| Topic: |
Religions > Atheism |
| User: |
"" |
| Date: |
31 Oct 2003 12:12:18 PM |
| Object: |
Re: vice laws & government schools are unconstitutional |
"rex" <rexy@ij.net> wrote:
:| A federal court has been asked to dismiss drug charges on the grounds
:|that defendants cannot receive fair trials in drug cases because jurors were
:|educated in government schools and cannot be impartial. The motion argues
:|that government schools are unconstitutional, and that the First Amendment
:|should be enlarged to prohibit educational as well as religious
:|establishments. The motion is available at http://rexcurry.net.
:| The motion in federal court argues that defendants do not receive fair
:|trials because government schools propagandize jurors to do as the
:|government says. More specifically, government schools tell jurors to
:|support vice laws against peaceful adults, and keep jurors ignorant of jury
:|nullification and the ways in which jurors can reject bad laws that violate
:|individual rights.
:| When the U.S. Constitution was written, most people received private
:|educations, and government schools, if they existed at all, were rare and
:|did not predominate as they do today.
:| If the authors of the Constitution had foreseen the government's modern
:|education monstrosity then the authors would have explicitly banned
:|government schools just as they banned government churches in the First
:|Amendment.
Short General History of The Federal Government and Education
http://members.tripod.com/~candst/educ.htm
*****************************************
NORTHWEST ORDINANCE
#1
From:
Newsgroups:
misc.education,alt.religion.christian,alt.society.conservatism,alt.atheism
Subject: edu.govt.taxes, Northwest Ordinance
Date: Tue, 20 Mar 2001 14:44:26 -0500
http://groups.google.com/groups?selm=nocfbtcbrfo9aaecg0pdf6r4ie3a4df6ul%404ax.com&output=gplain
#2
http://groups.google.com/groups?selm=socfbtk6h334p28lm2aii0jt24tt3chta0%404ax.com&output=gplain
#3
http://groups.google.com/groups?selm=3vcfbtsljmeek2qcm383kke4j8vj7se94j%404ax.com&output=gplain
#4
http://groups.google.com/groups?selm=frhhbt42tqjjdo4sv20ei6urjij5lpis2s%404ax.com&output=gplain
#5
http://groups.google.com/groups?selm=7mhhbtc0l7hck7g66g745cnbsl368r96qr%404ax.com&output=gplain
#6
http://groups.google.com/groups?selm=5hhhbt0fujrmop7mh730ilddh8131dd1s6%404ax.com&output=gplain
#7
http://groups.google.com/groups?selm=9shhbto5pf9pcpbi6bu5v1243605nqiiab%404ax.com&output=gplain
#8
http://groups.google.com/groups?selm=2qhhbt4iguic35ar3oklais4aqb0c5q1hu%404ax.com&output=gplain
#9
http://groups.google.com/groups?selm=felhbt85trl40j1ih8u3pr8lgb0n3o926c%404ax.com&output=gplain
*****************************************
R. FREEMAN BUTTS
#1
Subject: religion/education/taxes/early America
Date: Tue, 20 Mar 2001 14:06:45 -0500
http://groups.google.com/groups?selm=kgafbtk11st0c1k23iho575mg5sa94c3l9%404ax.com&output=gplain
#2
http://groups.google.com/groups?selm=ngafbtougmt58uuai57qpt0guiv93k1gn5%404ax.com&output=gplain
#3
http://groups.google.com/groups?selm=qgafbt8dduj6sq5dt7bmk5cm6i4dm8aqup%404ax.com&output=gplain
#4
http://groups.google.com/groups?selm=sgafbtc3v817rohpdhj4kmai7k2n3joq9b%404ax.com&output=gplain
#5
http://groups.google.com/groups?selm=vgafbts092n46vq3f2cc6vbq8f78tgbe70%404ax.com&output=gplain
#6
http://groups.google.com/groups?selm=1hafbt0cuhno58j7u9vpcuape484a13bgi%404ax.com&output=gplain
#7
http://groups.google.com/groups?selm=4hafbto1mpqjkrep27kmqrqk3ics9v8rm6%404ax.com&output=gplain
#8
http://groups.google.com/groups?selm=6hafbt0tts24bp5n32j8avujet2rdjf50o%404ax.com&output=gplain
#9
http://groups.google.com/groups?selm=8hafbt4rsugsud0vr9tcnh12au336mvl49%404ax.com&output=gplain
#10
http://groups.google.com/groups?selm=bhafbtc0pbvpseo1f9rlfc0buau5gn5qvv%404ax.com&output=gplain
#11
http://groups.google.com/groups?selm=lhafbt8ia91amju98poe52a609lnaj4che%404ax.com&output=g
*****************************************
Historical Data Against "Vouchers"
http://members.tripod.com/~candst/vouchist.htm
Vouchers: Our Position
http://members.tripod.com/~candst/vouposit.htm
Study Guide for Vouchers
http://members.tripod.com/~candst/studygd4.htm
*****************************************
Just a few of those favoring common schools or public education:
Thomas Jefferson
79. A Bill for the More General Diffusion of Knowledge (1778)
http://members.tripod.com/~candst/jefflaw1.htm
80. A Bill for Amending the Constitution of the College of William and
Mary, and Substituting More Certain Revenues for Its Support (1779)
http://members.tripod.com/~candst/jefflaw2.htm
81. A Bill for Establishing a Public Library (1779)
http://members.tripod.com/~candst/jefflaw3.htm
Thomas Jefferson supported Bible reading in school; this is proven by his
service as the first president of the Washington, D.C. public schools,
which used the Bible and Watt's Hymns as textbooks for reading.
http://members.tripod.com/~candst/tnppage/arg6.htm
Another Jefferson Quote Debunked
http://members.tripod.com/~candst/jefschl1.htm
Jefferson, Religion, and the Public Schools.
http://members.tripod.com/~candst/tnppage/jeffschl.htm
Geo Washington
James Madison
1786
BENJAMIN RUSH: On the Need for General Education
BENJAMIN RUSH: A Plan for the Establishment of Public Schools
1787
BENJAMIN RUSH: A Plan for the Establishment of Public Schools
BENJAMIN RUSH: A Plan for the Establishment of Public Schools
1788
Benjamin Rush: PLAN OF A FEDERAL UNIVERSITY
1790
Noah Webster: THE EDUCATION OF THE YOUTH OF AMERICA
1796
The Objects Proper to Liberal Education by Samuel Harrison Smith.
George Washington: A National University. December 7, 1796
1801
Fisher Ames: School Books
.
|
|
| User: "Info Junkie" |
|
| Title: Re: vice laws & government schools are unconstitutional |
03 Nov 2003 07:34:19 PM |
|
|
On Mon, 03 Nov 2003 08:04:11 -0500, wrote:
bondrock@ifx.net (Info Junkie) wrote:
:|On Sun, 02 Nov 2003 10:45:18 -0500, wrote:
:|
:|>bondrock@ifx.net (Info Junkie) wrote:
:|>
:|>>:|On Sat, 01 Nov 2003 14:09:54 -0500, wrote:
:|>>:|
:|>>:|>bondrock@ifx.net (Info Junkie) wrote:
:|>>:|>
:|>>:|>>:|"snip" much of same ole baloney that jailson alias "buckeye" has "skewed" in the
:|>>:|>>:|past., and refused to answer questions about, preferring instead to "bury" the
:|>>:|>>:|opposition again and again with long posts that may be equated to spam.
:|>>:|>>:|
:|>>:|>>:|Yet one may also provide that which debunks his "evidence", not by "skewing" the
:|>>:|>>:|"spirit and intent" of the issue under discussion, but from the facts
:|>>:|>>:|themselves, despite his attempt to "bury" his opposition with that which may be
:|>>:|>>:|equated to spam.
:|>>:|>>:|
:|>>:|>>:|Any reference to religion in his posts are not part of this discussion, nor has
:|>>:|>>:|anyone in these threads (as this is posted), stated nor implied as much (except
:|>>:|>>:|by jailson alias "buckeye"). All of his references to religion may be dispensed
:|>>:|>>:|with as irrelevent.
:|>>:|>>:|
:|>>:|>>:|"Favoring" education, and usage of the Northwest Ordinance (voided when the
:|>>:|>>:|Constitution was passed)
:|>>:|>
:|>>:|>BZZZZTTTTTT--- False try again next week. Credibility hit #1
:|>>:|
:|>>:|False? It is your credibility that has taken a "hit, as you have not once shown
:|>>:|how the Northwest Ordinance, under the US Constitution, provides authorization
:|>>:|to use federal taxpayer monies to fund public education in all STATEs.
:|>>:|Territories and the District of Columbia are NOT States.
:|>
:|>In case it missed your notice you had said
:|>
:|>"Favoring" education, and usage of the Northwest Ordinance (voided when the
:|>Constitution was passed)
:|>
:|>The Northwest Ordinance was not voided when the Constitution was passed
:|
:|>In this act, the First Congress adopted as its own the Northwest Ordinance
:|>of 1787, . . .
:|>Northwest Territory Bill [HR-14] July 21, 1789
:|>http://www.gwu.edu/~ffcp/exhibit/p10/p10_2.html
:|
:|Hmmm...which means the Northwest Ordinance of 1787 WAS "void" once the US
:|Constitution was passed...it it was still valid, why would the Frist Congress
:|pass a NEW law? Regardless, it STILL refers to Territories and not States.
The formula contained in the land ordinances of 1784. 1785, 1787 and
finally as passed again under the authority of the Constitution in 1789,
and basically as the Northwest Ordinance, for transformation of a territory
to statehood remained the pattern.
And yet, you've once again attempt to avoid answering a question posed to you:
So once again: (second request)
What should be the legal application for statehood of say, Puerto Rico, US
Virgin Islands. American Samoa. Northern Mariana Islands, the Northwest
Ordinance of 1787, , the Northwest Territory Bil of 1789 or the US Constitution
Art. IV, Sect. 3, Clause 2?
In addition, you avoided proving that the Northwest Ordinance of 1787 or even
the *new* Northwest Territory Bil of 1789 provided Congress with the authority
to use federal taxpayer monies to fund public education in States....Territories
yes, but not States.
A "formula" is not an "enumerated power" that has given Congress the authority
to impose upon the States usage of federal taxpayer monies to fund public
education in all states, territories yes, but not states. THAT is what "you seem
unable to understand or grasp", but I suspect you truely know this, and are
unwilling or incapable of admitting you've erred.
"snip" yet ANOTHER "cut-and-paste" posting of that previously shown as debunked
or irrelevent.
.
|
|
|
| User: "" |
|
| Title: Re: vice laws & government schools are unconstitutional |
15 Nov 2003 08:02:04 AM |
|
|
(Info Junkie) wrote:
:|
:|And yet, you've once again attempt to avoid answering a question posed to you:
:|
:|So once again: (second request)
:|What should be the legal application for statehood of say, Puerto Rico, US
:|Virgin Islands. American Samoa. Northern Mariana Islands, the Northwest
:|Ordinance of 1787, , the Northwest Territory Bil of 1789 or the US Constitution
:|Art. IV, Sect. 3, Clause 2?
:|
:|In addition, you avoided proving that the Northwest Ordinance of 1787 or even
:|the *new* Northwest Territory Bil of 1789 provided Congress with the authority
:|to use federal taxpayer monies to fund public education in States....Territories
:|yes, but not States.
:|
:|A "formula" is not an "enumerated power" that has given Congress the authority
:|to impose upon the States usage of federal taxpayer monies to fund public
:|education in all states, territories yes, but not states. THAT is what "you seem
:|unable to understand or grasp", but I suspect you truely know this, and are
:|unwilling or incapable of admitting you've erred.
COMBINATION OF NEW AND OLD MATERIAL
1784-85
Even before the federal constitution was ratified, the story
of the federal government's involvement with schools began with the
Ordinance of 1785, which was passed by the congress established under the
Articles of Confederation. The ordinance specified how property lines in
the western territory should "be measured with a chain ..." "There shall
be reserved the lot No. 16, of every township, for the maintenance of
public schools, within the said township." The intention of the framers was
that the land would be sold to settlers and the income from the sales would
be used to support the school.
SOURCE: Education for a Republic: Federal Influence on Public Schooling in
the Nations First Century, David Tyack and Thomas James.This Constitution
Our Enduring Legacy. American Political Science Association, American
Historical Association. Congressional Quarterly, Inc. (1986) p 148-155)
*****************************************
Thomas Jefferson, chairman of a committee of Congress, reported the
Land Ordinance of 1785. [This land ordinance was totally secular.] This
Ordinance provided for a rectangular survey of public lands and a division
into townships six miles square, each to consist of 36 sections of 640
acres each. Land offices were to be established at convenient points in the
West and lands sold in orderly progress at a price of not less than one
dollar an acre. Four sections of every township were to be set aside for
the United States government, and one section reserved for the maintenance
of public schools. This land system was modeled on that of New England,
with some features derived from the projected imperial land survey of 1774.
It looked forward to using the national domain as a source of revenue
rather than granting it free, or on easy terms, to settlers. And as no less
than one section could be sold, and $640 was too much for a pioneer farmer
to pay, private land companies did most of the land-office business for
many years. Although there were numerous changes in detail during the next
50 years, the Ordinance of 1785 remained the basis of American public land
policy until the Homestead Act of 1862.
The activities of private land companies finally forced Congress to
make provision for the political administration of its Western territory.
The most important of these land companies were promoted in New England
largely by officers of the Revolutionary army. In the summer of 3.787
General Rufus Putnam and the Reverend Manasseh Cutler appeared before
Congress requesting the sale of millions of acres of land north of the Ohio
river on highly favorable terms. The prospect of money for the impoverished
federal treasury attracted Congress, and the purchase was agreed upon at a
bargain price. The Ohio Company of Associates obtained 3..5 million acres
of land along the banks of the Ohio and Muskingum rivers at an average
price of less than nine cents an acre, reserving one section in each township for education and one for religious purposes. [The one reserved
for religious purposes was defweated in Congress.]
With this immediate prospect of settlement in the Ohio country,
Congress, then sitting in New York,' had to make some provision for
government. On 13 July 1787 a session of eighteen members representing only
eight states, passed the Northwest Ordinance, the most momentous act in the
Confederation's history. This enactment, largely the work of Nathan Dane
and Rufus King, bridged the gap between wilderness and statehood by
providing a system of limited self-government, the essence of which has
been repeated for all continental and most insular possessions of the
United States. The Northwest Territory was first organized as a single
district and ruled by a governor and judges appointed by Congress. When
this territory should contain 5000 free male inhabitants of voting age it
could elect a territorial legislature, with the status of a subordinate
colonial assembly, and send a non-voting delegate to Congress. No more than
five nor less than three states were to be formed out of the Northwest
Territory, and whenever any part had 60,000 free inhabitants it could be
admitted to the Union `on an equal footing with the original States in all
respects whatever.' Six `articles of compact between the original States
and the people and States in the said Territory' guaranteed the customary
civil rights and liberties, and declared `Religion, morality, and
knowledge, being necessary to good government and the happiness of mankind,
schools and the means of education shall forever be encouraged.' Further,
`There shall be neither slavery nor involuntary servitude in the said
territory . . . .
.. . . The Ordinance of 1787 is one of the great creative contributions of
America, for it showed how to get rid of friction in the relations of
colony to metropolis. The enlightened provisions of the Land Ordinance of
1785 and the Northwest Ordinance of 1787 laid permanent foundations for the
American territorial system and colonial policy, and enabled the United
States to expand westward to the Pacific, and from thirteen states with
relatively little trouble.
SOURCE: The Growth of the American Republic, Volume I, Samuel Eliot
Morrison. Henry Steele Commager, & William E. Leuchtenburg, Seventh
Edition, Oxford University Press, (1980) pp, 232- 33
*****************************************
1787
Two years later, the Confederation Congress passed the Ordinance of
1787. This measure went further than its predecessor by setting the rules
for governing the territory northwest of the Ohio River. The ordinance
stipulated a plan for a governor, general assembly, and courts for each
territory to be created from that immense wilderness. It established the
procedure whereby each might become a state. Between the existing states of
the Confederation and the new ones, the ordinance proclaimed a compact that
prohibited slavery and guaranteed religious freedom and basic legal rights
like those later embodied in the Bill of Rights. Laying down fundamental
conditions for building new states, the ordinance also included a sentence
asserting that "religion, morality and knowledge, being necessary to good
government and the happiness of mankind, schools and the means of education
shall forever be encouraged."
SOURCE: Education for a Republic: Federal Influence on Public Schooling in
the Nations First Century, David Tyack and Thomas James.This Constitution
Our Enduring Legacy. American Political Science Association, American
Historical Association. Congressional Quarterly, Inc. (1986) p 148-155)
*****************************************
The Northwest Ordinance
http://members.tripod.com/~candst/nwo1.htm
The Northwest Ordinance: Course of Debate
http://members.tripod.com/~candst/nwo1785.htm
*****************************************
On July 13, 1787, while the Federal Convention was drafting the
Constitution in Philadelphia, the Continental Congress in New York' enacted
an ordinance to govern territory that the states had ceded to the national
government. This document, most often referred to today as the Northwest
Ordinance set the pattern for territorial governance and state making that
was ultimately applied to thirty-one of the fifty states.(8)
(8). See James A. Curry et al., Constitutional Government: The American
Experience 81 (1989); see also Carter, supra note 4,. at 22 (noting that
the pattern applied to the Northwest Territory also applied largely to the
Southwest Territory and to the territories of Mississippi. Orleans.
Louisiani-Missouri, Alabama, Arkansas, and Florida); Eblen. supra note 5,
at 241 ("[I)ts provisions were to lay the foundation for the government of
the thirty-one public Lands states and Hawaii."). For the Southwest
Ordinance and other legislative progeny of the Northwest Ordinance, see
Frederick E. Hosen. Unfolding Westward in Treaty and Law: Land Documents in
United States History from the Appalachians to the Pacific, 1785-1934, a 45
(Southwest Ordinance) 59-80 (Mississippi Territorial Act), 84-.89 (Missouri
Territorial Act), 188-97 (Oregon Territorial Act), 197-203 (Minnesota
Territorial Act) (1988).
SOURCE:The Northwest Ordinance as a Constitutional Document, Denis P.
Duffey. Columbia Law Review, Vol 95, May 1995, No.4, p 929-30)
*****************************************
1789
In this act, the First Congress adopted as its own the Northwest Ordinance
of 1787, . . .
Northwest Territory Bill [HR-14] July 21, 1789
http://www.gwu.edu/~ffcp/exhibit/p10/p10_2.html
*****************************************
A Century of Lawmaking for a New Nation: U.S. Congressional Documents and
Debates, 1774-1875
TUESDAY JULY 21. PREVIOUS SECTION ..
Journal of the House of Representatives of the United States, 1789-1793
TUESDAY JULY 21.
An engrossed bill to provide for the government of the territory Northwest
of the river Ohio was read the third time.
Resolved, That the said bill do pass, and that the title be, "An act to
provide for the government of the territory Northwest of the river Ohio."
Ordered, That the Clerk of this House do carry the said bill to the Senate,
and desire their concurrence.
On motion,
Resolved, That Mr. Partridge and Mr. White be a committee, jointly, with
any committee which the Senate shall appoint, to examine the enrolled bill,
entitled "An act for establishing an Executive Department, to be
denominated the Department of Foreign Affairs," after it shall be signed by
the Speaker of this House, and the President of the Senate, to present the
same to the President of the United States for Iris approbation.
Page 64 | Page image (you actually want the previous page, page 63)
http://memory.loc.gov/cgi-bin/query/D?hlaw:4:./temp/~ammem_ND2g::#0010063
*****************************************
1796
PUBLIC LAND ACT OF 1796
Now that Jay's treaty and Wayne's victory had caused the gates of the
frontier to swing open, it was time to decide how land ceded by the Indians
should be disposed of. An American colonial policy had been determined once
and for all by the Northwest Ordinance of 1787, but the land policy blocked
out in the Ordinance of 1785 was not binding on the Federal Government.
[The formula laid out was, in fact followed, even though Congress never
signed the Land Ordinance of 1785 into law. See below]
==========================================================
Northwest Ordinance ( East Liverpool, Ohio, MY HOME TOWN, was "The Point of
Beginning")
The defeat of the British and the subsequent Treaty of Paris in 1783 that
ended the American Revolution shifted control and the administration of the
area to the Continental Congress.
It became clear that Congress could not effectively enforce its
existing settlement policies and that it needed a specific policy of
control, survey, and distribution of federal lands in the Northwest
Territory. In 1785 Congress passed a land ordinance which provided for the
rectangular survey of public lands and the division of land into townships
following the system employed in New England.(13) This land ordinance
established an effective method by which the government could monitor
settlement as well as increase its depleted treasury.
The field survey of the first seven ranges of townships under the
terms of the new land ordinance began in September of 1785 at the "point of
beginning," a surveyor's mark on the Ohio River at the border of the states
of Pennsylvania and Ohio.(14) Thomas Hutchins, appointed geographer of the
United States, was to direct the work of the surveyors. The actual field
work, however, progressed much slower than original estimates because of
the rugged terrain in several sections and the threat from Indians still
lingering in the area. The area from which East Liverpool grew, First
Range, township 5 containing 4,229 acres, was surveyed in 1786 by Absolom
Martin of New Jersey.(15) It was two years before the entire survey was
completed, and it was not until 26 July 1788 that the final maps and notes
were submitted to the Board of Treasury. The total cost of the survey work
soared to almost fifteen thousand dollars; both the cost and the time
required to complete the survey were three times the original estimates. In
the late summer of 1787 the first and only sale of lands in the seven
ranges under provisions of the 1785 Land Ordinance was held in New York.
Less than one-third of the twenty-seven whole and fractional townships made
available were sold. . .
SOURCE OF INFORMATION: THE CITY OF HILLS AND KILNS, Life and Work in East
Liverpool, Ohio. William C. Gates. The East Liverpool Historical Society,
East Liverpool, Ohio. (1984) pp 3-4, 429-30)
While on my trip back home at the end of April 2001, I managed to video
tape the marker (which is located on the border of Ohio and Penna in my
hometown) for the following
The metal type marker reads as follows
===============================================
The Point Of Beginning
No survey of the western lands of the United States could
be made as required under the Land Ordinance 1785 until
the surveyors for Pennsylvania and Virginia set a marker
on the north shore of the Ohio River. On August 20, 1785,
that marker was set. Concuded the north-south line between
the two states. The original marker long since lost, was
located 1112 feet south [that would have placed it on the
river bank which is approx 1112 feet south of the road
these markers are currently placed] of the plaque and was
also known as the "Point of Beginning" for the survey of
the western lands which had began on September 30, 1785
==============================================
A few feet from that is a stone marker and one side of it reads
=========================================
Erected in 1881 by a joint commission appointed by the
states of Pennsylvania and Ohio to re-survey and re-mark
the boundary line as established in 1786
Pennsylvania
=======================================
The other side of that same stone marker reads
=====================================
1112 feet south of this spot was the "Point of
Beginning" for surveying the public lands of the
United States. Then On September 30, 1785
Thomas Hutchins, first geographer of the
United States began the Geographers Line
of the Seven Ranges. This inscription was
dedicated September 30, 1960 in joint action
of The East Liverpool Historical Society
and the American Congress on Surveying
and mapping.
Ohio
*****************************************
A few members believed the vital question to be not how fast the
West could be settled, but the sort of West we would have when it was
settled. American colonial experience had proven that land tenure and
distribution deeply affected the nature of society. In the debates of 17(96
Robert Goodloe Harper, from the South Carolina piedmont, insisted that the
first object of a national land policy should be `to secure order and good
government' in the newly settled regions. William Findlay, a Pennsylvania
democrat of Irish birth, pointed out that dispersion had caused much
unhappiness on the frontier, whilst compact settlement enabled pioneers to
obtain good schools and social intercourse. He did not think it practicable
to reproduce the New England system absolutely, `but he would have it
approached to,' as in the Ordinance of 1785.
These arguments prevailed. In the Public Land Act of 1796 the
township, six miles square, surveyed in compact `ranges' or columns,
starting on the western boundary of Pennsylvania, became the standard unit
of public land, divided into thirty-six sections of one square mile (640
acres) each, no land to be surveyed prior to extinguishing the
ndian title
of occupancy, or placed on sale until surveyed. This system made for
simplicity, cheapness, and a clear title, and set the pattern of the
American West. Ranges, townships, and sections marched across the continent
with the pioneer, imposing their rigid rectangles on forest, plain, and
mountain.
.. . . The Act of 1796 required alternate townships to be sold in blocks of
eight sections each, intervening townships in single sections of 640 acres
each. Government land offices were established at Philadelphia for the sale
of the large lots, which were expected to appeal to moneyed men, and at
Pittsburgh and Cincinnati for the convenience of actual settlers who wanted
no more than one section. Both large and small lots were sold at public
auction for the minimum price of two dollars an acre and one year's credit.
Salt springs were reserved in order to prevent the monopolizing of that
frontier necessity.. . . As thus amended the 1796 law was copied for every
new acquisition from the Indians in the Northwest Territory until 1820.(1)
By that time eighteen federal land offices were open for sales to settlers.
When Ohio, the first `public land state,' was admitted in 18o3, the Federal
Government adopted the precedent of retaining title to all ungranted land
within the state boundaries, excepting a donation of one section in each
township to a state fund for education.
Thus, the Act of 1796, drafted by ordinary members of an average Congress,
set the rhythm of American development for a century to come.
(1). In 1803.it was extended to the remainder of the Mississippi Territory
that was not covered by state grants; and two years later the system of
survey was extended to the Louisiana purchase, although the complicated
French and Spanish grants prevented the sale of government land west of the
Mississippi until twelve years more had elapsed.
to the Pacific, and from thirteen states with relatively little trouble.
SOURCE: The Growth of the American Republic, Volume I, Samuel Eliot
Morrison. Henry Steele Commager, & William E. Leuchtenburg, Seventh
Edition, Oxford University Press, (1980) pp, 311- 13
*****************************************
Opposition to free public education came from- people of property,
who thought it intolerable that they should be taxed to support schools to
which they would not dream of sending their children. To this argument the
poor replied with votes, and reformers with the tempting argument that
education was insurance against radicalism.. . .
In the newer states, school funds came from the proceeds of public
land granted by the Federal Government in accordance with the policy of
1785, but most of these funds were mismanaged, and all proved inadequate.
SOURCE: The Growth of the American Republic, Volume I, Samuel Eliot
Morrison. Henry Steele Commager, & William E. Leuchtenburg, Seventh
Edition, Oxford University Press, (1980) p, 459
*****************************************
Outside New England, public schools were generally supported by the
interest on a fund set up out of the proceeds of public lands or earmarked
taxes, administered by a specially appointed state board. In Pennsylvania a
terrific fight took place over free schools which were opposed by not only
the well-to-do but the Germans, who feared the loss of their language and
culture. The Pennsylvania public school law of 1834, although optional in
the school districts, was bitterly attacked; and the eloquence of Thaddeus
Stevens is credited with preventing its repeal the following year. By 1837,
742 out of 987 school districts had accepted it, and about 42 per cent of
the children in the Keystone State went to free schools.
Ohio was fairly well provided with free public elementary schools
by 1830, and six years later the state sent Calvin E. Stowe, professor of
Biblical literature in Lane Theological Seminary at Cincinnati (better
known as husband of the author of Uncle Tom's Cabin) to Europe to
investigate public school systems. His Report on Elementary Instruction in
Europe (1837) had an influence not inferior to the reports of Horace Mann.
Among other things, it resulted in dividing public education in Ohio into
elementary, grammar, and high school grades. By 1850 the modern system of
grades one through twelve had been adopted in places where the number , of
pupils allowed it. Indiana established a free public school system by a
narrow majority in 1848, but several years elapsed before it was properly
enforced, because of the opposition of the southern element in the
population.
SOURCE: The Growth of the American Republic, Volume I, Samuel Eliot
Morrison. Henry Steele Commager, & William E. Leuchtenburg, Seventh
Edition, Oxford University Press, (1980) p, 460
*****************************************
In the same period the movement for public and secular state
universities, which had begun just before the Revolution, received a new
impetus, in part from the founding of the University of Virginia.. . .
SOURCE: The Growth of the American Republic, Volume I, Samuel Eliot
Morrison. Henry Steele Commager, & William E. Leuchtenburg, Seventh
Edition, Oxford University Press, (1980) p, 463
*****************************************
FIRST CENTURY
During the first century of the new nation, Congress granted more
than 77 million acres of the public domain as an endowment for the support
of public schools. In times of pressing national debt, congressional
leaders were eager to sell the western lands owned by the federal
government; land speculators persuaded Congress to include subsidies for
schools as an inducement to attract settlers.
The tracts ceded to states for the support of public schools grew
steadily over the years. In 1841, Congress passed an act that granted
500,000 acres to eight states, later increased to make grants to a total of
nineteen states, to be used for "internal improvements." A majority of
these states devoted all or part of the income from these lands to the
schools. In 1848, Congress approved the policy of reserving two lots, 16
and 36, for the support of schools when it established the territorial
government of Oregon. In 1850, California was the first state to receive
both lots, amounting to 5.5 percent of the public domain in the state. The
desert states of Utah, Arizona, and New Mexico-where much of the land had
little value-each received four sections per township for the support of
public schools.
The federal government also granted money, such as distributions of
surplus federal revenue and reimbursements for war expenses, to the states.
Though Congress rarely prescribed that such funds be used only for schools,
education constituted one of the largest expenses of state and local
governments, and so they used federal monies for this purpose. Moreover,
Congress awarded a certain percentage of proceeds from the sale of U.S.
lands within the borders of the new state; the amount ranged from 3 to 10
percent, with most states receiving 5 percent. Twelve states, all of them
west of the Mississippi except Wisconsin, decreed in their constitutions
that income from this fund should flow to the common school fund.
On the surface, the legal and constitutional framework of the new
nation gave federal authorities little say over the financing and
governance of public schools. In the beginning, writing constitutions in
the new territories came to regard the grants as fundamental to statehood.
Many of these leaders hoped that the federal largesse might one day provide
full support for the common schools. In some territories the income from
federal lands granted to the states and then leased or sold to settlers
constituted the only source of state funding. In nearly every state, the
availability of the land grants served to generate revenue for public
institutions.
The dark We of they story is that vast sums were lost through
corruption or mismanagement. States like Ohio, Indiana, and Illinois found
it difficult to realize profits from the lands for use in establishing
public schools. Learning from experience, Congress and state constitutions
began to specify prices and conditions of sale for the lands sold to
support schools. The states created supposedly inviolate common school
funds to be allocated to local districts. To receive this money, local
educators were expected to comply with state regulations about the length
of the school term and teacher qualifications.
The gradual evolution toward state control of federal land grants
was more the result of pragmatic experience than the outcome of deliberate
educational policy. Partly because of a strong commitment to states' rights
in the period before the Civil War, Congress stopped short of trying to
control the management of education grants, even when states were abusing
the terms under which they received the grants. In Illinois, for example,
the legislature diverted the funds intended for schools to other purposes.
State officials refused to make the required reports to the U.S. Treasury.
In retaliation, the federal government refused to make payments. Congress
resolved the dispute by repealing the requirement that states make reports.
As years went by, state constitutions in the West became specific
about such bureaucratic matters. The educational provisions that regulated
land grants expanded along with other language controlling the
establishment of schools. Indirectly, the federal government provided
leverage to states for centralizing control over schools. By the end of the
nineteenth century, Congress itself began to set the terms for the sale of
lands to support schools in the enabling acts of new states. It went so far
as to require several new states-Montana, North Dakota, South Dakota, and
Washington-to establish free, non-sectarian public school systems as a
condition for admission to the union and receipt of the land grants.
SOURCE: Education for a Republic: Federal Influence on Public Schooling in
the Nations First Century, David Tyack and Thomas James.This Constitution
Our Enduring Legacy. American Political Science Association, American
Historical Association. Congressional Quarterly, Inc. (1986) p 148-155)
To read the entire article see:
#6
http://groups.google.com/groups?selm=5hhhbt0fujrmop7mh730ilddh8131dd1s6%404ax.com&output=gplain
*****************************************
By 1850, then, in the Northern and Western states there had been
formulated, and to some extent established, the basic principles of
American education today: (i) that free public primary and secondary
schools should be available for all children; (2) that teachers should be
given professional training; (g) that all children should attend school up
to a certain age, but not necessarily the free public school, religious and
other bodies having complete liberty to establish their own educational
systems at their own cost; (4) that a liberal higher education, and
professional training schools for law, medicine, divinity, and engineering
be provided, largely for paying students. Although Huxley's test of a
national system, `a great educational ladder with one end in the gutter and
the other in the university,' was well on its way toward being satisfied,
the research function of modern universities was hardly yet thought of.
SOURCE: The Growth of the American Republic, Volume I, Samuel Eliot
Morrison. Henry Steele Commager, & William E. Leuchtenburg, Seventh
Edition, Oxford University Press, (1980) p, 466.
*****************************************
Short General History of The Federal Government and Education
http://members.tripod.com/~candst/educ.htm
*****************************************
NORTHWEST ORDINANCE
#1
From:
Newsgroups:
misc.education,alt.religion.christian,alt.society.conservatism,alt.atheism
Subject: edu.govt.taxes, Northwest Ordinance
Date: Tue, 20 Mar 2001 14:44:26 -0500
http://groups.google.com/groups?selm=nocfbtcbrfo9aaecg0pdf6r4ie3a4df6ul%404ax.com&output=gplain
#2
http://groups.google.com/groups?selm=socfbtk6h334p28lm2aii0jt24tt3chta0%404ax.com&output=gplain
#3
http://groups.google.com/groups?selm=3vcfbtsljmeek2qcm383kke4j8vj7se94j%404ax.com&output=gplain
#4
http://groups.google.com/groups?selm=frhhbt42tqjjdo4sv20ei6urjij5lpis2s%404ax.com&output=gplain
#5
http://groups.google.com/groups?selm=7mhhbtc0l7hck7g66g745cnbsl368r96qr%404ax.com&output=gplain
#6
http://groups.google.com/groups?selm=5hhhbt0fujrmop7mh730ilddh8131dd1s6%404ax.com&output=gplain
#7
http://groups.google.com/groups?selm=9shhbto5pf9pcpbi6bu5v1243605nqiiab%404ax.com&output=gplain
#8
http://groups.google.com/groups?selm=2qhhbt4iguic35ar3oklais4aqb0c5q1hu%404ax.com&output=gplain
#9
http://groups.google.com/groups?selm=felhbt85trl40j1ih8u3pr8lgb0n3o926c%404ax.com&output=gplain
*****************************************
R. FREEMAN BUTTS
#1
Subject: religion/education/taxes/early America
Date: Tue, 20 Mar 2001 14:06:45 -0500
http://groups.google.com/groups?selm=kgafbtk11st0c1k23iho575mg5sa94c3l9%404ax.com&output=gplain
#2
http://groups.google.com/groups?selm=ngafbtougmt58uuai57qpt0guiv93k1gn5%404ax.com&output=gplain
#3
http://groups.google.com/groups?selm=qgafbt8dduj6sq5dt7bmk5cm6i4dm8aqup%404ax.com&output=gplain
#4
http://groups.google.com/groups?selm=sgafbtc3v817rohpdhj4kmai7k2n3joq9b%404ax.com&output=gplain
#5
http://groups.google.com/groups?selm=vgafbts092n46vq3f2cc6vbq8f78tgbe70%404ax.com&output=gplain
#6
http://groups.google.com/groups?selm=1hafbt0cuhno58j7u9vpcuape484a13bgi%404ax.com&output=gplain
#7
http://groups.google.com/groups?selm=4hafbto1mpqjkrep27kmqrqk3ics9v8rm6%404ax.com&output=gplain
#8
http://groups.google.com/groups?selm=6hafbt0tts24bp5n32j8avujet2rdjf50o%404ax.com&output=gplain
#9
http://groups.google.com/groups?selm=8hafbt4rsugsud0vr9tcnh12au336mvl49%404ax.com&output=gplain
#10
http://groups.google.com/groups?selm=bhafbtc0pbvpseo1f9rlfc0buau5gn5qvv%404ax.com&output=gplain
#11
http://groups.google.com/groups?selm=lhafbt8ia91amju98poe52a609lnaj4che%404ax.com&output=g
I recommend
Thomas Jefferson and the Education of a Citizen. Edited by James Gilreath
Library of Congress. Washington (1999)
Education and the Federal Government, A Historical Record.
(The American Tradition in Religion and Education, by R. Freeman
Butts,Greenwood Press, Publishers, Westport, Conn. (1974--Originally
published by The Beacon Press. Boston, 1950)
Public Education in America From Revolution to Reform R. Freeman Butts.
American Education, The colonial Experience, Laurence Cremin
American Presidents and Education, Maurice Berube
The great Education Debate, Washington and the Schools, Marcus Stickney
Between Church and State: Religion and Public Education in a Multicultural
America by James W. Fraser
Pillars of the Republic: Common Schools and American Society 1780-1860
by Carl F. Kaestle, Eric Foner (Editor)
*****************************************
http://www.pbs.org/kcet/publicschool/about_the_series/index.html
SCHOOL: The PBS Series
Premieres September 3-4, 2001, 9-11 P.M. ET (check local listings)
Series narrated by Academy Award winner Meryl Streep
SCHOOL: The Story of American Public Education, is a dramatic four-part
documentary series that chronicles the development of our nation's public
education system from the late 1770s to the 21st century. Produced by Stone
Lantern Films, and presented by KCET/Hollywood, SCHOOL (narrated by Academy
Award winner Meryl Streep) recaptures the idealism of the early proponents
of public education and continues with an unflinching look at the
experiments and challenges that contribute to the climate in the classroom
today. For episode descriptions and video clips, visit the program
descriptions in this section.
*****************************************
http://www.pbs.org/kcet/publicschool/about_the_series/program.html
Episode 1 — The Common School (1770 - 1890)
In the aftermath of the Revolution, a newly independent America came
face-to-face with one of its most daunting challenges: how to build a
united nation out of 13 colonies with little in common. Many citizens
believed that education held the key. This episode profiles the passionate
crusade launched by Thomas Jefferson, Horace Mann and others to create a
common system of tax-supported schools that would mix people of different
backgrounds and reinforce the bonds that tie Americans together. Would the
grand experiment, with all of its flaws, succeed?
View a video clip from the series
Episode 2 — As American As Public School (1900 - 1950)
Episode 3 — Equality (1950 - 1980)
Episode 4 — The Bottom Line (1980 - the present)
*****************************************
:|
:|"snip" yet ANOTHER "cut-and-paste" posting of that previously shown as debunked
:|or irrelevent.
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| User: "Bob LeChevalier" |
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| Title: Re: vice laws & government schools are unconstitutional |
04 Nov 2003 05:58:19 AM |
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(Info Junkie) wrote:
A "formula" is not an "enumerated power" that has given Congress the authority
to impose upon the States usage of federal taxpayer monies to fund public
education in all states, territories yes, but not states. THAT is what "you seem
unable to understand or grasp", but I suspect you truely know this, and are
unwilling or incapable of admitting you've erred.
Congress TAKES the authority. They don't need to be given it. You
have to prove to a court that they CAN'T have the authority in order
to get their decisions overturned.
lojbab
--
lojbab
Bob LeChevalier, Founder, The Logical Language Group
(Opinions are my own; I do not speak for the organization.)
Artificial language Loglan/Lojban: http://www.lojban.org
.
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| User: "Info Junkie" |
|
| Title: Re: vice laws & government schools are unconstitutional |
07 Nov 2003 07:06:07 AM |
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On Tue, 04 Nov 2003 06:58:19 -0500, Bob LeChevalier <lojbab@lojban.org> wrote:
bondrock@ifx.net (Info Junkie) wrote:
A "formula" is not an "enumerated power" that has given Congress the authority
to impose upon the States usage of federal taxpayer monies to fund public
education in all states, territories yes, but not states. THAT is what "you seem
unable to understand or grasp", but I suspect you truely know this, and are
unwilling or incapable of admitting you've erred.
Congress TAKES the authority. They don't need to be given it. You
have to prove to a court that they CAN'T have the authority in order
to get their decisions overturned.
Thanks for admitting "CongressTAKES the authority" it never had
constitutionally, by violating of one of the basic "principles" of the
Constitution, when it allocates federal taxpayer monies to fund public education
in all states.. That you beleve "(t)hey don't need to be given it" is the flaw
in your philosophy.
To which Jefferson noted so well (wrt Congressional power):
"[The States] alone being parties to the [Federal] compact... [are] solely
authorized to judge in the last resort of the powers exercised under it,
Congress being not a party but merely the creation of the compact and subject as
to its assumptions of power to the final judgment of those by whom and for whose
use itself and its powers were all created and modified." --Thomas Jefferson:
Draft Kentucky Resolutions, 1798. ME 17:387
(http://etext.virginia.edu/jefferson/quotations/jeff1020.htm)
As well as a couple of the "principles" of the "constitutional law"
"Perhaps the most basic of all the rules of constitutional construction (since
it is the rule which all other rules may be said to be designed to implement) is
the principle that a constitution is to be given the effect and meaning
contemplated by its framers and by the people who adopted it..." Vol 16 American
Jurisprudence (constitutional law) Sec. 91
"The general rule is that an unconstitutional statute, though having the form
and name of law, is in reality no law, but is wholly void, and ineffective for
any purpose; since unconstitutionality dates from the time of its enactment, and
not merely from the date of the decision so branding it. An unconstitutional
law, in legal contemplation, is as inoperative as if it had never been passed.
Such a statute leaves the question that it purports to settle just as it would
be had the statute not been enacted." (American Jurisprudence, Second Edition,
Volume 16, Section 177)
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| User: "" |
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| Title: Re: vice laws & government schools are unconstitutional |
03 Nov 2003 06:41:19 AM |
|
|
For (Info Junkie)
Let me see if I understand this:
From 1789 to the present thousands of judges and justices that have sat on
the three levels of state courts and the three levels of federal courts
didn't discover what you and a few ultra libbertarians and ultra
conservatives think you have discovered. Is this your position?
I will ask you a few questions:
How many certificates, diplomas, or degrees do you have recognition of your
successful completion of courses of study in law or law related topics?
How many lawyers have you worked closely with or been associated with?
How many lawyers have you helped prepare for court and then assisted in
court as they went about their professional duties?
How many cases have you tried?
How many times have you been elected to a state bench or been appointed to
a state or bench?
Those thousands of judges and justices had law degrees, passed whatever bar
exam that was required, practiced law, kept up with the required CLE each
year (Continuing Legal Education). They probably published some articles
along the way for law journals or law reviews, was elected or appointed to
the bench, and in the case of those above their initial elected or
appointed position moved up through the levels till they reached the final
position held by them before retirement or death.
They had the legal education and the legal experience, neither of which you
have.
THUS, let the readers decide.
The judges and Justices, the scholars already have.
*********************************
http://www.pbs.org/kcet/publicschool/about_the_series/index.html
SCHOOL: The PBS Series
Premieres September 3-4, 2001, 9-11 P.M. ET (check local listings)
Series narrated by Academy Award winner Meryl Streep
SCHOOL: The Story of American Public Education, is a dramatic four-part
documentary series that chronicles the development of our nation's public
education system from the late 1770s to the 21st century. Produced by Stone
Lantern Films, and presented by KCET/Hollywood, SCHOOL (narrated by Academy
Award winner Meryl Streep) recaptures the idealism of the early proponents
of public education and continues with an unflinching look at the
experiments and challenges that contribute to the climate in the classroom
today. For episode descriptions and video clips, visit the program
descriptions in this section.
http://www.pbs.org/kcet/publicschool/about_the_series/program.html
Episode 1 — The Common School (1770 - 1890)
In the aftermath of the Revolution, a newly independent America came
face-to-face with one of its most daunting challenges: how to build a
united nation out of 13 colonies with little in common. Many citizens
believed that education held the key. This episode profiles the passionate
crusade launched by Thomas Jefferson, Horace Mann and others to create a
common system of tax-supported schools that would mix people of different
backgrounds and reinforce the bonds that tie Americans together. Would the
grand experiment, with all of its flaws, succeed?
View a video clip from the series
Episode 2 — As American As Public School (1900 - 1950)
Episode 3 — Equality (1950 - 1980)
Episode 4 — The Bottom Line (1980 - the present)
*****************************************
(1) http://snurl.com/2t5x
(2) http://snurl.com/2t5z
(3) http://snurl.com/2tfi
(4) http://snurl.com/2tfo
(5) Google searches using the following:
jalison@cox.net, (Info Junkie), education, schools
http://snurl.com/2sz6
(6) buckeye-elo@nospam.net, (Info Junkie), education,
schools
http://snurl.com/2sz7
The greastest evidence that can be offered is offered by me
It's called reality. It's called what is.
Get over it.
.
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| User: "Info Junkie" |
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| Title: Re: vice laws & government schools are unconstitutional |
03 Nov 2003 07:24:26 PM |
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|
On Mon, 03 Nov 2003 07:41:19 -0500, wrote:
For (Info Junkie)
Let me see if I understand this:
From 1789 to the present thousands of judges and justices that have sat on
the three levels of state courts and the three levels of federal courts
didn't discover what you and a few ultra libbertarians and ultra
conservatives think you have discovered. Is this your position?
When you start with a false analogy, your conclusions will follow suit. and if
intentional, may be considered disingemnuous at best.
From 1789 until 1917, federal taxpayer monies were not used to fund public
education on all states. Your false analogy as been shown for what it
is...disingenuous at best, and a lie.
I will ask you a few questions:
How many certificates, diplomas, or degrees do you have recognition of your
successful completion of courses of study in law or law related topics?
Ah, I was wondering when you would begin to employ your fallacies to a greater
degree, in an attempt to avoid questions you apparently can not or are incapable
of answering without admitting you've erred.
Yet, when will you answer those I've posed to you? Of course you won't answer
them, as you use fallacies and attempt to "bury" those that oppose you in an
obvious attempt to avoid doing just that. LOL
Now, back to your fallacies:
It appears that the first fallacy in this, your post I'm responding to, is the
one where you invoke, "Changing the Subject".
The answer to your question, as it relates to the subject that has been under
discussion wrt that enumerated power within the US Constitution that authorizes
Congress to use federal taxpayer monies to fund public education in all states,
is of course quite clear: Non sequitur
How many lawyers have you worked closely with or been associated with?
Still sticking with "changing the subject" fallacy, eh? Well, the same answer as
above will suffice to the subject that has been under discussion: Non sequitur.
How many lawyers have you helped prepare for court and then assisted in
court as they went about their professional duties?
Again: Non sequitur.
How many cases have you tried?
Again: Non sequitur.
How many times have you been elected to a state bench or been appointed to
a state or bench?
Again: Non sequitur.
Those thousands of judges and justices had law degrees, passed whatever bar
exam that was required, practiced law, kept up with the required CLE each
year (Continuing Legal Education). They probably published some articles
along the way for law journals or law reviews, was elected or appointed to
the bench, and in the case of those above their initial elected or
appointed position moved up through the levels till they reached the final
position held by them before retirement or death.
This time it appears you wish to delve further into the same general category of
fallacies wrt "changing the subject", by invoking "Appeals to Authority".
Yet again, in answer to your question, as it relates to the subject that has
been under discussion wrt that enumerated power within the US Constitution that
authorizes Congress to use federal taxpayer monies to fund public education in
all states, is of course quite clear: Non sequitur
They had the legal education and the legal experience, neither of which you
have.
And the answer "non sequitur" still is quite applicable to the subject under
discussion, i.e., that enumerated power within the US Constitution that
authorizes Congress to use federal taxpayer monies to fund public education in
all states.
THUS, let the readers decide.
"Let the reader decide" on the subject that you can not cite the enumerated
power within the US Constitution that authorizes Congress to use federal
taxpayer monies to fund public education in all states, OR, your obvious
attempts at using fallacies to avoid questions you can not or are incapable of
answering without admitting you've erred? LOL
The judges and Justices, the scholars already have.
Where have the "judges and Justices" decided that enumerated power within the US
Constitution that authorizes Congress to use federal taxpayer monies to fund
public education in all states?
If such a case had been "decided by "judges and justices" were true, you'd be
citing the case(s), not employing fallacies in an obvious attempt to avoid
questions you can not or are incapable of answering without admitting you've
erred. ROTFLMHO.
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| User: "Bob LeChevalier" |
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| Title: Re: vice laws & government schools are unconstitutional |
04 Nov 2003 05:56:37 AM |
|
|
(Info Junkie) wrote:
On Mon, 03 Nov 2003 07:41:19 -0500, wrote:
From 1789 to the present thousands of judges and justices that have sat on
the three levels of state courts and the three levels of federal courts
didn't discover what you and a few ultra libbertarians and ultra
conservatives think you have discovered. Is this your position?
When you start with a false analogy, your conclusions will follow suit. and if
intentional, may be considered disingemnuous at best.
From 1789 until 1917, federal taxpayer monies were not used to fund public
education on all states.
You are wrong. Federal monies were given to the states, and some of
that money was used to fund public education. That the money was not
specifically earmarked with strings, does not mean that it wasn't
spent on education.
How many lawyers have you worked closely with or been associated with?
Still sticking with "changing the subject" fallacy, eh? Well, the same answer as
above will suffice to the subject that has been under discussion: Non sequitur.
In other words, you admit that you don't have a clue as to the law,
and therefore as to what you are talking about.
Those thousands of judges and justices had law degrees, passed whatever bar
exam that was required, practiced law, kept up with the required CLE each
year (Continuing Legal Education). They probably published some articles
along the way for law journals or law reviews, was elected or appointed to
the bench, and in the case of those above their initial elected or
appointed position moved up through the levels till they reached the final
position held by them before retirement or death.
This time it appears you wish to delve further into the same general category of
fallacies wrt "changing the subject", by invoking "Appeals to Authority".
The subject of Law is the ultimate appeal to authority.
lojbab
--
lojbab
Bob LeChevalier, Founder, The Logical Language Group
(Opinions are my own; I do not speak for the organization.)
Artificial language Loglan/Lojban: http://www.lojban.org
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| User: "Dusty Rhodes" |
|
| Title: Re: vice laws & government schools are unconstitutional |
07 Nov 2003 08:45:41 AM |
|
|
Bob LeChevalier <lojbab@lojban.org> wrote:
bondrock@ifx.net (Info Junkie) wrote: >On Mon, 03 Nov 2003 07:41:19 -0500,
buckeye-ELO@nospam.net wrote: >>From 1789 to the present thousands of
judges and justices that have sat on >>the three levels of state courts
and the three levels of federal courts >>didn't discover what you and a
few ultra libbertarians and ultra >>conservatives think you have
discovered. Is this your position? > >When you start with a false analogy,
your conclusions will follow suit. and if >intentional, may be considered
disingemnuous at best. > >From 1789 until 1917, federal taxpayer monies
were not used to fund public >education on all states.
You are wrong. Federal monies were given to the states, and some of that
money was used to fund public education. That the money was not
specifically earmarked with strings, does not mean that it wasn't spent on
education.
Only partially correct. In 1841 Henry Clay pushed through the *first*
legslation giving monies to the states 'without strings' (Distribution
Act, Sept 4 1841 - 5 Stat. 453, 27th Congress, 1st Sess.) It wasn't
until 1887 that the next 'donation' of federal money to the states was
authorized. The 1887 act (Hatch Act) was to create 'Agricultural
Experiment Stations' in the states from land sale proceeds. By 1890 it
was the Land Grant College Act (Morrill Act). In 1907, it was direct
funding (Nelson Act). In a few short years, Congress moved from
dontating public land to the states (under powers clearly in Art 4 Sect
3b) to outright donations of money (*not* allowed in Art 1 Sect 8.)
So, up to 1907, federal taxpayer money was *not* given to the states to
fund public education.
If you still disagree, please provide the Act reference that does so,
and the cite to the congress and debates that supported the act.
--
Dusty
Read the headers, watch the Followups
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| User: "Info Junkie" |
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| Title: Re: vice laws & government schools are unconstitutional |
08 Nov 2003 10:18:43 AM |
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On Fri, 07 Nov 2003 14:45:41 GMT, Route66Lovers@2LanesForever.com.invalid (Dusty
Rhodes) wrote:
Bob LeChevalier <lojbab@lojban.org> wrote:
bondrock@ifx.net (Info Junkie) wrote: >On Mon, 03 Nov 2003 07:41:19 -0500,
buckeye-ELO@nospam.net wrote: >>From 1789 to the present thousands of
judges and justices that have sat on >>the three levels of state courts
and the three levels of federal courts >>didn't discover what you and a
few ultra libbertarians and ultra >>conservatives think you have
discovered. Is this your position?
When you start with a false analogy, your conclusions will follow suit. and if
intentional, may be considered disingemnuous at best.
From 1789 until 1917, federal taxpayer monies were not used to fund public
education on all states.
You are wrong. Federal monies were given to the states, and some of that
money was used to fund public education. That the money was not
specifically earmarked with strings, does not mean that it wasn't spent on
education.
Only partially correct. In 1841 Henry Clay pushed through the *first*
legslation giving monies to the states 'without strings' (Distribution
Act, Sept 4 1841 - 5 Stat. 453, 27th Congress, 1st Sess.) It wasn't
until 1887 that the next 'donation' of federal money to the states was
authorized. The 1887 act (Hatch Act) was to create 'Agricultural
Experiment Stations' in the states from land sale proceeds. By 1890 it
was the Land Grant College Act (Morrill Act). In 1907, it was direct
funding (Nelson Act). In a few short years, Congress moved from
dontating public land to the states (under powers clearly in Art 4 Sect
3b) to outright donations of money (*not* allowed in Art 1 Sect 8.)
So, up to 1907, federal taxpayer money was *not* given to the states to
fund public education.
Thanks for posting that which verifies one of my points on this subject.
If you still disagree, please provide the Act reference that does so,
and the cite to the congress and debates that supported the act.
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| User: "Info Junkie" |
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| Title: Re: vice laws & government schools are unconstitutional |
07 Nov 2003 06:51:55 AM |
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On Tue, 04 Nov 2003 06:56:37 -0500, Bob LeChevalier <lojbab@lojban.org> wrote:
bondrock@ifx.net (Info Junkie) wrote:
On Mon, 03 Nov 2003 07:41:19 -0500, wrote:
From 1789 to the present thousands of judges and justices that have sat on
the three levels of state courts and the three levels of federal courts
didn't discover what you and a few ultra libbertarians and ultra
conservatives think you have discovered. Is this your position?
When you start with a false analogy, your conclusions will follow suit. and if
intentional, may be considered disingemnuous at best.
From 1789 until 1917, federal taxpayer monies were not used to fund public
education on all states.
You are wrong. Federal monies were given to the states, and some of
that money was used to fund public education. That the money was not
specifically earmarked with strings, does not mean that it wasn't
spent on education.
What the states did with the monies from federal surplus of land sales was up to
the states. Not too this was not federal taxpayer monies to fund all states.
Unless you can provide evidene that I'm wrong, your "unsubstantiated claim ins
noted". :-)
How many lawyers have you worked closely with or been associated with?
Still sticking with "changing the subject" fallacy, eh? Well, the same answer as
above will suffice to the subject that has been under discussion: Non sequitur.
In other words, you admit that you don't have a clue as to the law,
and therefore as to what you are talking about.
I've admitted no such thing. Since you've somehow "re-interpreted" what I've
written, it becomes obvious you don't understad constitutional principles nor
much else in these discussions.
Those thousands of judges and justices had law degrees, passed whatever bar
exam that was required, practiced law, kept up with the required CLE each
year (Continuing Legal Education). They probably published some articles
along the way for law journals or law reviews, was elected or appointed to
the bench, and in the case of those above their initial elected or
appointed position moved up through the levels till they reached the final
position held by them before retirement or death.
This time it appears you wish to delve further into the same general category of
fallacies wrt "changing the subject", by invoking "Appeals to Authority".
The subject of Law is the ultimate appeal to authority.
Yawn. Fallacies are still not conducive to your argument.
The "rule of law" and the "rule of (implied) law" are not the same, nor are they
"appeals" but to the principles upon which "the rule of law" rests.
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| User: "Bob LeChevalier" |
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| Title: Re: vice laws & government schools are unconstitutional |
07 Nov 2003 11:40:43 AM |
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(Info Junkie) wrote:
From 1789 until 1917, federal taxpayer monies were not used to fund public
education on all states.
You are wrong. Federal monies were given to the states, and some of
that money was used to fund public education. That the money was not
specifically earmarked with strings, does not mean that it wasn't
spent on education.
What the states did with the monies from federal surplus of land sales was up to
the states.
But by your reasoning, the Federal government had no constitutional
right to give the money to the states, since funding state government
by land sales isn't an enumerated power.
What the states do with education appropriation money is up to them,
too, except that the Federal government will take it away if they
spend it other than as approved. Nothing forbids the government from
putting strings on its appropriations, and that is how the Feds get
around constitutional restrictions.
The subject of Law is the ultimate appeal to authority.
Yawn. Fallacies are still not conducive to your argument.
The "rule of law" and the "rule of (implied) law" are not the same, nor are they
"appeals" but to the principles upon which "the rule of law" rests.
The USSC is the ultimate authority as to the rule of law in this
country, not your half-baked philosophy lessons.
lojbab
--
lojbab
Bob LeChevalier, Founder, The Logical Language Group
(Opinions are my own; I do not speak for the organization.)
Artificial language Loglan/Lojban: http://www.lojban.org
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| User: "Info Junkie" |
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| Title: Re: vice laws & government schools are unconstitutional |
08 Nov 2003 11:56:21 AM |
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On Fri, 07 Nov 2003 12:40:43 -0500, Bob LeChevalier <lojbab@lojban.org> wrote:
bondrock@ifx.net (Info Junkie) wrote:
From 1789 until 1917, federal taxpayer monies were not used to fund public
education on all states.
You are wrong. Federal monies were given to the states, and some of
that money was used to fund public education. That the money was not
specifically earmarked with strings, does not mean that it wasn't
spent on education.
What the states did with the monies from federal surplus of land sales was up to
the states.
But by your reasoning, the Federal government had no constitutional
right to give the money to the states, since funding state government
by land sales isn't an enumerated power.
Not by my "reasoning", but by the US Constitution itself:
Article IV, Section. 3. , Cl 2:
"The Congress shall have Power to dispose of and make all needful Rules and
Regulations respecting the Territory or other Property belonging to the
United States; and nothing in this Constitution shall be so construed as to
Prejudice any Claims of the United States, or of any particular State."
Note the terms "Congress shall have Power to dispose of ...other Property
belonging to the United States".
I explictly stated taxpayer monies, as money, in and of itself is not property,
and for which no enumerated power exists
"Federal Circuit Asked to Review Court of Federal Claims Anti-Property Rights
Decision"::
" The government also argued that money is not property..."
(http://www.heritage.org/about/community/insider/2000/oct00/legal.html)
"Court holds that the money is not property..."
http://www.gamb.uscourts.gov/Opinions/Walker/01-51665-68.pdf
What the states do with education appropriation money is up to them,
too, except that the Federal government will take it away if they
spend it other than as approved. Nothing forbids the government from
putting strings on its appropriations, and that is how the Feds get
around constitutional restrictions.
I agree that what the states may do with the monies received is up to them. That
the federal government is "putting strings" in such monies as your statement wrt
"nothing forbids them", is wrong on two accounts.
1. Article IV, Section. 3. , Cl 2:
"...nothing in this Constitution shall be so construed as to Prejudice any
Claims....of any particular State:
"We hold the true principle to be this...whenever, according to those laws, the
title shall have passed, then that property, like all other property in the
state, is subject to state legislation; so far as that legislation is consistent
with the admission that the title passed and vested according to the laws of the
United States."
(http://caselaw.lp.findlaw.com/scripts/getcase.pl?navby=case&court=us&vol=38&invol=498).
2. That your claim the "Feds get around constitutional restrictions", failsto
follow:
"The general rule is that an unconstitutional statute, though having the form
and name of law, is in reality no law, but is wholly void, and ineffective for
any purpose; since unconstitutionality dates from the time of its enactment, and
not merely from the date of the decision so branding it. An unconstitutional
law, in legal contemplation, is as inoperative as if it had never been passed.
Such a statute leaves the question that it purports to settle just as it would
be had the statute not been enacted." (American Jurisprudence, Second Edition,
Volume 16, Section 177)
and
""Perhaps the most basic of all the rules of constitutional construction (since
it is the rule which all other rules may be said to be designed to implement) is
the principle that a constitution is to be given the effect and meaning
contemplated by its framers and by the people who adopted it..."
(Vol 16 American Jurisprudence Sec. 91)
The subject of Law is the ultimate appeal to authority.
Yawn. Fallacies are still not conducive to your argument.
The "rule of law" and the "rule of (implied) law" are not the same, nor are they
"appeals" but to the principles upon which "the rule of law" rests.
The USSC is the ultimate authority as to the rule of law in this
country, not your half-baked philosophy lessons.
Yet again: "The particular phraseology of the Constitution of the United States
confirms and strengthens the principle, supposed to be essential to all written
constitutions, that a law repugnant to the Constitution is void; and that
courts, as well as other departments, are bound by that instrument." -John
Marshall: in Marbury vs. Madison, 1803
That those that "get around" the Constitution, including those judges, justices,
politicians that validate, either by agreeing to "rubber-stamp" such a false
premise, or acknowledge the same by their silence, do in essense, violate these
principles and their oaths to uphold the same.
You refer to the "ultimate authority" as to the "rule of law" , yet can not cite
a case that has ruled on the question of the constitutionality of using federal
taxpayer monies to fund public education in all states. Instead, you resort to
an obvious ploy by resorting to fallacious comments.
The "question" has yet to be ruled upon. and as such, without a ruling, the
principle remains; "The general rule is that an unconstitutional statute, though
having the form and name of law, is in reality no law, but is wholly void, and
ineffective for any purpose; since unconstitutionality dates from the time of
its enactment, and not merely from the date of the decision so branding it."
(American Jurisprudence, Second Edition, Volume 16, Section 177)
That you can not show an enumerated power within the US Constitution that
authorizes Congress to use federal taxpayer monies to fund public education in
all states is not a "half-baked philosophy lesson", but grounded in the
constitutional principles that directed this country's jurisprudence for the
first 148+ years.
That it is "done", is not a justification that it is "right", anymore than your
"whir and spin" but feeble attempts to justify such actions.
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| User: "Bob LeChevalier" |
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| Title: Re: vice laws & government schools are unconstitutional |
08 Nov 2003 03:48:56 PM |
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(Info Junkie) wrote:
On Fri, 07 Nov 2003 12:40:43 -0500, Bob LeChevalier < > wrote:
But by your reasoning, the Federal government had no constitutional
right to give the money to the states, since funding state government
by land sales isn't an enumerated power.
Not by my "reasoning", but by the US Constitution itself:
Article IV, Section. 3. , Cl 2:
"The Congress shall have Power to dispose of and make all needful Rules and
Regulations respecting the Territory or other Property belonging to the
United States; and nothing in this Constitution shall be so construed as to
Prejudice any Claims of the United States, or of any particular State."
Note the terms "Congress shall have Power to dispose of ...other Property
belonging to the United States".
So it can sell land. What gives Congress the power to give the money
received to the states?
What the states do with education appropriation money is up to them,
too, except that the Federal government will take it away if they
spend it other than as approved. Nothing forbids the government from
putting strings on its appropriations, and that is how the Feds get
around constitutional restrictions.
I agree that what the states may do with the monies received is up to them. That
the federal government is "putting strings" in such monies as your statement wrt
"nothing forbids them", is wrong on two accounts.
1. Article IV, Section. 3. , Cl 2:
"...nothing in this Constitution shall be so construed as to Prejudice any
Claims....of any particular State:
"We hold the true principle to be this...whenever, according to those laws, the
title shall have passed, then that property, like all other property in the
state, is subject to state legislation;
But you just said that money is not property. The Feds give money to
the states, not property.
2. That your claim the "Feds get around constitutional restrictions", failsto
follow:
"The general rule is that an unconstitutional statute, though having the form
and name of law, is in reality no law, but is wholly void, and ineffective for
any purpose
But since the laws in question are undeniably effective, and not void,
since the states are spending the money, they must therefore not be
unconstitutional.
Furthermore, it is not clear whether an "appropriation" is a "law".
The USSC is the ultimate authority as to the rule of law in this
country, not your half-baked philosophy lessons.
Yet again: "The particular phraseology of the Constitution of the United States
confirms and strengthens the principle, supposed to be essential to all written
constitutions, that a law repugnant to the Constitution is void;
No one but you has found the laws in question to be repugnant to the
Constitution, and your opinion doesn't count.
You refer to the "ultimate authority" as to the "rule of law" , yet can not cite
a case that has ruled on the question of the constitutionality of using federal
taxpayer monies to fund public education in all states.
If no case has ruled on it, that means that nobody has ever thought it
an arguable proposition. The court does not generally rule on issues
not brought to it. It has, however, ruled on education funding issues
without such an issue being raised by either party.
And it has ruled on the general question of appropriation power,
indicating support for Hamilton's broad view of the "general welfare
clause". So if you insist, I'll choose the general welfare clause as
covering education.
Here is Findlaw on the subject:
http://caselaw.lp.findlaw.com/data/constitution/article01/26.html#12
With respect to the meaning of ''the general welfare'' the pages of
The Federalist itself disclose a sharp divergence of views between
its two principal authors. Hamilton adopted the literal, broad
meaning of the clause; 533 Madison contended that the powers of
taxation and appropriation of the proposed government should be
regarded as merely instrumental to its remaining powers, in other
words, as little more than a power of self-support. 534 From an early
date Congress has acted upon the interpretation espoused by Hamilton.
Appropriations for subsidies 535 and for an ever increasing variety
of ''internal improvements'' 536 constructed by the Federal
Government, had their beginnings in the adminis trations of
Washington and Jefferson. 537 Since 1914, federal grants- in-aid,
sums of money apportioned among the States for particular uses, often
conditioned upon the duplication of the sums by the recipient State,
and upon observance of stipulated restrictions as to its use, have
become commonplace.
The scope of the national spending power was brought before the
Supreme Court at least five times prior to 1936, but the Court
disposed of four of the suits without construing the ''general
welfare'' clause. In the Pacific Railway Cases (California v. Pacific
Railroad Co.) 538 and Smith v. Kansas City Title Co., 539 it affirmed
the power of Congress to construct internal improvements, and to
charter and purchase the capital stock of federal land banks, by
reference to the powers of the National Government over commerce, and
post roads and fiscal operations, and to its war powers. Decisions on
the merits were withheld in two other cases, Massachusetts v. Mellon
and Frothingham v. Mellon, 540 on the ground that neither a State nor
an individual citizen is entitled to a remedy in the courts against
an alleged unconstitutional appropriation of national funds. In
United States v. Gettysburg Electric Ry., 541 however, the Court had
invoked ''the great power of taxation to be exercised for the common
defence and general welfare'' 542 to sustain the right of the Federal
Government to acquire land within a State for use as a national park.
Finally, in United States v. Butler, 543 the Court gave its
unqualified endorsement to Hamilton's views on the taxing power.
Wrote Justice Roberts for the Court: ''Since the foundation of the
Nation sharp differences of opinion have persisted as to the true
interpretation of the phrase. Madison asserted it amounted to no more
than a reference to the other powers enumerated in the subsequent
clauses of the same section; that, as the United States is a
government of limited and enumerated powers, the grant of power to
tax and spend for the general national welfare must be confined to
the numerated legislative fields committed to the Congress. In this
view the phrase is mere tautology, for taxation and appropriation are
or may be necessary incidents of the exercise of any of the
enumerated legislative powers. Hamilton, on the other hand,
maintained the clause confers a power separate and distinct from
those later enumerated, is not restricted in meaning by the grant of
them, and Congress consequently has a substantive power to tax and to
appropriate, limited only by the requirement that it shall be
exercised to provide for the general welfare of the United States.
Each contention has had the support of those whose views are entitled
to weight. This court had noticed the question, but has never found
it necessary to decide which is the true construction. Justice Story,
in his Commentaries, espouses the Hamiltonian position. We shall not
review the writings of public men and commentators or discuss the
legislative practice. Study of all these leads us to conclude that
the reading advocated by Justice Story is the correct one. While,
therefore, the power to tax is not unlimited, its confines are set in
the clause which confers it, and not in those of Sec. 8 which bestow
and define the legislative powers of the Congress. It results that
the power of Congress to authorize expenditure of public moneys for
public purposes is not limited by the direct grants of legislative
power found in the Constitution.'' 544
Although holding that the spending power is not limited by the
specific grants of power contained in Article I, Sec. 8, the Court
found, nevertheless, that it was qualified by the Tenth Amendment,
and on this ground ruled in the Butler case that Congress could not
use moneys raised by taxation to ''purchase compliance'' with
regulations ''of matters of State concern with respect to which
Congress has no authority to interfere.'' 545 Within little more than
a year this decision was reduced to narrow proportions by Steward
Machine Co. v. Davis, 546 which sustained the tax imposed on
employers to provide unemployment benefits, and the credit allowed
for similar taxes paid to a State. To the argument that the tax and
credit in combination were ''weapons of coercion, destroying or
impairing the autonomy of the States,'' the Court replied that relief
of unemployment was a legitimate object of federal expenditure under
the ''general welfare'' clause, that the Social Security Act
represented a legitimate attempt to solve the problem by the
cooperation of State and Federal Governments, that the credit allowed
for state taxes bore a reasonable relation ''to the fiscal need
subserved by the tax in its normal operation,'' 547 since state
unemployment compensation payments would relieve the burden for
direct relief borne by the national treasury. The Court reserved
judgment as to the validity of a tax ''if it is laid upon the
condition that a State may escape its operation through the adoption
of a statute unrelated in subject matter to activities fairly within
the scope of national policy and power.'' 548
...
An Unrestrained Federal Spending Power .--Little if any
constitutional controversy marks the debate over the modern exercise
of the spending power. There are, of course, ''general
restrictions,'' the first of which is that the power must be used in
pursuit of the general welfare. 549 However, great deference is
judicially accorded Congress' decision that a spending program
advances the general welfare, 550 and the Court has suggested that
the question whether a spending program provides for the general
welfare may not even be judicially noticeable. 551 Dispute, such as
it is, turns on the conditioning of funds.
''Congress has frequently employed the Spending Power to further broad
policy objectives by conditioning receipt of federal moneys upon
compliance by the recipient with federal statutory and administrative
directives. This Court has repeatedly upheld against constitutional
challenge the use of this technique to induce governments and private
parties to cooperate voluntarily with federal policy.'' 555 Standards
purporting to channel Congress' discretion have been announced by the
Court, but they amount to little more than hortatory admonitions. 556
First, the conditions, like the spending itself, must advance the
general welfare, but the decision of that rests largely if not wholly
with Congress. 557 Second, since the States may choose to receive or
not receive the proffered funds, Congress must set out the conditions
unambiguously, so that the States may rationally decide. 558 Third,
it is suggested in the cases that the conditions must be related to
the federal interest for which the funds are expended, 559 but,
though it continues to repeat this standard, it has never found a
spending condition that did not survive scrutiny under this part of
the test. 560 Fourth, the power to condition funds may not be used to
induce the States to engage in activities that would themselves be
unconstitutional. 561 Fifth, the Court has suggested that in some
circumstances the financial inducement offered by Congress might be
so coercive as to pass the point at which ''pressure turns into
compulsion,'' 562 but again the Court has never found a congressional
condition to be coercive in this sense. 563 Certain federalism
restraints on other federal powers seem not to be relevant to
spending conditions. 564
You can look at the footnotes on the site to find the numerous
referenced cases.
That you can not show an enumerated power within the US Constitution that
authorizes Congress to use federal taxpayer monies to fund public education in
all states is not a "half-baked philosophy lesson",
It is not for me to find enumerated powers; it is for Congress and the
courts to do so, and people with standing to challenge such finding if
they disagree. If you have standing and don't challenge it, you are
all hot air; if you don't have standing, you are irrelevant.
lojbab
--
lojbab
Bob LeChevalier, Founder, The Logical Language Group
(Opinions are my own; I do not speak for the organization.)
Artificial language Loglan/Lojban: http://www.lojban.org
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| User: "Info Junkie" |
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| Title: Re: vice laws & government schools are unconstitutional |
08 Nov 2003 09:09:10 PM |
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On Sat, 08 Nov 2003 16:48:56 -0500, Bob LeChevalier <lojbab@lojban.org> wrote:
bondrock@ifx.net (Info Junkie) wrote:
On Fri, 07 Nov 2003 12:40:43 -0500, Bob LeChevalier <lojbab@lojban.org> wrote:
But by your reasoning, the Federal government had no constitutional
right to give the money to the states, since funding state government
by land sales isn't an enumerated power.
Not by my "reasoning", but by the US Constitution itself:
Article IV, Section. 3. , Cl 2:
"The Congress shall have Power to dispose of and make all needful Rules and
Regulations respecting the Territory or other Property belonging to the
United States; and nothing in this Constitution shall be so construed as to
Prejudice any Claims of the United States, or of any particular State."
Note the terms "Congress shall have Power to dispose of ...other Property
belonging to the United States".
So it can sell land. What gives Congress the power to give the money
received to the states?
Readthe rest of the paragraph...it contains the answer to your question. Does
you need to be "spoon-fed"?
What the states do with education appropriation money is up to them,
too, except that the Federal government will take it away if they
spend it other than as approved. Nothing forbids the government from
putting strings on its appropriations, and that is how the Feds get
around constitutional restrictions.
I agree that what the states may do with the monies received is up to them. That
the federal government is "putting strings" in such monies as your statement wrt
"nothing forbids them", is wrong on two accounts.
1. Article IV, Section. 3. , Cl 2:
"...nothing in this Constitution shall be so construed as to Prejudice any
Claims....of any particular State:
"We hold the true principle to be this...whenever, according to those laws, the
title shall have passed, then that property, like all other property in the
state, is subject to state legislation;
But you just said that money is not property. The Feds give money to
the states, not property.
That is correct. Now apply the words of Article X for your answer.
2. That your claim the "Feds get around constitutional restrictions", failsto
follow:
"The general rule is that an unconstitutional statute, though having the form
and name of law, is in reality no law, but is wholly void, and ineffective for
any purpose
But since the laws in question are undeniably effective, and not void,
since the states are spending the money, they must therefore not be
unconstitutional.
What is "done" is not necessarily what is constitutional. If there was no
disagreement wrt the "elastic clause" and the "enumerated powers doctrine", this
issue would not have ever needed to be debated by anyone, would there?
Furthermore, it is not clear whether an "appropriation" is a "law".
The USSC is the ultimate authority as to the rule of law in this
country, not your half-baked philosophy lessons.
Yet again: "The particular phraseology of the Constitution of the United States
confirms and strengthens the principle, supposed to be essential to all written
constitutions, that a law repugnant to the Constitution is void;
No one but you has found the laws in question to be repugnant to the
Constitution, and your opinion doesn't count.
"...every person must be his own watchman for truth, because the forefathers did
not trust any government to separate the true from the false for us."
http://caselaw.lp.findlaw.com/scripts/getcase.pl?court=us&vol=323&invol=516)
If you prefer the play role of a "sheeple", it is your choice. It neither states
nor implies however, yours opinion is either the right answer, nor the truth.
You refer to the "ultimate authority" as to the "rule of law" , yet can not cite
a case that has ruled on the question of the constitutionality of using federal
taxpayer monies to fund public education in all states.
If no case has ruled on it, that means that nobody has ever thought it
an arguable proposition. The court does not generally rule on issues
not brought to it. It has, however, ruled on education funding issues
without such an issue being raised by either party.
That someone hasn't YET challenged the issue doesn't mean it is not valid. Else,
ALL cases on ALL issues would've already been previously decided, eh?
And it has ruled on the general question of appropriation power,
indicating support for Hamilton's broad view of the "general welfare
clause". So if you insist, I'll choose the general welfare clause as
covering education.
Of course you would, which is the ONLY "case" for which you would attempt to
use. Yet, rather than re-hash old ground, note that this "theory" has been used
primarily since the 1930's, and previous cases involving social issues have been
found unconstitutional or been vetoed as such. (noted in another post).
Note too that the pendulum is "swinging" away from this concept, as it has
become a "slippery slope" juggernaut of federally funded/regulated and
controlled morass which is becoming out of control as wasteful andd useless. The
people have begun to realize restricts their intent of enjoying "life, liberty
and the pursiut of happiness", and are starting to show it at the voting booth.
Here is Findlaw on the subject:
http://caselaw.lp.findlaw.com/data/constitution/article01/26.html#12
With respect to the meaning of ''the general welfare'' the pages of
The Federalist itself disclose a sharp divergence of views between
its two principal authors. Hamilton adopted the literal, broad
meaning of the clause; 533 Madison contended that the powers of
taxation and appropriation of the proposed government should be
regarded as merely instrumental to its remaining powers, in other
words, as little more than a power of self-support. 534 From an early
date Congress has acted upon the interpretation espoused by Hamilton.
Appropriations for subsidies 535 and for an ever increasing variety
of ''internal improvements'' 536 constructed by the Federal
Government, had their beginnings in the adminis trations of
Washington and Jefferson. 537 Since 1914, federal grants- in-aid,
sums of money apportioned among the States for particular uses, often
conditioned upon the duplication of the sums by the recipient State,
and upon observance of stipulated restrictions as to its use, have
become commonplace.
The "Federalist" was a series of papers designed to "sell" the concept to the
States. While the "early Congress" may have begun to espouse Hamilton, they and
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