Social Engineering

‘Education’

By Nadir Martello

12/4/2003 

Preface

The following story written in a dialogue form is a creation of the author to facilitate understanding of the complexity of the current issue of social engineering in our modern world.  Names of people and locations situation are not real. 

Introduction

For almost one hundred years now, the power -elite [the Cosmopolitans, Internationalists, Mammonites, Puppeteers, and Plutocrats] have conceived a plan to reduce the world population by wars and social unrest.  To achieve such a plan the power-elite use every means available to them, which are almost unlimited.  Money is not an issue to them, for they control the international markets & stock exchanges through the banking industry, which also they own.   

Although Social engineering is a relatively modern concept, the enacting of it is almost a century old.  Social engineering consists of recreating the social make-up of Western society. Races, Christianity, nationhood are to be obliterated through the current cultural deconstruction led mostly by a group of feminist-academics under the United Nations banner.    

For example eugenics, divorce, abortion, sterilization, homosexuality, redefinition of family, is the demographic means used by them for their end, i.e. cutting the number of world population.  Their goal is to reduce the actual world population from six billion to 500,000 millions individuals.  

Initially, in order to efficiently achieve their goal, the power elite directed their first step in the direction of public education. Through the state education system, the planners molded several generations’ minds in accepting a new thinking alien to the Christian faith. Hence, they had to enroll, among others, some prominent academics sympathetic to their goals, in order to propagate their credo/religion[1].    

Secondly, the media was a formidable tool and very effective in the hands of the planners in spreading bias, if not entirely lies, for the public consumption.  Later on, with the advent of television and computers, the engineering process was accelerated one hundred fold. 

“This education forms the common mind, just as the twig is bent, the tree is inclined.”  Alexander Pope 1688-1744 

Part One

Three people are travelling on a train from Venice to Milano. Luisa is a high school teacher and Paul is Italian-born, but living in Australia for over twenty years.  The third person is a retired magistrate, whose name has not been revealed.  We will call him “Judge”. 

Here, the following conversation will describe and unfold what the main- stream media will not tell you. 

Paul: Can you excuse me... Do you know what time this train will arrive in Milano? 

Luisa: If it is on time, we will be at the Central at four p.m…. Do you live in Milano, or are you just visiting there? 

Paul: I am visiting my father in Cilavegna, about one-hour drive from Milano. Actually, I am from Australia.  I’m living there since 1981.  I am married with three children.  And you...do you live in Milano? 

Luisa: Yes I do.  I have lived my whole life in Milano.  Tell me, how is life in Australia? 

Paul: Australia is a great country, really. As you know, it has a short history; but it gave work and became home for many who went there in the past.  Certainly, it gave me a new dimension in my life.  Australia is an enormous continent, with vast space.  You could travel for hundreds of kilometres and see nothing but bush and empty land with no town or inhabitants in sight.  The climate varies, from temperate in the South to tropical up North.  The people are very easy going, and never in a hurry.  We live in the bush two hours drive from Cairns, in North Queensland. 

Luisa: Where do your children go to school?  Is there a school where you live? 

Paul: The closest school is 15 km from where we live.  Our children are educated at home. 

Luisa: You educate your children at home?  You mean you do not send your children to school.  But why… is that legal in Australia? 

Paul: We opted for home schooling for our children, because the public school system in Australia is not good.  Our two boys, 13 and 11 years old, went to the state school, Ben, for the first three years, and Zac, for two years.  During that time, they did not learn the basics such as writing and reading.  If they learned anything it was bad language, swearing, and wasting valuable time.  Half of the time at school is spent in outdoor activities or ‘socialising’ - that is actually, fresh air, accompanied by bullying, fist-fights, puffing marijuana etc….   

The conversation was suddenly interrupted, because another passenger got into the car. An older man sat across from Paul. 

Part Two 

The elder man, without any introduction, interrupted Paul: 

Judge: If you don’t send your children to school, then how do they socialise? 

Paul: My children ‘socialise,’ as you call it, first, among themselves; secondly, with us, their parents. The form of socialisation children are getting from their peers at school is manufactured, contrived by the school system itself. Children at school are not even allowed to mix with other children of different age groups. 

Judge: We are not living in the middle ages anymore, you know.  Today, trying to build another Wall of China does not do any good to the children. The time of the Barbarians is over.  What type of future are you trying to give your children, if you segregate them from the rest of society? I am a retired judge myself, and I have seen in my career that segregation goes against any civilized society.   

Paul: I see you are not different from the rest of the ‘social order’. As a judge you pontificate from your pedestal, which is the position which has been given to you by the modern establishment, and you willingly accept it for the privileges that come with it.  It is this very establishment that wants us to believe and accept that every thing established, institutionalised nowadays, such as the education state system is for our benefit and social welfare.  Experience tells me otherwise. 

Luisa: Well, it is true that our education system is far from perfect. However, I cannot conceive of anything different from what we have today.  We can’t turn back the clock.  Probably, we should try to improve what we already have and make the best of it.  

 Paul: Sure, at school you will try to do your best as a teacher. Nonetheless, you cannot give your pupils what you do not have.  You were trained, as a teacher, in the way the establishment thought would suit their design, and not according to the needs and good of society as a whole. 

Judge: That is pure nonsense.  You sound like a paranoiac who sees enemies and state conspiracies all around him.  What we have today is the fruit of progress and evolutionary social process.  I admit that progress is not without its downside.  In evolution there are several stages and some are more painful than others.  Probably nowadays, we are going through one of those intermediary stages call mutations.  But in long run everything is for the better. 

Paul: ‘Evolution, mutations… everything for the better.’  As I said before, you are yourself, the product of the present society.  As many others in our society, you have been molded to fit within the modern system.  In other words, you have been brainwashed into accepting the institutionalisation of public education, thinking that is the best that governments can offer. In the late nineteenth century, under the disguise of social welfare, government education policies were mainly motivated for keeping the new generation under their control.  In addition, state education was a powerful government instrument in forming the minds of million of people in the world.  Before that time, it was the Catholic Church’s task to educate people, at no cost.  We were living in a Christian society then.  Not today; since the state took over this educational role from the Church, and ‘socialised’ it, that is secularised it Communist/Marxist style, in the process.   

That is what I call social engineering.  Educators, social workers, psychologists and other social experts talk about of ‘generation gap’ between parents and their children.  They created these gaps themselves in the first place, in order to split the family – ‘divide and rule,’ is their motto.  In the old days, parents had control over their children.  Today, thanks to the state education system, parents lost that control, and not only that, but by wicked laws, they cannot even discipline their own children – and today, by infringing these laws, they even risk going to prison.  

Children have become as a commodity owned by the state.  The same thing happened in the former Soviet Union, and, mind you, it is still that way in Israel. In the former, family life is almost non-existent, and in the latter, the state takes priority over everything else, which is not much different from Marxist ideology, but goes under another name, Zionism.  Of course, the mass media and television have accelerated one hundred fold this malignant social engineering process.  

And you call this ‘progress’ and ‘social evolution’.  My foot!  We’d do well without this kind of progress.  As for social evolution and its natural mutations, they are our modern myths.  If you know what you are talking about, you would also know, according to your evolution theory, that there are natural mutations.  If you have natural mutations, then you have a loss of information.  If there is loss of information in the genetic code, DNA, evolution is an impossibility. Actually, evolution through mutations is an oxymoron. It is like saying, ‘I am evolving in my decaying.’  In other words, you still believe in something that, not only has never been proven scientifically, but also is impossible.  

Judge: You talk like a fundamentalist.  

Paul: You liberals like to label anybody who happens to disagree with your view.  If holding traditional values is to be a fundamentalist, I am proud to be one.  Moreover, I want to make sure you understand that people like me will fight you and your type in this battle.  Until now, you and your so-called modern progress went so far; but you will not completely succeed through your social engineering in manipulating and misleading people.  Your plan is the devil’s plan: to demolish the Christian civilisation.   

[See also the related article:  “All Our People”]

 “Soap and education are not sudden as a massacre, but they are more deadly in the long ran.” Mark Twain 1835-1910

 Quotations on education: 

“Religion is an all-important matter in a public school for girls. Whatever people say, it is the mother’s safeguard, and the husband’s. What we ask of education is not that girl should think, but that they should believe.”

‘Note sur l’Establissement D’Ecouen’ 15 May 1807, in Corrispondance de Napoleon les (1858-69) vol.15 [538: 13] 

H.G. Wells 1866-1966

Human history becomes more and more a race between education and catastrophe.

The outline of History (1920) vol. 2, ch.41, pt 4  [810: 13] 

John Dryden 1631-1700

By education most have been misled. The priest continues what the nurse began, and thus the child imposes on the man.

The hind and Panther (1687) pt 3,I. 389  [ 281: 24] 

Alexander Pope 1688-1744

Tis education forms the common mind, just as the twig is bent, the tree is inclined.

Epistles to several Persons ‘To Lord Coham’ (1734) I. 101. [584: 1] 

G. M. Trevelyan 1876-1962

Education has produced a vast population able to read, but unable to ‘distinguish what is worth reading, an easy prey to sensation and cheap appeals.

English Social History (1942)  [781: 9] 

B. F. Skinner 1904-90

Education is what survives when what has been learned has been forgotten.

New Scientist 21 May 1924  [721: 17] 

Pete Seeger 1919

Education is when you read the fine print; experience is what you get when you don’t.

I.               Botts Loose Talk (1980) [653: 7] 

Helvetius (Claude Arien Helvetius) 1715-71

L’education nous faisait ce que nous sommes. Education made us what we are.

De l’estrit (1758) ‘Discours 3’ ch. 30 [369: 9] 

Sir Walter Scott 1771-1832 We shall never learn to feel and respect our real calling and destiny, unless we have taught ourselves to consider every thing as moonshine, compared with the education of the heart. To J. G. Lockhart, August 1825, in Lockhart’s Life of Sir Walter Scott vol 6 (1837) ch. 2   [652: 17]

 Benjamin Disraeli, Lord Beaconsfield 1804-81

Upon the education of the people of this country the fate of this country depends.

Speech, House of Commons, 15 June 1874  [269: 13] 

Oscar Wild 1854-1900

Ignorance is like a delicate exotic fruit; touch it and the bloom is gone.

The whole theory of modern education is radically unsound.

Fortunately, in England, at any rate, education produces no effect whatsoever.

The importance of Being Earnest (1895) act. [ 817: 15] 

Aristotle 384-322 BC

Whereas then or rattle is a suitable occupation for infant children, education serves as a rattle for young people when older.

Politics bk. 8, 134 o.b. 29-31  [25: 8] 

Jules Michelet 1798-1874

What is the first part of politics? Education. The second? Education. And the third? Education.

Le People (1846); cf. Blair 117: 11 [506:16] 

Different opinions on education – Muriel Spark 1918 To me education is a leading out of what is already there in the pupil’s soul.  To Miss Mackay it is putting in of something that is not there, and that is not what I call education. I call it intrusion. The prime of Miss Jean Brodic (1961) ch. 2. [731: 20]

As mode of conclusion:

Horatio Bottomley 1860-1933

What poor education I have received has been gained in the University of Life.

Speech at the Oxford Union, 2 December 1920; Beverley Nichols 25 (1926) ch. 7.

[144: 23] 

Ezra Pound 1885-1972, American Poet

Real education must ultimately be limited to one who INSIST on knowing. The rest is mere sheepherding.

The ABC of Reading (1914) ch. 8. [590: 4] 

“Gradualism”

Mark Twain (Samuel Langhorne Clemens) 1835-1910

Soap and education are not as sudden as a massacre, but they are more deadly in the long ran.

A curious dream (1872) ‘Facts concerning the Recent Resignation [786: 6] 

“Double edge Knife”

Will Roger 1879-1935, American actor & Humorist

There is only one thing that can kill the movie, and is education.

Autobiography of Will Roger (1949) ch. 6. [631: 18]