Government has only one purpose in this union of Republics. The states joined with the common intent of providing security for all � security against invasion by other countries and security against the loss of rights ordained by God for all men (and women although this is the last of political correctness in this article).

After writing hundreds of articles in the past six years, putting in several thousand hours of study in government, law, Supreme Court rulings, actions by politicians, and the like, a rather discouraging note came to mind.

Knowledge is supposed to be power. Those who are ignorant of facts can gain in knowledge and, hence, power could be gained by the people. But, then, several articles were subjected to measurements to determine the level of reading required to read and understand the material. All were above the 11.6 grade level. No problem you say? If so, you would be dead wrong.

As of 1995, 50 percent of the adults in this nation were functionally illiterate. In 1975, only (only??) 40 percent were functionally illiterate. This is a 25 percent increase averaging a bit over one percent per year increase in illiteracy. So, one can project the minimum of illiteracy now would be roughly 58 percent. But, this projection doesn�t take into account the increasingly poor results of public government-directed education.

The problem is, therefore, that way over 50 percent of the people of this nation can�t read the truth unless one writes at less than the 4th grade reading level. Try writing at this level and explain the frauds perpetrated and perpetuated by government.

The question is why has this occurred. What is the intent? There must be a plan to produce ignorant citizens since home schooling produces results far superior to public educational institutions. Could the goals be significantly different?

Let�s say you and several others start a town to which you attract many other people. Let�s also say only you and the other four founders can read and understand the language you use. Therefore, it is you five who act as the governing body of the town. You five have responsibility for writing all laws of the town. Not only do you have this responsibility, you also interpret the laws. In addition to these givens, you have the power to judge based on your interpretations of the laws *(laws that may not even exist, example below). Thus, the five of you are the sole administrators of law and justice.

You could write any law (or pretend to) and enforce it simply by stating � �See, it is right here in the books the way we say it is.� Or, �Ask Joe Rip-you-off Blowhard, Attorney at Law, and he will tell you the same thing.� Well, since the other citizens can�t (or don�t) read, then they, in trust of their governing body, say �okay�. Or, since lawyers supposedly know laws regular people can�t possibly know, any who ask Lawyer Blowhard believes his answer. Either way, the citizen never reads the law and the unconstitutional law or ruling is allowed to stand.

But, what happens if one or more citizens of the town begin learning the same language (English in this case) and to read? Suddenly, chaos (at least to the corrupt government) could result as the learned could begin educating the others as to factual interpretations and prohibited actions to the government. The governing body is now on the spot and must defend itself against knowledge. Knowledge could win out with persistence by the citizens, even if it meant getting rid of the founders, the government that had created a tyrannical state of being against the citizens.

Before this happened, one of the town�s founders realized that ignorance and/or the teaching of the laws *(whether in existence or not) as they had been enforced or wrongfully interpreted was the key to keeping and increasing control, that they must control education of the young. To accomplish this, they began using laws that were supposedly validity established by the federal government. Since most people couldn�t read, laws that were not lawful or valid nor even in existence, were put into effect in the town.

To finance its operation and establish increased control, government decided it could do so by property owners paying tax (rent) on their property in order to pay for part of the education of the young. Acts of this nature were then enforced by government unlawfully seizing property (at gun point, if necessary) of those who didn�t pay or placing heavy fines (interest) on late �payments.�

Now, the government has stolen money and property it didn�t have control over before. To convince people it was a good thing to fine (tax) property owners for owning property, the government of the town appeared to give people benefits in the form of free lunches for the kids in school. So, many were �given� entitlements and convinced they deserved them for the good of the children and society, never realizing the town kept accumulating greater and greater reserves, an excess of money used primarily for the benefit of those in the government � and at the expense of the property owners.

Also, since the free lunches could be cut off, the government was able to dictate what was taught. If the school didn�t agree, then it would have to foot the bill for the lunches or stop the practice. The governing body has forced compliance by the school and property owners with the result that what is taught is all people must pay tax on property because that is what the law says and that children would be hurt unless the �law� is obeyed.

In order to prevent mass learning of the hoax, the quality of education is also controlled. Rather than setting standards that would educate the youth, standards are set that result in all students, or at least 99 percent, being able to meet the standards and, even if they didn�t, still pass on (the few that are held back are just �tokens� to prove standards exist). Since most who begin school do graduate, the school is looked at as being successful. The populace generally doesn�t consider that kids who do not learn grade 1 material get passed on to grade 2; that kids who do not learn grade 2 material get passed on to grade 3; that kids who do not learn grade 3 material get passed on to grade 4; and so on.

As the years pass, and generations come and go, it is �discovered� that graduating youth can barely read. The governing body having convinced the populace it is concerned about the youth and about every citizen�s well-being, says the answer is in education, that they must have more money in order to combat the very ignorance they have produced and are intent on increasing. Of course, they don�t say the last part � they put it that the money will �improve� the quality of education. And, taxes increase, increasing control over people.

Sometimes, the �quality� is in new buildings, more materials, increased free stuff (such as breakfast now for those parents who don�t have time in the morning to feed their kids), and other items that haven�t anything to do with producing a knowledgeable population. But, people can point out the school and say things such as �Look at the great school we have� or, when taking visitors in, say things such as �See all the great equipment we have to improve the education of our youth� or �See what a progressive school we are�. Mostly, though, what increases is the government coffers held in reserve, money that people know nothing about and can be used any way the government (schools are mini-governments with their own reserves and so on) wishes, even for the benefit of individuals in the government (trips and other perks). And effectiveness plummets.

The problem is you can make the greatest electrical device the world has ever seen but it does no good if there isn�t any electricity to power it when you need the appliance. In the case of schools, the power to educate lies in the will to teach, the material taught and the will to learn, not in the money, buildings, or the devices.

First, The will to teach is controlled by what the government wants taught � either do it the government�s way or no more funds. It controls what textbooks are used and, thus, controls the material in the textbooks. This is extremely important in regards to the establishment of this country, its Constitution, monetary system, election processes, law making, and all other related topics that are now essentially considered �Top Secret� by the government in regards to education.

Second, The will to learn is disrupted by parents who do not take the time with their young before and during school years who were subjected to the same low standards of public schools, by teachers who barely got through themselves (a piece of paper does not a teacher make), and by disruptive forces propagated by government, from athletics, racism, sexism, turning kids against parents, turning kids against one another (especially using political correctness crap), and belittling those who would teach the truth by controlling what is printed and stated by mainstream media, to name a few.

Where is government (any level) given the power to develop education or to make legislative decisions concerning education? Most are about as knowledgeable concerning learning and effective teaching as a wart on a hog or discarded waste from that same hog. At any rate, the people, not elected officials, have the responsibility for the education of their young. It should and must be done without any interference whatsoever from government because it is clear that government does only what serves its interests.

In the case of educating the youth of this nation, here are government�s interests and rules of Silent Conquest through education � Keep them ignorant; Keep them believing the frauds are the truth; and Keep them divided by any means necessary.

So, yes, the goals of public education differ significantly from those of home schooling � the former perpetuates and promotes ignorance � the latter, the antithesis.