Archive for March 12th, 2010
Since 9/11, the United Kingdom has been a land where a bizarre blend of an Orwell/Kafka tinged atmosphere of fascist laws, bureaucrats obsessed with minutia of the mundane, and overt, heavy handed laws and practices rule. I’ve often commented that what goes on in England in particular is the prototype for what soon appears over here. Maybe altered slightly to blend in with American culture; ease itself into our lives so we don’t even notice, but, present. Creepy, sucking your soul out of you, keeping you in the glided cage present. The UK is the playground of the industrial military globalists, no doubt about it.
Staged and scary events in schools in England, the United States, and most recently, Scotland, are one of these chillingly bizarre actions perpetuated by whatever forces are behind these post 9/11 games. Parents are not notified of these little scenarios, which are enacted in ways that have students believe it’s really happening. Teachers, sometimes with the complicity of local law enforcement, blithely manifest scenes as if they’re actual events. For some interesting reasons and one with no doubt all kinds of hidden motivations, England staged several fake (but said to be real to the students) UFO crashes, complete with missing — “abducted” — teachers and dead aliens.(I wrote about the odd crashed UFO scenarios for UFO Digest in August of 2009: My Teacher Was Abducted By Aliens: Preparation for Fake Disclosure? )
The latest of these fake events: a Holocaust themed scenario, at St. Hilary’s Primary in Scotland:
Students were “hysterical” after deputy head teacher Elizabeth McGlynn segregated nine youngsters in Gerry Blair’s P7 class and told them they were being taken away from their families.
The purpose of this was to give students an idea of what victims of the Holocaust went through:
insight into the horrors of the Holocaust as part of a project they are doing about the Second World War.
The teacher, Mrs. McGlyn, told students:
she had a letter from the Scottish Government saying nine children had to be separated from their classmates.
She told the shocked youngsters those who were born in January, February and March had lower IQs than other children, ‘due to lack of sunlight in their mother’s womb’, and that they had to put yellow hats on and be sent to the library.
When one child asked if that meant they might have to go to an orphanage, they were told that might be a possibility. At that point many of the children became very distressed. One boy kicked his chair over, one was angry and demanded to speak to someone in charge but most were crying on a scale ranging from mildly to severely.
The students were then told, after about fifteen minutes, that it was all an exercise and not really happening, but that the role playing would continue.
Now here’s the really interesting thing. When a parent, furious at the school for allowing such a thing, asked why anyone in authority thought this was a good idea, she was told:
they didn’t inform the children beforehand because they wanted the children to experience an ‘accurate emotional response’ to this scenario in order for it to be reflected in their story writing.
This was the same reason given in other staged scenarios, that, and to encourage critical thinking. Usually these exercises are embedded in creative writing courses. Eliciting emotional response from children seems to be the goal. Why? What is the real agenda? Under the guise of fostering creative writing skills or encouraging imaginative thinking, eliciting intense emotional states from children is the objective.
The school defends the role play, downplaying the impact on students — and parents:
Schools commonly engage in drama-based exercises which encourage children to use their imagination and act out a character. These role play situations are designed to help children understand diversity and develop empathy for the victims of prejudice and are usually very well received by pupils.
The shared facts of these staged events:
* Students are led to think these events are real
* Sometimes local law enforcement is in on the staged event
* Frightening and violent themes are chosen: crashed UFOs, dead aliens, missing humans, the threat of being kidnapped, etc.
* By the authorities own admission, the goal is to have children “to experience an ‘accurate emotional response’ to these events.
What is the hidden goal behind the need to generate intense emotional reactions of fear, hysteria, and anger from children? Who determines what is an “accurate” reaction?
What happens if a student doesn’t respond “accurately?”
Military Interest in Students: Pt. Pleasant
In some ways, the above staged events reminds me of what Mothman researcher (and experiencer) Andrew Colvin has to say about the military’s interest in students in the Pt. Pleasant, and West Virginia areas. I don’t have the references at hand, but I recall Colvin writing in one of his books that the military took an intense interest in students in rural communities in those areas; and that, statistically, many students were what we’d call gifted, or at least, scoring higher than they should have. Another interesting tidbit: Charles Manson lived there as a child.
While no staged events took place in schools there (as far as I know, and not unless you consider Mothman a staged event, which I don’t know if it was or not, though I don’t think so) the fact that the military took an active interest in student performance raises the same red flags as the current staged scenarios we’re hearing about today.
St Hilary’s Primary kids traumatized by teachers’ Holocaust game
My Teacher Was Abducted By Aliens: Preparation for Fake Disclosure?
Follow-up: Staged Alien Events and Schools
Night of the Living Jackboots