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THE LEADERSHIP LADDER

 

 

Erica Carle
June 15, 2005
NewsWithViews.com

'Leader' is one of the most overworked, loosely used words in our vocabulary. People say leader when they mean teacher, trainer, guide, authority, priest, minister, pastor, rabbi, supervisor, organizer, consultant, coach, principal, editor, influencer, innovator, inspiration, inventor, executive, administrator, chairman, advisor, president, mayor, congressman, governor, planner, legislator, director, foreman, conductor, commander, instructor, trendsetter, boss, superintendent, winner, master, employer, counselor, dictator, etc.

It is not only confusing, but sometimes harmful to say 'leader' when there is another word that is more precise. Most people consider leadership to be a good thing and a quality to be sought, but think about it. What do you do when you follow a leader? You allow that leader to do your thinking. When someone claims leadership, it is a claim to think for others. If you consent to that leadership you agree to allow that leader to think for you. A leader cannot be a leader until he has followers who allow him to think for them. One cannot follow a leader, and at the same time do his own thinking.

Much of the time leaders know where they are going, although their followers may not. However, there is such a thing as ignorant leadership. At age three our grandson Michael, demonstrated this on a soccer field. Would you believe three-year-olds can enroll in soccer training? No competitive scoring is involved, but there are teams and there is lots of running and ball kicking. They are also taught the traditions of the game, such as having the teams line up after the game to shake hands with the other team's players. Michael was at the head of his team's lineup and the coach extended his hand to show Michael to extend his hand for a handshake, but Michael misinterpreted the coach's gesture. He extended his right arm, then his left arm and started marching. His team followed, marching happily around the field like little toy soldiers. Then the other team joined the parade. Seeing Michael, the other little boys assumed marching was the thing to do. Who can deny that Michael was a leader? Who can deny that the other boys let Michael do their thinking?

Is the President of our country a leader? Many people think of him as their leader. Perhaps he thinks of himself as a leader, but he ought not. The Constitution states that he is the country's chief executive, commander of the armed forces, and a defender of the Constitution. He is not elected to be my leader or your leader, or to think for us. If you call the President your leader, it tends to give you and him the wrong idea about his duties. The President is not elected to lead the people. He has specific assigned executive duties. To do them well is to be a good President.

Our Constitutional government does not require leaders. Every elected official has specific assigned duties and responsibilities. Leading the people and getting them to surrender their intelligence is not among them. However, since the federal government has involved itself in education, more and more people have been willing to stop thinking and start marching after leaders and misleaders..

Last February Margaret Spellings, President Bush's new Secretary of Education, spoke at the National Governors Association's National Education Summit on High Schools. In that speech she said:

"When our Founders wrote the U. S. Constitution, they didn't write down a laundry list of what the states could or could not do. Instead, they listed the few tasks for which the federal government was responsible, then 'reserved' the rest 'to the States. . . or to the people'--including public education. . . It was unprecedented. It was genius. and as a former governor, it's the spirit by which President Bush governs today."

If the Secretary of Education was being truthful and sincere, the rest of her speech would have continued something like this:

"It is because President Bush and I understand the Constitution and its genius that the President as asked me to inform you that he will now begin the process of returning all decisions, responsibility and financing regarding education to the states and the citizens of the respective states.

"We believe past federal involvement in education has added substantially to its cost and subtracted from its value--in addition to being an offense against our Constitution and our nation's founders. Therefore, we have drawn up a plan for federal disengagement which will decrease both the budget and federal regulation of education as rapidly as this can be accomplished. I am here today to ask your cooperation and to challenge you to begin the process of accepting the transference of authority and also to challenge you to work within your states to make this transition as smooth as possible. The President and I have no doubt that this disengagement will not only improve the quality of education, but will save taxpayers billions of dollars in what has frequently been unproductive, and sometimes harmful spending."

But the Secretary of Education did not say that! Instead she said:

". . . when Governor Bush ran for President, he had to look at education from a national perspective. He understood that the federal government had a role to play. . . So the President's first legislative priority was the No Child Left Behind Act. The genius of the law was that it held states accountable for measuring and improving student performance - but it did not dictate how. . .

"Eighteen months after the law was signed, all 50 states had unique accountability plans in place. Not one Governor chose to leave his or her federal Title I money behind. Not one sent an army of lobbyists to Washington to find a way out of it. Not one complained that it was unconstitutional."

I might add: Not one was able to do his own thinking. The Secretary of Education admitted that even after federal spending of $130 billion on Elementary and Secondary Education since 1965, reading and math scores remained stagnant and America's high schools are failing to prepare many students for work and higher education. The admission was then tied to a promotion for the President's proposed High School Initiative to make the states more accountable to the federal government for future educational achievement.

The proposed education budget for 2006 is $56 billion. Write it down. That's 56 followed by nine zeros--more than a billion for every state in the union. Imagine what could be done if that amount were left in the pockets of the people and the funds of the states.

But things are upside down. Instead of the federal government being accountable to the people and the states, the people and the states are forced by financial intimidation to be subject and accountable to the federal government. It is no longer the government referred to by Daniel Webster in 1830 when he spoke of 'the people's government made for the people, made by the people, and answerable to the people.' It has become a top down leadership system. Everyone within the system is on a leadership ladder, which means that each must have a leader to follow, but also followers under his direction.

Being called a leader is an ego booster. It keeps even those on the lower rungs of the leadership ladder content with their situation. Many 'leaders' do not know, however, that the leadership ladder system is in the process of being extended. It is being made to reach around the world. The federal government and the non governmental organizations that influence decisions within the federal government have placed themselves under a worldwide leadership system which is intended eventually to replace sovereignty in all nations.

In education this already means a layer of international leaders dictating the curriculum in your schools in addition to the national leaders who already are in place. The international system now uses the term 'sustainable development.' The years 2005 through 2014 are being promoted as the decade of education for the United Nations' sustainable development. Colleges and universities are close to the top of this international leadership ladder Among other things, they are being used to train teachers as leaders in sustainable development so they can train students to accept and promote the economic, social, religious, and environmental changes and controls that sustainable development entails.

Not until you are aware of the leadership ladder with its connection to United Nations sustainable development and the New World Order can you really appreciate what might be meant by the phrase 'No Child Left Behind.' If it means academic achievement and nothing more, it is a vain promise and a promotional gimmick because some children are, and always will be smarter and more talented than others. We are not physically or intellectually equal. There will always be some who are left behind.

But if you think of 'No Child Left Behind' in relation to the effort to get everyone to hop onto the leadership ladder and surrender to the United Nations' sustainable development, left behind does not refer to intellectual achievement. It means that a student is not yet committed to sustainable development. He still believes in national sovereignty, religious freedom, and the U. S. Constitution. If the New World order is to maintain control, no child can be left in this free condition.

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In the poem, "The Pied Piper of Hamlin" one little lame boy was left behind when all the other children followed the Pied Piper. The leaders of the New World Order do not want that to happen to their plans. Education for United Nations' sustainable development from 2005 to 2014 intends that no child be left behind with traditional loyalties or Christian beliefs. All should be made ready to march into the New World Order and take their place on the various rungs of the leadership ladder.

2005 Erica Carle - All Rights Reserved

E-Mails are used strictly for NWVs alerts, not for sale


Erica Carle is an independent researcher and writer. She has a B.S. degree from the University of Wisconsin. She has been involved in radio and television writing and production, and has also taught math and composition at the private school her children attended in Brookfield, Wisconsin. For ten years she wrote a weekly column, "Truth In Education" for WISCONSIN REPORT, and served as Education Editor for that publication.

Her books are GIVE US THE YOUNG--$5 Plus $2.00 P&H WHY THINGS ARE THE WAY THEY ARE--$16 PLUS $4.00 P&H BOTH BOOKS -- $25 Total. A loose leaf collection of quotes titled, SIX GENERATIONS TO SERFDOM is also available--$15 Plus $2.00 P&H. Mailing address: Erica Carle; PO Box 261; Elm Grove, WI 53122.

E-mail: ericacarle@sbcglobal.net


 

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Colleges and universities are close to the top of this international leadership ladder Among other things, they are being used to train teachers as leaders in sustainable development so they can train students to accept and promote the economic, social, religious, and environmental changes and controls that sustainable development entails.