John Taylor Gatto
“Our form of compulsory schooling is an invention of the State of Massachusetts around 1850. It was resisted — sometimes with guns — by an estimated eighty percent of the Massachusetts population, the last outpost in Barnstable on Cape Cod not surrendering its children until the 1880s, when the area was seized by militia and children marched to school under guard.” – John Taylor Gatto, Dumbing Us Down: The Hidden Curriculum of Compulsory Schooling.
A REVIEW OF EVENTS THAT TOOK AWAY YOUR GOD GIVEN RIGHTS:
* 1861 – Congress was adjourned Sine Die (means without assigning a day for a further meeting), and Lincoln could not legally reconvene Congress.
* 1863 – Leiber Code was established giving the government the ability to take away your property and your rights and putting the country under Military Rule.
* 1867 – The 14th amendment was added to the US Constitution but was never ratified by Constitutional Congress or presented to the President to be signed into law. This law made Whites and Blacks slaves as stated by President Johnson.
* June 30, 1868 – Governor Worth was removed from office because he opposed Reconstruction Acts, the 14th amendment and Military Rule.
* March 9, 1933 – The US Person/Citizen was added to the TWEA (Trading With the Enemy Act) Making them Enemy Combatants.
* April 5, 1933 – Executive Order 6102 was given to make it illegal for a US Citizen to own Gold.
* April 17, 1933 – Senate Doc 43 said it does not matter how we pay for things because the State owns everything anyway.
* 1948 – Title 18 was never lawfully passed by Congress or Senate making Title 18 null and void.
A BRIEF HISTORICAL SKETCH OF THE ORIGINS OF EMERGENCY POWERS NOW IN FORCE:
A majority of the people of the United States have lived all of their lives under emergency rule. For 40 years, freedoms and governmental procedures guaranteed by the Constitution have, in varying degrees, been abridged by laws brought into force by states of national emergency. The problem of how a Constitutional democracy reacts to great crises, however far antedates the Great Depression. As a philosophical issue, its origins reach back to the Greek city-states and the Roman Republic. And, in the United States, actions taken by the government in times of great crisis have-from, at least, the Civil War-in important ways, shaped the present phenomenon of a permanent state of national emergency.
How do we know these events effect the American people today?
1. Downes V. Bidwell, 182 U.S. 244 (1901). Dissenting opinion of Justice Marshall Harlan. “Two national governments exist, one to be maintained under the Constitution, with all it’s restrictions, the other to be maintained by Congress outside and independently of that instrument.” (This is what we see operating in D.C. today.)
2. Senate Report 93-549 states, “The United States has been under dictatorial control since March 9, 1933.”
March 2, 1867:
Faced with ratification failure, Congress passed over President Johnson’s vetoes three “Reconstruction Acts from March 2, 1867 through July 19, 1867 declaring the southern State governments to be illegal. Following are excerpts of President Andrew Johnson’s veto message to Congress regarding it’s first Reconstruction Act.
“The Military is being used to coerce the people into adopting principles and measures that they are opposed to, and which they have an undeniable right to exercise their own judgment.”
“The bill is without precedent and without authority, in palpable conflict with the Constitution, and utterly destructive to those principles of liberty and humanity for which our ancestors on both sides of the Atlantic have shed so much blood and expended so much treasure.”
“The purpose and object of the bill is to change the entire structure and character of the State governments and to compel them by force to the adoption of organic laws [14th amendment], and regulations, which they are unwilling to accept if left to themselves. If they do not form a Constitution with prescribed articles in it and afterwards elect a legislature, which will act upon certain measures in a prescribed way [subjugation], neither blacks nor whites can be relieved from the slavery, which the bill imposes upon them.”
Epilogue:
“Schools teach exactly what they are intended to teach and they do it well: how to be a good Egyptian and remain in your place in the pyramid.” – John Taylor Gatto, Dumbing Us Down: The Hidden Curriculum of Compulsory Schooling.
Contributed by Louis Turner
November 20, 2018