CAPE COUNTY TEA PARTY MONTHLY MEETING

On January 21 st, 2014 at 6:30pm, the Cape County Tea Party (CCTP) will hold its open monthly meeting at the Cape Girardeau Public Library.  The meeting is called the Third Tuesday Tea Time and is held on the Third Tuesday of each month to continue the work to complete our Mission as stated below.

Guiding Our Representatives:

The MO Legislature was sworn in on Wednesday in Jefferson City and will start debating the bills that have been pre-filed as well as those that come up during session.  Are you interested in guiding their votes?

For this meeting, we will split up into groups, review the legislation that has been filed by our local representatives (as well as other high profile legislation), and quickly try to come up with thoughts and suggestions for their actions / votes in the House and Senate.

Does the bill increase government or reduce government?  Does it increase liberty or reduce freedom?

We hope such an activity will encourage some lively debate.

Time permitting, we will brainstorm on legislative ideas that we could forward to our representatives for consideration.

Everyone is invited regardless of party or ideology! We hope you will attend!

TTTT Takeaway Activism and Notes – July 2013

The Meeting

At our July TTTT, we were joined by the editor of the Missouri Education Watchdog, Gretchen Logue.  She presented information and concerns on the Common Core State Standards.  She took questions and gave answers.

.

.

About Gretchen Logue

Gretchen Logue attended her first tea party rally back in February 2009 and four years later finds herself the co-editor of the Missouri Education Watchdog – a blog dedicated to reporting on local, state and national education issues.

She is a wife, the mother of two children, and a native Southerner from Jacksonville, FL.  She and her family moved to St. Louis so her older son could attend Central Institute for the Deaf and then the Moog Oral School for education. The family made this life changing decision because their son’s needs were not being met by the only system available to him in Florida – the public education arena.  This is when she became convinced parents should have choices in their children’s education using their own tax dollars as they see best.

She began blogging in 2010 when it was discovered no one was reporting that our nation’s school districts were signing on to an education plan referred to as “Race to the Top”.  Her passion was ignited when she discovered Race to the Top was being promoted by the states departments of education and there were increased federal mandates being foisted on the states.

Now she is focused on helping educate communities in Missouri about the Common Core State Standards for Education.

.

Takeaway Activism

.

TA1 – Exercise Self-Governance:

There are lobbyists for unions; lobbyists for banks; lobbyists for lawyers; lobbyists for river smelt; lobbyists for death row murderers; lobbyists for sports stadiums.

Who’s lobbying for you and me?

The first step in the process to increase your self-governance is to become active.  To guide our representatives to enact legislation and policy that increases our freedom and our self-governance, we must take part in the process.  And, to take part in the process, we need to be involved at the time and location that the process is taking place.

To that end, we asked each Third Tuesday Tea Time attendee to take part in at least one meeting of a local governing body.

.

Public Meetings – Attend / Take Notes / Report

Wed 7/17 7:00p SEMO10 Meeting
Thu 7/18 9:00a County Commission
Thu 7/18 5:00p Center for Self-Governance Training – Lvl1 Pt1
Thu 7/18 6:30p Pachyderm Club
Fri 7/19 5:00p Center for Self-Governance Training – Lvl1 Pt2
Mon 7/22 9:00a County Commission
Mon 7/22 6:30p Heartland Citizens For Education Awareness
Thu 7/25 9:00a County Commission
Thu 7/25 6:00p CCTP Steering Committee
Thu 7/25 7:00p Options for Women Pregnancy Resource Center
Mon 7/29 9:00a County Commission
Thu 8/1 9:00a County Commission
Thu 8/1 6:00p CCTP Steering Committee
Fri 8/2 12:00p Republican Women’s Club Meeting
Mon 8/5 9:00a County Commission
Mon 8/5 5:00p Cape City Council
Mon 8/5 5:30p Scott County Republicans
Mon 8/5 7:00p Jackson City Council
Thu 8/8 9:00a County Commission
Thu 8/8 6:00p CCTP Steering Committee
Mon 8/12 9:00a County Commission
Tue 8/13 7:00p Jackson School Board
Tue 8/13 7:00p Cape Girardeau Goes Green Advisory Board
Wed 8/14 7:00p Cape Planning & Zoning
Wed 8/14 7:00p Jackson Planning & Zoning
Thu 8/15 9:00a County Commission
Thu 8/15 6:00p CCTP Steering Committee
Thu 8/15 7:00p Pachyderm Club
Sat 8/17 9:00a Center for Self-Governance Training – Level 1
Mon 8/19 9:00a County Commission
Mon 8/19 5:00p Cape City Council
Mon 8/19 7:00p Jackson City Council
Tue 8/20 6:30p CCTP Third Tuesday Tea Time

For more details on individual meetings, visit our web site at:

http://CapeCountyTeaParty.org/Calendar

 

TTTT Takeaway Activism and Notes – June 2013

The Meeting

At our June TTTT, we were joined by Cape Girardeau city council members Wayne Bowen and Trent Summers.  They presented information about the city’s financial health, plans for growth, and tax issues.  They also took suggestions from the audience for how to better the city:

Spending:

  • Stop light at Sprigg and New Madrid
  • River-side wall development / Boardwalk
  • Viewing stand to look over the wall when river is up
  • Locally grown foods at the schools
  • Christmas get-the-heck-out-of-St-Louis advertising / weekend (CVB)
  • GPS Devices in the Fleet
  • Yellow flashing left-turn signals
  • Improve intersection / roadway in front of Wal-Mart / Sam’s

Non-Spending

  • Improve State labor laws (prevailing wage) allowing cities to better privatize various operations
  • Think further ahead when creating new roads
  • Pension reform?  Done in 2004.  More?
  • Volunteer Furloughs
  • City property advertising revenue
    • Leased land for electronic billboards
    • Cellphone towers
  • Elimination of fee waivers
  • Stop charging at Shawnee
  • Changes to first-responder / ambulance service to improve ambulance response time
  • Leasing vehicles for savings
  • Increase number of users per vehicle
  • Vendor evaluation project

.

Takeaway Activism

.

TA1 – Exercise Self-Governance:

There are lobbyists for unions; lobbyists for banks; lobbyists for lawyers; lobbyists for river smelt; lobbyists for death row murderers; lobbyists for sports stadiums.

Who’s lobbying for you and me?

The first step in the process to increase your self-governance is to become active.  To guide our representatives to enact legislation and policy that increases our freedom and our self-governance, we must take part in the process.  And, to take part in the process, we need to be involved at the time and location that the process is taking place.

To that end, we asked each Third Tuesday Tea Time attendee to take part in at least one meeting of a local governing body.

.

Public Meetings – Attend / Take Notes / Report

Wed 6/19 7:00pm SEMO10 Meeting
Thu 6/20 9:00am County Commission
Thu 6/20 6:30pm Pachyderm Club
Sun 6/23 5:00pm CCTP Steering Committee – Reschedule
Mon 6/24 9:00am County Commission
Mon 6/24 6:30pm Heartland Citizens For Education Awareness
Thu 6/27 9:00am County Commission
Thu 6/27 6:00pm CCTP Steering Committee
Mon 7/1 9:00am County Commission
Mon 7/1 5:00pm Cape City Council
Mon 7/1 5:30pm Scott County Republicans
Mon 7/1 7:00pm Jackson City Council
Thu 7/4 10:00am

CCTP Dunk A Tea Bag / Jackson City Park

Fri 7/5 12:00pm NO Republican Women’s Club Meeting
Mon 7/8 9:00am County Commission
Mon 7/8 7:00pm Republican Central Committee Meeting
Tue 7/9 7:00pm Jackson School Board
Wed 7/10 7:00pm Cape Planning & Zoning
Wed 7/10 7:00pm Jackson Planning & Zoning
Thu 7/11 9:00am County Commission
Thu 7/11 6:00pm CCTP Steering Committee
Fri 7/12 12:00pm Republican Women’s Club Meeting
Mon 7/15 9:00am County Commission
Mon 7/15 5:00pm Cape City Council
Mon 7/15 7:00pm Jackson City Council
Tue 7/16 6:30pm CCTP Third Tuesday Tea Time
Thu 7/18 5:00pm Center for Self-Governance Training – Lvl1 Pt1
Fri 7/19 5:00pm Center for Self-Governance Training – Lvl1 Pt2

TTTT Takeaway Activism and Notes – April 2013

.

The Meeting:

Below is a link to the Legislative Review document used for the April 2013 meeting:

CCTP – TTTT – 20130416 – Legislative Review – 01

.

.

.

.

.

.

.

TTTT Takeaway Activism and Notes – March 2013

The Meeting

.

Here’s video evidence of the evil right-wing nutjobbery of the Cape County Tea Party’s Monthly Meeting!

.

Self-Governance:

.

.

Our Speaker:  John Jordan

.

.

.

…the battery on the video camera ran out…

.

.

Special Guest:  8th CD Republican Candidate Doug Enyart:

.

.

Takeaway Activism

.

At the end of the discussion of self-governance near the beginning of the meeting, we gave out two pieces of Takeaway Activism in which to engage:

.

TA1 – Exercise Self-Governance:

There are lobbyists for unions; lobbyists for banks; lobbyists for lawyers; lobbyists for river smelt; lobbyists for death row murderers; lobbyists for sports stadiums.

Who’s lobbying for you and me?

The first step in the process to increase your self-governance is to become active.  To guide our representatives to enact legislation and policy that increases our freedom and our self-governance, we must take part in the process.  And, to take part in the process, we need to be involved at the time and location that the process is taking place.

To that end, we asked each Third Tuesday Tea Time attendee to take part in at least one meeting of a local governing body.  A calendar of the meetings was provided, and as of this writing, I can confirm one of our attendees did join in at the Cape County Commission meeting!  Here is the calendar of meetings through March and until our next TTTT.

Public Meetings: Attend / Take Notes / Report:

Thu 3/21 9:00am County Commission
Thu 3/21 6:30pm Pachyderm Club / CCTP Steering Committee
Mon 3/25 9:00am County Commission
Wed 3/27 10:00am AFP – MO Day At The Capitol
Thu 3/28 9:00am County Commission
Thu 3/28 7:00pm CCTP Jackson School Board Forum
Mon 4/1 9:00am County Commission
Mon 4/1 5:00pm Cape City Council
Mon 4/1 7:00pm Jackson City Council
Tue 4/2 All Day Municipal Election Day
Thu 4/4 All Day Missourians Against Agenda-21 Rally Day J/C
Thu 4/4 9:00am County Commission
Thu 4/4 6:00pm CCTP Steering Committee
Mon 4/8 9:00am County Commission
Tue 4/9 7:00pm Jackson School Board
Wed 4/10 7:00pm Cape Planning & Zoning
Wed 4/10 7:00pm Jackson Planning & Zoning
Thu 4/11 9:00am County Commission
Thu 4/11 6:00pm CCTP Steering Committee
Mon 4/15 9:00am County Commission
Mon 4/15 5:00pm Cape School Board
Mon 4/15 7:00pm Cape City Council
Mon 4/15 7:00pm Jackson City Council
Tue 4/16 6:30pm Third Tuesday Tea Time

For more details on individual meetings, visit our web site at:  http://www.CapeCountyTeaParty.org/Calendar

.

.

TA2 – Practice:

Next month’s meeting will be another working session.

In January, we held a working session and reviewed the bills sponsored or co-sponsored by our local Missouri State Representatives: Wayne Wallingford, Donna Lichtenegger, Kathy Swan, and Shelley Keeney. We made a quick review of the bill and made a fairly knee-jerk Yea or Nay rating for the bill. Visit or side and look for “TTTT Notes for January 2013” for more details.

For our April 16th Meeting, we ask that you do some prep work for another working session:

  1. Visit the MO House or Senate Web Site list of Pending Bills:
    1. http://www.house.mo.gov/billlist.aspx
    2. http://www.senate.mo.gov/13info/BTS_Web/BillList.aspx?SessionType=R
  2. Locate a Bill that interests you
  3. Read the information on the bill and any other supporting information that you can find.
  4. Prepare a short paragraph to present why support or do not support the bill.
  5. Bring the information with you to the next TTTT, and we’ll talk about what you have found.

 

Freedom in education: how it was lost

Dr. Joel McDurmon

June 17, 2012

http://americanvision.org/countyrights/?p=89

I have written how free, purely private education was the American way, and it worked. I mentioned how this was the norm up until at least the 1830s and really even beyond. I ended with the question, “Why did it change?” How was this high level of freedom and individual responsibility lost? How did a once-completely-free aspect of life come to be dominated by government mandates and taxation—that is, government confiscation of private property?

I mentioned how some claim that changes in society necessitated reform of education. For some reason or other, upswings in technology, mechanization, the industrial revolution, and a few other things allegedly changed the face of society so drastically that the only way to bring the masses of common people up to speed was for government to intervene, begin to confiscate and redistribute wealth with which to provide public schools. Does this argument have any basis in fact?

Only to a very limited extent. The truth involves much more than that.

The truth involves several factors that pertain mainly to elitist influences being imposed for the benefit of those who imposed them. Here we’ll cover the four most important social factors involved: First, a rival religious ideology; Second, reactions to mass immigration in the late 1840s and forward; Third, the forces of big corporate business; and Fourth, the allure of “free” education (in the sense of no financial cost) to the masses. Let’s look at what I mean:

First, the rival religion. This was the influence of Unitarianism, particularly through New England congregational churches, and mainly by the work of Unitarian activists. These individuals had abandoned many traditional Christian doctrines, and instead promoted the ideals that mankind could be perfected through proper education and training; they believed in the essential divinity of mankind; they believed that this divinity of man was most pronounced when mankind is considered collectively as a whole; so, therefore, they believed that the civil State was the highest expression of divinity on earth; and thus, they believed, that the State was the ultimate parent and benefactor of individuals.

Perhaps the most important of these types was the so-called father of public schools in America, Horace Mann. Mann, a Congregationalist minister, believed very strongly in the positions just stated, and more. Mann argued that human rights derive from Nature; and this Nature—with a capital “N”—he interpreted, “proves an *absolute right* to an education of every human being that comes into the world.” This is the classic “entitlement mentality” which has characterized leftism, communism, socialism, etc., before and since, which today is often applied to health care, employment, etc.—here Horace Mann applied it very early to education, by which he meant public education.

He argued two basic propositions about education: education should be secularized—geared toward civic virtue and efficiency rather than religious worldview—and education should be the function of the civil government, not families. In fact, he sought to replace the family with an explicitly paternal state. He called Society collectively a “godfather for all its children,” and said, “Massachusetts is *parental* in her government.”

Unitarian activists, such as Horace Mann, were ready and willing to employ government force in order to remake society according to their mandates and by their means—in fact, government force was the name of the game. Some of the guys in this movement were fiercely radical with this belief. In the mid-1850s, the radical revolutionary John Brown committed several acts of violence and murder in Kansas and in Virginia intending to start a slave rebellion that he thought would eventually bring about abolition. The underlying belief was that it is legitimate to use violent revolution to impose better social values. Shortly before his death by hanging, Brown himself made this point explicitly: he said he was “quite certain that the crimes of this guilty land will never be purged away but with blood,” and that this would never be done without “very much bloodshed.” He was a terrorist, born and bred on American soil, and carried out acts of terrorism on American soil, in the name of social and political change for the better. Now Brown himself had studied in Massachusetts to be a Congregationalist minister, but quit due to financial and health problems. But he established radical connections there that would help finance his later acts. The least publicized aspect of Brown is this: his six main financiers who propagandized his work for him back in New England were all six Unitarian Congregational ministers. And while not every one of these types believed in open revolutionary violence like Brown, nevertheless they all believed in using the force of government to bring about the social changes they thought desirable (which is really not much different if you consider it—it’s comparing one version of unwelcomed coercion for another, and in both cases, imposed by someone who thinks they know better than you, and who believes they have the right and authority to impose their view on you by force).

Mann certainly held such positions in regard to his agenda for imposing public education. He had three basic rules that summarize his view of education as a right, property as socialized, and individuals subservient to the will of the collective (as represented by the decisions of the civil government, of course). He wrote:

The successive generations of men, taken collectively, constitute one great commonwealth.

The property of this commonwealth is pledged for the education of all its youth, up to such a point as will save them from poverty and vice, and perhaps to prepare them for the adequate performance of their social and civil duties.

Note the language of salvation: public schooling required taking people’s property for the education of society’s youth, in order to “save them”; and save them from what: “poverty and vice.” So here you have not only a messianic state, but you have America’s first state-imposed war on poverty. (And it had no greater or more lasting effect on poverty then than it did in under Johnson in the ’60s.) Notice also that property would be taken toward this goal “up to such a point as will save them.” In other words, they would keep taxing and taking until they felt they fulfilled their mission—which is to say, there is no limit. Mann concluded by expressing what can only be called socialism:

The successful holders of this property are trustees, bound to the faithful execution of their trust by the most sacred obligations; and embezzlement and pillage from children and descendants have not less criminality . . . than the same offenses when perpetrated against contemporaries.

In the public schooling worldview, you do not own your property! You can never be a property *owner*; but only a trustee for the property of Society. It is society that determines who will get what and for what purpose; and any resistance to the government’s dictates in this area is considered a crime of embezzlement and pillaging (both crimes done by definition to other people’s property). Note again the religious language: payments in taxes for state-run education are “the most sacred obligations” which require “faithful execution.”

The alleged natural “right” which entitles every human being to an education is so sacred that it transcends that biblical command protecting private property. Mann said:

No one man, nor any one generation of men, has any such title to, or ownership in these ingredients and substantials of all wealth, that his right is invaded when a portion of them is taken for the benefit of posterity.

In other words, we’re going to tax you for education, and you’ll pay the tax and shut up, because you have no right to complain about it. It’s not really your property to begin with, and what we’re doing is for you own good and the good of posterity. Make this note: public schooling from day one was incapable of existing without socialism. It requires by definition the government to claim ownership over at least a portion of every individual’s property.

This was constantly sold to the public as something for their own good. Thaddeus Stevens used this very argument to defend Pennsylvania’s public schooling law of 1834 in the legislature the following year. To those who objected that it was morally wrong to tax some people to pay for other people’s education, he responded, “It is for their own benefit, inasmuch as it perpetuates the government and ensures the due administration of the laws under which they live, and by which their lives and property are protected.” See, the paternal state knows what is best for you, and what is the best use of your money, and besides, such measures “perpetuate the government” that knows all this! Who could be against that?

Mann made his views very explicit. Public schooling was the path to social salvation; all ills would be cured by its full implementation:

The common school is the greatest discovery ever made by man. . . . Other social organizations are curative and remedial; this is a preventative and an antidote; they come to heal diseases and wounds; this to make the physical and moral frame invulnerable to them. Let the common school be expanded to its capabilities, let it be worked with the efficiency with which it is susceptible, and nine-tenths of the crimes in the penal code would become obsolete; the long catalogue of human ills would be abridged; men would walk more safely by day; every pillow would be more inviolable by night; property, life and character held by a stronger tenure; all rational hopes respecting the future brightened.

This is language of healing and of hope. This is the language of religion, and Mann wanted it funded by the State. The scholar who studied the history of the state-takeover of education noted what action step Mann really had in mind here. It was the same thing public schools have said ever since: “give us the money and we can do it; our failure thus far is your fault in that we have received insufficient funds.” And of course, Mann like most public school advocates ever since believed that the school and its parent State had a right, an entitlement, to appropriate those funds from private people.

Overrun by such Unitarian thought, Massachusetts was the first state to create a State Board of Education in 1837. As its first chairman, they placed Horace Mann. Of interest was the timing of the creation of this secular board: up until 1832, the Congregational Church was an established church in that state—receiving funding from the state to pay her ministers, etc. That was abolished in 1832 (Massachusetts was the last state to do so), and the state-funded education program was in place in only five years. And in that same year 1837, Mann brokered a political deal that immediately doubled the budget for public education. Common schools were already being funded in Massachusetts by local taxes, but this was the first centralizing of it by the State. The astute observer will note what many public school critics to date have pointed out—the established churches were kicked out and the public schools were made the de facto state-church in their place, but were now officially a secularized state-church, and the tyranny was doubled in the amount of money appropriated for it.

This ideal of secular public school as a new established religion was expressed not only by the facts of the history, but openly in the statements and writings of the movers and shakers of the system. And the attitude lasted well into the twentieth century and exists still in the minds of many today, Christian or not. One representative figure who stated the truth explicitly was James Earl Russell who was Dean of Columbia Teachers College for thirty years, 1897–1927. The task of education, he wrote in 1922, was “making democracy safe for the world,” and this meant “teaching the proper appreciation of life-values.” Indeed, “The doctrine that all shall get what they deserve presupposes that the largest possible number shall be taught to want what it is right that they should have.” In other words, democracy will be great, as long was the public schoolmasters can first train the people what to want and how to vote. Put more succinctly, you can have whatever you want, as long as I have control over what you want! With his idea of democracy in place as an ideal, Russell made his replacement of the church explicit: he admired an era in which this type of trained democracy will “find it expedient to substitute for the established church of the old regime a state-supported and state-controlled school system.”

Of course, this state-controlled system was the antithesis of the free and private system which had existed and served America just fine for over two centuries to this point. Russell new this, and nevertheless saw the change as progress. Before as we mentioned previously, teachers had to compete with each other—and this bred greater choice, improved quality, lowered costs, etc. But socialists like Russell demeaned this system by saying “the teacher was a chattel sold on the open market”; instead he praised “The teacher as a civil servant whose foremost duty is the promotion of the welfare of the State.” He did get one thing right when he called this scheme “a new conception in American life.” It certainly was: not only was the civil State never meant to be a factor in education in the original American way, but the very conception and practice of civil coercion was a rejection of basic American freedoms: freedoms in traditional religion, property, business, and family—all of which had to be overturned and/or replaced in order to impose the grand scheme of State-supported and State-controlled education. Indeed, it was nothing less than a secularized replacement of the established church.

There was at least one religious group that saw what was going on, and they within just a few years began starting their own private schools as an alternative. This was the Roman Catholic Church, and the rise of Catholic parochial schools coincided with the rise of secularized Unitarian public schools from which they would become havens. More importantly, this became viable for them financially due to the second major factor, mass immigration.

Much of this immigration came from Irish Catholics who fled the Irish potato famine beginning in 1845. In 1825, there were only about 5,000 Irish in Boston. In 1845, the number had multiplied six times to 30,000, and they now made up about 30% of the population. These saw the imposition of government schooling as a secularized version of what was formerly Protestantism, so they started their own schools. This was true of most of the other early immigrant groups, most of whom came from Northern Europe, and were either Lutheran or Dutch Reformed. All of these groups started private schools so as to avoid the secularized indoctrination of the public school system, and these denominations still have these traditions today.

But many of the Americans, particularly the Unitarian minded-civil religion types, hated Catholicism, and saw immigrants as a threat, so they tried to use the force of government to impose their version of American culture on these people. To them, public school was not only a means to perfect mankind and cure society of all ills, it was a means of turning immigrants into “good Americans.” And over time, the secularized religious motive fell further into the background, and the promotion of Americanism became the thrust of public schooling. Of course, the America these establishments promoted was already a long way from the America that had once been free. Throughout this whole process, many orthodox Protestants accepted the façade of Christianity in the Unitarian-driven school system, and thus the idea was always accepted that “our” public schools are Christian. But they were so only on the surface—and that for deceptive purposes only.

Immigration not only caused cultural and religious tensions, but also created economic tensions as the labor market was flooded with hundreds of thousands of new people. Of course, with the industrial revolution gathering steam in the 1830s and forward, the waves of immigrants provided a source of very cheap labor. But factories and large business owners quickly learned what type of temperament and mentality was best suited for the tasks of factory labor—someone who was accustomed to repetition, schedules, monotony, quiet obedience, single file lines, etc. And these wealthy influences in society quickly learned they could steer public education to produce such workers.

So the third factor in the loss of liberty in education was the rise of big business, corporations, and particularly the influence of industrialization and factory mechanization. Not only does this pertain to the loss of liberty, but more importantly to the normalization of a life in which that liberty was gone. The mass production of public education became the tool by which America grew adapted to life without freedom in education, in which the question was never even raised.

Now here is where the issue of modernization and industrial revolution come in; and like I said, there is some truth (albeit very limited) to this phenomenon requiring changes in society. But here is the important qualification: the phenomenon itself did not require political changes for education, but rather big business found it profitable to ally with big government and leverage government power—just as the Unitarian ideologues had done for their agenda—in order to start mass-producing workers to meet the demand for factory labor. Soon, the schools mass-produced workers in the same way the factories mass-produced widgets.

And the atmosphere of public schooling was—or could be made—the perfect place for this training to occur. Looking back on the scenario, one education reformer, Charles Francis Adams, Jr., described that atmosphere in 1880:

Most of you, indeed, cannot but have been part and parcel of one of those huge, mechanical, educational machines, or mills, as they might more properly be called. They are, I believe, peculiar to our own time and country, and are so organized as to combine as nearly as possible the principal characteristics of the cotton-mill and the railroad with those of the model state’s prison. The school committee is the board of directors; while the superintendent — the chief executive officer — sits in his central office with the timetable, which he calls a programme, before him, by which one hour twice a week is allotted to this study, and half an hour three times a week to that, and twenty hours a term to a third; and at such a time one class will be at this point and the other class at that, the whole moving with military precision to a given destination at a specified date. He can at any given moment tell you exactly where any squad, or class as he would term it, is, and what it ought, at least, to be then doing. Mechanical methods could not be carried further. The organization is perfect. The machine works almost with the precision of clock-work. It is, however, company front all the time. From one point of view children are regarded as automatons; from another, as india-rubber bags; from a third, as so much raw material. They must move in step and exactly alike; they must receive the same mental nutriment in equal quantities and at fixed times: — assimilation is wholly immaterial, but the motions must be gone through with. Finally, as raw material, they are emptied in at the primaries and marched out at the grammar grades; — and it is well!

And he should have added, after graduation, corralled directly into the industrialized workforce; because, he had been trained for the past several years, to live a lifestyle of boring tasks, from one whistle blowing to the next. Horace man had been interested in education for the perfectibility of man. The industrialists couldn’t care less about perfectibility, they only cared about the trainability of man. And that legacy of public schooling has been with us ever since.

There is, by the way, much truth in Adams’ comparison of the public schools to not only mills and railroads, but the state prison. The same Unitarian reforming spirit that gave us the institution of public schools also produced, in the same era, the penitentiary, the insane asylum, and the poorhouse. All of these were built on the same theory that society was the bed of corruption, and the proper way to train people was to put them into a controlled atmosphere in which the allegedly corrupt external influences could not affect them; and this very popular theory was applied to the reform of criminals, the insane, the mentally ill, the poor, and to the education of children. So in the same decades of the 1820s–30s, this nation witnessed the explosion of official institutions for all of these issues, and the growing prevalence of using taxation and government control for these institutions.

And yet, as decades went on, and it became clear that the theory was bogus, that no genuine reform was made in criminals or the insane, and that corporate interests came to dominate the schools—in short, that the whole system was a failure—the officials merely continued to blame failure on the lack of funds and/or greater control. This was true so much so that one of the few historians of the Asylum phenomenon concluded of its legacy, “Failure and persistence went hand in hand.” Yet at the same time, when correctional institutions failed, advocates shifted their emphasis from “cure” to “prevention”—and thus, education instead of penal or remedial institutions. This was used, then, as an argument for greater government involvement and support of education.

Yet finally, as sort of a capstone upon these three major factors, Americans began to abandon home and private education due to the illusion that government schools were free. This creates different levels of motivation. Some buy the illusion completely: the school costs them nothing while it educates their children and simultaneously provides free child care during the day. This illusion is swallowed most readily by people who don’t own property, and thus never directly see a property tax appropriated from them personally. And since property tax is usually escrowed automatically, even most property owners don’t really feel the true weight of it anyway. Other people merely live content with the illusion, knowing it actually costs money, knowing they actually pay taxes to support it even if indirectly through increased rents, yet accepting this as moral or at least practical enough to live with. These people, too, once receiving the benefits, will defend the system which taxes other people to benefit them. Even among public officials who know better, the phrase is simply modified to remain deceptive: public education is free, “at the point of delivery” (which is, of course, an admission that it’s not free).

This all works together to make the perceived benefit of “free” education a powerful motivation among those who are dependent upon the system; they remain self-interested in perpetuating a system that confiscates property from some people and gives it to others. In short, once dependent, they become advocates. Yet the system, used and defended by so many conservatives and Christians, is based on an anti-Christian, socialistic system of values at its very core. It has more in common with Nazism than with anything that can be called a Christian society.

So how was liberty lost in the area of education? It was through anti-Christian ideology leveraging state power to impose a state-funded, state-controlled utopia. They established a whole new secular state church in the name of getting rid of state churches. It was through mass immigration that among other things sparked misguided Protestants to use government power to oppose Catholicism and turn Europeans into Americans. It was through the rise of industrialization and mechanization that used mass-production in education to create dutiful, reliable masses of workers for mass-production in factories. And it was through the vastly accepted myth that public schools are free, and the fact that we have now grown vastly dependent upon the benefit.

These things, all combined together, created a very powerful culture in which freedom in education is gone economically (we’re all forced to pay for public schools even if we don’t use them), and was almost lost practically, except in small enclaves, until the past few decades. But the one aspect in which it is still largely free is legally: you still can exercise the freedom if you choose.

Many Christians and others are realizing the need to reclaim our freedom in education; many are already practicing it as much as they can; and the tools and resources to make it viable, effective, and easy are today so vast and easy to find that there is no good excuse for anyone who loves liberty not to pursue it.

As I have already said repeatedly, this is the one area you can change drastically toward the cause of freedom right now. Nothing toward that cause will be easier, more effective, and more life-transforming for all involved, than restoring freedom for yourself and family in the area of education. And in the next article, I’ll tell you what to do, how to do it, and talk about the sacrifices it will take.

TTTT Takeaway Activism and Notes – February 2013

The Meeting

.

Here’s video evidence of the evil right-wing nutjobbery of the Cape County Tea Party’s Monthly Meeting!

.

Can We Grow Our Way Out Of Debt:

.

.

Click here for the spreadsheet reviewed during the meeting.

.

.

Our Speaker:  Bryan Fischer

.

.

.

Special Guest:  8th CD Republican Candidate Jason Smith:

.

It’s a Wrap:

.

.

Takeaway Activism

.

There was no specific Takeaway Activism this month.  However, we urge you to download the spreadsheet above and test it with various scenarios for GDP and Spending increases.  If you find ways to improve on its calculations, please send it back to us, so we can learn from your expertise!

 

TTTT Takeaway Activism and Notes – January 2013

Speaker Notes:

After the excitement of our meeting in November, CCTP Steering Committee members wanted to continue to inform about the Tennessee Center for Self Governance and the training effort underway to become experts on Self Governance… …Citizen SEALS!

Jan Farrar and David Larson led the discussion with our experience in training, examples of successes with TNCSG’s efforts, and many of the trainees in attendance chimed in with notes and examples of how this effort will work.

Before the TTTT, I asked David to describe what he planned to do in the meeting:

Jan and I will do about thirty minutes on the benefits of taking the five levels of citizen engagement through the Tennessee Center for Self-governance. We will discuss civil responsibility and civil authority, by comparing and contrasting them. We will point out that there are hundred  if not thousands of special interest groups lobbying the lawmakers we send to the various legislative houses at all levels. Then we will explain the ordinary everyday citizen is not represented in that manner. We will explain that these classes will empower them to become engaged in the process so that they are no longer lost in the shuffle nor ignored.

And, that’s exactly what they did.

.

Working Meeting:

Tonight’s meeting was also a working meeting.  The goal here was to review and approve (or reject) the legislative items sponsored or co-sponsored by Cape County’s Missouri House and Senate members – Donna Lichtenegger, Kathy Swan, and Wayne Wallingford.  A few bills proposed by other legislators were added to the list including one co-sponsored by Shelley Keeney of Bollinger County

We:

  • Put together list of the bills
  • Broke up into 4 groups
  • Reviewed them quickly
  • Used our laptops to get additional information on the bills from the House and Senate web sites
  • Came up with a knee-jerk decision to vote for or against the bill

We obviously knew that, with the few minutes we had to work on the effort, we could easily end up with an incorrect decision.  But, the effort was enjoyable, and the decisions likely in line with the CCTP goals of Fiscal Responsibility, Founding Principles, and Constitutionally Limited Government under God.

When reviewing the decisions of the group, most of the responses were quite emphatic.

Click below to see the bills that were reviewed and the decisions of the group.  We hope to complete similar efforts in the future.

CCTP – TTTT – 20130115 – Local Legislator Bills – Reviewed – 01

.

Takeaway Activism

As a follow-up on our two activities tonight, we need to continue to consider our Civic Authority and our responsibility to guide the votes of our elected officials at all levels.  To that end, we ask that you do three things:

 

Senate Bill Review

House Bill Review

  • Write a short summary of why you think your legislator should vote for / against the bill
  • Send your review to CapeCountyTeaParty@yahoo.com

New Legislation

  • Propose a piece of Legislation / Law
  • Write a short summary of what you would like to have enacted
  • Give it an awesome title
  • Send your new law to CapeCountyTeaParty@yahoo.com

We will compile these summaries and set up a meeting with our local legislators to pass along your ideas and wishes

TTTT Takeaway Activism and Notes – December 2012

Surprise!

There were no notes! There was no Takeaway Activism.  There was only a celebration of the most powerful and influential man ever to walk on the face of the Earth.  We celebrated with a ChrisTTTTmas ParTTTTy on December 28th at the Trail of Tears Bar And Grill (run by the USA Veterans) in Cape Girardeau, MO.

Here are some pictures from the night:

This slideshow requires JavaScript.

TTTT Takeaway Activism and Notes – November 2012

This month’s TTTT had the added benefit of a Speaker and a Project.  Read on to learn more…

Speaker Notes:

Our speaker this month was Mark Herr from the Mid-South Tea Party and the Tennessee Center for Self Governance.  While we were expecting a discussion on Nullification, we were blessed with an exhilarating discussion of a plan and program that will allow CCTP members to go beyond Civil Responsibility and Activism.  The program guides the trainee to a level of Civil Authority that was instilled in our countries founding intended to be employed by an active and involved electorate.

Here’s Mark Herr’s info / bio:

Our speaker has helped organize the Mid-South Tea Party into a productive and effective team-based structure based upon the strengths and passions of members. Working with local, state, and federal teams, the Mid-South Tea Party was critical in defeating an Animal Control Ordinance, lowering the property tax, opposing Agenda 21, and much more. He has been critical in coordinating a state-wide Tea Party alliance, bringing together Tea Party groups in Tennessee on a quarterly basis.

Currently, he is working to build relationships with Tea Parties & Liberty Groups throughout Tennessee and help them build relationships with legislators to enable & enact a Tea Party Legislative Agenda…he is working to get the Health Care Compact (and soon the Education, Energy, and Banking Compacts) passed in TN…he is also working to abolish so-called ‘Sustainable Development’ in his county

…and he is an amateur radio host of The Mid-South Tea Party Radio Show.

He does all of this because he believes the Tea Party is the last barrier to overreaching Federal Government, the therapist for under-reaching State Government, and the educator of the General Public who must ultimately “restore Government Of the People, By the People, and For the People.”

And finally, as an avid golfer who gave up the sport to work to save his country, he hopes someday to golf again…as much as the President does.

.

Be sure to check out the Tennessee Center for Self Governance web site.  We are planning to hold Level 1 training in Cape on 1/5/13.

.

Takeaway Activism:

There was no specific Takeaway Activism this month because we completed the task at the end of the meeting.

The CCTP held an ACLU Christmas Card Party!!  We joined in completing and sending 104 Christmas Cards to the ACLU’s Membership Department wishing them — not Seasons Greetings — not Happy Holidays — but MERRY CHRISTMAS!

ACLU Christmas Card - 01

.

…complete with a Virgin Mary and Baby Jesus stamp.

.

ACLU Christmas Card - 02.

Merry Christmas, ACLU.  We so appreciate your war on Christmas and the lie of Separation of Church and State.