Dumbing down society via bad ‘education’, drugs and toxins

“We are in a process of developing a whole series of techniques which will enable the controlling oligarchy to get people actually to LOVE their servitude.” – Aldous Huxley

Research from retired neurosurgeon, Russell Blaylock, MD


Fluoride is a toxin

Your toxic tap water

Fluoride linked to #1 cause of death
“Over 24 other studies have unanimously concluded that fluoride negatively impacts cognitive function. In addition to these 24 studies focusing on cognition, over 100 animal studies have linked fluoride to an increase in male infertility, diabetes, and a whole host of other health problems. In the latest study on cognition, it was found that that 28% of the children who lived in an area where fluoride levels were low achieved the highest test scores. This means that the children exposed to less fluoride scored normal or advanced, while only 8% of fluoridated children did the same.”

The American Dental Association recommends poison for everyone

2 responses to “Dumbing down society via bad ‘education’, drugs and toxins

  1. It goes to show one thing; they really are not so smart themselves for all their chicanary. In that the remedy is disproportionate to the malais and that malais is that the masterclass running this lab experiment are so mundane and limited that humanity has to be zombified in order that they appear to be above average intelligence.

    How insanity can be more intelligent than humanity is anyone’s guess.

    Help us to spread the truth, pass this on and help us to take our country back.
    The secret of freedom lies in educating people, whereas the secret of tyranny is in keeping them ignorant. (Maximilien Robespierre)

    February 12th, 2012

    President Barack Obama shoul close the US Dept of education, they are an impediment to the education system of this United States. Their well intended legislation do not work, because the bureaucracy and the Unions. The system is corrupt by the unions and the politicians that accept their money to finance their campaigns. Obama will free 10 states from the strict requirements of the No Child Left Behind law, giving leeway to states that promise to improve how they prepare and evaluate their students. The first 10 states to receive the waivers are Colorado, Florida, Georgia, Indiana, Kentucky, Massachusetts, Minnesota, New Jersey, Oklahoma and Tennessee, but this will not fix this education crisis.
    Every state in the Union should claim their independence from the rules of the federal government; education is the responsibility of the parent’s and the community. The families are the ones that have the best interest on the education of their children. During the last 40 years we witness the destruction of our education system by the implementation of the bilingual education and the no child left behind. We had produce two generations of uneducated people and the downfall of our human capital. Generations that have become this new class “The welfare class”
    The solution to this education crisis is not money, what we need to do is simple. Close the US Dept. Of Education. The States should organize a new system base in responsibility. Every school in the states should have a base curriculum for grade level, that the State require for the maintenance of licensing the school operation. Each school should be run independent and the responsibility for performance should rest on the principle, the teachers and a commite form by the student’s parents and the taxpayers of the community.
    Fellow Americans this crisis on our education was created by our government, they take away the rights of parents and teachers to discipline, to teach our children morality, respect for each other, peoples rights, responsibility and work ethics, to work hard to be the best they can be and be supportive and encourage good behavior, manners and morality and last but not least our American values and patriotism.
    The Original goal of the No Child left behind is, getting children to grade level in reading and math, by 2014 but too many schools feel they are labeled as “failures.” Under No Child Left Behind, schools that don’t meet requirements for two years or longer, are facing increasingly tough consequences, including busing children to higher-performing schools, offering tutoring and replacing staff.
    As the deadline approaches, more schools are failing, because some states have high numbers of immigrant and low-income children and also because the law requires states to raise the bar each year for how many children must pass the test.
    The Education Secretary Arne Duncan said states without a waiver will be held to the standards of No Child Left Behind because “it’s the law of the land.”. This is a lie because congress do not have the power to establish a Department of Education mush less grant it jurisdiction to encourage the education of the people of the sovereign states of this union.
    These legal and constitutional principles bound the Congress of 1791 and continue to bind Congress today. This is the nature of law and legal compacts and therefore the nature of the Supreme Law of the Land and the Constitution.
    The Constitution, of course, explicitly binds Congress by enumerating which congressional powers are delegated and how they are to be lawfully employed. As a binding compact, any powers exercised by the federal government must be in accordance with that compact. Constitutionally, the federal government is a government of limited and enumerated powers. Power not delegated to the federal government by the written Constitution is reserved to the states or to the people respectively.
    Education is not found among the enumerated objects of the Constitution. Article I does not authorize Congress to establish a Department of Education much less grant it jurisdiction to encourage the education of the people in the several states. Furthermore, federal involvement in education is not an appropriate means plainly adapted to carry out an object contemplated by an enumerated power. Congress may, however, maintain voluntary educational facilities and academies if those means are plainly adopted to raising a military and the like.
    Though Congress is prohibited from entangling itself with the education of the people in the several states, it may concern itself with those objects enumerated in Article I, Section 8, Clause 17. This clause grants Congress exclusive legislative authority over the District of Columbia. With respect to the District of Columbia, Congress has legislative authority pro-tanto. It may act as a State legislature, but may not abridge any constitutionally retained right of the people over education.
    As far as congressional authority over Federal Territories and property is concerned, the Constitution enumerates certain powers in Article IV, Section 3, Clause 2. This Clause grants Congress power to dispose of and make all needful rules and regulations respecting the territories or other property belonging to the United States. This proprietary function differs from the legislative function over the District of Columbia though both constitute grants of power.12
    The extent, however, of congressional power with respect to education is limited to the promotion of science and arts and is provided for by Article I, Section 8, Clause 8. The means Congress may employ in the promotion of these enumerated objects is also noted. Congress may only promote these objects “by securing for limited Times to Authors and Inventors the exclusive Right to their respective Writings and Discoverys.” Thus both the object and the means are clearly enumerated and explicitly limited. If Congress exercised any other power inconsistent with these objects in respect to education, it would be pernicious both to the states and the people, and contrary to the Constitution as a legal compact and the Supreme Law of the Land.

    constitutional limitations which clearly precluded the assertion of federal jurisdiction over education.
    A proper regard for these limitations requires withdrawal of federal jurisdiction over education and the abolition of the Federal Department of Education and its functions. Such a measure would:
    1. Strengthen the people in the exercise of their preexisting inalienable right and power over education acknowledged by the Ninth and Tenth Amendments. This includes education, both publicly and privately, directly and indirectly;
    2. Strengthen the federal government by redirecting its time, energy and resources toward those objects for which it bears express constitutional responsibility;
    3. Strengthen the national economy by acknowledging the constitutional limitations on the purpose to which the federal treasury may be directed and by reducing federal deficits;
    4. Strengthen education by encouraging educational diversity and by opposing continued expansion and centralization of educational policy.
    Continued federal intervention into education, however, would only disparage historically acknowledged inalienable rights, and would further distort the constitutionally enumerated limitations on the Congress of the United States. These limitations are compelling and deserve further attention.






    The Fredom Movement – posted by Juan Reynoso – teapartyoftx@gmail.com
    Strengthen the federal government by redirecting its time, energy and resources toward those objects for which it bears express constitutional responsibility.

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