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?

An open letter to the courts

An important reason that childhood education is now a monopoly of government is that Protestantism in the nation’s earlier years had a huge advantage over Catholicism in local school district taxing units (legislative bodies). Public school funding (taxing) promoted the Protestant faith over the Catholic faith.

Now, both faiths have acquiesced to heathen indoctrination by the public school system, and perhaps three quarters of the nation’s children are being systematically brainwashed of their faiths.

The courts must honestly re-address this issue of religious persecution via taxation. Taxation requires legislation. But the First Amendment’s “Congress shall pass no law. . . .” clause that interferes with the free exercise of religion, clearly rules out public financing because such taxation seizes parental resources that would support other schools.

The Nobel Prize-winning economist, Milton Friedman, insisted that the only justifiable “school tax” is one which purchases a voucher for every child.  Then, that child can use the voucher at any accredited school of choice.  All schools thereby become competitive, and persons are more able to escape religious persecution.

Where is the intellectual honesty in the legislative and judicial branches? CYA among government entities is pervasive and most corrupting. It is leading the way to the nation’s complete moral breakdown. Has the Constitution become a barrier to “progress?” Or should the word “progress” (and all its derivatives) be tabooed for lack of meaning?