On July 5, 2010, on FederaObserver.com ~ we were forwarded a column by Granny  entitled, This Manufacturer Can’t Find 100 Unemployed Americans With Basic Math Skills To Hire, (the original article is is no longer active on line). What follows, are transcribed from a comments, Granny received from Ed Lewis & Lynn Finney, regarding said column.

Looks like we better bone up on our basic math skills – or can’t you count that high? (Ed.)

Ed Lewis:
In regards to math, reading skills, comprehension, critical thinking (rational), and so on, people also cannot understand such things as the following.

Let us say we start a country and that only we know the language used.

The law, such as God’s laws as this land was founded on, may say one thing but since only we understand the language of the written word, we can tell the people anything and that they must obey to be in God’s favor and their spirit enter his realm when they die. And then they can have certain people act as “interpreters” of law. We call these denizens straight from hell attorneys, and treat the judges as gods that can say what they want and have it treated as our Law.

And, then looking at it from let us say the other side, what if the “god” used by we controllers is actually Lucifer, based on all things considered “evil” and the destruction of all that is good in mankind?

Then, though, what if a few learn to read the language and understand it, what happens. They might rebel and certainly would begin teaching others. So, those that understand must be stopped. Dissidents and other radical freaks would have to be shut down, incarcerated out of the public domain, or even killed (removed from the book of the living) to stop the masses from learning the truth. We would create enforcers of de facto law to assure through coercion that the people obeyed without question. Re-education centers had to be set up to hold people that might be able to be brainwashed, for example, anew, or simply to make money from as a captive slave work force.

As for history, we could say the history is whatever we want it to be.

True history might be recorded but false history could be used to guide the people to existing as non-thinking lumps of humanity just following our orders, which are all illegal of not of the true law, and that we are following the dictates of history which only we can learn from.

True history would be maintained because we would want our posterity to know what we did – sort of bragging about it.

As for math, what if a few did learn math and start figuring ratios for example? What if they figured out that for every land we were warring against, five thousands pounds of explosives were used to kill each, a given number used to maim so many millions, and that hundreds of thousands were used to display every 100,000 people. In fact, it becomes impossible to understand the numbers of people slaughtered or maimed or displaced from their homes. It is as greek to them as the Greek language is to most of us. And what if the math ended up showing the trillions of so-called money made by those in control per innocent man, woman, and child killed?

Or that while the people were limited to just a few gallons of fuel because of carbon dioxide in the air, the military used to protect “our way of life” used hundreds of thousands more gallons for every so-called “enemy” killed and hundreds of thousands more than each of us use. And god forbid any find out that carbon dioxide is the food of plants, that minimizing it to near non-existence, such as it is now in ratio to the other green house gases (methane, for example, which is a huge part of the atmosphere as far as the alleged green house effect), decreases the quality and quantity of chloroform containing plants, which is the means by which energy of the sun is transferred to our bodies and all animals.

Anyway, you get the idea, I am sure. The root of the problem is that the more dumbed-down people are, the more the Zionist International bankers can get away with, including the fact that if people cannot think critically, they cannot form their own conclusions (at least accurate conclusions) because they are missing the tools to derive at truth, including the necessary facts rather than negative (false) propaganda.

It has gone on long enough now that the dumbed-down are teaching the next generation of the dumbed-down. And then what happens if the newly dumbed-down start teaching? They darned sure cannot teach what they do not know. It is a spiraling downward effect that expands exponentially, sort of, just as it has. Put in positions of teaching, one dumbed-down teacher can teach multitudes of kids absolutely false information, keep them from thinking for themselves (I faced that many times during my first 12 years of education and that was before the big push for dumbed-down people) but, by gosh, they feel good. God forbid failing any, as they might feel bad.

Thus, it might be concluded that except for a very few, the ideal citizen is one that cannot read, write, think, etc. and that only responds based on stimuli that make him feel good or bad – a trained circus animal, in other words. That is what is in the process of creation by the controllers, and unless they are stopped, that is exactly what human kind will become, including as breeding stock to create new slaves. Those that do not obey without question (only thinking people question) will be removed one way or another.

And, that is exactly what is going on. ~ Ed

Lynn Finney:
Education transformation or systems education (also known as performance-based or outcome-based education) focuses on life-role education. In that context, education is presented in the form of unit themes or thematic units focused on four themes: world economy, world ecology, world security and world population growth (global education) ? in no particular order. Knowledge (reading, writing and arithmetic) is only incorporated as used and applied in addressing life-role unit themes or thematic units which are taught across the curriculum. Thus it is that if 2 + 2 = 4 is needed in teaching a unit theme or thematic unit about the disappearing Amazon rain forests (world ecology), it is taught; otherwise it is not. The same is true of the principles concepts of English, science and history. In the case of history, it is scrutinized against the Marxist principles of equal outcome not equal opportunity. Thus it is that our Founding Fathers are disparaged because there is no women among them and Susan B. Anthony and the “feminist movement” are studied in depth.

Systems education is set up expressly to achieve the sustainable global environment; the created future in which “No deity will save us; we must save ourselves” (Humanist Manifesto II, 1973). Under systems education, the measure of whether the child is achieving the wanted outcomes (grade level benchmarks also known as exit outcomes or essential academic learning requirements) is the assessment which is set up specifically to measure whether the child is demonstrating the wanted behavior/procedure according to the given trigger or prompt ? words that tell the child, specifically, what their handler (teacher, counselor, mentor) wants them to do. This system of education is B F Skinner’s operant conditioning based on the concept of reward and punishment; reward if the child demonstrates the wanted behavior; punishment if the child does not – in the same manner as Skinner’s mentor, Pavlov, created Pavlov’s slobbering dogs by rewarding them when they responded appropriately to the ringing bell (trigger) and punishing them when they did not.

When the school board, at Pasco, Washington, was discussing the future of OBE in their school back in the mid-1990’s, I sat through a presentation by a fifth grader on how to bring peace to the war-torn Sudan region. This fifth grader was presenting the “consensus” of his group to the school board. After his presentation, the crowd clapped uproariously and I sat there shaking my head. What solution did this boy present? He and his fellow consensus builders determined that the resistance fighters should trade their arms for food; this would bring peace to the region. And instead of asking this young man how these people would then defend their freedom against tyranny, with no means of self defense, everyone celebrated their diversity. The opinion of this group, flawed as it was, was given equal footing with that of others and this child and his comrades were given a flawed sense of accomplishment. The presentation, itself, made it clear that, as fifth graders, this group had no knowledge of the Constitution or Bill of Rights, where our country came from, why we fought the War of Independence. Nor did they have a factual basis or years of experience on which to base a common sense solution.

Maybe this will help people understand why children are not graduating high school with math skills. These graduates can tell you how they feel about everything, fully expecting that you should celebrate their diversity, they truly know nothing but do not feel that such should be of any consideration. ~ Lynn

~ Afterwords ~
It is now eight years since the above was published – and now – it is no longer war and famine in Sudan that is being “discussed” nor taken over by the youth in the public school system, but gun control, sexual preference, free speech issues (“I can talk about what I want to talk about – but YOU can’t!“) and so much more – or LESS. The 3-R’s no longer have a place in the system today, nor does the legacy of this nation, it’s history, good, bad or ugly, the Constitution, the Bill of Rights – NOTHING matters today but agenda – but WHOSE? ~ Ed.