Transparent Moon

 

NASA and modern astronomy maintain that the Moon is a solid, spherical, Earth-like habitation which man has actually flown to and set foot on. They claim the Moon is a non-luminescent planetoid which receives and reflects all its light from the Sun.  The reality is, however, that the Moon is not a solid body, it is clearly circular, but not spherical, and not in any way an Earth-like planetoid which humans could set foot on. In fact, the Moon is largely transparent and completely self-luminescent, shining with its own unique light.

 

The Sun’s light is golden, warm, drying, preservative and antiseptic, while the Moon’s light is silver, cool, damp, putrefying and septic. The Sun’s rays decrease the combustion of a bonfire, while the Moon’s rays increase combustion. Plant and animal substances exposed to sunlight quickly dry, shrink, coagulate, and lose the tendency to decompose and putrify; grapes and other fruits become solid, partially candied and preserved like raisins, dates, and prunes; animal flesh coagulates, loses its volatile gaseous constituents, becomes firm, dry, and slow to decay. When exposed to moonlight, however, plant and animal substances tend to show symptoms of putrefaction and decay.

 

 

In direct sunlight a thermometer will read higher than another thermometer placed in the shade, but in full, direct moonlight a thermometer will read lower than another placed in the shade. If the Sun’s light is collected in a large lens and thrown to a focus point it can create significant heat, while the Moon’s light collected similarly creates no heat. In the “Lancet Medical Journal,” from March 14th, 1856, particulars are given of several experiments which proved the Moon’s rays when concentrated can actually reduce the temperature upon a thermometer more than eight degrees.

 

 

The sun’s light, when concentrated by a number of plane or concave mirrors throwing the light to the same point; or by a large burning lens, produces a black or non-luminous focus, in which the heat is so intense that metallic and alkaline substances are quickly fused; earthy and mineral compounds almost immediately vitrified; and all animal and vegetable structures in a few seconds decomposed, burned up and destroyed. The moon’s light concentrated in the above manner produces a focus so brilliant and luminous that it is difficult to look upon it; yet there is no increase of temperature. In the focus of sun-light there is great heat but no light. In that of the moon’s light there is great light but no heat.”-Dr. Samuel Rowbotham, “Zetetic Astronomy, Earth Not a Globe!” (144)

 

 

Light which is reflected must necessarily be of the same character as that which causes the reflection, but the light of the Moon is altogether different from the light of the Sun, therefore the light of the Moon is not reflected from the Sun. The Sun’s light is red and hot, the Moon’s pale and cold -the Sun’s dries and preserves certain kinds of fish and fruit, such as cod and grapes, for the table, but the Moon’s turns such to putrefaction -the Sun’s will often put out a coal fire, while the Moon’s will cause it to bum more brightly -the rays of the Sun, focused through a burning-glass, will set wood on fire, and even fuse metals, while the rays of the Moon, concentrated to the strongest power, do not exhibit the very slightest signs of heat. I have myself long thought that the light of the Moon is Electric, but, be that as it may, even a Board School child can perceive that its light is totally unlike that of the Sun.”-David Wardlaw Scott, “Terra Firma”(151-2)

 

 

So sunlight and moonlight clearly have altogether different properties, and furthermore the Moon itself cannot physically be both a spherical body and a reflector of the Sun’s light!  Reflectors must be flat or concave for light rays to have any angle of incidence; If a reflector’s surface is convex then every ray of light points in a direct line with the radius perpendicular to the surface resulting in no reflection.

 

 

Again, if the Moon is a sphere, which it is declared to be, how can its surface reflect the light of the Sun? If her surface was a mass of polished silver, it could not reflect from more than a mere point! Let a silvered glass ball or globe of considerable size be held before a lamp or fire of any magnitude, and it will be seen that instead of the whole surface reflecting light, there will be a very small portion only illuminated. But the Moon‟s whole surface is brilliantly illuminated! A condition or effect utterly impossible if it be spherical.” -Dr. Samuel Rowbotham, “Earth Not a Globe, 2nd Edition” (97)

 

The Bible also confirms that the Moon is self-luminescent and not a mere reflector of sunlight in Genesis 1:16 where it states that “God made two great luminaries, the greater luminary to rule the day, and the lesser luminary to rule the night.”

 

 

Not only is the Moon clearly self-luminescent, shining its own unique light, but it is also largely transparent! NASA photoshoppers claim the Moon is a dark spherical planetoid, yet with our own eyes or through a telescope we can see it is actually a bright, circular, semi-transparent luminary. On a clear night, during a waxing or waning cycle, it is even possible to occasionally see stars and planets directly through the surface of the Moon!

 

On March 7th, 1794, four astronomers (3 in Norwich, 1 in London) wrote in “The Philosophical Transactions of the Royal Astronomical Society” that they “saw a star in the dark part of the moon, which had not then attained the first quadrature; and from the representations which are given the star must have appeared very far advanced upon the disc.” Sir James South of the Royal Observatory in Kensington wrote in a letter to the Times newspaper April 7, 1848, that, “On the 15th of March, 1848,when the moon was seven and a half days old, I never saw her unillumined disc so beautifully. On my first looking into the telescope a star of about the 7th magnitude was some minutes of a degree distant from the moon’s dark limb. I saw that its occultation by the moon was inevitable … The star, instead of disappearing the moment the moon’s edge came in contact with it, apparently glided on the moon’s dark face, as if it had been seen through a transparent moon; or, as if a star were between me and the moon … I have seen a similar apparent projection several times … The cause of this phenomenon is involved in impenetrable mystery.” In the monthly notices of the Royal Astronomical Society for June 8, 1860, Thomas Gaunt stated that the “Occultation of Jupiter by the moon, on the 24th of May, 1860, was seen with an achromatic of 3.3 inches aperture, 50 inches focus; the immersion with a power of 50, and the emersion with a power of 70. At the immersion I could not see the dark limb of the moon until the planet appeared to touch it, and then only to the extent of the diameter of the planet; but what I was most struck with was the appearance on the moon as it passed over the planet. It appeared as though the planet was a dark object, and glided on to the moon instead of behind it; and the appearance continued until the planet was hid, when I suddenly lost the dark limb of the moon altogether.”

 

 

I have personally also seen stars through the edge of the waxing/waning Moon. It actually happens fairly often; if you are diligent and specifically observing for the phenomenon on starry nights you can occasionally see it even with the naked eye.

 

During a partial solar eclipse the sun’s outline has many times been seen through the body of the moon. But those who have been taught to believe that the moon is a solid opaque sphere, are ever ready with ‘explanations,’ often of the most inconsistent character, rather than acknowledge the simple fact of semi-transparency. Not only has this been proved by the visibility of the sun’s outline through segments, and sometimes the very centre of the moon, but often, at new moon, the outline of the whole, and even the several shades of light on the opposite and illuminated part have been distinctly seen. In other words we are often able to see through the dark side of the moon’s body to light on the other side.”-Dr. Samuel Rowbotham, “Zetetic Astronomy, Earth Not a Globe!” (337)

 

That the moon is not a perfectly opaque body, but a crystallized substance, is shown from the fact that when a few hours old or even at quarter we can through the unilluminated portion see the light shining on the other side. Stars have also been observed through her surface!”-J. Atkinson, “Earth Review Magazine”

 

 

 

A Star occulting a crescent Moon has long been a popular symbol of Islam, was the symbol of the Ottoman Empire, it is found on the flags of Algeria, Azerbaijan, Libya, Malaysia, Mauritania, Pakistan, Singapore, Tunisia, Turkey, and in the Coat of Arms of countries from Croatia, to Germany, Ireland, Poland, Portugal, Romania, Sweden, Ukraine and the United Kingdom. Its origins can be traced back thousands of years to ancient Hindu culture where it is found in the symbol for the word “Om,” the primary name for the almighty, representing the union of god Shiva and goddess Shakti. Why the symbol has carried such widespread historical significance is open to interpretation, but regardless of interpretation, the image of star(s) occulting the Moon has long been a prevalent and meaningful picture.

 

That stars and planets have been seen through the Moon is a fact, but to this day NASA, modern astronomy and a world full of brainwashed heliocentrists maintain that the Moon is a spherical, Earth-like habitation capable of landing spaceships on. They claim the Moon (and Mars for that matter!) are habitable desert planets, much like Star Wars’ Tatooine, Dune’s Arrakis and other such imaginary science-fiction worlds. Since long before the staged Apollo“Moon landings” these Masonic Sun-worshipping heliocentrists have been claiming the Moon to be a solid planetoid complete with plains, plateaus, mountains, valleys and craters though nothing of the sort can be discerned even using the best telescopes.

 

Astronomers have indulged in imagination to such a degree that the moon is now considered to be a solid, opaque spherical world, having mountains, valleys, lakes, or seas, volcanic craters, and other conditions analogous to the surface of the earth. So far has this fancy been carried that the whole visible disc has been mapped out, and special names given to its various peculiarities, as though they had been carefully observed, and actually measured by a party of terrestrial ordinance surveyors. All this has been done in direct opposition to the fact that whoever, for the first time, and without previous bias of mind, looks at the moon’s surface through a powerful telescope, is puzzled to say what it is really like, or how to compare it with anything known to him. The comparison which may be made will depend upon the state of mind of the observer. It is well known that persons looking at the rough bark of a tree, or at the irregular lines or veins in certain kinds of marble and stone, or gazing at the red embers in a dull fire will, according to the degree of activity of the imagination, be able to see many different forms, even the outlines of animals and of human faces. It is in this way that persons may fancy that the moon’s surface is broken up into hills and valleys, and other conditions such as are found on earth. But that anything really similar to the surface of our own world is anywhere visible upon the moon is altogether fallacious.”-Dr. Samuel Rowbotham, “Zetetic Astronomy, Earth Not a Globe!” (335)

 

Support independent publishing: Buy this book on Lulu.

 

Buy The Flat Earth Conspiracy 252-Page Paperback, eBook, or ePub

Schools, Prisons, Libraries and Bookstores

Since I was 5 years old I began writing short stories and told my parents that I wanted to be an author when I grew up. Fast-forward and my 37th birthday next week will mark 11 years since the publishing of my first books Asbestos Head and The Atlantean Conspiracy. At the time I sent the manuscripts to over 200 literary agents and publishers hoping to get wide distribution through an established company. Due to the sensitive subject matter, however, not a single agent or publisher was willing to take them on. My only available option left was self-publishing and independent distribution. In order to get them known and read, I offered online versions completely free and have since self-published 4 more books. My most recent, the first ever illustrated flat Earth children’s book, “The Earth Plane,” has been translated to 10 languages, and my most-popular “200 Proofs Earth is Not a Spinning Ball” translated into a whopping 25 languages all for free by dedicated, generous bilingual activists looking to get them into as many hands as possible.

Trinity-College-Library-Dublin-1050x787

The difficulty with self-publishing and independent distribution, however, is that established channels with in-routes to bookstores, schools and libraries have almost no way of knowing about your books. As a result, even though my PDFs have now been downloaded and read by millions of people, physical copies have not received such a warm welcome, and have yet to make it into bookstores, schools and libraries where they could do the most benefit. I recently thought, as a personal favor to me, for my birthday this year, from anyone who is willing and able, there is nothing I would wish more than for your help getting my books into bookstores, schools and libraries around the world. Alone it would be a pipe-dream, but with just a few minutes of your time, my wish could very easily come true.

64477046_437169983766704_243115193565970432_n

What I’m asking of everyone is simply this: The next time you visit your local big chain or independent bookstore, your community library, or nearby school, university or prison library, recommend and request that they carry Eric Dubay’s books. They can all be found on both Amazon and Lulu, and most bookstores and libraries will be able to carry them on special request. Some stores will order them just on recommendation, while others will require you to purchase a copy through them; likewise some libraries will order just based on suggestion, and others will only carry them if you donate copies. I have personally bought copies of my books to give to community libraries in Maine, USA where I’m from, and heard many inspiring life-changing stories of inmates who read copies of my books donated to prison libraries. If you could buy and donate, or at least make a special request to your local bookstores and libraries to carry my books, I would really appreciate it.

25353758_10210149751131167_2062816408975666373_n

Big publishing companies with wide distribution networks simply won’t touch the controversial, paradigm-shifting material covered in my books, and so the only way to actually get them into the hands of the minds that most need them the most, is to independently approach them and get them there ourselves. Thank you so much to anyone who can help make this happen and to everyone who has shown their support.

Lulu: http://www.lulu.com/spotlight/ericdubay
Amazon: https://www.amazon.com/author/ericdubay

Concave Earth Debunked

Anyone looking into alternative Earth cosmologies will inevitably run across 3 main options for the general alleged shape of the Earth.  Either Earth is a level plane devoid of any curvature, a convex sphere upon which we live outside, or lastly, a concave sphere upon which we live inside.  The majority of my work contains undeniable proof as to what the objective reality of this situation is, and debunks the majority belief that Earth is a convex spinning ball, but in this article/video I will specifically address and debunk the claim that Earth is concave.

In my books and videos you will find hundreds upon hundreds of proofs that Earth is devoid of any convex curvature, and the vast majority of these proofs double to show that Earth is also devoid of any concave curvature.  For example, the natural physics of large bodies of water is to seek its lowest level with the surface of all standing water remaining perfectly flat from end to end of its container.  Whether in a beaker, bottle or bathtub, pond, lake or ocean, this tangible substance which we can all confirm for ourselves, is incapable of supporting itself into any shape whatsoever.  Regardless of what shape the ground beneath takes, the surface of standing water remains perfectly horizontal.  This alone destroys the unscientific, unobservable, unrepeatable claim that Earth is a concave or convex ball.

The perfectly flat horizon seen for hundreds upon hundreds of miles at the highest altitude any amateur balloon, camera or human has ever reached, also shows beyond any shadow of doubt that Earth is not concave or convex.  For Earth to be a ball of the dimensions claimed, means that it must curve (upwards or downwards!) at a rate of h = r – r cos(s/2r) where h = height, r = radius, and s = arc length.  When calculated for up to nearly 1000 miles (which is plenty far for any practical observations we can make) this trigonometrical formula can also be simplified to 7.98 inches per mile squared and receive the same results.  This means an easily visible and measurable curvature of 6 feet after 3 miles, 24 feet after 6 miles, 54 feet after 9 miles and so on would and must exist if we truly lived on a concave or convex Earth 24,900 miles in circumference.  Countless experiments using lasers, spirit levels, theodolites, sextants, telescopes, super-zoom cameras, and Navy rail guns have all confirmed however that no such alleged curvature exists.

Again, there are hundreds more such proofs available in my other works showing the objective reality of our cosmology, so now I will specifically address the evidence given by concave Earthers to substantiate their belief that we are living inside a ball.  The largest collection of concave Earth evidences I have been able to find, belongs to the Wild Heretic blog where he has amassed the following 10:

1)  Old Maps:  For his first point of evidence, Wild Heretic refers to the Glen McLaughlin Map Collection dating from the 17th through 19th centuries whose latitude and longitude lines have been curved “the other way” than we are used to, giving them the appearance of concavity rather than convexity.  He then concludes that these map-makers could have had special knowledge of Earth’s concavity and attributes a random, subjective number of 10% to the veracity of this evidence to prove that Earth is concave.  Now, anyone can draw a map of any shape they would like, and that has exactly 0% relevance and gives 0% evidence of the actual shape of the objective world we all inhabit.  There are many maps in existence that show Earth to be diamond-shaped, heart-shaped, rectangular, and even the shape of a large letter M!  The existence of such maps does not provide 10% or even 1% evidence that Earth is a diamond, heart, rectangle or letter M, just as these concave Earth projections fail to provide any evidence for their claim.

2)  Modern Maps:  For his second point of evidence, Wild Heretic refers to modern Polyconic Map projections, which are ironically flat Earth maps, but drawn with concave latitude and longitude lines.  Since this projection was “in common use by many map-making agencies of the United States from the time of its proposal by Ferdinand Rudolph Hassler in 1825 until the middle of the 20th century,” and used by the US Military and Geodetic Survey, Wild Heretic attributes an arbitrary 60% to this piece of evidence in proving Concave Earth.  Once again, anyone can draw maps of any shape, and these flat maps with concave lines over them, have exactly 0% relevance and give exactly 0% evidence of the actual shape of the objective world we all inhabit.

3)  19th Century Balloon Obseravtions:  For his third point of evidence, Wild Heretic again refers to flat Earth material but claiming it as concave Earth evidence.  This time, quoting Samuel Rowbotham’s Earth Not a Globe, he shows a picture and quotes from the book discussing how early hot air balloonists, expecting to see convex curvature beneath them due to their globe beliefs, were shocked that the appearance was instead concave because the horizon rose to eye level along with them while the Earth below them continued to sink away.  Wild Heretic conveniently glosses over the proceeding pages where Samuel Rowbotham clearly shows this concave appearance to be the result of plane perspective.  The fact that the horizon literally rises up along with the observer/camera as high as they go, shows that we are dealing with a subjective element of vision, not objective tangible reality.  If that was the case, then pilots viewing the horizon straight in front of them flying level on long-haul flights should, would, and must eventually come face to face with and inevitably crash into the supposed concave Earth horizon directly in front of them.  This never has, never could and never will happen of course, because the eye-level horizon is simply an element of point perspective and the way our eyes perceive the world.  If the horizon was an objective tangible facet of reality, it would remain where it was regardless of altitude, and not constantly change based on the position of each observer.  These 19th century balloonists quoted also only reached an altitude of 1-2 miles high.  Today we have hundreds of amateur balloon videos exceeding 20+ miles high which still show a perfectly flat horizon 360 degrees around with the horizon rising to eye-level the entire way.  Regardless of this, Wild Heretic claims this point of evidence lifted from Rowbotham’s seminal Flat Earth book somehow gives 30% evidence for concave Earth.  Which orifice he is pulling theses percentages from is anyone’s guess.

4)  Tamarack Mines:  For his fourth point of evidence, Wild Heretic refers to J.B Watson’s 1901 Tamarack mine experiment where he suspended 4250 foot long plumb lines down copper mine shafts and found the plumb lines were slightly farther apart at the bottom than at the top, concluding from the results that Earth is concave.  The experiment began by suspending two #24 steel piano wires with 50 pound cast iron bobs hanging 4250 feet down Tamarack mine shaft 5.  The plumbs were 15 feet apart from one another and measured a divergence of 0.07-0.11 feet at the bottom after several tests.  In an attempt to rule out magnetism between the iron ventilation pipes running down the western side of the shaft and the plumb bobs, 50 pound lead balls were used and the test repeated with the length of the wires 120 feet shorter and situated in shaft 2; again, recording a divergence of 0.1 feet.  In a third attempt, trying to rule out magnetism, the same experiments were repeated in 1902 in shaft 4, but with #20 bronze piano wires carrying 60-pound lead bobs approximately 15 feet apart and 4,440 feet in length. This time instead of diverging, Watson recorded a convergence of 0.028 feet.  Changing again to steel wire and trying both iron and lead bobs gave similar convergent results in shaft 4.  Lastly, the test was repeated once more in shaft 5 with the bronze wire and lead bobs this time resulting in the biggest divergent reading of 0.141 feet.

The inconsistency between results of various shafts using various materials led Watson and associates to theorize that circulating air must be affecting the experiment.  They managed to block off most of the updraft by moving the wire, sealing the top and leaving only a small circulating air current due to the hot air at the bottom of the shaft naturally moving up to the colder air on top.  This time they measured and found the lines to be nearly parallel diverging only a minuscule 0.018 feet in shaft 5, and 0.04 feet in shafts 2 and 4.  When calculations were done on these final tests, the tiny divergence recorded was allegedly very near to what would be expected on their concave Earth model.

Now, firstly, plumb lines have been used above ground in construction flawlessly for millennia providing builders perfectly straight vertical lines with zero convergence or divergence from which to build gigantic balanced sturdy structures from the Roman Colosseum to the Burj Khalifa.  To throw out thousands of years of practical perfectly vertical plumb line measurements used by millions of builders the world over throughout history, in favor of the wildly inconsistent underground results of one 20th century concave Earth theorist is simply untenable and frankly absurd.  Secondly, steel and iron are overtly magnetic, while bronze and lead not considered “magnetic” still interact with and are affected and moved by magnetic fields.  Thus measuring convergence or divergence of metal plumb lines with metal plumb bobs down mine shafts full of various potentially magnetic materials, including the admitted iron ventilation pipes is truly disingenuous and ignoring the most probable problem.  And thirdly, the circulating air currents which Watson and associates were never fully able to negate, are yet another obvious reason for the inconsistent results.  Cherry-picking the final test results that best fit their theory while ignoring the previous results and thousands of years of perfectly vertical plumb lines again is incredibly disingenuous and untenable, but Wild Heretic gives this experiment a 50% rating for proving concave Earth.

5)  Laser Between Two Posts:  For his fifth point of evidence, Wild Heretic refers to an anecdotal experiment claimed to have been done by an anonymous YouTube commenter.  You read/heard correctly, Wild Heretic’s fifth proof the Earth is concave, is a single unrecorded experiment claimed to have been performed by some YouTube commenter with no content who doesn’t even use his real name.  In the comments section of a Polish YouTube video against the concave Earth theory, Wild Heretic read and relates the comments made by one “Ar Pi,” who was allegedly skeptical of the “cellular Earth theory” until he shined a laser across a 2 kilometer lake and concluded the Earth is concave.  “Ar Pi” states that, “Me and my friend stuck a vertical stake in the water and fixed the laser on it on the height of 30 cm above water surface. My friend sailed to the other shore, about 2 km from the first stake and placed a stake there too. By communicating on the phone I set the laser beam on his stake at the same height, 30 cm above water surface. When he confirmed the height was the same on his stake too, the laser was then rigidly fixed to the first stake with two wing screws. My friend sailed back to my position and together we made a measurement in the middle of the distance between the two stakes. The measurement showed that the distance from water surface to the beam was 39-40 cm!”

Now to begin with, this single anecdotal experiment was not recorded and therefore is nothing but unevidenced hearsay which Wild Heretic laughably attributes a whopping 75% veracity on his ridiculous percentage proof scale.  Secondly, we know for a fact, as it is an undeniable, tangible, observable, repeatable aspect of reality that large bodies of undisturbed water always remain perfectly horizontal with no deviation in elevation from end to end.  In fact, it is water itself which has universally been used for millennia as a leveling tool by builders as it is the easiest and most reliable method of finding true level.  Therefore to claim a 2 kilometer wide lake somehow maintains a 10 centimeter dip in the middle, goes against millennia of well-established, easily verifiable, tangible scientific objective reality we can all test for ourselves.  Thirdly, Mr. “Ar Pi” never mentions if or how he leveled the laser, which if he didn’t, exposes an obvious glaring problem in his experiment, and if he did, then he would literally and paradoxically have been using a water level to look over level water in order to claim water isn’t level.  Lastly, there are hundreds of successful tests (which have been recorded) using lasers, theodolites, spirit levels, sextants, telescopes, zoom cameras and other technologies to prove that bodies of water at rest do not curve whatsoever.

6)  Rectilineator:  For his sixth point of evidence, Wild Heretic references the “Rectilineator” experiment performed by Cyrus Teed and his Koreshan Unity members in the late 19th century.  Cyrus Teed was a man who claimed to be Christ, renamed himself “Koresh,” and created a commune for followers of his “Koreshanity.”  He also wrote a book claiming the Earth to be concave and attempted to prove this with his infamous rectilineator experiment.  It turns out his “rectilineator” was really just a fancy name for a few sections of glorified fence posting. Mr. Cyrus Koresh Christ Teed made a series of 12-foot long, 8-inch wide mahogany supports held up by vertical posts with brass castings which could be adjusted for height by turning screws on the front sides of each.  His experiment was to take these sections of fence to a 4 mile stretch of Naples Bay and by lining them up end to end calculate any potential concave curvature that might be found between his fence posts and the sea level.  Logistically he was unable to create 4 miles of this kind of rectilineator post, so instead settled for just making a few short sections, unscrewing then re-using them as he went along the beach.

Since the beach sand was anything but level, Teed and his Koreshans had to continuously excavate digging and dumping sand to create a level line along the beach side.  Once each section of fence was posted, it was checked by a plumb line, spirit level and geodetic level, then at every eighth of a mile, the height of the horizontal support was measured against the water level beneath.  Since the water was tidal, Teed used something called a “caisson” which artificially creates a perforated basin giving him sections of still water to measure against.  Teed argued that if the distance between the waterline and the rectilineator was the same at each 1/8 mile measurement, this would prove the Earth to be flat.  If the distance continually increased, Earth was convex; and if the distance decreased, Earth was concave.  Low and behold, Teed found the distances continually lessened and reached his hoped for conclusion.

Now to begin with, note that this experiment was performed not by a secular, unbiased, man of science, but rather by an active religious cult leader whose following was highly predicated on his claims that Earth was concave.  Secondly, his experiment has never been repeated, so we only have Teed and his Koreshans word as to the accuracy of their leveling abilities and calculations.  Thirdly, there are several factors that could and would skew the data gathered for this experiment.  For example, Teed admitted that even though the level of the supports was tested every eighth of a mile, his equipment was not sensitive enough to give accurate readings for the first several sections; the method of confirming the cassion level with each 1/8 mile tide stick was by observation through a telescope, which introduced a huge element of potential human error; the wood and brass parts used were inevitably subject to slight expansion or contractions with changes in temperature and humidity; and the sand over which they tested was also most certainly subject to subsidence over time causing more inevitable slight decreases in height as they went (which serendipitously just happens to favor their hoped for concave results).  Regardless of all this, Wild Heretic and most other Concave Earthers quote this flawed, heavily biased, unrepeated experiment as their most solid proof of Earth’s concavity.  Thus the “Rectilineator” receives a 99% veracity rating from Wild Heretic, and he also claims that if and when Lord Steven Christ (a contemporary Concave Earth cult leader who also believes himself to be Jesus) repeats Teed’s experiment with positive results, this will be 100, yes, 100% proof that Earth is concave.

7)  Huge Horizons:  For his seventh point of evidence, Wild Heretic references long-distance observation of islands, mountains and buildings which would be invisible behind hundreds or thousands of feet of convex curvature if Earth was truly a ball 25,000 miles in circumference.  Once again, taking flat Earth evidence and conflating it as concave, Wildly Speculative Heretic admits this evidence works equally well on a flat Earth, but then later concludes it to somehow be 75% concave proof on his random rating scale.  The truth is that objects can indeed be seen much farther than is allowed on a convex ball 25,000 miles in circumference, and this is in perfect alignment with the law of perspective on plane surfaces, but not in any way evidence that Earth is curving upwards as concave theorists claim.  The fact that the horizon shows the ground beneath your feet rising to your eye level is a matter of perspective and the way our eyes perceive the world, which we can test and confirm ourselves by rising in altitude and seeing the subjective horizon expanding and rising to our level, or by walking to an object on the horizon over flat land, and confirming the ground that was then at eye level is now under our feet without us ever actually changing elevation.

8)  Binocular Effect:  For his eighth point of evidence, Wild Heretic basically re-iterates point seven regarding seeing distant objects (which was just shown to be proof of flatness, not concave curvature), but this time focusing specifically on zooming-in objects which have disappeared into the horizon.  Islands, lighthouses or ships which are partially obscured or completely eclipsed by the horizon can be brought back into full view with the aid of binoculars, telescopes or zoom cameras.  The fact that ships disappear hull first when sailing away from the shoreline is once again an element of perspective on plane surfaces.  A person walking away from you on a football field or other longer flat surface will also similarly start to disappear from the ground up starting with their shoes, then their ankles, legs and so on until they appear to be a floating legless torso at a far enough distance.  But we can easily prove this is just an element of perspective by zooming in and seeing their entire body, legs and all, or the entire ship, hull and all, come fully back into view.  As usual, this is a solid proof of perspective over planar surfaces, but Wild Heretic claims it as 85% proof that Earth is concave.

9)  Bendy Light:  For his ninth point of evidence, Wild Heretic says and I quote:  “Light must bend upwards in a concave Earth in order to make sense… and there is some evidence of that.”  He then goes on to reference a single anecdotal experiment done by one Wilhelm Martin who hypothesizes bendy light as the reason for the results of a theodolite test he performed over 2000 meters.  His test was far from perfect, yielding constantly changing results, with several problem factors including wind, temperature/humidity considerations and refraction, but rather than focusing on faults of the experiment, for this ninth piece of supposed concave Earth evidence, I would like to point out that it is actually irrelevant regardless.  As Wild Heretic stated, “light must bend upwards in a concave Earth in order to make sense,”however, it is a fallacy of affirming the consequent in formal logic to state that light must bend for concave theory to be true, then show an example of bending light, and conclude therefore that the Earth is concave.  This is the same fallacy Neil DeGrasse Tyson used when Joe Rogan asked him how we can be sure humans went to the Moon and he responded by saying we know they went there because the Saturn V rocket was loaded with enough fuel to get there.  Just because there was enough fuel to get there, or just because an example of bending light can be shown, does not mean man walked on the Moon or the Earth is concave.  This is a great example of the fallacious sophistry used by both concave and convex Earthers, sophistry that Wild Heretic ascribes a completely undeserved 95% veracity rating on his non-sense scale.

10)  Overall Conclusion:  And for his final point of evidence, Wild Heretic simply re-iterates the previous nine showing his percentages for each, encouraging the reader to agree that so many arbitrary percentage points couldn’t possibly be wrong, and that the only fair conclusion is to concede concave Earth.  I’m sorry to disappoint Mr. Heretic, but common sense tells us we live on a level motionless plane with the Sun, Moon and stars revolving over and around us, just as you experience every day.  The idea that people, buildings and oceans are all somehow stuck to and curving around the inside of a ball is just as ridiculous and impossible as the idea that people, buildings and oceans are all somehow stuck to and curving around the outside of a ball.  Both the convex and concave models require the complete abandonment of our common sense and experience which tells us clearly and obviously that people in one part of the world are not living upside-down with respect to people in any other part of the world.  Planes do not curve their paths upwards or downwards during their flights in order to maintain altitude as they would have to on concave or convex Earths.  The mechanical gyroscopes operating each artificial horizon on every single plane is proof positive as they remain rigid in space that pilots reach their desired altitude and never change their pitch whatsoever during long haul flights as would be necessary over concave or convex Earths.

For anyone still clinging to concave or convex Earth dogma, please see the presentations 200 Proofs Earth is Not a Spinning Ball and The History of Flat Earth.

The Gender Bender Agenda

In the world today, there is an agenda well-underway which is purposely subverting and transforming the family unit, creating sexual confusion and normalizing gender dysphoria while promoting and celebrating mental illness. As will be shown, this Gender Bending Agenda has existed covertly for decades and in fact centuries, but recently due to its successes is now becoming more overt, obvious, and ostentatious, to the point that celebrities such as Charlize Theron are openly, physically and pharmaceutically transgendering their children as young as 7 years old. All over North America drag queens are setting up library story hours to passively push transgenderism on children, and through new school “cyber-bullying” initiatives, LGBTQ’s with their army of outrage and pronouns are becoming part of elementary curriculums.

Alternate Links:
https://beta.lbry.tv/TheGenderBenderAgenda/cd0594cfd85c230da0c9a5e10c7135b23f5882d2
https://bit.tube/play?hash=QmddTZJcVzuHxtvVUejSy3cCoVmcK39XznQEcm87XS59xv&channel=36651
https://www.bitchute.com/video/6Gp5KI9EAtp9/
https://www.brighteon.com/6041182814001

How YouTube Censors Flat Earth Videos

Having been the target of constant overt and covert censorship by YouTube for years, the following is my experience and analysis of how YouTube is actively suppressing and banning legitimate flat Earth content, while allowing and promoting illegitimate disinformation and controlled opposition agents.

1. Prioritizing “Debunking” and Controlled Opposition Videos

 

Since its inception, Google has always prioritized the farcical, satirical “Flat Earth Society,” when users search the topic “Flat Earth” in their search engine. By doing so, people are introduced to disingenuous disinformation as the primary source of information on the subject and thus influenced into believing the entire topic to be unscientific and just some convoluted troll. Before 2015 when the Flat Earth keyword began its explosive exponential growth, many of my Flat Earth videos went viral, appearing in recommended feeds and given top priority in all relevant searches, garnering millions of views and tens of thousands of subscribers in a very short space of time. Since approximately 2016 and onward however, YouTube has completely changed their algorithm so that a search for “Flat Earth” and related topics gives results that show only “Flat Earth Debunking” videos for the first several pages! No videos by any legitimate flat Earther appear in the search nor do they make it to recommended feeds. If any user scrolls down through the wall of sophist debunking videos they will then be met with a second wall of disingenuous government Metatron corporate infiltrators, and not a single legitimate scientific Flat Earth video.

 

2. Removing Likes

 

In order to influence public opinion and the recommended feed algorithm which involves a video’s like ratio, YouTube has also engaged in a campaign against myself and other genuine flat Earth content creators by egregiously removing all likes and the ability to like our videos! Not only will thousands of likes disappear and reset to 0 overnight, but users previous likes will remain in the “like” position without being counted, while users trying to add new likes are disabled. Meanwhile, however, all dislikes and the ability to dislike remain untouched, making it appear that the public consensus of each video is abysmal and making it impossible to appear in YouTube’s recommended feed. Several times and now as if on cue, when a new video on my channel gathers an above average number of views/likes, within 48 hours someone with direct access to YouTube’s own software and administrative privileges, wipes all the likes and the ability to like the new video. Every time they have done this, they also wipe the likes from my most recent 10-15 videos for good measure, as if trying to punish me or send some silent message. I assume they could just remove every single like from every video on my account if they wanted, but for whatever reason, they just do it periodically to groups of new videos like this.

 

3. Removing Subscriptions

 

An even more sinister and effective covert form of censorship YouTube has been engaging in with mine and other legitimate flat Earth channels is removing subscriptions. Over the years I have received thousands of comments from users complaining of being unsubscribed from my channel not once but repeatedly. Many long-time subscribers have complained of being mysteriously unsubscribed from my channel upwards of 5-10 times periodically over the course of several years. Through no action of their own, after noticing a lack of my content appearing in their feeds, users continue commenting that my channel has disappeared from their subscription list. As with removing likes, removing subscriptions makes it incredibly difficult to build a channel, unlikely to appear high in searches, and influences public opinion about the authority and popularity of the content in question. This act of removing likes and subscribers from content creators implicates YouTube themselves in the organized, intentional, unlawful censorship of selected channels, in direct violation of the first amendment rights guaranteed in their country of operation.

 

4. Sniping and Porn-Bombing

 

Channels who attempt using YouTube’s live hangout feature encounter another method of covert censorship, whereby people with access to YouTube’s administrative dashboard are hacking into live video streams and shutting them down, taking them over and streaming their own anti-flat-Earth content, or playing hard-core pornography on the stream resulting in the channel owner having their account irrevocably striked (and I stipulate irrevocably, because all appeals are denied without reason or explanation). Legitimate, independent, scientific channels like “Beyond the Imaginary Curve” are constantly sniped and porn-bombed during their live hangouts, while illegitimate, unscientific, Metatron corporate infiltrators like a certain cold potato channel that shall remain nameless are never affected, nor do they ever have their likes and subscriptions removed. Quite to the contrary, they are prioritized over all other better, genuine content.

 

5. Community Strikes and Banishment

 

When all else fails, YouTube simply bans your channel, as myself and several other flat Earthers such as ODD TV, IHateMainStream, Mary at Sea Level, TheSeattleGreen, LukeDoughNelly, Jay Decasby, and many others have experienced. On December 12, 2017, in a particularly outrageous case, in violation of their own community guidelines, YouTube removed my original channel of 7+ years, 135,000 subscribers and 28 million views for a single “hate-speech” strike. Firstly there was no hateful speech anywhere in the factual, historical documentary they striked, but secondly and more importantly, they deleted my entire channel of over 200 videos, for a single strike, when their own legal terms and conditions, along with every user’s channel dashboard states, that channels are allowed 3 strikes before being banned. Just as with the sniping and porn-bombing attacks, strike and banishment appeals are denied and met with silence no matter how you try to contact YouTube for answers.

 

YouTube has long been engaging in this blatant censorship of flat Earth and many other important topics and it is high time this becomes publicized so they are held accountable for their unlawful actions. Please help share this video across your social media platforms to spread the word about YouTube’s under-handed suppression of selected users and subjects. Also be sure to follow on LBRY, BitTube, DTube, BitChute, Brighteon and other independent video sharing sites where your likes, subscriptions and channels won’t be so callously censored. Since we cannot rely on YouTube’s algorithms, searches, or recommended videos, it is up to us and of paramount importance that we manually share this information by word of mouth and grassroots activism, so I implore everyone take it upon yourselves and make it your life’s mission as myself and many other have to expose these lies/liars and fight for the truth so ourselves and future generations can live in a world where basic liberties like free speech are prized and protected.

Subscribe on LBRY:  https://beta.lbry.tv/@EricDubay
Subscribe on BitTube:  https://bit.tube/Eric%20Dubay
Subscribe on DTube:  https://d.tube/#!/c/ericdubay
Subscribe on BitChute:  https://www.bitchute.com/channel/TCgwKoAf3Y9z/
Subscribe on Brighteon:  https://www.brighteon.com/channel/ericdubay
Purchase DVDs:  https://tinyurl.com/y855yage

Forced Government Indoctrination Centers

“Plans are underway to replace community, family, and church with propaganda, education, and mass media….the State shakes loose from Church, reaches out to School … People are only little plastic lumps of human dough.” -Edward A. Ross, “Social Control,” 1901

“Each year the child is coming to belong more to the State and less and less to the parent.” -Ellwood Cubberley, “Conceptions of Education” 1909

Before 1852 American education consisted of one-room school houses, independent teachers, and students of all ages attending of their own free will. Curriculums and funding came directly from local communities without a federalized bureaucracy ruling over every facet like today. From 1852-1918 things changed as the government began pushing to enforce compulsory schooling laws all across America. These were coupled with new “child labor laws” in an effort to take children off the farms from under their family’s tutelage and force them into indoctrination camps under the government’s tutelage. These laws were met with strenuous opposition at every turn by the US population and unless there was an incredibly well-backed agenda to make sure such laws passed, they would not have. If it was simply a matter of what the people in individual states really wanted, child labor and compulsory schooling issues would have been dropped as soon as they were raised.

At first the laws were optionallater the law was made state-wide but the compulsory period was short (ten to twelve weeks) and the age limits low, nine to twelve years. After this, struggle came to extend the time, often little by little…to extend the age limits downward to eight and seven and upwards to fourteen, fifteen or sixteen; to make the law apply to children attending private and parochial schools, and to require cooperation from such schools for the proper handling of cases; to institute state supervision of local enforcement; to connect school attendance enforcement with the child-labor legislation of the State through a system of working permits.” -Ellwood Cubberley, “Public Education in the United States” 1934

Once federalized mandatory schooling was employed countrywide, the compulsory attendance of 9-12 year olds, 10-12 weeks a year, was incrementally lengthened to the point that nowadays 4 year olds are entering pre-schools and 26 year old doctors are still being indoctrinated almost the whole year long. Ironically the longer students remain in their respective institutions, the more respect they are generally given in their field. Thus our “experts” in Medicine, Science, Technology, Philosophy, Economics, Politics etc. are generally those who have received the most government indoctrination.

“Since 1900, and due more to the activity of persons concerned with social legislation and those interested in improving the moral welfare of children than to educators themselves, there has been a general revision of the compulsory education laws of our States and the enactment of much new child-welfare … and anti-child-labor legislation … These laws have brought into the schools not only the truant and the incorrigible, who under former conditions either left early or were expelled, but also many children … who have no aptitude for book learning and many children of inferior mental qualities who do not profit by ordinary classroom procedures …Our schools have come to contain many children who … become a nuisance in the school and tend to demoralize school procedure.” -Ellwood Cubberley, “Public Education in the United States” 1934

At the turn of the 20th century Cubberley spoke of how children mechanically minded, without aptitude for book learning, or of inferior mental capacities, “become a nuisance in the school and tend to demoralize school procedure.” At the turn of the 21st century, Bush continues pushing the idea of “No Child Left Behind,” the complete opposite, which expands special-ed at the expense of gifted and talented programs, promotes “outcome-based education” (an atrocious educational philosophy now being promoted), and furthers state control of your children. If you believe in the myth of a benevolent nanny-state that looks out for your best interests from cradle to grave, “No Child Left Behind” might fit well into your philosophy, but for independent individuals, lovers of freedom, this is the final step in government mind-control.

“In 1909 a factory inspector did an informal survey of 500 working children in 20 factories. She found that 412 of them would rather work in the terrible conditions of the factories than return to school.” -Helen Todd, “Why Children Work,” McClure’s Magazine, April, 1913

“In one experiment in Milwaukee, for example, 8,000 youth …were asked if they would return full-time to school if they were paid about the same wages as they earned at work; only 16 said they would.” David Tyack, “Managers of Virtue,” 1982

California Education Administrator Ellwood Cubberley was the main anti-establishment voice speaking out against the standardizing and enforcement of our schooling. The leading pro-establishment voice was (1889-1906) US Commissioner of Education William Torrey Harris. Listen to Harris’ words from his 1906, “The Philosophy of Education”: “Ninety-nine [students] out of a hundred are automata, careful to walk in prescribed paths, careful to follow the prescribed custom. This is not an accident but the result of substantial education, which, scientifically defined, is the subsumption of the individual.” Is this a sane “Philosophy of Education” by anyone’s standards? This is the man who gave America scientifically age-graded classrooms to replace the long successful practice of mixed-age school houses. In “The Philosophy of Education,” Harris wrote his vision of the perfect classroom: “The great purpose of school can be realized better in dark, airless, ugly places … It is to master the physical self, to transcend the beauty of nature. School should develop the power to withdraw from the external world.

The first federalized education board was the 1870 founded NEA (National Education Administration) which quickly announced that country-wide school science courses must be restructured to teach “evolution” as fact, not theory.  Having gained a fair amount of pull in the NEA, in 1903, John. D. Rockefeller created the GEB (General Education Board) in an effort toward “this goal of social control.”  Later, in 1923 he would also create the International Education Board providing over $20 million to promote education abroad.  The Rockefeller, Carnegie and Ford groups have often funded (and thus steered) American education more so even than the government.

“Reading through the papers of the Rockefeller Foundation’s General Education Board – an endowment rivaled in school policy influence in the first half of the twentieth century only by Andrew Carnegie’s various philanthropies – seven curious elements force themselves on the careful reader: 1) There appears a clear intention to mold people through schooling. 2) There is a clear intention to eliminate tradition and scholarship. 3) The net effect of various projects is to create a strong class system verging on caste. 4) There is a clear intention to reduce mass critical intelligence while supporting infinite specialization. 5) There is clear intention to weaken parental influence. 6) There is clear intention to overthrow accepted custom. 7) There is striking congruency between the cumulative purposes of GEB projects and the utopian precepts of the oddball religious sect, once known as Perfectionism, a secular religion aimed at making the perfection of human nature, not salvation or happiness, the purpose of existence. The agenda of philanthropy, which had so much to do with the schools we got, turns out to contain an intensely political component.”  -John Taylor Gatto, “The Underground History of American Education” (201)

“One would assume that, since the Rockefellers are thought of as capitalists, they would have used their fortune to foster the philosophy of individual liberty.  But, just the opposite is true.  We have been unable to find a single project in the history of the Rockefeller foundations which promotes free enterprise … almost all of the Rockefeller grants have been used directly or indirectly to promote economic and social collectivism, i.e., Socialism-Fascism.”  -Gary Allen, “The Rockefeller File

“Philanthropy is the essential element in the making of Rockefeller power.  It gives the Rockefellers a priceless reputation as public benefactors which the public values so highly that power over public affairs is placed in the Rockefellers’ hands.  Philanthropy generates more power than wealth alone can provide.”  –Myer Kutz, “Rockefeller Power”

Rockefeller charity and philanthropy influences many sectors of society from education to politics to religion.  Here’s an abridged list of Rockefeller funded organizations: American Assembly, American Association for the United Nations, American Friends Service Committee, Atlantic Union, Center for Advanced Study in Behavioral Science, Center of Diplomacy and Foreign Policy, Citizens Committee for International Development, Committees on Foreign Relations, Committee for Economic Development, Council on Foreign Relations, Federation of World Governments, Foreign Policy Association, Institute of International Education, Institute for World Order, National Planning Association US National Commission, The Trilateral Commission World Affairs Council, and United World Federalists.  Notice any trends?  Any doubt regarding the Rockefeller’s intent in starting the GEB should be clarified in John D’s own mission statement:

“In our dreams, people yield themselves with perfect docility to our molding hands. The present education conventions of intellectual and character education fade from their minds, and, unhampered by tradition, we work our own good will upon a grateful and responsive folk. We shall not try to make these people, or any of their children, into philosophers, or men of science. We have not to raise up from them authors, educators, poets or men of letters. We shall not search for great artists, painters, musicians nor lawyers, doctors, preachers, politicians, statesmen – of whom we have an ample supply. The task is simple. We will organize children and teach them in a perfect way the things their fathers and mothers are doing in an imperfect way.”  -John D. Rockefeller, General Education Board (1906)

This is not a man looking out for the best interest of students.  You can get a good sense of his demeanor from statements like “yield themselves with perfect docility to our molding hands” and talking about creating a “perfect system” of state education better than imperfect parental education.  Martin Luther King Jr., for one, disagrees with John. D. Rockefeller saying: “The group consisting of mother, father and child is the main educational agency of mankind.”  Who do you agree with?

Prior to WWI, in a speech to American businessmen, President Woodrow Wilson admitted similar goals as the Rockefellers: “We want one class to have a liberal education. We want another class, a very much larger class of necessity, to forgo the privilege of a liberal education and fit themselves to perform specific difficult manual tasks.”  In 1931, Paul Mantoux, in his foreword to “International Understanding” wrote, “And the builder of this new world must be education…. Plainly, the first step in the case of each country is to train an elite to think, feel, and act internationally.”

In 1932, continuing their effort to change the philosophical goals of American education, the Rockefeller/Carnegie dominated NEA created the EPC (Educational Policies Commission).  Years later the EPC put together its book “Education for All American Youth” which outlined federal programs for health, education and welfare to be combined under one giant bureaucracy.  It outlined pre-school programs, sex education classes, and the removal of local control over educational issues “without seeming to do so.”  A 1934 NEA report advised, “A dying laissez-faire must be completely destroyed and all of us, including the ‘owners’, must be subjected to a large degree of social control.”  So these education “experts” actually speak of themselves as “owners” and worry about falling under “a large degree of (the) social control” which they themselves implement.

The thesis I venture to submit to you is as follows: That during the past forty or fifty years those who are responsible for education have progressively removed from the curriculum of studies the Western culture which produced the modern democratic state; That the schools and colleges have, therefore, been sending out into the world men who no longer understand the creative principle of the society in which they must live; That deprived of their cultural tradition, the newly educated Western men no longer possess in the form and substance of their own minds and spirits and ideas, the premises, the rationale, the logic, the method, the values of the deposited wisdom which are the genius of the development of Western civilization; That the prevailing education is destined, if it continues, to destroy Western civilization and is in fact destroying it. I realize quite well that this thesis constitutes a sweeping indictment of modern education. But I believe the indictment is justified and here is a prima facie case for entering this indictment.”  -Walter Lippmann, at the Association for the Advancement of Science, December 29th, 1940

In 1942, the Institute  of Pacific Relations published “Post War Worlds.”  In it P.E. Corbett wrote, “World government is the ultimate aim … It must be recognized  that the law of nations takes precedence over national law …The process will have to be assisted by the deletion of the nationalistic material employed in educational textbooks and its replacement by material explaining the  benefits of wiser association.”  In 1946, former editor of the NEA Journal, Joy Elmer, published, “The Teacher and World Government” saying things like, “In the struggle to establish an adequate world government, the teacher… can do much to prepare the hearts and minds of children for global understanding and cooperation… At the very heart of all the agencies which will assure the coming of world government must stand the school, the teacher, and the organized profession.”  The next year in 1947 The American Education Fellowship, organized by establishment minion John Dewey (of the “Dewey decimal system”) called for the, “establishment of a genuine world order, an order in which national sovereignty is subordinate to world authority.”  In October, 1947, NEA Associate Secretary William Carr wrote in the NEA Journal that teachers should, “teach about the various proposals that have been made for the strengthening of the United Nations and the establishment of a world citizenship and world government.

“It was natural businessmen should devote themselves to something besides business; that they should seek to influence the enactment and administration of laws, national and international, and that they should try to control education.”  -Max Otto, “Science and the Moral Life,” 1949

Elitist Committee of 300 philosopher, Bertrand Russell, in his 1951 book “The Impact of Science on Society,” wrote, “Education should aim at destroying free will so that after pupils are thus schooled they will be incapable throughout the rest of their lives of thinking or acting otherwise than as their school masters would have wished…. Influences of the home are obstructive; and in order to condition students, verses set to music and repeatedly intoned are very effective … It is for a future scientist to make these maxims precise and discover exactly how much it costs per head to make children believe that snow is black. When the technique has been perfected, every government that has been in charge of education for more than one generation will be able to control its subjects securely without the need of armies or policemen.”

In 1953, Carroll Reece, Tennessee Congressman and Chairman of the RNC (Republican National Committee) along with research director Norman Dodd, and lawyer Rene Wormser, performed the first and only in-depth investigation into the activities of the Rockefeller, Carnegie, and Ford foundations and their effect on American education.  Rene Wormser wrote that the Reece investigation, “leads one to the conclusion that there was, indeed, something in the nature of an actual conspiracy among certain leading educators in the United States to bring about socialism through the use of our school systems.”  They discovered that the Rockefeller foundation was the primary culprit behind the NEA’s rapidly changing policies and the teaching of socialism in America’s schools / universities.  Wormser continued, “A very powerful complex of foundations and allied organizations has developed over the years to exercise a high degree of control over education. Part of this complex, and ultimately responsible for it, are the Rockefeller and Carnegie groups.

During a personal meeting, President Rowan Gaither of the Ford Foundation told Reece Committee research director Norman Dodd that, “all of us here at the policy making level of the foundation have at one time or another served in the OSS [pre-cursor to the CIA] or the European Economic Administration, operating under directives from the White House. We operate under those same directives … The substance under which we operate is that we shall use our grant making power to so alter life in the United States that we can be comfortably merged with the Soviet Union.”  As their meeting turned from civil to threatening, Gaither warned Dodd, “If you proceed with the investigation as you have outlined, you will be killed.”

“This was the situation in the 1950s when the Reece Committee briefly investigated. The Rockefeller-Carnegie groups have continued basically unopposed for the next 40 years in controlling education. One of the educational book producers is Grolier, Inc. Avery Rockefeller, Jr. sits on Grolier, Inc. board meetings. Another interesting board member is Theodore WaIler who is the director of Grolier, Inc. He was a member of the International Book Committee of UNESCO.”  –Fritz Springmeier, “Bloodlines of the Illuminati

In the mid-sixties the Education Department produced a document called “Designing Education” which advised each state to “lose its independent identity as well as its authority,” in order to “form a partnership with the federal government.”  Another important document at the time was Benjamin Bloom’s “Taxonomy of Educational Objectives” which was used as “a tool to classify the ways individuals are to act, think, or feel as the result of some unit of instruction.”  Using B.F. Skinner’s operant conditioning and other new behavioral psychology models, American education shifted focus toward emotional/outcome-based learning, so-called “values clarification” and “sensitivity training.” As noted by Ph.D. Superintendent of South St.   Paul, Minnesota schools, Ray I. Powell, in 1975, “It’s all brainwashing!”

In 1981, the NEA published the Special Committee on Instructional Technology Report, which as usual, addressed the public/children as lumps of clay to be molded to suit their will: “In its coming involvement with a technology of instruction, the profession will be faced again with the challenge of leadership – by example and by effective communication – the challenge of convincing the public that education is much more than treating students like so many Pavlovian dogs, to be conditioned and programmed into docile acceptance of a do-it-yourself blueprint of the Good Life.”

Through “outcome-based” learning and other sophisticated standardized mind-control methods which continue being refined to present day, our government schools are perpetually preparing a new workforce for job specialization.

“Outcome-based education, because it concentrates on the ‘end product’ of its process, can be said to restrict the student’s mental functioning … Success in an outcome-based environment is restricted to performing prescribed tasks to the point of automaticity. The functions of memory and creativity are not used, nor are they considered necessary to succeed in an OBE program or any program that uses Skinnerian mastery learning or direct instruction. Predictability is the bottom line for OBE, limiting the student to only those responses which are prescribed.  When trained by OBE methodology, the student cannot fail unless he employs creativity and produces an unpredicted response. In an OBE environment, he can believe only that which is acceptable. The most predictable outcome, over time, is frustration – and ultimately, low achievement and behavior problems.”  -Charlotte Iserbyt, “Deliberate Dumbing Down of America” (322)

“Schools at present are the occupation of children; children have become employees, pensioners of the government at an early age. But government jobs are frequently not really jobs at all—that certainly is the case in the matter of being a schoolchild. There is nothing or very little to do in school, but one thing is demanded—that children must attend, condemned to hours of desperation, pretending to do a job that doesn’t exist. At the end of the day, tired, fed up, full of aggression, their families feel the accumulated tedium of their pinched lives. Government jobs for children have broken the spirit of our people.”-John Taylor Gatto, “The Underground History of American Education” (298)