The Problem With Community Policing

Above article does not mention the origin or date of the C.O.P.S. program:

NEIGHBORHOOD WATCH – A Google search reveals date of origin to be 1972.

Nor does it mention the major problem with community policing (unelected boards).

This same problem exists with charter schools which have no elected boards.

In other words, two major government programs do not have elected boards (representation by YOU or by someone you voted for).

Education budget over $1 TRILLION (federal, state and local; stats taken from federal website 2015)… exceeds that of defense budget (slightly under $1 trillion) If Americans accept such an immense part of federal, state, and local budget being run by unelected persons, we can expect acceptance by the citizens to follow in all government areas.

C.O.P.S. program, similarly, receives federal and local funding but has no elected boards.

As I have pointed out over and over for many years, we are losing our representative form of government.

WE HAVE LOST IT THROUGH EDUCATION (CHARTER SCHOOLS) AND THE C.O.P.S. PROGRAMS, and probably by other programs too numerous to mention (due to acceptance of Americans of communist regional government).

If the No. 1 neoconservative tax-exempt so-called “conservative” foundation in the nation is on the board of an organization that thinks it’s OK to do away with elected boards, what hope is there for our former Constitutional Republic?

TRITE? NO. TRUE? YES. SCARY? YES. (Written by “Sleepless in Maine”)

Am I the only one out there who has been wondering if there will be an election next November?

Trite, True, or Scary?

A LETTER TO PRESIDENT RONALD REAGAN WAS WRITTEN BY WILLARD W. GARVEY, EXECUTIVE director of the National Center for Privatization, dated April 6, 1984.

An excerpt follows:

Privatization is now an idea whose time has come…. The knowledge, communication and computer industry can make political representatives obsolete. Privatization might well be the theme for the 200th anniversary of the Constitution.

Privatization is essential for national salvation. The following notation was printed on the letterhead of the above-mentioned letter:

The National Center for Privatization is supported by the following groups and individuals:

Heritage and Reason Foundations; Pacific and Manhattan Institutes; VOLUNTEER; National Center for Citizen Involvement; International Executive Service Corps; United Way with its Services Identification System; National Legal Center for the Public; churches; labor unions, Peter Drucker and Milton Friedman Here is the history of the unravelling of our constitutional form of government, starting with education in 1946, one year after USA joined the communist United Nations:

3D, Appendix I.
Excerpts from Community-Centered Schools Community-Centered Schools:

The Blueprint, Montgomery County, Maryland Schools, as proposed by Dr. Nicholaus L. Englehardt and Associates, Consultants, and written by Dr. Walter D. Cocking (New York City: April 1, 1946). This was probably the most important blueprint for the nation, although The Hawaii Master Plan [see 1969] certainly follows in its footsteps. Dr. Paul Mort’s statement below is right on target. It took exactly fifty years to implement “The Blueprint” in every school of the nation. Letter of transmittal states: [The] program should be put into operation gradually… and Dr. Paul Mort and others have accumulated evidence which shows a period of almost fifty years between the establishment of need (need assessment, etc.) and the school programs geared to meet it.

If the school as an agency of society is to justify itself for the period ahead of us, it must be accepted that its fundamental function is to serve the people of the entire community, the very young children, the children of middle years, early adolescent youth, older youth and the adults as well.

The task of the teacher of the future is a greatly different task than that which teachers usually performed in the past. The fundamental equipment expected of the teacher of yesterday was knowledge of the subject he taught. Modern education demands teachers who are acquainted by experience as well as by study with our democratic society and who participate actively in the life of the community. They have a broad cultural background and an understanding of world conditions. Teacher educational institutions have not prepared teachers to do these things. Prior emphasis has been upon subject matter and method.

The Blueprint goes on to list the major purposes of a total instructional program “of benefit to the entire community.”

Under “The Educational Program” one finds: continuing and improving the teaching of the cultures of the past; developing the ability to communicate effectively; developing the ability to think; developing desirable personality and character traits; discovering and developing worthwhile interests; developing respect for others, or intercultural relations; protecting and promoting health; developing wholesome home and family life (Other agencies must accept at least some of the responsibilities formerly borne by the family. The school must study the problem intensively. It must experiment.); developing wholesome habits and understanding of work; good members of society cannot be developed if they are ignorant of work and what goes into it. In the years which lie ahead, it would appear that the school is the only agency which society has which can be expected to accept this responsibility.

IT MUST BE DONE. [emphasis in the original] developing understanding of economic principles and forces (Emphasis must be placed upon the economic principles and forces which are operating at that time rather than upon those of the past.); developing consumer competence… schools of the future must do much about such things; developing vocational competence; developing social and civic competence—understand obligations as a member of the group; and to give wholeheartedly and unselfishly service to his local, state, national and world government; developing understanding of, and skill in, the democratic way of life; developing knowledge, understanding of, and skill in, the creative arts; developing understanding of, and skill in, wholesome and worthwhile leisure activities (Much depends upon people discovering and practicing worthwhile leisure pursuits.); developing a well-rounded emotional life with particular attention to moral and spiritual needs. (A well-balanced emotional life is the final test of a well-educated person.

It is our belief that all people are religious, that religion finds expression in many different ways. We do not believe in America that they should teach any particular kind or type of religion.) Under “The Service Program” one finds Health and Medical Services. (In the school of the future, provision must be made not only for children enrolled but to all people, young and old.) The list is endless and includes the following cradle-through-grave services: recreational, library, guidance and counseling, child care, demonstration and experimental services, planning and research, employment, audiovisual, social welfare, group meeting place, character-building services.

The Plan [Blueprint] states further: The end results are that the school makes itself indispensable to all phases of community life. In the future development of school programs, the service program will receive increasing emphasis until the school becomes in fact the agency to which all the people in the community turn for assistance.