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
included responsibilities for
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.
Absent rescission of the 10
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,
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.”
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;
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)"
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
(Howland, p. 227)