Episode 6 Show Notes: The history of public schooling is sinister at best. Join Christopher Hughes and education expert, David Rodriguez, in a fascinating discussion about the public school system and the object and goal of it’s creation.
NOTE: Below is a transcription of this episode which was transcribed by AI (Artificial Intelligence) technology. We know it’s not perfect, and we know you won’t give us a hard time, because you’re loving like that. 🙂 Thanks in advance. Namaste.
Christopher: [00:00:24] Hi everyone and welcome back to the Above Ground Railroad, your path to uncommon freedom. I am Christopher Hughes, the lead conductor of the railroad, and this is episode six.
Christopher: [00:00:37] I’m really excited to have a guest conductor with me today who’s an expert in nontraditional education and the history of traditional or public education his name is David Rodriguez out of San Jose California. David, I want to thank you for coming on the show man and welcome.
David: [00:00:55] Thanks for having me. It’s going to be exciting I think and hopefully I’ll be able get a lot of value from it. It’s going to be a tremendous episode.
Christopher: [00:01:01] Awesome man. Well you are actually my first guest speaker conductor so congrats or condolences.
David: [00:01:11] It’s an honor. Them you don’t. Yes yes yes yes. So. All right.
Christopher: [00:01:17] Well hey, just to set the stage here, last week… Episode 5, the title was, “By their fruits you will know them.” I challenged the listeners to consider the people, the institutions, and the entities that have the megaphone, in other words they control the narrative. They control the information. Big Media Big Pharma public schooling and then, the edict or the challenges is, to test the nature of these people or leaders or entities or organizations, by examining their fruits. And so it was established last week clearly that the fruits of the public education system are not good, and on the railroad here, are all of our discussions are based on one or more of what I call the the pillars of uncommon freedom. So the foundational principle is mind freedom… breaking free from mass-hypnosis and once the mind has been liberated, it becomes easier to liberate ourselves and the other areas, which are time freedom, money freedom, health freedom, spiritual freedom, emotional freedom and the ultimate freedom, which is unconditional love. So tonight we’re going to be talking about mind freedom. That’s really the pillar that we’re going to be focusing on. And I want to ask you the question and start the whole conversation this evening by asking you what you think about us as a society. Are we societally, or are we the masses free in our minds? Do we truly have mind freedom? And let me create a distinction and then you can go. I know that we have the potential, that we have the possibility to be free in our minds, but as a society are we really free. I’d love to hear you chime in on that.
David: [00:03:25] Well I want to say yes we are free because there are parts of our minds that are free but for the most part many of us, including myself, have been so dumbed down by the mainstream education, public education, what I call forced schooling and the media. It also depends on how we define mind freedom. But if I was defined mind freedom to be able to realize the power of who we are as individuals and the responsibility we have to ourselves and our families and whoever else we choose, to go out and live and demonstrate a powerful, meaningful life full of love…. If that’s the definition, that I just created, I think that most of us are not mentally free… we don’t have my freedom. But I would say whatever my freedom you have there’s huge potential to open it up, crack it open, plant the seeds and ultimately, I believe we can unlearn much of this programming and much of this mental slavery. But for the most part, on a huge scale, since the majority of people go through forced schooling, they don’t realize their power and therefore they’re mentally enslaved.
Christopher: [00:04:30] Good stuff man. Well I I love in the work that you’re doing. We can talk a little bit more about that on the back end. But let’s dive in man..
[00:04:39] So the public school system in America was not the first public school system, and there were others that the American system was modeled on. And before we get into that, I’d love for you to talk about kind of the history of public education and then maybe the history of the American public education system, but before we do that I want to show some love to educators around the world, those who are in the public system, or are in another system. Anything that we say here today is certainly not an indictment of the of the individuals that are working within the school systems today. Mad love. Mad respect. They are some of the greatest people, and they’ve got a really really hard job and they’re grossly underpaid. So I want to put that out there, a little bit of fine print, but tell us a little bit about the history of public schools and was it a good thing? Was it sinister> Did they have the higher good of everybody in mind? I’d love to hear your and your take on that.
David: [00:05:42] Yes so let me preface also my mother was a public school teacher for 20 years and I have family members who are principals and teachers in the school system today. So like you, I love my family and it’s mostly not the people in the system, but it is a psychopathic system based on coersion.
David: [00:06:01] The history of the American age education system started in Boston Massachusetts in 1852 by Horace Mann. He got the idea from the Prussian model which is, well later on became Germany, and they specifically wanted soldiers to be obedient to their instructions, and there was a defining battle in 1806, the battle of Jena, and the Prussians lost through Napoleon and so naturally, you know, you lose a lot of lives and you lose the battle, you get together in the war room and have a little review and say, hey guys what happened out there we just lost and you know we got to resolve this. And so one of the key points they brought up was that, when we commanded the soldiers to walk into bullets that were coming directly at them they just scatter. They did not obey our orders and so the German philosopher Johan Fichte came up with his addresses to the German nation. In that specifically outlined, that we have to have a system of schooling that restricts the imagination of the students so that, as they become young men and military age, they can’t even imagine doing something other than what they’re commanded to do, or something their teacher would approve. And so that’s what happened.
David: [00:07:34] They had the first compulsion school laws Tender’s laws in 1819. And from that they started creating a great private military. That’s what the Prussians did. They would like mercenary soldiers, sell their soldiers services to other countries and go fight wars and battles. And so when Horace Mann came over he didn’t even see the Prussians in an operation, the Prusion school, but they were just hearing about the victories and how strong the military is. And this idea spread pretty rapidly. So he spent about ten years, from 1840 to 1852 to get this initiative passed through legislation and it was specifically to benefit these the military and the state.
David: [00:08:28] California passed their mandatory attendance laws in 1874 and then by 1918 all the states in the union had this compulsion attendance laws. So it wasn’t something that they were excited about… hey bring compulsory education to our our community! It was something done for political purposes and then in the early 1900’s Rockefeller Foundation got involved and they and Carnegie and others funded the school pension, and they realized that if we want to control the economy, from a consumer standpoint, then we should, you know, take control the school system.
David: [00:09:06] And let me just read this quote that’s really indicative of their intentions. This is the adviser to John D Rockefeller SR 1913.
David: [00:09:16] Frederick Yates said, “In our dream we have limitless resources and the people yield themselves with perfect docility to our moulding hand. The present educational conventions fade from our minds and unhampered by tradition, we work our own good will upon a grateful and responsive rural folk. We shall not try to make these people or any of their children into philosophers or men of learning or of science. We are not to raise up among them authors, orators, poets or men of letters. We shall not search for embryo great artists painters musicians nor will we cherish even the humbler ambition to raise up among them lawyers, doctors, preachers, statesmen of whom we now have ample supply.”
David: [00:10:03] This was the conversation in the boardrooms. These elite individuals wanted to seize the economy and benefit themselves. And you know, I guess that would be natural. I guess if someone has a lot of capital, now they’re trying to steal society in that way.
David: [00:10:21] So that was in 1913, and before that you had Woodrow Wilson.
David: [00:10:26] He was still president of Princeton, when he said this in Lapham’s Quarterly. “We want one class of persons to have a liberal education, and we want another class of persons, a very much larger class of necessity in every society to forego the privilege of a liberal education to fit themselves to perform specific difficult manual tasks.”.
David: [00:10:48] IT’s quotes like these and backed by capital, Woodrow Wilson went on to become president the United States. And so that’s the origins of it now. Other initiatives previous to Prussia and the initiative in the early eighteen hundreds, they tried to pass these different ones but they couldn’t get the people to comply because it was just paper. They could pass a law and say now it’s compulsion. But in 1852 they actually had to bring the soldiers to these homes by bayonet and forcibly bringing these kids to the schools. And so that’s how they enforced the law.
David: [00:11:29] It’s always a matter of power trying to control have perpetual power as a kingship or monarchy would. They never want the people to realize they the leadership . So they treat us like animals, you know, and that’s what Vilhelm Vonte did you know in Prussia Germany as well… University of Berlin.
David: [00:11:49] It’s been very intentional. So as people are looking at the school system not working, it’s not because of some politician, it’s because this was designed by wealthy, elite individuals over a century and a half ago and it was imported from Prussia Germany.
David: [00:12:07] That’s a little of the background. And also if they want to learn more they can search John Taylor Gatto. He was the key guy who wrote the Underground History of American Education.. he goes deep into it. But let me let me give you one more quote that is from Edward Ross. He was a sociology professor at the University of Wisconsin. This is 1901, from his his book Social Control.
David: [00:12:32] “Plans are underway to replace community, family, and church with propaganda, education and mass media. The state shakes loose from church, reaches out to school. People are only little plastic lumps of human dough.”That was in 1901.
David: [00:12:50] So it’s it’s a deep hole, and there’s more quotes! If you want to get into the depths, you really can go deep it. It really is clear that they did not want people having their imagination, which is why Albert Einstein said,”Imagination is more powerful than knowledge,” because imagination considers everything which is available everything is possible and knowledge is just specific to what’s known…in a smaller range or domain.
Christopher: [00:13:22] It’s it’s incredible to me. That quote that you that you read from Frederick T. Gates. We could spend an episode just dissecting that! It’s so crazy!
Christopher: [00:13:38] He’s admitting in our dreams like we dream about having limitless resources and the people yeilding themselves with perfect docility to our moulding hands and I’ve just highlighted a few things that you said. We work we will work our own good will upon a grateful and responsive rural folk. And another part is, “we shall not search for embryo of greatness.” You know I mean my gosh and education what is it you probably know but it comes from the Latin educo.
David: [00:14:18] Yep yep. Educo… yeah to draw out from within to pull out.
Christopher: [00:14:24] Yes. And meanwhile we’re pounding them in the head with rote memorization. Remember remember remember remember remember… nothing about learn, nothing about your genius. Nothing about what they showed up here with… the specific and unique ability to do.
Christopher: [00:14:42] You talked about money the money that was invested and you may have a different number. But the last I looked it was, if I recall right, just Rockefeller, and that doesn’t include all the others Carnegie’s and Fords and everybody else. But just Rockefeller invested a hundred and eighty million dollars. Now this is back in 1900 money. Hundred and eighty million dollars. And before we got together today I ran some calculations. Adjusted for inflation, he gave five trillion dollars to this educational pursuit. And for many many years, certainly before the internet, people thought he was a hero. He spent a lot of money for and African-American schools and he wanted to teach people how to teach people… specifically the children of slaves. So he brings the children of slaves into his schools and he’s paying for it and he’s teaching them to teach others his agenda. So let me ask you and I think you alluded to it a moment ago but I just kind of want you to drop the hammer. Why would this man give in today’s dollars five trillion dollars to create this system. In short why did he do that?
David: [00:16:15] Well the key word is a word called overproduction, and being a very wealthy man, he realized that to sell your goods, you need consumers. So the opposite of that is a producer. So what you don’t want… you don’t want to have these other competitors raising up to compete with you. Right? So he was in the oil business and he said competition is a sin. They love monopolies. So they wanted to ensure that nobody was going to come out and use their ingenuity, their imagination and productivity and beat these people of influence, and be able to compete with them on so many different levels.
David: [00:16:56] They also funded the Columbia Teachers College and University of Chicago. So it may be some of these organizations those funds went to, but they were vested in dominating society for their benefit, to have perpetual wealth, which is you know as I mentioned about the Kings, that’s the dream right? If you’re a king or queen you want to make sure your kids and great great great grandkids are just as powerful and just as able to live a life that they want. But many times, you know, it was the fourth or fifth generation they lose all the money and they gotta start, you know at the lower class and work themselves up again. So these guys were thinking strategically. They have generational plans that include ensuring that they have their their wealth, perpetually, and like another episode you may have mentioned. But they also are in the medical business you know the American Medical Association, and getting rid of homeopathic, naturopath type medical professions and going towards the psychotropics.
Christopher: [00:18:03] And that was all Rockefeller right? Rockefeller crafted the whole thing. The one thing you got to give the guy. He’s friggin’ smart right.
David: [00:18:12] Right!
Christopher: [00:18:13] My gosh. He’s smart.
Christopher: [00:18:16] So what I’m not looking for agreement on this but I would love to hear your thoughts as I when I do my seminars around the country around the world, I teach people that as a part of your study of freedom, you’ve got to study slavery and you’ve got to study slave masters, and kind of have an understanding of what that was all about. And as we look back on history, obviously slavery was a part of the foundation of America. And with the Emancipation Proclamation, which said hey y’all can’t do that any more, certainly these people that created and crafted an incredible life on the backs, literally on the backs of other people, they didn’t just say, “Well dang you know that was fun. I guess we better pick up the shovel. No they didn’t. They didn’t walk away and just say well it was fun while it lasted.
Christopher: [00:19:14] I absolutely believe that they put their heads together and they started to come up with a replacement system because slavery wasn’t just slavery. Slavery was an economic system. And with the abolishment of that economic system they needed another economic system. And the way I see it, in large part, the public educational system is part, a massive part of that economic system and I’d love to hear your thoughts on that.
David: [00:19:49] Yeah absolutely. The term is called wage slavery.
Christopher: [00:19:53] Yes!
David: [00:19:54] You know when you have a slave. yeah. When you have a slave. Guess what, you still have to pay for their board, their food, their maintenance right? If your slave gets sick, guess who has got to take care of them? The the owner or the master. So at some point, I think the UK, I think they outlawed slavery in the 30s or 40s 1840’s. And so the momentum was coming. People were realizing that just because you have different color skin doesn’t mean you’re less of a person, you’re still a human. And so we want to still use you as leverage. But we’re not your masters anymore, now we’re your employers. And guess what? You can choose your occupation. You can choose where you want to go. However, they realized that this was going to be a smart economic move, and that’s what was happening.
David: [00:20:46] It was about realizing that, if we own these people, we have to take care of them, and so the industrial revolution was come along, and there was ways to have people get jobs. But ultimately it’s a matter of realizing that you own your life, and to not work in a way that you want to work, then you are a slave.
Christopher: [00:21:15] Right!
David: [00:21:15] It’s not to taught to us as something that’s beneficial to us, and so that’s what really the American dream is as Abraham Lincoln talked about in the Lecture to the Agricultural Society in 1957 or near then. He talked about the American dream is not wealth, its liberty!
Christopher: [00:21:38] Yes!
David: [00:21:38] Its to be able to get your own land. Plant some crops or raise a family or whatever you do, but to have the freedom of schedule, and say, “This is my life, and I’m going to be a cobbler or I’m going to be a farmer…” or whatever your ambition is and that’s what it was about. You don’t have to have giant corporations like they did in Europe, where you’re just an employee. But here it’s called the American dream. You can build something.. you can start something… you don’t need permission.. and you know that’s what we’re seeing happen now, is that more and more people are becoming entrepreneurs and getting out there because we’re realizing that that’s the life that I want.
David: [00:22:18] It was… it was called wage slavery. It’s an economic choice to say you know you can keep a certain percent of your income and that goes to the employer. The mass profit goes to the employer and guess what, now you got to pay some to the state. So the state of these giant corporations are somewhat owners, or at least benefiting from the labor.
Christopher: [00:22:40] Well I love how immediately after slavery was abolished at least in America they went from those who were enslaved that you know on one day they slaves and on the next day let’s say they’re in somebody’s employ. That’s what they were called, as you said was wage slaves, and it was like everybody was OK with that. They celebrated being wage slaves. And I love the story of Frederick Douglass. Frederick Douglass, I think one of America’s most incredible heroes and he was of course a slave that liberated himself, taught himself how to how to read. And he celebrated upon his escape from slavery. And when he got north of the Mason-Dixon line he said, “Now I am my own master!” And then later in life he corrected that statement and he said that the stress and strain I have the exact quote on me here, but the stress and strain of of wage slavery is no better and no less crushing and galling in its effects than actual slavery. And as you indicated he realized that at least when I was a slave I had shoes. I didn’t have good shoes, but I had shoes, and I had food. I didn’t have good food, but I had food, and I didn’t have a good roof over my head, but I had a roof, and now as a “free man,” a “wage slave,” he had to do all of that. And his life was very, very difficult…as a wage slave as are most people.
Christopher: [00:24:16] You talk about the American dream and it boggles my mind… how is the American dream to sit in a classroom for how many years is it? 12?
David: [00:24:30] Yeah 12 years.
Christopher: [00:24:32] Sit down shut up stand in line single file. Bell rings jump run hurry. And then go to college. Pick something from their list not yours but their list and then saddle yourself with all that debt. Go to work for someone else building their dreams for forty years all the while, paying the Masters, the slave masters, the bankers the money that you borrowed for your car and the money you borrowed for your house, and the money that you borrowed to buy your clothes on their credit cards, and to retire at 65, and now they say well we got to have your working longer. People are living longer, so we’re gonna have you worked 66-67, to retire. Realize you can’t retire that you’ve got to go back to work. You get a job at Wal-Mart as a greeter at 67. It’s like really?? Really like that’s the American dream? How did we get sold on that?
Christopher: [00:25:24] I’ve talked about it in previous episodes but it’s that mass conditioning, it’s that mass inculturation. You and I have never had these discussions before David but we’ve all been told societally, that we’re supposed to go to school and get good what?
David: [00:25:38] Yep jobs.
Christopher: [00:25:41] Yeah right. Get good grades go out and get a good job worked for how many years?
David: [00:25:46] 65 and then you get Social Security!
Christopher: [00:25:51] Woo hoo! Social Security!
Christopher: [00:25:52] I mentioned this is one of my previous podcasts but I just missed on the fly asked a friend of mine. I said, “Hey how long are we supposed to work?” And without a thought, she said, “Til we’re 65.” And I just thought, “Isn’t that incredible? It’s just incredible mind control. You can work or not work. You can work till you’re 35 45 55 65 or maybe we mess the whole thing up for you at 31 51 71. And if you find something that you love, and you and I talked about this off line, what you’re doing and what I’m doing, but if you find something that you love, you don’t retire! You don’t quit! You keep doing it, for the love of it. And as you said for, contribution.
Christopher: [00:26:33] Let’s get back to some quotes real quick. William Tori Harris you know that name?
David: [00:26:41] Yes the first commissioner of US, yeah.
Christopher: [00:26:44] There you go. OK. So he said, “Our schools have been scientifically designed to prevent overeducation from happening. The average American should be content with their humble role in life because they’re not tempted to think about any other role.”
Christopher: [00:27:09] Why can’t you be content!? The hubris, the authoritarianism, that just oozes from these quotes, literally gives me cold chills.
Christopher: [00:27:26] Another one… “Ninety nine students out of 100 are I’m not sure how to say that automata. They’re careful to walk in prescribed paths. Careful to follow the prescribed custom. This is not an accident but the result of substantial education which scientifically defined is the subsumption of the individual.”
David: [00:28:05] Wow.
David: [00:28:09] That’s horrible. Yeah it really is. There’s all these quotes man, there’s all quotes. I was looking at one here. This is from Thomas Davidson who is a Fabian socialist there. He says, “My endeavor has been to present education as the last and highest form of evolution, by placing education in relation to the whole process of evolution as its highest form. I have hoped, in part, to add dignity which will which could hardly otherwise receive or claim, when it is recognized to be the highest phase of the world process. World process here is an echo of Conte Hagle and for the teacher to be chief agent in that process. Both it and he assumes a very different aspect of it.”.
David: [00:28:54] So this is why I mentioned that Rockefeller funded the teachers colleges so that’s a whole nother racket where you have to get a teacher credential that says I went through the steps I got certified and now I’m a teacher so I know how to indoctrinate you to this formal education which is state approved and yes subsume the individual. These guys were very explicit and they probably didn’t expect us to be talking about it, you know, 100 plus years later about them, but they have been revealed. And so now the world and the people listening here can realize that these guys in the school system wer explicit in creating a school that creates workers, and not wanting people to be expressive and creative and dynamic and independent, but to be dependent consumers.
David: [00:29:43] You mentioned over education over education. What is that? What? You learn the rest of your life? Like you enjoy learning and you just want to learn everything? They want you to be under educated. What Gatto talks about is the dumbing down…the deliberate dumbing down of America. And these are some of the quotes to help all of us realize the truth.
David: [00:30:08] I interviewed Gatto multiple times, and he was, so people know, he was a New York State Teacher of the Year twice and taught for 30 years in the school system. And I asked him… I said John, why did you dig down into research and spend ten years trying to dig into this? And he said, “I just had to know for myself. I felt intuitively, the system of the bells and the age segregation and meaningless homework and all these things…” he said, “it looks like this system was designed to prevent learning from even occurring.” And that’s true. We were able to discover that the habit of yielding to authority, the habit of obeying some stranger that you don’t even know, that’s what they wanted. So that’s why most people feel a lot of fear when government officials contact them or police are behind them or whatever, is because we’re reacting to when we’re eight years old and the teacher scolded us or whatever it might be. This was all intentionally and as we’re reading in some really amazing quotes, they were explicit about it.
Christopher: [00:31:19] It’s it’s incredible man. It’s incredible. And I alluded to this a little bit in my last episode. I didn’t want to put on a tin foil hat and lose half of my audience, but I just find it interesting that if you have an idea outside of the mainstream, outside of the story that they’ve told us, you’re either a cult leader or you’re a conspiracy theorist. It’s gaslighting. It is so incredibly abusive. It is a culture of power and control. And they say, No! You’re not allowed to have those unique thoughts. You have to stay right here in the center of this road that we’ve paved for you, because we know better, and you need to stay in the middle of the road. And you mentioned Gatto, and I just want to challenge all of my listeners to read that book, “Dumbing Us Down” by Gatto.
Christopher: [00:32:22] And if you if you wouldn’t mind, and we we’re going to transition here in a moment, but if you wouldn’t mind, talk about that book, and I know that came from his speech that he gave when he was being honored as the teacher of the year and the speech became the book. But what are some of the most impactful parts of the book or if you were to sum it up for the listeners what would you say about that book?
David: [00:32:45] He goes through and just discusses where the system came from and that these, I think it’s either in that book, or the Weapons of Mass Instruction, but he talks about the real lessons that were taught in school. Conditional self-esteem, meaning you can’t feel good about yourself unless you get a little star on your paper and the teacher gives you a smiley face and a gold sticker. So you need someone else for your self-esteem. You can’t just have it out of your own self-worth and self-confidence. You have provisional supervision, you know where you can’t do anything unless someone allows you to do it. You’ve got to get permission for everything. And it’s a really short book to read but it’s super powerful and at the time that he published this book, he was a state Teacher of the year, and he was talking about the curriculum. What really are students learning in this book.
David: [00:33:46] One of them is called The Seven Lesson Schoolteacher… he talks about confusion. You know like, if you look at a school and it doesn’t matter if you’re in Ohio, California, Florida or Texas, these public schools…mass confusion going on… the kids are confused… the teachers are confused. So rather than have a precise direction of study of courses which you’re interested in, you be confused for 12 years and then nothing else really matters at that point if that’s what life is. Because the first 12 years… from age 6 to age 18. These are very formative years for young people and their impressions of the world. And you give them these fake rewards of grades and standardized tests. Well when you’re 10 or 12 and the teacher is saying yeah this is really important and you know even your parents might even have told you that, you really think they’re important.
David: [00:34:40] You can begin to take that serious, and a lot of students are getting depressed at young ages, are having anger or frustration and they’re getting caught up in the curriculum of being confused about what matters in life.
David: [00:34:53] One of the other principles he talks about his class position and this is… once you’re labeled, then that’s where you are. And you’ll notice in these schools, they have special education. They have gifted. They have advanced placement, honors students. These are all ways to segment yourself and feel superior or feel inferior depending on the rank or the label that you’re given. But this all either improves one’s self-esteem or diminishes one’s self-esteem. But it’s arbitrary! It’s just made up. And that’s why he talks about college on his one of his new videos.
David: [00:35:32] He said college is only important if you believe it’s important.
Christopher: [00:35:36] Right!
David: [00:35:36] It’s really not. What do you believe? Do you believe that this is going to make you a successful person? This degree? OK then maybe it will, but for the most you nothing more than a customer.
David: [00:35:47] The curriculum what you’re really learning are the hidden ones, the ones you cannot see. Indifference. Indifference is the lesson that you learn through these public schools and indifference is not caring. It doesn’t matter if you do it, doesn’t matter if you don’t do it, you’re just kind of there. And if that happens for 12 years, you having ingrained habits of indifference, and indifference is a very scary habit to have indoctrinated into you, because that means you’re not really intentional in your being a human. Considering humans are the most powerful intellectual beings we know of. You probably want to explore that and expand your intelligence and intellectual abilities but they don’t allow that.
David: [00:36:37] The last secret curriculum taught is one can’t hide. So for 12 years you’re under surveillance. You’re in a class, you’re with a teacher. You’ve got to have permission to go to the bathroom. For goodness sakes. I mean that’s one of the ones that a lot of the people that follow me and my friends, they resonate so much because that is so disrespectful you need permission to go urinate. Permission to desiccate. Whereas let’s say a 6 year old a 7 year old. I mean they might have just like got that under control a year or two ago. I mean this is a fresh bodily function and now they have to get approval by a complete stranger that says OK you asked for me to the bathroom. OK. Now you can go.
[00:37:23] Some of my friends said yeah, I got so scared when I was six, in kindergartner or first grade, I urinated in my pants. They’re in their 30s and 40s and they could vividly remember that because it was humiliating and demoralizing. These are some of the real lessons that occur. These are not uncommon. This is very prolific in the school system. And so this is why I think everyone should leave the public schools because this curriculum is so damaging for kids.
Christopher: [00:38:27] The main the main point, we’ve talked about this for a while now but the main point of this discussion is that although we have the ability, we were designed to be free. I said in one of my previous episodes, just the belief that I have a belief that is shared by some of my favorite spiritual teachers, but that the Spirit wants freedom. The Spirit wants autonomy. The Spirit wants sovereignty, and really everlasting, eternal expansion. It wants to grow and to evolve and enjoy higher levels of expression. So when I asked the question earlier are are people really free and you hit it. Yes they have the potential to be free but we’re really not free because of this conditioning, because of this inculturation, and we can be free, and we can come and go as we please and we don’t have to go to school if we don’t want to. We can educate ourselves. We don’t have to have a job if we don’t want to. We can employ ourselves, and better yet, we can employ others, or or or have independent contractors working for us… create leverage… have money working for us as opposed to us working for money. So in a sense we are free because at any point we can open our eyes or have someone like what we’re doing for many people right now… helping others open their eyes, and awaken their minds, so that they can really truly be free. And so I want to switch the conversation now and talk about remedies talk about solutions talk about what do we do now so let’s let’s say the common person is listening to this podcast and they’ve either already believed everything that we’ve shared and they’re on board with us or they didn’t know anything about it but now they’re like oh my gosh I can see my eyes are open.
[00:40:34] What can those people do to continue the learning continue the awakening and to heal really from that incredible abuse of control. Do you have any ideas about that what what people could do?
[00:40:53] So the great quote by Buckminster Fuller is this you never change reality by fighting against it. You have to create a new model that makes the old model obsolete.
Christopher: [00:55:09] I love that quote. I would love for you to just talk about personal development. You mentioned Brendon Burchard earlier, who’s one of the big names in the personal development world, and I’d love to have your thoughts on how personal development… these books, the seminars, the audio’s the YouTube channels, your YouTube channel, for example, in my mind is a personal development resource… anything that we can do to make ourselves better, more aware, enjoy greater levels of education and skill and ability. That’s all personal development. So for the person that’s listening right now realizing, oh my gosh, I’ve been under the spell for all these years… how will personal development help them in their journey toward uncommon freedom.
David: [00:56:11] I love this one. Personal development is super, super important. Let me give example, if you ask a baby tree, hey baby tree how tall do you want to be, how tall do you want to grow? The baby trees is gonna say as tall as I can go. And so, that’s what we learn in school, is that we’re not a tree, we’re somebody who’s going to be in the system until age 18 and maybe college and then you know a college graduation or high school graduation. Everybody says I’m finished! I’m finished with school! I’m finished with learning! Because it was a prison! So most people, I think it’s 50 percent of adults, never read another book after high school because it was no fun. You couldn’t read books that you wanted so personal development is everything in my opinion! It made a super big impact in my life. To actually read books about success, about courage, about communication, about relationships, about wealth, about health.
David: [00:57:11] I couldn’t believe that there were so many books… and I’m not talking about just in the 80s, there was books in the eighteen hundreds!
Christopher: [00:57:21] Right!
David: [00:57:22] Orison Swett Marden in 1890’s was writing a book about success! You can take a look… he’s probably on YouTube or the Internet for free. It’s like, these guys know about success, so I agree that the YouTube channels that I have and the work I’m doing is is a synonym for personal development and stepping into the powerful being that you are!
David: [00:57:46] It’s kind of a, I would say, a transition from being a caterpillar… thinking that you need permission from somebody or that somebody owns you or that you’re you’re obligated to somebody… you’ve got to, you know, fit the mold for somebody else. But when you start to realize that you are the one in your family, you’re the one in your company, you’re the one who is who is designed, and able to create whatever you want. And that’s when you become the butterfly in my opinion and you can start flying and going anywhere that you want.
David: [00:58:15] It starts with self knowledge… understanding who we are… who I am and who you are to yourself. And it’s all individual. You know, we’re unique amongst 7 billion people. And your genetics are the proof… your fingerprints are the proof that you are one amongst infinite people there’s no one like you there’s no one like your child. So to begin reading books that are interesting, attending seminars that are interesting, doing things that inspire you, doing things that make you feel alive. Forget the money. The money will come. But to do it for the love of it, for the enjoyment of it.
David: [00:58:56] I got this one little example I got from from Ziggler and I kind of stepped it up. This is how it goes.
David: [00:59:03] Imagine Christopher or imagine listener that there was a billionaire out there, a very wealthy man, and he wanted to purchase both of your eyeballs because he was blind. You have the perfect blood type and the genetics and he wants to purchase your eyeballs. How much would you value your eyeballs at? Would you sell your eyeballs for a million dollars? Would you sell them for 5 million, or 10 or 100 million dollars? Probably not. Maybe some people would. I wouldn’t. How about for a billion dollars? Would you sell your eyeballs for a billion dollars? Most people wouldn’t and neither would I.
David: [00:59:37] So in that example, in this case you are a billionaire already. Not in cash, not in cash yet, but in equity, in value, because value is subjective. Beauty is in the eye of the beholder. So if we begin to see ourselves as wealthy already, and yeah you know some of us have cashflow problems, or bills. Right? Everybody’s got bills! Or maybe got debt, or whatever the situation… you had a business reversal… but still are you healthy? Are you able to move your body? Can you articulate your fingers? Can you smell? Can you taste strawberry cheesecake? I mean these are valuable things to look at ourselves and our our innate value inside of our person. And then, if we can begin to get reconnected to that, then what are we going to do with this life force.
David: [01:00:27] What are we going to do with this gift of life? Whether you believe in a creator, or nothing at all, or in nature, something special is happening in our body. Something is happening on this earth in this univers, so the money will come, but to begin learning about ourselves… what do we like? What do we need? What do we want? What are our ambitions? What are our dreams that we have in this lifetime? What do want our legacy to be? These are bigger questions that I wish someone would have told me, which is why I get so passionate dealing with young people because they believe! Teenagers believe! If they have some positive support network around them they believe that they can have the dream life. So as parents, I try to encourage them as well, that you can have it too! It doesn’t matter if you’re 30 or 45 or 50. The average lifespan, you know if you made it that far, you are you going to live to 80 85 90. So learning and putting good information into your mind whether it’s through your eyes, ears, having you know even doing physical exercise, is a part of being, you know, developing your personal self. You know if you feel better, you do better.
Christopher: [01:01:37] Absolutely man! If I don’t take my walk every day I’m not feeling good. I got got a walk. I got to get out in the sun and it is absolutely a part of personal development. Man you really fired me up I’m like Jonesing and over here because it’s interesting. Anybody that is deeply entrenched or involved in personal development, you can hear it in other people’s language. You can you can hear it and I was just grinning from ear to ear as you were talking about it, because it’s obvious that you have been working on yourself and it’s exciting to hear.
Christopher: [01:02:16] So couple of things I pulled up a definition of personal development on Wikipedia and I really like this definition and by the way we have rounded third and we are going home. But it says:
Christopher: [01:02:30] Personal development covers all activities that improve awareness and identity, develop talents and potential, build human capital (I’m not sure I love that term) and facilitate employability (not sure I love that term, but still, we’re on a good track here), enhance the quality of life and contribute to the realization of dreams and aspirations. Personal development takes place over the course of a person’s entire life..
Christopher: [01:03:17] There’s two parts to personal development. The first part is the learning, the growing, the evolving, the doing, the skill development. The second part is what it’s all about, to the end that you enjoy the life that you want. They use the word dreams and aspirations. A lot of people think that personal development is reading good books and going to seminars and working on their skills etc etc.. That’s the first part… that’s the work, but the fruits… that’s the second part.. which is… to the end that you have your dreams, goals, wants, wishes and aspirations. And to me that’s really what education should be. Education should be extracting the genius out of every child, as you said our fingerprints are unique, just as our abilities are unique, and instead of trying to figure out what that child’s genius is, we’re just pounding them with propaganda and nonsense. So any other comments on that and then we’re going to wrap up.
David: [01:04:22] Yeah that’s beautiful personal development is life long and the question I would encourage parents to ask their child if they can, is what is your dream? And don’t make it a big deal, you know like it’s no family dinner and put them on the spot, but like you’re walking somewhere, or you’re driving the car… start planting the seeds. It might take three years, five years or something, and then at some point, it will be like, I found my dream mom! I felt my dream dad! And here it is. I want to do this! And whatever it is, encourage them! Support them, because maybe in two years they won’t want to be a rockstar, but they can use that energy, they can use that that self direction ability to pursue the next dreams! So ask that question if you can.
David: [01:05:09] I would say try to avoid the question, “What do you want to be when you grow up?” But like what’s the mission? You know what’s the purpose, as Napoleon Hill talks about… your definite life purpose… a definite main purpose, and you know, if you haven’t read the book, do it. Think and Grow Rich is a great book to begin exploring the principles of achievement and he impacted me in a lot of positive ways, as he probably has a lot of people so I would recommend that book too!
Christopher: [01:05:38] Awesome man, good stuff! Yeah I read Napoleon Hill’s book Think and Grow Rich in 1998 and the very first sentence in the first chapter it said, “thoughts are things,” and my world changed in that moment. I’ve gotten that at a deeper and deeper level as as I’ve grown and matured and learned more over the years, but but it did enough in that moment to change everything. And I remember thinking where was this and all those 12 years of school? Isn’t that incredible? I mean what a powerful idea. Thoughts are things and “they”… We talked about they last week or last on the last episode, but they, had all those years to tell us that thoughts are things, but they never told us. It’s incredible.
David: [01:06:32] And that book was published I believe in nineteen thirty seven. So they had plenty of time to get it around and let other people teach us about that. But again we have to realize that schools were created to produce obedient people for the benefit of the state.
David: [01:06:50] Just as we finish up, here I do have a private Facebook group called, home school leader, training peaceful parents to home school successfully. So your audience might want to connect with you there. But other than that this is exciting information I hope to connect with you again and bring more solutions and ideas and methods to empower your audience to help them get mentally freeing obtain mind freedom.
Christopher:[01:07:39] All right. Well that concludes this episode of the Above Ground Railroad… uncommon freedom is possible. You can. Your choice. Thank you David and bye for now everyone.