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The Background of Europe, including A female Pope, a dead Pope and a whole lot of converts…

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I have been dealing (and blogging) on myths, and how to enforce them on a populace, when they aren’t inherently acceptable (or sensible) to that populace, it’s going to take WAR.

I’d been looking up “iconoclasm” and its relationship to Charlemagne. Charlemagne can be called “the father of Europe” in one sense, and in 800, he became “The Holy Roman Empire.”

A few posts ago — I believe on Independence, Fatherhood and Debt, I talked about some early American debates on which brand of Christianity the “founding fathers” really held. It wasn’t the mainstream kind. Well, Back up, say, 1,000 years and here’s Europe duking it out over this and that.

The site is “Long Waves of Time.” I found this page informative, and it’s certainly relevant now:

The alienation of the European people from their native cultures was accelerated during the times of Charlemagne and presaged what happened to the native people of the Americas and their indigenous cultures following the voyages of Columbus.

My point being, the mindset is habit-forming. Perhaps a change of theology and imagery, led by women, who are tired of seeing their kids chopped up, and their friends, or go off to war, might be able to change the culture. But we will have to boycott violent systems, and indoctrinating systems. It won’t be easy.

Charlemagne’s crusade against ‘heathens‘ took place in the course of his Thirty Years’ War (774-804) during which most of the indigenous cultures of Europe disappeared. The violence and atrocities of Charlemagne’s Thirty Years’ War include the executions of thousands who refused to convert to Christianity and resulted in deaths of about a half and in some regions close to two thirds of the pre-war population. During Charlemagne’s Thirty Years’ War, people who refused to be converted were executed. These executions took place in recurring waves, reaching its peak in 782 when Charlemagne executed in a single day over 4,000 Saxons who refused to convert to Christianity. During his campaigns against Saxony, in his conversations transcribed by his biographer Eginhard, Charlemagne often repeated that

‘Saxony must be Christianized, or wiped out.’

Carolingian Reformation

At the early years of the Carolingian Age, the lucid writings
of Venerable Bedes (672-735) and his followers provide insight into the general obscurity of these times. Venerable Bedes (672-735) wrote on various topics, such as history (Ecclesiastical History of the English People), orthography, grammar, and theology. Bede also composed a summary of the works of Roman naturalists. Bedes legacy was continued by Alcuin (c.735-804), the intellectual successor of Bede, who established a school at Aix-la-Chapelle with the classical curriculum of the medieval education: the seven liberal arts of grammar, rhetoric, dialectic, arithmetic, geometry, astronomy, and music. Alcuins students, such as Rhabanus Maurus, known for his poetry and De arte grammatica, carried Bedes legacy into the interior of Europe.

(r. 774-814)

The Carolingian Reformation proper commences with the ascent of Charlemagne (r. 774-814) who established the Holy Roman Empire in 800. The atmosphere of Charlemagnes times was told by Emmanuel Roidis in his 1866 novel Pope Joan. In 1960, the Roidis’ book was made into a movie by Lawrence Durrell. Joan was a female Pope who ruled the church between the pontificates of Leo IV (847-855) and Benedict III (855-858). Her name was expurgated from the Vatican records and the resulting gap was filled by the extension of the actual reigns of the adjacent popes. Joan studied in Athens and after her arrival to Rome she disguised herself as a male to get a job as a papal notary. After the death of Leo IV she was elected Pope. During a papal procession, she gave birth to a child. Her enraged entourage stoned both Joan and her newborn child to death.

{{and they even started putting a hole in the chair, so future popes could be gender-verified..}}

Historians of religious bent credit Charlemagne with great political, religious, and humanitarian vision. Other historians describe Charlemagne as religious fanatic. Bernard Bachrac characterizes Charlemagne as

‘a gluttonous and superstitious illiterate, or semiliterate,
who had a considerable capacity for brutality.
His accomplishments were due mostly to the ruthlessness
with which he treated any opponents.’

During the times of Charlemagne, the Byzantine Empire was rocked by the Great Iconoclasm Controversy. The Old Testament forbids making images (thou shalt not make unto thee any graven image), however, the New Testament does not reiterate this prohibition. In Greek, eikono-klasmos means image-breaking. This controversy between Iconoclasts and Iconolaters was among the early manifestations of the Old-New Testament doctrinal differences that later came into prominence during the Protestant Reformation. Charlemagne got involved when the Byzantine Empress Irene asked the hand of Charlemagnes daughter for her son. Charlemagne at first agreed, but when he learned that Irene does not support the Iconoclasts, he broke the engagement.

Saxony, 782

The alienation of the European people from their native cultures was accelerated during the times of Charlemagne and presaged what happened to the native people of the Americas and their indigenous cultures following the voyages of Columbus. Charlemagne’s crusade against ‘heathens‘ took place in the course of his Thirty Years’ War (774-804) during which most of the indigenous cultures of Europe disappeared. The violence and atrocities of Charlemagne’s Thirty Years’ War include the executions of thousands who refused to convert to Christianity and resulted in deaths of about a half and in some regions close to two thirds of the pre-war population. During Charlemagne’s Thirty Years’ War, people who refused to be converted were executed. These executions took place in recurring waves, reaching its peak in 782 when Charlemagne executed in a single day over 4,000 Saxons who refused to convert to Christianity. During his campaigns against Saxony, in his conversations transcribed by his biographer Eginhard, Charlemagne often repeated that

‘Saxony must be Christianized, or wiped out.’

During Charlemagne’s Thirty Year’s War, most of the Western Europe was converted to Christianity. Charlemagne, who signed documents as Carolus, Rex and Sacerdot, the King and the Priest, maintained a close collusion of the secular and ecclesiastical powers. Charlemagne was crowned by the Pope Leo III as the Emperor of the Holy Roman Empire in 800 and was canonized in 1165. The end of the Charlemagnes Empire can be characterized by the Cadaver Synod (896), the bizarre trial of Pope Formosus.

{{apparently there was some reasoning for it at the time. Good grief!!}}

The frequency of warfare during this period was high. Charlemagne’s empire rested almost entirely on the force and after his death and a prolonged civil war, the empire was divided (887) among his heirs into three areas, roughly corresponding to present France, Germany, and Italy, marking the end of this epoch.

And we know they’ve been free from war ever since . . . . . .



Ready to review the 7-lesson schoolteacher, from John Taylor Gatto?

The 7-Lesson Schoolteacher
                          by John Taylor Gatto
                      New Society Publishers, 1992

      Call me Mr. Gatto, please.  Twenty-six years ago,
{{Do the math...If you can...}}
 having nothing
better to do at the time, I tried my hand at schoolteaching.  The
license I hold certifies that I am an instructor of English language and
English literature, but that isn't what I do at all.  I don't teach
English, I teach school -- and I win awards doing it.

      Teaching means different things in different places, but seven
lessons are universally taught Harlem to Hollywood Hills.  They
constitute a national curriculum you pay more for in more ways than you
can imagine, so you might as well know what it is.  You are at liberty,
of course, to regard these lessons any way you like, but believe me when
I say I intend no irony in this presentation.  These are the things I
teach, these are the things you pay me to teach.  Make of them what you


The first lesson I teach is confusion.
Everything I teach is out of context...  I teach the unrelating of
everything.  I teach disconnections.  I teach too much: the orbiting of
planets, the law of large numbers, slavery, adjectives, architectural
drawing, dance, gymnasium, choral singing, assemblies, surprise guests,
fire drills, computer languages, parent's nights, staff-development
days, pull-out programs, guidance with strangers you may never see
again, standardized tests, age-segregation unlike anything seen in the
outside world...  what do any of these things have to do with each


The second lesson I teach is your class position.  I teach that
you must stay in class where you belong.  I don't know who decides that
my kids belong there but that's not my business.  The children are
numbered so that if any get away they can be returned to the right
class.  Over the years the variety of ways children are numbered has
increased dramatically, until it is hard to see the human being plainly
under the burden of numbers he carries.  Numbering children is a big and
very profitable business, though what the strategy is designed to
accomplish is elusive.  I don't even know why parents would allow it to
be done to their kid without a fight.

      In any case, again, that's not my business.  My job is to make
them like it, being locked in together with children who bear numbers
like their own.  Or at the least endure it like good sports.  If I do my
job well, the kids can't even imagine themselves somewhere else because
I've shown how to envy and fear the better classes and how to have
contempt for the dumb classes.  Under this efficient discipline the
class mostly polices itself into good marching order.  That's the real
lesson of any rigged competition like school.  You come to know your


The third lesson I teach kids is indifference.  I teach children
not to care about anything too much, even though they want to make it
appear that they do.  How I do this is very subtle.  I do it by
demanding that they become totally involved in my lessons, jumping up
and down in their seats with anticipation, competing vigorously with
each other for my favor.  It's heartwarming when they do that, it
impresses everyone, even me.  When I'm at my best I plan lessons very
carefully in order to produce this show of enthusiasm.  But when the
bell rings I insist that they stop whatever it is that we've been
working on and proceed quickly to the next work station.  They must turn
on and off like a light switch.  Nothing important is ever finished in
my class, nor in any other class I know of.  Students never have a
complete experience except on the installment plan.

      Indeed, the lesson of the bells is that no work is worth
finishing, so why care too deeply about anything?  Years of bells will
condition all but the strongest to a world that can no longer offer
important work to do.  Bells are the secret logic of schooltime; their
argument is inexorable.  Bells destroy the past and future, converting
every interval into a sameness, as an abstract map makes every living
mountain and river the same even though they are not.  Bells inoculate
each undertaking with indifference.


The fourth lesson I teach is emotional dependency.  By stars and
red checks, smiles and frowns, prizes, honors and disgraces I teach you
to surrender your will to the predestined chain of command.  Rights may
be granted or withheld by any authority, without appeal because rights
do not exist inside a school, not even the right of free speech, the
Supreme Court has so ruled, unless school authorities say they do.  As a
schoolteacher I intervene in many personal decisions, issuing a Pass for
those I deem legitimate, or initiating a disciplinary confrontation for
behavior that threatens my control.  Individuality is constantly trying
to assert itself among children and teenagers so my judgments come thick
and fast.  Individuality is a contradiction of class theory, a curse to
all systems of classification.


     The fifth lesson I teach is intellectual dependency.  Good people
wait for a teacher to tell them what to do.  It is the most important
lesson, that we must wait for other people, better trained than
ourselves, to make the meanings of our lives.  The expert makes all the
important choices; only I can determine what you must study, or rather,
only the people who pay me can make those decisions which I enforce.  If
I'm told that evolution is fact instead of a theory I transmit that as
ordered, punishing deviants who resist what I have been to think.

      This power to control what children will think lets me separate
successful students from failures very easily.  Successful children do
the thinking I appoint them with a minimum of resistance and decent show
of enthusiasm.  Of the millions of things of value to study, I decide
what few we have time for, or it is decided by my faceless employer.
The choices are his, why should I argue?  Curiosity has no important
place in my work, only conformity.

      Bad kids fight this, of course, even though they lack the concepts
to know what they are fighting, struggling to make decisions for
themselves about what they will learn and when they will learn it.  How
can we allow that and survive as schoolteachers?  Fortunately there are
procedures to break the will of those who resist; it is more difficult,
naturally, if the kid has respectable parents who come to his aid, but
that happens less and less in spite of the bad reputation of schools.
Nobody in the middle class I ever met actually believes that their kid's
school is one of the bad ones.  Not a single parent in 26 years of
teaching.  That's amazing and probably the best testimony to what
happens to families when mother and father have been well-schooled
themselves, learning the seven lessons.

      Good people wait for an expert to tell them what to do.  It is
hardly an exaggeration to say that our entire economy depends upon this
lesson being learned.  Think of what would fall apart if kids weren't
trained to be dependent:

{{NOTE -- you see now why I'm posting this?}}}


     The sixth lesson I teach is provisional self-esteem.  If you've
ever tried to wrestle a kid into line whose parents have convinced him
to believe they'll love him in spite of anything, you know how
impossible it is to make self-confident spirits conform.  Our world
wouldn't survive a flood of confident people very long so I teach that
your self-respect should depend on expert opinion.  My kids are
constantly evaluated and judged.  A monthly report, impressive in its
precision, is sent into students' homes to signal approval or to mark
exactly down to a single percentage point how dissatisfied with their
children parents should be.  The ecology of good schooling depends upon
perpetuating dissatisfaction just as much as commercial economy depends
on the same fertilizer.  Although some people might be surprised how
little time or reflection goes into making up these mathematical
records, the cumulative weight of the objective-seeming documents
establishes a profile of defect which compels a child to arrive at
certain decisions about himself and his future based on the casual
judgment of strangers.

      Self-evaluation, the staple of every major philosophical system
that ever appeared on the planet, is never a factor in these things.
The lesson of report cards, grades, and tests is that children should
not trust themselves or their parents, but need to rely on the
evaluation of certified officials.  People need to be told what they are

AND last, 


      The seventh lesson I teach is that you can't hide.  I teach
children they are always watched by keeping each student under constant
surveillance as do my colleagues.  There are no private spaces for
children, there is no private time.  Class change lasts 300 seconds to
keep promiscuous fraternization at low levels.  

Students are encouraged to tattle on each other, even to tattle on their parents.  

Of course I
encourage parents to file their own child's waywardness, too.  A family
trained to snitch on each other isn't likely to be able to conceal any
dangerous secrets.  I assign a type of extended schooling called
"homework", too, so that the surveillance travels into private
households, where students might otherwise use free time to learn
something unauthorized from a father or mother, or by apprenticing to
some wise person in the neighborhood.  Disloyalty to the idea of
schooling is a Devil always ready to find work for idle hands.  The
meaning of constant surveillance and denial of privacy is that no one
can be trusted, that privacy is not legitimate.  Surveillance is an
ancient urgency among certain influential thinkers, a central
prescription set down Republic, in City of God, in Institutes of the
Christian Religion, in New Atlantis, in Leviathan and many other places.
All these childless men who wrote these books discovered the same thing:
children must be closely watched if you want to keep a society under
tight central control.  Children will follow a private drummer if you
can't get them into a uniformed marching band.




2 years after Mr. Gatto wrote (or spoke) this, some significant actions happened nationwide. One, the Violence Against Women Act passed, 2 (or the other way round), the National Fatherhood Initiative formed, thereafter transforming the character of a major U.S. Executive Dept. agency.

1992-26 years = since 1966. He was describing a school system as he began to work in it 50 years ago.

It will take time to undo what is actually more than a century of such school lessons, and to individually and personally REVERSE all the bad lessons taught in them, which are still being echoed in other institutions — MOST of them — until til now now.

I hope this will illustrate why I am writing about the religion/government issue. We need to start drawing our own conclusions and writing our own theologie and social contracts.

WHY do you think a few years ago, some Los Angeles judges almost shut down homeschooling for several thousand children (I believe the # was 66,000 at the time)? As reported here:

California Judge Orders Homeschoolers into Government Education

Posted on February 29, 2008. Filed under: Culture,Education Idiocy,Nanny State,Socialism/Communism |

Unbelievable! Am I living in a communist country? I’m really starting to get scared about where we are headed in the US. We HAVE to fight it!!

Judge orders homeschoolers into government education
Court: Family’s religious beliefs ‘no evidence’ of 1st Amendment violation

Posted: February 29, 2008
By Bob Unruh
© 2008 WorldNetDaily

A California court has ruled that several children in one homeschool family must be enrolled in a public school or “legally qualified” private school, and must attend, sending ripples of shock into the nation’s homeschooling advocates as the family reviews its options for appeal.

“We agree … ‘the educational program of the State of California was designed to promote the general welfare of all the people and was not designed to accommodate the personal ideas of any individual in the field of education.’”
The words echo the ideas of officials from Germany, where homeschooling has been outlawed since 1938 under a law adopted when Adolf Hitler decided he wanted the state, and no one else, to control the minds of the nation’s youth.
Wolfgang Drautz, consul general for the Federal Republic of Germany, has said “school teaches not only knowledge but also social conduct, encourages dialogue among people of different beliefs and cultures, and helps students to become responsible citizens.”
Specifically, the appeals court said, the trial court had found that “keeping the children at home deprived them of situations where (1) they could interact with people outside the family, (2) there are people who could provide help if something is amiss in the children’s lives, and (3) they could develop emotionally in a broader world than the parents’ ‘cloistered’ setting.”
The appeals ruling said California law requires “persons between the ages of six and 18″ to be in school, “the public full-time day school,” with exemptions being allowed for those in a “private full-time day school” or those “instructed by a tutor who holds a valid state teaching credential for the grade being taught.”

(note: unless the code has changed since I knew it, the phrase “valid state teaching credential” also had a phrase on someone “capable of teaching.” It may have been misquoted to further restrict who can teach, or it may have changed in the interim. BGut the author caught the similarity to Germanic education. )

The pretense is that if they were in school, abuse would not happen. Baloney. Abuse happens, kids get raped and bullied and abused at school. the “cloistered at home” may or may not have been the case with that family. Many schools have metal detectors and security issues also, they’re a different form of “cloistered.” Kids have been shot and killed in schools (Columbine, etc.) and terrorized under threats of it (google “lockdown.”)

HERE’s a similar case in New York, that (as article notes) sounds like a scene out of “Planet of the Apes.” It dates “back” to 2010

Homeschoolers Arrested in New York: Slavery Returns to Amerika

Kurt Nimmo

In a move designed to send a message to parents, a Montgomery County, New York, couple were arrested and ticketed for homeschooling their children and failing to register their them with the school district.

“Richard Cressy, 47, and Margie Cressy, 41, both of the town of Glen, never registered their four children or their home-schooling curriculum with the local school district, said the Sheriff’s Office,” reports WRGB, a CBS affiliate in Albany, New York. “The Superintendent of the Fonda-Fultonville Central School District confirmed the four children, ranging in age from 8 to 14, had not been registered with the school district for the last seven years.”

The couple may lose custody of their children. The case has been turned over to the Montgomery County District Attorney and the Child Protective Unit.

On his radio show today, Alex Jones said the arrest and demand that parents turn their offspring over to the state is like a scene out of Planet of the Apes. In the cult classic, apes hunt humans and intern them in a slave gulag. Police and the CPS are acting like apes on the hunt. Jones pointed out that there is no law in New York criminalizing homeschooling and the arrest was predicated on a color of law regulation.

Local and state governments around the country have moved to criminalize homeschooling and force children to attend dangerous public schools. In 2008 in California, an appeals court ruled that parents do not have a constitutional right to home-school their children.

Earlier this year, a German couple asked for asylum in the United States after the German government ruled that homeschooling their children was illegal. Uwe Romeike and his family moved to Tennessee after the state threatened to fine him and take away his children. Romeike, an evangelical Christian, objects to German school textbooks containing language and ideas that conflict with his family’s values

Provisions in the California Education Code require “persons between the ages of six and eighteen” to be in “public full-time day school,” or a “private full-time day school” or “instructed by a tutor who holds a valid state teaching credential for the grade being taught.” The 2nd Appellate Court in Los Angeles argued that “keeping the children at home deprived them of situations where they could interact with people outside the family.” In other words, that court ruled that parents have no right to decide who their children interact with socially and that decision will be left to the state and bureaucrats.

The ruling dramatically affects more than 200,000 homeschooled children in California.

The California educational system is notorious for its pro-homosexual curriculum. Children attending California government schools are taught explicitly to avoid “discriminatory attitudes and practices” toward homosexuals in accordance with state laws that fund revised curriculum and unspecified “tolerance” programs, writes Julie Foster.

In addition to “tolerance” programs, public education emphasizes sex eduction (teaching children how to be promiscuous) and suicide and death education.

A study conducted in 2002 revealed that public schools are infested with drugs. Half of all teens — and 60 percent of high school teens — report that drugs are used, kept, or sold at their schools. Students at these schools are three times more likely to smoke, drink, or use illicit drugs than students whose schools are substance-free, according to the study.

According to officials in New York and California, parents have no right to protect their children from drugs or shelter them from sexual and social brainwashing contrary to their values.

As noted by Michael Farris, chairman and general counsel of the Home School Legal Defense Association, judges around the country are responding to the United Nations Convention on the Rights of the Child (CRC). “In the 2002 case of Beharry v. Reno, one federal court said that even though the convention was never ratified, it still has an impact on American law,” Farris explained on the LifeSiteNews website. “The fact that virtually every other nation in the world has adopted it has made it part of customary international law, and it means that it should be considered part of American jurisprudence.”

{{Pause to note, I am no fan of HSLDA or Mr. Farris; he has ignored and/or dropped the issue of wife-beating by Christian husbands as if it didn’t exist, and in general, of such Christian venues don’t pick it up, they shouldn’t be supported. They don’t want to clean out their own closets. However, that doesn’t mean the government one is any cleaner. It isn’t. This is how dogmatic doctrinairians fight each other. I say, let mothers have a say at cleaning up this mess. The FIRST thing we would do is Just Say No to boxing up our own kids from the time they are, mabye 3, til 18, and (if any young, black males live longer), thereafter in work cubicles or prison, whichever comes first. And then we are running around from cubicle to preschool to afterschool, to church, to mosque, to . . . .to . . . . (I forgot, I just ran out of breath….)…

The CRC was adopted by the United Nations in 1989 but not ratified by Congress. If passed, it “would have a negative impact on domestic law and practice in the United States. Article VI of our Constitution makes treaties – and remember, conventions are viewed as treaties – ‘the supreme law of the land.’ The CRC would be treated as superior to laws in every state regarding the parent-child relationship. This would include issues regarding education, health care, family discipline, the child’s role in family decision-making, and a host of other subjects,” writes Michael Smith for The Washington Times.

Many believe under Obama the treaty will eventually be signed and legally binding for millions of parents in the United States.

Article 29 of the CRC limits the right of parents and others to educate children by requiring that all such schools support both the charter and principles of the United Nations and a list of specific values and ideals (for instance, the “principle” of world government, the demonstrably bogus climate change agenda, population reduction, in short the entire globalist program).

“Every conceivable sphere of human activity is being analyzed and then planned for so that it will come under the ultimate control of the United Nations. It is becoming a world legislature, world court, world department of education, world welfare agency, world planning center for industry, science and commerce, world finance agency, world police force, and world anything else anyone might want — or might not want,” wrote Ezra Taft Benson in An Enemy Hath Done This.

The Copenhagen summit on climate change revealed that the United Nations is a front organization for the global elite and its transparent humanist facade will be done away with after world government is established. The United Nations, by and large, is a debating club for leaders and dictators of impoverished third world nations.

Charlotte Iserbyt, who served as Senior Policy Adviser in the Office of Educational Research and Improvement in the U.S. Department of Education during the Reagan administration, has documented how public education is designed to dumb down children and prepare them for “socialism,” that it is to say a world government dictated by an elite who are not “socialist” in the commonly held sense of the word. For the elite, socialism is the perfect control mechanism.

Written by Let's Get Honest|She Looks It Up

July 16, 2010 at 3:07 pm

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