The Roots of the NEA and Government Schools

I listed the platform of the NEA so that the readers of this post could verify that the NEA’s agenda has absolutely nothing to do with making sure our students receive the best education possible.   It is my goal to, essay by essay, inform the reader the history of government education in this country.   It will become clear just how we arrived at the point where the educational process is an obscenely expensive and fraudulent process of indoctrination.   The children are being manipulated to change their values, beliefs and values.

The National Education Association was founded in 1857.   A group of people decided that America needed to have a system of “public education.”  The idea was imported from Prussia.  The monarchy there established state owned and controlled schools requiring all children attend.    The purpose of these compulsory schools was for political and social purposes. 

The Prussian compulsory system had a uniform curriculum, truant officers, state trained teachers graded classes.   The Prussians believed you could not control education without controlling the teachers and of course they were right on target.

At the time the NEA started pushing their ideas of a Prussian style mandatory educational system, the United States had the most educated and literate population in the world.   Most of the schools at the time were operated by charities, churches, individuals and the towns.    We all vividly remember “Little House on the Prairie” where the children went to a one room school.    All grades were taught and the one teacher was a young woman or man that was paid by the community.  There were also private schools.    Our founders, many of them still in their twenties, were primarily home schooled.    Many of them could read Greek and Latin.  They were all students of world history.

Early in the 1800’s the Boston Unitarians followed a socialist by the name of Robert Owen.   He believed, and they believed, that you could mold a person’s character by establishing a system of government schools that would require all children to attend these schools.  They believed this would create a so-called benevolent (socialist) population.   Owen came to America and lectured on the benefits of socialism and government education.  His ideas were well received at Harvard and by some academicians.   Most of these Harvardites were Unitarians.   They were believers of “social justice” as a way to wipe out evil.  Does that phrase sound familiar today?    It should because it has been the liberal philosophy for many years.   Liberals believe that they can change people by telling them what to think. 

In the following years a small group of socialists pushed for the government to operate public schools for all.    The idea was to indoctrinate and train kind and good little socialists and remove free enterprise and any scent of capitalism from this country.   As is often the case in other areas, a very small group of free thinking socialists forced the majority to accept public/government education in America.   At the time most of the people were happy with their schools and saw no reason to change into a government controlled system of education.

Along the way a feminist by the name of Frances Wright added her two cents to the caldron, John Holbrook and the Unitarians pushed for their way.   The socialists were not religious and since many schools were established by churches, they fought the religious people.   The socialists were involved in psychology and phrenology and these ideas impacted many educators in the 1800’s including Horace Mann.  

Horace Mann was appointed as the first leader of the Massachusetts Board of Education in 1837.   He hated the Calvinists and other religious people and he knew how to divide them.    He succeeded and established the first state normal school which was a state owned and controlled teacher’s college.   To him this was a symbol of the triumph of statism.    By 1845 these “normal” schools were called State Normal Schools.

It is a fact that a “state educational system” can and will infect every aspect of society.   People can be mass molded to the thinking and beliefs that are demanded by the state.    Common Core is a perfect example of this philosophy.   It is just the most recent name to a long line of “curriculum” steps produced by people in charge of our country.

 

The NEA Controls Education in the United States

The left does control our government schools.   In fact, many private schools are under the control of the left because of the content of textbooks and federal and state funding.    Most of the grants that are available to schools are tied to specific curriculum and programs.

The NEA has priorities that are far different than those that most parents would consider important.   Their platform list that I published does not favor academics.    In fact the NEA has priorities that are in line with the president, his appointees and the Department of Education.   The NEA and the Department of Education do work together as a unit.   The leadership of the NEA wields power far beyond what anyone could imagine.

John Dewey, who is considered to be the father of public education in America said, “You can’t make Socialists out of individualists –children who know how to think for themselves spoil the harmony of the collective society which is coming, where everyone is interdependent.” 

The NEA is the most powerful political action group in the country.   They have plenty of money that they receive from forced union dues.   They give over 98% of their campaign contributions to leftist candidates.

Every school district has to negotiate with the union.    The union contracts determine everything that happens in the government schools.    The union representatives are given a full salary and guaranteed time to spend working for the union.  The contract says that they have to be given space to hold meetings and a board to post union activities.  Most districts have both male and female representatives. 

 

When the new contracts are “negotiated” the school board members are not allowed to participate.   They “may” sit in the meetings, but must remain mute.    Expensive lawyers sit in for both sides.   The NEA/OEA state negotiator is the main speaker at these meetings.

The local union representatives take paid time off to perform their duties for the union.  This forces the district to hire substitute teachers to teach the union leader's classes.    All of this is a huge burden on the taxpayers and the budget.   Exorbitant costs are not a factor in the school business.

The union always gets everything they really want.   The union is negotiating these same “wants” all over the state and the nation.   They have taken total control of education in this country.    The media never reports the real original wish list.   They usually report that the union made “concessions.”   All of the statements are written by the union to make it look like everything was agreed to in harmony after they “hammered out” the new contract.  Of course the superintendent says that it is “a good contract.”

The state “negotiator” is comparable to Jimmy Hoffa – even better.    I sat in a negotiation meeting with an OEA female arbitrator.   Whatever she said happened.   It was comparable to a movie version of a MAFIA meeting.   I was in awe that everyone at the table just allowed her to run the meeting. 

The superintendent caved to her every demand. Naturally, whatever the teachers received, he received more.    The lawyers were worthless.  They made very few comments.   I had the feeling that they would all leave and have dinner and drinks together with the tab on the district taxpayers.

All superintendents are former teachers thus former union members.   They are chosen because they are able to get levies passed.   Those levies serve to enrich the union.    Most districts spend approximately 85% of the "General Fund" for benefits and salaries.    This total can be disguised with “creative accounting methods.”  The fact is that the union knows more about the funds available than the superintendent or the treasurer.    I was told that the state union representative knew more about the district's funds than the treasurer.    She knew to the penny the district’s financial status.  They keep these statistics at OEA headquarters in Columbus.   I'm sure they have a crack team of accountants keeping up with these numbers. 

Most board members do not have a clue as to the finances of the districts.   A treasurer told me that his board requested all of the financial reports to be given to them with graphs.   They just wanted to know if the district had enough money to “pay the bills.”    Most board members think of their position as a stepping stone to a higher elective office.   The pay that they receive is determined by the state code.   The state code says that all board meetings are to be announced.    Most districts keep the time and date pretty obscure.   You really have to dig to find “Special Meeting” times and places.   They also have “Executive Sessions” which are secret meetings and are whispered.

With these essays I am going to discuss the history of government schools and why they are so evil.  I will detail how the system has changed the attitudes, values and beliefs of our children for several generations.   I pray that it is not too late for us to save our nation from accepting communism as a way of life. 

The National Education Association - A Union of Like Minded Teachers

This list is posted from the Eagle Forum Education Letter.
I believe that it is extremely important for everyone to know just what values the NEA members are teaching your children. These beliefs are more important to the union than providing our children with an education that will enable them to function in the real world.  They do believe in total government control of all schools.  

Some NEA Resolutions Passed at the
2013 Convention in Atlanta, Georgia

                                                           

-2. Educational Opportunity for All. The Association believes that all schools must be accredited under uniform standards established by the appropriate agencies in collaboration with the Association and its affiliates.
A-6. Parental Involvement. The Association strongly opposes so-called “trigger” laws which circumvent authentic parental and community involvement.
A-12. Use of Closed Public School Buildings. The Association believes that closed public school buildings should be sold or leased only to those organizations that do not provide direct educational services to students and/or are not in direct competition with public schools.
A-15. Financial Support of Public Education. The Association believes that:

• Funds must be provided for programs to alleviate race, gender, and sexual orientation discrimination and to eliminate portrayal of race, gender, sexual orientation and gender identification stereotypes in the public schools.
• Full-day, every day kindergarten programs should be fully funded.
• Federal, state, and, as appropriate, local governments should provide funds sufficient to make pre-kindergarten available for all three- and four-year-old children.

A-16. Federal Financial Support for Education. The Association opposes any federal legislation, laws, or regulations that provide funds, goods, or services to sectarian schools.
A-26. Voucher Plans and Tuition Tax Credits. The Association opposes voucher plans, tuition tax credits, or other such funding arrangements that pay for students to attend sectarian schools. The Association also believes that any private school or agency that receives public funding through voucher plans, tax credits, or other funding/financial arrangements must be subject to all accountability measures and regulations required of public schools.
A-35. Federally or State-Mandated Choice/Parental Option Plans. The Association believes that federally or state-mandated parental option or choice plans compromise free, equitable, universal, and quality public education for every student. Therefore, the Association opposes such federally or state-mandated choice or parental option plans.
B-1. Early Childhood Education. The National Education Association supports early childhood education programs in the public schools for children from birth through age eight. The Association also supports a high-quality program of transition from home and/or preschool to the public kindergarten or first grade. The Association also believes that early childhood education programs should include a full continuum of services for parents/guardians and children, including child-care, child development, developmentally appropriate and diversity-based curricula, special education, and appropriate bias-free screening devices. The Association believes that federal legislation should be enacted to assist in organizing the implementation of fully funded early childhood education programs offered through the public schools. These programs must be available to all children on an equal basis and should include mandatory kindergarten with compulsory attendance.
B-11. Class Size. The National Education Association believes that excellence in the classroom can best be attained by small class size. The Association also believes in optimal class sizes in regular programs and a proportionately lower number in programs for students with exceptional needs. The Association further believes in establishing workload maximums for all curricular areas, not to exceed the recommendations of their respective national organizations.
B-12. Diversity. The National Education Association believes that similarities and differences among race, ethnicity, color, national origin, language, geographic location, religion, gender, sexual orientation, gender identification, age, physical ability, size, occupation, and marital, parental, or economic status form the fabric of a society. The Association also believes that education should foster the values of appreciation and acceptance of the various qualities that pertain to people as individuals and as members of diverse populations.
B-13. Racial Diversity Within Student Populations. The Association believes that to achieve or maintain racial diversity, it may be necessary for elementary/secondary schools, colleges, and universities to take race into account in making decisions as to student admissions, assignments, and/or transfers.
B-14. Racism, Sexism, Sexual Orientation and Gender Identification Discrimination. Discrimination and stereotyping based on such factors as race, gender, sexual orientation, gender identification, disability, ethnicity, immigration status, occupation, and religion must be eliminated. The Association also believes that these factors should not affect the legal rights and obligations of the partners in a legally recognized domestic partnership, civil union, or marriage in regard to matters involving the other partner, such as medical decisions, taxes, inheritance, adoption, and immigration. Plans, activities, and programs must —

• Increase respect, understanding, acceptance, and sensitivity toward individuals and groups in a diverse society composed of such groups as American Indians/Alaska natives, Asians, Pacific Islanders, Blacks, Hispanics, women, gays, lesbians, bisexuals, transgender persons, and people with disabilities
• Eliminate discrimination and stereotyping in curricula, textbooks, resource and instructional materials, activities, etc.
• Foster the dissemination and use of nondiscriminatory and nonstereotypical language, resources, practices, and activities
• Integrate an accurate portrayal of the roles and contributions of all groups throughout history across curricula, particularly groups that have been underrepresented historically
• Eliminate subtle practices that favor the education of one student over another on the basis of race, gender, sexual orientation, gender identification, disability, ethnicity, or religion
• Encourage all members of the educational community to examine assumptions and prejudices, including, but not limited to, racism, sexism, and homophobia, that might limit the opportunities and growth of students and education employees
• Offer positive and diverse role models in our society, including the recruitment, hiring, and promotion of diverse education employees in our public schools
• Coordinate with organizations and concerned agencies that promote the contributions, heritage, culture, history, and special health and care needs of diverse population groups.

B-16. Hispanic Education. The Association believes in efforts that provide for grants and scholarships for higher education that will facilitate the recruitment, entry, and retention of Hispanics; involvement of Hispanics in lobbying efforts for federal programs; involvement of Hispanic educators in developing educational materials used in classroom instruction.
B-24. Education of Refugee and Undocumented Children and Children of Undocumented Immigrants. The Association supports access for undocumented students to financial aid and in-state tuition to state colleges and universities. The Association further believes that students who have resided in the United States for at least five years at the time of high school graduation should be granted legal residency status, and allowed to apply for U.S. citizenship.
B-30. Educational Programs for English Language Learners. The Association believes that ELL students should be placed in bilingual education programs to receive instruction in their native language from qualified teachers until such time as English proficiency is achieved.
B-39. Multicultural Education. The National Education Association believes that Multicultural education should promote the recognition of individual and group differences and similarities in order to reduce racism, homophobia, ethnic and all other forms of prejudice, and discrimination and to develop self-esteem.
B-40. Global Education. The National Education Association believes that global education imparts an appreciation of our interdependency in sharing the world’s resources.
B-42. School-to-Work/Career Education. The National Education Association believes that career education must be interwoven into the total educational system and should include programs in gender-free career awareness and exploration to aid students in career course selection.
B-48. Family Life Education. The Association believes that programs should be established for both students and parents/guardians and supported at all educational levels to promote —

• The development of self-esteem
• An understanding of societal issues and problems related to children, spouses, parents/guardians, domestic partners, older generation family members, and other family members.

The Association also believes that education in these areas must be presented as part of an anti-biased, culturally sensitive program.
B-49. Environmental Education. The Association supports educational programs that promote —

• An awareness of the effects of past, present, and future population growth patterns on world civilization, human survival, and the environment
• Solutions to environmental problems such as nonrenewable resource depletion, pollution, climate change, ozone depletion, and acid precipitation and deposition
• The recognition of and participation in such activities as Earth Day
• The understanding of the value of the world’s ecosystems and of sustainable practices
• Student preparation for careers in the green jobs sector.

B-51. Sex Education. The Association recognizes that the public school must assume an increasingly important role in providing the instruction. Teachers and health professionals must be legally protected from censorship and lawsuits. The Association also believes that to facilitate the realization of human potential, it is the right of every individual to live in an environment of freely available information and knowledge about sexuality and encourages affiliates and members to support appropriately established sex education programs. Such programs should include information on sexual abstinence, birth control, family planning, diversity of culture and diversity of sexual orientation and gender identification, sexually transmitted diseases, incest, sexual abuse, sexual harassment, and homophobia.
B-52. HIV/AIDS Education. The National Education Association believes that educational institutions should establish comprehensive human immunodeficiency virus (HIV) and acquired immunodeficiency syndrome (AIDS) education programs as an integral part of the school curriculum.
B-60. Education on Peace and International Understanding. The National Education Association believes that educational strategies for teaching peace and justice issues should include the role of individuals, social movements, international and nongovernmental organizations. Such curricular materials should also cover major contributing factors to conflict, such as economic disparity, demographic variables, unequal political power and resource distribution, and the indebtedness of the developing world.
B-66. Standardized Testing of Students. The National Education Association believes that standardized tests should be used only to improve the quality of education and instruction for students. The Association opposes the use of standardized tests when —

• Used as the criterion for the reduction or withholding of any educational funding
• Results are used to compare students, teachers, programs, schools, communities, and states
• Scores are used to track students
• Students with special needs or limited English proficiency are required to take the same tests as regular education students without modifications and/or accommodations.

B-71. Conflict Resolution Education. The National Education Association supports the adoption and use, at all educational levels, of proven conflict resolution strategies, materials, and activities by school districts, education employees, students, parents/guardians, and security personnel as well as the school community to encourage nonviolent resolution of interpersonal and societal conflicts.
B-82. Home Schooling. The National Education Association believes that home schooling programs based on parental choice cannot provide the student with a comprehensive education experience. When home schooling occurs, students enrolled must meet all state curricular requirements, including the taking and passing of assessments to ensure adequate academic progress. Home schooling should be limited to the children of the immediate family, with all expenses being borne by the parents/guardians. Instruction should be by persons who are licensed by the appropriate state education licensure agency, and a curriculum approved by the state department of education should be used.
The Association also believes that home-schooled students should not participate in any extracurricular activities in the public schools.
C-16. Extremist Groups. The National Education Association condemns the philosophy and practices of extremist groups and urges active opposition to all such movements that are inimical to the ideals of the Association.
C-25. Comprehensive School Health, Social, and Psychological Programs and Services. The National Education Association believes that every child should have direct and confidential access to comprehensive health, social, and psychological programs and services. The Association believes that schools should provide —

• A planned, sequential health education curriculum for pre-K through adult education that integrates various health topics (such as drug abuse, the dangers of performance-enhancing dietary herbal supplements, violence, safety issues, universal precautions, and HIV education)
• Counseling programs that provide developmental guidance and broad-based interventions and referrals
• Comprehensive school-based, community-funded student health care clinics that provide basic physical and mental health, and health care services (which may include diagnosis and treatment)
• If deemed appropriate by local choice, family-planning counseling and access to birth control methods with instruction in their use.

C-26. School Guidance and Counseling Programs. The National Education Association believes that guidance and counseling programs should be integrated into the entire education system, pre-K through higher education.
C-31. Student Sexual Orientation and Gender Identification. The National Education Association believes that all persons, regardless of sexual orientation or gender identification, should be afforded equal opportunity and guaranteed a safe and inclusive environment within the public education system. The Association also believes that, for students who are struggling with their sexual orientation or gender identification, every school district and educational institution should provide counseling services and programs that deal with high suicide and dropout rates and the high incidence of teen prostitution.
C-32. Suicide Prevention Programs. The National Education Association believes that evidenced-based suicide prevention programs must be developed and implemented. The Association urges its affiliates to ensure that these programs are an integral part of the school program.
D-8. Hiring Policies and Practices for Teaching Positions. The National Education Association believes that hiring policies and practices must be nondiscriminatory and include provisions for the recruitment of a diverse teaching staff.
D-22. Competency Testing of Licensed Teachers. The National Education Association believes that competency testing must not be used as a condition of employment, license retention, evaluation, placement, ranking, or promotion of licensed teachers.
E-3. Selection and Challenges of Materials and Teaching Techniques. The Association deplores pre-publishing censorship, book-burning crusades, and attempts to ban books from school library media centers and school curricula.
E-10. Academic and Professional Freedom. Academic freedom includes the rights of teachers and learners to explore and discuss divergent points of view. A teacher shall not be fired, transferred, reassigned, removed from his or her position, or disciplined for refusing to suppress the free expression rights of students. Professional freedom includes the teachers’ right to evaluate, criticize, and/or advocate their personal point of view concerning the policies and programs of the schools. Furthermore, teachers must be free to depart from mandated scripted learning programs, pacing charts, and classroom assessments without prejudice or punishment.
F-1. Nondiscriminatory Personnel Policies/Affirmative Action. The National Education Association believes that personnel policies and practices must guarantee that no person be employed, retained, paid, dismissed, suspended, demoted, transferred, retired or harassed because of race, color, national origin, cultural diversity, accent, religious beliefs, residence, physical disability, political activities, professional association activity, age, size, marital status, family relationship, gender, sexual orientation, or gender identification. Affirmative action plans and procedures that encourage active recruitment and employment of ethnic minorities, women, persons with disabilities, and men in under-represented education categories should be developed and implemented.
F-2. Pay Equity/Comparable Worth. The “market value” means of establishing pay cannot be the final determinant of pay scales since it too frequently reflects the race and sex bias in our society.
F-50. Medication and Medical Services in Schools. The Association believes that education employees who are not licensed medical personnel should be protected from all liability if they are required to administer medication or perform medical services.
H-1. The Education Employee as a Citizen. The Association urges its members to become politically involved and to support the political action committees of the Association and its affiliates.
H-7. National Health Care Policy. The National Education Association believes that affordable, comprehensive health care, including prescription drug coverage, is the right of every resident. The Association supports the adoption of a single-payer health care plan for all residents of the United States, its territories, and the Commonwealth of Puerto Rico.
H-11. Statehood for the District of Columbia. The Association supports efforts to achieve statehood for the District of Columbia.
I-1. Peace and International Relations. The Association urges all nations to develop treaties and disarmament agreements that reduce the possibility of war. The Association also believes that such treaties and agreements should prevent the placement of weapons in outer space. The Association believes that the United Nations furthers world peace and promotes the rights of all people by preventing war, racism, and genocide.
I-2. International Court of Justice. The Association urges participation by the United States in deliberations before the court.
I-3. International Criminal Court. The Association believes that the United States should ratify the Rome Statute of the International Criminal Court and recognize and support its authority and jurisdiction.
I-9. Global Climate Change. The Association believes that humans must take steps to change activities that contribute to global climate change.
I-17. Family Planning. The National Education Association supports family planning, including the right to reproductive freedom. The Association also urges the implementation of community-operated, school-based family planning clinics that will provide intensive counseling by trained personnel.
I-18. The Right to Organize. The Association also believes that members have the right to have payroll deduction of both Association membership dues and voluntary political contributions.
I-22. Immigration. The Association opposes any immigration policy that denies educational opportunities to immigrants and their children regardless of their immigration status.
I-33. Freedom of Religion. The Association opposes any federal legislation or mandate that would require school districts to schedule a moment of silence.
I-34. Gun-Free Schools and the Regulation of Deadly Weapons. The Association believes that strict prescriptive regulations are necessary for the manufacture, importation, distribution, sale and resale of handguns and ammunition magazines. A mandatory background check and a mandatory waiting period should occur prior to the sale of all firearms.
I-47. Elimination of Discrimination. The National Education Association is committed to the elimination of discrimination based on race, gender, ethnicity, economic status, religion, disability, sexual orientation, gender identification, age, and all other forms of discrimination. The Association encourages its members and all other members of the educational community to engage in courageous conversations in order to examine assumptions, prejudices, discriminatory practices, and their effects.
I-53. Right of Redress for Descendants of Slaves. The Association believes that the descendants of those subjected to slavery in the U.S. have the right to seek redress for the injustices inflicted upon their ancestors.
I-58. Linguistic Diversity. The Association believes that efforts to legislate English as the official language disregard cultural pluralism; deprive those in need of education, social services, and employment; and must be challenged.
I-61. Equal Opportunity for Women. The Association supports an amendment to the U.S. Constitution (such as the Equal Rights Amendment). The Association urges its affiliates to support ratification of such an amendment. The Association also supports the enactment and full funding of the Women’s Educational Equity Act. The Association endorses the use of nonsexist language.

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The above text is excerpted from NEA Resolutions adopted at the 2013 NEA Convention. Much language has been omitted, but no words have been added or changed.

Agenda 21 is the Ultimate Goal of the Humanists

Agenda 21 is one name for the agenda to create a one world communist government.    Most Americans would never want to sacrifice their liberty to take part in this scheme.    The groundwork for slowly changing the minds of our citizens was laid many years ago by the signers of “Humanist Manifesto I.”   John Dewey is considered to be the father of modern education.   He signed Humanist Manifesto I.

Humanists believe in “One World Government.”  They do not believe in patriotism.   They believe in evolution and will fight Christians to prevent Creation to be taught in any school.  They believe in total sexual freedom to do as one pleases, all perversions are okay.  This attitude is taught in most sex education classes. Humanists believe that adultery, pre-marital sex, homosexuality, abortion on demand, suicide, euthanasia, drugs and other perversions are normal.  They do not respect the family unit or marriage.   All of these ideas are being taught under the title “Values Clarification”, “Quest” and various other names.    (They do change the names to keep the people guessing.)  Sex education, their way, is taught K – 12.   They have slowly changed the values taught by the church and family.   What the parent thinks does not matter. 

Humanists do not believe in God or in the Ten Commandments.  There is no right or wrong.   You get to decide even when you are in kindergarten.  The credo of Humanism has been worked into every subject.   This indoctrination has been going on in our government schools for many years.   Even when people objected to certain sexually graphic or anti-American books or to explicit sexual information being discussed, they were called “book burners” and shouted down by the militant teachers. 

The “change” has happened to our society.   Manners are a thing of the past, abortion is on demand, condoms are passed out to kids, openly homosexual philosophy is taught in the schools, morality is outdated, religion is made fun of, parents and grandparent’s views are stupid and objectionable.  This philosophy has been worked into every course.   In this way the children have been weaned into the philosophy of the Humanists.  Their attitudes and values have been gradually changed.    Students have been given a new set of values.   For 13 years their values have been changed by the “change agents” called teachers or facilitators in the government schools.

While the values were being changed the students were being “dumbed down.”   Time for math, science, history, spelling, writing and other core subjects is limited.   Homework was thought to be abusive to the children.   Spelling and punctuation isn’t necessary.   Today few schools have time to teach cursive handwriting.

  

The reason they destroyed our culture through our children is very clear today.   Let me quote the Twelfth Principle of Humanist Manifesto II:

“We deplore the division of humankind on nationalistic grounds.  We have reached a turning point in human history where the best option is to transcend the limits of national sovereignty and to move toward the building of a world community in which all sectors of the human family can participate.  Thus we look to the development os a system of world law and a world order based upon transnational federal government.  This would appreciate cultural pluralism and diversity.  It would not exclude pride in national origins and accomplishments nor the handling of regional problems on a regional basis.  Human progress, however, can no longer be achieved by focusing on one section of the world.   Western or Eastern, developed or underdeveloped, for the first time in human history, no part of humankind can be isolated from any other.  Each person’s future is in some way linked to all.  Thus reaffirm a commitment to the building of world community, at the same time recognizing that this commits us to some hard choices.”  

The signers are in found at the highest levels of government, business and academia.  These people think that they know what is best for everyone in the world.   In order to succeed in their plan they have to destroy America as we know it.     I would judge them to be true narcissists with megalomania to boot.  

Parent Arrested For Asking Questions at Q & A School Board Meeting

School board meetings are supposed to be held publicly.  The law says that the board's business is supposed to open and transparent.   It further states that time should be allowed for "public" questions.   Our board (most boards) do not discuss anything at the open meeting.   They must meet in secret.  The meeting is usually over in 30 minutes.   It only lasts that long because they take what should be "business time" to have a teacher report on a new method of dealing with report cards or for the kindergarten teacher to show the latest drawings of her five year old's.    They whiz through the agenda spending millions of dollars without a any discussion at all.   They are excellent at spending money.  It is amazing how a board can vote to spend millions without asking questions and without allowing the public to have any input. 

In our school district "public participation" is relegated to a few minutes at the beginning of the meeting.   This is before the board addresses items on the agenda.   There is a three minute time limit on all questions.   (That is unless you are a friend of the people in charge.)   Sometimes they have people sign in to speak very early so that there isn't time for the "public" to speak.  They don't want to hear what you think.  They definitely don't care what you think.  

Another common trick is to fill up "the small room" with union members so that they can say that the "fire code" prohibits another person in the room.   The latest trick is to have a 6'6" police officer standing and blocking the entrance to the board meeting room.   I was told by this officer that if I tried to sign in to speak that I would be "taken in."   At this meeting many taxpaying citizens had to stand outside.    One of my friends was asked to remove her vehicle from the parking lot.    The reason given was that the superintendent said her car was a "threat."     What was the threat?   She had a sign on her vehicle stating:  "Just Say NO to the Levy."   Three police cruisers circled the parking lot the entire time we stood there. 

Another trick that is used by superintendents everywhere is to send out invitations to a question and answer meeting to state the reasons why the district needs more money.   There are usually more union members attending than taxpayers. They place these employees throughout the room.   You don't know who  is sitting next to you. 

The superintendent gives a little speech and passes out cards for you to write down your questions.   Naturally, he only selects the cards that were completed earlier by his staff.   Of course, he has answers ready for these questions.  One lady stood up and tried to ask him a question and he refused to answer her.  He became quite hostile when she persisted that he answer her simple question.   I might add that police cruisers were sitting at all entrances to the building.   Yes, this "open meeting" was held at OUR high school.      

I am not surprised that the next step is to threaten and arrest anyone that tries to ask legitimate questions of the school board.  The people in charge are not interested in what you think.  They are only interested in your money.