Saturday, November 28, 2015

Driving is a commercial activity.

Even long before Ford invented the model t, driving was a licensed privilege. We find this while searching for licensed carriage drivers in 1850.


As the commercial center of the antebellum South, New Orleans depended on an adequate system of transportation to get its varied goods to market. The municipal government regulated this activity by licensing operators of carts, carriages, and other conveyances. This document is a security bond designed to insure that the licensee, a free black man by the name of Jacques Voltaire, abided by the rules governing such vehicles.

From here
http://www.neworleanspubliclibrary.org/~nopl/exhibits/black96.htm

Now in England they licensed carriage drivers as well, or hackney drivers as they called them.
https://books.google.com/books?id=Ao4SAAAAYAAJ&pg=RA2-PA279&lpg=RA2-PA279&dq=carriage+drivers+licensed+in+the+1850's&source=bl&ots=Yy8XHpMl-p&sig=JRZWV78c4aG-qaz1yN5HwhH_whg&hl=en&sa=X&ved=0ahUKEwiO3Mvm07HJAhXMNiYKHc37CsEQ6AEILTAD#v=onepage&q=carriage%20drivers%20licensed%20in%20the%201850's&f=false


Now to define the word "driver"


DRIVER. One employed...
Bouvier’s Law Dictionary, 1856
 
DRIVER-- one employed in conducting a coach, carriage, wagon, or other vehicle..."
BOUVIER'S LAW DICTIONARY, (1914)p. 940.
 
DRIVER. One employed...
Black’s Law Dictionary, 4th Ed, 1951


What is DRIVER?

One employed in conducting a coach, carriage, wagon, or other vehicle,with horses, mules, or other animals, or a bicycle, tricycle, or motor car, though not a street railroad car. See Davis v. Petrinovich, 112 Ala. 654, 21 South. 344, 36 L. R. A.615; Gen. St. Conn. 1902,


Law Dictionary: What is DRIVER? definition of DRIVER (Black's Law Dictionary)


driver




[drahy-ver]
noun
1.
a person or thing that drives.
2.
a person who drives a vehicle; coachman, chauffeur, etc.
http://dictionary.reference.com/browse/driver


So we can see that "driving" has been a licensed occupation long before autos came around. Now lets take a look at some other commonly used words we think we understand.

Title18, UNITED STATES CODE  Sec. 31
PART I - CRIMES
CHAPTER 2 - AIRCRAFT AND MOTOR VEHICLES

Sec. 31. Definitions
When used in this chapter the term -


''Motor vehicle'' means every description of carriage or other contrivance propelled or drawn by mechanical power and used for commercial purposes on the highways in the transportation of passengers, passengers and property, or property or cargo;



Motor vehicle - Laws of Florida c. 14764 (1931)
The term "motor vehicle" shall include all vehicles or machines propelled by any power other than muscular used upon the public highways (but not over fixed rails) for the transportation of persons or property for compensation either as common carriers, private contract carriers or for hire carriers.



Traffic - Webster's Unified Dictionary and Encyclopedia, International Illustrated Edition (1960)
1. Business or trade, commerce. 2. Transportation. 3. The movement of vehicles on street or highway, as, the traffic is very heavy today.



Traffic - Bouvier's Law Dictionary (1856)
Commerce, trade, sale or exchange of merchandise, bills, money and the like.



Traffic - Black's Law Dictionary 3rd
Commerce; trade; sale or exchange of merchandise, bills, money, and the like. The passing of goods or commodities from one person to another for an equivalent in goods or money. Senior v. Ratterman, 44 Ohio St. 673, 11 N.E. 321; People v. Horan, 293 Ill. 314, 127 N.E. 673, 674; People v. Dunford, 207 N.Y. 17, 100 N.E. 433, 434; Fine v. Morgan, 74 Fla. 417, 77 So. 533, 538; Bruno v. U. S. (C.C.A.) 289 F. 649, 655.
Traffic includes the ordinary uses of the streets and highways by travelers. Stewart v. Hugh Nawn Contracting Co., 223 Mass. 525, 112 N.E. 218, 219; Withey v. Fowler Co., 164 Iowa, 377, 145 N.W. 923, 927.



Traffic - Black's Law Dictionary 4th
Commerce; trade; sale or exchange of merchandise, bills, money, and the like. The passing of goods or commodities from one person to another for an equivalent in goods or money. Senior v. Ratterman, 44 Ohio St. 673, 11 N.E. 321; Fine v. Morgan, 74 Fla. 417, 77 So. 533, 538; Bruno v. U. S. C.C.A.Mass., 289 F. 649, 655; Kroger Grocery and Baking Co. v. Schwer, 36 Ohio App. 512, 173 N.E. 633. The subjects of transportation on a route, as persons or goods; the passing to and fro of persons, animals, vehicles, or vessels, along a route of transportation, as along a street, canal, etc. United States v. Golden Gate Bridge and Highway Dist. Of California, D.C.Cal., 37 F. Supp. 505, 512.



Traffic -Black's Law Dictionary 6th
Commerce; trade; sale or exchange of merchandise, bills, money, and the like. The passing or exchange of goods or commodities from one person to another for an equivalent in goods and money. The subjects of transportation on a route, as persons or goods; the passing to and fro of persons, animals, vegetables, or vessels, along a route of transportation, as along a street, highway, etc.



Transportation - Webster's Unified Dictionary and Encyclopedia, International Illustrated Edition (1960)
1. The act or business of moving passengers and goods. 2. The means of conveyance used. 3. Banishment, esp. of convicts to a penal colony.



Transportation - Black's Law Dictionary 3rd
The removal of goods or persons from one place to another, by a carrier. See Railroad Co. v. Pratt, 22 Wall. 133, 22 L.Ed. 827; Interstate Commerce Com'n v. Brimson, 154 U.S. 447, 14 Sup.Ct. 1125, 38 L.Ed. 1047; Gloucester Ferry Co. v. Pennsylvania, 114 U.S. 196, 5 Sup.Ct. 826, 29 L.Ed. 158.
Under Interstate Commerce Act, (49 USCA sec. 1 et seq.
), "transportation" includes the entire body of services rendered by a carrier in connection with the receipt, handling, and delivery of property transported, and includes the furnishing of cars. Pletcher v. Chicago, R. L. & P. Ry. Co., 103 Kan. 834, 177 P. 1, 2.
In a general sense transportation means merely conveyance from one place to another. People v. Martin, 235 Mich. 206, 209 N.W. 87.



Transportation - Black's Law Dictionary 4th
The removal of goods or persons from one place to another, by a carrier. Railroad Co. v. Pratt, 22 Wall. 133, 22 L.Ed. 827; Interstate Commerce Com'n v. Brimson, 14 S.Ct. 1125, 154 U.S. 447, 38 L.Ed. 1047; Gloucester Ferry Co. v. Pennsylvania, 5 S.Ct. 826, 114 U.S. 196, 29 L.Ed. 158.



Transportation - Black's 6th
The movement of goods or persons from one place to another, by a carrier.



Transportation - 49 U.S.C. ¤ 5102(12)
"transports" or "transportation" means the movement of property and loading, unloading, or storage incidental to the movement.



Transportation - Words and Phrases
See State v. Western Trans Co. (1950, Iowa) 43 N.W.2d 739 [The judge, after giving his conclusion, goes on to give examples of "transportation" - all involving the movement of persons or goods for hire.]



Terms found in the CALIFORNIA VEHICLE CODE  and associated with the DMV and applied to those persons who do what the DMV regulates:
 
 
COMMERCIAL.  Relating to or connected with trade and traffic or commerce in general.  “Zante Currents”, C.C.Cal.,73 F. 189.  Occupied with commerce.  Bowles v. Co-Operative G. L. F. Farm Products, D.C.N.Y., 53 F. Supp. 413, 415.
Black’s Law Dictionary, 4th Ed., p. 337
 
INTERSTATE COMMERCETraffic, intercourse, commercial trading, or the transportation of persons or property between or among the several states of the Union, or from between points in one state and points in another state; commerce between the states, or between places in different states.
It comprehends all the component parts of commercial intercourse between different states.
[Cites omitted]
Black’s Law Dictionary, 4th Ed., p. 955
 
TRAFFIC. Commerce; trade; sale or exchange of merchandise, bills, money, and the like.  The passing of goods or commodities from one person to another for an equivalent in goods or money.  Senior v. Ratterman, 44 Ohio St. 673, 11 N.E. 321; Fine v. Moran, 74 Fla. 417, 77 So. 533, 538; Bruno v. U.S., C.C.A.Mass., 289 F. 649, 655; Kroger Grocery and Baking Co. V. Schwer, 36 Ohio App. 512, 173 N.E. 633.  The subjects of transportation on a route, as persons or goods; the passing to and fro of persons, animals, vehicles, or vessels, along a route of transportation, as a long a street, canal etc.  United States v. Golden Gate Bridge and Highway Dist. of California , D.C.Cal., 37 F. Supp. 505, 512.
Black’s Law Dictionary. 4th Ed., p. 1667
 
TRANSPORTATION.  The removal of goods or persons from one place to another, by a carrier. Railroad Co. v. Pratt, 22 Wall. 133, 22 L.Ed. 827; Interstate Commerce Com’n v. Brimson, 14 S.Ct. 1125, 154 U.S. 447, 38 L.Ed. 1047; Gloucester Ferry Co. v. Pennsylvania, 5 S.Ct. 826, 114 U.S. 196, 29 L.Ed. 158
Black’s Law Dictionary, 4th Ed., p. 1670
 
 
So basically if you are a "driver", "operator" driving a "motor vehicle" in "traffic" then you are admitting that you are engaging in commerce.
 
 
...state activities integrally related to commerce, and acted within its sphere of power to afford "security * * * to the rights of the people" by preventing the States from releasing personal information that they require individuals to submit as a condition of engaging in activity-owning and operating a motor vehicle-that is integrally related to commerce generally...
JANET RENO, ATTORNEY GENERAL OF THE UNITED STATES, ET AL., PETITIONERS v. CHARLIE CONDON, ATTORNEY GENERAL FOR THE STATE OF SOUTH CAROLINA, ET AL.,
In the Supreme Court of the United States, (Jan. 12, 2000)
No. 98-1464
[Emphasis added]
 
 
 
But fear not friends, freedom IS possible.
 
 
 

Wednesday, November 11, 2015

Public school

A post about the mass brainwashing factories known as the public school system.

Lets start with Funding, we of course know that taxes fund school, but does it fund all of it? Ever hear of the GEB? General education board was set up in 1903 b none other then that lovable guy, John D Wreck a feller. By 1907 old John D had donated 43 million dollars to educate Americas less fortunate. What a swell guy, right?

Lets take a look..

http://rockefeller100.org/exhibits/show/education/general_education_board

[quote]To persuade local populations that public schools were necessary, the GEB relied on a number of methods, including what came to be known as “circuit riders.” Circuit riders were professors hired as Chairs of Education by state universities but paid for by the GEB. They traveled across the region extolling the benefits of public education and lobbying local governments to raise taxes to pay for it. [/quote]


Some more about the foundations of our public school funding...


http://www.wakingtimes.com/2014/01/28/untold-history-modern-u-s-education-founding-fathers/

[quote]
The Guggenheim Foundation agreed to award fellowships to historians recommended by the Carnegie Endowment. Gradually, through the 1920′s, they assembled a group of twenty promising young academics, and took them to London. There they briefed them on what was expected of them when they became professors of American history. That twenty were the nucleus of what was eventually to become the American Historical Association. The Guggenheim Foundation also endowed the American Historical Association with $400,000 at that time.

By 1950 the Rockefeller Foundation endowed Columbia Teachers College in New York City, formerly named the Russell’s Teacher College, produced one-third of all presidents of teacher-training institutions, one-fifth of all American public school teachers, and one-quarter of all superintendents.

J.D Rockefeller and family additionally funded and founded the University of Chicago, Rockefeller University (which focused on offering only postgraduate and postdoctoral education), the Rockefeller Institute for Medical Research, Johns Hopkins School of Public Health, Harvard School of Public Health as well as the Rockefeller University Press.

They also controlled, and continue to maintain ownership control in, school textbook companies and scholastic literature copy rights used in the public school systems thus being able to direct the historical narrative used in schools through Guggenheims American Historical Society.

Additionally, through use of political favors and influence as well as the structuring of public educational taxes through property ownership, these few NGO Foundations were able to mold educational policy and control the flow of funds to school districts and community colleges at the Federal levels.
[/quote]

That is a lot of influence on our school system by just a few men, wonder why the interest in the schooling of the poor? Were they trying to help, or were they trying to create min wage workers for their empires?

Here is more from the same link above....

[quote]

“The power of the individual large foundation is enormous. Its various forms of patronage carry with them elements of thought control. It exerts immense influence on educator, educational processes, and educational institutions. It is capable of invisible coercion. It can materially predetermine the development of social and political concepts, academic opinion, thought leadership, public opinion.
The power to influence national policy is amplified tremendously when foundations act in concert. There is such a concentration of foundation power in the United States, operating in education and the social sciences, with a gigantic aggregate of capital and income. This Interlock has some of the characteristics of an intellectual cartel. It operates in part through certain intermediary organizations supported by the foundations. It has ramifications in almost every phase of education.”  -John Taylor Gatto, author of “The Underground History of Education” and Thrice NY Teacher of the Year
In 1954, a special Congressional Committee investigated the interlocking web of tax-exempt foundations to see what impact their grants were having on the American people. The Reece Committee, as it became known, stumbled onto the fact that some of these foundations had embarked upon a gigantic project to rewrite American history and incorporate it into new school text books.
Norman Dodd, the Reece committee’s research director, found, in the archives of the Carnegie Endowment for International Peace, the following remarkable statement of purpose:
“The only way to maintain control of the population was to obtain control of the education in the U.S. They realized this was a prodigious task so they approached the Rockefeller Foundation with the suggestion that they go in tandem so the portion of education which could be considered domestically oriented would be taken over by the Rockefeller Foundation, and the portion which was oriented to international matters be taken over by the Carnegie Endowment.”
Dodd proceeded to show that the Ford Foundation, Rockefeller Foundation, and Carnegie Endowment were using funds excessively on projects at Columbia, Harvard, Chicago University and the University of California, in order to enable oligarchical collectivism.
Dodd further stated:
“The purported deterioration in scholarship and in the techniques of teaching which, lately, has attracted the attention of the American public, has apparently been caused primarily by a premature effort to reduce our meager knowledge of social phenomena to the level of an applied science.”
Mr. Dodd’s research staff had discovered that in 1933-1936, a change took place which was so drastic as to constitute a revolution.”
The Reece Commission also indicated conclusively that:
  • The responsibility for the economic welfare of the American people had been transferred heavily to the Executive Branch of the Federal Government.
  • That a corresponding change in education had taken place from an impetus outside the local community.
  • That this “revolution” had occurred without violence and with the full consent of an overwhelming majority of the electorate.
Mr. Dodd stated that this revolution “could not have occurred peacefully or with the consent of the majority, unless education in the United States had been prepared in advance to endorse it.”
According to Mr. Dodd, grants given to these Foundations had been used for:
 –  Training individuals and servicing agencies to render advice to the Executive branch of the Federal Government.
 –  Directing education in the United States toward an international view-point and discrediting the traditions to which it (formerly) had been dedicated.
 – Decreasing the dependency of education upon the resources of the local community and freeing it from many of the natural safeguards inherent in this American tradition.
  – Changing both school and college curricula to the point where they sometimes denied the principles underlying the American way of life.
  – Financing experiments designed to determine the most effective means by which education could be pressed into service of a political nature.”
Mr. Dodd cited a book called “The Turning of the Tides”, which documented the literature from various tax-exempt foundations and organizations like UNESCO, showing that they wished to install a centralized World Government.
The Reece Commission quickly ran into a buzzsaw of opposition from influential centers of American corporate life. Major national newspapers hurled scathing criticisms, which, together with pressure from other potent political adversaries, forced the committee to disband prematurely without action.
****
Additionally, in 1951, Hon. John T. Wood (Idaho), House of Representatives, added these remarks in the Congressional record on the Report to the American People on UNESCO (United Nations for Education, Science and Culture Organization). From the Congressional Record, Proceedings and Debates of the 82nd Congress, First Session on Thursday, October 18, 1951:
“UNESCO’s scheme to pervert public education appears in a series of nine volumes, titled ‘Toward Understanding’ which presume to instruct kindergarten and elementary grade teachers in the fine art of preparing our youngsters for the day when their first loyalty will be to a world government, of which the United States will form but an administrative part…
The program is quite specific. The teacher is to begin by eliminating any and all words, phrases, descriptions, pictures, maps, classroom material or teaching methods of a sort causing his pupils to feel or express a particular love for, or loyalty to, the United States of America. Children exhibiting such prejudice as a result of prior home influence – UNESCO calls it outgrowth of the narrow family spirit – are to be dealt an abundant measure of counter propaganda at the earliest possible age. Booklet V, on page 9, advises the teacher that:
‘The kindergarten or infant school has a significant part to play in the child’s education. Not only can it correct many of the errors of home training, but it can also prepare the child for membership, at about the age of seven, in a group of his own age and habits – the first of many such social identifications that he must achieve on his way to membership in the world society.’”  
*****
“Schools were designed by Horace Mann and others to be instruments of the scientific management of a mass population.”   John Taylor Gatto author of “Weapons of Mass Education
[/quote]


Here is the unesco manual        unesdoc.unesco.org/images/0005/000569/056926eo.pdf


Crazy stuff folks.


This has only been a taste, take it upon your self to research this your self, it's your kids future, put a little time in it, before you send your kid to a little slave making factory that you went thru.

There is massive amounts of information detailing what is going on, all you have to do is drop your false beliefs and research the topics anew.

Look at this quote here...

[quote]

The BEHAVIORAL TEACHER EDUCATIONAL PROJECT outlines specific teaching reforms to be forced on the country, unwillingly of course, after 1967. It also sets out, in clear language, the outlook and intent of its invisible creators. Nothing less than quoting again "the impersonal manipulation through schooling of a future America in which few will be able to maintain control over their own opinions", an America in which (quoting again) "each individual receives at birth, a multipurpose identification number which enables employers and other controllers to keep track of their [underlings]", (underlings is my interpretation, everything else came out of the document), "and to expose them to the directors subliminal influence of the state education department and the federal department acting through those whenever necessary".

[/quote]


Here is a link to some more GEB information

https://archive.org/stream/generaleducation029311mbp/generaleducation029311mbp_djvu.txt

Found the link to the GEB letter number 1

https://books.google.com/books?id=QzhDAAAAYAAJ&printsec=frontcover&source=gbs_ge_summary_r&cad=0#v=onepage&q&f=false





Some more school quotes to help you see more clearly.....


“Plans are underway to replace community, family, and church with propaganda, education and mass media. “
-Edward A. Ross, Social Control, 1901.
 
“Ninety-nine [students] out of a hundred are automata, careful to walk in prescribed paths, careful to follow the prescribed customs. This is not an accident but the result of substantial education, which scientifically defined, is the subsumption of the individual.”
-William Torrey Harris, U.S. Commissioner of Education from 1889-1906.
 
“The children who know how to think for themselves spoil the harmony of the collective society which is coming, where everyone would be interdependent.”
-John Dewey
 
“Our schools have been scientifically designed to prevent over-education from happening. The average American [should be] content with their humble role in life, because they’re not tempted to think about any other role.”
-William Torrey Harris, U.S. Commissioner of Education from 1889-1906.
 
“Individual talent is too sporadic and unpredictable to be allowed any important part in the organization society. Social systems which endure are built on the average person who can be trained to occupy any position adequately if not brilliantly.”
-Stuart Chase, The Proper Study of Mankind, 1948.
 
“In our dreams…people yield themselves with perfect docility to our molding hands. The present educational conventions [intellectual and character education] fade from our minds, and unhampered by tradition we work our own good will upon a grateful and responsive folk. We shall not try to make these people or any of their children into philosophers or men of learning or men of science. We have not to raise up from among them authors, educators, poets or men of letters. We shall not search for embryo great artists, painters, musicians nor lawyers, doctors, preachers, politicians, statesmen, of whom we have ample supply. The task we set before ourselves is very simple…we will organize children…and teach them to do in a perfect way the things their fathers and mothers were doing in an imperfect way.”
-The Rockefeller General Education Board, Occasional Letter No.1, 1906.
 
“Nothing is more central to the maintenance of social order than the regulatory mechanisms employed to control and socialize our children.”
-Ronald Boostom, Coordinator for Juvenile “Justice” in California, 1980.
 
“A primary purpose of the educational system is to train school children in good citizenship, patriotism and loyalty to the state and the nation as a means of protecting the public welfare.”
-Justice H. Walter Croskey, 2008.
 
“Today’s corporate sponsors want to see their money used in ways to line up with business objectives…. This is a young generation of corporate sponsors and they have discovered the advantages of building long-term relationships with educational institutions.”
-Suzanne Cornforth of Paschall & Associates, public relations consultants. As quoted in The New York Times, July 15, 1998.
 
“That erroneous assumption is to the effort that the aim of public education is to fill the young of the species with knowledge and awaken their intelligence….Nothing could be further from the truth. The aim of public education is not to spread enlightenment at all; it is simply to reduce as many individuals as possible to the same safe level, to breed and train a standardized citizenry, to put down dissent and originality. That is its aim in the United States, whatever the pretensions of politicians, pedagogues, and other such mountebanks, and that is its aim everywhere else.”
-H.L Mencken, The American Mercury, April 1924.
 
“The new view is that the higher and more obligatory relation is to society rather than to the family; the family goes back to the age of savagery while the state belongs to the age of civilization. The modern individual is a world citizen, served by the world, and home interests can no longer be supreme.”-Dr. Arthur W. Calhoun, A Social History of The American Family: From Colonial Times to the Present, 1919.