Bureaucracies, especially law enforcement institutions, are known to resist acknowledging their own mistakes, and they have inbred tendencies towards cover-ups. This is the nature of all hierarchical chains of command. The fact that the school system is an essential component of the greater police state of the republic, is made apparent by its strict adherence to the version of history that idolizes the republic, and slanders the legitimate American Kingdom that prevailed before 1776. The logic being taught in publicly-financed schools attempts to make the victim appear as the aggressor, so that the natural tendencies people have to defend themselves are locked in imaginary struggles between good and evil, instead of real life, where the individual actually has some power over his or her own decisions. By inverting the principal aggressors of history, and re-casting them as sympathetic folk heroes, the partisans of the republic have created slavemasters as the role models for children.

Parents are always hard-pressed to be honest with their children, because in the United States the population does not respect the Government, we fear it. To mask the genuine fear being felt by the masses of Americans, an elaborate fiction has been devised between the republic, the school system and the media, to the effect that the United States Government is a democratic institution. This is despite the fact that the republic now has 1.6 million Americans in prison and jail, whose only crimes were that they were not too smart, and they weren't born to families of privileged wealth. Much of the so-called War on Crime is the result of nothing more than a recognition on the part of the masses that the economic structure is wired to the advantage of a ruling class, who have used their power to reduce the value of a working man's wage through political influence. Once it is recognized that virtue is not rewarded in the economy, it is very difficult for average people to cooperate with an economic system that they feel is taking unfair advantage of them. Admittedly, there are some people in prison who have committed genuine, violent crimes, and they should be dealt with according to law, in a way that is in the best interests of the whole Nation, but today the prisons are cluttered with POLITICAL PRISONERS, who all feel that they are part of something called "the street," which is an underground leaderless resistance that exists throughout the United States, based around an idealistic notion that resistance to tyranny is noble.

Education is the catchword of progressives, and well it should be for those who have the foresight to appreciate the need for individuals to be educated if a society is to remain free. But the quality of an education can effect the outcome, especially if the agencies of that education -- public schools -- use their power over the minds of children at their most formative stage, to their own institutional advantage. Institutions cater to other institutions, and flesh and blood people just have to do what they are told. And because the partisans of these institutions have had control over the public educational institution in the United States, the American people are fully incapable of distinguishing an imaginary corporate interest, from their own interests as living, breathing human beings.

Without saying as much, the school system indoctrinates minor children with the basic tenets of a cultic worship of the President of the United States. This practice is evident every day in the daily news, whether that news is coming from TV, radio, newspapers or newsmagazines. An "education" prepares the individual to understand issues as they are framed by the licensed (official?) mass media; otherwise, stories about Secretaries of State or Defense make no sense. It is the context taught in school -- of the republic -- that enables people to assimilate the information being disseminated through the daily news. It is ironic that intelligent people think that conspiracies never take place, even as failed conspiracies are exposed on a daily basis. In a mass society of two hundred and fifty million people, no single person can run the government, and if there is more than one, then some kind of conspiring must occure, if for no other reason than the normal functioning of society. What makes the idea of a conspiracy sinister in relation to the Federal republic, is the police state underpinnings of the plantation slave-state of the Founding Fathers.

The lesson every student who attends public school soon learns, is that the authority of the republic is absolute and unquestionable. They learn that good citizens are expected to obey the commands of authority, and they should EXPECT to be punished if they disobey. They learn that the only way any of them can exercise any authority whatsoever, is if they commit themselves entirely to the republic's interests, by pursuing a career as a licensed, accredited professional. Those who resist wind up populating prisons run by another grade of professionals. The bottom line is that children are coerced to surrender any of the values taught to them outside of the institutional environment, which is designed to make individuals feel as if their backs are up against the wall, and they have no choice but to cooperate in accordance to the prevailing institutional order. The results of this approach to teaching is a massive civil war, wherein every school district is facing the organized hate they have generated in their wards, in the form of street gangs.

One of the main hangouts for gang members, interestingly enough, is around local schools. That's because the average age of the members of most gangs is about 17 years old. (Many are as young as 9 or 10). Young people view other people their own age as part of their universe; because they are the same age, they have similar interests and concerns. The "community" street gangs appeal to is generally that of minors, and the mind-set of resistance to authority that is the defining characteristic of the outlaw gangster, is an overt reaction to the heavy-hand of the school system. When the logical consequences of this are carried out, and the street gang engages in a lucrative black-market trade, resistance to tyranny succumbs to base greed, and children behave like children.

No attention is ever focused on the factors that are alienating millions of Americans from the republic. People are taught never to think for themselves, and then when cult suicides dominate the news, all the celebrities rush to explain the madness of the cultists, as if by doing so, some suggestive American won't attempt a copy-cat suicide. The basic assumption is that the average man is a dumb beast of burden, put on this Earth to work for minimum wage. The way the republic has reacted to suicide is the most interesting of all, because it illustrates powerfully the sense that the republic possesses the individual, and a suicide might deprive the United States Government of valuable property.

Thomas Jefferson is remembered as a democrat, but he owned about 200 slaves. Like all the elite of his generation, he was a racist, believing that black people were biologically inferior to white people. It was this basic belief that enabled this elite to continue the institution of slavery, and profit from it. Ironically, Thomas Jefferson, who set up the University of Virginia as part of a larger scale plan that he was not able to see through to completion, openly believed that the common people were not intelligent enough to govern themselves. His plan was to create a series of public schools that would prepare an elite for their role as the bureaucracy of the republic. This is perhaps the real model that was ultimately put in place, because once educated in school, the chaff is separated from the wheat, and the professionals go on to rule, while the underclass gives them plenty to do to earn their pensions.

The method Western interests have used for toppling traditional societies has usually involved the offering of a Trojan Horse to the developing nation: Western educations for the children of their elite. Once exposed to the self-indulgent luxury of unbridled appetites that is the basic standard of industrial societies, it is impossible for these children to return to their native countries, where they may not even have indoor toilets! They may begin to voice opposition to traditional institutions that represent the very core of their own people's identity, because their immaturity makes them incapable of recognizing the Faustian bargain, of the developing nation's ancient tribal identity in exchange for modern conveniences.

No one can challenge the value of modern convenience, but convenience should never have priority over basic moral standards. To exploit the cleavage between generations, where parents seek to indulge their children by giving them what they want, the traditional society is breached. Once the road to improvement is embarked upon, the whole international financing structure enters the picture, making certain that no one is independent of the institutional order. Riots in the Third World take place regularly, due to the machinations of the World Bank, or the IMF. This is not because the people there are less orderly than people in America or Europe, it is because the IMF is interfering with the value of money and credit, to the advantage of the major world powers. It is important for the developing world to develop, but it is wrong for indigenous nations to be deprived of their national wealth because it was stripped from them by an international system of cartels that plays games with personal and public property.

The teachers and the school system make the tyranny of the republic possible, for they take unformed children and MOLD THEIR MINDS to conform to the worldview that best serves the system. The entire educational "process" was drawn from the works of behavioral control experts, who recognized the importance of conditioning people like herd animals, through shock and rewards. The school environment is a mini-society, designed to contain the impulsive nature of the student body. Civic membership in this mini-society is directly related to the individual's willingness to submit unconditionally to the priesthood of the school, the teachers, who are eager to punish those who do not submit, as a lesson all by itself.

Students are not endowed with the skills or discipline of scholastic standards, instead they are coerced to memorize formulas. This is to avoid starting the process of enlightenment in the individual student, because once it has begun, it is impossible to know where independent study might lead. It is better that the young children learn to turn to licensed "experts" for solutions, who can be counted on to give the kind of advice that won't shake things up. If individuals are taught to take initiatives, there is no guarantee that an individual would feel restrained from launching an initiative to break the power of the institutions over modern life. Therefore, modern education is a dreary experience that basically cuts off dissent by forcing students to memorize the creed of the republic, through a process that is so boring and painful that few victims ever want to hear about anything enlightening again.

The way the student makes his way through the school system is by earning grades in the various classes that begin in elementary school and end at the university, (for those willing to trade their integrity for a professional license). Basic accomplishments are secondary to regular tests, which become the basis of the evaluation of the student in terms of his or her value in the labor market. These tests, however, do not assess the actual knowledge of the student, because the answers are given out ahead of the test. Instead, the ability of the student to respond to key prompts is rewarded by good grades, encouraging the individual to set aside his or her own interests, and to respond to cues without thinking, as a knee-kerk reaction. Critical thinking is in fact discouraged, because of the uncomfortable side-effects incumbent upon the individual who takes the time to investigate the origins of modern disorders. It turns out that most of the disorders of human beings have been in response to the stress caused by the institutional domination of society, in which human beings have secondary status to corporations.

The ultimate insult is that the educational bureaucracy not only fails to teach its students any practical skills, or any proficiency for independent decision making; but they also complain loudly and regularly that teachers are underpaid. We are chastised by robed chancellors of ivory towers because celebrated athletes are paid more than "lowly" school teachers, who, it is implied, do all the hard work. Then due to the conditioning most adult products of the school system respond to, no one attempts to scrutinize these claims for their truthfulness. They are taken at face value, without question, just like we accept at face value that the republic is the best system of government in the world. We don't ask for proof, because we have been prepared to accept it without thinking about it for ourselves.

When the National Education Association released its annual report, it announced that public school teachers' salaries were "barely keeping up with inflation." The average school teachers' salary in the U.S. for 1995-96, according to the 2.2 million member union, was $37,685.00, up a mere 3% from 1994-95.

Well, reporters started to examine the NEAs figures, and the lamentation of their teachers that they were not being paid enough began to ring hollow. The NEA report contains lots of data by which to judge "pay relative to comparable professionals." Per capita income, population, class size, average per-pupil expenditures, and so on. Ironically, the study omitted one factor with an extraordinary effect on the annual salary comparisons: THE NUMBER OF WORKDAYS PER YEAR. With the application of a little bit of basic math, (a skill sorely lacking in many Americans), it is clear that the low pay the President of the NEA laments, is actually greater per day of work than that of most U.S. workers. To understand how this is true, it is necessary to review a recent case, such as a deal made in Hawaii to avert a teachers' strike that raised the average teacher's salary from $35,807 to $41,400, an increase of 15.6%. The final terms involved an increase in teachers workdays every year from 176 to 183. Per-workday salaries thus rose from $203.44 to $226.23, an increase of 11.2%

Educational institutions counter this kind of analysis with claims that teachers spend alot of uncompensated time grading papers at home, or for extracurricular activities. But such a claim doesn't really change anything, because all professionals are called upon to donate a large amount of their personal time to work. Additionally, most teachers' union contracts define the maximum number of hours per week a teacher can be required to work, which is usually between 37 and 39 hours. This is where the teachers' interests really become clear, because teachers are coddled with seniority and benefits that are wholly unlike all other professionals. To understand this, say John Doe, a comparable professional, is being paid $42,685 annually, $5,000 more than the average public school teacher. Even if Mr. Doe works for a generous employer, his days off are unlikely to consist of more than 52 weekends, three weeks of vacation and 11 holidays. Mr. Doe thus works 235 days a year, and his total pay comes out to $181.64 per day. The average public school teacher, on the other hand, only works 185 days per year for $37,685. That comes out to $203.70 per workday. If the school teacher worked the same number of days as Mr. Doe, her annual salary would be $47,870, $5,185 MORE than the comparable professional.

Ultimately, if NEA President Bob Chase was really determined to pay teachers more money, he should advise them to seek jobs working for the National Education Association. The average NEA employee earned $68,346 in 1995. Of the 608 NEA employees, 126 made more than $100,000.00 in cash compensation. So the next time you watch reporters unconditionally support teachers during strikes for more pay, with no attention focused on the value being received for monies already spent by the mammoth school bureaucracy, remember that the price of this school system is widespread illiteracy and social devolution. It is typical for powerful institutions that hold all the cards, to use the powerless as a scapegoat for their own failures. That is why the schools maintain that it is not the schools that are teaching the avaricious values of gangster capitalism to the population; instead, it is the parents, or the kids themselves. This is the ultimate cop-out, because an educational institution that accuses its students of being ignorant, is virtually admitting that it has failed in its purpose of educating them.

SOURCE: Statistics were derived from the Wall Street Journal, 11 March, 1997. Article entitled "How Much Do Teachers Really Make?" by Mike Antonucci.