The 3 Subjects (Chapter 5 of the book "The Hijack of Education")

 

The 3 Subjects

“Knowledge is Power.”- Sir Francis Bacon

Information shapes and controls our consciousness. Suppression of information along with misinformation can leave us clueless as to what is actually happening behind the veils. The school subjects have been tweaked in accordance with the will of the elites. We will focus on the unholy trio of Economics, History and Science, for now. These three subjects together keep our focus bound to the present system and turn us into money-churning machines for the elites. History and Science have the potential to educate and liberate us. However, they have been manipulated by the elites to keep us subservient.

We are made to believe that we are the most advanced species that exists, and that we were never so advanced as now. The elites draw our attention and our energy sitting at the apex of the civilization. However, there is strong evidence that our past civilizations were quite advanced- so advanced that they refute the History taught in our textbooks. There are historical structures that show ample evidence of advanced civilizations in the past. But, there are no traces of such evidences in our History textbooks.

Similarly, science can alleviate our sufferings. Instead, it has been captured by the elites and is being used to harm and weaken us, to keep us in control. The syllabuses of Science and History have been designed to capture our minds and focus our attention to the present civilization and its masters- the super rich elites. Science can liberate our minds and also solve many of our problems. But the ruling elites have suppressed the benevolent side of science to control us. The school textbooks do not mention these aspects either. The elites are planning to control us further using science and technology.

Together, these subjects (History and Science) guide us towards the present economic system, so that we can be exploited lifelong (as human resources for the elites). Economics distorts our minds with the materialistic concept of ‘the Economic Man’, while hiding the processes by which we get exploited continuously. There are no traces of the relevant terminologies in the textbooks. These subjects together subtly indoctrinate us with the following ideas: 

1)           We are tacitly made to believe that human beings are at the centre of the biological universe. (This belief is called Anthropocentrism.) We are the most intelligent species to exist. No other advanced species ever existed that could match our intelligence.

This assumption makes us feel superior to the rest of the world and bolsters our ego. It ultimately cuts off our connections with other species, and nature. This belief bolsters the so-called rational belief of atheism. (There is a chapter in the annexure which explains what atheism can do.)

2)           We are taught that science has progressed linearly, that our past civilizations were technologically inferior. There is a theory that some past civilizations existed, that we are not advancing in a straight line but moving in cycles. But, this theory has been buried without looking at the historical evidences properly.

Evidences are systematically suppressed, and pseudo-scientific theories like Darwinism (this is discussed later) are touted to indoctrinate us. Thus, our present civilization (which is controlled by the elites) becomes the focus of our attention. Our culture gets alienated and we start to neglect our age-old wisdom from the past. Even though such wisdom is out of fashion, it is still applicable and effective today.

3)           We are made to believe that money is the be-all and end-all of life. We begin to worship money inadvertently. The super rich elites become our new gods, in this way. They not only possess wealth, but also control the central banks which are responsible for the printing of currency. The elites leverage their position to influence our sub-conscious and program our minds furthermore.

Below is a discussion of how the three subjects damage our belief system, beginning with Economics.

Economics

We revise certain points along with other facts for the sake of completeness.

 1) The Wealth Distribution Pyramid and the Income Pyramid are real. There is a huge gap between the wealth of the 1% of the world population and that of the 99%. Same goes for the income of the two groups. The annual Credit Suisse Reports and Oxfam Reports reveal an economic divide between the 1% and 99% of the world population. The reports also show that the wealth and income of the 1% is increasing, at the cost of exploitation of the 99%. Even Wikipedia discusses the Wealth Distribution Pyramid. The Occupy Wall Street protest of 2014 was real too- and yet Economics does not even mention these facts. The syllabus does not teach us about Gini Index or Happiness Index, which would have helped us to see the economic disparity and have a transcendental view of Economics, respectively. Instead the focus is on terms like GDP and the Economic Man. The Economic Man presents a wrong ideal to the students. The students presume that actions of human beings should always be economically oriented. It is a selfish and limited perspective of human beings engaged in Economic activities.  The subject does not teach us about money or currency creation, or the history of gold and silver coins, gold backed currency and fiat currency, in details. These topics hide the real picture and trim our greater vision of life to fit into the selfish interests of the elites. Rather, Economics is dissected into different topics in an attempt to confuse and hide certain important information. What is the utility of a subject that does not reflect reality, but hides it?

2)           How is wealth being suctioned from the bottom of the wealth pyramid to the top? How are we being cheated and exploited? The mechanism of our exploitation is never taught in any school nor explained in any textbook of Economics. We have briefly discussed this in the previous chapter under the heading “The Pyramids of Wealth and Income”. However, let us summarize the most important cause here, with a simple example.

Let us say that you have a cup of milk. The elites take it from you and add a cup of water to it. Now, there are two cups of diluted milk. The elites hand you back your cup of milk. However, they have stolen half the milk from it. Overprinting of fiat currency and corporatocracy does exactly this. There are other mechanisms too. The war machinery causes destruction and sucks wealth otherwise available for welfare activities. The general student continues to be indoctrinated and trained as future human resources, to be exploited lifelong by the system. The interested reader is asked to find out more about fiat currency, the composition and regulation of central banks, particularly the Federal Reserve of USA. Further topics include the fraudulent procedure of creating fiat currency from thin air, currency printing mechanism, overprinting of fiat currency, creation of virtual currency through Fractional Reserve Banking and the control over cycles of recession, the Bank for International Settlements headquartered at Basel, Switzerland. These topics are of practical concern, but they have been excluded from our textbooks.

3)           However, the economic system is changing. A collapse is being brought about, so as to replace this economic system with a far more vicious one. The educational system is changing correspondingly. The society is under the control of the elites, and the educational system steers the students to fit into the servile society. This has always been the real motive behind our educational system. It has been controlled by the elites, directly or indirectly, for a long time. A technocracy is coming up, and the new educational system will cater to its needs. Again, the interested reader is advised to look up cryptocurrency, blockchain technology, 5G, RFID chip, Internet of Things, transhumanism, Fourth Industrial Revolution, bioeconomy, geofencing, New World Order, 6G, Neuralink, Neuralace and hivemind controlled by Artificial Intelligence. All that glitters is not gold. The future educational system (as planned by the elites) is going to be: 

a) Privatised and costly, 

b) Sponsored/loan-based education that will keep the students tied up all their service lives due to the conditions in the agreements, 

c) Increased dependence on technology as we transit from the Information Age to the Knowledge Age, resulting in decreased brain functionality of the future generations, and

d) Mostly online- only students from privileged families will be able to attend the few remaining schools, colleges and universities.

 This will be in keeping with the changing demands of the futuristic society. 

(N. B.- The elites are much less than 1% of the world population. There are indications that the pyramid pattern continues inside the top 1% as well. There are a handful of people within the 1%, who regulate everything. These handful of people control the world through a chain of command. But, studies have not pin-pointed their existence, as is to be expected. The studies have only been done based on the two groups- the top 1% and the rest 99% of the world population.)

The real nature of the world is hidden from us. Democracies are easily manipulated by big corporations, and  corporatocracy forms a tier above democracy. There are very big corporations operating from the back-end, unnoticed by the public eye. This is because the mainstream media does not mention them, being controlled by the same elites who own and control the big corporations. For example, three investment companies BlackRock, The Vanguard Group and UBS Group control over 20 trillion US dollars. Together, the elites form a coterie of oligarchy above the layer of corporatocracy. The elites can easily pull the strings or turn the tide of the economy together.

As mentioned earlier, there is also a layer of marginalised people below the layer of democracy. They do not enjoy the same rights that law gives us. Some examples of marginalised people are war refugees, otherwise dispossessed people, slaves- whether kidnapped or otherwise (human trafficking is one of the biggest crimes prevalent today) and very poor people living in the slums. Economics should teach co-existence and growth of all humanity, and not just cater to the profiteering mentality of the elites.

History

True History has always been erased and rewritten by the ruling forces, or their favourite historians. The rulers have always been painted as benevolent, while their atrocities have been buried. Suitable agendas are highlighted, whereas uncomfortable topics are sidelined. Even today, it is always the losing side in a war that faces trials. Unless we get to know the actual History, we do not learn from it. We keep making the same mistakes instead of moving ahead.

Let us illustrate this with three examples from Modern Indian History.

a)      Even the most vehement critics of British colonial rule in India feel that the British did Indians a favour by constructing the Railways in India. It is as if the Railways were a gift to the Indians. In fact, the Britishers built the railways for better communication and transportation. It only helped the British in their administration and consequent exploitation of India.

 

b)      People also feel that the British educated the Indians. As a matter of fact, they destroyed the indigenous education system of India in order to rule over it, oppress it and exploit it. Records say that India was extremely prosperous earlier, thanks to her educational system. The English Education Act of 1835 and the Wood’s Despatch of 1854 destroyed the indigenous educational system of India, thereby destroying the skills of the Indians and gradually bringing them down to their knees. Atrocities were committed to destroy the indigenous Gurukul System of Education. This was a deliberate ploy to subjugate the Indians. Such is the level of indoctrination in the minds of the general people, that they praise the oppressor for the cruelties committed. They accept subordinate positions, believing in their own inferiority.

 

c)       In reality, the History of India’s Independence is also distorted. We have been taught that the Quit India Movement of 1942 was of paramount importance in obtaining freedom. The fact is that the general population of India and those serving the British government, in particular the Indian soldiers in the British military won whatever concessions the British made to India. The INA Trial of 1945-46 triggered a revolt in the Royal Indian Navy. It was supported by the airmen in RIAF (Royal Indian Air Force). There was a strike in the Royal Indian Air Force followed by the Jabalpur Army Camp revolt. The Britishers sensed danger and transferred power to the Interim Government of India. There were many civil protests too, at that time. In fact, the entire country was protesting and the Britishers had no option but to quit. However, all credit is given to the Quit India Movement of 1942 that had subsided earlier. It was not the doing of any political party, it happened despite their sabotage of the RIN Revolt of 1946. Most political parties had condemned the revolt. The then British PM Clement Attlee himself mentioned the military activities of Subhas Chandra Bose (i.e. the attack by the INA) and the erosion of loyalty to the British crown among the Indian Army and Navy personnel as the decisive factors. In his own words, these factors prompted the British to leave India. The influence of the non-violent movement on this was minimal, according to Attlee. The events that are actually significant historically, are not properly discussed in our History textbooks. Here again, people wrongly blame the English people for everything, while it was probably the doing of the elites (the House of Windsors and most probably the Rothschilds) in reality. Indian elites also were and still are responsible for India’s plight.

Did we actually gain complete freedom? Few people know the facts underlying the India (Independence) Act passed in the London Parliament on July 4, 1947, or the Transfer of Power Act of 1947. When the Government of India Act 1858 was passed by the British Parliament, India became a colony of Britain under the British monarchy. The British monarchy is above the British Parliament. The act of 1947 allowed India to set up her own Parliament. But did the British Parliament free India from the control of the monarchy? There are facts and incidences that have been suppressed. These incidences raise the question- Did India gain complete and unconditional freedom from Britain in 1947?

2) There have been many ancient civilizations before this. There is a lot of evidence in plain sight that belies the History that is taught in the schools. The ancient megaliths, other ancient structures, submerged cities and a lot of other evidences suggest that the truth is being suppressed. Let us start with the pyramids of Egypt. A lot of information is present there, even though it is overlooked by our civilization. Mathematical formulas like the golden ratio and pi have been found encoded in the Pyramid of Giza. However, History of Mathematics overlooks this and falsely puts the date of the discovery of pi and golden ratio two thousand years later. Now, let us look at earth from space and find the latitude and longitude which pass through the longest stretches of land. The Pyramid of Giza is built on the precise intersection of these latitude and longitude. For this reason, it is said to be situated in the centre of the earth (i.e., land mass). Obviously, this is no coincidence. The ancient builders knew the geography of the whole planet. It could not have been built exactly at that point if the builders did not know the geography of the whole earth. One needs to view earth from space to find the exact location to build the pyramid. This means they were very advanced in Geography and Science, as well as Mathematics.

A teenager found a whole city, along with a pyramid hidden in the forests of Mexico by correlating the stars with the position of the Mayan cities. He did this sitting at a computer in his home, in 2016. This brings credit to the Orion Correlation Theory.

We have also found evidences of how the various ancient civilizations were interconnected throughout the world. This means that there was communication too. They were not primitive but highly advanced people.

There are many more facts about the pyramids that prove our version of History false. Mainstream media, being controlled by the elites, keeps covering up these facts. The technology used to build the pyramids is still unknown. Not only the pyramids, but all stone temples in India exhibit fused stones- a burning example of advanced technology of ancient times. History says people all over the world were too primitive to possess such technologies thousands of years ago. The Kailasa Temple of Ellora in Maharashtra is one great monolith (mono- one, lith- stone) cut from one huge rock from above. It has intricate details carved on it. Even present-day technology will find it hard to reproduce such a work of art, without any flaws. The Cave of Lomash Rishi in Jehanabad, Bihar seems to be artificial. The floor of the cave has been cut perfectly with some advanced instruments. The smoothness and the precision is impossible without advanced technology.

The submerged city of Dwaravati (aka Dwarika) is off the coast of Gujarat. The Marine Archaeological Unit of India (a branch of the Archaeological Survey of India) found many artefacts in the city. The objects were dated to be 9000 years old. This is in stark contrast with the touted mainstream version of textbook History.

All these 3 places are in India. There are many such marvels all over the world that False History cannot explain. This is what can be called #HiddenHistory. Eric Von Danniken raised some genuine issues. He was sidelined with scoff and ridicule, but no one could ever explain his findings. It is time that we look at his findings again. He mentioned the Nazca Lines in Peru, the Moai statues in Easter Islands and the spheres in Costa Rica, drawings of astronauts in various stone carvings around the world among innumerous other proofs. Combine these with findings from other sources, such as the elongated skulls found in Peru, stories of giant skeletons emerging from all over the world, and a different History begins to emerge with due research. Many archaeological institutions, archaeologists and Historians have been engaged in suppressing the actual History of this planet. The elites work their influence through various secret societies such as the illuminati and the freemasons.

True History can be revealed by the study of:

a)           The pyramids,

 b)          The Kailasa Temple at Ellora and other temples,

c)           The cities sunken underwater,

d)           The megaliths and monoliths all around the world,

e)           Key points on the planet: Ley lines and the magnetic grid,

f)            Giant skeletons found all over the world,

g)           Stunning similarities between the ancient world and epics like Ramayana and Mahabharata,

h)           Eric Von Danniken and his proofs of aliens- for example, the Nazca lines,

i)            UFO (and USO) activities,

j)            Cave systems, hidden underground and mountain bases, activities in North and South Poles (the diary of Admiral Byrd is specially relevant here),

k)           Criticism of Darwinism and

l)            Role of Freemasonry in suppressing true History.

The elites have been conspiring to dumb us down through education. They attempt to misinform and mislead us in order to rob our innate potential and make us dependent on the society, which is already under their control. (They do this so that we become dependent on the society and cannot change or reform it nor establish a new system.) They have been quite successful till now.

3) The real motive behind any action, agenda or event has often been financial. The sponsors have always had some ulterior motive. Therefore, we speak of the money trail. However, this branch of History, known as Economic History, has been dissected and put away in the shelf. It is only available as a post-graduate course in some select universities. 

Science

1) Darwinism is a ploy to support the false History we are taught. It is not even a genuine Theory but more of a Hypothesis. However, it has been overhyped and adored as if it were a Law. The missing link between humans and apes has never been discovered simply because it was never there. Darwinism fails to explain why human beings evolved so fast in comparison to other creatures.

Darwinism is a prop for False History to redirect and bind our consciousness to the present civilization and its rulers. When we look at the evidences of advanced science and technology from our past, we find irrefutable proof that the version of History taught in our textbooks is a lie. Darwinism supports this lie. Thus, along with textbook History, Darwinism too falls flat on the face.

2) This is a brief discussion from the chapter of my coming book “Suppressed Science and Hidden Technologies”. The chapter is presented in the Annexure titled “Science, Atheism and Economics: The Hidden Plot”.

Science promotes Atheism today, which it should not. Belief or disbelieve is a personal matter. However, there is an organized effort to rationalize atheism. We have been led to believe that Science and Atheism are interrelated, that a scientist cannot be a believer today. To the contrary, a scientist can be a believer, an atheist or an agnostic, irrespective of science. This is so because science simply cannot interfere with beliefs. Thoughts, Beliefs, Consciousness, Conscience and Life belong to the domain where Material and Life Sciences have been trying to peek, but without much success. This is because Material Science deals with quantifiable matter and energy (that can be measured, counted or weighed), whereas Life Science only deals with the bodies of living beings (the physical embodiments of life) and defines life based on the characteristics of the bodies of living organisms.

It does not provide real definitions or formulas for Life, or for Thoughts, Beliefs, Consciousness and Conscience. However, the scientific community has been controlled by the money and influence of the elites. The elites have used press and publicity to highlight the coterie of atheist scientists that work for them. Actually, the elites control all aspects of science from topic of research, funding of research, scientific institutions, posts, scientific journals, governments and even awards. We need independent scientists with necessary equipments, in order to change the situation. All the arguments provided in support of atheism are faulty. They can easily be refuted. The detailed work is available in the Annexure. This goes much deeper than is obvious.

Let us repeat- theism, atheism or agnosticism is a matter of personal opinion or choice, and science is in no position to influence it. Atheism too is a belief system. There have also been religions like Jainism that are based on atheism. We have to respect the personal and religious choice of every individual. However, we must not fall into the trap set for us to weaken our belief, value system and inner strength.

Absence of evidence is not evidence of absence. We cannot say that God does not exist just because there is no proof of His existence yet. One must properly prove that God does not exist, before saying that human beings created God. The elites are not atheists themselves; they worship evil entities like Satan, Lucifer, Baphomet and Baal. Propagation of Atheism suits their interests. Beliefs play a very important part in our character formation. Thoughts, beliefs, words and deeds shape our world. It is ultimately our collective nature that runs the civilization. We get purity and strength of character from our idealism. So, the elites promote false prophet and godmen. They support religious bigotry and violence too, shunning proper spirituality. Atheism becomes a scientific doctrine with their sleight of hands. Human consciousness all over the planet is thus being tricked and trapped in the veil created by the elites. The entire planetary consciousness is being affected negatively.

3) The Moon is a mystery. We take it for granted, but scientists find it hard to explain its presence. It appears exactly the same size as the Sun. While the Sun is 400 times larger than the moon, it is also 400 times more distant. This causes total solar eclipse on certain no moon days. The moon never presents its far side to us because it rotates at exactly the same speed as its revolution around the Earth. Though the scientists have termed this “tidal locking”, that does not explain the exact 1:1 spin-orbit resonance. In fact, there is no known example of any other satellite in the solar system or in other star systems that has such unique features.  While the moon has components matching with earth, it also has parts that pre-date earth! It rang like a bell on impact. This made people speculate if it was hollow. There is a lot more that makes one wonder why or how the moon got there to its place.

4) #SuppressedScience, like #HiddenHistory, has lots of potential to alleviate our sufferings. Scientific innovations can uplift our standards of living, eradicate poverty and uplift the level of our consciousness. Concepts like free energy, over unity devices and anti-gravity seem absurd to our indoctrinated minds. But, energy is everywhere in our universe. Even matter is a condensed form of energy. Over unity devices try to tap this free energy. Resonance often generates high energy apparently breaking the conservation of energy law. It is thus an example of greater than 100% efficiency. The red shift shows that galaxies are drifting apart with acceleration. This happens against the force of gravity. Whether it is the expansion of space-time or some other unknown mechanism, we can call it anti-gravity. Nicola Tesla was trying to generate free electricity for everyone. As soon as his sponsor came to know about it, he sabotaged and ruined Tesla’s experiments. Cars running on water and electricity had been invented long ago. Hemp is a natural solution for many problems, like plastic pollution, fuel crisis, building materials and diseases. All such inventions and discoveries have been suppressed and even made illegal! Even now, we unduly suffer from plastic pollution. There are ways to convert plastic back to petrol or diesel by means of chemical reactions. This gives us a cheap source of oil, while dealing with plastic pollution. But this solution is being suppressed because of hidden agendas.

Study of the following topics can change our perception and eventually our reality. Therefore, they are not taught properly to the general students- 

a) Bioelectromagnetism (also Biomagnetism and Bioelectricity),

 b) Resonance,

c)           Cymatics,

d)           Free energy and Over Unity devices,

e) Anti-gravity,

f) Sacred Geometry, and

g) Proper lifestyle, food habits and simple, natural ways to recover from diseases.

The elites control many advanced technologies for their own sake. They have hijacked science and technology to suppress us. The technology being used to usher in the New World Order, is a case in example. The plan is to depopulate the world, so as to emerge as the rulers of the planet. (The elites also have the technologies needed to do this.) The surviving general population (post- depopulation) will be enslaved using the combined technologies of 5G, RFID (Radio Frequency Identification) chips, Transhumanism, Internet of Things and digital currency. State Surveillance and Social Credit Score System will keep the survivors in check, in combination with Central Bank Digital Currency.

Our human body has electromagnetic radiation. Natural electromagnetic radiation does not harm it, but excess artificial radiation can be very harmful. The interested reader may search for free pdf of the book “The Invisible Rainbow”.

In conclusion, the methods of teaching and the syllabuses of the subjects collude together to prepare the student for lifelong economic exploitation by the elites controlling the system.