Archive for May, 2008

Understanding Cipher

Posted: May 30, 2008 in Uncategorized


“If one is estranged from oneself, then one is estranged from others too. If one is out of touch with oneself, then one cannot touch others.”

-Anne Morrow Lindbergh

Today’s mathematics is understanding cipher all being born to understanding. As the sum of knowledge and wisdom, understanding represents the clear perception that results when you do the knowledge to something or someone, and then test it out through application. It is the qualified conclusions that are drawn from this study and experience. I found the above quote to be appropriate in that it speaks to the need to know oneself. As it states, if you don’t know yourself then you can’t know or connect with others. That connection is what allows you to relate with people and exchange ideas so that common ground can be reached. When you understand the forces that influence and effect the people in a given cipher, then you can deal effectively within it. So if we get to know self, which could be viewed as a micrcosm of the many larger more macrcosmic ciphers of the world, and understand that personal internal cipher, then we can move on to other ciphers outside of ourselves and bring about understanding within them.



Wisdom Build

Posted: May 28, 2008 in Uncategorized


Pardon self for the gap between posts, the three day weekend was hectic. Today’s mathematics is wisdom build or destroy born knowledge cipher all being born to knowledge. In the succession of knowledge, wisdom and understanding as it pertains to 120, wisdom can be viewed as a stage. It is the point at which one moves from simply committing the lessons to memory, to applying them, speaking, and teaching them. The idea is for one to perform the “duty of a civilized person” by building or adding on to the nation. This phase of my koran is one that I see as formative in that it will ultimately shape my understanding of this math. Every trial and tribulation will represent an opportunity to take the best part and leave the poor part. Oh yeah, by the way my goal has been reached and I knowledged knowledge wisdom cipher in time for show and prove…now that’s peace!


Posted: May 22, 2008 in Uncategorized


Today’s mathematics is wisdom, wisdom all being born to culture. The wisdom wisdom degree in the supreme alphabet is victory. Victory is the state of having won or prevailed. As a society we are obsessed with it and will go to great lenghts to claim it. This obsession causes us to loathe its polar opposite which is defeat. Very few people are willing to admit defeat and even fewer can do so gracefully and accept it.

There are numerous examples of our obsession with victory. Big-time universities compete annually to recruit the best high-school atheletes in the nation. The schools will offer these kids the world in an effort to convince them to come and help them build a winning program. They will even go so far as to offer them cash and gifts that represent clear violation of NCAA rules. With a majority of the best atheletes in major sports being original people, and the high likelihood of them coming from humble beginnings, these devils combine the wisdom gained from knowledgin’ these kids backgrounds with the wisdom gained from pullin’ crooked moves to win past titles, and make these kids offers of financial “freedom” that could greatly improve his/her culture or way of life. This is the type of shit that the 10% are famous for, “bloodsuckin’ the poor.” The little car or couple of dollars that these schools and agents offer an athelete pales in comparison to the millions that they make if the kid helps bring the school championships and turns pro. But if the NCAA finds out about the rule violations, then the media wants to vilify the athelete. Typical. The 10% takes advantage of the 85% and tries to keep the masses in the dark, then the “poor righteous teacher” comes to shed the light!


Public Service Announcement

Posted: May 19, 2008 in Uncategorized


Black people this is an official public service announcement. The government is expecting you to trick off your stimulus check on some dumb shit. So please, before you buy that box chevy, or those speakers that’ll shake the block when you ride by, or sistahs before you give half of it to the dude at the job sellin’ coach purses or go to the mall and put a bunch of clothes on layaway, stop, take a deep breath and think. Ask yourself, “is there something constuctive that I can do with this money? Is there a glaring NEED that I can meet with it? Is there maybe a way that I could use it to make more money.” Afterall, its rare that you get your hands on a chunk of money when you live check to check. Make it count. This is your chance to show Amerikka that you are smarter than they think you are. Shake up the game and make wise decision, you’ll thank yourself when you reap the benefits.



Since I broke down how I felt the article applied to my grammar school experience, let’s talk about high-school and college. I went to a very “high caliber” Jesuit-Catholic high school (note: even before I got knowledge of self I have never been catholic but this is the second catholic school that I attended). It just so happens these schools tend to be extremely well funded and are therefore capable of offering programs and resources that most public schools can’t. The school, was predominantly white and all boys. Needless to say, with a less than 1% black student population and no girls, I was pissed off at my ole Earth for makin’ me go there even though she had the best of intentions. I need to mention that not only did I still live in the same all black inner-city area that I went to grammar school in, but I had to take a 2 hour journey out to the burbs everyday to get to and from this school everyday. Also, the cost per semester was in excess of $5000 and we were still broke. The only way that I was able to go is because I got accepted to a program called Link Unlimited, through which I got a sponsor who paid most of my tuition.

Things in high-school were a lot different. First of all the books and materials were all new and expensive as hell. The campus was huge and most of the students were from privelaged families. That being the case, most of them were being groomed to go to big time universities and pursue lucrative careers. Since it was a “college prep” school, it followed a model designed to mold future college attendees based on the same principles that the article talked about. We were tracked into classes based on aptitude in order to determine the path that our education would take. The teachers tended to be more impressed with themselves than with your creative potential and cultivating it. Most of the white boys had attended really good grammar schools so they were very computer literate, they knew how to type and were ahead of myself and the other brothers from the city. It wasn’t that they were smarter, they had just had been exposed to these things sooner than we were. Although we all made it through and graduated, we didn’t enjoy the experience as much as we could have. We felt detached and misunderstood because the white kids didn’t have to face the same struggles that we did.

College is where the design of the system really shows its ultimate effects. Most people choose a major based on what they think companies want or need. If they want to make “decent” money then they pursue a degree that they think will make them the most marketable even if it means avoiding the study of something that they really enjoy and find fulfilling. Furthermore, if they pursue a degree in a field that doesn’t yield bountiful job opportunities then they just end up working jobs that have nothing to do with the major and will have limited earning potential because the company can pay them less based on the fact that they don’t have a degree in that specific field. I graduated from college 9 years ago and I still have yet to work a job that really had anything to do with my major. When I tell interviewers that my degree is in “employment relations” they don’t even know what it is! So it begs the question, “why did I spend 5 years of my life pursuing a degree that is virtually useless and has landed me in thousands of dollars in debt?” Because this same educational system had me convinced that it would yield a bright financial future. I now know that the degree only holds marginal weight in the grand scheme of things. Its all about experience and who you know.

The moral of the story is you need to see the educational system for what it is which is a tool. So for those of you that have children use it accordingly. Get involved at the school and realize that in order for your kids to be adequately prepared to function and compete you have to choose schools wisely and supplement what they teach. The responsibility is yours to cultivate these seeds so be about that.



Here is the article that inspired yesterday’s post.  Part 2 of the post will be published later in the day.  Until then check this out.


By: Heidi Stevenson
(NaturalNews) As Mike Adams’ wonderful analysis of the current state of the world shows in “The Biofuels Scam, Food Shortages and the Coming Collapse of the Human Population” ( , something is deeply wrong in America and the world. It’s as if the vast majority of people have given up. Given up caring. Given up thinking. Given up common sense. Given up everything but gluttony.

But why? What has brought us to such a state? Could it have just “happened”? Or was it intentional? To call it intentional, it’s necessary to demonstrate planning. Fortunately, John Taylor Gatto, who was once named Teacher of the Year in both New York City and New York State, has explained what happened, when it started, and why.

Perhaps you were like me as a child. You loved learning. You’d spend hours and hours studying something of interest. Yet, you hated school. It was unutterably boring. It was rigid. It stifled original thought, even punished for it. Give any answer other than the prescribed one, even if you had clearly demonstrated a full understanding of the subject, and you were given a bad grade. Disrupt the class –- meaning that you questioned the teacher –- and you could expect time in detention, even more grinding boredom. Standing out from your classmates made you “different”. You’d be ostracized by the other kids. The school itself supported such behavior. It sponsored things like cheerleading, another term for a popularity contest, where the kids from the right families were nearly always elected.

To survive through it all, you either had to get out –- a daunting prospect for a child –- or stuff your creativity, your spark. You probably thought of yourself as an oddball. After all, it was you who was different from all the others. It probably never dawned on you that most of the other kids were just as miserable –- and just as fearful of speaking out. It probably never dawned on you that many of your teachers felt much the same way. That is, they did if they really wanted to teach.

What Created This Monstrous “Education” System?

We think of our school system as something that has always existed. The reality is quite different. In the U.S. expecting all children to go to school a certain amount of time every day for a certain number of months and a certain number of years didn’t come into being until the early twentieth century, 1905-1915.

Hardly any of the greats of American history went through much formal schooling. That includes Thomas Jefferson. George Washington. Benjamin Franklin. Thomas Edison. Herbert Melville. Mark Twain. Margaret Mead. Admiral Farragut. And so many more.

Obviously, formal secondary schooling, at least of the type we now have, is not a requisite for learning, creativity, or greatness.

Let’s ask who benefits when the great mass of people becomes complaisant, unable to think, unable to entertain themselves, and interested only in possessions. The answer is simple: corporations. When the mass of children are forced to go through a system that destroys creativity and rewards group-think, they are prepared to fill their predestined roles in a lockstep workforce and unthinking consumption corps.

What are Americans good at? Buying, of course. Having the latest and greatest of… well, of anything and everything, as long as the media tells them they should have it. It’s how Americans measure themselves, how they determine their success. Who cares if someone can carry on a good conversation about the state of the world? Who even wants to listen? It’s so depressing. Let’s talk about the cool super-fast car that Joe just bought or the fancy house Jim and Mary are getting for no money down!

Go into any supermarket and look at what’s surrounding the checkout aisles. Publications — if you can call them that — telling about the clothing of some super model or the antics of an actor or actress, anything but factors that will affect them, like how the planet is heating up because of overuse of natural resources, overpopulation, over-consumption, burning fossil fuels, and all the myriad of other things that really matter. Pseudo-food, filled with petroleum products, sugar, sweeteners as bad as or worse than sugar, colorings to make them appealing, hydrolyzed this and phosphorylated that — virtually nothing that nourishes. And the junk sells!

The only beneficiaries of this purchasing rampage are those who own and run corporations. The masses of people work in them at soul-numbing, mind and health destroying jobs. Running on treadmills at just the proper, accepted speed. Wearing just the right fashion and makeup. Commuting in latest style vehicles, purchased for that reason. Returning to the overpriced homes that they’ll never have the time to enjoy just so they can say they live in them, since they’ll almost never actually own them. Doing jobs that promote the destruction of their environment and their health for these dubious benefits. Unable to think that there might be another way.

As John Gatto wrote in Harper’s, “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.”

A Brief History of Modern Schools in the U.S.

To achieve the needed unthinking production workers and consumers, the major corporatists of the late 1800’s, such as Carnegie and Rockefeller, pushed for compulsory schooling of the masses. It was, of course, sold as being for the benefit of the people.

Prussian culture, the predecessor of 20th century Germany, created a system of schooling designed to produce nonthinking masses. It was this system that supplied the concepts for America’s compulsive pseudo-education of the masses.

The Prussian system was first introduced in the United States during the 1840’s. In 1918, Alexander Inglis, for whom a Harvard lecture hall was named, published the definitive book, Principles of Secondary Education, which defines modern schooling. He specifically stated that its purpose is to support a command economy and society. This book describes modern “education’s” design.

James Bryant Conant, president of Harvard from 1933 through 1953, wrote The Child, the Parent, and the State in 1959. In it, he delineates and approves of Alexander Inglis’s ideas to inform other members of his class that following this system of training is the best possible way to keep the masses in their place. He stated that the creation of the American school system was a “coup de main”, a surprise action against the enemy, in this case, the general American populace. He further stated that not continuing with the same type of training of the American public would result in, “A successful counterrevolution.”

Before 1910, there were almost no high schools in the United States. A seemingly grassroots movement to open public high schools resulted in massive production of them between 1910 and 1940, at which point it became routine, and even compulsory, to attend high school.

One should always be cautious at the concept of a grassroots movement. As we often see nowadays in patient support groups, an apparent groundswell of support for something, as often as not, is the result of an influx of money and propaganda from a wealthy, usually corporate, source. In the case of public eduction, it was manufacturers in need of two things: Dumbed-down masses as cogs in their production facilities and sponges to soak up the message that they needed to buy the dross pouring out of them.

How Compulsory Schooling Is Designed to Work

According to Inglis, there are six functions filled by the new mandatory “education” system:

1. Adjustive: Creating reflexive, fixed responses, as opposed to creative thinking.

2. Integrative: Making children conform, making them be predictable and easy to manipulate in a large labor force.

3. Diagnosis and Direction: Schools are intended to identify and enforce each child’s role in society and the labor force.

4. Differentiation: Once diagnosed, children are trained as far as their role in labor has been determined.

5. Selection: Children are tagged with punishments, poor grades, poor classroom placement, and any other humiliation that can be thought of. The purpose is to separate out those the system determines to be unfit and allow them to be treated as inferiors by the rest.

6. Preparation (called propaedeutic by Inglis): Those few deemed to be leaders, often only by their birth, are taught to be the controllers of the masses described in the other five functions.

In the 1922 edition of Public Education in the United States, Ellwood P. Cubberley, a textbook editor at Houghton Miflin, wrote:

Our schools are… factories in the raw products are to be shaped and fashioned… And it is the business of the school to build its pupils according to the specifications laid down.

There you have it, from one of the major textbook editors during the buildup of secondary schools in the United States — a clear, concise statement of the purpose of those schools.

As John Gatto wrote:

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.

What it All Means

Today, there is so little critical thinking that almost anything can be sold. In the arena of health, it’s now possible for purported research to make claims that vitamins are unhealthy. And people believe it! Immunization programs that cause death for diseases that carry little harm to healthy people, such as RotaTeq for gastroenteritis in children. And parents rush out to have their children inoculated! Agrobusiness pig growers destroy entire watersheds, even to the point of creating dead zones in the ocean. And hardly anyone cares.

This is what has been wrought by our anti-education school system. We are seeing what happens when a populace has been so dumbed-down and made complaisant that the only thing they’re capable of doing is shop.

“Shop ’til you drop” has another, far more sinister meaning than usually intended. We’re in the early stages of a rapidly accelerating collapse of civilization –- all brought on by a population so blind and complaisant it couldn’t see the obvious: What can’t continue won’t continue.


Harper’s Magazine, September 2003, “Against School”, by John Taylor Gatto. Reprinted at ( .

The LINK, Homeschool News Network, Vol 5, Issue 6, “A Conspiracy Against Ourselves”, by John Taylor Gatto.

About the author

Heidi Stevenson
Fellow, British Institute of Homeopathy
Gaia Therapy (
The author is a homeopath who became concerned with medically-induced harm as a result of her own experiences and those of family members. She says that allopathic medicine is the arena that best describes the motto, “Buyer beware.”
Iatrogenic disease is illness, disability, and death caused by medical practice. It is common, resulting in huge costs to society and individuals. It’s possible – even common – to suffer an iatrogenic illness without realizing its source. Heidi Stevenson provides information about medically-induced disease and disability so members of the public can protect themselves.


I want to build about our so called system of education here in the wilderness of North America. I was drawn to this topic after reading an article that one of the queens in our C-Medina NGE online forum posted. Although the information presented, which basically talked about the crooked purpose for which the system was set up as well as how shitty it is in general, was not surprising, it did touch a nerve.

As I am typing this post through my phone, it would be a pain to copy the article into the blog but I will gladly do so when I get home to a less closely monitored pc than the one I use at work. That way you can do the knowledge to it. Anyway, the article basically talked about how the school system was set up to support a “command economy and society”. In other words to condition people to think and act as commanded in order to control them and keep them playing their part in driving a society that is controlled by a select few. As industry grew and we became more consumptive as a country, the need for worker bees to drive production drastically and steadily increased. Therefore, in order to maintain an ample supply of dummed down people to keep factories full of workers the school system was designed to: discourage creative thinking, make children conformists that are easy to manipulate, attach a specific societal role to children and train them for it accordingly, and to guide them toward a prescribed future as opposed to one based on their own dreams and aspirations.

I can personally bare witness to this reality as my educational experience was unique. I attended an all black catholic grammar school located in the middle of the hood from kindergarten through eighth grade. The kids from the surrounding public schools hated us and we hated them. They used to talk shit to us because they thought we felt like we were better than them. We talked shit to them because they were always fuckin’ with us tryin’ to pick fights and steal our shit (ie. Starter jackets, hats, Jordans, or anything they didn’t have that some of us did). The crazy part about it was that most of us were just as poor as they were but just attended a more discipline oriented school. Even though our school was one of the more respected institutions in the community, we still experienced most of the things that the article talked about. Our books were old and beat up. We didn’t have a park or playground so we had recess in the street (literally in the middle of the street blocked off by horses on each end). We were separated and tracked into three different classes based on perceived levels of intelligence. Accelerated-was the smartest class in each grade, then there was Average-these were kids believed to have ok but not remarkable brain capacity, and finally there was Lowest-these were kids that were perceived to be the least intelligent in each grade based on test scores, grades in general and who had the most behavior problems. This system of classification had a lot to do with determining our futures. From k through grade 1 I was in average and then going into 2nd grade I was moved to accelerated where I stayed until I graduated from grade 8. Conformity ruled the day. You did what you were told or you got your ass beat with a wooden paddle. We did everything in an orderly fashion, moved as a group in single file lines, and did everything according to rigid rules.

The really fucked up thing was the separatism bred by the class system. There wasn’t a lot of interaction between the three classes in each grade and there was some animosity. As the accelerated group, we were treated like we were better than the other two classes and even told we were at times by our teachers. Consequently, the other two classes didn’t like us and we thought we were better than them. Toward the end of grade 8, the expectations were high for my class. We were expected to get accepted to and attend the “good” catholic high-schools and in turn go on to college which a good number of us did. As this is getting long and I want to elaborate further I will continue this post with part two tomorrow.