Working Paper Florida Statute 1003.
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 ballistic missiles and they were threatening to destroy this country. Nevertheless, my parents and public education1 saw to my literacy. I knew what it meant to be an American when I joined the Navy in 1959, traveled the world, and retired 21 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 asked me to be her boson’s mate and pipe her ashore when she retired. My oldest son attended the University of South Carolina after which he joined the Air Force. His retirement completed 60 years of continuous military service to this country. Both children were in uniform when the Berlin Wall fell and Eastern European Communism collapsed. My two youngest children entered the Alachua County Public School system when I came to Gainesville to attend the University of Florida at which point I realized the system was indoctrinating future generations in a foreign ideology, having nothing to do with literacy. I realized I had lived in a
cocoon for 21 years.
Entering the University of Florida exposed me to a college education filled with indoctrination. I took over a political science class because the professor teaching the course was indoctrinating and spewing revisionist, socialist, multicultural, 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 is not 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 school history/geography textbook. The picture of Simon Bolivar, South America’s George Washington on the cover alerted me to the subliminal message being used to tell future generations of Americans world government and nations without borders is their future. Ted Yoho replaced Cliff Stearns, a 26-year incumbent. He posed the following question to Washington staffers in Washington asking, “What kind of government 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
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 and reassert the states 10th 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 government for the generations that follow. This working paper reveals a long-term effort to merge this country into global governance. Educating future generations of Americans to accept this scheme requires destruction of American values 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 country transforming into something unrecognizable by a system using their children as the vehicle for the change making millions 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 and cherish. 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 they never 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 invaded. Themselves demonized as extremists and bigots for holding onto beliefs Americans have held onto for generations, 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 FS 1003.42 on December 7, 20122 . What follows is the historical genealogy being used to generate the aforementioned change with changes I believe are necessary if this country is to remain a literate Constitutional Representative Republic 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 one day 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. RELEVANT HISTORY 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 consulted, 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
Pearl Harbor Day. “A day of infamy.” [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 government. This knowledge, joined with a keen sense of liberty and a watchful jealousy, will guard our constitutions and awaken the people to an instantaneous resistance of encroachments." The Land Ordinance of 1785 and the Northwest Ordinance of 17874 included responsibilities for this country’s education system.5 From colonial times through the early 19th century, children were educated in an assortment of institutions and arrangements supported by local entities. Public education did not exist as a federal power according to the 10th Amendment.6 Absent rescission of the 10th Amendment, education7 remains the responsibility of local and state governments. 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 on schools 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 original system of land-grant colleges and universities. Vocational education became the next major area of federal aid to the states. 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 Rockefeller/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 governance under UN auspices. They launched their assault with the assistance of like-minded Marxist and European loving university professors, politicians,8 and Supreme Court justices. “The League to Enforce Peace” is the precursor to the CFR that was born during the first months of World War I. It was the creation of Theodore Marburg, a wealthy internationalist from Maryland. Andrew Carnegie funded this scheme. CFR history reveals, “The four years activity of the League to Enforce Peace served the League of Nations cause by preparing the public mind for its reception and by popularizing the ideal of international organization in behalf of peace.” 9 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 preservation 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 the interest of literature and the sciences, and all seminaries of them." -- John Adams (Thoughts on Government, 1776)" 6 “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.” 7 "It has ever been my hobby-horse to see rising in America an empire of liberty, and a prospect of two or three hundred millions of 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 people might 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 8 Marxists 9 (Howland, p. 227)
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but advocating the general idea of a league with such adore that he was regarded as its champion.”10 History however, records the U.S. Senate led by Henry Cabot Lodge of Massachusetts and William Borah of Idaho, refused to ratify the
covenant. Americans were suspicious of entanglements with constantly warring European powers and wanted no part of submersion in a world super state.
To propagate its “internationalist world view” among a select intelligentsia, the CFR launched a quarterly journal titled Foreign Affairs. Time Magazine called “Foreign Affairs the “Most influential periodical in print.” 11 Their view filtered down to universities through the U.S. “University courses dealing with international affairs have trebled in number since the war; there has been an outpouring of books on foreign nations, diplomatic history and international law, periodicals such as Foreign Affairs. Current history and the American Journal of International Law and the information service of the Foreign Policy Association are supplying materials for a sound background and associations and organizations devoted to an impartial discussion of international relations and the supplying of authentic information have sprung up in every great city. And yet, however, these agencies for furnishing adequate standards of judgment and accurate information have not penetrated very far down in society.”12
To destroy and transform American society, it is necessary to remove the glue that holds it together. Removing Christianity, its traditions, moral and ethical standards from the public square and replacing it with Marxist humanism and moral relativism is the first step. The second step is destruction of the nuclear family and its patriarchal structure. Communism and Marxist Humanism are intolerant masters. Both require moral relativism. Neither tolerates competition. Both refuse to recognize a higher moral order or authority13 The road map for transformation was designed by Karl Marx and Fredrich Engles in “The Origin of the Family, Private Property and he state: achieved the results seen today. The Supreme Court banished God from schools and the public square. Liberating women by moving wives and women into public industry worked to destroy the monogamous family as the economic unit of society.”14 The ongoing effort to undermine and transform American culture was unknown to the public until exposed by the Reese Commission Hearings in 1954. This commission was an offshoot of the April 1952, Cox Committee, whose purpose was to investigate "educational and philanthropic foundations and other comparable tax exempt foundations and organizations.” Its goal was to determine whether these foundations were using their resources for purposes other than that for which they were established with emphasis on finding out “which foundations and organizations were using their resources for un-American subversive activities or for purposes not in the interest or tradition of the United States." The Cox Commission dealt with generalities, while the Reece Commission mounted a comprehensive inquiry into the motives and influence these organizations had on public life. John D. Rockefeller the 3rd and the media smeared the Reese Commission as being wholly inaccurate. Historical hindsight reveals what the Committee found is far closer to the truth than Rockefeller would have everyone believe.
Ibid 237=38 Stitch in subscription card in Foreign, Affairs, Summer 1986. Also, letter to subscribers from David Kellogg, publisher 1991 or 1992. 12 Howland, CFR Survey, 1928, p. 1123. 13 As for the biblical stories of creation, Adam and Eve, the serpent in the garden, original sin, the expulsion from Eden, Moses on Mount Sinai, and the Ten Commandments being written in stone and binding on all men – it is okay to believe that if you wish, but it is never again to be taught as truth in the public square or schools. The Humanist Manifesto written in 1973 declares, “Science affirms that the human species is an emergence from natural evolutionary forces “ 14Fredrich Engles. The Origin of the Family, Private Property and the State (New York, International Publishers, Inc. 1972) p. 137
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The Reese Commission held sixteen public hearings. Norman Dodd, a former banker, bank manager and businessman. headed this investigative inquiry. Mr. Dodd testified the minutes of the Carnegie Foundation showed the trustees decided, after World War I, that they “must control education in the United States.” During an interview with Rowan Gaither, the President of the Ford Foundation, Mr. Dodd, discovered he operated the foundation under strict instructions and orders “to the effect that we should make every effort to so alter life in the United States so Americans would give up their traditional principles and concepts of government and be more receptive to the collectivist model of society.” The ultimate goal was to insure the US could be “comfortably merged with the Soviet Union.” A predominant theme found in the Committee’s findings was the desire of the foundations and those behind them to create a system of world governance. It identified the use of propaganda and social engineering as the means to achieve their goals. Max Mason, the president of the Rockefeller Foundation from 1929-46 stated “The social sciences… will concern themselves with the rationalization of social control.”,15 The Reece Committee was never able "to conduct the full and complete investigation and study" they desired. The hearings were hampered from the beginning by the lack of adequate appropriations and complete cooperation from the Executive branch and foundation officials. The Chairman and the two majority (Republican) members finally voted to discontinue the hearings because Wayne L. Hays (D. -Ohio) a ranking minority member, who refused to sign the report, made it impossible to conduct orderly hearings. Hays’ harassment exemplified the obstructionist and disruptive tactics that existed throughout the Reese Commission’s hearings. Universities throughout the United States have taught Marxist doctrine from the Frankfurt School am Main since the 1940s. University professors in colleges of education and elsewhere are well steeped in the teachings of Max Horkeimer, Theodor Adorno,16 Herbert Marcuse,17 Antonio Gramsci18 and George Lukacs.19 They teach and continue to teach Marxist doctrine to their students who in turn graduate, become grade and high school teachers who then teach and fulfill the grand scheme of the Rockefeller/Carnegie foundations to transform this country via the classroom.
“Will you take on the acquisition of control of education as it involves subjects that are of domestic significance? We‟ll take it on the basis of subjects that have international significance. Then together they decided the key is the teaching of American history and they must change that. And so they approached the most prominent of what we might call American historians at that time with the idea of getting them to alter the manner in which they presented the subject.” (William H. McIlhany, II, The Tax exe mpt foundations – Westport, CT, Arlington House, 1980 – pp. 60-61 – See also videotaped interview of Norman Dodd – The Hidden Agenda; Merging American into World Government (Westlake Village CA – American media – one hour VHS) 16 The Frankfurt school is unfamiliar to most Americans but its ideas were well known in teacher‟s colleges in the 1940‟s and 50‟s. Theodor Adorno, psychologist Eric Fromm, and sociologist William Reich joined the Frankfurt School, but in 1933, Adolf Hitler came to power in Berlin. Since they were Jewish and Marxists, they packed their ideology and fled to America. Adorno asserts the” roots of fascism are characteristically found in the middle class family. He asserts that individuals raised in families dominated by fathers who are flag waving patriots and follows old-time religion, are incipient fascists and potential Nazis.” 17 “One can rightfully speak of a cultural revolution; since protest is direct toward the whole cultural establishment . . . there is one thing we can say with complete assurance. The traditional idea of revolution and the traditional strategy of revolution has ended. These ideas are old fashioned. What we must undertake is a type of diffuse and dispersed disintegration of the system.” Ike Flores, ”Candidates Who Backed Cultural Superiority Defeated at the Polls,” Associated Press, October 7, 1994. 18 Gramsci believed in “absolute historicism” meaning th at morals, values, truth, standards, and human nature itself are products of different historical epochs. There are no absolute moral standards that are universally true for all human beings outside of a particular historical context; father, morality is “socially constricted.” 19 In 1923, Lukacs and members of the German Communist Party set up the Frankfurt University and Institute for Marxism modeled on the Marx-Engels Institute in Moscow. After reelection, they settled on the Institute for Social Research. In 1933, Adolf Hitler ascended to power in Berlin. The leading lights of the Frankfurt School were Jews and Marxists. They were not a good fit for the Third Reich. The Frankfurt School packed its ideology and fled to America. Lukacs purpose in promoting licentiousness among women and children was to destroy the family, the core institution of Christianity and Western Culture. Five decades after Lukacs fled Hungary, his ideas would be enthusiastically embraced by baby boomers in the “sexual revolution.”
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Charlotte Isebyrt the Senior Policy Advisor in Reagans Office of Educational Research and Improvement (OERI), U.S. Department of Education discovered what was going on. She was fired for discussing and exposing the plan to restructure education using Skinnerian and Pavlov behavior modification and other manipulative psychological techniques necessary to rewire future generations into accepting this new state of ignorant bliss. Finally, the Supreme Court removed religion from the public square with the following cases allowing the effort to transform this country to continue. Engle v. Vitale 370 U.S. 421 (1962)20 Wallace v. Jaffree 472 U.S. 38 (1985.21. Lee v. Weisman 505 U.S. 577 (1992) Santa Fe ISD v. Doe (2000), since Lee v. Weisman 505 U.S. 577 (199222 formed the basis for the decision in Santa Fe ISD v. Doe 530 U.S. 290 (2000 reinforcing the takeover . SUGGESTED REVISIONs Florida Statute 1003.42 has a Florida title but its curriculum is written by bureaucrats in the federal Department of Education23 proving the legislators who wrote this statute were on the take for federal dollars. As currently written, this statute achieves the long-term goals of No Child Left Behind and its successor, Common Core,24 both of which are UN and Agenda 21 driven and designed to gradually program Americans into accepting melding this country into world governance. When juxtaposed to the literacy and educational requirements of eighth grade 1895 and 1954 civics requirements this statute gives the following quotes meaning: Vladimir Illyich Lenin said "Give me four years to teach the children and the seed I have sown will never be uprooted." Joseph Stalin said “Education is a weapon whose effects depend on who holds it in his hands and at whom it is aimed." He also said "America is like a healthy body and its resistance is threefold: its patriotism, its morality, and its spiritual life. If we can undermine these three areas, America will collapse from within." Public education accomplishes all three. Lenin also said, “Medicine is the keystone of the arch of socialism” and “The goal of socialism is communism.” Now we have Obamacare. On November 6, 1933, Adolph Hitler said, “When an opponent declares, „I will not come over to your side,‟ “I calmly say, „Your child belongs to us already. . . . What are you? You will pass on. Your descendants, however, now stand in the new camp. In a short time they will know nothing else but this new community.‟” On May 1, 1937, [Hitler] declared, “This new Reich will give its youth to no one, but will itself take youth and give to youth its own education and its own upbringing.”-- William Shirer, Rise and Fall of the Third Reich New York: Simon and Schuster, 1960), 249
“We must go elsewhere, therefore, to ascertain its meaning and nowhere more appropriately, we think, than to the history of the times in the midst of which the provision was adopted." The court found that leaders advocating and formulating the constitutional guarantee of religious liberty were James Madison and Thomas Jefferson. Quoting the "separation" paragraph from Jefferson's letter to the Danbury Baptists, the court concluded," coming as this does from an acknowledged leader of the advocates of the measure, it may be accepted almost as an authoritative declaration of the scope and effect of the amendment thus secured. ” 21 (1985), the Supreme Court ruled Alabama's law permitting one minute for prayer or meditation was unconstitutional 22 (1992), the court prohibited clergy-led prayer at high school graduation ceremonies. 23 The Department of Education (Indoctrination) was established in 1979 under President Jimmy Carter. 24 Common Core’s long-term goal creates a caste system similar to that seen in Europe. Students who do not perform well are pigeon holed into lifelong servitude in professions determined by the governing-education class.
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To accomplish the aforementioned goals, this statute establishes a character-development program at the elementary school level. This requirement denigrates and interferes with parental responsibility since its teaching mandates secular in nature instruction the purpose of which is to redefine character. It supplants the moral and ethical norms inherent in the Declaration of Independence with Marxist Humanism dogma. It instills vacuous moral and ethical standards designed to weaken and destroy the nuclear family. The federal demand for a secular curriculum is moral relativism25 on steroids. It denies objective truth by claiming there is no truth.26 This makes teaching Natural law a joke because Natural law must be twisted to fit the secularprogressive-humanist moral-relativist agenda. Secular humanism denies, denigrates and destroys the Charter of Liberties 1100, 27 The Magna Carta 1215,28 The Petition of Rights 1628 and the Glorious Revolution of 1688,
all of which are foundational to this country’s Anglo-Saxon heritage, the Declaration of Independence, Constitution and Bill of Rights. This renders the Declaration of Independence that says, “All] men are created equal” because “they are endowed by their Creator with certain unalienable rights that among these are Life, Liberty and the pursuit of Happiness” meaningless. FS 1003.42 directs Florida schools to “teach efficiently and faithfully” the Declaration of Independence, national sovereignty, natural law, self-evident truth, equality of all persons29, limited government, popular sovereignty, inalienable rights of life, liberty, property, and how they form the philosophical foundation of our government. Included is the requirement to teach Marxist environmentalism, multiculturalism, sex education, and “tolerance” using moral relativism to fulfill the secular requirement. It also divides and pits people against each other by requiring special instruction in The history of African Americans Comprehensive Health Education, The Study of Hispanic Contributions to the United States, The study of Women’s Contributions to the United States and Character Development.
Equality of all persons taught in the humanist-secular setting Portrays Christianity and the white race as perpetrators of a catalogue of crimes that include slavery, genocide, colonialism, imperialism, atrocities, and massacres, all committed by nations professing Christianity. Its core principles teach the real heroes of history are those who advanced a higher cause, not the conquerors, soldiers, and statesmen that built Western civilization creating great empires. Susan Sontag characterizes the new religion thusly:
In 2002, U.S. News & World Report cited a Zogby International poll of 401 randomly selected college seniors, which was commissioned by the National Association of Scholars. According to the results, 73 percent of the students interviewed indicated that they were taught by professors that uniform standards of right and wrong do not exist, but were instead dependent upon individual values and cultural diversity. Such attitudes and perceptions affect not only the thinking of subsequent generations of politicians and lawmakers, but also the courtroom adjudication of existing laws. 26 In Moral Relativism, no view is more valid than any other view. 27 Inheritance rights come from the English Charter of Liberties. 28 The Magna Carta was a reminder of the kings promises made in the Charter of Liberties in 1100. It codifies the 4th, 5th and 6th Amendments to the Constitution. 29 Marxist ideology, world government, and humanism.
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“America was founded on genocide . . . This is a passionately racist country . . . the truth is that Mozart, Pascal, Boolean, Algebra, Shakespeare, Parliamentary Government, baroque churches, Newton, the emancipation of women, Kant, Marx, and Balanchine ballets don‟t redeem what this particular civilization has wrought upon the world”.30 Equality of all persons Corrupts Thomas Jefferson’s “all men are created equal and endowed by their Creator31 with the same right to life, liberty, and property under the rule of law. It teaches Jefferson’s agreement with John Adams that “there is a natural aristocracy among men based on virtue and talent” is inaccurate. It teaches one-person-one-vote democracy is the highest form of government because it was imposed by force upon Germany and Japan and should have been on Iraq. It teaches military intervention and bloodshed in the cause of Democracy, as in Somalia, Haiti, and the Balkans is pure. It also vilifies the sacrifice of those who fought the War of 1812, the Mexican American War, the Indian wars, and the Spanish American wars that secured this continent. It depicts Americans who fought these wars as chauvinists. The Korea and Vietnam conflicts were unwise and unjust wars because we fought to keep these countries in our camp during the Cold War. These wars never had moral clarity, as did the war against Fascism. Traces its origins to the French32 not the American Revolution.33 It comes from 19th Century mobs and the socialists that created them, not 18th Century American Revolution based on ideas, painstakingly argued by serious men in the process of creating what would become the freest, most prosperous nation in world history. It denies people are endowed differently with gifts, talents, and virtues. It promotes the idea that the only way to achieve equality is by government and a bureaucracy imposing it. It is an effort by secular-humanists and moral relativists to psychologically condition Americans to accept the premise that government grants the people it governs their rights as opposed to the traditional American view that equality is deity based and an integral part of natural law. It teaches virtue ensues when man no longer believes in anything. It makes middle class family codes archaic, monogamy outdated, and religion irrelevant because it deprives people of all pleasures. It loathes patriotism, and love of country. It advocates the end of nations and demands support for the UN, Foreign aid, Treaties to ban landmines,
Susan Sontag, Partisan Review, Winter 1967, p. 57. God 32 The French Declaration of the Rights of man and Citizenship forms the basis for the UN Declaration of Rights. However, the French revolution was the revolt of the mob making it the progenitor for the horrors of the Bolshevik Revolution, Hitler‟s Na zi Party, Mao‟s Cultural Revolution, and Pol Pot‟s Slaughter. It is the violent and Godless antithesis to the American Revolution and what the founding fathers stood for.32 The American Revolution was a movement based on ideas, painstakingly argued by serious men in the process of creating what would become the freest, most prosperous nation in world history. American casualties during the American Revolution – wounded and dead = 50,000.(Soldiers) French Revolution =250,000+ civilians, 1,000,000 if you include the number killed in wars that erupted as the result of the French Revolution. 33 As an example, the American Revolution had the Minutemen, the ride of Paul Revere, the Continental Congress, the Declaration of Independence, and the Liberty Bell. The French Revolution the Great Fear, the storming of the Bastille, the food riots, the March on Versailles, the Day of the Daggers, the de-Christianization campaign, the storming of the Tuileries, The September Massacres, the beheading of Louis the XVI, the beheading of Marie Antoinette, the Reign of Terror, and then the guillotining of one revolutionary after another, until finally the mob‟s leader, Robespierre, got the National razor. This doesn‟t include th e random insurrections, lynching‟s and assassinations that occurred throughout the four year period known as the “French Revolution.
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Abolition of nuclear weapons, Punishment of war crimes, Forgiving the debt of poor nations. It supports Supranational institutions like the World Trade Organization, the Kyoto Protocol to prevent Global Warming, and the International Criminal Court. It requires transfer of authority and sovereignty from nations to new institutions of global governance. Equality of all persons came to Lake County Florida where the school board voted three to two requiring children be taught that America’s heritage and culture is superior to foreign cultures. The board chair said the idea was adopted in response to Florida‟s multicultural education policy. The board believed America’s youth should be taught American culture is unquestionably superior. Local teachers union retorted, “The board’s majority wants to start from a conclusion – that America is superior to all other nations. That’s indoctrination.” In the fall election, the supporters of America First were defeated. “The people tuned out extremists.”34 Self-Evident Truth` is the secular-progressive-humanist-moral relativist version of the Monkey trials. It commands redefinition of the meaning of reason, ethics, social justice, and philosophical naturalism. It specifically rejects religious dogma, supernaturalism, or superstition as the basis of morality and decision-making. It is loaded with ethical, political, philosophical, and scientific problems designed to make people question their faith. This “indoctrination” has no place in any educational curriculum. The practical implications/problems related to self-evident truth as they relate to health care, expert testimony, environmental policies and science are enormous and cannot be overstated. (g) The history of the Holocaust (1933-1945), the systematic, planned annihilation of European Jews and other groups by Nazi Germany, a watershed event in the history of humanity, to be taught in a manner that leads to an investigation of human behavior, an understanding of the ramifications of prejudice, racism, and stereotyping, and an examination of what it means to be a responsible and respectful person, for the purposes of encouraging tolerance of diversity in a pluralistic society and for nurturing and protecting democratic values and institutions. The history of the Holocaust as a standalone is SOP35 to Jews who saw the Holocaust as a unique event and their raison d'être. Teaching this as a standalone purposely omits the political and ideological brutality of Stalin’s gulags, Mao’s genocides, including the Great Leap Forward and Pol Pot’s massacre of millions of Cambodians in the name of socialism. It hides an unpleasant political truth revealing our government was complicit with the slaughter that took place. President Roosevelt and Churchill allied themselves closely to Stalin during WW II. Both leaders knew Stalin’s regime murdered 30 million people36 before Hitler's extermination of Jews and gypsies. Stalin told Churchill he killed over 10 million peasants. This admission makes the British and US partners in crime. The Soviets promoted the Jewish Holocaust while advocating anti-fascism to mask their own crimes. The American political establishment knows and continues to deny or hide what happened.37 Therefore, this course of instruction is indoctrination, not education. It
Mike Flores, “Candidates who backed cultural superiority defeated at the polls. AP – October 7, 1994. Something yielded to placate or sooth, a bribe 36 The mass murder of 7 million Ukrainians, 3 million of them children, and deportation to the gulag of 2 million (where most died) was hidden by Soviet propaganda. Pro-communist westerners, like the New York Times' Walter Duranty, Sidney and Beatrice Webb, and French Prime Minister Edouard Herriot, toured Ukraine, denied reports of genocide, and applauded what they called Soviet "agrarian reform." Those who spoke out against the genocide were branded "fascist agents."
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Fails to show the moral calculus of mass murder by applying it to Germans only. Fails to teach Stalin murdered 3 times more people than Hitler Fails to teach Stalin remained "Uncle Joe" to Roosevelt at Yalta Fails to show Roosevelt and Churchill helped preserve history's most murderous regime and handed over half of Europe at the end of WWII while nobody asked why. Fails to teach that after the war, the left continues to cover up Soviet genocide and explore the reasons why (h) The History of African Americans including the history of African peoples before the political conflicts that led to the development of slavery, the passage to America, the enslavement experience, abolition, and the contributions of African Americans to society. Instructional materials shall include the contributions of African Americans to American society. Singling African Americans out for special treatment is political correctness run amok. It creates division and promotes social chaos. It separates and pits people against one another. It is destructive of inclusion and furthers the goals of those who want to divide and destroy this country. World history, if taught competently, covers the African experience, slavery and its spread to America. American history teaches slavery, the abolition movement, the civil war, and other historical facts. Taught factually students know slavery still exists in Africa, the Middle East and Asia. As an example, the Chicago Public School System taught students about the passage of Africans to America and elsewhere in this hemisphere.38 Students knew that one of the reasons for the civil war was the issue of slavery. Since the winner of any conflict writes the history that follows, it was not until later that I learned Northern tariffs were destroying the southern economy and States’ Rights were an issue. Nevertheless, my formal education included the contributions made by Harriet Tubman, the Tuskegee Airmen, the underground railroad, and the sacrifices black soldiers made during WWI and II. I knew Harriet Tubman escorted Blacks to freedom 19 times via the Underground Railroad freeing over 300 slaves. I also knew that during the 1800s federal and state judges instructed juries they have the right to disregard the court's view of the law.39 Northern jurors exercised this right of conscience refusing to convict abolitionists who violated the 1850 Fugitive Slave Law slaves. The Magna Carta was included because it is a gift bestowed on Americans by King John, who, through ancestry, heritage, and common law, gives the jury the right to judge the law, the justice of the law, thus holding laws invalid by a finding of "not guilty" if a juror believes the law was either unjust or oppressive. No culture in history, save the Anglo-Saxon, allowed the “governed” freedom of conscience.40 Florida Law used to have a jury instruction requiring the judge to tell jurors they had the right to judge the law and the punishment for violation of it but it was removed in the 1970’s. Government cannot reign supreme if the people use conscience and community standards to judge criminality. Knowledge of this uniquely Anglo-Saxon-American right will restore the missing check on overbearing government and unjust laws as it did in England, American colonial
Most history books leave out the extermination of the Don Cossacks by the Soviets in the 1920's, and Volga Germans, in 1941; and mass executions and deportations to concentration camps of Lithuanians, Latvians, Estonians, and Poles. At the end of World War II, Stalin's gulag held 5.5 million prisoners, 23% Ukrainians and 6% Baltic peoples. 38 French Haiti, Spanish, and Portuguese colonies like Brazil et al. I knew about the international slave trade. America was not unique. 39 In the American Colonies jurors refused to enforce forfeitures under the English Navigation Acts. The Colonial jurors' veto power prompted England to extend the jurisdiction of the non-jury admiralty courts in America beyond their ancient limits of seagoing vessels. Depriving "the defendant of the right to be tried by a jury which was almost certain not to convict him [became] ... the most effective, and therefore most disliked" of all the methods used to enforce the acts of trade. (Holdsworth, A History of English Law (1938) Xl, 110). 40 Similar jury instruction was taken out of Florida law in 1972 by state attorneys wanting convictions.
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times and the beginnings of the 20th century. This knowledge hampers one size fits all ideology because it advocates reason and community standards. (j) The true effects of all alcoholic and intoxicating liquors and beverages and narcotics upon the human body and mind. And (k) Kindness to animals Has nothing to do with literacy, reading, writing, arithmetic, geography, American, or world history. This is a parent’s responsibility. So too is kindness to animals. (n) Comprehensive health education that addresses concepts of community health; consumer health; environmental health; family life, including an awareness of the benefits of sexual abstinence as the expected standard and the consequences of teenage pregnancy; mental and emotional health; injury prevention and safety. Internet safety; nutrition; personal health; prevention and control of disease; and substance use and abuse. The health education curriculum for students in grades 7 through 12 shall include a teen dating violence and abuse component that includes, but is not limited to, the definition of dating violence and abuse, the warning signs of dating violence and abusive behavior, the characteristics of healthy relationships, measures to prevent and stop dating violence and abuse, and community resources available to victims of dating violence and abuse. (o) Such additional materials, subjects, courses, or fields in such grades as are prescribed by law or by rules of the State Board of Education and the district school board in fulfilling the requirements of law. Teaching comprehensive “health education” and “family life” is an effort to affect a “bloodless revolution” by stealth by those who want to destroy and transform this country as Americans know it. This course of instruction is destructive to any society’s religious, moral, and ethical health. Sex education41 in American schools is a take-off on George Lukcas’ Hungarian school experiment designed to destroy the nuclear family in that country. It is also tied to the “Population Bomb” hysteria of the 1960’s and 70’s and the elitist backlash against the baby boomers. Paul Ehrlich, a Stanford University biologist, in his best seller, “The Population Bomb” did for population control what Rachel Carson’s Silent Spring did for the environmental movement. Ehrlich was the 20th century reincarnation of Thomas Robert Malthus, the British demographer whose prediction of world starvation proved so spectacularly wrong in the 19th century. When the Sierra Club published Ehrlich’s book it became required reading in high schools throughout America. In 1977, former secretary of defense and World Bank president Robert McNamara played Henny Penny to Ehrlich’s Chicken Little warning suggesting, “Continued population growth would cause poverty, hunger, stress, crowding and frustration that would threaten social, economic, and military stability.”42 Public funding for population control here and abroad exploded as a result. The wealthy world and middle class took the message to heart but the third world, to which the message was targeted, ignored it. The result is a dearth of births among affluent nations and baby booms across the third world. The feminist movement was born out of the population control hysteria making “pro-choice” on abortion today the defining mark for the “modern woman.” The term “women’s liberation” means liberation from the traditional and in their view, narrow and constricting roles of wife, mother, and homemaker. Margaret Sanger the birth mother of Planned Parenthood wrote, “The most merciful thing a large family can do to one of its infant members is to kill it.”43 Animus against large families is a central feature of American feminism. The perception that marriage is human bondage is the hallmark of the movement’s militants today. Sex education, abortion, the pill, et al in public schools is the result.
The appearance of sex education in elementary schools in America owes a debt of gratitude to Lukacs, Reich, and the Frankfurt School. 42 Jacqueline R. Kasun, “Population Control today and tomorrow?” The world and I, No. 6, Vol. 15, p. 50 43 George Grant, Grand Illusions, (Brentwood Tenn.; Wolgermuth & Hyatt, 1988) p. 59
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Sex education originated in the Frankfurt School Am Main, the teachings of Max Horkeimer, Theodor Adromo,44 Herbert Marcuse,45 Antonio Gramsci46 and George Lukcas.47 Universities and colleges of education teach this ideology throughout the United States. George Lukacs, an agent of the Comintern wrote “History and Class Consciousness.” This brought him recognition as a Marxist theorist rivaling Marx himself. He is the father of sex education in public schools. “I saw the revolutionary destruction of society as the one and only solution. A worldwide overturning of values cannot take place without the annihilation of the old values and the creation of new ones by the revolutionaries.” 48 George Lukacs became Deputy Commissar for culture in Bela Kun’s regime in Hungary. He put his ideas into practice by instituting radical sex education in Hungarian schools where children received instruction in free love and sexual intercourse. Children were taught middle class family codes are archaic, monogamy is outdated and religion irrelevant because it deprives man of all pleasures. He called on women to rebel against the sexual mores of the time.49 Theodore Adorno, a German sociologist, psychologist Eric Fromm, and sociologist Wilhelm Reich were members of the Frankfurt School am Main. Hitler’s assent to power in 1933 made the leading Jewish and Marxist elites of the Frankfurt School unfit for the Third Reich. Consequently, the Frankfurt School packed its ideology and fled to the United States. Herbert Marcuse, a German sociologist, also came to America. They set up a new Frankfurt School in New York City with the assistance of Columbia University where they redirected their talents and energies to undermining the culture of the country that gave them refuge. Eric Fromm wrote “Escape from Freedom” and Wilhelm Reich wrote “the Mass Psychology for Fascism and Sexual Revolution.” Both reflected “critical theory.” Theodor Adorno wrote “The Authoritarian Personality” opining that if a family is Christian and capitalist, and ruled by an authoritarian father, then the children will grow up racist and fascist. He discovered “susceptibility to fascism is characteristically a middle class phenomenon because it is in the culture and hence, those that conform will be the most prejudiced.”50 A college student with whom I am familiar was told she must write a paper praising and justifying this ideology. She will receive a failing grade if she does not comply.
The Frankfurt school is unfamiliar to most Americans but its ideas were well known in teacher‟s colleges in the 1940‟s and 50‟s. Theodor Adorno, psychologist Eric Fromm, and sociologist William Reich joined the Frankfurt School, but in 1933, Adolf Hitler came to power in Berlin. Since they were Jewish and Marxists, they packed their ideology and fled to America. Adorno asserts the roots of fascism are characteristically found in the middle class family. He asserts that individuals raised in families dominated by a flag waving patriotic father and following old-time religion, are incipient fascists and potential Nazis. 45 “One can rightfully speak of a cultural revolution; since protest is directed toward the whole cultural es tablishment . . . there is one thing we can say with complete assurance, the traditional idea of revolution and the traditional strategy of revolution has ended. These ideas are old fashioned. What we must undertake is a type of diffuse and dispersed disintegration of the system.” Ike Flores ”Candidates Who Backed Cultural Superiority Defeated at the Polls,” Associated Press, October 7, 1994. 46 Gramsci believed in “absolute historicism” meaning that morals, values, truth, standards, and human nature itself are products of different historical epochs. There are no absolute moral standards that are universally true for all human beings outside of a particular historical context. Fathers‟ morality is “socially constricted.” 47 In 1923, Lukacs and members of the German Communist Party set up the Frankfurt University and Institute for Marxism modeled on the Marx-Engels Institute in Moscow. After reelection, they settled on the Institute for Social Research. In 1933, Adolf Hitler ascended to power in Berlin. The leading lights of the Frankfurt School were Jews and Marxists. They were not a good fit for the Third Reich. The Frankfurt School packed its ideology and fled to America. Lukacs purpose in promoting licentiousness among women and children was to destroy the family, the core institution of Christianity and Western Culture. Five decades after Lukacs fled Hungary, his ideas would be enthusiastically embraced by baby boomers in the “sexual revolution.” 48 Michael Loewy, Georg Lukacs from Romanticism to Bolshevism (Patrick Caniller, Translator (London NLB 1979). P. 112, Cited by Raymond V. Raehn, “The Historical Roots of Political Correctness,” The Free Congress Research and Education Foundation. 49 Lowey. Pg. 93 50 Charles J. Sykes, A Nation of Victims (New York, St. Martin’s Press 1992) p.54
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The requirement to teach family life and sex education is an effort to alter and destroy the nuclear family. It teaches a new faith that is of, by and for this world alone (Humanism). This new faith requires a new moral code. The new moral code is the moral relativist-Humanist definition of enlightened reason and respect for all. According to this code, Christianity codifies bigotry making it necessary for condoms and abortions to prevent the unwanted and undesirable consequences of free love and everything from herpes to HIV and pregnancy. Taken to the extreme, it condones homosexuality, bestiality, and other forms of sexual perversion. Internet Safety in public education is a joke. Taxpayer money subsidizes libraries that allow perverts to access internet pornography. Internet safety is a parent’s responsibility, not the states. Personal health is just what it says it is, it’s personal and a parent’s responsibility. Personal health in an institutional setting encourages promiscuity, “the day after pill,” and a whole host of activities recommended by the Frankfurt School. Personal health in this setting is an effort to destroy and nationalize the nuclear family.51 (p) The study of Hispanic contributions to the United States. The study of Hispanic Contributions is a sinister attempt to divide and conquer using race and cultural differences as identifiers. This curriculum is divisive because it singles out Hispanics for special treatment. This effort is a tacit admission by both political parties that the invasion of this country by Mexicans and others is the “new normal.” It comes with a demand for “tolerance,” the destruction of the rule of law, and the message Americans better be nice to the invaders. Millions of Mexicans are here illegally. They broke the law to get here and they break the law by staying here. 1.6 million Illegal aliens are apprehended each year, most of them trying to breech our bleeding Southern Border,52 Unlike immigrants of old, who bade farewell forever to their native lands when they came to America, Mexico is the mother country right next door. Millions of illegals have no desire to learn English or become citizens. America is not their home; Mexico is, and they wish to remain proud Mexicans. Hispanics come here to work but rather than assimilate, they create Little Tijuana’s in U.S. Cities, just as Cubans have created a Little Havana in Miami. They have their own radio and TV stations, newspapers, films, and magazines creating a culture, separate and apart from America’s culture. They are becoming a nation within a nation. Demanding tolerance for this massive violation of American law and sovereignty is tyranny. The “rule of law” means nothing to the political class that pushes this travesty. To destroy a nation and its culture you have to divide it. This course of instruction does just that. It runs counter to John Jay’s definition of an American as written in Federalist 2: “Americans are a separate and unique people: “Providence has been pleased to give this one connected country to one united people. A people descended from the same ancestors, speaking the same language, professing the same religion, attached in the same principles of government, very similarly in their manners and customs and whom by their joint counsels, arms and efforts, fighting side by side throughout a long and bloody war, have nobly established their general liberty and independence.”53
The crisis faced by the West is primarily because it has forgotten a six-letter word called „saving‟ which, again is the result of forgetting another six letter word called “family”. The West has nationalized families over the last 60 years. Old age, ill health, single motherhood – all had become the responsibility of the state. 52 Joseph A. D’Agostino, “Government deports only about 1% of Illegal Aliens – Human Events, March 23, 2001, http://humaneventsonline.com/articles/03-26-01/dagostino.html 53 John Jay, The Federalist #2 October 31, 1787
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Theodore Roosevelt thundered against hyphenated Americanism, as did Woodrow Wilson. Speaking to newly naturalized Americans in 1915 in Philadelphia, he said, “A man who thinks of himself as belonging to a particular national group in America has yet to become an American.”54 I was a leukemia inpatient at the University of Florida at Shands when I became a party to an incident not of my making. When my wife finished her visit, I masked up and accompanied her to her car in the adjacent parking lot. She drove me back to the hospital entrance. As I walked through the door a Mexican saw this sticker on the back of her car. He walked up to me chided me because of the sticker’s message. We had a few words that turned heads. I told him and everyone in ear shot this is my country and I am not going to put up with his arrogance. He disappeared when I demanded he prove he was here legally. If one million Mexican soldiers crossed the border Americans would treat them as a major threat and there would be war. The ongoing invasion of over one million Mexican civilians is a threat to social security.55 No other nation in history has gone through a demographic change of this magnitude in so short a time and remained the same nation. Uncontrolled immigration threatens to deconstruct the nation Americans grew up in and convert America into a conglomeration of peoples with nothing in common – not history, heroes, language, culture, faith, or ancestors. Teaching Hispanic contributions to this country is not going to ameliorate or change this fact. Furthermore, the largest population transfer in history is coming from all races in Asia, Africa, Latin American and they are not melding or reforming. Balkanization beckons. John Stuart Mills said, “Free institutions are next to impossible in a country made up of different nationalities. Among a people without fellow-feeling, especially if they read and speak different languages, the united public opinion necessary to the working of representative government cannot exist.”56 T The chasm in our country is not one of income, ideology, or faith but of ethnicity and loyalty. President Eisenhower sent illegal aliens packing in Operation Wet Back in the 1950’s. He apologized to no one for defending the U.S. Borders and ordering intruders to go home nor should we today. If left unchecked, the Humanist Manifesto of 1973 is prophetic. It declares “Americans must transcend the limits of national sovereignty and. ... move toward the building of a world community… we look to…a world order based on transnational federal government.”57 Charles Reich, in the “Greening of America, the manifesto” said “The true revolution is occurring . . . At the present junction of history, commitment to all humankind is the highest commitment of which we are capable; it transcends the narrow allegiances to church, state, party, class or race in moving toward a wide vision. What more daring a goal for humankind than for each person to become, in ideal as well as practice, a citizen of the world community.”58 The dream of intellectuals since Immanuel Kant.is the end of nations and the creation of world government. His vision is Christian heresy. Trading the hereafter for the here-and now is the bargain.
Dan Schweikert, “Cultural Wars; A General Ignorance of Language, Logic and Philosophy”, E-News Views, June 27, 1999, p.
1 Both the program and our uniquely North American identity. John Stuart Mill, Considerations on Representative Government (London; Everyman, 1993) p. 233 57 American Humanist Association , Humanist Manifesto II, 1973, http://humanist .net/documjents/manifesto2.html 58 American Humanist Association, Humanist Manifesto II, 1973.
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As Christianity dies in the west, the foundation of the first floor of a world government is already in place. The UN is the parliament, the Security Council is its upper chamber (abolishing the veto) the General Assembly is the lower house. The International Criminal Court, the World Court, and the World Trade Organization constitute its judicial branches; the IMF is the Federal Reserve. The World Bank and its sister development banks are the foreign aid agencies. The UN Food and Agricultural Organization and the World Health Organization are its welfare agencies. The Kyoto Protocol and global warming marks the creation of a global EPA. This is a replication of the EU 59 on the North American Continent. The requirement to teach Hispanic contributions to this country furthers this goal. I object and refuse to allow this to occur without a fight. (q) The study of Women’s contributions to the United States. Women are lynchpins of every culture and society. They represent one leg of the two-legged stool defining the nuclear family, the absence of which is destructive to nations and the cultures they comprise. The study of women’s contributions at this educational level is a radical departure from courses normally taught at the college level. America passed through a golden age of marriage from 1945 to 1965. The average age of marriages for both men and women fell to record lows and the proportion of adults who were married reached 95%. The America of Eisenhower and Kennedy created a vibrant, dynamic nation. The court’s abortion decision and its ruling on separation of church and state were crimes and shameful acts. There was no national clamor for legalization but Roe v. Wade put a constitutional canopy over a woman’s right to an abortion when the Supreme Court declared abortion a constitutional right. Hailed as a milestone of social progress it caused a revolutionary transformation for tens of millions of Americans. College was a privilege for the few during the depression. Parents who went through the depression and WWII were determined “my kids not going to have it as rough as I did.” When baby boomers arrived on campus in the fall of 1964, they were the first American generation with the freedom and the means to choose how they wanted to live their lives. Millions of women were liberated from parents, teachers, and preachers and they had money to burn. With parental and other authority crumbling, a revolution rolled over college campuses bringing with it the anti-war movement, drugs and the sexual revolution. During the 19th Century, the greatest movement was the movement of men from the farm to the factory. During the second half of the 20th Century, the greatest movement was women from the home to the office that separated parents from children, and wives from husbands. The non-family replaced the nuclear family.60 Dutch demographer Dirk Van de Kaa traced this phenomenon to four transformations; (A) A shift from the golden age of Marriage to the day of a new age of cohabitation. (B) A shift from a time of the “king-child” with parents to king parents with one child. (C) A shift from preventive contraception to benefit early children to self-fulfilling contraception to benefit parents and (D) A shift from a uniform family system to a pluralistic system of family and households, including single parent families.61 Today’s women’s movement parallels the civil rights movement. Blacks demanded equal rights with whites so women demanded the same rights with men. With the sanctions against promiscuity collapsing, and nature’s sanctions –
All countries are basically social arrangement . . . No matter how permanent and even sacred they may seem at any one time, in fact, they are all artificial and temporary. Within the next one hundred years, nationhood as we know it will be obsolete; all states will recognize a single, global authority. A phrase briefly fashionable in the mid-20th century – Citizen of the world – will have assumed real meaning by the end of the 21st. – Strobe Talbott, America Abroad, The Birth of a Global Nation, Time , July 20 1992 – p. 70 60 James Kurth, “The American Way to Victory,” National Interest, Summer 2000, p 5 61 Allan Colson, “The National Family faces a New World Order; the Case for Population,“ The Family in America, the Howard Center for Family, Religion and Society, October 1999, p. 4
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unwanted pregnancy and fear of disease solved with the pill, abortion, new miracle drugs, and the state, nothing less than full equality was wanted or tolerated. A popular culture that celebrated the sexual revolution lifted the fear of social stigma. The new generation, applauded as “swingers”; was far different from girls who in the 1940s and 50’s that might have been called unattractive names. Moral sanctions – a sense of shame, sin, and violating God’s law or risking ones immortal soul was replaced by a new breed of “Are You Running with me Jesus?” The Cultural Revolution sweeping America’s campuses was a revolution. In a third of a century, millions rejected the Judeo-Christian moral order it defined. Converts to the revolution came to college thinking and believing one way. They left thinking and believing a different way changing their lives and American society with it. Hillary Clinton, the Goldwater Girl who came to Wellesley in 1965 left as a social radical in 1969. She had new values, a new moral code, and a steely resolve to change the corrupt society in which she was raised. This resulted in: Militant feminism proclaiming marriage as prostitution and the family a failed institution which at worst is a prison or slave quarters. Margaret Sanger – the birth mother of Planned Parenthood - wrote, “The most merciful thing a large family can do to one of its infant members is to kill it.” Andrea Dworking in Pornography advised, “Men possessing Woman is an institution that developed from rape as a practice. Rape, originally defined as abduction, became marriage by capture. Marriage meant the taking was to extend in time, to be not only used but possession and ownership.”62 Linda Gordon – “Families have supported oppression by separating people into small, isolated units, unable to join together to fight for common interests.” 63 Robin Morgan – of Ms. Magazine – called marriage “A Slavery like practice. We can’t destroy the inequities between men and women until we destroy marriage.”64 Valerie Solanis – President of the Society for cutting up men – “It is technically possible to reproduce without the aid of males . . . and produce only females. We must begin immediately to do so. The male is a biological accident. The male made the world a shit pile.”65 In 1973 – Nancy Lehmann and Helen Sullinger circulated the Declaration of Feminism writing, “Marriage has existed for the benefit of men, and has been a legally sanctioned method of control over women. We must work to destroy it. . . The end of the institution of marriage is a necessary condition for the liberation of women. Therefore, it is important for us to encourage women to leave their husbands and not lo live individually with men . . . All of history must be rewritten in terms of the oppression of women. We must go back to ancient female religions like witchcraft”66 or “The belief that married families are superior is probably the most pervasive prejudice in the Western World.”67 In the Jewish World Review February 2000, Sheila Cronin wrote “NOW. Pro-fatherhood funding is Unconstitutional. Since marriage constitutes slavery for women, it is clear that the women‟s movement must concentrate on attacking this institution. Freedom for women cannot be won without the abolition of marriage.”68
Andrea Dworking – Pornography; Men Possessing Women (New York G.P. Putnam‟s sons, 1989) p. 9 Robin Morgan ed. Sisterhood is powerful (New York: Random House, 1970) p. 573
Kathleen Parker, “Moms need to admit dad isn‟t disposable,” Orlando Sentinel, November 6, 1996 – p. E1 Valerie Solanis, SCUM, Manifesto (London: Phoenix Press, 1968) p.1
Fr. Ted Colleton, “Family is Key to Social Integration.” Interim, May 1998, p. 1 67 Stephen Chapman, “Concern for the family, Backlash from Feminists,” Chicago Tribune, July 24, 1964, p. 3 68 Wade Horn, “Supporting Men as Dads Can Benefit Everyone,” Washington Times, February 8, 2000 p E2
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As a result, the number of unmarried couples living together in the United States has increased by 1000%. It went from 523,000 in 1970 to 5.5 million today.69 Similarly, the hierarchy of values in today’s culture puts the joys of sex above the happiness of motherhood. Women’s magazines, soaps, romance novels, and prime time TV all celebrate career, sex, and the single woman. Taking care of baby is for grandma. Marriage and monogamy are about as exciting as a mash potato sandwich. What people believe about right and wrong is determined by how they live their lives. In the 1950’s divorce was a scandal, shacking up was “white trash,” abortion was an abomination and homosexuality “that love that dare not speak its name.” Today, half of all marriages end in divorce; relationships are what life is all about and the “love that dare not speak its name” will not shut up. When America’s most public lesbian couple, actresses Ann Heche and Ellen DeGeneres broke up the president of the United States called to offer sympathy. Hillary Clinton became the first First Lady to march in a New York City gay pride parade. Nine months later she refused to march in a St. Patty’s Day parade, once a must for all New York City politicians. With rampant promiscuity comes wholesale divorce, the explosion of pornography, the mainstreaming of Playboy philosophy, taxpayer funding of abortion, teenage girls throwing newborn infants into dumpsters and leaving them out in the snow.
This new world has taken on the aspect of the old world of pagan Rome, where unwanted babies were left on hillsides to die of exposure. Life is no longer respected as it was by the greatest generation, which came home after seeing how life had been so disrespected in a world war. Today’s moral compass is loaded with moral relativism This course of instruction reinforces it. I do not support using the power of the state, and my tax money, to teach and reinforce these new “values.”70 (s) A character-development program in the elementary schools, similar to Character First or Character Counts, which is secular in nature. Beginning in school year 2004-2005, the character-development program shall be required in kindergarten through grade 12. Each district school board shall develop or adopt a curriculum for the character-development program that shall be submitted to the department for approval. The character-development curriculum shall stress the qualities of patriotism; responsibility; citizenship; kindness; respect for authority, life, liberty, and personal property; honesty; charity; self-control; racial, ethnic, and religious tolerance; and cooperation. Character has many definitions. Some define character as a person with high ethical and moral standards; others define these traits as bigotry, old fashioned, or sleaze. With the Supreme Court banning Christianity in the public square, schools are required to teach a new faith, religion, and truth as discovered by Darwin and confirmed by science. Included in this new faith is the redefinition of the word character, which must now exist in a world that denies objective truth (moral relativism). “The battle for humankind‟s future must be fought and won in the public school classroom by teachers who correctly perceive their role as proselytizers of a new faith, a religion of humanity. . . These teachers must embody the same
Caplow, Hicks and Wattenberg, p. 72 "To compel a man to furnish contributions of money for the propagation of opinions which he disbelieves and abhors is sinful and tyrannical.”
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selfless dedication as the most rabid fundamentalist preachers, for they will be ministers of another sort, utilizing the classroom instead a pulpit to convey values in whatever subject they teach . . . The classroom will become an arena of conflict between the old and the new – the rotting corps of Christianity, together71 with all its adjacent evils and misery, an d the new faith of humanism, resplendent in its promise of a world in which the never realized Christian idea of love thy neighbor will be achieved.” The German couple, Uwe and Hannelore Romeike seeking asylum in the US exemplify the reason why government and public education has no business teaching character. The Romeike’s fled Germany because their Christian beliefs are strictly forbidden in public schools. These conflicts with the government mandate to teach children tolerance to new lifestyles, appreciation of reproductive freedom, and respect for all cultures,72 Nevertheless, German law demands children be educated in public schools. The law is Hitlerian in origin. The definition of character and this country’s moral code was not in question until the court removed Christianity from the public square and replaced it with a new religion that teaches each society establishes its own moral code for its own time. Like most Americans, I reject the concept that “All life styles are equal.” Love and concomitant sex is healthy and good All voluntary sexual relations are permissible and all are morally equal. I also reject the concept that Those who refuse to respect these new laws should be punished. Non-acceptance of an alternate lifestyle makes one a bigot. Discrimination against those who adopt an alternative lifestyle is a crime Homophobia, not homosexuality, is an evil that must be eradicated.
Character education, in today’s public school setting teaches amorality and filth. It emphasizes condoms, abortion, homosexuality, multiculturalism, and class warfare. It teaches moral relativism and encourages alternate life styles. It also teaches students how to prevent the unwanted and undesirable consequences of free love and everything from herpes to HIV and pregnancy. Character education is not the public schools system’s responsibility; it belongs to the parents who, under the Declaration of Independence, Constitution, and Bill of Rights are not baby machines in service to the omnipotent state. "To compel a man to furnish contributions of money for the propagation of opinions which he disbelieves and abhors is sinful and tyrannical.” – Thomas Jefferson CONCLUSION This working paper details the ongoing effort by moneyed elites and others to destroy this representative constitutional republic by stealth over time and meld it into a “new world order.”73 Recognizing Americans would object, Marx71Phyllis
Schlafly, ”Secular Humanists Give Dunphy Another Platform,“ Education Reporter, November 1995, http://eagleforum.org/educate/1995/nov95/dunphy.html 72 Islamic 73 “We‟re now in sight of a United Nations that performs as envision ed by its founders.” – George Bush, September 11, 1990. Televised address before a Joint Session of Congress. “At last the United Nations is beginning to fulfill the security mission the founders intended.” Democrat Congressman, Lee H. Hamilton, Foreign Affairs, Summer 1992 “With the United Nations finally beginning to function as its framers intended, it‟s time for the United States to lead…” Republican Congressman, James A. Leach, Foreign Affairs 1992. “The united Nations has finally begun to fulfill the vision of its founders.” Carnegie Endowment for International Peace.
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ist loving foundations like the Rockefeller, Carnegie and others knew the country’s educational curriculum and attachment to the Constitution must be modified to indoctrinate and educate future generations to accept the idea of a world without borders, which comes with a supranational Marxist form of government like the United Nations. Shortly after the passage of the 16th and 17th Amendments, but before the beginning of WWI, Marxist loving oneworld government elitists began the process of deconstructing the foundation as seen in the .Constitution and Bill of Rights. This process began with the passage of the 17th Amendment where the states lost their representation in Congress.74 Prior to its passage, state legislatures, the political bodies closest to the people, appointed senators to the national congress. Passage of the 17th Amendment took this representation away75 rendering state legislatures local debating societies with diminishing power. Passage also diminished the meaning of the 9th and 10th Amendments. The relevant history section herein provides evidence showing the why and how Marxist loving intellectuals used the education system to gradually deconstruct the Constitution’s meaning over time. It also answers Representative Yoho’s question: “What kind of government do we have? We have a lot of work to do for if the people in government do not understand what form of government we have (a Constitutional Republic) how can they lead?” Public education is a state responsibility and right. As written, FS 1003.42 is a federal .statute with a Florida name. Previous Florida governors and legislators on the take bought and paid for this statute with federal tax money. (It’s not a Florida creation.) It supports the goals of No Child Left Behind and its successor Common Core whose ultimate goal is to create a caste76 system not much different than that seen in Europe and around the world. When I gave Representative Perry this working paper and the rewritten statute I told him my grandson, a middle school student, is prohibited from bringing his textbooks home. I wanted to know what why he can’t bring his text books home which begs the question what is the system hiding. He could not answer the question but he asked his secretary to check it out. I have yet to receive an answer to my question. I also pointed out that the mandate to teach Natural Law was a joke because instruction must be twisted to fit a secular humanist construct mandated. This bothers me because it goes to the heart of our constitution, but it did not seem to bother him. This confirmed “We do have a lot of work to do.” The legislators who wrote FS 1003.42 are products of an educational system designed to transform this country into something never envisioned by the founders. Programmed ignorance regarding our founding documents, the founder’s intent, and their constitutional responsibilities helped make them useful idiots who were for sale for federal dollars. They forgot or ignored the 10th Amendment, their responsibilities to their constituents while forsaking this country’s future for pieces of gold coming from Washington. To his credit, Representative Perry readily admits the majority of legislators in Tallahassee loathe the 10th Amendment. Senate majority leader Gaetz’ e-mail to constitutional attorney Krisann Hall regarding Obamacare and the 10th Amendment confirms this. Senator Gaetz seems to not understand the “state’s options, obligations and sovereignty under the United States Constitution” to which he refers is “nullification,” a word he derides using Andrew Jackson as an example.
It altered the meaning of the 10th Amendment that says, 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. 75 Neither Senator Nelson nor Rubio consult with the Florida Legislature or the governor before casting their votes on issues important to the state, or the constituents that elect them. Florida stupidly has no recall provision in its constitution; therefore, it has no say or influence on how our senators vote on national and international issues. 76 The class and rank or position of somebody in a society, according to birth, occupation, or some other criterion.
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“Thank you for your email and for your passionate views. Like you, I believe Obamacare is unconstitutional and wrong-headed policy. I have consistently voted in the Florida Legislature for legislation that affirms our state's options, obligations, and sovereignty under the United States Constitution. I am working every day to ensure the election of national candidates who will repeal and replace this extraordinarily bad policy. As to nullification, I tend to favor the approach used by Florida's first Governor, Andrew Jackson: It is said that one evening, while he was president, General Jackson was interrupted in his reading in his bedroom by an alarmed military aide who breathlessly reported "Mr. President, the "nullifiers" are in front of the Executive Mansion with torches and guns. They are screaming that each state has the right to decide for itself which federal laws to follow. They threaten to burn us down if you will not agree with them."77 Without lifting his head from his reading, Andrew Jackson said, "Shoot the first nullifier who touches the Flag. And hang the rest. Chaplain, I have sworn an oath on my father's Bible before Almighty God to preserve, protect, and defend the constitution and government of the United States. And that's exactly what I intend to do. Count me with Andrew Jackson.” Education is supposed to be an academic endeavor. This working paper proves education today is anything but academic. Marxist humanism, and indoctrination reign supreme. Ignorance of our founding principles, moral standards and principles are no longer taught or reinforced in the classroom If this constitutional republic is to survive, deconstruction of DOE and the garbage coming out of Washington is a must. So too is taking Marxist humanism out of the classroom and restoring the academic mantra, literacy and standards seen in the 1895 and 1954 8th grade exams. Freedom is a hard sell in a dependent society created by politicians whose sole interest is re-election and power. The state of current day education gives meaning to Ronald Reagan’s assertion that “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 one day 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.” Public education today insures future generations of Americans will remain ignorant of the Constitution and heritage that so many have fought and died to protect.
In response to South Carolina's nullification claim, Jackson vowed to send troops to South Carolina to enforce the laws. In December, 1832, he issued a resounding proclamation against the "nullifiers", stating that he considered "the power to annul a law of the United States, assumed by one State, incompatible with the existence of the Union, contradicted expressly by the letter of the Constitution, unauthorized by its spirit, inconsistent with every principle on which it was founded, and destructive of the great object for which it was formed." South Carolina, the President declared, stood on "the brink of insurrection and treason," and he appealed to the people of the state to reassert their allegiance to that Union for which their ancestors had fought. Jackson denied the right of secession saying: "The Constitution... forms a government not a league... To say that any State may at pleasure secede from the Union is to say that the United States is not a nation."
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