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These two bills (H3201 & H3863) build upon a few dangerous actions to which people, over time, have become accustomed and even reliant upon. These bills might initially appear to deal with two separate topics, but they follow a similar agenda and clearly are correlated.
A couple tips for reading all bills and codified law:
Change agents have been working for decades to slowly infiltrate our lives with new values, use sophisticated techniques for thought and mind control, engage in the selective presentation of facts, truth, reality, and fundamentally alter our society and culture through all forms of media, government action, medical “science,” and educational initiatives. THEY PLAY THE LONG GAME.
Because of this “slow-paced legislative creep” it is essential that those participating in law-making look ahead (and review what is behind) to recognize trends and ferret out the “UNINTENDED CONSEQUENCES” that are being successfully achieved. We don’t live in a world of quick fixes. We didn’t get to this place of crisis management overnight. We must not think the kinds of laws so gleefully and deceitfully foisted on our society are truly designed to do anything but foster an agenda whose outcome will not be safe, healthy, or leave us where we thought we were going.
If legislators refuse to recognize the long game and cannot envision the unintended consequences, here are a few questions to consider and apply when passing laws like H3201 and H3863:
Public Schools Are Publicly Funded:
Should They Also Be State Run and Controlled BY STATE AND FEDERAL LAW?
For most of history, education was not under the control of the State. In the past few decades, education in America has increasingly moved toward a system of education that is completely under State control. The first big step was compulsory attendance law, first passed in 1852 in Massachusetts. The latest big step for state control has now been taken through school choice legislation. The merits of state-level education legislation may be debated or defended. However, the reality today is that goals and outcomes are designed to put total control of education under the government’s scope and power. Parental rights, educational freedom, and true choice in the education and upbringing of children have effectively disappeared, despite the irrationality of most of those who think they can somehow avoid the influence of the massive work of social and cultural change agents. Lip service laws purporting to address and protect these basic human rights and needs will not bring them back.
In the United States, government law and funding, originally at the state level, often was justified (if unconstitutional at least at the federal level) by citing “general welfare” guidelines or a responsibility of the states. However, Title 59 of the SC Code of Law goes far beyond the State as simply a financial crutch for schools and indoctrination.
We are now settled firmly at the point where public funding is accompanied by statutory law regarding almost every detail of how any education effort will be conducted. It is only a matter of time before ALL schools and ALL home education settings will be forced to follow more and more stringent government rules. The Department of Education at the state level does not only provide guidance, it dictates the best practices (or not), curricula choices, logistical rules, data collection, maintenance, and far more. The DOE sets regulations and standards with the force of statutory law behind them. These bills expand government’s ability to control and standardize our children’s lives.
It is perhaps worth contemplating the unintended consequences of these two bills as they both rely heavily on technology as the basis for learning and the source of information and job preparation. While most people happily follow the siren song of easy living heard from tech promoters, we must protect our humanity and resist the power of technology to define our existence.
Have We Abandoned Real Diversity?
One of the most stunning examples of real diversity anywhere is the uniqueness of every single human being. Our schools and our government initiatives and laws are stamping out those differences and uniqueness. A full discussion of this requires a separate article. However, if the future is not to be controlled completely by a small, elite group of powerful people, it is imperative that parents, taxpayers, citizens, and even our youth find alternatives to the great social experiment of universal government control of education. It has failed to improve humanity.
The implications of technology (think Neurolink) should concern every human being who wants to remain human. STEM and technology skills may serve a highly practical consideration—adult employment, but at what cost to our personal identity and natural development?
What Is Now the Purpose of Public Education?
As alluded to already, education is being redirected away from a natural and healthy focus, honesty, and a reality-based assessment of each child and his or her inborn potential and reasonable life expectations. Education is now a means to use any methods necessary to shape the world in which future generations will live and the people that will inhabit that world. It is well past time for some meaningful resistance.
Education is no longer a means to balance natural childhood experiences with the opportunity for learning about and exploring the world in which each person lives. In the past, the end result of education was ideally to provide each child with the knowledge, cognitive development, skills, social values, and other nurturing to enable each individual to use his or her abilities to become an adult, ready to meet life’s demands to the best of his or her ability.
Today education is becoming a factory for producing specific clones to meet specific needs for trained workers. This is obvious by the increasing involvement with corporations and businesses in the schools. Less and less opportunity is available on an individual basis for young people to know their own capabilities and limitations. The end goal is workers, products created by the education factories forcing compliance in every setting within desired parameters.
Conclusion
Over the past fifty-five years, this author has watched an incredible metamorphosis in education. Careful molding of the minds and temperaments of the modern populace over those decades has led to the acceptance of practices that would have been unthinkable not long ago. It is time to preserve and protect whatever vestiges of individuality and humanity we can still save. That will never happen if people continue to accept that government has taken over control of education and will serve its own interests and the goals of its partners, not the people for whom the government and its partners should exist.
A brief historical perspective based on major United States education law may be enlightening. From a legislative perspective, the first major intervention by government into education in the United States was initiated in1852 with the passing of the first compulsory attendance education law in Massachusetts. The consequences of this action have irrevocably changed child-rearing practices, family dynamics, educational freedom, and inserted massive government control into every person’s life.
We have passed the tipping point. Educational freedom has waned; perhaps, for all intents and purposes it has been effectively eliminated. We now see increasing and massive intervention and control of government power over every aspect of education in our country. The process has been just slow enough for it to have continued almost without opposition. Even today’s “alternative” educational options are conducted well within parameters allowed and defined by the State.
In addition, our modern education system bears little resemblance to how children were raised and learned what they needed to know prior to the final nail in the coffin of educational opportunity in 1918, at which time all existing states had adopted a compulsory attendance law. Since that time such laws have been a foundational part of every state’s Code of Law. Acquiring life skills, learning basic and essential information, and developing creative, independent thinking was dynamic and based on many factors until the State stepped in. Many of those factors have become dormant or have disappeared. It is time for things to change.
Disclaimer: The views expressed in this article are those of the author and do not constitute legal or professional advice. ConservaTruth assumes no liability for any actions taken based on this content. Read more.
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