The U.S.A. A nation of dependant children, who vote

This nation is being drained of its resources by persons with the economic intelligence of a fifth-grade child.  We are like a family of two parents who have turned over all money management to their three grade school children.  The family has mistakenly given all five of its members equal voting power.  Mom and Dad get outvoted at every turn.  Although Mom and Dad know how to bring money into the family and how to parcel out its expenditure, the kids are able to override Mom’s and Dad’s decisions.

The majority of voters have the economic intelligence of fifth grade children. Among all the political exhortations from our claptrap educationists, nobody seems to get around to saying something about “educating children about economic competence.”

Do you know what would happen if the claptrap educationists actually taught the honest version of production economics?  Those kids would grow up and begin asking the questions that seems never to be asked: “What are you claptrap educationists doing over on the governing side of the economic equation? You belong over on the production side among those of us producers who want to take home more of our earnings for our own uses.  Why aren’t you earning your money the same way the rest of us must earn ours?  If you were, you’d begin thinking the same way we do about keeping the tax bite low.”

Economic literacy and political literacy go hand in hand, just in case you’ve been wondering why the U.S.A. is being dragged back into poverty by its rulers. We have been conned for a hundred years about ways big government can decrease poverty.  If big government would get its taxes off the backs of its local communities and let little governments deal with the same problems on a local basis, huge tax costs and much political strife would simmer down.

The county system of governing dates back to the Magna Charta (freedom document) of 1215 at Runnymeade Island in England. Our ever-reliable counties of the U.S.A. could operate the federal system, instead of relying on the plethora of unequal, and wrangling, districts we are now using.  We have never given the Founder’s Congressional District a fair chance.  How the counties could do it is a subject for another blog.

Two clashing economies, one slave - one free

Humanity prospers according to its ability to produce.  If humanity were so lovingly perfect that they needed no government at all, everybody would be engaged in some form of productive activity.  All human attitudes would be directed toward organizing production for the greater good of all humanity.

The monetary system would develop in much the same manner as the one we now have, except that its flow would be more spontaneous and voluntary with no governments taking bites out of the production.

Humanity can, and does, voluntarily organize into all manner of groupings such as family, church, and school.  America has led the world in voluntary organizations among business enterprises, in addition to family, church, and school.

Governments are involuntary, and are brought into the human condition to protect mankind from the predations or certain others of mankind.  It is only when family, church, school, and business organizations are unable to reconcile all persons to conventional disciplines, that governments must be established.

The orneryness of one or two percent of humanity is what necessitates “governing,”  Once a government camel gets its head into the tent, the entire tent of civilization is vulnerable.  When humanity must resort to force, it is an admission of some one’s failure.  Somehow, the ninety-eight percent should remain free from the involuntary actions that government imposes.

Childhood education is a case in point.  Humanity has turned to government for the education of its children.  Apparently, this means that family, church, school, and business organizations are unable to work voluntarily together to allow their children to grow up in a climate of freedom.  By fifth grade in government schools, most children have set up “defensive mechanisms” to survive the dictates of government curricula.  

Children’s inborn curiosities are blunted.  They become children of dictatorships. Their teachers must join the dictatorships in order to be teachers.  The “education economy” expands the tax structure enormously. When a government dollar buys something, that something costs three times as much as when a private dollar buys something. How much of the knowledge of a fifteen-year-old comes from the expertise of a government-paid teacher?  Perhaps fifteen percent?  Suppose both the child and teacher were working in an entirely voluntary system of childhood education. And suppose that the parent-teacher-child relationship became more voluntary.

Can education be quantified?  Public educators are constantly measuring it.  Why?  Do we know enough about what one needs to learn in order to take its measure?  Everybody is different.  Government is given “rights” to “educate” children.  It is the height of folly.  Such resorting to governing is an admission that no voluntary group can do it as well.  That’s poppycock. What are we trying to perpetuate, our rich and many sided cultures, or a tyrannical government bent on standardizing a slave system?