Each year the California Grand Lodge and its creative freemasonry shelter throughout the state announce a month for "Public Schools Month". The announcement is made by the Grandmaster sitting in a normal way, read aloud in each speaker at one or more monthly announced appointments. Its purpose has always been to encourage guesthouses to design a program that publicly supports public schools so that everyone can see the depth of Masonic engagement. [18] By 2011, each constituent board was generally left to decide what to do without including a nationwide Masonic project in which it could participate. This ambition meant a rather unusual implementation of a variety of activities by different, independently working cabinets. The programs ranged from complicated and energetic interaction from selected public education to disparity

There are several different reasons why some farms have done little or nothing. In some camps, the members were not particularly active outside of the ceremony or organized social events. In other shelter homes, past leaders simply did not give a good picture. And in other camps, financial resources were not enough to do much more than fighting to support the minimum of activities.

This changed in 2011 for the California Freemasons and their accommodations. Grandmaster William J. Bray III led the way to achieving state-based masseuse commitment to public state schools. Although the leadership provided the energy of implementing the program, the plan came from ordinary Masons who work in the archbishops' arcades throughout the state.

The most recent Grand Lodge Strategic Plan is the result of a survey conducted by the Executive Committee and all members of each Creative Office staff. The tangle of this plan was the most widespread response: masonry will have the strength to deepen the public education. Freelancers up and down the state have come to the conclusion that it is important to save public education, to improve it as ever and to prove to our communities that freedom fighters believe that a successful system of free public education is indispensable to the pursuit of free society. [19659002] to understand why such a diverse group of men and women of different political, religious, and cultural backgrounds are tied together to support public schools, to learn first and foremost why and why the state schools in America are an educational system. Horace Mann – the father of the "common school movement" – who was also Mason, is of great interest. It would be a mistake, however, to conclude that Mann's commitment to public school reasons was due to Mason. It would also be a mistake to note that Freemasonry supports state schools simply because it was Horace Mann Mason. The truth is that masonry involves values ​​that Mann finds attractive enough to get into Craft. Freemasonry and Mann honored the same respect for virtue of virtue, morality, and enlightened public opinion.

Public education today is the primary source of teaching pre-school education at high school. This is not always the case, since from the beginning of the country to the present day, the reasons behind the education of public education were strongly opposed by strict political support parents who strongly opposed their children's dedication to the moral education of their teachers. Even in the early years of the US, some children were learning at home. If their parents were rich enough, others were taught by private instructors. Shortly after the end of the American Revolution, Thomas Jefferson initiated a nationwide dialogue that gave enormous impetus to public education being the exception instead of norms. Jefferson claimed that a free and independent society would be stronger if all its citizens had equal access to knowledge – knowledge that they could all use in their daily lives. At the end of the revolution, the nation found itself without an educational system, and people had to stay with them. In order to remedy the case, Jefferson, who argued with equal force for small and large governments in various cases, suggested that the tax dollars be used to fund a nationwide education system. His proposal was ignored and his idea fell for almost a century.

Until the 1840's, some public education institutions emerged in the country, supported by financially supported communities. About this time Horace Mann began his own crusade and picked it up where Jefferson had stopped. The story of Mann's life can not be said here, but it is enough to say that if he does not engage in an energetic, one-man commitment to the commitment he deems necessary, Massachusetts will not abandon the first compulsory education laws in 1852. New York followed the following and by 1918 all American children had to go to elementary school at least. What followed was nothing else but the successful pursuit of things shared by Freemasonry and the Founding Fathers of the United States: Equality

At the turn of the 20th century, segregation of southern schools and northern parts of the north. In 1896, in the United States Supreme Court Plessy v. Ferguson decided that segregation was lawful – this decade was passed decades later by the 1954 Supreme Court judgment in Brown v. Topeka Kansas Education Council. In the 1954s, once and for all, it is the ideal thing for all people to become equal in the eyes of the Supreme Architect of the Universe – at least with regard to the issue of equal access to education. Surely not surprisingly, in 1954, the Supreme Court was Earl Warren, who was Horace Mann as Mason. Starting this year, all state schools are open to all ethnic backgrounds.

Between 1896 and 1954, American Freemasons were accused of promoting statehood support for enlightenment. It is not ironic or completely surprising that it was first and foremost the ancient and accepted Scottish rite of the United States Southern jurisdiction, who lived in Charleston, North Carolina, in the community world, to continue the cause of public schools. Thanksgiving to the great commander, George F. Moore, with the uncompromising leadership in this business. [19] Before Grand Commander was elected to the Supreme Council in 1914, Moore, a handsome writer, heard his Freemason's position for public schools in publications such as 19459003 New Age which is the predecessor of today's Scottish Rite Journal. The attempts he made before the outbreak of World War I were well received everywhere, including in New York, launched by men such as Moore and organizations such as the Scottish rite to adopt mandatory laws in 1918. In recent years, when Moore took over his position as a great commander of John Cowles, the Scottish rite became known throughout the country as a major promoter of national culture by the patronage of state schools.

Californian Masons were no less active in supporting state schools. In 1920, Charles A. Adams, the great masters of California Masons, first made a Masonic project for public schools. After World War I, labor demand for the population led to the flight of thousands of teachers from classrooms. There were several important work to do: fight overseas, engage in agricultural land to produce food for the struggling nation and to produce factories that are constantly increasing demands for war material production and transportation. Master Adams watched the accompanying catastrophe with a huge alarm. In California, about 600 schools have been closed – this number is an extraordinary number.

Despite the fact that Freemasonry was constantly abstaining from participating in or participating in the world of public policy, Grandmaster Adams carefully considered its advantages and disadvantages in public schools. Masonizing essentially gave members the importance of tracking knowledge. Its ritual is to seek Masons and scholars to study the motto of Freemasonry candidates such as grammar, rhetoric, logic, arithmetic, music, astronomy, and geometry. And the idea of ​​creating public schools within the nation apparently came into being with our first president and one of the most important members of Freemasonry. George Washington wrote to his vice-president, John Adams, in his letter, "The wise and meaningful modes of education, the patrons of the communities, and the children of the rich and the poor, who do not distinguish between them, cherish the natural genius, raise the soul, excite the commendable emulation for the revival of knowledge, piety and goodwill, and ultimately rewarding the goodwill of goodwill and benevolent goodwill. "

Masonic is a great advantage for Master Adams to draw before deciding what to do. De Witt Clinton, the master of New York's Grand Masters in New York, and the governor of the state, was so excited about the cause of public schools being the father of New York's public schools today. Benjamin Franklin openly supported the acceptance of public schools in Pennsylvania. With the support of history and precedent, Grandmaster Adams found that California Masons have a public view of relying on the state school system in this state. He knew that Freemasonry had long believed that public education was indispensable to the maintenance of free society. In fact, Freemasonry virtues favored a concept that far exceeded the mere accumulation of knowledge: equal access to knowledge promotes freedom and strengthens the middle class without which fundamental democratic principles for this Republic disappear and ultimately disappear. For these reasons, it was easy for Grand Master Adams on August 30, 1920 to release the first Masonic Freelance Public Schools Day.

The story of supporting the Caribbean state schools is not over. Since then, this support has continued in all Masonic jurisdictions, but it is perhaps best proved by the ongoing national work of the Scottish Rite. For example, examples of Moore and Cowles great commanders – freedom is the most important blessing anyone can enjoy – Brook Hays, the Thirty-Third Scottish Rite Mason and the Arkansas Congress literally sacrificed their political career in public schools.

The lay preacher and former president of the Southern Christening Convention, Hays, also took a stand against the southern Baptist girlfriends by directing the Arkansas Governor, Orval Faubus, who opposed public education equally to all species. Thanks to Hays' courage and perseverance, President Dwight D. Eisenhower ordered the Arkansas National Guard to step up. In his commandment, they advanced in this state and returned to obey the new law of the earth – the Topeka, Kansas Educational Council and thus forever linked America and Freemasonry with a commitment [1985] when Fred Kleinknecht was Scottish Rite, public education was attacked by various religious bodies who were educated from a secular audience. There were two Freemasonry values: freedom of religion and all people's right to free public education. Kleinknecht decided to continue his predecessor Henry Clausen's work to separate religion from the state – the only and only way to prevent the tyranny of theocratic teaching. The great commander of Kleinknecht has always been tempted to keep his prisoners in possession of religious fundamentalists, who were eventually turned against Freemasonry – this horror that has not yet been completely abolished. This did not help Kleinknecht's view of the pernicious perpetrators of Clausen's earlier public opinion on prayer in primary schools while serving as a great commander. For those who enthusiastically urge to incorporate prayer into public schools, Clausen's view was considered emblematic for everyone. The result was a continuous and relentless effort for the Craft and its members. It is not surprising that the attack of strong forces in public schools has also increased and is a threat to the foundations of human freedom.

Today our public schools are state-level educational departments, local level schools are districts as well as publicly elected or appointed officials. An estimated 15,000 such school districts operate across the country. Most of these counties are supervised and directed. Because there is little federal supervision, the curricula differ from country to country – this was a fact that encouraged some to say that greater coordination or centralization would equal the inequality between the individual states in student performance.

is perhaps the most important issue for participating in former schools, it is equally important to understand why some critics of public education blame the poor performance of the system and the teachers, but they also pay little attention if the students do well. The term "follow the money" is particularly important.

First, public schools are taxed by taxpayers. Nobody likes to pay taxes, and when asked to pay more than they spent in the past, many people point to the alleged inefficiencies within the system.

Most of the costs of public utilities are paid by property tax. Although some money flows into the system between parents, private donations, and federal, state and local governments, they continue to belong to the taxes that are part of the lion's funding. In California, the so-called "taxpayer rebellion" and well-funded political campaign have led to the term "People's Initiative for Limiting Ownership Taxation". While the benefits and damages of the law can be a subject of debate over time, one of the debates on public education is out of the question: from the 1960s when California schools were high among the public education institutions of the nation, the popular initiative was legally reduced. State public education students are currently among the 50 states in the student performance surveys.

The challenge for Freemasonry is not to approve or contradict higher taxes or to accept a resolution in an emotionally charged debate. Rather, the challenge is to fully understand the work force in state schools and against them. We do not talk about whether we support public schools – it's about how best masonry can do this. Consequently, it is essential for Masons to participate in impulsive debates on public education without having to engage in politics that never seems far. Perhaps the forum provided by the Craftsman and no political pursuit is the best forum within which this discussion can take place.

2011th On April 1, the California Grand Lodge "launches" its strategic plan for a profound difference in public education. State holidays are up and down on the various Public School sites, which communicate clearly and in a very public way, that masonry aims to work for state schools. This is to be achieved because a productive, educated middle class is essential for maintaining a free society. Enlightened people can not easily leave the liberties created by the founding fathers.

It was an important task for California Masons. A kick-off without celebrating something material is followed by no more than a show – no effort to make a profound difference. High School Advisory Bodies relying on the talents and resources of the freedom fighters within the geographic boundaries, which consist of a blend of ages to discuss and decide how the grand plan's strategy can be implemented, many promises to succeed. Masonry is best done by transforming your premises into a good force. Advisory bodies may be such forces

Equally important are the public education advisory bodies of the California Freemasons, which otherwise do not exist: they provide the opportunity to attract members who are looking for something intelligent with which to commit themselves personally. As they progress at different phases of initiation, from the first to the third stages, action plans predict the learning of some parts of something that will change society and create a positive change. The fraternal support of the State Schools offers Craftsman a wonderful, perhaps one-time, chance for Masons to use freemasonry values ​​that convey the hope that freedom will always be dominant and that search for knowledge will be permanently accessible rich and poor, high and low – for everyone regardless of station

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