Deliberate Dumbing Down of America Public Education

443 fundamental support, the above federally funded and conceived plans should answer them. Together We Can brings together national and international plans for socializing all services to our citizenry. One example is the International Year of the Child proposals which originated in 1979 and are hereby funded, formatted, and fulfilled in Together We Can ’s “how-to” instruction manual. These are the processes necessary to create the “perfect human resource”—the global worker. President Nixon vetoed the child and family legislation encompassing all of the above activities (the Humphrey-Hawkins Child and Family Services Act ) in the mid–1970s, calling it the most socialistic legislation he had ever seen. The New York Times carried an article by Edward B. Fiske entitled “Early Schooling Is Now the Rage” in its April 13, 1986 issue which explained: Mr. Nixon not only vetoed the bill (Humphrey-Hawkins] but also fired off a scathing mes sage to Congress, proclaiming that he would have no part in the “Sovietizing” of American Society. “Good public policy requires that we enhance rather than diminish both parental authority and parental involvement with children.” This comprehensive program links almost every entry in this book, from cradle to grave. None of this could have been accomplished without the use of behaviorist methods and change agent tactics carefully documented in this book. Americans would not have willingly turned over decision making in these areas unless manipulated into doing so; no one ever voted to conduct our government in this manner. The Montgomery County Blueprint of 1946—fifty-plus years ago—spelled out this approach. In the Blueprint Paul Mort pointed out that it takes fifty years to accomplish “systems change.” He was right on target.] I N HIS J ANUARY 1999 S TATE OF THE U NION SPEECH BEFORE THE 106 TH C ONGRESS , P RESI dent Bill Clinton referred to his “100,000 new cops” legislation and funding. Possible uses for these new “police resources” might be found in information regarding Community-Oriented Policing (COP) training available through agreements between local police departments and the U.S. Department of Justice, Bureau of Justice Assistance (BJA). The following excerpt is taken from Community-Oriented Police (COP) materials published through the auspices of the U.S. Department of Justice: The Noxious Nineties : c. 1999 • Shift in philosophy about police duties vs. community responsibilities to a team concept of total quality management of the community. Reidentifying police role as a facilitator in the community. • Leaders of the community (law enforcement, government, business, education, health, civic, non-profit, medical, religious, etc.) collaborating to identify problems in the community, what the significant impact on people will be, and suggesting solutions to those problems • Identifying common ground, where all factions of a community can work together for the common good of the community in a broader problem-solving approach. Forming a partnership between police and the rest of the community where each is accountable to each other and the community as a whole. • Raising community awareness of programs and functions of community agencies COMMUNITY POLICING WHAT IS IT?