Eighth Circuit Federal Court of appeal in
Myers v. Morris, 840 F.2d 1337 (1986)
6.)
Prosecutor may knowingly offer perjured testimony.
– Ninth Circuit Federal Court of Appeal in
Jones v. Shankland, 800 F.2d 1310
(1987)
7.)
Prosecutor can suppress exculpatory evidence. (Exculpatory defined: Evidence
showing one innocent)
– Fifth Circuit Federal Court of Appeal in
Henzel v. Gertstein, 608 F.2d 654 (1979)

8.)
Prosecutors are immune from lawsuit for conspiring
with judges to determine
outcome of judicial proceedings.
– Ninth Circuit Federal Court of Appeal in
Ashelman v. Pope, 793 E.2d 1072 (1986)
9.)
Prosecutor may knowingly file charges against innocent persons for a crime that
never occurred.
– Tenth Circuit Federal Court of Appeal in
Norton v. Liddell, 620 F.2d 1375 (1980)
Ignorantia juris non excusat or
Ignorantia legis neminem excusat
(Latin for
“ignorance of the law does not excuse” or “ignorance of the law excuses no one”) is a
legal principle holding that a person who is unaware of a law may not escape liability for
violating that law merely because he or she was unaware of its content.

Who Owns Agenda 2030-2050-Population Objectivity of Subjects Conclusion Set Date 2100?

May 13, 2017

The mechanism and origins of economic inequality are to be found with the Vatican.. All roads lead to Rome.. UNICEP-UNEP-Agenda 2100 Sustainable development is their inquisition of eugenics.. Unfortunately while u.s. subjects can read the international documents evidence. They fail to comprehend what the words / terms are implying.. The document[s] is specifically calling for depopulation.. I am referring to the Agenda 21 document, the United Nations Environmental “Global” Biodiversity Assessment.. The number one problem of course being people, subjects specifically called direct drivers of environmental destruction, causing eco system collapse via Climate Change.. All lies of course as they are manipulating the destruction and misplacing the blame of the cause onto the worlds mass populace..

Economic restrictions are not being implemented by wolves nor grizzly bears.. Nor controlled opposition environmental groups..

The bears and wolves can be managed/controlled.. Obviously governmental public office holders representing who they serve who is not the subjects negatively effected by these various U.N. documents are the real storm troopers delivering heavy Agenda 2100 economic bombing.. Carpet bombing every aspect of how people make their livings into oblivion.. The wolves and bears are a cute distraction.. In their massive campaign of distractions.. This is not only effecting farming, ranching nor hunting.. It is everything economical, it is in everything, building codes, plumbing/heating/electrical all housing.. In everything..ALL ASPECTS of any business.

“…reduce their persons to perpetual slavery…and to convert them to his and their use and profit”—Bull Romanus Pontifex (Nicholas V), January 8, 1455

Those who discover sustainable developments true meaning will be deemed arbiters of “fake news” and silenced – censured, ignored.. While those who misinterpret it will be rewarded..

SWW is fourth grade propaganda level Gate-keeping fake opposition…Nothing more.. A huge disappointment..

AGENDA 2030 – A CALL TO ACTION

Agenda 21’s eugenics programme of worldwide ‘preparedness’ having been finalised, calls for its eugenicist ambitions to be put into ‘action’ with its successor, Agenda 2030, primed and ready to do just that; whose programme into action for the eugenicist depopulation of the Earth has been officially announced by the Holy See as law at the General Assembly of the United Nations on the 25th of September 2015.

It must be understood that when the Holy See gave his climate-change encyclical – preceeding his appearance at the United Nations – as well as his speech at the United Nations General Assembly, that his encyclical is an ecclesiastical letter as ‘actual law’ for all of the Churches fictitious jurisdictions. Together with his official pronouncements as ‘law’ given at the United Nations General Assembly, these both quite rightly are to be taken as ‘personally owned private laws’ for fictitious jurisdictional territories.

We read last paragraph, that –

“In the early centuries the term encyclical was applied, not only to papal letters…”

Source:

Encyclical
http://www.newadvent.org/cathen/05413a.htm

Letters of the popes:

We read from the 1st paragraph –

“The popes began early, by virtue of the primacy, to issue laws as well for the entire Church as for individuals. This was done in the form of letters. Such letters were sent by the popes either of their own will or when application was made to them by synods, bishops, or individual Christians.”

We also read and learn –

“Following the example of the Roman emperors the popes soon established archives (scrinium) in which copies of their letters were placed as memorials for further use, and as proofs of authenticity.”

Source:

Ecclesiastical Letters
http://www.newadvent.org/cathen/09202a.htm

~

The Pope is an example of a Roman emperor –

Source:

EYE OF NEWT, TOE OF FROG – ACT III
https://thereisnodebt.wordpress.com/2014/12/29/eye-of-newt-toe-of-frog-act-iii/

From Chapter 2, entitled, The Crown of the Cæsars Passes to the Papacy, we read,

The Roman Church, without dispute, had by 538 inherited the seat of the Caesars, as Adolf Harnack recorded in his book What is Christianity?,

It [the Papacy] is a political creation, and as imposing as a World-Empire, because of the continuation of the Roman Empire. The Pope, who calls himself “King” and “Pontifex Maximus” is Caesar’s successor. (New York, Putnam, 1901, second edition, page 270).

The same historian concluded that—

The Roman Church in its way privily pushed itself into the place of the Roman World-Empire, of which it is the actual continuation. (Ibid.)

Alexander Clarence Flick in his historical work, The Rise of the Mediaeval Church, concluded that,

The mighty Catholic Church was little more than the Roman Empire baptised. Rome was transformed as well as converted. The very capital of the old Empire became the capital of the Christian Empire. The office of the Pontifex Maximus was continued in that of the Pope. . . . Even the Roman language has remained the official language of the Roman Catholic Church down through the ages. (New York: Burt Franklin, 1959 pp 148, 149).

http://www.sundaylaw.net/books/other/standish/twobeasts/tb02.htm

SOURCES & ALTERNATIVE SOURCES FOR READINGS IN CHURCH HISTORY

What is Christianity? (1957) by Harnack, Adolf von, 1851-1930, New York, Harper 1901
https://archive.org/details/whatischristian01saungoog

Adolf Harnack – German historian and theologian
http://www.ccel.org/ccel/harnack

Adolf von Harnack
http://en.wikipedia.org/wiki/Adolf_von_Harnack

~

Divine Right of Kings

If we consider that all men are ‘equally endowed’ by nature’s Cause with ‘innate freewill’, then the information we find in reading what is said about the Divine Right of Kings, as well as what is said concerning ‘the Church’, is something of a curiosity, since the Will of God, we would reasonably deduce in relation to man, is quite clear when it comes to all men everywhere – who are endowed with ‘an equal measure of freewill before nature’s Cause or nature’s God’, without exception in the realm of the physical world.

The source of a rebellion to what man sees as God’s Will, on the matter of freewill, would not be God as the source of rebellion contradicting Himself; we would reasonably deduce regarding ‘equal freewill’ in all men, but the source of rebellion, if we look to Heaven for heavenly authority and the source of what God would not make absurd in us, would then be an alternative to God’s Authority and the use by men of that ‘alternative authority’, in making ‘absurd’, equal innate freewill endowed by nature’s Cause or nature’s God in all men.

http://en.wikipedia.org/wiki/Divine_right_of_kings

RULE THYSELF LEST YE BE RULED
https://thereisnodebt.wordpress.com/2014/01/22/rule-thyself-lest-ye-be-ruled/

~

EUGENICS AS A MEANS OF CLEANSING

Etymology of Purgatory

in Latin, “means of cleansing,”

http://www.etymonline.com/index.php?term=purgatory

~

Etymology of Purge

note noun.-

“that which purges,”

http://www.etymonline.com/index.php?term=purge&allowed_in_frame=0

~

Definition of Purge

1.4 Law Atone for or wipe out

http://www.oxforddictionaries.com/definition/english/purge

~

Definition of Purgative

Origin

from the verb purgare (see purge)

http://www.oxforddictionaries.com/definition/english/purgative

~

Etymology of Purgatory

past participle stem of Latin purgare (see purge (v.)

http://www.etymonline.com/index.php?term=purgatory

~

Definition of Atone

verb

Make amends or reparation

Example

a human sacrifice to atone for the sin

http://www.oxforddictionaries.com/definition/english/atone#atone__2

~

The Roots and Origins of Eugenics belong to the Self-Ennobling Ones and their Self-validating Clergy’s Doctrines

We read, 1st paragraph of Catholic doctrine –

Purgatory (Lat., “purgare”, to make clean, to purify) in accordance with Catholic teaching is a place or condition of temporal punishment for those who, departing this life in God’s grace, are, not entirely free from venial faults, or have not fully paid the satisfaction due to their transgressions.

Source:

Purgatory
http://www.newadvent.org/cathen/12575a.htm

Comment.-

Where are people to be found in purgatory ?

Purgatory happens in a space between Heaven(that is, ‘this life in God’s grace’) and Hell; purgatory is the temporal corporeal, or physical world, where people are to be found in a temporal condition of life, in the here and now

~

Definition of Transgression

noun

1. 1. (Law) a breach of a law, etc;

sin or crime

http://www.thefreedictionary.com/transgression

~

Definition of Temporal
http://www.thefreedictionary.com/temporal

~

Definition of Corporeal
http://www.oxforddictionaries.com/definition/english/corporeal

~

The Catholic Church’s definition of Space (or a Place):

We read, end of 5th paragraph –

“Space is therefore as real, as objective, as the corporeal world itself, but in itself it exists apart only in the human mind, seeing that in the reality of existing things it is only the extension of bodies themselves.”

Source:

Space
http://www.newadvent.org/cathen/14167a.htm

Comment.-

Space is the temporal corporeal world itself if it is said to be as real as the corporeal world itself. When we use our eyes we are made aware of reality outside of our mind alone, that is what our eyes are for. And of course, the mind is made viable and enabled by the reality of existing things as literally ‘us’, and in that respect, the mind is ‘only the extension of bodies themselves’.

~

Image of a fiery purgatory by Annibale Carracci

Source:

Purgatory
https://en.wikipedia.org/wiki/Purgatory

Definition of Purgatory

Noun

1. – a place or state of suffering inhabited by the souls of sinners who are expiating their sins before going to heaven

Adjective

archaic

Having the quality of cleansing or purifying:

Example –

infernal punishments are purgatory and medicinal

http://www.oxforddictionaries.com/definition/english/purgatory

~

Definition of Infernal

Adjective

1. Relating to or characteristic of hell or the underworld

http://www.oxforddictionaries.com/definition/english/infernal#infernal__2

~

Definition of Expiate (Expiating)

Make amends or reparation for (guilt or wrongdoing):

Example –

their sins must be expiated by sacrifice

~

Definition of Sacrifice

Noun

1. An act of slaughtering an animal or person or surrendering a possession as an offering to a deity:

Examples –

they offer sacrifices to the spirits

the ancient laws of animal sacrifice

1.1 An animal, person, or object offered in the act of sacrifice

Verb

1. Offer or kill as a religious sacrifice

Example –

the goat was sacrificed at the shrine

http://www.oxforddictionaries.com/definition/english/sacrifice#sacrifice__2

~

Definition of Shrine

Noun

1. A place regarded as holy because of its associations with a divinity or a sacred person or relic, marked by a building or other construction

http://www.oxforddictionaries.com/definition/english/shrine#shrine__2

This excellent compilation of evidence was done by There Is No Debt..

Negotiable Debt Instrument Destroys Real Dollar

May 12, 2017

The Real Dollar Versus Negotiable Debt Instrument

Looking at an old 100 “dollar” federal reserve note 1934 series and reading the data on the bill, it states;

” This note is “Legal tender” for all debts public and private and is redeemable in ” lawful money” at the United States Treasury or at any Federal Reserve Bank.”

It plainly states that the note is “legal tender” but then says it is redeemable in “lawful money”. Therefore Federal Reserve Notes are ” legal tender” but not “lawful money”. The Federal Reserve note is apparently evidence of some right to recover, as printed at the bottom of the front side of the note, just under the picture are the following words;

“WILL PAY TO THE BEARER ON DEMAND FIVE THOUSAND DOLLARS” or it used to, they hid this over the years.

This becomes obvious when looking at the United States Code, which, in talking about Federal Reserve notes, says;

” They shall be redeemed in lawful money on demand at the Treasury Department of the United States, in the city of Washington, District of Columbia, or at any Federal Reserve Bank.” U.S.C.A., title 21, section 411.

Therefore, “FIVE THOUSAND DOLLARS” or ONE DOLLAR is something different from a Federal Reserve Note or it would not state on the note that the note is redeemable in ” DOLLARS”.

It appears that Federal Reserve Notes are simply a medium of exchange used in place of, in lieu of, or as temporary substitutes for that which should be redeemable for “lawful money” of the United States—”Dollars.” ” Lawful Money” of the United States is not Federal Reserve Notes, as “Lawful Money” it can only be “DOLLARS.” A DOLLAR is a ” UNIT” of measure and is so defined;

” A silver coin of Spain and of the United States, of the value of one hundred cents of four shillings and sixpence sterling. American Dictionary of the English Language, Noah Webster, 1828.

The DOLLAR means “lawful money” of the United States. (103 U.S. 792 )

” The gold coins of the United States shall be a one DOLLAR piece, which at the standard weight of 24.75 grains shall be the unit of value.” 31 U.S.C.A. 314

A DOLLAR then is a coin that has value. In other words a DOLLAR is something of value, not something that represents something of value, nor an implied evidence of value. A coin has value as it is made from a substance that itself has value. A coin is defined as;

“Money stamped; a piece of metal, as gold, silver, copper, or other metal, converted into money by impressing on it marks, figures or characters.” Websters, 1828, Vol I, page 40

A coin then, of stamped gold or silver, is money. Money is defined as:

” Coin, stamped metal; any piece of metal usually gold, silver, or copper stamped by public authority ,… among modern commercial nations, gold, silver, and copper are the only metals used for this purpose. Gold and silver containing great value in a small compass, and being therefore of easy conveyance, and being also durable and little liable to diminution by use, are the most convenient metals for coin or money. Which is the representative of commodities of all kinds, of lands, and of every thing that is capable of being transferred in commerce.” Webster’s Volume II, page 18

This definition is further substantiated in law dictionaries which define money as;
“Gold and silver coins. The common medium of exchange in a civilized nation.”
Bouvier’s Law Dictionary, 1870, page 192. Love that old set of law dictionaries.

” In usual and ordinary acceptation it means gold, silver, or paper money used as circulating medium of exchange, and does not embrace notes, bonds, as evidence of debt…Lane v. Riley, 280 Ky 319…” Blacks Law Dictionary, 4th Ed. page 115. ( Federal Reserve Notes are FIAT DEBT NOTES, not real, fake). What can you buy with 3500 FDRNs? Now what can you buy with 3500 American Silver Dollars, you know, those old metal dollars. A LOT MORE, I could go buy a new truck with them if I so desired.

Are you starting to get it? I certainly hope so. lets continue a bit further.

” In its strict technical sense, “money” means coined metal, usually gold or silver, upon which the government stamp has been impressed; it indicates its value.” Black’s, supra.

Interestingly enough, in this definition it can be plainly seen that money is coined gold and silver ( DOLLARS) having a value, and cannot be NOTES or evidences of debt.

A DOLLAR is defined as; ” The money unit of the United States…established under the confederation by a resolution of Congress, July 6, 1785. This was originally represented by a silver piece only; the coinage of which was authorized by the act of Congress of Aug. 8, 1786. But the coinage was not effected until after the passage of the act of April 2, 1792, establishing a mint.”
Bouvier’s, p. 496

That act was passed after the Constitution was in force and effect and is 1 U.S. Statute at Large, 246 which states; ” that there shall be from time to time struck and coined at the said mint, coins of gold, silver, copper of the following denominations, values and descriptions…” DOLLARS or UNITS—each to be of the value of a Spanish milled dollar as the same is now current, and to contain three hundred and seventy one grains and four sixteenth parts of a grain of pure, or four hundred and sixteen grains of standard silver.”

” That the money of account of the United States shall be expressed in dollars or units…and that all accounts in the public offices and all proceedings in the courts of the United States shall be kept and had in conformity to this regulation.” ALL DOLLARS are specific ” UNITS” of gold and silver coins having a fixed “value” based upon their weight content of gold and/or silver in grains and are ” lawful money” of the United States. This is further substantiated by the United States Code which states; ” Lawful money shall be construed to mean gold or silver coin of the United States. U.S.C.A., title 12, Section 152

The ” DOLLAR” means lawful money of the United States. 103 U.S. 792.

Lawful money of the United States is quite a different thing from legal tender or other lawful currency for the United States. Federal Reserve Debt Notes are a legal tender for but not of the United States. It can be said that all DOLLARS are legal tender, but not all legal tender is DOLLARS, Federal Reserve Debt Notes cannot be, nor ever have been ” Lawful Money” of the United States.

Federal Reserve Debt Notes and other forms of lawful money are not the topic of my blog, but it should suffice to say that anything could serve as a currency for the United States ( such as Federal Reserve Negotiable Debt Notes) but there is only one form of ” lawful money of the United States” and that is the DOLLAR, expressed in a unit of weight in grains of gold and silver contained in coin. Since Federal Reserve Debt Notes are not gold and silver coins, have no fixed value, and are not even redeemable in silver or gold dollars, Federal Reserve Debt Notes are not dollars or even evidence of dollars.

The so called modern Federal Negotiable Reserve Debt Note is quite different from the one mentioned in the beginning of the blog, as current Federal Reserve Debt Notes only state; “This note is legal tender for all debts public and private” ( there is not even a period after this statement, proving the statement is not complete.) There is no mention of the note being redeemable in ” lawful money” at the United States Treasury or at the Federal Reserve Bank” and it makes no promise to “PAY TO THE BEARER ON DEMAND” DOLLARS in the amount printed on its face.

There is a vast difference between the two notes as one is redeemable in something of value ( lawful money) and the other is redeemable in nothing except more Federal Reserve Debt Notes. Therefore, Federal Reserve Debt Notes have no value except what they may bring in the market place from day to day.

Are you ready for the next financial collapse America will suffer ? The Big one, The final crash is forthcoming. Are you ready to lose your Nation, your home, the fake banker is coming to collect his 20 Trillion owed, thanks to your double speaking mis-leaders and their web of deception. The Federal Reserve Negotiable Debt Note is worthless which is why it has been in slow motion hyper-inflation as was the plan so many years ago. It takes a wheel barrel full of these debt instruments just to eat these days..

By the way when the owners of the Nation/States and banks are making trades they trade in real wealth. Real commodities, land, resources, slaves that use their Monopoly Negotiable Debt Instruments. Resources can be in the ground yet verified to be in that spot, thus a natural bank holding the asset for trading.. Oil, gas, precious metals, water.. Vast plots of growing food.. The debt against their Negotiable Debt Instrument Economy is a weapon helpful in their population reduction aspect of human resources management..

The human resources slave classes are being over charged for everything, land, housing, food, transportation.. To make things worse human resources ownership of any property is an illusion.. When you know who owns the Allodial Title to this continent you then know who owns everything because you dear human resource even if your are Mortmain mortgage free must pay annually just to keep hold of your land and house..

The Bankers; Of course the bankers have a boss.. But that fact is to upsetting..

A DEN OF THIEVES, IMPOSTORS ALL AND THE FECKLESS

https://thereisnodebt.wordpress.com/2013/08/10/a-den-of-thieves-impostors-all-and-the-feckless/
“The kaleidoscope of fabricated diversions, distractions and varied agendas together with the propensity of people to sow complexity and confusion of their own making, facilitates the Impostor with orchestrating misdirection, away from the real issue of freewill and ‘the true economy of man’, to a meaningless dependency on the Impostor to provide a palliative as well as true sustenance for the problems created by ‘the imposed lie of economy’. To be sure, all hell would have to freeze-over in the wait for that to happen.”—There Is No Debt

The “Quiet War” Against Humanity
http://henrymakow.com/000504.html

The Only True and Accurate Description of Economy

TERRORISM AND THE ILLUMINATE –
A THREE THOUSAND YEAR HISTORY (PDF)

http://www.lovethetruth.com/books/terrorism_illuminati.pdf

Banks Controlled Independent Reviews
(Note.- Remember, you fund or work for your loaned thing as your own investor.)
http://livinglies.wordpress.com/2013/01/07/banks-controlled-independent-reviews/

The Same Corporate Entity has management of a very impressive and lucrative business. That has insured their ownership of the Earth and everything in it and on it..

Afghanistan: Bank of Afghanistan
Albania: Bank of Albania
Algeria: Bank of Algeria
Argentina: Central Bank of Argentina
Armenia: Central Bank of Armenia
Aruba: Central Bank of Aruba
Australia: Reserve Bank of Australia
Austria: Austrian National Bank
Azerbaijan: Central Bank of Azerbaijan Republic
Bahamas: Central Bank of The Bahamas
Bahrain: Central Bank of Bahrain
Bangladesh: Bangladesh Bank
Barbados: Central Bank of Barbados
Belarus: National Bank of the Republic of Belarus
Belgium: National Bank of Belgium
Belize: Central Bank of Belize
Benin: Central Bank of West African States (BCEAO)
Bermuda: Bermuda Monetary Authority
Bhutan: Royal Monetary Authority of Bhutan
Bolivia: Central Bank of Bolivia
Bosnia: Central Bank of Bosnia and Herzegovina
Botswana: Bank of Botswana
Brazil: Central Bank of Brazil
Bulgaria: Bulgarian National Bank
Burkina Faso: Central Bank of West African States (BCEAO)
Burundi: Bank of the Republic of Burundi
Cambodia: National Bank of Cambodia
Came Roon: Bank of Central African States
Canada: Bank of Canada – Banque du Canada
Cayman Islands: Cayman Islands Monetary Authority
Central African Republic: Bank of Central African States
Chad: Bank of Central African States
Chile: Central Bank of Chile
China: The People’s Bank of China
Colombia: Bank of the Republic
Comoros: Central Bank of Comoros
Congo: Bank of Central African States
Costa Rica: Central Bank of Costa Rica
Côte d’Ivoire: Central Bank of West African States (BCEAO)
Croatia: Croatian National Bank
Cuba: Central Bank of Cuba
Cyprus: Central Bank of Cyprus
Czech Republic: Czech National Bank
Denmark: National Bank of Denmark
Dominican Republic: Central Bank of the Dominican Republic
East Caribbean area: Eastern Caribbean Central Bank
Ecuador: Central Bank of Ecuador
Egypt: Central Bank of Egypt
El Salvador: Central Reserve Bank of El Salvador
Equatorial Guinea: Bank of Central African States
Estonia: Bank of Estonia
Ethiopia: National Bank of Ethiopia
European Union: European Central Bank
Fiji: Reserve Bank of Fiji
Finland: Bank of Finland
France: Bank of France
Gabon: Bank of Central African States
The Gambia: Central Bank of The Gambia
Georgia: National Bank of Georgia
Germany: Deutsche Bundesbank
Ghana: Bank of Ghana
Greece: Bank of Greece
Guatemala: Bank of Guatemala
Guinea Bissau: Central Bank of West African States (BCEAO)
Guyana: Bank of Guyana
Haiti: Central Bank of Haiti
Honduras: Central Bank of Honduras
Hong Kong: Hong Kong Monetary Authority
Hungary: Magyar Nemzeti Bank
Iceland: Central Bank of Iceland
India: Reserve Bank of India
Indonesia: Bank Indonesia
Iran: The Central Bank of the Islamic Republic of Iran
Iraq: Central Bank of Iraq
Ireland: Central Bank and Financial Services Authority of Ireland
Israel: Bank of Israel
Italy: Bank of Italy
Jamaica: Bank of Jamaica
Japan: Bank of Japan
Jordan: Central Bank of Jordan
Kazakhstan: National Bank of Kazakhstan
Kenya: Central Bank of Kenya
Korea: Bank of Korea
Kuwait: Central Bank of Kuwait
Kyrgyzstan: National Bank of the Kyrgyz Republic
Latvia: Bank of Latvia
Lebanon: Central Bank of Lebanon
Lesotho: Central Bank of Lesotho
Libya: Central Bank of Libya (Their most recent conquest)
Uruguay: Central Bank of Uruguay
Lithuania: Bank of Lithuania
Luxembourg: Central Bank of Luxembourg
Macao: Monetary Authority of Macao
Macedonia: National Bank of the Republic of Macedonia
Madagascar: Central Bank of Madagascar
Malawi: Reserve Bank of Malawi
Malaysia: Central Bank of Malaysia
Mali: Central Bank of West African States (BCEAO)
Malta: Central Bank of Malta
Mauritius: Bank of Mauritius
Mexico: Bank of Mexico
Moldova: National Bank of Moldova
Mongolia: Bank of Mongolia
Montenegro: Central Bank of Montenegro
Morocco: Bank of Morocco
Mozambique: Bank of Mozambique
Namibia: Bank of Namibia
Nepal: Central Bank of Nepal
Netherlands: Netherlands Bank
Netherlands Antilles: Bank of the Netherlands Antilles
New Zealand: Reserve Bank of New Zealand
Nicaragua: Central Bank of Nicaragua
Niger: Central Bank of West African States (BCEAO)
Nigeria: Central Bank of Nigeria
Norway: Central Bank of Norway
Oman: Central Bank of Oman
Pakistan: State Bank of Pakistan
Papua New Guinea: Bank of Papua New Guinea
Paraguay: Central Bank of Paraguay
Peru: Central Reserve Bank of Peru
Philip Pines: Bangko Sentral ng Pilipinas
Poland: National Bank of Poland
Portugal: Bank of Portugal
Qatar: Qatar Central Bank
Romania: National Bank of Romania
Russia: Central Bank of Russia
Rwanda: National Bank of Rwanda
San Marino: Central Bank of the Republic of San Marino
Samoa: Central Bank of Samoa
Saudi Arabia: Saudi Arabian Monetary Agency
Senegal: Central Bank of West African States (BCEAO)
Serbia: National Bank of Serbia
Seychelles: Central Bank of Seychelles
Sierra Leone: Bank of Sierra Leone
Singapore: Monetary Authority of Singapore
Slovakia: National Bank of Slovakia
Slovenia: Bank of Slovenia
Solomon Islands: Central Bank of Solomon Islands
South Africa: South African Reserve Bank
Spain: Bank of Spain
Sri Lanka: Central Bank of Sri Lanka
Sudan: Bank of Sudan
Surinam: Central Bank of Suriname
Swaziland: The Central Bank of Swaziland
Sweden: Sveriges Riksbank
Switzerland: Swiss National Bank
Tajikistan: National Bank of Tajikistan
Tanzania: Bank of Tanzania
Thailand: Bank of Thailand
Togo: Central Bank of West African States (BCEAO)
Tonga: National Reserve Bank of Tonga
Trinidad and Tobago: Central Bank of Trinidad and Tobago
Tunisia: Central Bank of Tunisia
Turkey: Central Bank of the Republic of Turkey
Uganda: Bank of Uganda
Ukraine: National Bank of Ukraine
United Arab Emirates: Central Bank of United Arab Emirates
United Kingdom: Bank of England
United States: Federal Reserve, Federal Reserve Bank of New York
Vanuatu: Reserve Bank of Vanuatu
Venezuela: Central Bank of Venezuela
Vietnam: The State Bank of Vietnam
Yemen: Central Bank of Yemen
Zambia: Bank of Zambia
Zimbabwe: Reserve Bank of Zimbabwe

Go count up your assets dear human resource PERSON… The Bankers definition of YOU of course.. Thats what you do if you steal intellectual property belonging to another.. Who called You man..

Communism, By Any Other Name Is Still Communism

January 30, 2017

The 10 PLANKS stated in the Communist Manifesto and some of their U.S. governmental counterparts are…

1. Abolition of private property and the application of all rents of land to public purposes.
The U.S. Government does this with actions such as the 14th Amendment of the U.S. Constitution (1868), and various zoning, school & property taxes. Also the Bureau of Land Management (Zoning laws are the first step to government property ownership) fact is the government owns all property and has since 1783. Don’t pay your fair share property taxes and they will prove to you who owns your land in the greatest free country subjugated under federal authority in all the world..

2. A heavy progressive or graduated income tax.
U.S. citizens know this the application of the 16th Amendment of the U.S. Constitution, 1913, The Social Security Act of 1936.; Joint House Resolution 192 of 1933; and various State “income” taxes. They call it “paying your fair share”. It has been claimed by so called “patriots” that there is no law supporting this taxation. Yes there is, it is called the contractual agreement citizens and even their employers sign with the IRS..

3. Abolition of all rights of inheritance.
The U.S. Government calls it Federal & State estate Tax (1916); or reformed Probate Laws, and limited inheritance via arbitrary inheritance tax statutes.

4. Confiscation of the property of all emigrants and rebels.
The U.S. Government calls it government seizures, tax liens, Public “law” 99-570 (1986); Executive order 11490, sections 1205, 2002 which gives private land to the Department of Urban Development; the imprisonment of “terrorists” and those who speak out or write against the “government” (1997 Crime/Terrorist Bill); or the IRS confiscation of property without due process. Asset forfeiture laws are used by DEA, IRS, ATF etc…).

5. Centralization of credit in the hands of the state, by means of a national bank with State capital and an exclusive monopoly. The U.S. Government calls it the Federal Reserve which is a privately-owned credit/debt system allowed by the Federal Reserve act of 1913. All local banks are members of the Fed system, and are regulated by the Federal Deposit Insurance Corporation (FDIC) another privately-owned corporation. The Federal Reserve Banks issue Fiat Paper Money and practice economically destructive fractional reserve banking.

6. Centralization of the means of communications and transportation in the hands of the State.
U.S. Government calls it the Federal Communications Commission (FCC) and Department of Transportation (DOT) mandated through the ICC act of 1887, the Commissions Act of 1934, The Interstate Commerce Commission established in 1938, The Federal Aviation Administration, Federal Communications Commission, and Executive orders 11490, 10999, as well as State mandated driver’s licenses and Department of Transportation regulations.

7. Extension of factories and instruments of production owned by the state, the bringing into cultivation of waste lands, and the improvement of the soil generally in accordance with a common plan.
The U.S. Government calls it corporate capacity, The Desert Entry Act and The Department of Agriculture… Thus read “controlled or subsidized” rather than “owned”… This is easily seen in these as well as the Department of Commerce and Labor, Department of Interior, the Environmental Protection Agency, Bureau of Land Management, Bureau of Reclamation, Bureau of Mines, National Park Service, and the IRS control of business through corporate regulations.

8. Equal liability of all to labor. Establishment of industrial armies, especially for agriculture.
The U.S. Government calls it Minimum Wage and slave labor like dealing with their Most Favored Nation trade partner; i.e. Communist China. It can be seen in practice via the Social Security Administration and The Department of Labor. The National debt and inflation caused by the communal bank has caused the need for a two “income” family. Woman in the workplace since the 1920’s, the 19th amendment of the U.S. Constitution, the Civil Rights Act of 1964, assorted Socialist Unions, affirmative action, the Federal Public Works Program and of course Executive order 11000.

9. Combination of agriculture with manufacturing industries, gradual abolition of the distinction between town and country, by a more equitable distribution of population over the country.
The U.S. Government calls it the Planning Reorganization act of 1949 , zoning (Title 17 1910-1990) and Super Corporate Farms, as well as Executive orders 11647, 11731 (ten regions) and Public “law” 89-136. These provide for forced relocations and forced sterilization programs, like in China.

10. Free education for all children in public schools. Abolition of children’s factory labor in its present form. Combination of education with industrial production.
U.S. Constitutor citizens are being taxed to support what they call ‘public’ schools, but are actually “government force-tax-funded schools ” Even private schools are government regulated. The purpose is to train the young to work for the communal debt system. They also call it the Department of Education, the NEA and Outcome Based “Education” . These are used so that all children can be indoctrinated and inculcated with the government propaganda, like “majority rules”, and “pay your fair share”. WHERE are the words “fair share” in the Constitution, Bill of Rights or the Internal Revenue Code (Title 26)?? NO WHERE is “fair share” even suggested !! The philosophical concept of “fair share” comes from the Communist maxim, “From each according to their ability, to each according to their need! This concept is pure socialism. … America was made the greatest society by its private initiative WORK ETHIC … Teaching themselves and others how to “fish” to be self sufficient and produce plenty of EXTRA commodities to if so desired could be shared with others who might be “needy”.

COMPULSORY SCHOOLING – INDOCTRINATION

October 11, 2016

COMPULSORY SCHOOLING – INDOCTRINATION

Naïveté is not innocence, it is gross and moribund ignorance.~ww

It is not education, of course, but as political indoctrination it will be highly effective.
Blame it on the early indoctrination in the imperial system.
The results of this indoctrination campaign are already evident.
. . . . .

From an essay by John Taylor Gatto – 09/2003
Mass schooling of a compulsory nature really got its teeth into the United States between 1905 and 1915, though it was conceived of much earlier and pushed for throughout most of the nineteenth century. The reason given for this enormous upheaval of family life and cultural traditions was, roughly speaking, threefold:
1) To make good people.
2) To make good citizens.
3) To make each person his or her personal best.

These goals are still trotted out today on a regular basis, and most of us accept them in one form or another as a decent definition of public education’s mission, however short schools actually fall in achieving them. But we are dead wrong. Compounding our error is the fact that the national literature holds numerous and surprisingly consistent statements of compulsory schooling’s true purpose. We have, for example, the great H. L. Mencken, who 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 . . . and that is its aim everywhere else.

Because of Mencken’s reputation as a satirist, we might be tempted to dismiss this passage as a bit of hyperbolic sarcasm. His article, however, goes on to trace the template for our own educational system back to the now vanished, though never to be forgotten, military state of Prussia. And although he was certainly aware of the irony that we had recently been at war with Germany, the heir to Prussian thought and culture, Mencken was being perfectly serious here. Our educational system really is Prussian in origin, and that really is cause for concern.

The odd fact of a Prussian provenance for our schools pops up again and again once you know to look for it. William James alluded to it many times at the turn of the century. Orestes Brownson, the hero of Christopher Lasch’s 1991 book, The True and Only Heaven, was publicly denouncing the Prussianization of American schools back in the 1840s. Horace Mann’s “Seventh Annual Report” to the Massachusetts State Board of Education in 1843 is essentially a paean to the land of Frederick the Great and a call for its schooling to be brought here. That Prussian culture loomed large in America is hardly surprising, given our early association with that utopian state. A Prussian served as Washington’s aide during the Revolutionary War, and so many German- speaking people had settled here by 1795 that Congress considered publishing a German-language edition of the federal laws. But what shocks is that we should so eagerly have adopted one of the very worst aspects of Prussian culture: an educational system deliberately designed to produce mediocre intellects, to hamstring the inner life, to deny students appreciable leadership skills, and to ensure docile and incomplete citizens – all in order to render the populace “manageable.”
It was from James Bryant Conant – president of Harvard for twenty years, WWI poison-gas specialist, WWII executive on the atomic-bomb project, high commissioner of the American zone in Germany after WWII, and truly one of the most influential figures of the twentieth century – that I first got wind of the real purposes of American schooling. Without Conant, we would probably not have the same style and degree of standardized testing that we enjoy today, nor would we be blessed with gargantuan high schools that warehouse 2,000 to 4,000 students at a time, like the famous Columbine High in Littleton, Colorado. Shortly after I retired from teaching I picked up Conant’s 1959 book-length essay, The Child the Parent and the State, and was more than a little intrigued to see him mention in passing that the modern schools we attend were the result of a “revolution” engineered between 1905 and 1930. A revolution? He declines to elaborate, but he does direct the curious and the uninformed to Alexander Inglis’s 1918 book, Principles of Secondary Education, in which “one saw this revolution through the eyes of a revolutionary.”

Inglis, for whom a lecture in education at Harvard is named, makes it perfectly clear that compulsory schooling on this continent was intended to be just what it had been for Prussia in the 1820s: a fifth column into the burgeoning democratic movement that threatened to give the peasants and the proletarians a voice at the bargaining table. Modern, industrialized, compulsory schooling was to make a sort of surgical incision into the prospective unity of these underclasses. Divide children by subject, by age-grading, by constant rankings on tests, and by many other more subtle means, and it was unlikely that the ignorant mass of mankind, separated in childhood, would ever reintegrate into a dangerous whole.

Inglis breaks down the purpose – the actual purpose – of modem schooling into six basic functions, any one of which is enough to curl the hair of those innocent enough to believe the three traditional goals listed earlier:

1) The adjustive or adaptive function. Schools are to establish fixed habits of reaction to authority. This, of course, precludes critical judgment completely. It also pretty much destroys the idea that useful or interesting material should be taught, because you can’t test for reflexive obedience until you know whether you can make kids learn, and do, foolish and boring things.

2) The integrating function. This might well be called “the conformity function,” because its intention is to make children as alike as possible. People who conform are predictable, and this is of great use to those who wish to harness and manipulate a large labor force.

3) The diagnostic and directive function. School is meant to determine each student’s proper social role. This is done by logging evidence mathematically and anecdotally on cumulative records. As in “your permanent record.” Yes, you do have one.

4) The differentiating function. Once their social role has been “diagnosed,” children are to be sorted by role and trained only so far as their destination in the social machine merits – and not one step further. So much for making kids their personal best.

5) The selective function. This refers not to human choice at all but to Darwin’s theory of natural selection as applied to what he called “the favored races.” In short, the idea is to help things along by consciously attempting to improve the breeding stock. Schools are meant to tag the unfit – with poor grades, remedial placement, and other punishments – clearly enough that their peers will accept them as inferior and effectively bar them from the reproductive sweepstakes. That’s what all those little humiliations from first grade onward were intended to do: wash the dirt down the drain.

6) The propaedeutic function. The societal system implied by these rules will require an elite group of caretakers. To that end, a small fraction of the kids will quietly be taught how to manage this continuing project, how to watch over and control a population deliberately dumbed down and declawed in order that government might proceed unchallenged and corporations might never want for obedient labor.

That, unfortunately, is the purpose of mandatory public education in this country. And lest you take Inglis for an isolated crank with a rather too cynical take on the educational enterprise, you should know that he was hardly alone in championing these ideas. Conant himself, building on the ideas of Horace Mann and others, campaigned tirelessly for an American school system designed along the same lines. Men like George Peabody, who funded the cause of mandatory schooling throughout the South, surely understood that the Prussian system was useful in creating not only a harmless electorate and a servile labor force but also a virtual herd of mindless consumers. In time a great number of industrial titans came to recognize the enormous profits to be had by cultivating and tending just such a herd via public education, among them Andrew Carnegie and John D. Rockefeller.

There you have it. Now you know. We don’t need Karl Marx’s conception of a grand warfare between the classes to see that it is in the interest of complex management, economic or political, to dumb people down, to demoralize them, to divide them from one another, and to discard them if they don’t conform. Class may frame the proposition, as when Woodrow Wilson, then president of Princeton University, said the following to the New York City School Teachers Association in 1909: “We want one class of persons to have a liberal education, and we want another class of persons, a very much larger class, of necessity, in every society, to forgo the privileges of a liberal education and fit themselves to perform specific difficult manual tasks.” But the motives behind the disgusting decisions that bring about these ends need not be class-based at all. They can stem purely from fear, or from the by now familiar belief that “efficiency” is the paramount virtue, rather than love, liberty, laughter, or hope. Above all, they can stem from simple greed.

There were vast fortunes to be made, after all, in an economy based on mass production and organized to favor the large corporation rather than the small business or the family farm. But mass production required mass consumption, and at the turn of the twentieth century most Americans considered it both unnatural and unwise to buy things they didn’t actually need. Mandatory schooling was a godsend on that count. School didn’t have to train kids in any direct sense to think they should consume nonstop, because it did something even better: it encouraged them not to think at all. And that left them sitting ducks for another great invention of the modem era – marketing.

Now, you needn’t have studied marketing to know that there are two groups of people who can always be convinced to consume more than they need to: addicts and children. School has done a pretty good job of turning our children into addicts, but it has done a spectacular job of turning our children into children. Again, this is no accident. Theorists from Plato to Rousseau to our own Dr. Inglis knew that if children could be cloistered with other children, stripped of responsibility and independence, encouraged to develop only the trivializing emotions of greed, envy, jealousy, and fear, they would grow older but never truly grow up. In the 1934 edition of his once well-known book Public Education in the United States, Ellwood P. Cubberley detailed and praised the way the strategy of successive school enlargements had extended childhood by two to six years, and forced schooling was at that point still quite new. This same Cubberley – who was dean of Stanford’s School of Education, a textbook editor at Houghton Mifflin, and Conant’s friend and correspondent at Harvard – had written the following in the 1922 edition of his bookPublic School Administration: “Our schools are . . . factories in which the raw products (children) are to be shaped and fashioned.. . . And it is the business of the school to build its pupils according to the specifications laid down.”

It’s perfectly obvious from our society today what those specifications were. Maturity has by now been banished from nearly every aspect of our lives. Easy divorce laws have removed the need to work at relationships; easy credit has removed the need for fiscal self-control; easy entertainment has removed the need to learn to entertain oneself; easy answers have removed the need to ask questions. We have become a nation of children, happy to surrender our judgments and our wills to political exhortations and commercial blandishments that would insult actual adults. We buy televisions, and then we buy the things we see on the television. We buy computers, and then we buy the things we see on the computer. We buy $150 sneakers whether we need them or not, and when they fall apart too soon we buy another pair. We drive SUVs and believe the lie that they constitute a kind of life insurance, even when we’re upside-down in them. And, worst of all, we don’t bat an eye when Ari Fleischer tells us to “be careful what you say,” even if we remember having been told somewhere back in school that America is the land of the free. We simply buy that one too. Our schooling, as intended, has seen to it.

Now for the good news. Once you understand the logic behind modern schooling, its tricks and traps are fairly easy to avoid. School trains children to be employees and consumers; teach your own to be leaders and adventurers. School trains children to obey reflexively; teach your own to think critically and independently. Well-schooled kids have a low threshold for boredom; help your own to develop an inner life so that they’ll never be bored. Urge them to take on the serious material, the grown-up material, in history, literature, philosophy, music, art, economics, theology – all the stuff schoolteachers know well enough to avoid. Challenge your kids with plenty of solitude so that they can learn to enjoy their own company, to conduct inner dialogues. Well-schooled people are conditioned to dread being alone, and they seek constant companionship through the TV, the computer, the cell phone, and through shallow friendships quickly acquired and quickly abandoned. Your children should have a more meaningful life, and they can.

First, though, we must wake up to what our schools really are: laboratories of experimentation on young minds, drill centers for the habits and attitudes that corporate society demands. Mandatory education serves children only incidentally; its real purpose is to turn them into servants. Don’t let your own have their childhoods extended, not even for a day. If David Farragut could take command of a captured British warship as a preteen, if Thomas Edison could publish a broadsheet at the age of twelve, if Ben Franklin could apprentice himself to a printer at the same age (then put himself through a course of study that would choke a Yale senior today), there’s no telling what your own kids could do. After a long life, and thirty years in the public school trenches, I’ve concluded that genius is as common as dirt. We suppress our genius only because we haven’t yet figured out how to manage a population of educated men and women. The solution, I think, is simple and glorious. Let them manage themselves.
** 09/2003 Harper’s Magazine.

* John Taylor Gatto is a former New York State and New York City Teacher of the Year and the author, most recently, of The Underground History of American Education. He was a participant in the Harper’s Magazine forum “School on a Hill,” which appeared in the September 2001 issue. You can find his web site here.
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