One of the greatest tasks facing us will be the implementation of a real education system - what we have now has little in common with what might be called 'education': it is a system for the 'dumbing-down' of the upcoming generations in order that they can be completely controlled, creating a state of serfdom. It has been in place so long, and been so effective, that the problem is now a very serious one.

We have been deprived of the knowledge that should have been our birthright, therefore our understanding has been limited. This is the way that people are kept in ignorance - indeed, in slavery - without them even realising it.

Not only that but immigrants to Western countries are discriminated against by usually having their qualifications downgraded by official certification programs so that the employment chances of local citizens are not put at risk: instances have been shown in Canada of a valid, foreign Honours degree being classified as "equivalent to 3 years of a B.A. course" and of a fellow student at the same university, but a one year shorter course, (and attended by correspondence rather than physically), now in USA, being certified as being the equivalent of an M.A.

When you have teachers who themselves have not been taught properly, or who are not permitted to pass on the real knowledge which they have been taught, it is the teachers who must receive priority in re-training. We should have teachers who are competent to teach in the subjects allocated to them - or in which they wish to teach. Today students have little respect for their teachers partly because of their observation that they are generally incompetent.

Home-schooling has become very popular, despite the objections of school boards, who are there to ensure that their authority is not overlooked. In fact the only education being given today is in home-schooling and in private schools, which have consistently grown by an amazing 30% per year for the last decade or two.

Consideration must be given also to the new 'races' of children which have come into being over the last few decades - predominantly Indigo and Crystal children - children of this 'New Age'. Teachers must be taught how to handle them as a priority (the distribution of Ritalin and other drugs is definitely not the solution - unless you support the existence of a 'dumbed-down' generation). Currently there is no consideration given to this in the education system. There have been waves of 'new children' and many names given to them as their characteristics are slightly different. The principal problem in handling them is that they know from birth more than their parents do .....

channelled by Lee Carroll for Kryon
in Santiago, Chile, 20th October, 2008

"Years ago, by the thousands, began the influx of the children of new consciousness. We have spoken of this often. You gave permission in 1987 for the evolvement of Human consciousness, and the children are the proof! They are different ... did you notice?

Listen, adults: These children are not linear. These children are conceptual. They're not going to do well with linear teaching. They're looking at the entire castle, yet when they report to school, the system wishes to show them each building block, never showing them the castle. Difficult for you to understand, but even without the training, these children see the castle completed. The educators are boring them with how to build one! This is difficult to explain. You know they're different, don't you?

So often, these children appear to be difficult. They are frustrated, and it's frustrating for those around them. This represents a new consciousness arriving and the frustration is that you are seeing it as a problem instead of what it truly is ... an evolvement of human nature. They're here now by the tens of thousands. Some of them are in their 20s and in their 30s. Stand by for the way business is changing and the new ways in which it will be accomplished. There's going to be some integrity, finally. It's coming from conceptual thinkers. The shift is upon us."

Here is an extract from from Doreen Virtue's article 'Indigo and Crystal Children' which is highly recommended for those dealing with children today:

"The first thing most people notice about Crystal Children is their eyes, large, penetrating, and wise beyond their years. Their eyes lock on and hypnotize you, while you realize your soul is being laid bare for the child to see. Perhaps you've noticed this special new "breed" of children rapidly populating our planet. They are happy, delightful and forgiving. This generation of new lightworkers, roughly ages 0 through 7, are like no previous generation. Ideal in many ways, they are the pointers for where humanity is headed ... and its a good direction!

The older children (approximately age 7 through 25), called "indigo Children", share some characteristics with the Crystal Children. Both generations are highly sensitive and psychic, and have important life purposes. The main difference is their temperament. Indigos have a warrior spirit, because their collective purpose is to mash down old systems that no longer serve us. They are here to quash government, educational, and legal systems that lack integrity. To accomplish this end, they need tempers and fiery determination."

Visit a bookstore and you will see children's books classified according to age. This system is completely out-of-date: for children 1-2 years old you might have to look in the '10-year old' section. There have been books written on the 'Indigo' child, but others have arrived since then, who are again different - 'Crystal' and 'Golden' children.

No wonder so many parents have taken to home-schooling. And the attitude of 'government' to home-schooling clearly indicates that they do not wish to see children properly educated.

And the textbooks which teachers are forced to use? - a good bonfire would be the best place for them. This means that we need new writers, who will compile proper textbooks for the education of children from kindergarten through to high school and beyond. Perhaps some really old books can be found for reprinting, but they would have to be decades old. This will keep the alternative publishing business going for some time. And the textbooks will not be changed every year: if the textbook is right for any purpose to start with, then it should be retained on a permanent basis, until something superior is made available.

Textbooks should be in Truth - not dictated by New World Order psychologists and spin-doctors. There will be a tremendous opening for the authoring of new textbooks exposing the Truth rather than man-manufactured tales, or misleading so-called 'scientifically-proven' statements. Physics, for instance, will return to 'Walter Russell' physics and Nicola Tesla's work will receive full recognition.

Even History must be re-written (see down through the ages it has been grossly misrepresented, depending on which race - or religious sect - published the 'history.' And of course the history of wars have always been written by the victors, and slanted accordingly. It is refreshing to see today so many new revelations about World War II and the personages involved.

A report (since removed from the records) from the National Association of Teachers of English in Britain states that there are plans to eliminate "English Literature" from final exams (A-levels) there, causing an uproar amongst those who recognise the dangers of such a loss. An elitist plot, it is called, preventing students from being acquainted with the real English language, and substituting the 'language of today's media' .....

Claire Fox, of the Institute of Ideas and a former English teacher, pointed out: "If you learn to read literature with a degree of sophistication, then that should rub off on you and help develop your writing ability."

Education should be completely free up to at least tertiary level. Even tertiary level education should be free to those capable of utilising higher knowledge up to and including graduate level. This one can expect some time after the announcement.

And a word from Sananda (Esu Immanuel) on this subject: "Family income has deteriorated to the extent that in most cases a mother needs to work, thus holding down two jobs. The women will begin to revolt, demanding higher wages for their husbands, so that they may remain at home and educate their children.

When the word "Educate" replaces "Raise" or "Rear", there will be an onrush for women to return home.

To educate a child is to teach it manners, and honesty, and dependability, and control of the will. This is done before the child is seven years of age. This will be stressed in many teachings by many leaders and Masters."

Kindergarten, where children must be taught with love and respect - here they bring roses for the teacher
Roses for the teacher - where there is Love and Respect

The Collective on EDUCATION

through Helen Engel (Telepath)
22nd December, 2005

Helen: I greet the Heavenly Hosts, the Councils, the Collectives, the Brotherhood, the Hierarchy, and I invite someone to send a message to whomever at this time, through this, the servant of God.

Collective: What a joy it is to be invited to speak to the people of Earth. It is as if we are gathered in a great hall, and we are awaiting the moment when the microphone opens, and we may send you greetings.

Greetings to all on Earth. Greetings to those profound workers who have dedicated life after life, after life in service. You are numerous, and you are glorious, and you are appreciated.

We are able to send you some assistance from time to time. When you do not listen to us, we penetrate your consciousness and by-pass your thinking for a short period of time, and then when you begin to think, we crystallize what we have penetrated into thought, and you feel that you have just received a wonderful idea. That is as it should be; however, when the days come that thousands of Earthlings will be able to communicate with us in a telepathic manner, the conversations will be much more intelligent.

We could speak on this on a long period of time, but there are others who will teach. Let us therefore go into the topic at hand, and the topic at hand is Preparation for the Days to Come. Today we will consider Education. What is wrong with the educational system as it now stands? Does it teach children to think? Does it teach them to make decisions, and to see the result of their decisions? Does it take them to new paths of learning and discovery? Does it assist them to see the Earth in all its wonderment? These are the tasks that will be laid forth for the educators in the days to come. There will be great educators who already have this vision, and will bring it forth. These are the ones whom we are calling today - the scientific educators - but they must teach the new science. Therefore they must learn the new science.

The educators of health - how to become healthy and remain healthy. An arduous task, but it can be done. The educators with regard to the preservation of Earth - there are many who are now prepared. They need only to get together as a Council, all over the world, from a little farm on which there runs a tiny creek, to the thundering waterfalls in Africa, all must work together to renew the splendor of Earth. Many have the knowledge, but very few have the means to spread the knowledge, and this will come about in the months to come. The teachers must be ready to disseminate the knowledge in a manner that is convenient for all. One of those is the Internet, and the other is Television.

Now we will speak about animal husbandry, and the protection of the creatures of the Earth. This too is a great science, and the children need to be able to see the butterflies, see the beetles, look at the fish, understand their interdependence, one on the other. This too can be done through the medium of the Internet and Television.

And the list goes on and on. The material is there; it only needs to be coordinated and disseminated. Who will find the educators, and who will discuss with them? That is what we are about to begin to discuss - the HOW TO of group action. May we suggest that one group of perhaps six persons in Canada, contact a group in Norway, and a group in Germany, and they have a few chats, perhaps on the Internet e-mail services. A plan may evolve of how to bring in other countries - a plan, and a platform, and a design, and a method of action.

We do not mean to press upon you more than you can handle. We only mean to lay a foundation, so that when you are ready to pick up this message, you will know what to do. The methods are the same for all categories. Begin with a small group, add another, and spread out. The finances will come from the Humanitarian or the Prosperity Funds that will soon be available, and you may look for a source through which to obtain those funds. This can be done in the coming months, and when the funds are procured, there will be a feeling of excitement, because you will be able to travel to each country, visit with the other leaders, and lay the groundwork.

We in heaven know the plan. We are sending it to Earth, and are asking you to use your own imagination, as if it is already in operation. You will need a TV crew, web masters, for which the funds will be provided. It is the intelligence that is now being collected. As the knowledge filters down, each person will want to contribute, and that will be good. Therefore you might devise a means of exchange of thought, for it is in the exchange of thought that people grow.

While we do not have all of the answers, we may have a few, and if you wish to send questions to us, we shall attempt to answer your questions. We greet you again on this day of days, and send you our love.

We are the Collective. That is all.

So many shortcomings in the present system: one example -

Pupils' lack of social skills leading to chaos

by Michael Blackley, The Scotsman, 3rd May 2005
- article no longer available?

"Too many children are not taught basic social standards by their parents, leading to classroom indiscipline, a teachers' leader claimed yesterday.

David Hart, the general secretary of the National Association of Head Teachers (NAHT), said the standard of behaviour in schools was decreasing because parents were not teaching even things such as toilet-training or how to use knives and forks.

In his last speech before he retires, Mr Hart told the NAHT's annual conference that the idea of "parent power" could backfire. He warned against allowing irresponsible parents to get even more power.

He said teaching staff were having to waste time teaching basics that should be taught in the home.

"By far and away the greatest problem is the number of pupils who lack basic social standards," he said. "They are not toilet-trained. They don't know how to use a knife and fork - that means that the teachers and support staff have got to spend their time sorting them out so that they are ready to be educated."

He said the negative effect of such children was passed on to other pupils, whose behaviour then deteriorates.

Delegates, who gave him a standing ovation, also heard him launch into an attack on parents who use verbal and physical threats, abuse, foul language, harassment and bullying when dealing with headteachers and their staff.

"And, by the way, giving more power to those parents who lack responsibility is like putting an alcoholic in charge of a bar," he said, in a reference aimed at the English education secretary, Ruth Kelly, who has said she wants to give parents more power in the classroom.

The problem of discipline has been a particular problem in schools in Scotland. Last week, Bill McGregor, the general secretary of the Headteachers Association Scotland, called on local authorities to use anti-social behaviour orders to protect teachers. He said that, if necessary, there should be an exclusion zone around school grounds for certain particularly violent pupils.

The most recent statistics, published more than a year ago, suggested that, on average, a teacher was attacked in Scotland every 12 minutes, and that the number of physical and verbal assaults on teachers and auxiliary staff had risen nine-fold in five years.

Last night, Ronnie Smith, the general secretary of the Education Institute of Scotland, said that a co-ordinated response to the problems of violence in schools was needed, involving teachers, parents, police and councils. He said: "All bad behaviour in society, whether it be the type you see on street corners on a Saturday night or the violence you see at some football matches, is brought into schools. "We need to try to tackle anti-social behaviour in a co-ordinated way. Not just the schools, not just the parents and not just the police - we need to all have a set of standards that are acceptable to everyone and we need to all try to make them work." Although he agreed with some of what Mr Hart said, he added that it was "obvious he is retiring" Mr Smith went on: "There are lots of kids that do not behave badly in schools. But the way they behave is often connected to home circumstances, be it difficult family circumstances or parents that do not instil the standards and behaviours that they should. "The important thing for parents should not be how much power they have over the school. It is how much they take an interest in their children's education and work with the school." ..... end of quotation.

The last straw was in July 2008 when there was an uproar from parents in Britain when they discovered that the marking of final exam papers had been 'privatised' and the contractor company hired people off the street to mark papers! You can imagine the results.

Once NESARA has been announced we would like to get in touch with teachers and textbook writers, willing to assist in rebuilding the education system, so write in if you are interested and give your own views on education.


1. Don't complain about private schools:
Learn from them

Within state education, political prejudices are being put before the academic interest of pupils.

Britain has the best schools in the world. Why else would leading figures in countries such as China and Russia send their children to learn here, rather than in their own educational systems? Their choice is not based on mere social aspiration: the Programme for International Student Assessment (PISA) has produced figures showing that British schools came top out of all 62 groups in science and maths.

Here's the hitch, though: this was a survey which divided schools in all countries into different groups according to type - and it was British independent schools which came at the very top, ahead of the independent sector in other countries; taken as a whole, British schools were well down the PISA league in Maths and Science.

This is a useful aide-memoire when considering the remark of the vice-chancellor of Cambridge University, Alison Richard, that there was too much political "meddling" in her business: "As institutions charged with education, research and training, our purpose is not to be construed as that of handmaidens of industry, implementers of the skills agenda, or indeed engines for promoting social justice .... We try to reach out to the best students, whatever their background. But promoting social mobility is not our core mission, [which] is to provide an outstanding education within a research setting."

This is an excerpt. To read the rest of this article by Dominic Lawson, which appeared on Friday, 12th September 2008, go to The Independent Online

2. Social class 'determines child's success'

Children's social class is still the most significant factor in determining their exam success in state schools, the Government's head of teacher training acknowledges today.

In an interview with The Independent, Graham Holley, the chief executive of the Training and Development Agency, said: "The performance of a school and a child in it is highly linked to social class.

"If you turn the clock back on pupils in school today 15 years and predict their outcomes from where they were born, you can do it.

"We need to change that. It's not something this government has done. It's not something the last government has done. It's something that has been there since the Second World War and probably even before that."

This is an excerpt. To read the rest of this article by By Richard Garner, Education Editor, which appeared on Thursday, 18th September 2008, go to The Independent Online.

3. Can't spell. Can't add up. And that's the examiners

Test papers for 11-year-olds this year were littered with marking errors, a headteacher said yesterday.

They included some pupils being marked down for correctly spelling "distinctive". The teacher had written in the margin it should have been "destinctive". In addition, some marks had been totted up wrongly.

"There are lots of errors," said Rachel Ross, head teacher of Woolton Hill junior School in Newbury - who is reviewing the marks awarded for her pupils' papers. "We feel somebody has rushed with the marking and didn't apply the marking scheme as well as they could have done."

Her claims came as the Qualifications and Curriculum Authority, the national curriculum watchdog, revealed that this year's test results for 11-year-olds had been delivered on time - following last year's fiasco when thousand were delayed for months. "The time constraints are putting these people under a lot of pressure and very tight timescales... It's very frustrating."

The QCA said 99.9 per cent of the tests were made available to schools yesterday - the deadline set for delivery. It had set itself a target of 99.7 per cent delivery.

Andrew Hall, of the QCA, said: "The successful delivery of over 1.7 million results in three subjects, all marked during a six-week window, has been the result of close team working and a commitment to ensuring accurate and timely information is available on each child's achievements at the end of their primary education."

However, Christine Blower, general secretary of the National Union of Teachers, cautioned: "Without prejudice to the work done by markers this year, historically one in five grades have been inaccurate. This is a further reason why we need to see an end to high stakes testing and league tables which distort the education our children receive.

"The government needs to accept that SATs (national curriculum tests for 11-year-olds) should go, they are not an accurate assessment of children's educational achievements and cause unnecessary stress for parents, children and teachers."

Most secondary schools will retest pupils upon their arrival in September, John Dunford, general secretary of the Association of School and College Leaders, said yesterday.

Secondary heads believe the verbal reasoning and numeracy tests they use give a far more accurate picture of the potential of their pupils than the SATs.

Correlation between the two tests is "poor", Dr Dunford added. Last year thousands of national curriculum tests were delayed - prompting an inquiry into the system which led to the resignation of Ken Boston, then head of the QCA.

Schools Secretary Ed Balls abolished tests for 14-year-olds after last summer's fiasco but insisted those for 11-year-olds should stay.

This year schools have ten days in which to lodge an appeal against the marks awarded for the tests.

Michael Gove, the Conservatives' schools spokesman is considering abandoning the primary school SATs - and moving them to the beginning of secondary schooling in an attempt to get round the problem of teachers spending too much time teaching to the tests.

This is an excerpt. To read the rest of this article by Richard Garner and Alexandra McGowan, which appeared on 7th July 2009, go to The Independent Online

4. 0%: What this year's top science pupils would have got in 1965

GCSE students flunk past papers in experiment that exposes decline in standards

By Richard Garner, Education Editor, The Independent
27th November 2008

High-flying GCSE students set for an A or A* pass scored zero points in a mock science exam which included old O-level questions.

The two-hour exam, devised by the Royal Society of Chemistry (RSC) and named "The Five Decade Challenge", included questions from past science papers spread over the past 43 years.

The results published today showed the older the paper, the fewer marks the students scored. For instance, the average score for the 2005 paper questions was 35 per cent, compared to 15 per cent for the 1965 questions.

Overall, the average score was 25 per cent but the RSC said some children scored no marks at all. The RSC called the test, taken by just over 1,300 of the country's brightest 16-year-olds, the first hard evidence of a "catastrophic slippage" in exam standards.

In a petition launched on the Downing Street website, the RSC says the current examination system was "failing a generation, which will be unequipped to address key issues facing society, whether as specialist scientists or members of a scientific community".

Too many teachers were "teaching to the test" because of the pressure of performance league tables, so students were missing out on background information to help them understand their subject. Despite taking into account syllabus changes which meant certain topics - such as enthalpy and bond energies - were not tackled until A-level, the results, it argued, provided conclusive proof that the papers had become easier. In particular, it added, today's pupils lacked the maths skills necessary to tackle the calculations associated with equations.

Dr Richard Pike, chief executive of the RSC, said: "The brightest pupils are not being trained in mathematical techniques, because they can get a grade A* pass without doing a single calculation. Conversely, the majority get at least a 'good pass' (grade C) by showing merely a superficial knowledge on a wide range of issues but no understanding of the fundamentals.

"The fact highly-intelligent youngsters were unfamiliar with these types of questions, obtaining on average 35 per cent from recent papers and just 15 per cent from the 1960s, points to a systematic failure and misplaced priorities in the education system."

The top mark was 94 per cent. The average was 33 per cent for independent schools, 23 per cent for state schools, 27 per cent for boys and 23 per cent for girls. "Children are being asked questions that show our curriculum isn't preparing them for the 21st century," said Michael Gove, the shadow Education Secretary.

A campaign to recruit 6,600 science teachers in the next two years is being launched today by the Training and Development Agency, which is responsible for teacher recruitment. It is exceeding its recruitment target for science teachers by two per cent this year.

"The Schools minister thinks science should be made more 'girl-friendly'. How so? By studding lab coats with pink rhinestones?"

5. Teachers take flight from state schools

Independent sector offers smaller classes and more professional freedom

By Richard Garner, Education Editor, The Independent
Friday, 28 November 2008

Growing numbers of teachers are quitting state schools to work in the independent sector. About one in four (12,000) of the teachers in private schools has been "poached" from the state sector, shows research by the University of Kent.

In the past year alone, 1,500 teachers quit, the highest number for at least two decades, which compares with just 400 a year making a similar decision in the mid-1990s. The figures were released by Professor Francis Green at a conference to promote state and independent school partnerships in London yesterday.

They immediately prompted a warning from John Bangs, head of education at the National Union of Teachers, that the Government was "driving some of our most talented teachers into the independent sector". He added: "Very many teachers who go into the independent sector do so because they believe that the professional freedom and the smaller class sizes are something that they want to go to," he said. "They want to escape from the heavy-duty accountability they have to put up with in the state sector.

"There is massive food for thought for the Government here. It needs to ask itself whether or not it is driving some of our most talented teachers into the independent sector."

Dr Anthony Seldon, principal of Wellington College, an independent school in Berkshire, said the smaller class size in independent schools was also a major factor in parents choosing independent schools. The average class size in state secondary schools is 25.8 pupils. In independent schools it is 13.

"I'm fed up with studies that suggest it isn't a factor," he said. "I don't believe them if they say 'Oh, it doesn't matter, the pupil/teacher ratio'. If you have fewer people in your class, it is surely better for contact and for marking homework." Professor Green told the conference he believed independent schools that attracted experienced teachers from a maintained school had to "think about doing a substantial amount in terms of showing public benefit" to justify their charitable status.

Independent schools are worried that they may lose their charitable status if they fail to meet tough new guidelines being prepared by the Charity Commission to show they are meeting their obligations to benefit all sectors of society. The new guidelines will be published before Christmas, with the first schools knowing their fate by Easter.

Mr Bangs said he did not believe it should be enough just to show they were offering bursaries or scholarships to some of the brightest children in the state sector. "That's not good enough," he added. "They should offer a range of bursaries for children of all abilities - that's the only way they can meet the requirements of showing public benefit."

Rosie Chapman, executive director of the Charity Commission, said there would be "no formulaic approach" to determining whether a school was meeting its obligations. "We will not make a blanket diktat that a certain percentage has to be offered in bursaries," she added. "Each school will be assessed on a case by case basis."

'I certainly don't have any regrets'

For Patricia Heather, it was the chance to teach somewhere with "high expectations of good results" that prompted her to move from a state school to a private one. She is now head of science at Halliford boys' school in Shepperton, west London, after four years in state schools. "One of the reasons for the change was that it gave me the chance to do A-level work," she said. "Most local schools are only for 11- to 16-year-olds." Now she takes pupils for one-to-one teaching sessions and has a sixth-form class of just six pupils. There were 30 teenagers in the top set of her state school. In the younger years at Halliford, a 400-pupil boys-only school, she has 22 pupils.

"I certainly don't have any regrets," she said. "The high expectations here are threefold: the school has high expectations, all the teaching staff do, and parents do because they have paid for their children's education. The boys also have a high expectation they're going to succeed. Also, every teacher knows every single boy here. You can concentrate on teaching rather than class management."

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