The Programming Of Our Children And Geoengineering, An Educator Speaks Out
The paradigm of industrialized society has been an orchestrated disaster for a very long time. How does it get so bad? The programming of children in the educational system leads to a programmed society. This in turn leads to a population that is completely blind and oblivious to the fact that they are being constantly sprayed with toxic materials. My gratitude to educator Cali Will for sharing his perspectives in the attached article.
Dane Wigington
geoengineeringwatch.org
The Programming Of Our Children And Geoengineering, An Educator Speaks Out
By Cali Will, contributing writer for geoengineeringwatch.org
Growing up in California, my friends and I would sit on the famous Venice Board Walk and watch street performers along with the throngs of sun burned tourists that would visit from all over the world. Hare Krishna's held parades there with giant colorful floats pulled by elephants, and devotees rang bells and chanted "Hare hare" while they threw bags of peanuts and raisins to the kids. People would tell jokes, play music, juggle chainsaws, walk on glass, and do all types of strange and bizarre acts for a little spare change. They would roller skate and disco with ghetto blasters, spray paint murals, and set up skateboard ramps and see who could launch the furthest into the air. Surfers wore neon wetsuits, girls wore bicycle shorts, and break-‐dancers looked like time travelling pirates with cardboard dance platforms. During the awesome 80's the beach was the place to be.
I grew up surfing the beaches in the Santa Monica Bay. My parents kept a jar of paint thinner by the back door so that people could get the tar off their feet after going to the beach. I later realized that some beaches where not covered in tar, but local officials insisted that the tar was due to naturally occurring seepage and not due to the offshore oil derricks or the nearby Chevron refinery. Besides having the beaches often covered in tar, we also had a Hyperion plant that was constantly spilling raw sewage (feces) into the ocean. Our storm drains also flowed openly into the ocean, and during those days people would sweep trash and dog doo right into the drain. We would often watch as the ocean turned from blue to brown and smell like feces after every rain. Unfortunately, when it rained was also when the waves were good for surfing. My friends and I would surf until they closed the beaches, usually a few hours after the water had turned brown. People would often get sick after this happened and one of my friends even got hepatitis from surfing just before the beach was closed.
At the Hyperion plant in the nearby city of El Porto they kept the raw sewage in open containers and every time it rained it would overflow and spill into the ocean. The fines the city paid for spilling the sewage were less costly than actually treating the sewage so they were allowing it to happen on purpose. The locals began to protest and I was about ten years old when I got my picture on the front page of the Los Angeles Times wearing a gas mask and carrying a surfboard for a protest. California State Assemblyman Tom Hayden also made a speech at the same protest. Our local TV news stations covered it, and everyone was exited to see their friends on the TV. It worked, the protesters formed environmental organizations that successfully won a multi-‐million dollar law suits forcing the city to fix many of the problems and restore the beaches. And in my ten-‐year-‐old mind, I was convinced that by walking to the protest wearing a gas mask, I had saved the beach!
Teaching and How Learning Got Left Behind
Maybe it was this experience that made me want to go into environmental studies and teaching. I moved to Santa Cruz, California where the locals will argue they have that best surfing waves in the world. I got a degree in Environmental Studies, and then a teaching credential. I've worked in California public schools for the last 15 years.
First, I worked as a special education aide. Special Education teachers earn more money and for a good reason, teaching children with learning disabilities is hard work! There has been a huge explosion in learning disabilities, autism, Asperger's Syndrome, ADHD, food allergies, asthma, lung problems, heart problems brain tumors, and brain cancer in children. The students with autism almost always have lots of allergies to food and other things in their environment.
Unless you've been hiding under a rock, you've most likely heard that autism is growing at an exponential rate. Many in the media are trying hard to deny this fact by suggesting that real learning disabilities like ADHD are over-‐diagnosed as an excuse to sell drugs such as the now infamous Ritalin. I would argue it's just the opposite, and that the problem is worse than most people would like to admit. No parent wants their child to have a learning disability, so they deny that it exists. The bottom line is that the special education classes are growing by the year, and it's clearly due to children being born in an increasingly toxic environment.
Now teaching in regular education is no walk in the park either. No Child Left Behind and the Common Core Curriculum were never the ideas of actual teachers. Public schools were not given the choice of teaching to the standards, they had to adopt a standardized curriculum or lose all federal funding. These laws were pushed onto the schools by the federal government, who adopted them under pressure from private testing industry lobbyists, or basically the publishing companies.
All the modern research in the field of education confirms that using project based discovery learning is the most effective way to teach. Yet Federal law forces us to use outdated route learning as our main teaching method. Simply put, we teach students how to take multiple-‐choice tests. Rather than writing an answer to a question that explains how well they understand a subject, students are forced to fill in a bubble next to the most popular answer. This is by no means an accurate way to assess a student's intelligence or subject knowledge. Instead these formats are catered to the types of machines used to grade the tests. The private companies charge the schools for every student who is tested, and because the private testing companies can save money by using machines instead of hiring teachers to grade papers, we teach the students how to take multiple choice tests. The tests used to be on paper, but now they are just part of a software program. The private contract awarded for creating and grading the standardized tests is worth a fortune.
The first subjects to go under NCLB were history, art and music. In some districts all the these teachers got pink slipped or forced into teaching other subjects, some after decades of experience. They didn't test these subjects so they were thrown into the same category as P.E. They'd given the larger groups of students and it would be treated as a fun elective. This was especially true at the schools that were under Program Improvement, where they were literally forced to teach to the test by federal observers.
Under the same basic law with a new name "CCC" Common Core Curriculum they no longer count the science test scores. You still have to teach to the test, and it's still tested, but the test scores don't go into the all-‐important score that the school has to maintain to stay out of Program Improvement. It is complicated and to explain it in detail I'd need to write a book. Lets just say that the bureaucracy expands to meet the needs of the expanding bureaucracy. There is now an expanding bureaucracy in education based solely on analyzing multiple choice test results, and if you want to move up the academic ziggurat the only way to do it is to never question the validity of the all-‐knowing standardized test scores.
To make a long story short, science has now been thrown in the same bin, with history and the arts. Under CCC the idea is that students will learn little bits and pieces of science, and history, and culture as they are learning math and grammar. They learn only what a machine can test, and so they memorize answers like a machine. When tested, students are forced to choose between four choices and the message is clear. The student's real understanding of the material, and their own thoughts and opinions don't matter. Memorize the correct answer, even though you have no idea why it's correct. And I am reminded of the words of Carl Sagan when he said,
"Science is…a way of skeptically interrogating the universe with a fine understanding of human fallibility. If we are not able to ask skeptical questions, to interrogate those who tell us that something is true, to be skeptical of those in authority, then we’re up for grabs for the next charlatan, political or religious, who comes ambling along.”
America has been known for its charlatans since the days of Mark Twain. There is always someone who is ready to sell you radioactive water, or invisible clothes if you'll buy them. There will always be people who will try to convince you that swimming in raw sewage is perfectly healthy, or that its fine to breathe toxic metals. But when you learn how to think critically, you learn how to separate reality from the schemes of charlatans.
When you teach science under a standardized curriculum you are teaching students what to think, rather than how to think. You are expected to teach very specific science "facts". These facts are boring, outdated, and encourage memorization rather than a deeper understanding of the material. For example you are not allowed to discuss the health effects of GMO's or processed food during the health units, instead you have to focus on calories. You are not allowed to encourage students to observe nature, or come up with their own ideas. You are forced to teach science as if it was a cookbook written in the 1800's. Mentioning anything that's happening in the 21st century, for example it you try to discuss global climate change or geo-‐engineering you will get labeled as a "conspiracy theorist." This will set you against all the parents and administrators who wish to remain in their confortable paradigm and continue to believe that nothing is changing and that nothing is wrong. The teachers and students have no choice but to conform to the most popular answers and are simply not allowed to question anything. This nationwide approach to education would explain why so few people today can question anything they are told by authority figures or basically any person on TV.
Geo-‐engineering, or Climate Engineering
The first time I noticed geo-‐engineering I was at a March Against Monsanto in Santa Cruz California. The planes flew really low and basically crop-‐dusted the protesters. Almost everyone at the protest got sick and was coughing up black soot for days. Unlike the usual geo-‐engineering days, on that day there were little fibers falling from the sky that looked like laundry lint. When you put one on your finger and touched water you'd get a little shock. Apparently they don't always spray the same stuff. After that I looked on the Internet and was overwhelmed by disinformation. I finally found Dane Wigington a credible researcher who made sense. I read everything I could on the topic and listened to a few of Dane Wiginton's lectures online. Then I began to document the days they were spraying by taking pictures and I tried to figure out the pattern. Back then military helicopters would often fly ahead of the spraying, so you'd know when you heard those big loud helicopters coming that they were about to spray. Over the next few years, the military helicopters stopped showing up, but the spraying in Central California went from a random event to a daily event.
As most of you now know, Monsanto has purchased the "Climate Corporation" and invested millions in geo-‐engineering. They also hold patents on "drought resistant" and "aluminum resistant" GMO seeds. The drought in California could earn Monsanto a fortune selling their drought resistant and aluminum resistant seeds to farmers who now have no other alternative.
I'm in New Zealand, we see plenty of planes fly overhead the same size, and altitude as the commuter planes in California, but they do not leave long white chemtrails, or even the tiniest contrail. There is not a mile, nor an inch, nor even a millimeter, of contrail left behind the planes here. But we still get geo-‐engineered clouds. These chemical clouds come from over the ocean and move in corduroy patterns against the direction of the wind. When it's really bad I get a ringing in my ears, I get the same ringing in my ears if I stand under a really strong WiFi signal. It's important to note that they use different techniques and various degrees of geo-‐engineering in different locations.
Now the mainstream media is receiving tons of money from corporations with a vested interest in geo-‐engineering. Energy companies don't want to de-‐commission dirty coal plants and oil refineries. Monsanto doesn't want to lose the payoff from all of their investments in drought resistant and aluminum resistant seeds. So just like people once said it was perfectly normal to have raw sewage and crude oil spilling onto the beach, people are now saying it's normal to have hundreds of white lines across the sky. The only difference is that instead of destroying one community's clean water, they're destroying everyone's clean air.
Proponents of Geo-‐Engineering will say that they are only testing out this technology and that they're not really applying the technology to it's fullest. If that's true, if covering the sky with hundreds of white lines is only a test, I'd hate to see the real thing! Advocate of geo-‐engineering David Keith said it best when he stated "It's like freeriding on our grandkids." In other words the children have no future if the geo-‐engineering programs continue. We can let the children continue to grow more and more sick. We can let the sky fill with grey haze. We can try to live in a world without bees or wild animals. We can try to hide inside and live without sunlight.
Or we could hold massive protests at City Hall. The corporations are paying the media to make anyone with a conscience and an understanding of what's going on look like crazy "conspiracy theorists" because they know that if we speak up, they know if enough ten year old kids in gas masks show up to protest, they will lose. Then they'll have to stop making profits from their dirty schemes, and we'll get our clear skies, clean air and real weather back.
Hurrah! Finally I got a weblog from where I can actually take useful information concerning my study and knowledge.
My five year old knows what chemtrails are,he can say geoengineering, we have to teach our childern what this is, and that they are not con trails,and that it is a ad thing, if school says anything it draws more atention, a good thing. Don't vote for anyone that doesent plan to stop the geoengineering nightmare.
Functional human beings teach themselves. The notion that someone has to attend a "school" in order to learn, is total nonsense. All this "educational" crap is plain vanilla fascism dressed up as freedom.
George Carlin said it well:
"They call it the American dream, cause you've got to be asleep to believe it"
– George Carlin –
(May 12, 1937 – June 22, 2008)
I agree…our children are being dumbed down. Uneducated people are controllable people. In 1971 the National Chamber of Commerce asked Lewis Powell to outline how business could make more profits. The finished product is called 'The Lewis Powell Memorandum' or 'The Lewis Powell Manifesto'. The document was uncovered by Hedrick Smith, Pulitzer Prize winning investigative reporter. Every facet of American life was outlined on changes that needed to be made. Education of our children was a huge part of that Manifesto. To see how the National Chamber of Commerce carried out this manifesto it is explained in the book by Hedrick Smith titled, "Who Stole The American Dream".
That was interesting to hear about the helicopters preceding a spray dump. That is what they are doing over us and I never made the connection although I knew we were being sprayed. Sutter county gets lots of spray, even when the skies are 'clear'. The last few days have been 'clear' but there has been regular activity to keep the low pressure system right over us (sprays and then the HAARPing), happens at night. I make it a habit to wear a mask outside now.
An excellent article on the education dilemma, home school is what worked for us. Thank you to all of you who are making a stand. I hope you learn to protect yourselves while you are warning your neighbors.
Supplement their schooling by teaching them at home the opposite of the methods, or home school them,if they atack home schooling then you know their up to no good,there are manny ways to get around a unperductive system like this one,they want only workers not thinkers,it is up to you to not except it, and chalange it. Fight it show how it dosent work.as fare as chem spraying us push the go to jail method, all who have a hand in it.don't let the fema camps scare you,because if they start that the memorey of what hitler did will spark an out cry so imense that the hole world would go agaist it,including the military.
What a coincidence, I had a discussion last night with an educator who teaches teachers and administrators how to follow the Common Core agenda. I intuitively made many of the same points as Cali above. My friend's position revolved around the need for "everyone" to know the same material and that the way Core teaches it is a vast improvement over old ways. She stated that industry needs a certain level of intelligence and that we needed to compete with the rest of the world. I asked her who came up with the curriculum and the methods of teaching and grading. She didn't know and I told her someone had to have a reason or an agenda and she immediately told me that this wasn't a conspiracy. I scolded her for using the "c" word and helped her to realize there is a central push for this by someone or some "thing". We agreed to discuss further at a later time.
I remember reading this in "The Protocols of the Learned Elders of Zion": In order to effect the destruction of all collective forces except ours we shall emasculate the first stage of collectivism–the universities, by re-educating them in a new direction. Their officials and professors will be prepared for their business by detailed secret programmes of action from which they will not with immunity diverge, not by one iota. They will be appointed with especial precaution, and will be so placed as to be wholly dependent upon the Government.
We shall exclude from the course of instruction State Law as also all that concerns the political question. These subjects will be taught to a few dozen of persons chosen for their pre-eminent capacities from among the number of the initiated. The universities must no longer send out from their halls mildsops concocting plans for a constitution, like a comedy or a tragedy, burying themselves with questions of policy in which even their own fathers never had any power of thought.
The ill-guided acquaintances of a large number of persons with questions of polity creates utopian dreamers and bad subjects, as you can see for yourselves from the example of the universal education in this direction of the goyim
. We must introduce into their education all those principles which have so brilliantly broken up their order. But when we are in power we shall remove every kind of disturbing subject from the course of education and shall make out of the youth obedient children of authority, loving him who rules as the support and hope of peace and quiet
Classicism, as also any form of study of ancient history, in which there are more bad than good examples, we shall replace with the study of the programme of the future. We shall erase from the memory of men all facts of previous centuries which are undesirable to us, and leave only those which depict all the errors of the government of the goyim. The study of practical life, of the obligations of order, of the relations of people one to another, of avoiding bad and selfish examples, which spread the
infection of evil, and similar questions of an educative nature, will stand in the forefront of the teaching programme, which will be drawn up on a separate plan for each calling or state of life, in no wise generalizing the teaching. This treatment of the question has special importance.
Each state of life must be trained within strict limits corresponding to its destination and work in life. The occasional genius has always managed and always will manage to slip through into other states of life, but it is the most perfect folly for the sake of this rare occasional genius to let through into ranks foreign to them the untalented who thus rob of their places those who belong to those ranks by birth or employment. You know yourselves in what all this has ended for the goyim who allowed this crying absurdity.
In order that he who rules may be seated firmly in the hearts and minds of his subjects it is necessary to instruct the whole nation in the schools and on the market places about his meaning and his acts and all his beneficent initiatives.
We shall abolish every kind of freedom of instruction. Learners of all ages will have the right to assemble together with their parents in the educational establishments as if it were in a club; during these assemblies, on holidays, teachers will read what will pass as free lectures on questions of human relations, of the laws of examples, of the limitations which are born of unconscious relations, and, finally, of the philosophy of new theories not yet declared to the world. These theories will be raised by us to the stage of a dogma of faith as a transitional stage towards our faith. On the completion of this exposition of our programme of action in the present and the future I will read you the principles of these theories.
In a word, knowing by the experience of many centuries that people live and are guided by ideas, that these ideas are imbibed by people only by the aid of education provided with equal success for all ages of growth, but of course by varying methods, we shall swallow up and confiscate to our own use the last scintilla of independence of thought, which we have for long past been directing towards subjects and ideas useful for us. The system of bridling thought is already at work in the so-called system of teaching by object lessons, the purpose of which is to turn the goyim into unthinking submissive brutes waiting for things to be presented before their eyes in order to form an idea of them. . . .In France, one of our best agents, Bourgeois, has already made public a new programme of teaching by object lessons. (this Bourgeois reference shows how long the “programme” has been around).
Thank you Pat, for your thoughtful response. I believe you are correct in your belief that students in the US are being dumbed down on purpose. In writing this article I tried to focus mostly on my own personal experience, but I can answer some of your questions. The Common Core Curriculum was developed by UNESCO a non-profit branch of the UN that provides, food, medicine, and education services to failed nation states. The contract of creating and grading the standardized tests went to NES (National Evaluation Services) owned privately by the Pearson Publishing Company. You won't find an educational administrator who knows this because they are chosen for their blind obedience to authority and their inability to question anything that maters. What's happening in the US today closely mirrors what happened to Poland in the mid 17th century, ie corrupt bureaucrats are destroying the country from within.
Great article. Regarding spraying lately, I have not seen much in a couple weeks. I live on the high desert southern California. Today they started spraying at around 9 am but soon stopped altogether. What is happening?
For far too many years patents have allowed the "educational system" to just be a family baby sitter. This has allowed the "power elite" to slowly change the history books to reflect 'their' agenda as they wish to be injected into the "little minds of mush."
Presto, Magico = Common Core. Read your child's History Book. I guarantee it will not be the history you were taught or read when you were in school. Children are being taught that "yes GeoEngineering is being done… but it is good and necessary."
Many parents have made the sacrifice of one parent staying home and "home schooling" the children. It is the only way to off-set the brain washing techniques being used in public education.
Thanks for all the positive feedback! Yesterday I heard from many teachers, a couple that I know personally, and many that I've never met. Their stories all have one thing in common, excited teachers who are passionate about their subjects are forced to read a dull outdated script. When they try and include the types of projects that they learned and planned in teaching programs, they are harassed and forced to go back to the standardized script. This is affecting more than just students and teachers. Everyone is expected to go to school and be programmed in this way. If our population can't think critically, and if we can't make informed decisions concerning our own welfare, then we are no longer a functioning democracy. The people hold the power in this country, and it's about time they started acting like it. Programs that put moneyed interests above the will of the people like Common Core and Geo-engineering need to go now!
I would love to know if something has changed recently because disguise oversetter County have not had streaks or wearing clouds for several days in a row now.
Hello Laura, don’t just look for the long trails, the silvery white skies are also a clear sign of aerosol spraying. The spraying continues to increase globally.
Thanks for the post. I am a high school science teacher in a private school in Maryland. I encourage my students to think for themselves and to "follow the money." A few months back, I showed one of Dane's videos to my chemistry class as I figured the sky was filled with some of the metals we were studying. One student got upset because the topic frightened him and he complained. I was called into a room and told that I must plan lessons that follow the State curriculum and align with the Common Core standards. I was further advised that I must not present conspiracy theories during class. I was reprimanded both verbally and in writing. Now that school is out for the summer, I plan to try to spread the word by writing letters and sending flyers to physicians in the area. Sometimes I feel that I am living in a nightmare, but I will continue to persevere.
Kudos to you Malinda for having the guts to try and make your classroom think instead of being the zombies that our society is trying to make them! Its amazing how just a few families can control next to everything.
Wow – I’m not shocked (sadly) by how the school reacted but I AM shocked that this was at a private and not a public institution. My assumption for years as a substitute in public and private settings was that private school got a lot more leeway when it came to national standards nonsense.
Common core b.s. is the reason I knew I had no future in education. I had always aspired to be a Dead Poet Society style instructor, but it became clear when principals refused to permanently hire me that waking waves was not a wise career path.
I girl I knew urged me to hide my true aspirations until I had achieved tenure. “Be a spy,” she said, “and then later you can be yourself.” But this only reinforced the fact that trying to do what I knew was right would only lead to trouble. Just find out what happened to Jaime Escalante (the teacher from Stand and Deliver who taught calculus in downtrodden parts of L.A.)
Many of the best have abandoned ship, opting for early retirement as soon as it became available. It’s hard to remain and fight when the system works against the basis of your beliefs in how to educate children, when experience matters little against the wave of constant universal testing.
Probably the final straw came when I sat in for a friend who taught high school history. Her lesson planned called for covering crucial aspects of WWII in a single afternoon. Being a German major with a Masters in the Great Books, I later asked her why there was no information on the Holocaust. “It’s not on the test,” she said. “And there’s no time.”
Every teacher will tell you a different story about why certain schools and students fail. Distracted parents, top-heavy administrations, technology-absorbed students who find it more and more difficult to read books or concentrate in a lecture format. But almost across the board I have yet to meet one teacher who genuinely believed that standardized testing was doing the least bit of good, let alone not harming the learning process.
A long-winded reply with a twist of reiterated shock that such a scene happened in a private school. I can only wonder though if income-level played a role. I taught in some pretty ritzy places in my time and it seemed then that the more money parents made, the more demanding they were on their kids (gotta go to college) and the less tolerant of standardized bubble tests.
Of course a lot has probably changed since then.
Yes it was very difficult, and still is, to realize everything I thought I learned in school was from people with "an agenda". I think there were a few teachers I had who were aware and trying to get us to think instead of just absorb and regurgitate what was being taught but it was rare. Probably got their walking papers if they actually taught the students how to disseminate information and knowledge. At this stage in the game people are so compartmentalized that the left hand knows nothing about the right and visa versa. People are hanging on to what they have "learned" as gospel and very resistant to trying to reason, or think things through rationally and objectively, thus our problem with informing folks about those pesky white lines that cause the sky to turn grey.
Thank You Will Pass This On ! Well Done…