America’s Medical System

America’s Medical System

Thomas Allen

The main reason the United States have a drug-oriented (allopathic) medical system results from Yankeedom, which values power and wealth above all else, defeating and overthrowing the South, which valued family, land, and the natural order.

Following the publication of the Flexner Report in 1910, medical schools began closing, until nearly all schools that did not teach allopathic medicine ceased to exist. In 1908, the Carnegie Foundation commissioned Abraham Flexner, who was an educator with no medical training, to review American medical schools. The Flexner Report rejected all schools of medicine that did not follow the model promoted by the petrochemical-pharmaceutical industry (the Rockefeller interest). That model was the drug model, i.e., allopathy. Thus, the medical systems that it rejected included homeopathy, naturopathy, herbalism, and nutritional therapy.

Disease management through drugs and surgery is the essence of allopathy. Disease prevention with nutrition and root-cause treatment are abhorrent to it. The money is made through treating rather than curing.

Having invested heavily in the pharmaceutical industry, the Rockefellers, through the Rockefeller Foundation, began offering grants to medical schools that followed the Flexner model. Thus, the Rockefellers funded the medical educational system that promoted pharmaceutical drugs. Most schools that taught alternative treatment methods closed because of a lack of funds and accreditation. 

(One wonders if the Rockefellers had invested in electronics instead of petrochemicals, whether today’s medical system would have followed the Rife approach. The Rife system uses low-energy electromagnetic waves to treat diseases, each of which has its own frequency.)

Additionally, the Rockefellers gained control of the American Medical Association (AMA), which represented allopathic medicine, through funding from the Rockefeller Foundation. With Rockefeller money, the AMA persuaded States to grant it the authority to accredit medical schools and oversee licensure standards. As a result, only schools that taught allopathic medicine were accredited, and only doctors who practiced allopathic medicine were licensed. Consequently, America’s medical system came to support the Rockefeller pharmaceutical interest.

Now, if a doctor uses a treatment other than the approved allopathic treatment and the patient suffers an adverse outcome, the doctor faces a potential malpractice suit and professional sanctions. However, if the doctor prescribes an approved drug, even if it is harmful or ineffective, his action is legally defensible. He has followed the approved standard care and is, therefore, protected. Thus, following the protocol replaces independent treatment.

Moreover, with advertisements and sponsorships, pharmaceutical companies gained control of medical journals. Consequently, studies that support money-making drugs are published. However, studies that challenge the drug narrative are suppressed.

Furthermore, insurance companies reimburse treatment approved by the AMA. These treatments are primarily drugs, surgeries, and diagnostic tests. Seldom do they cover alternative treatments, even if they are safer and more effective than the recommended treatment. (Would not insurance companies save money if they covered the entire cost of an alternative treatment that is at least as effective as the standard allopathic treatment and required the patient to pay all costs above that if he chose the allopathic treatment?)

Health markers such as cholesterol and blood pressure are continuously lowered to enhance drug sales. Also, dietary standards are changed to increase drug sales — for example, replacing animal fats with seed and vegetable oils and discouraging the eating of eggs.

Because of the allopathic medical system, little progress has been made in cancer. The allopathic approach has prevented advancement beyond chemotherapy, radiation, and surgery (poison, burn, and cut) that were used decades before Nixon declared war on cancer. To protect the allopathic medical system, the Centers for Disease Control and Prevention (CDC) even declares that cancer cannot be cured and vigorously suppresses nonallopathic treatments — some of which are dietary. (Treating diseases is far more profitable than curing them.)

Yankeedom gaining complete control of the American medical system is one of the adverse consequences of the defeat of the South. Making money for pharmaceutical companies and medical equipment manufacturers is paramount. The welfare of the patient is secondary. The COVID-19 response supports this claim. To terrify the masses, what was the equivalent of a bad flu was elevated to a deadly pandemic that was going to devastate the world. Then, people were offered an ineffective “vaccine” that was deadlier than the virus, even to the point of many people being forced to take it. America’s medical system prevents innovation, some of which are simple.

The solution to America’s dysfunctional medical system is more competition and less governmental intervention. More competition means more than competition between various allopathic facilities. It means competition between various medical systems, such as homeopathy, naturopathy, herbalism, and nutritional therapy. Moreover, insurance companies should not discriminate between various medical systems. Governments should not pick winners and losers and should not subsidize healthcare. The only interference that governments need to perform is to prevent adulteration and fraud, such as false labelling, and to penalize those whose products kill or maim the user.  Neither licensing nor other governmental approval should be required to provide medical services. Furthermore, under the Constitution, all regulation of the medical industry belongs to the States; the federal government has no constitutional authority to regulate the medical industry. 

Reference

Mercola, Dr. Joseph. “Uncovering ‘The Big Secret’ About Medicine, Food, and the Power You Still Hold Analysis.” August 31, 2025.

Copyright © 2026 by Thomas Coley Allen.

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Education

Education
Thomas Allen

[Editor’s note: Footnotes in the original are omitted.]

Illuminists have used their money to gain control of education. They have used their control to further their interest and to foster Illuminism. They are well aware of Lenin’s dictum: “Give us the child for eight years, and it will be a Bolshevik forever.”[1]

Through large endowments, J.P. Morgan and other wealthy Illuminists gained control of policies of the Ivy League universities. Morgan and his associates dominated policy making at Harvard, Columbia, and, to a lesser extend, Yale. The Whitneys were significantly influential at Yale. Edward D. Duffield of Prudential Insurance Co. dominated Princeton. These wealthy men often decided who would be president of these universities. The Illuminists, primarily with Rockefeller money, have also gained control of most of the schools that train teachers. With their money, they also control the major seminaries—thus, they control the training of most ministers.

Carnegie and Rockefeller money has been used to gain control of American schools, both at the university level and at the secondary and primary grade level. Carnegie and Rockefeller money has funded curricula and textbooks whose purpose has been to indoctrinate students in Illuminism and to train them to support Illuminism.

Textbooks have been revised and rewritten to present the subject matter from a Marxist or other illuministic perspective. They promote globalism; “good” has become equated with globalism. Such revisions frequently require the omission of valuable and important facts. They often misstate facts and even outright lie. Even dictionaries have been rewritten to define certain words in ways to incorporate illuministic bias.

The Rockefeller Foundation and Carnegie Corp. financed John Dewey’s socialist philosophy. Dewey was the father of “progressive education,” which became the dominant educational philosophy in the United States. As an atheist and coauthor of the Humanist Manifesto, he preached against immutable truths and permanent moral absolutes. Pragmatism and relativism were his guiding philosophy. He believed that man had no soul or freewill. Man was merely an animal molded by his environment. As man’s environment constantly changed, so man constantly changed. Therefore, to teach absolute morals and truths was a waste of time.

He sought to turn the school house into a temple of the religion of secular humanism. To Dewey, individual judgment was socialism’s greatest enemy, so he worked to replace proven educational programs with programs designed to make a more controllable society. The primary goal of education was to destroy a child’s individualistic traits. The ability of a pupil to become one with the group became the primary measure of a pupil’s educational progress. Students were to be trained to live and work collectively. Thus, pupils were discouraged from trying to advance faster than the lowest member of the group. As grading promoted competition, it was to be abandoned. Promotion was to be automatic.

The purpose of schools was not to develop the student’s talents. It was to prepare the student to integrate into an organic society, the global community. Thus, the student’s “cosmic soul” was to become one with the human race.

Dewey taught David and Nelson Rockefeller. He also organized the educational system of the Soviet Union.

With money from the Rockefeller Foundation and Carnegie Corp., Illuminists have financed and controlled the National Education Association (NEA). “By 1934 the NEA adopted John Dewey’s philosophy of humanism, socialism, and globalism, and incorporated it into the classroom.”[2]

To consolidate complete control over public education in the United States, Nelson Rockefeller created and ran the Department of Health, Education, and Welfare during the Eisenhower administration. (The educational functions of this department were later moved into a new department, the Department of Education during the Carter administration.) Thus, Eisenhower accomplished what Truman had failed to do. (Truman had tried several times to get Congress to create the Department of Health, Education, Welfare, but Republicans and conservative Democrats prevented its creations. Eisenhower got most of the Republicans to join the liberal Democrats in establishing this department.) Through federal grants, the United States government, which the Illuminists thoroughly control, has gained complete control of the public schools.

UNESCO (United Nations Educational, Scientific and Cultural Organization) is another important tool of the Illuminists in directing education (schooling) not only in the United States, but throughout the world for the benefit of the Illuminists. The objective of UNESCO is to train children to be citizens of the world. To achieve this goal, their love of their country, institution, and own people along with patriotism must be destroyed. Thus, children are to be conditioned to transfer their loyalty from their country to a one-world socialistic government under the United Nations, which the Illuminists will control. UNESCO has also promoted keeping children separated from parents as much as possible. The minds of children must be purged of any national or family loyalties (and if their parents are Christians or even nominal Christians, of any Christian thoughts) before they can be molded into non-thinking citizens of the world. (Christianity, nationalism, and family loyalty are antagonists of globalism and Illuminism.) Accordingly, governments establish preschool programs like kindergarten and Head Start. Governments promote working mothers and warehousing children in daycare centers. As part of its program to destroy nationalism, UNESCO also promotes teaching children enmity toward their domestic institution unless these institutions are already compatible with Illuminism. (Thus, to make the merger of the United States into this one-world government easier, their Constitution and relatively free market economy must be destroyed. The destruction of these institutions has been a major goal of government schools.) History is to be taught from a global perspective instead of a national perspective. Consequently, UNESCO also promotes keeping children ignorant of national history and domestic institutions of their own countries and other countries and of the horrors of Communism and failures of socialism— ignorant people are easier to control. The achievements and greatness of Christianity, Western Civilization, and the Aryan race are to be disparaged if not denounced. UNESCO promotes turning schools into doctrinarian centers for Illuminism (globalism, socialism, New Age religion, one-world government). To destroy further traditional morality, loyalties, and family, UNESCO promotes abortion, homosexuality, prostitution, and miscegenation. The essence of UNESCO’s program is Dewey’s progressive educational theory.

Public (government) schools have become temples of the New Age religions where children are proselytized. Children are taught secular humanism, worship of Gaia, witchcraft, Theosophy, and other New Age pantheistic religions. The purpose of public schools is to proselytize for New Age religions, the “religion of humanity that recognizes and respects the spark of what theologians call divinity in every human being.”[3] Belief in the God of the Christians is mental illness. Public schools are to replace “the rotting corpse of Christianity together with all its adjacent evils and misery”[4] with the new faith, which is really the old Luciferian religion of man as god. They are to take children away from their parents and heal them by purging their psyches of all taints of Christianity. (Consequently, public schooling is moving to an ever younger age with the objective of having every child two years of age and older under the control of government, which the Illuminists control.) School children are being prepared for the religion of the New World Order.

Illuminists have gained control of public schools and have turned them into agents for social change—thus, fulfilling the longtime goal of Freemasonry of capturing public education and using it to promote the anti-Christ religion and socialistic politics of Freemasonry. (All that now remains to bring education completely under the control of the Illuminists is eliminating Christian and Catholic schools and outlawing home schooling.) They are using their control to prepare students for the illuministic New World Order. School children are being prepared for a world of moral relativism without Christianity. They are being taught to accept supranational regional governance and then a world government. They are being taught to hate the Aryan race and to glorify all other races. They are being taught that homosexual sex and miscegenation are not only normal, but are superior sexual relations. With easy access to abortion, they are being taught to devalue life. Euthanasia is also promoted. A school curriculum promoting pantheistic religion and world government has replaced traditional Western curricula, which promoted Christianity, nationalism, and ethics. A primary function of public schools is to turn children into good “global citizens.” Teachers are to concentrate on the social orientation of students instead of educating them. Children should be unable to read and especially unable to think or analyze. GOALS 2000 and the “no child left behind” program are part of the New World Order’s educational program.

The Illuminists have implemented the educational program that Woodrow Wilson outlined in 1909. Wilson described the illuministic educational program as follows:

. . . We want to do two things in modern society. 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 privileges of a liberal education and fit themselves to perform specific difficult manual tasks. You cannot train them for both in the time the you have at your disposal. They must make a selection, and you must make a selection.[5]

True to its fascist principles, the illuministic state strips parents of authority over their children, yet it holds parents responsible for their children. Illuminist controlled government usurps parental authority, yet it holds parents accountable.

Secular humanism has replaced Christianity as the state religion. It is the religion upon which state institutions and laws are built. Man is worshiped instead of God.

Endnotes
1. Billy James Hargis, Communist America Must It Be? (Tulsa, Oklahoma: Christian Crusade, 1960), p. 66.

2. Gary H. Kah, En Route to Global Occupation (Lafayette, Louisiana: Huntington House Publishers, 1992), p. 61.

3. James W. Wardner, Unholy Alliances: The Secret Plan and the Secret People Who Are Working to Destroy America (James W. Wardner, 1996), p. 221.

4. Ibid., p. 221.

5. Dennis L. Cuddy, The Globalists: The Power Elite Exposed (Oklahoma City, Oklahoma: Hearthstone Publishing, 2001), p. 28.

[Editor’s note: References in original are omitted.]

Copyright © 2010 by Thomas Coley Allen.

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Foundations

Foundations
Thomas Allen

[Editor’s note: Footnotes in the original are omitted.]

During the last half of the nineteenth century, the United States saw its wealthiest men becoming Illuminists and funding and otherwise supporting Illuminism. They included Andrew Carnegie, John D. (“competition is a sin”) Rockefeller, and J. P. Morgan. One of the greatest instruments in advancing Illuminism was the establishment of foundations, which funded illuministic causes in the twentieth century.

The major American foundations are the creation of Daniel Gilman, a German Illuminist and a member of Skull and Bones. In 1898, Gilman created the General Education Board by merging the Peabody Education Fund and the John F. Slater Fund. Gilman had been vice president of both funds. Later in 1902, the General Education Board became part of the Rockefeller’s Southern Education Board, which retained the name of General Education Board.

In 1907, he set up the Russell Sage Foundation. Assisting Gilmore in setting up the Russell Sage Foundation were Cleveland H. Dodge, a director of National City Bank, and Moses Pyne, grandson of the founder of National City Bank.

The first large scale foundation began with the wealth of George Peabody. Peabody left the slave trading business and moved to England. With the aid of Brown Brothers and Nathan Mayer Rothschild, Peabody established his banking house, George Peabody and Co., in England in 1835. Peabody made a fortune buying depressed notes during the Panic of 1837. He had become, by 1861, the largest trader of American securities in the world.

In 1865, Peabody founded the Peabody Education Fund, which worked closely with the occupying military forces in the South during Reconstruction. Ostensibly, the Peabody Education Fund was established to educate freed slaves following the War for Southern Independence. In reality it aided carpetbaggers to gain control of the South. They used their control of the governments of the Southern States to improvise them by saddling them with huge loans from Northern bankers. The Peabody Education Fund later became the General Education Board.

Junius S. Morgan, as the head of Beebe, Morgan and Co. of Boston, became Peabody’s agent in America. In 1854, Morgan became Peabody’s partner to form Peabody, Morgan and Co. Through this connection, Morgan and later his son, John Pierpont (J.P.) Morgan, Sr. collaborated closely with the Rothschild—so closely that Morgan was considered an agent of the Rothschild. With the retirement of Peabody in 1864, Junius Morgan and J.P. Morgan gained control of Peabody, Morgan and Co. and changed the name to Morgan and Co. Morgan and Co. became one of the most powerful banking houses in the world.

In 1864, Junius Morgan persuaded Charles H. Dabney to join with J.P. Morgan, Sr. to form Dabney, Morgan and Co., which was the agent of Morgan and Co. in the United States. In 1871, Anthony Drexel became a partner and the company changed its name to Drexel Morgan Co. When Drexel died in 1895, Morgan changed its name to J.P. Morgan and Co. This company soon became the principal source of funds for the United State government. With Rothschild’s gold, Morgan rescued the United States government following the Panic of 1893.

In the United States, J.P. Morgan, Sr. provided banking services for those who preferred not to do business with Jewish bankers. Kuhn, Loeb and Co., another banking firm allied closely with the Rothschilds, provided services for those who wanted to deal with a Jewish bank.

John D. Rockefeller followed Peabody’s example and established the Southern Educational Board. It was established to promote education without regard to race, creed, or sex—that is, it was established to promote racial amalgamation and the elimination of distinction between the sexes. It also promoted globalism and socialism in the public school system.

Andrew Carnegie, a spiritualist, built his fortune on looting the public treasury. To overcome objections to his fortune and how he got it, he, like many other wealthy Illuminists, built a reputation as a humanitarian philanthropist. Besides donating money to churches and public libraries, he established the Carnegie Institute (David Gilman set up the Carnegie Institute in 1902 and became its first president) and the Carnegie Hero Fund Commission. Having made a fortune from wars, Carnegie donated large sums to organizations that advocated consolidation of governmental powers into regional, supranational, and international bodies. As an opponent of nationalism, he supported establishing a League of Nations.

Carnegie was a fascist socialist at heart. He was an advocate of a strong central government. Government must control private business. He supported implementation of the planks of the Communist Manifesto, such as a central banking system and heavily progressively graduated income taxes (after he had protected his own fortune in foundations and trusts). He bought 18 newspapers in Great Britain to spread his radical ideas on abolishing the monarchy and the House of Lords, dismantling the British Empire, and disestablishing the Church of England. He supported a union of Great Britain, Canada, and the United States. Carnegie was drunk with Illuminism.

Theodore Marburg was another wealthy man who wanted to establish a world government. His scheme was to use Carnegie’s wealth, international financiers, and Fabian Socialists to form a League of Nations to enforce peace with an international “peace army.” Controlling this world government would be the international financiers.

The tax exempt foundations, like the Rockefeller Foundation, provided the financing that the Illuminists needed to gain control of education, religion, and government.

Much of the funding for the advancement of Illuminism during the twentieth century has come from the tax-exempt foundations. The major foundations are the Carnegie Corp., Carnegie Endowment for International Peace, Rockefeller Foundation, and Ford Foundation. Many less well known foundations, such as, the Alfred P. Sloan Foundation, Carnegie Foundation for the Advancement of Teaching, Carnegie Institute of Washington, Commonwealth Fund of New York, Fund for the Republic, Markle Foundation (a major source of funding for the Aspen Institute ), Rockefeller Brothers Fund, Samuel Rubin Foundation (a major source of funding for the Institute for Policy Studies), Starr Foundation, and Twentieth Century Fund, have also supported Illuminism. These tax-exempt foundations have also been a major source of funds for Communists and Communist sympathizers and their organizations. Illuminists controlled all these foundations. The goal of these foundations is to alter the life of the American people so that they will accept Illuminism and its New World Order with its one world government and one world religion.

The major foundations have specialized in supporting different aspects of Illuminism. The Ford Foundation specializes in altering the United States so that they “can be comfortably merged with the Soviet Union.”[1] The Carnegie Endowment specializes in controlling the foreign policy of the United States and using war to alter the life style of the American people. The Rockefeller Foundation and Guggenheim Foundation specialize in controlling education. While the Carnegie Endowment deals with international issues, the Rockefeller Foundation deals with domestic issues.

The foundations gained control of higher education by making colleges and universities dependent on them for research funds. They control “practically all social science research and such research is used to promote collectivism and world government.”[2] Grants from the United States government do not lessen this control because Illuminists also control the United States government and the Department of Education.

Along with other foundations, the Carnegie Endowment uses its wealth and power to maneuver the American people into war. War is the most effective way to persuade people to enslave and impoverish themselves. People are not inclined to question the acts of government, i.e., the acts of people who really control the government, during war. The longer the war, the more inclined people are to accept the changes as permanent—thus, Bush’s never-ending War on Terrorism.

On the power of tax-exempt foundations, Congressman B. Carroll Reece remarked in 1954:

It has been said that the foundations are a power second only to that of the Federal Government itself. Perhaps this statement should be modified because it seems to have become an affront for a congressional committee to dare to subject the foundations to criticism. Perhaps the Congress should now admit that the foundations have become more powerful, in some areas, at least, than the legislative branch of Government.[3]

These foundations are more powerful now than when he made this remark.

Endnotes
1. Archibald E. Roberts, Emerging Struggle for State Sovereignty (Fort Collins, Colorado: Betsy Ross Press, 1979), p. 114.

2. Ibid., p. 127.

3. Ibid., p. 125.

References
Cuddy, Dennis L. The Globalists: The Power Elite Exposed.Oklahoma City, Oklahoma: Hearthstone Publishing, 2001.

Cuddy, Dennis L. Now Is the Dawning of the New Age New World Order. Oklahoma City, Oklahoma: Hearthstone Publishing, 2000.

Hoar, William P. Architect of Conspiracy: An Intriguing History. Belmont, Massachusetts: Western Islands, 1984.

Kah, Gary H. En Route to Global Occupation. Lafayette, Louisiana: Huntington House Publishers, 1992.

Marrs, Jim. Rule by Secrecy: The Hidden History That Connects the Trilateral Commission, the Freemasons, and the Great Pyramids. New York, New York: Harper Collins Publishers, 2000.

Monteith, Stanley. Brotherhood of Darkness. Oklahoma City, Oklahoma: Hearthstone, 2000.

Mullins, Eustace. The Curse of Canaan: A Demonology of History. Staunton, Virginia: Revelation Book, 1987.

Mullins, Eustace. Secrets of the Federal Reserve. 1991.

Mullins, Eustace. The World Order: Our Secret Rulers. Second edition. Staunton, Virginia: Ezra Pound Institute of Civilization, 1992.

Roberts, Archibald E. Emerging Struggle for State Sovereignty. Fort Collins, Colorado: Betsy Ross Press, 1979.

Roberts, Archibald E. The Most Secret Science. Fort Collins, Colorado: Betsy Ross Press, 1984.

Skousen, W. Cleon. The Naked Capitalist: A Review and Commentary on Dr. Carroll Quigley’s Book Tragedy and Hope. Salt Lake City, Utah, 1971.

Smoot, Dan. The Invisible Government. Dallas, Texas: The Dan Smoot Report, Inc., 1962.

Still, William T. New World Order: The Ancient Plan of Secret Societies. Lafayette, Louisiana: Huntington House Publishers, 1990.

Stormer, John A. None Dare Call It Treason. Florissant, Missouri: Liberty Bell Press, 1964.

Wardner, James W. Unholy Alliances: The Secret Plan and the Secret People Who Are Working to Destroy America. James W. Wardner, 1996.

Copyright © 2010 by Thomas Coley Allen.

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