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‘Limited Government’: BASIC education to end 1% US War Crimes, initiate arrests

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1-minute video: Law professor, Jonathan Turley: “US presidents becoming the very danger the Constitution was designed to avoid: unchecked authority.”

American school children learn “limited government” is an idea basic and central for any people to live free from dictatorial government. Limited government means:

In contrast, absence of limited government means government is unlimited; that is, with powers of whatever is dictated (literally said) whenever said. Government without limits is therefore a dictatorship.

George Washington emphasized public education of this central idea for freedom in the cumulating message of his 45 years of service to his nation with his Farewell Address, an open letter to the American public. Please give George two minutes of your attention:

“All obstructions to the execution of the laws, all combinations and associations, under whatever plausible character, with the real design to direct, control, counteract, or awe the regular deliberation and action of the constituted authorities, are destructive of this fundamental principle, and of fatal tendency. They serve to organize faction, to give it an artificial and extraordinary force; to put, in the place of the delegated will of the nation the will of a party, often a small but artful and enterprising minority of the community; and, according to the alternate triumphs of different parties, to make the public administration the mirror of the ill-concerted and incongruous projects of faction, rather than the organ of consistent and wholesome plans digested by common counsels and modified by mutual interests.

However combinations or associations of the above description may now and then answer popular ends, they are likely, in the course of time and things, to become potent engines, by which cunning, ambitious, and unprincipled men will be enabled to subvert the power of the people and to usurp for themselves the reins of government, destroying afterwards the very engines which have lifted them to unjust dominion…

In offering to you, my countrymen, these counsels of an old and affectionate friend, I dare not hope they will make the strong and lasting impression I could wish; that they will control the usual current of the passions, or prevent our nation from running the course which has hitherto marked the destiny of nations. But, if I may even flatter myself that they may be productive of some partial benefit, some occasional good; that they may now and then recur to moderate the fury of party spirit, to warn against the mischiefs of foreign intrigue, to guard against the impostures of pretended patriotism; this hope will be a full recompense for the solicitude for your welfare, by which they have been dictated.”

George’s admonition of “impostures of pretended patriotism” to “direct, control, counteract, or awe the regular deliberation and action of the constituted authorities” is present in US and developed nations’ tragic-comic “Big Lie” crimes centered in:

As the first links on unlawful war explain and document the conservatively uncontested history, a nation’s armed attack upon another nation is unlawful in all cases except in self-defense from an attack by that nation’s government (or imminent threat). This is similar to self-defense law for you and me on the street: physical attack is unlawful in all cases except in self-defense from attack or imminent threat. The current US armed attacks fail to meet this lawful requirement.

Teachers would fail a student on a question who couldn’t recognize armed attacks beyond the limit of clearly defined “self-defense” is not limited government, but an act of unlimited government, illegal, and would result in calls for arrests from all with Oaths to uphold the nation’s constitution.

School children in California are taught “limited government” in grades 5, 10, 11, and 12.* For example, the context of 11th grade US History (page 150):

“By the end of grade eleven, students should see the relevance of history to their daily lives and understand how the ideas and events of the past shape the institutions and debates of contemporary America. Living in a free society is a precious inheritance; it should not be taken for granted. Students should recognize that our democratic political system depends on them—as educated citizens—to survive and prosper.”

Indeed, “limited government” seems central to all social science education in introduction to California teachers:

“As educators in the field of history–social science, we want our students to perceive the complexity of social, economic, and political problems. We want them to have the ability to differentiate between what is important and what is unimportant. We want them to know their rights and responsibilities as American citizens. We want them to understand the meaning of the Constitution as a social contract that defines our democratic government and guarantees our individual rights. We want them to respect the right of others to differ with them. We want them to take an active role as citizens and to know how to work for change in a democratic society. We want them to understand the value, the importance, and the fragility of democratic institutions. We want them to realize that only a small fraction of the world’s population (now or in the past) has been fortunate enough to live under a democratic form of government, and we want them to understand the conditions that encourage democracy to prosper. We want them to develop a keen sense of ethics and citizenship. And we want them to care deeply about the quality of life in their community, their nation, and their world.” - Introduction, page 2.

The solutions to the problem of unlimited government in war, money, and media are obvious:

  1. Stop the war-murders and arrest the War Criminals.
  2. Enact monetary and credit reform to end public debt, have full-employment, and create the best infrastructure we can imagine.
  3. Arrest corporate media liars and communicate comprehensive facts.

Victory will happen in an “Emperor’s new clothes” moment as those of us writing and reading in alternative media continue real leadership by pointing-out the OBVIOUS.

*California Department of Education: History-Social Science Framework for California Public Schools. References to “limited government”: Sociopolitical Literacy (a “must”; pg. 19), Grade Five US History (pg. 74, 5.8:4), “recognize the danger of concentrating unlimited power in the hands of the central government.” Grade Ten World History (pg. 129), Grade Eleven US History (pg. 140, 150, 11.1), Grade Twelve US Government (pg. 164, 12.1:4) “(Students shall) explain how the Founding Fathers’ realistic view of human nature led directly to the establishment of a constitutional system that limited the power of the governors and the governed as articulated in the Federalist Papers.”

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