Monday, August 30, 2010

THE BEGINNING OF THINGS TO COME!!!

http://europebusines.blogspot.com/search?updated-min=2010-01-01T00%3A00%3A00-06%3A00&updated-max=2011-01-01T00%3A00%3A00-06%3A00&max-results=50
Life on this Earth Just Changed

The North Atlantic Current is Gone

The latest satellite data establishes that the North Atlantic Current (also called the North Atlantic Drift) no longer exists and along with it the Norway Current. These two warm water currents are actually part of the same system that has several names depending on where in the Atlantic Ocean it is. The entire system is a key part of the planet's heat regulatory system; it is what keeps Ireland and the United Kingdom mostly ice free and the Scandinavia countries from being too cold; it is what keeps the entire world from another Ice Age. This Thermohaline Circulation System is now dead in places and dying in others.

This 'river' of warm water that moves through the Atlantic Ocean is called, in various places, the South Atlantic Current, the North Brazil Current, the Caribbean Current, the Yucatan Current, the Loop Current, the Florida Current, the Gulf Stream, the North Atlantic Current (or North Atlantic Drift) and the Norway Current.
File:Thermohaline Circulation 2.png
The thermohaline circulation is sometimes called the ocean conveyor belt, the great ocean conveyor, or the global conveyor belt.

It is a university level physics experiment to use a tub of cool water and inject a colored stream of warm water into it. You can see the boundary layers of the warm water stream. If you add oil to the tub it breaks down the boundary layers of the warm water stream and effectively destroys the current vorticity . This is what is happening in the Gulf of Mexico and in the Atlantic Ocean.

The entire 'river of warm water' that flows from the Caribbean to the edges of Western Europe is dying due to the Corexit that the Obama Administration allowed BP to use to hide the scale of the BP Deepwater Horizon Oil Disaster. The approximately two million gallons of Corexit, plus several million gallons of other dispersants, have caused the over two hundred million gallons of crude oil, that has gushed for months from the BP wellhead and nearby sites, to mostly sink to the bottom of the ocean. This has helped to effectively hide much of the oil, with the hopes that BP can seriously reduce the mandated federal fines from the oil disaster. However, there is no current way to effectively 'clean up' the bottom of the Gulf of Mexico, which is about half covered in crude oil. Additionally, the oil has flowed up the East Coast of America and into the North Atlantic Ocean, and there is no way to effectively clean up this 'sea bottom oil'. It is likely, based on numerous reports, that the oil is still flowing in massive amounts from multiple places on the seabed floor. This effectively means, that even if we had the technology in place to somehow clean up the free flowing thick crude oil deep in the ocean, it would likely not be enough to reverse the damage to the Thermohaline Circulation System in the Atlantic Ocean.
Dr. Deagle: The evidence has come in from ROV video and other experts such as Matt Simmons, BK Lim, and Lindsay Williams and my own anonymous whistleblowers from inside the closed circle of Cameron Ironworks, Tranocean Marine , Oceaneering International. My source provided very solid info re the ROV analysis by Oceaneering engineers that the BOP Blow Out Preventer was 'modified' and never had hydraulics to close the BOP. BP knew that the field had dangerous high levels of methane, hydrogen sulphide, and pressures exceeded any valve technology as the current state of the art. The seeps continue along a fractured fault line from the Macondo well site where evidence presented by BK Lim that the only well of three that reached the abiotic batholith ocean of oil and gas was never capped or stopped and has continued to leak along the ocean floor and inject oil and gas and tar into the rock strata.

Dr Gianluigi Zangari PhD from the Frascati Institute is a Theoretical Physicist, who has worked for years with a collaborative network of scientists monitoring the
Gulf of Mexico Loop Current and its contribution to the Thermohaline Current System that makes the Gulf Stream that becomes the North Atlantic Drift Current and subcurrents. After receiving a contact from a naval scientist via a regular guest on the NutriMedical Report national radio show, on Genesis Network, John Moore sent Dr. Deagle the info on Dr Zangari's work. Dr. Deagle contacted him by SKYPE and and within minutes was conversing by SKYPE to Italy with Dr Zangari re his serious analysis with data from six satellites of the May to June 12th 2010 dissolution of the Loop Current. Over the next few weeks to July 28th, with numerous interviews on The NutriMedical Report and LiveStream.com/TheNutriMedicalReportShow updates, final proof was provided that the Gulf Stream had been stopped cold at the 47th longitudinal parallel with a 10 degree Celsius ocean temperature drop, and loss of velocity and energy, so that the Gulf Stream was only able to be measured by satellite to less than one-third the way across the Atlantic ocean. As Dr Zangari stated, this is not the butterfly effect but the 'elephant effect', and with the amount of oil released, the natural system linked as the pacemaker to world climate for millions of years, this was now gone, replaced by an artificial system with a Gulf of Mexico by late July seven degrees Celsius above normals, and totally disconnected Loop Current from the Florida current that becomes the Gulf Stream. In his reported on June 12th 2010 in a journal article, the CCAR Colorado data agreed with the NOAA and US Naval Satellites data. This live satellite data map later altered on the CCAR servers, and he emailed that this was "to falsify" and he could not explain this fact logically. He returned to NOAA and US Naval data on the same and later dates and stated by early August that the CCAR data was no longer reliable and his conclusions was not changed in quality or quantity of the serious consequences. His conclusion that 'glaciation' at an unknown pace was inevitable from this disaster.

Almost a month ago, we broke the story that the Loop Current in the Gulf of Mexico had effectively died. We quoted Dr. Gianluizi Zangari, who first discovered the damage to the Thermohaline Circulation System:
"As displayed by both by the sea surface maps and the sea surface height maps, the Loop Current broke down for the first time around May 18th and generated a clock wise eddy, which is still active. As of today the situation has deteriorated up to the point in which the eddy has detached itself completely from the main stream therefore destroying completely the Loop Current. .."
"It is reasonable to foresee the threat that the breaking of [such] a crucial warm stream as the Loop Current may generate a chain reaction of unpredictable critical phenomena and instabilities due to strong non-linearities which may have serious consequences on the dynamics of the Gulf Stream thermoregulation activity of the Global Climate.
" —Dr. Gianluigi Zangari,

The massive amount of crude oil, ever expanding in volume and covering such an enormous area, has seriously affected the entire thermoregulation system of the planet, by breaking up the boundary layers of the warm water flow. The Loop Current in the Gulf of Mexico ceased to exist a month ago, the latest satellite data clearly shows that the North Atlantic Current is now GONE and the Gulf Stream begins to break apart approximately 250 miles from the Outer Banks of North Carolina. The Thermohaline Circulatory System, where the warm water current flows through a much cooler, much larger, ocean, effects the upper atmosphere above the current as much as seven miles high. The lack of this normal effect in the eastern North Atlantic has disrupted the normal flow of the atmospheric Jet Stream this summer, causing unheard of high temperatures in Moscow (104F) and drought, and flooding in Central Europe, with high temperatures in much of Asia and massive flooding in China, Pakistan, and elsewhere in Asia.
http://rads.tudelft.nl/gulfstream/gulf_040905_vel_anot.gif
A Normal Gulf Stream taken from 5September2004.
Figure 1. Gulf Stream velocities one week ago: Sunday 22 August 2010
Figure 2. Gulf Stream velocities two weeks ago: Sunday 15 August 2010
Figure 3. Gulf Stream velocities three weeks ago: Sunday 8 August 2010
Figure 4. Gulf Stream velocities four weeks ago: Sunday 1 August 2010
Older data charts:
Figure 1. Gulf Stream velocities one week ago: Wednesday 18 August 2010
Figure 2. Gulf Stream velocities two weeks ago: Wednesday 11 August 2010
Figure 3. Gulf Stream velocities three weeks ago: Wednesday 4 August 2010
Figure 4. Gulf Stream velocities four weeks ago: Wednesday 28 July 2010

The most current data continues to show a dying of the entire Thermohaline Circulation System in the Atlantic Ocean. This is indicative of the fact that the dispersants have caused the oil to remain in place below the surface, and according to most reports remain in almost full amounts (up to 80%) long after the BP Oil Disaster began. Since there is no current way to remove this massive amount of free flowing oil below the sea at depths up to one mile deep, it is apt to continue to effect any natural recovery of the Thermohaline Circulation System.

So what does this mean? Violent mixing of the seasons, crop failures, and increased drought and floods in diverse places is now daily news since the April 20th 2010 BP Oil Volcano. They have killed the pacemaker of world climate in the worlds of Dr Zangari PhD. Dr Mike Coffman PhD geologist resource climatologist, and Dr Tim Ball PhD climatologist have confirmed that if this data is correct, that an
ice age and massive climate shift with famine is now imminent. We are now seeing Russia stop all delivery of wheat crops on prior contracts, and most sources of staple food crops moving worldwide in a crisis of famine. The Gulf Stream and related currents are effectively DEAD. This should enrage the public and bring forth scientists to challenge and support the data and analysis, for the consequences to the civilization of mankind and ecological collapse have global consequence producing famine, death and massive population migration away from zones of advancing ice age and regions unfit for human habitation. Let us get the facts and call the corporate and government to task on these issues now or face worldwide catechisms of biblical proportions. We shall continue to report with new scientific experts on this most important disaster.

The 'process' of entering a new Ice Age could begin coming upon us in full force (rather like in the movie "The Day After Tomorrow") at any time, or it could take three to five year to fully play out with early glaciation beginning in North America and Europe and Asia this winter (both models have existed in the beginnings of different Ice Ages in Earth's past).

Current sea surface temperature satellite data show pre-Ice Age cooling continuing - image ~


A new Ice Age, could kill 2/3 of the human race in the first year in a rapid onset; a slower onset would likely kill close to this number but simply take a handful of years.! Thank you BP; thank you President Obama, the lies and the dispersants were just great. Now if you could just direct all that hot air to the right places maybe we can avoid a icy hell in our near future.
Dr Bill Deagle MD AAEM
The NutriMedical Report Show on Genesis Network
www.NutriMedical.com


Rt. Hon. The Earl of Stirling
news blog EUROPE


Dr. Bill Deagle is a environmental physician with a background in marine oceanography and host of the NutriMedical Report international radio talk show. Lord Stirling has been a consultant to a number of high-technology firms and is host of EUROPE a popular news site.

Links:
The Gulf Steam ~ link ~
The Gulf Stream is bigger than the combined flow of the Mississippi, the Nile, the Congo, the Amazon, the Volga, the Yangtze and many other major rivers of the world. The best technical estimate is that one hundred thousand million tons of warm salt water flow between Florida and the Bahamas every hour. At 235 gallons per ton, we have 235 x 1010 gallons per hour flowing between two and five miles per hour northward. This flow has been estimated to be about twenty times greater than all the fresh water in the world flowing into the oceans of the world from rain, rivers, and melting ice.
This great mass of flowing water, or energy, has no beginning or ending, for its waters flow continuously northward along our east coast then east across the North Atlantic to the coasts of Europe and the United Kingdom, where it turns south and flows along western Europe and Africa, before again turning westward across the South Atlantic to the Caribbean basin. Lake any large river, it has tributaries, counter currents and eddies.
This entire circulation is not called the Gulf Stream; only the portion that flows northward beginning in the Caribbean Islands and flows to the mid-Atlantic at the latitude of the North Sea is so named. There are many other names for the other segments.
How is it possible to have such a continuous source of energy that moves the estimated one hundred thousand million tons of water (100,000,000,000 [1010]) past Miami at the rate of two to five miles per hour? This is perhaps the greatest simple source of power in the world.
Simply explained, the earth rotates counter-clockwise, and the combination of the rotation and the viscous fluids, air and water, produces a pumping action that pushes the water of the South Atlantic westward. The atmosphere, resisting the world's rotation, produces what we call Trade Winds. Because the earth is spinning faster than the surrounding mantle of air, on the surface of the earth the winds blow from the east. Thus, the great expanse of water in the South Atlantic is pushed westward by both the earth's rotation and the less viscous air, until it is thrust against the land masses of Central and South America, and is forced to split into two streams--the Brazil Current, flowing south, and the Gulf Stream, flowing north, the Gulf Stream being greater of the two.
The volume of water returning from Europe and Africa has been calculated to be substantially less than the volume of water of the Gulf Stream between Miami and the Bahamas. Some of this increased volume is attributed to the funnel, or venture, effect, caused by the narrowing of the Gulf Stream between Miami, Bimini and Cat Cay, which increases the Gulf Stream's velocity and drags additional volumes of water along.
There are many doubts about who actually discovered the Gulf Stream. Credit is often given to Anto de Alaminos, the pilot for Ponce de Leon, who sailed to Florida in 1513. Benjamin Franklin has received credit for recognizing, publicizing and naming the current the Gulf Stream in 1770 (see exhibit #23). Walden Hoxton in 1735, however, had already charted and named the Stream, though his work was not published until a later date. Perhaps the discovery and naming of the Gulf Stream is a moot question, but to cartography it becomes important in tracing history, particularly in the Age of Exploration and Discovery of the New World.
From the available records, the title "Gulf Stream" was first used to identify the flowing waters off the southeast coast of Florida in 1768 or 1769 by William Gerand De Brahm, while in the employ of the British Government. In 1771, he requested the opportunity to publish a description of the waters of eastern Florida for the benefit of all ships sailing in these dangerous waters. Permission was granted and his work appeared in 1772. This publication, "The Atlantic Pilot," together with its charts, described the "Gulf Stream" and its flows and eddies. His information was derived from the data he had collected as the Surveyor General of the new colony of East Florida, and as Surveyor General of the newly created Southern District. Since he began to work in St. Augustine, Florida, in January of 1765, the assumption is that his material for the "Atlantic Pilot" was collected between this date and his request for publication in 1771. His research predated Franklin's, though he is not generally considered to have "discovered" the Gulf Stream. (See exhibit #21)
By the middle of the 18th Century, American ships sailing from England to America were completing the voyage as much as two weeks ahead of British Admiralty vessels making the same voyage, and England wanted to know why.
In 1786, Benjamin Franklin, who was then Postmaster General of the North American Colonies, was summoned to England to give a possible explanation. A cousin of Franklin's, a sea captain named Folger, accompanied him. Folger had had much experience sailing the American coastline for fish and whales. Testifying before the Admiralty, he described, by sketching, the flow of water along the coast and the effect this had on shipping. The British Admiralty dismissed his information as of little account, and continued to follow their own, established routes. The rejection of this information may have had a major influence on America's defeat of England during the Revolutionary War, because the information described by Captain Folger gave the American fleet an advantage. Benjamin Franklin published a map in 1770 showing the Gulf Stream. De Brahm's work and maps were published in 1772, although his research was done prior to 1770. Although their objectives were different, both reached substantially the same conclusion about the Gulf Stream.

Wednesday, August 11, 2010

MATT SIMMONS PROVEN RIGHT BY LAND SURVEYOR











WAS MATT SIMMONS KILLED FOR TELLING THE TRUTH ABOUT BP OIL SPILL???

IS ERRATIC WEATHER WAR ON THIS PLANET BY THE ELITE???

http://www.whatdoesitmean.com/index1396.htm
The greatest heatwave and destructive fires Russia has experienced in over 1,000 years.
Ø      The greatest flooding Central Europe has experienced in over 800 years.
Ø      Flooding in Pakistan so epic the United Nations has named this megadisaster as being worse than the 2004 tsunami that shattered the Indian Ocean basin. 
Ø      Flooding so catastrophic in China the death toll is soaring into the thousands.
Ø      A heatwave so terrible in Japan it has caused its hospitals to be flooded with over 21,000 heatstroke victims.
Ø      A heatwave of unprecedented proportions that has gripped the eastern and southern parts of the United States this summer and shows no signs of abating.
Ø      Temperatures so low in the western United States that farmers in California are now reporting their fruits and vegetables are being destroyed.
Ø      A catastrophic drought hitting Africa that has put over 10 million people in immediate danger of starvation death.

Saturday, August 7, 2010

YESHUA'S COMING - LIKE THE DAYS OF NOAH - HUMAN-ALIEN HYBRIDS

FORBIDDEN GATES


PART 1
By Thomas R. Horn
August 7, 2010

NewsWithViews.com

How Genetics, Robotics, Artificial Intelligence, Synthetic Biology, Nanotechnology, & Human Enhancement Herald the Dawn of Techno-Dimensional Spiritual Warfare

While this new series Forbidden Gates: How Genetics, Robotics, Artificial Intelligence, Synthetic Biology, Nanotechnology, & Human Enhancement Herald the Dawn of Techno-Dimensional Spiritual Warfare will include fresh insights for traditional, tried and true methods of overcoming darkness, it unveils for the first time how breakthrough advances in science, technology, and philosophy—including cybernetics, bio-engineering, nanotechnology, machine intelligence, synthetic biology, and transhumanism—will combine to create mind-boggling game-changes to everything you have ever known about the ancient subject of spiritual warfare.

How so?
In recent years, astonishing technological developments have pushed the frontiers of humanity toward far-reaching morphological transformation that promises in the very near future to redefine what it means to be human. An international, intellectual and fast-growing cultural movement known as transhumanism has been embraced by the deepest and darkest chambers of national laboratories, which intend the use of genetics, robotics, artificial intelligence and nanotechnology (GRIN technologies) as tools that will radically redesign our minds, our memories, our physiology, our offspring, and even perhaps, as Joel Garreau in his bestselling book Radical Evolution claims, our very souls.

The technological, cultural, and metaphysical shift now under way unapologetically forecasts a future dominated by this new species of unrecognizably superior humans, and applications under study now to make this dream reality are being funded by thousands of government and private research facilities around the world. As readers will learn, this includes among other things rewriting human DNA (in some instances actually combining men with beasts), a fact not only reflected in the Defense Advanced Research Projects Agency (DARPA) budgets (including the current 2011 president's budget) but that some university studies and transhumanists believe will not only alter our bodies and souls but could open a door to contact with unseen intelligence.
And that is just the beginning.
As a result, new modes of perception between things visible and invisible are expected to challenge people of faith in ways that are historically and theologically unprecedented. Without comprehending what is quickly approaching in related disciplines of research and development, vast numbers of people could be paralyzed by the most fantastic—and most far reaching—supernatural implications. The destiny of each individual—as well as the future of their family—will depend on their knowledge of the new paradigm and their preparedness to face it head on.

As outlined in this research, the power operating behind this scheme to integrate human-animal-machine interfaces in order to reengineer humanity is not new. The ancient, malevolent force is repackaging itself these days as the forward-thinking and enlightened progress needed for the next step in human evolution.

Facing god-like machines and man’s willingness to cross over species and extra-dimensional barriers put in place by God (or if you prefer, evolution), traditional methods of spiritual warfare, which religious institutions have relied on for the last century, will be monumentally impacted in nontraditional ways and insufficient when approaching this threshold.

What continues within these entries will lift the curtain on a world unlike previous generations could have expected or even imagined. This series will combine investigation by numerous brave resources and reproduce leaked documentation that clearly outlines how soon (several government reports point to "2012" as year one) human enhancement technology of the most exotic order will start. Due to the urgent nature and timing of this expose, we offer one caution: If you are a person that is happy living in a "Matrix", cradled in the warm embrace of illusions, we recommend you lay this study aside and enjoy your remaining days uninformed.

But if like millions of others around the world you have recently awakened with a sense that something foreboding is unfolding on earth, then this information is for you. If you believe that a global event, which so far nobody has been able to clearly explain is on the horizon, this information is for you. If you feel whatever is happening is both physical and spiritual, yet you cannot solve the conundrum of what is stirring beneath the surface, this information is for you. If you hunger to discern the meaning behind the raging turmoil enveloping nature, societies, and global politics, this information is for you.
Prepare yourself for the unexpected, including truly startling and often discomforting information, which you have not heard or read anywhere before.
What has been in preparation for thousands of years is about to reveal itself to humanity.
The clock is ticking and the hand is closer to midnight than most can comprehend.
Something wicked this way comes.
The occult desire of the ages is here.
And once you understand the secret, you will know what you have to do to survive.

Editor's note: This series is based on research contained in Tom and Nita Horn's upcoming new book: Forbidden Gates: How Genetics, Robotics, Artificial Intelligence, Synthetic Biology, Nanotechnology, & Human Enhancement Herald the Dawn of Techno-Dimensional Spiritual Warfare.

WHOLE CHILD EDUCATION - WHAT'S THAT???

BEWARE OF "WHOLE CHILD EDUCATION"



Erica Carle

August 7, 2010

NewsWithViews.com

Using Children For Community Takeover

Legislators, School Boards, Parents, and Teachers -- BEWARE! "Whole Child Education" is here and it is dangerous. In fact, all education that claims to be "child centered" should be avoided. It is toxic to everyone involved. A better name for child centered education would be "Psychological Vandalism."

What does child centered education mean? It means that to the "educator" the child is a product. The product must be judged according to universal standards. It must learn to adapt to the global environment in which, it is told, it later will have to work and live. The New World Order needs obedient robotic human responders, not self-controlled individuals who have internal standards.

"Whole Child" is a really stupid term. Try to figure out the meaning. What is a half child? What is a third of a child? Dumb!

But the term does make sense to NWO curriculum planners. To them it means taking control of a child's social and emotional development, spiritual foundation, economic condition, physical and mental health, education and environment from kindergarten through high school. The goal of whole child education is controllable adults, control of the environment, and a community obedient to the demands of the New World Order.

Instead of defining course content with specific information such as: anatomy, physiology, biology, algebra, geometry, English, grammar whole child education decides how a child must be affected by his education. The ideal type for life in the new world order is a human automaton with no internal standards. A robot can't say no. It is controlled by whatever environmental signals are used to activate a response.

Child centered education turns the classroom into a robot factory for the creation of obedient followers who can't say no to the behavioral standards of curriculum planners.

Devvy Kidd in her E-mail alert of July 16 provided us with the address for the Whole Child curriculum that is being considered by the Helena, Montana public school Board of Trustees.

The curriculum was put together by an organization called the Association of Supervision and Curriculum Development (ASCD). Fifty five people, headed by work facilitator Teresa Burson were listed as participants. The whole outline of 62 pages is probably long enough to discourage Montana Legislators and Helena School Trustees from paying too much attention to the contents. At any rate, look it over. Here is the web address Devvy provided.
I checked it out, and I can understand why parents in Helena are outraged by the sex education recommendations for their whole children. Do you want your whole child fifth grader to "understand that sexual intercourse includes but is not limited to vaginal, oral, or anal penetration?"

Do you believe that your whole child sixth grader should know a bit more and "understand that sexual intercourse includes, but is not limited to vaginal, oral, or anal penetration, using the penis, fingers, tongue, or objects?" ASCD believes they must understand that and more. However, I expect the "more" is reserved for classroom discussion when parents are not present.

Since I was checking out whole child education I decided to look a bit farther. Oh my! I might have guessed. There are hundreds of Whole Child web sites. Now we can understand what happened. "No Child Left Behind" is a failure just as we expected. But failures never bother the management gurus. There is always a new and more comprehensive replacement. Follow the money! Your beloved whole child is also the community organizer's new cash cow.

The danger for protesters focusing on sex education for the whole child is that one could easily overlook the other areas where the whole child gimmick is involved. It is being used not only to take over education, but also the child's family, the community, and the environment. To see how this is done enter "whole child connections" on your search engine.
Children and communities worldwide are being managed by setting up standards for education of the whole child. All types of facilitators are invited to interfere with the child's social and emotional development, spiritual foundation, economic situation, physical and mental health, education, and the environment in which he lives.
It is only the beginning. Be alert for attempts to install Whole Child education in your community.

[Read Erica Carle's books: Why Things Are The Way They Are. and "Give Us The Young"]

THEY HIJACKED EDUCATION TOO !!!

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."


Check this out by John Taylor Gatto: Dumbing Us Down: The Hidden Curriculum of Compulsory Schooling (1992).
 
The Best High School Valedictorian Speech
 
© The Daily Mail


The 2010 Graduating Class of Coxsackie-Athens High School.

Comment: 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!