My Free-Range Parenting Manifesto

That would be my blog, Free-Range Kids. Then it was voted most controversial again, a year later.

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What Global Warming?

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It is apparent from the data that there has been no consistent warming trend in the U.S. over the last 2 decades; average mean temperatures (daytime and nighttime) have been slightly higher in some years and slightly lower in other years. On balance–and contrary to mountains of uninformed social and political commentary—annual temperatures on average […]

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Cleveland Clinic Identifies Melatonin as COVID-19 Treatment

Disclaimer: The entire contents of this website are based upon the opinions of Dr. Mercola, unless otherwise noted. Individual articles are based upon the opinions of the respective author, who retains copyright as marked.

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Portuguese Court Rules PCR Tests "Unreliable" & Quarantines "Unlawful"

An appeals court in Portugal has ruled that the PCR process is not a reliable test for Sars-Cov-2, and therefore any enforced quarantine based on those test results is unlawful.

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Sharyl Attkisson on Media Bias

Disclaimer: The entire contents of this website are based upon the opinions of Dr. Mercola, unless otherwise noted. Individual articles are based upon the opinions of the respective author, who retains copyright as marked.

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The Fragility of Modern Education in the Time of Covid

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Modern education is arguably the most massive feat of social engineering ever attempted by humanity and one of the most important, when effective. Academic competencies at the end of schooling can have life-long influences on employability, wages, and the ability to advance in one’s career^{[1],[2],[3],[4]}. These influences, of course, benefit the individual, but also shape the communities in which educated individuals reside and have wider effects on gross domestic product and rates of technological and other innovations^{[4], [5]}. It is not simply years of schooling or having a credential (e.g., high school diploma) that produce these effects, it is the actual reading, mathematics, and other academic skills and knowledge that students take with them as they head off for college or the work force^[5].

With this in mind, consider that the strategies designed to slow the spread of COVID-19 have disrupted the schooling of as many as three out of four of the world’s students^[6]. The long-term impacts of these disruptions will not be known for some time but there are well-founded reasons to believe they will include declines in academic competencies due to a reduced opportunity to learn and an uptick in the dropout rates of struggling students^{[6], [7]}. These predictions follow from studies that show these same outcomes with smaller-scale (e.g., due to a natural disaster) and even common (e.g., summer vacation) disruptions of children’s and adolescents’ schooling^{[6], [8], [9]}. The widespread COVID-related disruptions could result in a long-term dampening of these students’ earnings and readiness for college^{[4], [10]}, and will likely affect struggling students and students from lower-income households more strongly than their better-off peers^{[6], [8]}. If so, the potential for a widening of educational and economic inequalities and the social tensions that accompany them is high.

The COVID disruptions will also highlight the fragility of modern education. This is because academic development does not proceed as easily or in the same way as, say, language development or the development of spatial abilities, such as those that support getting you to where you need to go and then finding your way back home. These differences and the fragility of academic learning follow from the evolutionary novelty of schooling and have important but largely overlooked implications for educational philosophy, instructional practices, and for more fully appreciating the potential unintended consequences of attempts to slow the spread of COVID-19^{[11], [12]}.

Evolution and education

Formal education emerged in early empires (e.g., Mesopotamia) at least 5,000 years ago and involved the training of scribes in literacy and numeracy. The scribes were educated to support the bureaucratic management of these societies and to laud the exploits of its elites. Scribes were relatively high status and likely had more wives and surviving children than the typical citizen of these empires but were proportionately few in number^[13]. Over the centuries, as societies became more economically and socially complex, schools expanded in covered content and student population, but progress was slow and fitful. For instance, universal secular education, as we know it today, emerged slowly across Europe during the past 400 years, as related to the goals of increasing national unity and military and economic competitiveness vis-à-vis that of other nations^[14]. In many cases, these goals were not achieved until well into the 19th century and in some cases the early 20th ^[15]; in fact, the process of developing a universally available educational system is still a work in progress in some parts of the world.

The 5,000-year history and gradual expansion of schooling provided some opportunity for natural selection to favor the evolution of cognitive and motivational traits that would facilitate engagement with and success in school learning. Although higher levels of educational attainment have been generally (though not always) associated with fewer children over the past 150 years, this was not always the case^[16]. Prior to this, better academic competencies and attendant gains in occupational status and income were often associated with larger families and reductions in child mortality that in turn resulted in positive selection for traits that facilitated school learning^{[17], [18], [19]}. Even so, the potential for evolutionary selection to operate on these competencies has been comparatively recent and often restricted to only some segments of the population.

As a result, there is no reason to expect a universal or even broad-based inherent motivation to find academic learning particularly interesting or easy. This is why I have made a distinction between biologically secondary abilities that are culturally-specific and generally only emerge with instruction in school and biologically primary abilities that are universal. These primary abilities emerge without formal education, much cognitive effort, and through children’s common activities, such as socializing with friends or exploring the environment^{[11], [12], [20]}.

The basic idea is illustrated by a contrast of reading and language development. The latter is a human universal and emerges from an inherent brain architecture that forms prenatally^[21]; brain imaging studies confirm its specialization for processing language in the first months of life^[22]. The normal development of language competencies and its surface structure (e.g., the language eventually spoken) emerges effortlessly from this architecture as children engage in everyday social activities^[23].

As noted, reading and writing systems initially emerged in early empires as a bureaucratic tool and to socially communicate with and attempt to influence the behavior of other people. We might then expect that the evolutionary foundation for people’s ability to develop and learn reading and writing includes the primary systems for social communication, such as the language system. This is the case—learning to read and write involves, in part, the school-dependent adaptation of aspects of the language system (among others) for reading and generating written words^[24].

However, the inherent biases and scaffolds that guide the acquisition of a natural language are not sufficient for learning how to read and write. This is why the majority of children acquire these (and other) academic competencies most effectively with systematic, organized, and teacher-directed explicit instruction on phoneme (language sounds) identification, blending, and word decoding (sounding out words)^{[25], [26]}. Skilled reading also requires fluency and text comprehension. Fluency is the fast and automatic retrieval of word meanings as they are read, which is related in part to the frequency with which the word has been encountered or practiced in the past^[27]. Text comprehension requires an understanding of the meaning of the composition and is dependent, in part, on the ability to identify main themes in the text and distinguish highly relevant passages from less relevant ones. As with more basic reading skills, many children require explicit instruction in the use of these strategies to aid in text comprehension^{[27], [28]}. Unlike language’s built-in scaffolds, the scaffolds that support learning to read and write have to be constructed by teachers and guided by well-developed school curricula. Absent such scaffolds, children will not acquire these or most other academic competencies.

To make matters worse, reading and writing are relatively easy compared to content domains, such as physics and mathematics, that fitfully emerged as mature disciplines over several millennia^{[29], [30]}. Not only are the abstract concepts associated with these domains far removed from evolved primary systems, primary biases often interfere with learning these evolutionarily novel concepts. For instance, when asked about the motion of a thrown ball, most people believe there is a force propelling it forward and another propelling it downward. The downward force is gravity, but there is no force propelling it forward, once the ball leaves the thrower’s hand^[31]. The concept of a forward-force, called “impetus”, is similar to pre-Newtonian beliefs about motion prominent in the 14th to 16th centuries. Careful observation, use of the scientific method, and often arduous explicit reasoning are necessary to move from an intuitive understanding to scientific theory and knowledge. In his masterwork, the Principia, Newton said as much: “I do not define time, space, place and motion, as being well known to all. Only I must observe, that the vulgar conceive those quantities under no other notions but from the relation they bear to sensible objects”^{[32] (p. 13)}. The “vulgar” only understand physical phenomena in terms of primary systems and biases and Newton went well beyond this.

The point is that Newton’s efforts transformed the physical sciences and in doing so created a gaping crevice between the scientific understanding of gravity and motion and the primary systems for tracking and everyday understanding of motion. Fortunately, it is not necessary for students to reconstruct Newton’s efforts. But, those who hope to go into science, technology, engineering, and mathematics (STEM) fields must to come to understand them and much more. Cognitive and brain imaging studies indicate that giving up primary intuitions and grasping Newton’s insights about motion do not come easily, even for very capable college students^[33]. The same is true for the theory of evolution, the scientific method, and many other evolutionarily novel innovations and knowledge^[34],[35].

This evolutionarily novel knowledge must be taught to students each and every generation. Disruptions to educational efforts, as with COVID-related closings of schools, or simply poor education due to lax standards, student disinterest, or anything else that reduces the opportunity to learn result in the construction of weak scaffolds and adults who are ill-prepared for life in the modern world. It is not just individuals who are at risk. Without rigorous and sustained educational efforts all of this knowledge could be lost to humanity in just a few generations until the next tranche of geniuses rediscovered it.

Educational philosophy

Unlike physics or mathematics, education is far from a mature discipline. The field has yet to find a conceptual mooring that will provide long-term stability and direction for research and instructional practices. The resulting floundering leaves the field susceptible to fads, cults of personality, out-sized political influences, and produces never ending debate regarding the best instructional approaches^[36]. The reading and math wars in the United States were one result of this chaos and stemmed, in part, from disagreements about whether academic learning should be guided largely by children’s interests or by teachers and a rigorous, explicit curriculum^{[37], [38]}. The child-centered approach is still vogue in some educational circles today and finds its modern roots in Rousseau’s 1762 publication of Emile^[39]. If this romantic view were correct, learning how to read and write would flow seamlessly from the same brain and cognitive systems and experiences that result in natural language development: They do not^[37].

The fatal flaw is the failure to appreciate the distinction between primary (e.g., language) and secondary (e.g., reading) abilities. This is not to say that an evolutionary perspective provides the answers on how to best educate students. In fact, an evolutionary perspective highlights that we cannot know a priori what approach will work best for the learning of, for instance, word decoding in reading or fractions concepts in mathematics. One contribution comes from providing direction on more and less plausible approaches to instruction. With an evolutionary framing, extreme child-centered approaches, such as whole reading and whole math, would have never left the starting gate and the poor educational outcomes of untold numbers of students subjected to these fads would have been avoided.

Perhaps more critically, an evolutionary perspective puts the fragility of modern education in full relief and places the burden on the adults in the room, not the evolved biases and preferences of children. It is up to teachers, professors, administrators, politicians, and curriculum developers to understand (by experimentally testing) and implement the most effective approaches to academic development. There has in fact been some progress here, but much remains to be determined^{[40], [41]}. The main point is that unlike language, spatial and other primary abilities, students’ academic development and through this their trajectory in life is dependent on a rigorous and well-structured curriculum in key academic areas and on the implementation of these curricula in effective ways.

An evolutionary approach also helps us to better understand why classroom instruction can become riddled with ideological bias. One of the motivations for the early formation of secular educational systems was to unify students around a national identity^[14]. The unity and the skills and knowledge fostered by schooling provided nations with a competitive advantage over less-organized ones. Indeed, the human ability to organize around an ideological identity almost certainly evolved in the context of group-level competition and the advantages to being part of a large, cohesive group^{[42], [43]}.

In many nations, especially wealthy and secure ones, the goal of national unity has given way to intense competition among groups of elites who are struggling for control of the national narrative and the nation’s resources^[43]. Unfortunately, the struggles of these competing groups often work their way into schools, largely as a means to till the soil to produce future voters or compliant subjects. The goals are not the best educational interests of students, but rather to keep elites in power by increasing the size of their in-group.

The evolved bias to rally around ideologies and the susceptibility of modern schools to being swept into the ideological struggles of elites further weakens modern education. The opportunity to learn reading, writing, and arithmetic is squeezed to provide time for the ideological narratives underlying these power struggles. Once again, the adults in the room should step back and consider whether one educational strand or another is in the best long-term interests of the students or is a means to gain or maintain social-political influence.

Return to COVID

Imagine a group of people, with many young children, stranded on a remote island. The adults will do what they must to survive and the children—without adult interventions—will form social relationships and networks, explore the island, and watch adults and older children to learn how to hunt, forage, and do whatever is needed to be successful in this context^[44]. Their evolved brain and cognitive systems and motivational biases (e.g., to form friendships) will ensure that they develop language and other social skills, the ability to navigate around the island, to use rudimentary tools, and a host of other primary abilities^[45]. They will not, nor could they ever, learn how to read, write, spell, solve arithmetic problems, come to understand different forms of political system or myriad other skills and knowledge needed for success in the modern world.

The COVID-related disruptions of schooling have scattered hundreds of millions of children and adolescents across an archipelago of small islands that are not well-suited to fostering modern educational goals. There are reasons to be concerned about their social development and mental health, but these are likely to rebound, as children will naturally seek peer relationships and social and emotional support from them when eventually given the opportunity to do so. There is no guarantee that the same rebound will occur for students’ academic skills and knowledge. In fact, there is every reason to believe that the COVID-related weakening of the already brittle scaffolds of modern schooling will never be shored up for many children and adolescents. This is especially true for those without educational supports at home. The consequences could last a generation or more and spread well beyond the hallways of the local school building.

 

David C. Geary is a Curators’ Distinguished Professor in the Department of Psychological Sciences and the Interdisciplinary Neuroscience Program at the University of Missouri. His work spans a broad range of topics from children’s mathematical cognition and development to the evolution of sex differences. With respect to the former, he served on the President’s National Mathematics Advisory Panel, co-edited a five-volume series on mathematical cognition and learning, and has studied children’s and adolescents’ mathematical development for nearly three decades. 

[1] Berlin, G., & Sum, A. (1988). Toward a More Perfect Union: Basic Skills, Poor Families, and Our Economic Future. Occasional Paper 3. NY: Ford Foundation.

[2] Bynner, J. M. (1997). Basic skills in adolescents’ occupational preparation. The Career Development Quarterly, 45, 305-321.

[3] Rivera-Batiz, F. L. (1992). Quantitative literacy and the likelihood of employment among young adults in the United States. Journal of Human Resources, 27, 313-328.

[4] Hanushek, E. A., & Woessmann, L. (2008). The role of cognitive skills in economic development. Journal of Economic Literature, 46, 607-68.

[5]Hanushek, E. A., & Woessmann, L. (2010). Education and economic growth. Economics of Education, 2, 60-67.

[6] Di Pietro, G., Biagi, F., Costa, P., Karpinski, Z., & Mazza, J. (2020). The likely impact of COVID-19 on education: Reflections based on the existing literature and recent international datasets. Publications Office of the European Union, Luxembourg, EUR, 30275. For real-time estimates of school disruption see https://en.unesco.org/covid19/educationresponse

[7] Doyle, O. (2020). COVID-19: Exacerbating Educational Inequalities? Working Paper. http://publicpolicy.ie/papers/covid-19-exacerbating-educational-inequalities/

[8]Alexander, K. L., Entwisle, D. R., & Olson, L. S. (2007). Lasting consequences of the summer learning gap. American Sociological Review, 72, 167-180.

[9] Cooper, H., Charlton, K., Valentine, J. C., Muhlenbruck, L., & Borman, G. D. (2000). Making the most of summer school: A meta-analytic and narrative review. Monographs of the society for research in child development, i-127.

[10] Stoet, G., & Geary, D. C. (2020). Gender differences in the pathways to higher education. Proceedings of the National Academy of Sciences of the United States of America, 117, 14073–14076.

[11] Geary, D. C. (1995). Reflections of evolution and culture in children’s cognition: Implications for mathematical development and instruction. American Psychologist, 50, 24-37.

[12] Geary, D. C. (2007). Educating the evolved mind: Conceptual foundations for an evolutionary educational psychology. In J. S. Carlson & J. R. Levin (Eds.), Educating the evolved mind (pp. 1-99, 177-202, Vol. 2, Psychological perspectives on contemporary educational issues). Greenwich, CT: Information Age.

[13] Eskelson, T. C. (2020). How and why formal education originated in the emergence of civilization. Journal of Education and Learning, 9, 29-47.

[14] Ramirez, F. O., & Boli, J. (1987). The political construction of mass schooling: European origins and worldwide institutionalization. Sociology of Education, 60, 2-17.

[15] Goldin, C. (1999). A brief history of education in the United States (0898-2937). https://www.nber.org/papers/h0119

[16] Graff, H. J. (1979). Literacy, education, and fertility, past and present: A critical review. Population and Development Review, 5, 105-140.

[17] Schultz, H. (1991). Social differences in mortality in the eighteenth century: An analysis of Berlin church registers. International Review of Social History, 36, 232-248.

[18] Clark, G., & Cummins, N. (2015). Malthus to modernity: wealth, status, and fertility in England, 1500–1879. Journal of Population Economics, 28, 3-29.

[19] Clark, G. (2008). A farewell to alms: A brief economic history of the world. Princeton, NJ: Princeton University Press.

[20] Geary, D. C. (2008). An evolutionarily informed education science. Educational Psychologist, 43, 279-295.

[21] Keunen, K., Counsell, S. J., & Benders, M. J. (2017). The emergence of functional architecture during early brain development. Neuroimage, 160, 2-14.

[22] Dehaene-Lambertz, G., Montavont, A., Jobert, A., Allirol, L., Dubois, J., Hertz-Pannier, L., & Dehaene, S. (2010). Language or music, mother or Mozart? Structural and environmental influences on infants’ language networks. Brain and language, 114, 53-65.

[23] Pinker, S. (1994). The language instinct. New York: William Morrow.

[24] Mann, V. A. (1984). Reading skill and language skill. Developmental Review, 4, 1-15.

[25] Hindson, B., Byrne, B., Shankweiler, D., Fielding-Barnsley, R., Newman, C., & Hine, D. W. (2005). Assessment and early instruction of preschool children at risk for reading disability. Journal of Educational Psychology, 97, 687-704.

[26] Stevens, R. J., Slavin, R. E., & Farnish, A. M. (1991). The effects of cooperative learning and direct instruction in reading comprehension strategies on mean idea identification. Journal of Educational Psychology, 83, 8-16.

[27] Sereno, S. C., & Rayner, K. (2003). Measuring word recognition in reading: Eye movements and event-related potentials. Trends in Cognitive Sciences, 7, 489-493.

[28] Connor, C. M., Morrison, F. J., & Petrella, J. N. (2004). Effective reading comprehension instruction: Examining child X instruction interactions. Journal of Educational Psychology, 96, 682-698.

[29] Dantzig, T. (2007). Number: The language of science. London, England: Penguin.

[30] Murray, C. (2004). Human Accomplishment: The Pursuit of Excellence in the Arts and Sciences, 800 BC to 1950. New York: HarperCollins.

[31] Clement, J. (1982).  Students’ preconceptions in introductory mechanics.  American Journal of Physics, 50, 66-71.

[32] Newton, I. (1995). The principia. Amherst, NY: Prometheus Books. [Translated by A. Motte]. (Original work published in 1687).

[33] Dunbar, K., Fugelsang, J., & Stein, C. (2007). Do naïve theories ever go away? In M. Lovett, & P. Shah (Eds.), Thinking with Data: 33rd Carnegie Symposium on Cognition (pp. 193-205). Mahwah, NJ: Erlbaum.

[34] Klahr, D., & Nigam, M. (2004). The equivalence of learning paths in early science instruction: Effects of direct instruction and discovery learning. Psychological Science, 15, 661-667.

[35] Shtulman, A. (2006). Qualitative differences between naïve and scientific theories of evolution. Cognitive Psychology, 52, 170-194.

[36] Hirsch, E. D., Jr. (1996). The schools we need and why we don’t have them. New York: Doubleday.

[37] National Reading Panel (2000). Report of the National Reading Panel: Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: National Institute of Child Health and Human Development, National Institutes of Health. https://www.nichd.nih.gov/publications/product/247

[38] National Mathematics Advisory Panel. (2008). Foundations for Success: Final Report of the National Mathematics Advisory Panel. Washington, DC:  United States Department of Education. http://www.ed.gov/about/bdscomm/list/mathpanel/report/final-report.pdf

[39] Rousseau, J. -J. (1979). Emile: Or, on education (A. Bloom, Trans.). New York: Basic Books. (Original work published 1762).

[40] Geary, D. C., & Berch, D. B. (Eds.) (2016). Evolutionary perspectives on child development and education. New York: Springer.

[41] Sweller, J. (2020). Cognitive load theory and educational technology. Educational Technology Research and Development, 68, 1-16.

[42] Geary, D. C. (2021). Male, female: The evolution of human sex differences (third ed.). Washington, DC: American Psychological Association.

[43] Turchin, P. (2007). War and peace and war: The rise and fall of empires. NY: Penguin.

[44] Lancy, D. F. (2014). The anthropology of childhood: Cherubs, chattel, changelings. Cambridge, UK: Cambridge University Press.

[45] Geary, D. C. (2005). The origin of mind: Evolution of brain, cognition, and general intelligence. Washington, DC: American Psychological Association.

 

 

 

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Controlling the Past

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I just went to Youtube to re-watch the 1976 ’60 Minutes’ show on the swine flu of that year, and how the (all-but) mandatory flu vaccine backfired, i.e., didn’t prevent anything and killed and/or crippled thousands. I recalled that the show was a good example of actual journalism and figured a viewing would cheer me up a bit: I recalled…

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COVID19 – Evidence of Global Fraud

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COVID 19, and the subsequent governmental responses, appear to be part of an international conspiracy to commit fraud. It seems there is no evidence that a virus called SARS-CoV-2 causes a disease called COVID 19.

Sometimes you have to go with your gut. I am not an expert in genetics and, as ever, stand to be corrected. However my attention was drawn to some research published by the Spanish medical journal D-Salud-Discovery. Their advisory board of eminently qualified physicians and scientists lends further credibility to their research. Their claim is astounding.

The genetic primers and probes used in RT-PCR tests to identify SARS-CoV-2 do not target anything specific. I followed the search techniques outlined in this English translation of their report and can corroborate the accuracy of their claims about the nucleotide sequences listed in the World Health Organisations protocols. You can do the same.

D-Salud-Discovery state there are no tests capable of identifying SARS-CoV-2. Consequently, all claims about the alleged impact of COVID 19 on population health are groundless.

The entire official COVID 19 narrative is a deception. Ostensibly, there is no scientific foundation for any part of it.

If these claims are accurate we can state that there is no evidence of a pandemic, merely the illusion of one. We have suffered incalculable loss for no evident reason, other than the ambitions of unscrupulous despots who wish to transform the global economy and our society to suit their purposes.

In doing so this “parasite class” have potentially committed countless crimes. These crimes can and should be investigated and prosecuted in a court of law.

IDENTIFICATION OF WHAT EXACTLY?

The World Health Organisation (WHO) classified COVID-19 (COronaVIrus Disease 2019). They declared a global COVID 19 pandemic on March 11th 2019.

The WHO’s Laboratory testing guidance states:

The etiologic agent [causation for the disease] responsible for the cluster of pneumonia cases in Wuhan has been identified as a novel betacoronavirus, (in the same family as SARS-CoV and MERS-CoV) via next generation sequencing (NGS) from cultured virus or directly from samples received from several pneumonia patients.”

The WHO’s claim is that the SARS-CoV-2 virus causes the disease COVID-19. They also allege this virus has been clearly identified by researchers in Wuhan.

In the WHO’s Novel Coronavirus 2019-nCov Situation Report 1, they state:

The Chinese authorities identified a new type of coronavirus, which was isolated on 7 January 2020……On 12 January 2020, China shared the genetic sequence of the novel coronavirus for countries to use in developing specific diagnostic kits.”

These two statements from the WHO clearly suggest the SARS-CoV-2 virus was isolated (meaning purified for study) and then genetic sequences were identified from the isolated sample. From this, diagnostic kits were developed and distributed globally to test for the virus in towns, cities and communities around the world. According to the WHO and Chinese researchers, these tests will find the virus that causes COVID 19.

Yet the WHO also state:

Working directly from sequence information, the team developed a series of genetic amplification (PCR) assays used by laboratories.”

The Wuhan scientists developed their genetic amplification assays from “sequence information” because there was no isolated, purified sample of the so called SARS-CoV-2 virus. They also showed electron microscope images of the newly discovered virions (the spiky protein ball containing the viral RNA.)

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The post COVID19 – Evidence of Global Fraud appeared first on LewRockwell.

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The Rudy, Sidney, and Jenna Show: A Blistering Press Conference for the Ages

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Yesterday, I took Trump attorney, Sidney Powell, to task for her lack of court-case filings.

Where’s the beef, I asked.

Because time is of the essence.

From everything I’ve studied, the amount of vote-fraud is titanic. Court cases are obviously necessary.

I want to read Sidney’s filings. I want to see the progress of cases through the courts.

But after the monster press conference yesterday, during which Rudy Giuliani, Sidney, and surprise star Jenna Ellis spoke, I believe I understand what’s really going on here. Ultimately, it has nothing to do with Sidney. I’ll speak to that in a minute.

First, the press conference was a hell of an event. Rudy broke through and hit home runs out of the park. Sidney made a stalwart presentation. Jenna Ellis, legal advisor to Trump, served up MAJOR high heat to the gathered press.

She hammered on the distinction between an opening presentation (the press conference) and a court trial, in which evidence is presented in detail.

She told the press they wouldn’t even accurately report this very press conference the next day. Her tone was iron conviction heated in a forge.

You don’t learn that in school or in a courtroom. It comes from someplace else.

Rudy took the reporters to school. He told them their claims of “lack of evidence” for fraud were ridiculous. Affidavits are evidence. He waved a list of sworn statements at them, from on-site witnesses, which asserted:

Fake ballots. Back-dated ballots. Unobserved ballots. Unsigned ballots. Mountains of them. From multiple states.

Sidney spoke about Dominion Voting Systems, Smartmatic, and their Swiss Cheese software with back doors. The easy opportunities for hacking into machines. The algorithm set up to flip votes from Trump to Biden.

Jenna said a prosecutor could take days to prepare a case about a single crime that was committed during the course of a few minutes. Here, the lawyers were dealing with a case that stretched out across a massive amount of space, and went back in time.

AND THAT IS THE PROBLEM.

Trump’s lawyers ARE under the gun. The moment Trump settled into the Oval Office, after the 2016 election, he should have appointed a high-IQ, loyal-to-the-death, grim reaper to prepare for this moment: his next election.

Because it was obvious the Democrats—if they couldn’t impeach him first—were going to call in all their markers to take him to the cleaners in 2020: They’d assemble foot soldiers, enforcers, journalists, bureaucrats, city-machine politicians, computer pros, straight-out thugs, agent provocateurs, every usual suspect and bribable piece of scum in every big city in every key state. All hands on deck.

But a Trump team to plan for that kind of 2020 didn’t materialize. Not soon enough. Not good enough. Not thorough enough. Not relentless enough.

And because Trump is a salesman, and a deal maker, and not a detailed planner, he didn’t button up that team and discover their deficiencies.

So, when the time came, and the 2020 election votes poured in, he wasn’t ready. Not in the way you have to be ready for this kind of war.

Therefore, the whole battlefield has to be occupied by his lawyers. Right now. For the multi-dimensional fraud case of a lifetime. With deadlines looming.

No small band of lawyers, no matter how sharp, could handle this on the fly, without breaking into a cold sweat. Especially when some of their attorney colleagues are jumping ship, because their careers are being threatened by fanatical Left Democrats from Nome to Tampa.

And every day, the bloated news network slugs calmly twiddle and twaddle about the brand spanking new president Joe and his plans and possible choices for cabinet posts, as if the sky is clear and the course is fixed, and all’s right with the world. Justice has been served. The people have spoken. The US is most certainly not a banana republic.

Right. Sure. Down in those forlorn places, troops with guns take over the radio station, which is all you need to stage a coup. Up here, our very best coiffed and powdered professional liars are ALREADY the radio station. And they call the election.

If they say Rex the shaggy dog is the next president, the nation of viewers nods and goes back to sleep.

But not this time.

The millions of Trump voters want to live in freedom, work, earn a living, raise their families with the least possible government interference. They don’t want more lockdowns, economic devastation, and unconstitutional COVID mandates from gangster governors.

The millions of Biden voters want, or will dutifully submit to, those mandates and lockdowns. They believe government can not only establish equality of opportunity for all, but can guarantee “equality of outcome” across the board. That way spells the long night of disaster.

That is why I want the Trump voters to win.

To see if that happens, there must be an honest count.

So far, we have a news-network count. That’s all.

So the lawyers go to court.

I don’t profess naïve faith in the judicial system. But it’s a road that has to be traveled.

Win or lose, this isn’t over, because the truth isn’t over. Ever.

Slavery is always waiting and percolating in government halls and offices and conference suites that make Las Vegas money-counting rooms look like church chapels.

Freedom is in homes and in the open air of adventure and striving.

That dream, that reality isn’t dead in America.

No tonnage of lockdown or fraud can kill it.

OK, Sidney, OK, Rudy, you shouldn’t have to carry all this freight, but you’re in the slot. The Department of Justice should be all over the case with warrants blazing. Unfortunately, we’re not in a pre-packaged movie about Eliot Ness taking down Al Capone.

This is you, and the election system of America. The decades of cash-and-carry City Halls in Atlanta, Philadelphia, Detroit, and Milwaukee.

Just make sure we know where to go to read your court filings, and the evidence you can disclose in those filings. Show us every step of every case.

Stay tuned to us, we’ll stay tuned to you.

What we’re facing now is all part of the ten thousand year war for freedom.

Determination, war, blood, sacrifice: It started in clans in caves; it made a majestic layover in ancient Athens; it flashed forward to the signing of the Magna Carta and the American Constitution; it stopped to take a quick photo of a New Orleans DA who was standing outside on a rainy night with a valise full of papers exposing the assassination of a US president; it moved into another kind of struggle with zeroes and ones flashing inside technological masterpieces designed to invent reality, any reality.

It’s still the same war.

Reprinted with permission from Jon Rappoport’s blog.

The post The Rudy, Sidney, and Jenna Show: A Blistering Press Conference for the Ages appeared first on LewRockwell.

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What If the Whole of Modern American History You Know Is Wrong? And What of Covid-19?

ORIGINAL LINK

I know Americans young and old haven’t the time to listen to the late Professor Antony C. Sutton’s 39-minute interview that runs counter to what has been taught in school about America, the land of the free.  Modern history schoolbooks portray the U.S. as a hero country that saved millions from despots that dominated foreign lands.

So, allow me to summarize what Dr. Sutton said a few years ago: US industry was behind the re-arming of Russia – -the “cold war” was contrived; and U.S. companies financially and industrially backed Adolph Hitler’s rise to power in Germany.  America profits from both sides of wars.  Young American army soldiers were dying for what?  Understanding these facts may provide Americans a better understanding of the pre-planned COVID-19 pandemic now underway.

There are muffled voices that the COVID-19 pandemic has been pre-planned and ushered in as a contrived event to overthrow western democracies and destroy American free-enterprise, along with the right to own property, and even freedom of movement.  Believable?

The New York Times says it is all a “conspiracy theory.”  Denial of the obvious.  See the socialist manifesto on video.  It predicts America will turn to dust very soon.  Are you on board?  You are if you don’t resist.

White House coronavirus advisor Dr. Anthony Fauci now says “American vaccine skeptics pose a serious threat to public health.”  But these rushed-to-market vaccine trials are based upon a flawed polymerase chain reaction (PCR) test that causes pseudoepidemics.  Americans may be forced to vaccinate based upon a phony test.

Dr. Stan Monteith (1929-2014) used to lead off his radio broadcast by saying: “America has the best enemies money can buy?”  That coined statement was derived from late professor Antony C Sutton’s book by that same title.  Think Antifa and BLM.

U.S. security agencies like the FBI and National Security Administration certainly have the intelligence to know the license plate numbers of all the members of Antifa and BLM.  What havoc these groups produce is being allowed by American authorities and aired by the complicit news media, a propaganda agent in this whole deception.

Can Americans be bought off?

Can Americans be bought off by false promises of socialists?  You bet!  Was there even one American restaurant worker who refused to accept the free money handed out by government?  Being paid more than what they could make as waiters and waitresses, these workers were being given an incentive to NOT go back to work and thus betray their employers.  Not one restaurant worker saw through this.

Inquisitive know-it-all young Americans, growing up with electronic access to more knowledge than their forefathers, wouldn’t know where to look to investigate the veracity of Dr. Monteith’s statement.  So, I will lead readers to the trough of truth.

But it is said: “You can lead a horse to water, but you can’t make him drink.”  You may be an American by birth, but you aren’t a real American until you stand up to those who would take away your freedoms.  What one fights for is different than what one inherits.

Bravery of a few in the midst of betrayers

Let’s not forget that many colonists dined with the British while George Washington was running from one campfire to next to escape the British.  Not every American will buy into the fight, but they will certainly all benefit afterwards.

It was Gideon of Old Testament fame, overwhelmingly outnumbered, was instructed by God to find “just a few brave men” to repel an opposing army.  Following instructions, Gideon’s small army operated by stealth of night to trick the enemy to fight among themselves.

When we see Americans fighting among themselves, we can smell the Central Intelligence Agency (CIA) that has overthrown many foreign governments in the same manner.  Wouldn’t the CIA know best how to overthrow American government?  Americans are battling among themselves, using voting machines the very CIA has used to stage takeovers of foreign regimes.

What Antony C. Sutton revealed

Dr. Stan Monteith had occasion to interview British-American economist, historian and author Antony C. Sutton (1925-2002).

What Sutton reported:

• American industry and banking financed Adolph Hitler
• America’s background in the financing of communism in the Soviet Union
• Without this U.S. aid, there would be no significant Soviet military threat.

Definition

Fascism is defined as when industry owns government (the current situation).

Communism is defined as a political theory derived from Karl Marx, advocating class war and leading to a society in which all property is publicly owned and each person works and is paid according to their abilities and needs.

Currently there are over 22 billion-dollar U.S. companies backing BLM.  American fascism?

Exposed in Sutton’s interview

Professor Sutton pointed out in his interview:

• In 1972 the U.S. was in Vietnam and we were supplying the Soviets who were in turn supplying the North Vietnamese with trucks.
• In 1933 U.S. industry and banking funded Hitler’s rise to power, which includes General Electric, Osram, Ford Motor, Standard Oil, the latter supplied tetraethyl to raise the octane level of gasoline essential for Germany’s aviation.
• American corporations used subsidiaries to transfer technology, materials, before the Germans could manufacture these themselves. Germany did not have access to natural oil resources and used synthetics from coal, which came from the U.S.   G. Farben, a German company, obtained from Standard Oil technology to make explosives.
• S. saturation bombing targeted German industrial and electrical plants, but the U.S.-owned plants were not bombed.

Why no opposition?

Why aren’t American institutions opposing the takeover of the U.S. by socialists, operating under the banner of the World Economic Forum (WEF) in Europe, to overthrow the American free enterprise/competition way of life?  Why do American bankers go along with the WEFs agenda, which is to control the U.S. population via the elimination of paper money and coerced digital money that will be used to control Americans; that will eliminate private property and private ownership of any business?

It was the comic book POGO who said: “We have met the enemy and he is us.”

Without this realization, Americans remain naïve and deceived.

Young Americans wouldn’t know fascism if they say it

Professor Sutton wrote a number of books how American industry fostered socialism/Marxism throughout the world.  College-educated Americans couldn’t recognize Marxism if they saw it because they have never been taught about it.  Only those Americans who immigrated from Europe and South America who lived under such regimes that suddenly came to power recognize the fascism and Marxism that are now being deceivingly used to overthrow our American way of life.

Will the future belong to the patriots or the globalists?

Among Sutton’s titled works:

• The Federal Reserve Conspiracy
• Wall Street and the Bolshevik Revolution
• Wall Street and the Rise Of Hitler
• National Suicide: Military Aid to the Soviet Union
• The War On Gold
• Energy: The Created Crisis
• The Best Enemies Money Can Buy

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