A Reply-My Response "To THE DEMON-HAUNTED WORLD"
A REPLY
My Response To The
“THE DEMON-HAUNTED WORLD”
Preface
The Deal
I was aware of Carl Sagan, first from watching the Cosmos series on TV. It was really more like an event, and pretty special back in the day. I also enjoyed the movie Contact. However, I never read any of his books, and I knew very little about him except that he was THE spokesman for science, and helped popularize it with the masses. Now, I find myself reading his book, THE DEMON-HAUNTED WORLD, because of a deal I made with my son.
You see, I’ve always liked to examine subjects outside the box. Mainstream sources are very lacking in giving us everything we need to really understand the world we live in, let alone make the best of it. Sometimes I would share what I was learning with others. Of course, unless you have the time to really explain things, it can be frustrating trying to get people to see what you see, now, after many hours of research, when they have none of that information to use in forming their opinion. Well, my son was one of those people that I occasionally shared things with, and he undoubtedly felt I was succumbing to what is popularly called ‘conspiracy theory’.
Well, one of the subjects that I spent many hours investigating was fluoridation. Having learned so much about the history of this practice, and all the chronic ailments that ‘fluoride’ contributes to, I felt a need to share this information and try to help as many people as I could. I had asked him to look into it, and he told me that he did, but he still thought it was hyperbole when I referred to ‘fluoride’ as a toxin and a poison. He still had no idea where the so-called ‘fluoride’ came from, or that this is how it’s actually classified, right between lead and arsenic in the degree of its toxicity.
Anyway, one day during a discussion about various things, he proposed a deal. He would seriously look into one topic if I would read a book of his choosing. Excellent! I eagerly agreed. He was to review any information that I sent him regarding ‘fluoride’, and I would read the book he sent me: THE DEMON-HAUNTED WORLD.
I have to tell you, he had no idea what he was agreeing to. I have a massive amount of data concerning ‘fluoride’, and it’s going to take him a long time to get through it all. It will be to his benefit, though, because it really is some nasty stuff. I’ll bet that most people reading this have no idea where they get the stuff they’re using for fluoridation. Don’t think that there is some government agency looking out for you. There is no such entity. They work for the rich. It’s up to you to educate yourself. Your well being, and that of your family, are in your own hands.
Some of you doubt what I just said, or suspect it might be true, but don’t KNOW it to be true. So, because I truly want people to thrive in life, I will leave you with one short story and a video that you can watch for verification. From there, I hope you choose to investigate further.
The ‘fluoride’ put in our water is poison. Just how poisonous was being considered by the scientists within the EPA. They reviewed studies that suggested that it caused cancer, and other information that led them to conclude that more research was necessary before the EPA could approve it. However, the EPA administration disagreed. They had an agenda. They ignored their scientists, and even altered the data that the scientists provided. Then, they went ahead and approved fluoridation against the advise of the scientists. It got pretty ugly. They actually fired their head toxicologist in the dispute. Fortunately, he got his job back after suing them, but the damage was done. Our government sponsored the dissemination of a toxic industrial byproduct into the drinking water of its citizens.
Rebecca Hanmer (1983) Deputy Assistant Administrator For Water U.S. EPA states:
“In regard to the use of fluosilicic acid as a source of fluoride for fluoridation, this agency regards such use as an ideal environmental solution to a long-standing problem. By recovering by-product fluosilicic acid from fertilizer manufacturing, water and air pollution are minimized.”
I hope that statement is an eye opener for many of you. Now, here’s a video about the EPA story and fluoridation in general:
FLUORIDEGATE An American Tragedy - a David Kennedy film
http://www.youtube.com/watch?v=zpw5fGt4UvI
Did you watch it? Hey, I told you that I felt ‘fluoride’ was an important issue. Do you even know why I keep putting ‘fluoride’ in quotation marks?
Okay, let’s move on. Let me make this clear, I wanted to enjoy THE DEMON-HAUNTED WORLD. I really did. I was looking forward to learning some scientific methods to use when evaluating evidence. As a lover of truth and learning, nothing could be better than to sharpen my skills in discerning truth from non-truth.
As I began to read the preface, I felt encouraged by the way Sagan described what was going on in high school:
“It was our job merely to remember what we had been commanded. Get the right answer, and never mind that you don’t understand what you’re doing.”
Here he was admitting what we all new, and I have only recently found the evidence for, that our educational system was not set up to help us become the best that we could be, but rather, it was designed to make us mediocre, and even worse, submissive to authority. This is something very important to understand. Therefore, for those who might not be aware, I’m going to present you with some evidence that this is true, and it’s intentional. Maybe you’ll even begin to see why I’m writing this book.
Here are some excerpts from a book by renowned educator and historian, John Taylor Gatto. You can view in its entirety at: http://www.johntaylorgatto.com/underground/index.htm. Please read this carefully, and understand that you have been manipulated. I have highlighted certain parts to bring them to your attention.
The Underground History of American Education
A Schoolteacher's Intimate Investigation Into The Problem Of Modern Schooling
“The corporate foundation is mainly a twentieth-century phenomenon, growing from twenty-one specimens of the breed in 1900 to approximately fifty thousand by 1990. From the beginning, foundations aimed squarely at educational policy formation. Rockefeller’s General Education Board obtained an incorporating act from Congress in 1903 and immediately began to organize schooling in the South,...”
“From the start, the GEB had a mission. A letter from John D. Rockefeller Sr. specified that his gifts were to be used "to promote a comprehensive system." You might well ask what interests the system was designed to promote, but you would be asking the wrong question. Frederick Gates, the Baptist minister hired to disburse Rockefeller largesse, gave a terse explanation when he said, "The key word is system." American life was too unsystematic to suit corporate genius. Rockefeller’s foundation was about systematizing us.
In 1913, the Sixty-Second Congress created a commission to investigate the role of these new foundations of Carnegie, Rockefeller, and of other corporate families. After a year of testimony it concluded: The domination of men in whose hands the final control of a large part of American industry rests is not limited to their employees, but is being rapidly extended to control the education and social services of the nation.
Foundation grants directly enhance the interests of the corporations sponsoring them, it found. The conclusion of this congressional commission: The giant foundation exercises enormous power through direct use of its funds, free of any statutory entanglements so they can be directed precisely to the levers of a situation; this power, however, is substantially increased by building collateral alliances which insulate it from criticism and scrutiny.”
“In 1919, using Rockefeller money, John Dewey, by now a professor at Columbia Teachers College, an institution heavily endowed by Rockefeller, founded the Progressive Education Association. Through its existence it spread the philosophy which undergirds welfare capitalism— that the bulk of the population is biologically childlike, requiring lifelong care.
From the start, Dewey was joined by other Columbia professors who made no secret that the objective of the PEA project was to use the educational system as a tool to accomplish political goals. In The Great Technology (1933), Harold Rugg elucidated the grand vision: A new public mind is to be created. How? Only by creating tens of millions of individual minds and welding them into a new social mind. Old stereotypes must be broken up and "new climates of opinion" formed in the neighborhoods of America.
Through the schools of the world we shall disseminate a new conception of government—one that will embrace all the activities of men, one that will postulate the need of scientific control...in the interest of all people.
(Please note that last phrase I highlighted, “one that will postulate the need of scientific control”, and consider the purpose of THE DEMON-HAUNTED WORLD which is revealed in the subtitle: SCIENCE AS A CANDLE IN THE DARK. There is a ruling elite who believe that science is the answer to everything They use it to control you, and want you to surrender, and even beg them to take care of you. That’s a pretty bold statement, and I will give further documentation shortly to prove it, but first, reread those first paragraphs again with that in mind, and then finish reading about their control of and use of education as put forward by J. T. Gatto. Also, keep in mind, they have made much progress since then.)
In similar fashion, the work of the Social Science Research Council culminated in a statement of Conclusions and Recommendations on its Carnegie Foundation–funded operations which had enormous and lasting impact upon education in the United States. Conclusions (1934) heralded the decline of the old order, stating aggressively that "a new age of collectivism is emerging" which will involve the supplanting of private property by public property" and will require "experimentation" and "almost certainly...a larger measure of compulsory cooperation of citizens...a corresponding enlargement of the functions of government, and an increasing state intervention... Rights will be altered and abridged.”
“Conclusions was a call to the teachers colleges to instruct their students to "condition" children into an acceptance of the new order in progress...”
“In an article in Progressive Education Magazine, Professor Norman Woelfel produced one of the many children and grandchildren of the Conclusions report when he wrote in 1946: "It might be necessary for us to control our press...”
“The Rockefeller-endowed Lincoln Experimental School at Columbia Teachers College was the testing ground for Harold Rugg’s series of textbooks, which moved 5 million copies by 1940 and millions more after that. In these books Rugg advanced this theory: "Education must be used to condition the people to accept social change...”
“In 1954, a second congressional investigation of foundation tampering (with schools and American social life) was attempted, headed by Carroll Reece of Tennessee. The Reece Commission quickly ran into a buzzsaw of opposition from influential centers of American corporate life. Major national newspapers hurled scathing criticisms, which, together with pressure from other potent political adversaries, forced the committee to disband prematurely, but not before there were some tentative findings: The power of the individual large foundation is enormous. Its various forms of patronage carry with them elements of thought control. It exerts immense influence on educator, educational processes, and educational institutions. It is capable of invisible coercion. It can materially predetermine the development of social and political concepts, academic opinion, thought leadership, public opinion.
The power to influence national policy is amplified tremendously when foundations act in concert. There is such a concentration of foundation power in the United States, operating in education and the social sciences, with a gigantic aggregate of capital and income. This Interlock has some of the characteristics of an intellectual cartel. It operates in part through certain intermediary organizations supported by the foundations. It has ramifications in almost every phase of education.
...The power of the large foundations and the Interlock has so influenced press, radio, television, and even government that it has become extremely difficult for objective criticism of anything the Interlock approves to get into news channels—without having first been ridiculed, slanted and discredited.
Research in the social sciences plays a key part in the evolution of our society. Such research is now almost wholly in the control of professional employees of the large foundations. Even the great sums allotted by federal government to social science research have come into the virtual control of this professional group.
Foundations have promoted a great excess of empirical research as contrasted with theoretical research, promoting an irresponsible "fact-finding mania" leading all too frequently to "scientism" or fake science.
“...The impact of foundation money upon education has been very heavy, tending to promote uniformity in approach and method, tending to induce the educator to become an agent for social change and a propagandist for the development of our society in the direction of some form of collectivism. In the international field, foundations and the Interlock, together with certain intermediary organizations, have exercised a strong effect upon foreign policy and upon public education in things international. This has been accomplished by vast propaganda, by supplying executives and advisors to government, and by controlling research through the power of the purse.
The net result has been to promote "internationalism" in a particular sense—a form directed toward "world government" and a derogation of American nationalism.”
“...corporate wealth through the foundations has advanced importantly the dumbing down of America’s schools, the creation of a scientific class system, and important attacks on family integrity, national identification, religious rights, and national sovereignty.”
Now, in order to help you fully understand the situation, I will show you a few excerpts from another document, a document from the ruling elite themselves. I highly suggest you follow the link and read it in its entirety. Here’s the link:
http://anticorruptionsociety.files.wordpress.com/2013/06/silent-weapons-for-quiet-wars.pdf
All science is merely a means to an end. The means is knowledge. The end is control. Beyond this remains only one issue: Who will be the beneficiary?
In 1954 this was the issue of primary concern. Although the so-called "moral issues" were raised, in view of the law of natural selection it was agreed that a nation or world of people who will not use their intelligence are no better than animals who do not have intelligence. Such people are beasts of burden and steaks on the table by choice and consent.
Consequently, in the interest of future world order, peace, and tranquility, it was decided to privately wage a quiet war against the American public with an ultimate objective of permanently shifting the natural and social energy (wealth) of the undisciplined and irresponsible many into the hands of the self-disciplined, responsible, and worthy few.
In order to implement this objective, it was necessary to create, secure, and apply new weapons which, as it turned out, were a class of weapons so subtle and sophisticated in their principle of operation and public appearance as to earn for themselves the name "silent weapons".
In conclusion, the objective of economic research, as conducted by the magnates of capital (banking) and the industries of commodities (goods) and services, is the establishment of an economy which is totally predictable and manipulatable.
In order to achieve a totally predictable economy, the low-class elements of society must be brought under total control, i.e., must be housebroken, trained, and assigned a yoke and long term social duties from a very early age, before they have an opportunity to question the propriety of the matter. In order to achieve such conformity, the lower-class family unit must be disintegrated by a process of increasing preoccupation of the parents and the establishment of government-operated day-care centers for the occupationally orphaned children.
The quality of education given to the lower class must be of the poorest sort, so that the moat of ignorance isolating the inferior class from the superior class is and remains incomprehensible to the inferior class. With such an initial handicap, even bright lower class individuals have little if any hope of extricating themselves from their assigned lot in life. This form of slavery is essential to maintain some measure of social order, peace, and tranquility for the ruling upper class.
Hopefully, that was enough for you to take this rich, ruling elite, seriously. If need be, read all of that again to understand fully how they control the flow of information, from what you receive in school, to what you’re fed through mass media. They put out the text books, decide which books will be promoted, what research will be done and by whom, and what you see or hear in the news. It’s all rigidly controlled in order to keep you under their control. In our most recent history, with the advent of self-publishing and the internet, you have greater access to another story. Take advantage of that while you can. Turn off the TV and become a free thinker.
If you’re still not convinced, take a look at a couple of videos that should be a be real eye opener for many of you.
Council on Foreign Relations - The Power Behind Big News
http://www.youtube.com/watch?v=VcA76lcXtwU
These next two short videos go together.
The first one deals with America’s wars: http://www.youtube.com/watch?v=ZLZjBskZAUo
Now, what has America’s military really been doing: http://www.youtube.com/watch?v=R-4Jd0o-Emw
I hope your taking the time to view all of the information that I’m presenting here. You are being given a chance to see things as they really are.
Now, as I was saying, I was looking forward to honing my skills of critical thinking, and reading the preface to the book was encouraging. Then I got to the first chapter.
That was the preface to a book I will release later this year. If you are interested in learning more you can visit my website: stevenm13.weebly.com
Here's a second video which looks at Morgellans. I'll post more, but it would be wise to do some of your own research. Ignorance is not bliss when it catches up to you!
In the future I'll be posting many informative videos. Not all will be looking at the sinister side of life. I'll be sharing many wonderful things as well.
Humans Into Robots
This is a short video that deserves your attention. If anyone has any doubt, there are plenty more where this came from.
There are things going on in this world that many people are unaware of. It's time to wake up and realize we are under attack. The ruling elite think we're stupid, and maybe we are for putting up with this.