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Revised Working Paper Florida Statute 1003

Revised Working Paper Florida Statute 1003

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Published by Roy Callahan
Revised working paper on Florida education; Marxist humanism taught in public schools to transform U.S.
Revised working paper on Florida education; Marxist humanism taught in public schools to transform U.S.

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Published by: Roy Callahan on Jul 20, 2013
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Working Paper Florida Statute 1003.42
BACKGROUND
I am a retired Cuban Missile Crisis/Vietnam Veteran father of five who was educated in the Chicago public school
system during the 1950’s. My generation dove under desks because the Soviet Union had
intercontinental ballisticmissiles and they were threatening to destroy this country. Nevertheless, my parents and public education
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saw tomy literacy. I knew what it meant to be an American when I joined the Navy in 1959, traveled the world, and retired21 years later.Three of my five children were educated in the school system run by the military. Two of them followed my footsteps,one joining the Navy and the other joining the Air Force.My oldest daughter joined the Navy one week before I retired. She askedme to be her 
boson’s
mate and pipe her ashore when she retired. My old-est son attended the University of South Carolina after which he joined the Air Force. His retirement completed 60 years of continuous military serviceto this country. Both children were in uniform when the Berlin Wall fell andEastern European Communism collapsed.My two youngest children entered the Alachua County Public School sys-tem when I came to Gainesville to attend the University of Florida at whichpoint I realized the system was indoctrinating future generations in a for-eign ideology, having nothing to do with literacy. I realized I had lived in acocoon for 21 years.Entering the University of Florida exposed me to a college education filled with indoctrination. I took over a politicalscience class because the professor teaching the course was indoctrinating and spewing revisionist, socialist, multi-cultural, and Internationalist garbage into the heads of impressionable students without opposition or regard to fact.My grandson is currently enrolled in the Alachua County Public school system. Talking with him and learning he isnot permitted to bring his school books home coupled with my daughter telling me he is learning things she
didn’t
begs the question what is the system hiding?.Over the 2012 holidays, I was able to obtain and scrutinize a Florida high schoolhistory/geography textbook. The
picture of Simon Bolivar, South America’s
George Washington on the cover alerted me to the subliminal message beingused to tell future generations of Americans world government and nations with-out borders is their future.Ted Yoho replaced Cliff Stearns, a 26-year incumbent. He posed the followingquestion to Washington staffers in Washington asking,
What kind of govern- ment do we have? 
 
I returned Friday from two days in Washington and asked several Washington staffers what form of government we had. As expected,they answered a democracy. We have a lot of work to do for if the people in
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From the 1937 yearbook of the National Education Association: “The present capitalist school system has been supplanted in
one place
 –
Russia
 –
and that change was effected by revolution. Hence the verdict of history would seem to indicate that we are
likely to have to depend on revolution for social change of an important and far reaching character.” 
 
 
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government do not understand what form of government we have (a Constitutional Republic) how can they 
lead?” 
 
Mr. Yoho has expressed interest in authoring legislation that will defund the Federal Department of Education andreassert the states 10
th
Amendment rights regarding education. I support his effort.Most Americans do not realize the philosophy taught in public schools today will become the philosophy of govern-ment for the generations that follow. This working paper reveals a long-term effort to merge this country into globalgovernance. Educating future generations of Americans to accept this scheme requires destruction of American val-ues and history. Consequently, indoctrination has replaced education. A majority of parents know public education is a failure. Americans have reason for concern. They see their countrytransforming into something unrecognizable by a system using their children as the vehicle for the change makingmillions of Americans strangers in their own country.Generations of Americans recoil from the popular culture, saturated with raw sex and trumpeting of hedonistic values taught, encouraged, and condoned in public schools using tax money to diminish and destroy what they know andcherish. Americans see
 
Old holidays disappear and heroes degraded.
 
The art and artifacts of their glorious past removed from museums and replaced by authors and titles theynever heard of.
 
The moral code they were raised to live by overthrown and the culture they grew up in dieing
 
Their God dethroned, their heroes defiled, their culture polluted, their values assaulted and their country in-vaded.
 
Themselves demonized as extremists and bigots for holding onto beliefs Americans have held onto for gen-erations, which points to the reason the system objects to home schooling.This working paper exists because Representative Keith Perry invited me to recommend changes by rewriting FS1003.42 on December 7, 2012
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. What follows is the historical genealogy being used to generate the aforementionedchange with changes I believe are necessary if this country is to remain a literate Constitutional Representative Re-public guaranteeing future generations the freedoms previously enjoyed.Ronald Reagan said,
“ 
Freedom is never more than one generation away from extinction. We didn't pass it to our children in the bloodstream.
It must be fought for, protected, and handed on for them to do the same
, or oneday we will spend our sunset years telling our children and our children's children what it was once like in the United 
States where men were free.” 
 FS 1003.42 exemplifies the opposite.
The founders believed a well-educated citizenry is essential to protect liberty and the general welfare of the people.
.3
 Marxism was nonexistent in 1787 when Noah Webster said,
 
"In the formation of our constitution the wisdom of all ages is collected -- the legislators of antiquity are con-sulted, as well as the opinions and interests of the millions who are concerned. In short, it is an empire of reason." 
 
"But while property is considered as the basis of the freedom of the American yeomanry, there are other auxiliary supports; among which is the information of the people. In no country, is education so general -- in
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Pearl Harbor Day. “A day of infamy.” 
 
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[T]he only foundation for a useful education in a republic is to be laid in religion. Without this there can be no virtue, and without virtue there can be no liberty, and liberty is the object and life of all republican governments." -- Benjamin Rush (On the Mode of Education Proper in a Republic, 1806)
 
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no country, have the body of the people such a knowledge of the rights of men and the principles of gov-ernment. This knowledge, joined with a keen sense of liberty and a watchful jealousy, will guard our consti-tutions and awaken the people to an instantaneous resistance of encroachments." 
 The Land Ordinance of 1785 and the Northwest Ordinance of 1787
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included responsibilities for 
this country’s
educa-tion system.
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From colonial times through the early 19th century, children were educated in an assortment of institu-tions and arrangements supported by local entities. Public education did not exist as a federal power according to the10th Amendment.
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Absent rescission of the 10
th
Amendment, education
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remains
the responsibility of local and stategovernments.During the 19th century, federal involvement in education was limited to vocational training and land grants. In 1867,the Federal government established the Office of Education for the stated purpose of collecting information onschools and teaching that would help the states establish effective school systems. The Morrill Act of 1862 (7 U.S.C.§ 301 et seq.) and the Morrill Act of 1890 (the Agricultural College Act of 1890, (26 Stat. 417, 7 U.S.C. § 321 et seq.)allowed for the creation of  land-grant colleges.  Passage of the Second Morrill Act in 1890 gave the Office of Education responsibility for administering the originalsystem of land-grant colleges and universities. Vocational education became the next major area of federal aid to thestates. The 1917 Smith-Hughes Act followed by the 1946 George-Barden Act focused on agriculture, industrial arts, and home economics training for high school students.The ideological assault to transform American society via education and stealth over time began with the Rockefel-ler /Carnegie foundations in concert with the American Historical Society and the newly formed Council of Foreign Relations(CFR)shortly before WWI. Their goal was to change American thinking by teaching future generations to accept global governanceunder UN auspices. They launched their assault with the assistance of like-minded Marxist and European loving university professors, politicians,
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and Supreme Court justices.
“The League to Enforce Peace” is the precursor to t
he CFR that was born during the first months of World War I. Itwas the creation of Theodore Marburg, a wealthy internationalist from Maryland. Andrew Carnegie funded thisscheme.
 
CFR history reveals,
 
“The four years activity of the League to Enforce Pe
ace served the League of Nationscause by preparing the public mind for its reception and by popularizing the ideal of international organization in be-
half of peace.” 
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The 1928 volume of the CFR reports that as early as the autumn of 1914, President Wilson said,
“all nations must be
absorbed into some great association of nations
….“ 
 
When Wilson spoke at the League to Enforce Peace banquet in Washington on May 27, 1916, he endorsed the program and organization only indirectly, making no mention of force;
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 Articles of Confederation. The Constitution replaced the Articles of Confederation on March 4, 1789
 
“Wisdom and knowledge, as well as virtue, diffused generally among the body of the people, being neces
sary for the preserva-tion of their rights and liberties, and as these depend on spreading the opportunities and advantages of education in the various parts of the country, and among the different orders of people, it shall be the duty of legislators and magistrates... to cherish theinterest of literature and the sciences, and all seminaries of them." -- John Adams (Thoughts on Government, 1776)" 
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“ 
The powers not delegated to the United States by the Constitution, nor prohibited by it to the States, are reserved to the
States respectively, or to the people.” 
 
"It has ever been my hobby-horse to see rising in America an empire of liberty, and a prospect of two or three hundred millionsof freemen, without one noble or one king among them. You say it is impossible. If I should agree with you in this, I would still say, let us try the experiment, and preserve our equality as long as we can. A better system of education for the common peoplemight preserve them long from such artificial inequalities as are prejudicial to society, by confounding the natural distinctions of right and wrong, virtue and vice." --John Adams
Marxists
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(Howland, p. 227)

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