There is an agency based in the UK, who’s extended network is now believed to have been behind the mass slaughter of the Bosnian and Croatian peoples in the Balkans, and is also directly responsible for introducing the drug-rock-sex ‘hippy’ counterculture.

This agency has always, also enjoyed a close working relationship with the highest circles of European Royalty and Freemasonry. It sits in a quiet suburb of London, in a copmlex of buildings known as th Tavistock Centre, which is allegedly devoted to the ‘study’, of ‘human relations.

From this fairly innocuous location, an invisible army of social engineers, psychi­atrists, psychoanalysts, psychological warfare experts, and brainwashers has been created and have been deployed – and are without a doubt, responsible for the spreading of disinformation, covert acts of subterfuge and disruption, masterminding many false flag attacks and are behind the countless acts of downright evil that have been exhibited throughout the world over several decades.

For more than sixty years, Tavistock and its global network have also been responsible for the so-called ‘Educational Reform Movement’ whose objective has been to destroy the minds of children and to turn them into docile and malleable slaves, incapable of neither creative nor independent thought.

Believed to have been founded in 1921, the Tavistock Clinic, as was, has served as the psychological warfare arm of the British monarchy and has greatly benefitted from the patronage of that monarchy and it’s associated networks.

Like many of its generous patrons, Tavistock and its army of operatives have an objective, and that is to destroy all vestiges of western Judeo-Christian civilisation.

Central to it’s philosophy, is the aim of eradicating the view of man as being born in the image of God, from the prospective that each individual is endowed with the potential for creative reason.

Michael Ryan, Derek Bird & Thomas Hamilton

The “Paradigm Shift that Tavistock seeks, would effectively reduce all of humankind to nothing more than compliant beasts of burden, and as such, easily controlled by the oligarchy and their chosen psychological shock troops, which are de­ployed through the extended Tavistock network.

It is toward that end that Tavistock has designed the brainwashing methods that have been rolled out in the so-called educational re­forms like ‘outcome-based education’, the World Core Curric­ulum, (UK Common Core) and ‘global education’.

Central to this, is the concept that teachers and tutors are no longer responsible for implanting knowledge and truth in the students who attend mainstream Schools, Colleges and Universities.

This has had the effect, that their role has been changed from that of an educator, to one of therapist, as they make a psy­chological intervention into the minds of children, very effectively shaping their personality, their values, and ultimately – their attitudes.

In Tavistock jargon they are known as ‘facilitators’ or ‘change agents,’ but they are still therapists, and the majority of school classrooms that have been infiltrated in this way, can be likened to group therapy sessions – as they use similar meth­ods for controlling and manipulating small groups, that were first devel­oped by the Tavistock networks sometime prior to World War II.

At the time, they were known to be using methods described as ‘soft brainwashing,’ which in essence, is the manipulation of a person’s mind without resorting to torture and drugs.

The effects are no different to the more severe ‘hard brainwashing’, however, as the ‘victims’, or in this case, unwitting students and children, have their minds ‘cleansed’ of certain ideas and opinions, and new values are instilled instead.

The group dynamics techniques incorporated into these various ‘New Age’ educational reforms also use the Tavistock method: the creation of a controlled environment (the classroom) in which the group (the class) is forced to operate.

That controlled environment is manipulated by the group leader (the teacher or facilitator) to introduce tension. The group leader, who has an ultimate goal in mind, targets individual members of the group, using peer pressure from other group members, and sometimes ridicule and other forms of manipulation, to force the group toward a desired consensus belief structure.

This methodology, which is totally devoid of appeal to reason, stifles those individuals who are most creative, forc­ing them ‘back into the group.Group dynamics, as practiced in this manner, is thus very destructive to both creativity and individuality.

It can also be used to turn children against their parents and their parents’ values, effectively exchanging the collective views of the group, rigorously imposed by the group leader, for the values of the family unit.

The group or class or school, in this case, is thus successfully turned into a substitute for the family and/or the church.

Through repeated sessions, or classroom experiences, often brought about through the inducement of hypnotic states via NLP-type practices, the young victims are turned into what are effectively Satanists, as they perfectly mirror the evil minds of their controllers.

Group dynamics teaches, or more precisely, preaches the following mind-altering concepts:

  • An emphasis on ‘inner felt needs.’ This is accom­plished through ‘holistic brain centering,’ which includes hypnosis, to induce a state in which the mind appears to travel outside the body: a process known in the occult as ‘astral projection.’ Many group therapists say that cognitive processes of reasoning are ‘dead.’
  • Non-verbal communication, involving body move­ment, is considered preferable to language.
  • Group discussion and physical exercises emphasize bodily sensuality, including sexuality, and group ‘pairing.’ The emphasis upon promiscuity not only was essential to the launching of the New Age rock-drug-sex counterculture, but it also contributed to breaking down resistance to the intro­duction of polymorphous ‘sex education’ classes, starting in primary school. It is not accidental that the spread of the group dynamics movement in the United States started with the discovery of hallucinogenic drugs in the 1940s, and ex­panded with their broader use.
  • Emphasis on the ‘here and now,’ thereby cutting off the participant from 15,000 years of known history and knowledge of a transfinite process of future progress.

In this way, educational ‘reforms’ can very easily turn chil­dren into unthinking, unfeeling, sadistic monsters.

From its founding in 1921, Tavistock did not even bother to conceal its mission or it’s methods.

Brigadier General Dr. John Rawling Rees, who be­came the director of the Tavistock Clinic in 1932 and later founded the Tavistock Institute, called for the creation of an army of ‘psychological shock troops,’ who would become the controllers of a society – “where it is possible for people of every social group to have treatment when they need it, even if they do not wish it, without it being necessary to invoke law.”

In Rees’s view, the therapist had the right, and the duty, to impose their will upon anyone who failed to see the value of the proposed therapy.

From it’s inception, Tavistock was the bastion of Freudian psychology in England.

It was known in the 1920s as the ‘Freud Hilton,’ and later became the personal residence of Sigmund Freud’s daughter, Anna, herself a leading child psychologist.

But Rees’s vision of the clinic was not as some academic ivory tower, or even as a therapuetic community, as he was deadly serious about building his army of ‘Shock Troops.’

With this in mind, he recruited to Tavistock a number of like-minded peo­ple, representing all variants of Freudian and neo-Freudian psychology.

During the 1930s, he recruited an ex­tended network in Europe and the United States, and started to coordinate projects on both sides of the Atlantic. His recruits fanned out into many other institutions, such as hospitals, clinics, and especially colleges and universities.

They established new institu­tional centers at such places as the Wharton School of Finance and Business Administration at the University of Pennsylva­nia, the Institute for Social Research at the University of Michigan, the Stanford Research Institute’s Centre for Ad­vanced Behavioral Sciences, the Sloan School at Massachu­setts Institute of Technology (MIT), to name but a few of the most important centres.

These centres in turn spawned other institutes, including such places at the National Training Laboratories (NTL) and the Esalen Institute, which have played a crucial role in de­signing and implementing New Age educational reforms.

Rees had also transformed the previously small Tavistock Clinic into a fully-fledged insti­tute in 1947, making it much easier to coordinate and deploy its now far-flung network.

One of Tavistock’s objectives, as dictated by its oligarchical patrons, has been one of controlling and manipulating skilled workers. Some of its earliest government-funded projects involved the use of group psychology on these groups.

These groups were in turn deployed to undermine trade unions and their structures, while also appearing to support them.

Following their intervention in an ongoing national coal strike, they also went on to infiltrate chemical plants, steelworks and textile mills, factories etc, which enabled Tavistock to fine tune their concept, which became known as ‘co-participation,’ and is otherwise known as ‘fascism with a human face.’

In Europe, people trained by Tavis­tock introduced this technique under names like ‘The Swedish Way’ and ‘Autogestion’.

The educational reforms remain, however, at the core, and are part of a wider plan to create a compliant slave workforce out of the majority of it’s students, and Rees, mirroring the freemasonic masters who deployed him, held a racialist view of society identical in almost all aspects to such notorious later racist theorists as Arthur Jensen.

NB: *Racist in the sense of isolating and effectively destroying any elements within a society that Tavistock viewed as being ‘problematic’*

The vast majority of human beings according to Tavistock, were considered nothing more than ‘beasts’, who needed to be ruled over and totally controlled by a combi­nation of elite and psychological shock troops, who would serve as their controllers.

Among these ‘beasts’, there were, according to Rees, racially and genetically defined minorities, whom Rees referred to as the ‘psychopathological tenth’ of the population or the ‘dull­ards,’ who were often ‘of ethnic origin.’

‘Useless Eaters’.

Their population levels in turn, had to be reduced by any means, according to the genocidalist Rees.

In his 1945 book, ‘The Shaping of Psychiatry by War’, Rees wrote, “Aldous Huxley in his book Brave New World was planning to pro­duce a section of subnormal men who do the dull jobs of society; we don’t need to produce more of them, for there are far too many already.”

It should not be surprising that the British ruling elite deployed Tavistock operatives for liaison with like-minded Nazis. When Nazi Deputy Reichsfuhrer Rudolf Hess flew to Britain in 1941, not only to confirm that the Nazis would not invade the UK, but to propose a British alliance with Germany against Russia, he was of course handled by Tavistock.

It was no coincidence that during the Second World War, Rees created the Directorate of Army Psychiatry

He had Henry Dicks, who had handled the Hess case, seconded to this unit, which concentrat­ing solely upon psychological warfare.

Other Tavistock members helped lead the Psychological Warfare Division of the Su­preme Headquarters, Allied Expeditionary Forces (SHAEF).

Their ambition was ‘to out-Goebbels, Goebbels.’

Following the war, Tavistock personnel, led by Eric Trist, built a community for returning prisoners of war, which employed drug­ induced abreaction techniques.

Other Tavistock psychiatrists were part of the processes carried out at Ditchley Park to ‘de-Nazify’ Germans and instil permanent levels of ‘collective guilt’ in the German population.

Tavistock made contact in the 1930s with Kurt Lew­in, the man who is credited as the father of ‘group dynamics’ and whose Research Centre for Group Dynamics at the Mas­sachusetts Institute of Technology gave birth to the NTL in 1947.

With the founding of NTL, Tavistock sent two of its top group dynamics brainwashers to the United States, Elliot Jacques and Wilfred R. Bion.

Bion was then Tavistock’s leading group theoretician, and he had been influenced by Melanie Klein (a protege of Anna Freud), a child psychologist who trained many Tavistock leaders.

Since NTL’s founding, there has been a regular exchange between its staff and that of Tavistock.

The next generation of Tavistock leaders sent to work with NTL was led by Eric Trist, who was sent to the United States to control the network there, with Harold Bridger, who developed a new group theory based upon his work with one of the founders of political correctness as Jacques Derrida.

According to Bridger, a group cannot make and carry out plans for the future until its ‘ghosts from the past’ are brought out and examined for their political correctness.

Bridger, who has taught the Tavistock Workshop at NTL’s Bethel, Maine retreat since 1970, was until his death in 2005, working with the North American consultant of the genocidal Club of Rome and with the NTL to use group dynamics sessions to win passage of the North American Free Trade Agreement and then the Uruguay Round of the General Agreement on Tariffs and Trade (GATT).

While Tavistock was involved for decades in the develop­ment of the social engineering techniques now widely applied in the U.S. public school system, since 1988 it has also been directly involved in the re-tooling of the British education system.

With a £1 million start-up grant from the Thatcher government, administered by Labour Minister Lord Young, Tavistock launched the Enterprise in Higher Education, a university-based training program adopting the ‘tracking’ methods of education theorist John Dewey to the higher edu­cation curriculum.

Tavistock evaluation team member Eliza­beth Sommerlad told EIR that the Enterprise program is similar to some of the experimental programs launched in the United States by the New American Schools Development Corp. (NASDC), especially those involving collaboration between the corporate world and the schools.

Under the enterprise program, students at 88 British universities are being trained in classrooms using Bion’s leaderless group tech­niques; they are regularly profiled through computerised ‘student learning profiles,’ which will be made available to prospective employers.

As another feature of the Enterprise program, Tavistock has developed a ‘multi-media, interactive database,’ which is conveyed by ‘telematics,’ to establish a British tutorial system on the European continent for schools and industry.

In reality, like NTL and Esalen in the United States, Tavistock is effectively destroying the British educational system and has moved on to destroy that which exists on the continent.

The National Training Laboratories grew out of Kurt Lewin’s MIT-based group dynamics center in 1947, which was launched the year Lewin died. Almost from its inception until 1968, NTL was an arm of the National Education Asso­ciation (NEA), focused on transmuting certified teachers into ‘facilitators.’ Although NTL continues this work when states fund the project, it has branched out into using group dynam­ics with corporate management and employees, as well as having a multitude of workshops on feminism, multicultur­alism, ecology, and such topics.

In recent years, both Tavistock and NTL have become more openly infused with New Age and even so-called ‘Satanic’ theo­ries.

NTL, in particular, has brought in a host of Satanic Jungian psychiatrists, students of eastern mysticism, and members of the ‘human potential’ movement, to bring about this change.

While the penetration by NTL into the teaching profes­sion has fallen off in recent years, the impact is still devasta­ting. There are now an estimated 400 NTL operatives work­ing in educational and corporate positions in the United States alone, according to NTL’s published literature.

And NTL offers 50 different sensitivity training courses that are given an estimated 110 times per year on such ‘politically correct’ topics as:

  • Centring for Individual and Professional Develop­ment
  • Personal and Professional Development for Women
  • Development of Highly Performing Culturally Diverse Orga­nisations
  • Diversity Across Gender, Race, and Nationality
  • A Look Into the Future
  • Power: How to Create It, Keep It, Use It
  • Creating Change for a Sustainable Environment.

All of these areas represent core components of OBE and World Core Curriculum; NTL administrator Axel Vogt ac­knowledges that large numbers of teachers and educational administrators still participate in these group sessions, de­spite the formal break between NTL and NEA.

The core of what became NTL goes back to work done shortly after Lewin’s arrival in the United States in the 1930s at New Britain Teachers College, where he led a group of educators toward eventual development of the ‘T-group’ and encounter group.

Among the main non-educational partici­pants were the American Jewish Committee, which was then the safe haven for such Frankfurt School members as Com­munist International Comintern/Lucy espionage network member Max Horkheimer and Theodor Adorno.

Lewin’s staff consisted of Kenneth Benne, Leland Bradford, and Ronald Lippitt from Lewin’s MIT center, who would go on to run NTL. Benne had studied under the pro-communist educational theorist John Dewey, whose theory of pragmatism rejected reason and universal ideas.

Lippitt was influenced by the ideas of Jacob Moreno, who developed an encounter group therapy in 1912 before inventing psychodrama theatre, where a patient expressed his inner feelings toward family figures on a stage.

Lewin, while in Vienna, was an associate of Comintern operative Karl Korsch. It was during this time that he devel­oped his theory of the psychological field and the concept of topological psychology which infuses the Tavistock method. According to Lewin, all psychological phenomena occur in what is called a ‘life space.’

This is composed of two fields­, the ‘environment’ and the ‘self.’

Behaviour, said Lewin, is a mathematical function of the life space and the environment.

If this held true for an individual, it would also hold true for a group.

A leader or therapist could control the group environment, and ultimately produce the desired behaviour.

While Lewin fumbled about trying to make topological and mathematical representations of this, others, including Bion and Rees, realised that he had discovered something quite useful for their purposes-and quite evil.

If one could remove all outside influence on the group, and assuming that a person had a defined and recognisable personality, by manipulating the environment within the group, you could control or alter behaviour.

It could be done not only in small group situations, but in larger groups as well.

By further manipulating the environment through the application of tension, one could also not only change behavior within the group, but alter the personality of each individual participant.

In effect, a person’s whole identity could be changed.

In experiments during this same time period, Lewin ‘dis­covered’ that if the tension were sufficient, then each individ­ual within the group would undergo a regressive personality change.

This process was later expanded by another Tavis­tock brainwasher, William Sargent.

In simplified terms, sufficient stress was found to lead to a regressive transformation of personality, to one more willing to accept the views of the group, as manipulated by a group leader.

This of course, is the key concept in all educational brainwashing techniques – Complete Control.

Since Lewin’s early work on group dynamics, new techniques have been pioneered at NTL to make the brainwashing process more palatable.

Asked how a certified teacher was transformed into a grade school ‘facilitator’ at NTL, one of the group dynamics trainers said that the methods had become far more sophisti­cated, involving ‘diversity videos’ and other ‘instrumenta­tion.’

A great deal of time is spent on ‘holistic brain centering’ techniques to stress the affective over the cognitive, based on the pseudo-scientific ‘left brain/right brain’ con­cept.

This includes hypnotically induced ‘Astral Travel,’ where the mind appears to separate itself from the earthbound body to the accompaniment of music.

Finally, group techniques are used to bring out strong emotional feeling in the equivalent of ‘spilling your guts,’ another way to undermine a teacher’s self-conception as a conveyor of knowledge through a dia­logue based on ideas.

In a 1973 book spelling out the history of NTL, author Kurt Back described the laboratories’ intensive involvement in pioneering the education revolution:

“Convictions about the importance of sensual understanding as contrasted with verbal understanding have brought some people into the movement to try to revamp the whole educational system and put stronger emphasis on sensual education and less on symbolic and verbal instruction. Their educational proposals for the future would include having people ‘really’ under­stand their senses, having them work on vision, touch and so on, using education much more for feeling than for under­standing.”

While the Tavistock Institute and even the National Training Labs maintain a pretence of scholarship, science, and respectability, the number-three think tank be­hind the New Age education movement, the Esalen Institute at Big Sur,California, wallows in the absolute filth of the countercul­ture.


Yet Esalen, through its La Jolla, California spinoff, the Western Behavioral Science Institute, has been running affective educational programs in every public school in Los Angeles and the majority of public schools in the San Diego area for many years.

Esalen was literally created as an outgrowth of the CIA and British Secret Intelligence Service’s several decades of experimentation with drug-induced brainwashing techniques. The CIA’s pet project MK-Ultra, which flooded the uni­versities and urban centres of America with LSD and other psychedelic drugs in the early 1960s, can be directly linked with the launching of Esalen.

In 1959, two offbeat Stanford graduates, Michael Mur­phy and Richard Price (the latter fresh from a six-month stint in a mental institution, where he was zapped with electroshock treatments and heavy drugs on a daily basis), attended Aldous Huxley’s lectures at the University of California Medical School at San Francisco and became converts to Huxley’s ‘human potentialities movement,’ the British Fabians’ euphemism for hallucinogenic drug-induced mind control.

The Huxley lecture series was sponsored by the U.S. Information Service and was part of the CIA’s MK­ Ultra.

Murphy and Price were steered to other MK-Ultra operators, including British intelligence figure Gregory Bateson, his wife Margaret Mead, and Stanford psycholo­gist Willis Harman, and before long, were hosting weekend mind-bending seminars at a hot springs resort at Big Sur which had been in Murphy’s family for generations.

That resort became the Esalen Institute, and within a few short years, the centre was running year-round courses in group dynamics, psychodrama, Reichian sex therapy, out­ of-body experiences, and other experiments which were so bizarre, they are notoriously difficult to describe easily.

Willis Harman, the psychologist whose late 1960s study ‘The Changing Images of Man’ would be the basis for the new education movement, and who today is one of the leading consultants to state education commissioners peddling OBE, delivered the first lecture series at the newly formed Esalen Institute on ‘The Expanding Vision.’

In No­vember 1962, Esalen sponsored a seminar boldly titled ‘Drug-Induced Mysticism,’ delivered by Dr. Paul Kurtz and Myron Slolarot. The two admitted LSD users had cre­ated an MK-Ultra front called the ‘International Foundation for Advanced Studies’ to conduct their LSD experiments, and Kurtz was a leader of the ‘Theosophist Society for Psychical Research’.

Charles Mason

By 1969, when the counterculture was reaching its entirely controlled and vio­lent apex, Charles Manson made visits to Esalen, spending the weekend there just before deploying his brainwashed followers to carry out the satanically linked – Tate/LaBianca murders.

For several years, Esalen was the home base of Dr. Abra­ham Maslow, the founder of the Frankfurt School-linked self-actualisation school of psychology.

For many years afterwards, Maslow’s leading student, Carl Rogers, played a pivotal role at Esalen.

Toward the end of his life, Maslow came to the realisation that his theories were all wrong, and were causing enormous mental damage to their practitioners.

Rogers, however, never did own up to the disastrous consequences of these brainwashing techniques, and today is still viewed as a guru of the OBE movement.

In one of his more insightful comments, Maslow said of Esalen: “If Satan himself came to Esalen, Mike Murphy would have invited him to lead a seminar. “

Despite this unblemished history of countercultural kooke­ry, Esalen has been as actively involved in the OBE process as NTL or Tavistock.

Willis Harman is today perhaps America’s leading educational ‘change agent,’ devising blueprints for the schools of the future based on economic projections of a post­ industrial America in which the majority of the labour force is to be a docile collection of low-skilled clones.

During the formative years of the ‘new education’ offen­sive, the Ford Foundation bankrolled an Esalen experimental program using group-sensitivity techniques on grammar school children in public schools all over California.

The findings of that several-year-long study, published by George Brown in a book, ‘Human Teaching for Human Learning’, noted that children responded particularly well to some of the role-playing techniques which, after all, were very similar to many children’s games.

Brown, incidentally, felt the need to include a chapter, ‘Proceed with Caution,’ warning: “that the introduc­tion of group-sensitivity methods to any classroom environment, will be more successful in destroying pre-existing values and learning – than in replacing the abandoned values and knowl­edge with anything positive.”

And the results can be seen almost everywhere you care to look today.

Adapted from Various Sources….

19 thoughts on “AGENTS OF CHANGE

  1. Rudolph Hess didn’t fly to England. He famously crash landed in Eaglesham near Glasgow. Sorry to be pedantic but I come from the area and it’s a famous story around those parts.

    1. My mistake John I should have said he flew to Britain.

      But he was still handled by Tavistock nonetheless, would you agree?

    2. Yeah. Hess flew into Scotland on the night of 10th – 11th May 1941. Not by mistake either. He was going to visit on The Duke Of Hamilton at Dungavel. Hess was a shit pilot and found himself in trouble about 15 miles from the airstrip at Dungavel (Duke of Hamilton’s House – now a UK Asylum Seeker Prison and Detention Centre). It is near Drumclog on the other side of the Eaglesham Moor and Hess bailed out on the wrong side of the moor.

      Only a dozen or so miles but that cocked things up.

      General Sikorski flew into Prestwick at 11.30 am on May 11th 1941. Prestwick is only a half hour drive from Dungavel. Sikorski had flown in from New York via Newfoundland. That was no coincidence. This was for a pre-arranged meeting between The Poles and Hess. A peace offer/ treaty?

      Was Britain going to be part of it? Who knows… but the first person allowed access to interview and de-brief Hess later on the 11th was Battaglia from the Polish Consul in Glasgow. Apparently the British Government was rather upset at this interview… His first handlers were not Tavistock but Battaglia at the barracks in Maryhill, Glasgow where Hess was being held on the 11th.

      Any treaty/ peace deal on the European War which might have been under consideration, would have had to deal with Danzig and The Polish Corridor. The only guy to talk to about THAT was General Sikorski. Hess was going to meet him and The Duke of Hamilton was going to serve them tea and scones at Dungavel.

      But it all went tits up.

  2. Great article, the best I’ve read in a long time, confirms many of my own suspicions, as well as what I have also read regarding propaganda and “public relations”.

    Cant wait to start going through the sources.

    Shared this on

  3. A great article Jimmy…..well worth waiting for!! Loads of info in there to get your readers/supporters commentating and debating again. Will read and inwardly digest again before I go off on one !o!. But sure as hell the education system and the subversion of young people is a major concern

  4. The agents of change are predominately in the mainstream media which are 70% owned or controlled by Jews. There is obviously a bias towards Israel and Jews.

    Our politicians are controlled by Jewish bankers who are exempt from prosecution.

    Nothing will change unless a political party emerges for the people, justice and peace, The Talmudic paedophile Jewish elite control everything.

    Put this caption up.


  5. A really interesting piece that I’ve saved to my favourites for later perusal. I have attention span issues going on lol. Even though I didn’t read it all though, I found so many points of relevance. I will hold my hands in the air and say that I was unaware as to your work to a large extent (the same can be said for most everyone though tbf, so please don’t take it personally? It’s a lifestyle choice if you will). The education system is one of my personal areas of interest. So if you’d ever like to discuss a way to tackle that, please if you could include me in that conversation that would be great 😉 😉 😉
    Have you done any work on Edward Bernays? You’d be able to rip dat chit right down!
    Well done on a job well done, hon xXx

  6. I am still trying to take it all in but its the best article I have read so far on Tavistock and Mind Control. Well done to the Outlaw. No Fear.

  7. I am afraid of new left in Europe. Could Tavistock centre control WE CAN SPAIN? I voted in opened primaries by Worldpress platform and results are nonsense.

  8. Spot-on “join the dots” piece.

    This is the kind of stuff I’ve been following on the net for years. Just one point; you fell into the trap of using the term “Judeo-Christian”.

    This term was invented by Jews to trick Christians into believing there is no real difference between them.

    There are colossal differences between Jewish thinking & Christian thinking.

    One major difference can be summed up in the sentence;
    “Christians offer forgiveness,Jews seek revenge”.

    And that revenge can often be for something that never happened, but Jews have convinced themselves that it did happen,so they seek revenge.

    Understand, the Jewish holy book is the Talmud, which most non-Jews have never heard of, but to give you a flavour of it’s thinking, Google “what does the Talmud say about Jesus”.

  9. I’m going to be pedantic too, and reiterate that it was Scotland that Hess flew into. Elvis Presley also, in his alleged only visit to the (Scottish founded/rooted) U.K., landed at Prestwick on 30/3, a date worth looking at from a numerical perspective. Some claim it was a “different” Elvis who was returning from his national service, either a bogus one, or he had been got at by methods employed as alluded to within the post. I’ll spare you my theories on ritual, magick and the importance of Scotland in these to the elite, suffice it to say that Crowley found the place jam packed with “energies” hence his Loch Ness Boleskine “retreat”.

    Great post though, albeit not all teachers “toe the line”.

    And just for you old git , from wiki History of the Jews in Scotland :

    Reverence for the tenets of Judaism was a hallmark of 17th century fundamentalist Protestant thinking when the National Covenant of 1638 seemed to set the seal on the belief that by returning to the “true religion” at the Reformation the Scots had become a chosen people.

    Scotland, whom our Lord took off the dunghill and out of hell and made a fair bride to Himself… He will embrace both [of] us, the little young sister, and the elder sister, the Church of the Jews. (Rev. Samuel Rutherford)

    blurred lines and all that ?

    many thanks.

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