“We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.–That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed.” (1)
What a wonderful, meaningful and purposeful declaration we have in regards to America’s divorce letter to England and the beginning of a strong and healthy foundation for our countrymen to flourish. Words have meaning and each one of these words were carefully selected by the Committee of Five and filtered through the foundation of America’s institutions, people and the proper role of government.
We could see the mind-set of the people were evolving from their old paradigms of feudalism by declaring independence by the radical, but noble, honorable and virtuous minds of Jefferson, Madison and Adams by pushing the Overton Window in the populations individual and collective minds, while waiting for the institutions and government to catch-up on the new insights, perspectives and ideology.
At the time of our countries founding, the British monopolies, corporations and population along with the King, ruling class, and the world’s minds were ignorant and resistant to such a concept and belief.
“The mind, once stretched by a new idea, never returns to its original dimensions.” (12)
This new paradigm shift at the time was incomprehensible, inconceivable and unimaginable as they could not or did not want to be envisioned or considered in such unthinkable and radical concept the Declaration of Independence was suggesting and declaring to the world.
It was also a threat to The Powers To Be, Ruling Class and Tyrants financial well-being along with undermining their power, control and manipulation of the masses. It was setting the world on a collision course between two competing ideologies of Liberty vs Tyranny.
It was an extreme and profound way in the evolving language and ideology to make sense and nudge man away from the old, slavish and feudal ways to something new. The new way was unusual and an abnormal direction to take mankind physically, morally, emotionally, mentally and spiritually. The Declaration of Independence was the pinnacle and the height of ideas converging on one another.
Only a few men and women caught the vision in the moment of the overlay and dynamics of 1776. The Founding Generation were trying to educate by inserting correct principles of living a life of self-reliance, self-governance, morality, and God fearing environment into requirements and prohibitions on the new government. In essence, it was a happy and healthy lifestyle they had come to realize and were trying to protect for future posterity.
It appears the Founding Generation was aware of patterns of history. They were relieving themselves and their countrymen of Bondage, as the people were opposed to the conditions and chains placed on their bodies, minds and spirits.
Where are we in the present moment in the Tytler’s Cycle in History?
They knew only a educated population with the knowledge, wisdom and valued liberty could keep the arsonists and tyrants at bay. If education was infiltrated and taken over, tyranny would return, have its hayday and rein once more in bringing humanity into bondage and slavery with the aid of controlled and centralized technology.
“That “all men are created equal” means that they are equally endowed with unalienable rights. Nature does not single out who is to govern and who is to be governed; there is no divine right of kings. Nor are rights a matter of legal privilege or the benevolence of some ruling class. Fundamental rights exist by nature, prior to government and conventional laws. It is because these individual rights are left unsecured that governments are instituted among men.” (3)
Even though “all men are created equal,” in their endowed unalienable rights, we are “unequal” in our talents, skills and in intelligence floating at our own individuals level’s. Society can’t guarantee outcome, but it is at its best when we can provide “equal opportunity” in the form of training, education, knowledge and wisdom.
“All sentient beings are created unequal. The best society provides each with equal opportunity to float at his own level.” (4)
Education of the mind is the hinge point in order to provide equal opportunities and focusing on “consent” and “governed” in creating the mind-set of liberty and freedom in every man, women and child’s mentality, attention and consciousness as it takes hold and flourishes in society.
“Consent is the means by which equality is made politically operable and whereby arbitrary power is thwarted. The natural standard for judging if a government is legitimate is whether that government rests on the consent of the governed. Any political powers not derived from the consent of the governed are, by the laws of nature, illegitimate and hence unjust.” (3)
If there are “political powers not derived from the consent of the governed,” then “by the laws of nature,” the powers would be considered “illegitimate” and “unjust.” If it is enforced, then the powers to be are committing a crime against their own people as traitors and perjurers of their Oath of Office and should be resisted, challenged and the representatives replaced.
“The “consent of the governed” stands in contrast to “the will of the majority,” a view more current in European democracies. The “consent of the governed” describes a situation in which the people are self-governing in their communities, religions, and social institutions and into which the government may intrude only with the people’s consent.” (3)
We learn there is a stark contrast between the “consent of the governed” and “the will of the majority.” Unfortunately, we have become “the will of the majority.” Can we learn and regain the ancient noble position of the “consent of the governed” once again?
In regards to the “consent of the governed,” it is describing and emphasizing the importance of people being “self-governing” in their mind-set and deeds in their own “communities, religions, and social institutions.” The people should be educated in the cause and effect in every intrusion the government has taken in the past in order to understand the present encroachment as it should take “only with the people’s consent.”
The key to a free country was the enlightenment, intelligence, wisdom and literacy of the American people in order to administer and maintain self-government.
“If there was to be self-government, if there was to be popular sovereignty, if there was to be an almost unlimited privilege to vote and hold office, if the people were going to maintain themselves and administer their own political and social affairs, it was necessary as a purely practical matter that they should have a sufficiently trained and enlightened intelligence to accomplish that end.”(5)
In order to have self-government and popular sovereignty, along with being able to wisely vote and hold office, the people would have to have the knowledge and correct mind-set to “maintain” and “administer their own political and social affairs,” on a local level as in the People’s Law vs Ruler’s Law.
“A human being who has not been taught to think clearly is a danger in a free society.” (6)
In thinking the wrong way, as a dependent or slave mentality, it would only weaken a free society. Just like a rotten apple spoils the whole barrel; as it only takes one bad person, thing or element to ruin the entire group, situation or project or in this case, “a danger in a free society.”
It is the fact that a rotting apple can cause other apples in close proximity to begin to rot as well.
“The Los Angeles reporter’s observation, however, was that the students he saw “know little in the way of organized thought processes or even basic ways of solving intellectual problems.”” (7)
We the People would have to fully immerse ourselves into the proper training to comprehend and live the vision fought, sacrificed and strategically arranged for an educated populace to remain vigilant and free. We would need to enlighten our intelligence in understanding psychological, philosophical, economical, historical, civility, arts along with cause and effects in order to grasp the bigger picture of the temporal and spiritual worlds living side by side and intersecting with one another.
“Popular government could only be predicated on popular education.” (3)
A free government could only be forged, maintained and preserved by the model of education attached and committed to arming its citizens against tyranny and feudalism that our Founding Fathers broke away from in order to establish a more perfect union. The principles of liberty would need to be taught in all the schools in order to create the environment of the radical idea of responsibility, freedom and self-governance to be the source and seed of the continuity, cohesion, durability and persistence of generations upon generations of children to adults to be involved in self-government.
As the people and institutions grew, evolved and replaced the old paradigm in knowledge and desire to defend the radical, wild and life changing ideas to be normal, acceptable, and sensible as they became popular. They would need to be loved and lived by in order to grow in their mental, physical, financial, and spiritual capacities that can only happen with the right substance and in the right incubator and dwelling of the Spirit of 76.
“The principles outlined in the Declaration of Independence promised to lead America—and other nations on the globe—into a new era of freedom. The revolution begun by Americans on July 4, 1776, would never end. It would inspire all peoples living under the burden of oppression and ignorance to open their eyes to the rights of mankind, to overturn the power of tyrants, and to declare the triumph of equality over inequality.” (7)
Our schooling system’s substance, elements and materials as in education, needs to be focused and disseminated for liberty and even to “develop the spiritual nature.”
“In addition to this, the very conception of the value and responsibility of the individual, which made him worthy to be entrusted with this high estate, required that he should be furnished the opportunity to develop the spiritual nature, with which he was endowed, through adequate education.” (3)
The Spirit of 76 intersected several ideas at the same time to develop a new doctrine and rule-sets.
“With the American Revolution came a new rationale for basic literacy, and a new aim. Whereas the revolution of Luther and Calvin had provided a theological justification for reading, the revolution of Washington and Adams provided a civic one. Now children needed to read to be good Protestants but also to be good citizens to free themselves from the tyranny of popes as well as kings.” (8)
When Alexis de Tocqueville toured America in the early 1830’s, he discovered and determined the rugged, self-educated, and self-governance people through out America and his comparison to those in backcountry was surprising and encouraging as he compared American’s quantity and quality of “intellectual activity” to even surpassing his own countrymen in France. He contributes this knowledge and wisdom to the “Bible, an axe, and some newspapers.”
“At the extreme borders of the confederated States, the confines of society and wilderness, a population of bold adventurers have taken up their abode, who pierce the solitudes of the American woods. . . . As soon as the pioneer reaches the place he fells a few trees and builds a log house. Nothing can offer a more miserable aspect than these isolated dwellings. . . . Yet no sort of comparison can be drawn between the pioneer and the dwelling that shelters him. Everything about him is primitive and wild, but he is himself the result of the labor and experience of eighteen centuries. He wears the dress and speaks the language of cities, he is acquainted with the past, curious about the future, and ready for argument about the present; he is, in short, a highly civilized being, who consents for a time to inhabit the backwoods, and who penetrates into the wilds of the New World with the Bible, an axe, and some newspapers. It is difficult to imagine the incredible rapidity with which thought circulates in the midst of these deserts (wilderness). I do not think that so much intellectual activity exists in the most enlightened and populous districts of France.” (9)
Our children will turn out to be adults and will take a turn at being a parent, being a citizen in society and even some will be civil servants and work for government and fewer will be elected to represent the people at various levels in government. They will need the light of liberty in their hearts and minds as “future guardians of the liberties of the country” (10) to guide their footsteps to tread lightly in the art and “science of government”. (10)
“An enlightened people, who have once attained the blessings of a free government, can never be enslaved until they abandon virtue and relinquish science.” (11)
“The best math you can learn is how to calculate the future cost of current decisions.” (12)
What our children consume in their malleable minds and age, they will believe and take to the grave with them. As parents and Americans we need to understand the ideology that is being spoon fed to our children. We need to look at the substance and the nutrients they are or are not receiving as these ideas shape and mold the current individuals, families, communities and nations for future generations.
“The true test of civilization is, not the census, nor the size of the cities, nor the crops – no, but the kind of man the country turns out.” (13)
Let’s fast forward to our present situation and what is being taught in the United States schools and being passed off as education, as it is part of a national criminal monopolistic, indoctrination and misinformation taking place against our country and its foundational roots. (20)
It has gradually, over time turned children into adults and in turn turned them into domestic enemies to their own constitution and country. As they are unfamiliar with the concepts and the purpose of the US Constitution and Declaration of Independence as our society in school and parents have not done a sufficient job in truly educating our children to why we still need the protection inserted into these documents.
“Nobody is going to risk very much to save an instrument which he does not understand.” (14)
I would ask a question, how many parents and citizens have stepped into the classroom lately? Until recently, I can say I was in the classroom for the last 5 years. The picture below is a great illustration of exactly what was being drilled into our children’s minds on a daily basis. I’ve been there in person and have been fully aware and conscious of the materials being sold to parents and children as education. I will tell you, it was indoctrination.
I can assure you it was not teaching our children critical thinking skills, it was indoctrination. Our children are being spoon fed what to think to make it easier for the Ruling classes to plunder, manipulate, lie and put us into bondage by being subservient to everything the government and corporations merged (which is the true definition of Fascism and Corporatism) along with Non-government organizations telling us what it means to be good global citizens.
It is like baking a cake using a recipe or mixing different chemicals to get a variety of chemistry results. As the ingredients are mixed together, we ask, what kind of by-product, fabrication, outcome and legacy are we producing in the current public school system?
This un-American, dumbing down attitude and poising at the well, is being institutionalized, standardized and regularized (Revisiting John Taylor Gatto: “How public education cripples our kids, and why” & What Kind of Man Is Our Country Turning Out? Part 1 & Part 2)
“A false conclusion once arrived at and widely accepted is not easily dislodged; and the less it is understood, the more tenaciously it is held.” (16)
The recipe and ingredients have been changed and tampered with over time to produce a different man from Liberty leanings, to one that is content with bondage from our so-called education system. Once these imitations and fraudulent ideas have been accepted and institutionalized, it will be harder to dislodge as a child has grown into a man.
“It is easier to build strong children than to repair broken men.” (17)
We are what we consume, whether it be television, movies, video games or books. What are we consuming? Are we consuming intelligence, entertainment or garbage. In the schooling system, our children are consuming garbage in the sense of un-American ideas and ideology. There’s a saying, garbage in garbage out, as in “having inferior or incorrect materials, information, instructions, etc., at the beginning of a process,” as it “will yield inferior or incorrect results.”
It surprises me, that we want the finest for our kids, but we are conditioned to believe the current educational ideology is what it best for our children. As we compare early America to modern America, it is far from it, but yet, we value and treasure our kids, but we haven’t realized we have turned our kids over to the enemy.
In April 1983, the National Commission on Excellence in Education wrote:
“If an unfriendly foreign power had attempted to impose on America the mediocre educational performance that exists today, we might well have viewed it as an act of war. As it stands, we have allowed this to happen to ourselves.” (18)
A human being who has not been taught to think and dumbed down, clearly is a welcoming sight to authoritarians, oligarchs, ruling class and tyrants reviving and restoring their slave and feudal system. Because the citizen can’t think for themselves, they give up their power to be ruled by government. Good-bye self-governance, which is the fundamental point of freedom and liberty.
We start to slide toward and travel head long into tyranny and feudalism once more.
“The history of liberty is a history of the limitations of governmental power not the increase of it.” (19)
The current school system is being held up by greed from multiple angles along with cognitive dissonance, apathy, indifference and conpiring men and women. Their end result for our children is not to become independent, but dependents on a coalition of groups and government bureaucrats, political class, and an “. . . overreaching federal government, out-of-control security state, a weaponized media, and corporate and social media titans.“ (20) All this to revise Tyranny and Feudalism. (21)
“The end result is to make our children and those educated under this influence to make them unfit to govern themselves.” (22)
If an adult can’t be responsible and “govern themselves” they will become dependent on the state to take care of them and provide for them from cradle to grave.
If people are able to govern themselves and be responsible, then government is not really needed and isn’t really a factor in our lives.
“True law enforcement depends on the policing of one’s self. If the sentry of self fails, there are simply not enough other policemen to restrain those who will not restrain themselves, and beating the system will become the system.” (23)
Government can’t grow if people are responsible and self-governing, which was one of tge converging radical ideas of the Declaration of Independence that was later accepted and now in modern America it has grown unpopular and has been taught out of existence. We have become Liberal (Revolutionary) America. (24)
The coalition of organizations and governments, are controlling the Class (Part 1 & Part 2) and Culture Warfare (Part 1, Part 2, Part 3, & Part 4). They have accessed, inserted and control the school system and the flow of data which is sold to us as education. They want our children to be dumbed down.
They want them to be dependent on the state. That’s the goal of the whole thing. So they will repackage, rename, rebrand the same old thing over and over again. It is intentionally going downhill. We have to grasp this. It is purposeful.” (22)
(2) Defending Utah
(3) The Heritage Guide To The Constitution, Fully Revised Second Edition
(4) Frank Herbert
(6) Spirit of 76
(7) Inside American Education
(8) Religious Literacy
(9) Democracy in America by Alexis de Tocqueville
(11) View of the Constitution by St. George Tucker
(12) J.J. Watt
(13) Ralph Waldo Emerson
(14) Prophets, Principles and National Survival by Mark E. Petersen
(16) Georg Cantor, German mathematician (1845-1918)
(17) Frederick Douglass
(18) Is Public Education Necessary?
(19) Woodrow Wilson
(20) Michael T. Flynn, LTG, U.S. Army, (Retired) and Boone Cutler, SGT, U.S. Army, (Retired); What is the Biggest Threat to America? and Why Americans need to know about 5th Generational Warfare
(23) Neal A. Maxwell