From Rayelan --

Dear Readers,

We will soon have a new agent -- Ebbe, from Denmark. Since his application has not been cleared -- I am going to post this for him. I think we are going to enjoy his perspective on the world -- and the New World Order.
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From Ebbe --

Hello Truth-seekers

First some rumours

Can anyone confirme or best give documentation to the following:

1st That white people in South Africa can not get a visum to leave the country

2nd An ID smart card has been introduced in Greece with information about the religion of the card owner.

If you can, please reply on :

eviginfo@aarhus.mail.telia.com

website: http://www.united-bluff.com

Regards
Ebbe, Denmark

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1832-2000 ..it's a long period of time, From the Napoleonic Wars to the end of the Second newer Balkan War.

HOW NWO MADE OUR CHILDREN AND GRANDCHILDREN
GODLESS, INTERNATIONALISTIC INSTRUMENTS, "SOCIAL
ANIMALS", ONE OF THE RESPOSIBLE ORIGINATORS
LEE THORNDIKE CALL THEM ...read below.

Education Reform: The Silent Weapon

Our public schools have become nothing more than brainwashing centers, corrupting the minds of our children against traditional values for the twisted agenda of the masters of the global plantation. The American Author Shirley Basarab outline the totally alien concepts that now thrive in our schools.in USA. What about Europe? Please copy this and remail this letter to your contacts if you like it.

I wrote a little about the "Leipzig Connection" on

http://www.united-bluff.com/wundt.html#wundt

but found the road till today - thanks to my own experiences -

So I summarize a little about what is going on today in Europe on:

http://www.angelfire.lycos.com/ct/unionism/engmarkp.html

Regards
Ebbe
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PART I

Information of Denmark

American education in the first quarter of the 1900s becomes Danish and European pedagogy, marketing and the like in 1970s

In the following a short reading that is founded centrally on the well-documented facts of the 'The Leipzig Connection' by Lance J. Klass and Paolo Lionni, published by The Delphian Press 1978, Sheridan, Oregon, USA.

Some of the experiences of my own:

Having taught economics for twelve years at Commercial College, first in Copenhagen later on in Aarhus, there was a general experience that I often thought of, it never caused my wonder, but something was lacking in the picture, some pieces were missing in the puzzle.

The foundation that the students showed in the beginning had become more and more humble, and the difference between the foundation of a few stood in an increasing contrast to the foundation of the most of them, when they began their education.

It was not seldom I ascertained that nearly illiterated had got a Danish General Certificate of Education A-level, and more and more could not express a thought, if a subordinate sentence was required to secure the meaning. It was not youthful uncertainty or inferiority complexes, on the contrary.

In return the most were very opened and benevolent to learn new.
Sometimes I could doubt, if they were the most qualified for the purpose.

Something was totally wrong, when you leave out of account a few of the young people.

75-150 students every year for 12 years are many, and regardless it is some kind of a random sample, when the teams of lecture were random put together. Other teachers made the same experiences.

The effects could be seen on the mark lists with which the corridors of the schools were papered every summer.

The worst were those that had Certificate of Education A-level, and were taught in the hours of the day. In the evening hours the lectures were given to the little older ones but still young people. The last mentioned worked for a carrier at same time that they were taught economics in the evenings.

Early in the 1970s I to met shop-employees that could not manage a simple sales-service, more and more often they were not apple to count the money correctly, and give the right sum in return. Hundreds of other examples showed the same. Something was terribly wrong.

What had happened?

I knew it, I could see from my original explanations to criminality (read below). 1968-romance became serious, the new-totalitarians inspired by among others Habermas, Marcuse, Sartre and Marx.

I who had started at the University of Aarhus in 1969, ought to know. Yes, at this time we were a large number of students which laughed of these new actors.

We should not have laughed, the rulers gave them the visible power, and the number of laughing ones reduced a great deal, when they started their carrier.

The Leipzig Connection:

The Danish Georg Brandes visited Berlin on his journey in 1870-1871, but with poor results for himself, and he had to be helped by influent people at the University of Copenhagen to come home and to enter upon a post at the university.

The so-called 'Modern Breaking Through' in the Danish intellectual life in 1870s started, when he returned. Oh, I remember the intellectual arrogance of this man (his readings). The head-master of the Gymnasium of Svendborg tortured us with this author nearly every day in the period 1967-1969. At last I thought (as a country boy) I was not apple to learn anything, perhaps I could not even understand anything essential of what was needed, especially in the disciplin literature.

Georg Brandes repaid the missing results (perhaps just his karma) to write to his family: "I hate Christianity to the marrow of my bones". The head-master did not tell us this. Now I understand a little better, and I am apple to correct a little of, what I learnt in fear by heart by looking in 'Explanation of Literature' by Politiken.

"Wilhelm Maximilian Wundt was born 1832 in a little town in southern Germany. At university in Tübingen, when he was 19 years old, transfered to Heildelberg after half a year and appointed to doctor of medicin at the university in the year 1856. He stayed in Heidelberg for the next 17 years. At first was employed as a professor assistent, later on he was appointed professor in psychology. At this time the word psychology meant the study (ology) of the mind (psyche).

In 1874 Wundt left Heidelberg to take over the charge as professor of philosophy at University of Zürich. He stayed there for only a year, as he agreed to tak over the chair in philosophy in Germany at the University of Leipzig . He stayed in Leipzig for the rest of his academic carriere i Leipzig, eventually to be appointed to Principal of the university. Wundt died in 1920.

The period of Wundt. How was this?

After the defeat of the Prussians (Germans) by Napoleon at the battle of Jena in 1806, it was decided that the reason why the battle was lost was that the Prussian soldiers were thinking for themselves on the battlefield instead of following orders. The Prussian philosopher Johann Gottlieb Fichte (1762-1814), described by many as a philosopher and a transcendental idealist, wrote "Addresses to the German Nation" between 1807 and 1808, which promoted the state as a necessary instrument of social and moral progress. He taught at the University of Berlin from 1810 to his death in 1814. His concept of the state and of the ultimate moral nature of society directly influenced both Von Schelling and Hegel, who took an similarly idealistic view.

Using the basic philosophy prescribing the "duties of the state", combined with John Locke's view (1690) that "children are a blank slate" and lessons from Rousseau on how to "write on the slate", Prussia established a three-tiered educational system that was considered "scientific" in nature. Work began in 1807 and the system was in place by 1819. An important part of the Prussian system was that it defined for the child what was to be learned, what was to be thought about, how long to think about it and when a child was to think of something else. Basically, it was a system of thought control, and it established a penchant in the psyche of the German elite that would later manifest itself into what we now refer to as mind control..

End of part one
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Puppets are what most of us have become. Somebody else decides
how we shall live our lives. To get into the pyramid, to act inside and perhaps get higher means that you must obey. You do not ask too many questions, but you take your part and act without knowning the end of the play. When you look for explanations, perhaps you are looking in the false direction all the time. Politics and religions often make you blind - so the rulers calculate. When you know, rulers and their masters will respect you for what you are, a real human being. Every lilliput can use the Danish dynamite: You must not tell lies, and when you know the truth - the opposite to lies - you have to tell the truth. Knowledge, love and forgiveness shall return the power you lost. Nobody have to be a puppet.
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