Chapter 2: The History of Public Education from Babylon to Sparta to England to Butler County, USA.
Babylon, once the biggest, most prosperous City in the World, is now an empty nothing.
The many breasts of the goddess Artemis symbolized Government Departments at which Babylon’s worshipers of The State could be fed. When Babylon fell, the goddess resurfaced in Sparta. She soon destroyed the most powerful City-State in ancient Greece. She moved West to England, the country she also led to ruin. Now, Artemis is worshiped here! The ancient connection is clear in The Butler Novel’s 210 year History of Public Education’s decline in Butler County and all of America.
Chapter 2 begins in Ancient Babylon, when Public Education was one or more of the many State-Provided “breasts” from which Babylonians “fed”. Babylon was destroyed when Cyrus and his Persians, whom God blessed with a clearer view of God and families, were empowered to capture the city.
New Babylonian Profiteers of Public Education resurfaced in Sparta. There, they led Spartan Kings to replace Mothers and Fathers as teachers of their children. Sparta’s “Public Educators” took Spartan boys from their homes when they were six years old and forced them into decades of “Public Education” with the horrors of Spartan Military Barracks. While sins of Athens left that city often defeated by enemies, the moral values of “Public Educators” in Sparta turned that once powerful City-State into the barren ruins like Babylon in a few hundred years.
2,000 years after destroying Sparta, Public Education Profiteers moved West to Great Britain. There, they turned their attention to getting rid of Catholics and their Family-Supporting Catholic Schools and Universities. They replaced both people and schools with those like Sparta, under Government Control.
By the early 1600s, Babylon’s “Episcopalian Tribe” in Great Britain had run out of Catholic land to steal in England, Scotland, Ireland, and Wales. And, they had few Catholics left to kill, rob, and imprison. Children were forced into new, Government-approved schools that would not be guided by The Church-Creating Word of Jesus to His First Catholic Pope: “And I say unto you thou art Peter and on this rock I build My Church and the gates of hell shall not prevail against it. I give you the keys to The Kingdom of Heaven.”
England’s Episcopalians knew they must protect themselves from being attacked and looted the same way their founders had looted Catholics and The Church of over 20,000,000 acres of lands and buildings as monasteries and convents like “Downton Abbey” were turned into vast mansions and estates by those who wanted worldly riches more than “the keys to The Kingdom of Heaven” that Jesus died to leave on earth.
“The Episcopalian Protection Plan” was simple: “We will seize as much of North America as we can. Then, we will replace Indian Tribes with potential trouble-makers whom we no longer allow to spend their lives honoring God in Catholic Schools, Monasteries, and Convents. We will use the Indian Lands in America to get rid of increasing numbers of ever angrier people who will be used against us by those who want our wealth and power as much as we wanted it!”
“Chiefs of The Episcopalian Tribe in America”, the Colonial Governors, began exterminating Indians they could not evict and seized Tribal Areas. Land Speculators used surveyors to claim title to huge sections of land along the Atlantic coast in Pennsylvania, Virginia, and other states for pennies an acre. In Pennsylvania, William Penn cheated nearly a fourth of the State from Indians unable to read or understand the Treaty they signed for a few trunks of Trade Goods produced cheaply by England’s increasingly efficient factories. A new generation of Land Speculators sold that land to settlers for a few hundred times more.
The Virginia Land Company, an early employer of George Washington, was one such group of Land-Grabbing Profiteers. In 1753, they sent him to negotiate with French Catholics at Fort LeBuef, north of Butler County. He was to tell the French forces to “Stop building Forts! Your Catholic priests and religious are giving Indian Tribes reasons and places to unite and stop us from stealing their land!”
George Washington personally owned over 20,000 acres (as much land as in Butler County’s vast wasteland of Moraine State Park that could be providing 10,000 families with homes on their private 2-acre estates), around the appropriately named ‘Washington County’ South of Pittsburgh that added to his 5 or 10 miles of Ohio River Frontage and Mt. Vernon properties. At current land values of $4,000.00/acre, and more for mineral rights, in today’s money, Washington was worth billions of dollars! Thomas Jefferson, another billionaire land-owner, employed surveyors who looked for more land for him as far West as Ohio.
England’s billionaires realized: “Some of those Americans are getting too rich! We need to take control of making Treaties with Indian Tribes and get that land for us!”
Washington and Jefferson were two early versions of Donald Trump and Elon Musk. They realized that Babylon’s Episcopalian Billionaires were plotting to seize their ability to make the ‘billions’ that they wanted.
Catholics are not so blinded by patriotism that we cannot see that England’s seizure of Treaty-making Power threatened every American Freedom. That was the real cause of The American Revolution, letting Washington, Jefferson, Adams, Franklin, and every family and freedom-loving person from Maine to Georgia realize the only way to be free from the greed of English/Babylonian haters of God and neighbors was The American Revolution.
Those “Founding Fathers” encouraged all the brighter people in the colonies to revolt when England’s insatiable government looters imposed new taxes, even on tea, upon all Americans. The first Americans were nearly all intelligent enough to understand: “We came here to get away from Tax-Addicted Parasites! Only a Revolution will let us stay free!”
God’s Freedom-Loving People won their war against the Tax-Addicted Parasites (A new acronym: “TAP”!) of Artemis, Babylon, Sparta, and Britain. The newly-united States took over much of North America between The Mississippi River and the Atlantic Coast.
History repeated itself! Once again, new, well-connected Land Speculators ended up with legal title to vast territories between Harrisburg and The Mississippi River. Enough land for an entire farm was available in every County in New States of The New Country for two or three hundred dollars.
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Finally! “Family-Centered Public Education” began:
The best parents among The Pioneer Tribes in Butler, and every County, knew: “We need schools! Our children must learn how to read The Bible, respect God, pray, write clearly, know History, behave themselves, and learn enough Arithmetic and Geometry to successfully use artillery to stay free.”
“Family-Centered Public Education” began when Fathers and Grandfathers built simple, log school buildings. That process became easier when sawmills let them replace heavy logs with a few wagonloads of wooden studs, clapboard, and oak shingles.
While some built the buildings, others made tables, benches, chairs, and a small podium. Others dug pits and built outdoor toilets for “Boys” and “Girls” in an age so uncorrupted by Public Education’s later leaders that people were able to think intelligently enough to appreciate the difference between the two.
Mothers and Grandmothers provided food. Often, a few people would bring a jug or two of homemade whiskey to “lubricate” the process.
In a few weekends, they finished what could have been done in one, without the “lubrication”. What was the cost to build an entire school with one room large enough to hold four or five rows of tables or desks where four or five grades learned Reading, Writing, Arithmetic, and History? A few hundred dollars, mostly for windows, hinges, blackboards, screws, bolts, nails, a wood-burning stove for heating, and a stovepipe. The twenty-five students in an average school had a “building cost per student” of $20-$30.00.
Leap forward 210 years! A recent Bond Issue for $20,000,000.00 currently has to be repaid, with another $20,000,000.00 in interest, by families in Butler County’s Slippery Rock School District. That was justified because a sadly typical School Board agreed with Public Education Profiteers that: “Students must have ‘an outdoor dining experience’ when eating lunch in their remodeled cafeteria.” Did every person on The School Board who voted for that self-serving lunacy engrave the word “less” after every accurate description of their “brain” and “gut”?
Public School Boards never think about this: Go back 210 years, when Family-Centered Public Education needed to find teachers. Many were chosen because they knew how to read, write, and speak intelligently. They usually boarded at someone’s house and found other work during the summer months, often wooing the most prosperous man or woman available. Usually, the ‘top graduate’ of every one-room, Family-Centered Public School was chosen to become the next teacher. Families did not have to waste money on Personnel Departments.
Original Costs of “Family-Centered Public Education”:
“In Worth Township, Butler County, Pennsylvania, a typical school was established in 1810 or 1811 in a log house on the old Pisor farm . . . 25 children attended at a yearly cost to families of $6.00 per pupil. The teacher‘s salary for teaching several grades at once was $150.00/year.”
That “news”, beautifully reported by The Butler Eagle, is over 210 years old, describing The Blessed Time when Public Education was effective, inexpensive, and “Family-Centered”.
Those schools had no “Principal”. There were no “Superintendents”. There were no expensive “Expert Educators” whose combined efforts would soon make more children more illiterate than ever. There were no “Office Staffs” for any such people. There were no huge Public University Departments of Enlightened Educators draining taxpayers to subsidize one wasteful ridiculousness after another. No State Educational Bureaucracies were supported by money taken from Families. In Family-Centered Public Education, such expenditures were utterly unnecessary for nearly a hundred years.
Who ran things? Concerned parents made the few decisions necessary, often when they met at a local store, front porch, living room, kitchen table, tavern, or Church. People in every “School District” were expected to have a “Real Job”. The New Nation was made better because all people were expected to do useful work.
Public Education Profiteers have hated The Catholic Church since Catholic Schools began providing education at “Family-affordable” rates. One Sister, receiving a few thousand dollars a year, educated 37 students in this 1960s classroom at a “teacher-cost” of $1-200.00 dollars per student.
More News:
Two hundred years of “Progress” has hurt every Family in Pennsylvania! The cost-per-pupil in our Babylonian-Pennsylvania Public Schools has gone from $6.00/year to over $22,000.00. Read that sentence, again! Many teachers now retire with 80% of their $80-100,000/year salaries, the final years of which are often “boosted” by taking on work as “coaches” and similar positions. Lifetime pensions for the 30 or more years remaining to them and spouses after retirement provide $100,000/year for many who “rest on the laurels of Public Education”.
Still, Public Educators agree: “I need more!” And, they do. Many of them have second homes in retirement and vacation areas. They need money from our families to pay their Property Taxes for distant Public Schools.
The lifetime cost to taxpayers for each teacher often reaches into millions of dollars. Plus benefits! What do they do for that money? They often show up for six hours a day, four or five days a week, six months a year, and are encouraged to appear to be “teaching something” for four to five hours. The only thing many of them regret is that some paid vacation days are still named in celebration of Christian Religious Holidays, like “Thanksgiving” and “Christmas”. They still congratulate themselves for changing the name of “Easter” to “Spring Break”.
This “news” is also ignored by those lacking in concern for the future and awareness of the past: Today’s students are unable to read, write, spell, pray, do arithmetic, behave as well, or learn as much about History as those whose families paid $6.00/year in tuition to pay their teacher $150.00 a year, only 210 years ago!
Understanding Cost Increases in Public Education:
200 years ago, an ounce of gold cost $20.00. Today, gold costs 150 times more than that, $3,000.00 dollars an ounce.
If spending on Public Education followed inflation the way gold did, one year of tuition today would be 150 times $6.00, or $900.00 per student per year.
In a little over 200 years, Teacher Salaries have gone from $150.00 per year to an average of over $50,000.00 in many Districts. They have increased 333.33 times more than the rate of actual inflation!
Why does Public Education cost so much and teach so little?
Most people elected to School Boards love praise from Superintendents and each other far more than they love their neighbors. A few are honest enough to explain why and how they let greed triumph over taxpayers:
First: “We are nominated and elected because we will reliably vote to protect and increase payments for salaries, pensions, and benefits of families and friends who Profit from Public Education. Our election is almost automatic in low-turnout elections.”
Second: “We get elected because every voter whose livelihood is connected to Public Education, including janitors, cafeteria staff, bus drivers, architects, builders, labor union leaders, contractors, banks, financial institutions, teaching assistants, car salesmen, food and equipment suppliers, volunteers, relatives of the above, and every person who seeks their approval comes out to vote for us to show how ‘concerned’ they are.” Many voters do not bother to vote because good people, like you are if you read this far, are never on the ballot!
Third: “Many School Board Members are related to, or are personal friends of, teachers and others employed by, or receiving money from, Public Education. They want to help their families and friends.”
Fourth: “If I obediently vote for The Superintendent’s Budget, I can get someone a job in Public Education! Lots of people are very nice to me. I like that!” (Over 90% of employees hired in one nearby district are said to be related to School Board members for the past several decades.)
Fifth: “To keep favoritism from being too obvious, Superintendents may make deals to hire friends and relatives recommended by Superintendents in nearby Districts. Are such favors returned?”
Sixth: “We do not want students to learn enough to see that we avoid teaching them skills and behaviors that will help them have and raise families. Having mothers at home instead of working might threaten our incomes, and that would be a crime!”
Seventh: “We have made the media into gutless cowards afraid to share such facts! Our incomes are safe.”
Support Personnel: Hiding from Truth
Public Education has many employees known as “Guidance Counselors”.
There are many behavior problems. Not one “Guidance Counselor” in Public Education is allowed to “guide” with honest “counsel” by telling These Simple Truths:
1. Most discipline problems are caused by children from families so impoverished by Public School taxes that it is hard for them to pay rising rents and mortgages that are greatly increased by Property Taxes, utility, food, medical, insurance, and transportation costs. Marriages are weakened and often broken, by financial stress caused by relentless tax increases from the utterly heartless Public Education Profiteers.
2. As increasing financial distress destroys more families, fewer children than ever have close, loving, daily support from Mothers, Fathers, Aunts, Uncles, In-laws, and Grandparents.
3. Less loving care from families leads many children to become hostile about life. Many, especially the smarter young boys, are drugged into a zombie-like state by school-supplied drugs. They are vulnerable to committing crimes to satisfy addictions from less legal but equally immoral “pushers” when they leave school, their lives often headed for unhappy ends.
4. No Guidance Counselor ever explains this meaningful “guidance” to confused, unhappy children: “If we Public Educators stopped taking so much money from your family, you would be happier and better-adjusted.”
5. No Public School “Guidance Counselors” will ever admit, not even to each other: “If high taxes inflicted on families by our Puppet School Boards did not force so many mothers to work, their children would all be better off.”
6. Honesty is one of the few causes of job loss in Public Education. 7. Their ideal ratio of Public School Teachers to Students is reached when every Teacher has the fewest possible number of students and one or two paid assistants to help with the “Detail Work”, like getting coffee and correcting occasional “tests”.
Government School Libraries and Librarians:
1. Nearly all Government Schools have libraries. They are proudly packed with shelves of books that are never read!
They all have costly card catalogs that are rarely opened, except by the few sent to use them only for an occasional assignment justifying the need for otherwise unopened books in unvisited libraries.
The only books provided by School Libraries are sold with huge profit margins by publishers who are aware of what smarter parents know: “Most School Library Books are written, published, and provided to keep people from knowing more than Public Educators want them to know about anything. But the profits are good!” The magazines in School Libraries are no better.
2. The nearly universal pretense of School Libraries becomes more flagrantly evident when we realize that many children are intentionally not taught how to read well enough to enjoy reading the books in them.
3. That illiteracy increases with every Important New Theory that replaces the simple “Phonics” that taught previous generations to read far better than Public Education’s Profiteers want children to be able to read, today. The Profiteers of Public Education are proud of disappearing Reading Abilities, one of their few measurable accomplishments.
The Most Rejected Books in School Libraries?
4. Few, if any, school library books in recent decades have provided encouragement and guidance to help students marry and have children because marriage and children keep many Mothers from working full-time at tax-paying jobs. It is hard to find any recently purchased Public School Library books that share the advantages of chastity, fidelity in marriage, believing in God, or loving one’s neighbor as oneself. Public Education wants children to read books filled with justifications for pride, envy, greed, gluttony, anger, lust, and sloth.
Personal experiences from a former Public School Librarian in inner-city schools:
One day, an unhappy child with behavior problems pulled out a drawer full of library cards, removed the rod, and dumped the contents on the ground. The cards were put back into the drawer in random order. No one ever noticed. Expensive card catalogs in countless libraries have turned into decades of wasted effort.
Another time, frustrated by the student’s inability to read, a Librarian decided: “The huge number of different sizes and colors of books, each with a Dewey Decimal Number on the back, is overwhelming to the children.” So, he arranged many shelves of books by size and color. “Big Yellow Books” were shelved next to “Big Green Books”, and so on through the spectrum.
That was duplicated with medium-sized and small books.
Then, his library was used for A District Administrator Meeting! The Librarian watched from his nearby office, with some apprehension, as several of The High-Ranking Educators, nearly all with at least one PhD Degree, walked around the library and noticed how the books were shelved.
The “not-so good doctors” nodded approvingly. “That,” the librarian realized, is Public Education.”
Does Butler County, or Any County, need as much, or any, Public Education?
Computers have become powerful and inexpensive enough to teach skills and gather facts from databases. Today, many teachers are the equivalent of slow-moving horses pulling small plows. Now, most children can learn far more by staying at home and learning on their computers instead of wasting an hour or so a day being bused to increasingly more distant schools as declining populations close their once-nearby buildings. There, they waste more time on required uselessness before wasting more time, and taxpayer money, being bussed home.
Things like “science labs” could be made available, as could some sports and other activities to help students learn to work well with others.
Legally protected “Young Apprentice Programs” could be provided by local businesses.
Family-centered Schools would have, for instance, “soccer rules” that did not mandate inflicting permanent brain damage on millions of children by forcing them to head soccer balls and suffer countless mini-concussions that inevitably cause cumulative brain damage that lowers the IQs of every “ball-heading child” so that many grow up with a diminished mental capacity that keeps them from understanding what Public Education has done to the trillions of cells and delicate connections in what is “the most complicated thing in Creation”; their human brain. (Is that simple sentence in “The Butler Novel” comprehensible to minds damaged by too many soccer balls?”)
When classrooms are necessary, otherwise empty Sunday School classrooms built for once-crowded Churches could be inexpensively provided by Church Pastors not paralyzed by fear of losing donations from the few Profiteers of Public Education who go to Church. Keeping pastors “pro-public education” is why many such people go to Church! For one or two days a week, or on Saturdays, every Catholic or Private School could help more students with affordable charges while providing all with better educations by combining “at home” with “in-school classroom learning” to the benefit of all.
“Family-centered Schools” would stop another awful crime from being committed against young families. Today, classroom teachers are rated on their ability to get elementary and other students to “donate” to “classroom-approved charities”. Helpless children are threatened with “disapproval”, instead of being rewarded with “approval”, if they do not take ten or twenty dollars, often an hour’s take-home pay, from their struggling young parents. Teachers are “rated” by Principals, (and Principals by Superintendents?), to identify and praise teachers who take the most from families. That sort of thing should be “outlawed”, but few School Board Members dare to identify, let alone stop hurting, young families.
A Magic Answer to Wasteful Public Education Spending! Much of the vast wasteland of Public Education could stop draining our families by doing one, simple thing:
The anonymous author of “The Butler Novel” has over 170 Patents on products he invented. This may be his best idea: “Give every parent up to $5,000.00 every year for every child in their “Family-Centered School” who best passes a test that shows their reading, writing, arithmetic skills, and historical knowledge are better than students in Public Schools.”
Parents of students who did better would receive larger percentages of that $5,000.00 annual payment.
Suddenly, our focus would be back on our families. Families would be focused on themselves. Families would no longer suffer the abuse of being used as tax objects. Families would not be weakened, and often destroyed, by those who make a living by making families poorer.
But, “families” are the “unspoken enemies” of Public Educators who want to replace them, the same way Public Education Profiteers in Babylon, Sparta, and England replaced families before their nations were destroyed by more “Family-Friendly Nations”.
Two final questions and answers:
Question 1: “Should we feel sorry for those who may lose Public Education jobs if we can use better, and far less expensive alternatives, to Public Education?”
Answer: “We should feel sorrier for them than they felt for several thousand Butler County Families who lost their incomes when Pullman and Armco closed and not one group of neighbor-hating Public Education Profiteers suggested reducing spending and property taxes to help families. Every lost manufacturing job eliminates two or three other jobs in every community, which means that Public Education Profiteers are more hurtful than many realize.”
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Question 2: “Are Public Education Profiteers intelligent enough to be as adaptable as farmers were when one-tenth, one-half, and over ninety percent of farmers were replaced by ever smaller numbers of farmers with bigger tractors and farming implements over the past 110 years?”
Answer: “There are few Public Education Profiteers who do not believe that ‘he’, ‘she’, ‘it’, or whatever word they may now use to describe themselves, is far, far more capable than any farmer who ever lived.”
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Hope for saving College Students hundreds of thousands of dollars in College Debt:
This proposal was recently made by the new President’s education policy #47: Free, online institutions could be funded by taxes on the hundreds of billions of dollars piling up in university endowments, the interest on which could pay most of their students’ tuitions, to pay for college degrees and provide college credits to those who need them.
Different variations of this Plan would allow college students to enroll in “Pinko” versions that train people to do whatever they want. “Red, White, and Blue” institutions would provide degrees and studies helping those who want to do useful things to make a living.
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What can help our families grow and prosper and allow future generations to enjoy God’s Creation for generations to come?
YOU! If you encourage people with good, family-friendly values to run for YOUR local School Board, we can get The Profiteers of Public Education under control.
Isn’t that a lot of work?
No! School Board meetings are an endless parade of Superintendent-approved Grabbers trying to convince gullible School Boards to take money from taxpayers and give it to them. All YOU have to do is go to The One, Annual Meeting where the Superintendent’s Budget is either approved or disapproved. If a Superintendent’s Budget does not contain 20% tax and spending reductions as a start, vote “No” and go home.
An hour or so a year with 5 people voting “No.” on any 9-member School Board is all it takes to replace The Profiteers of Public Education with better, “Family-Friendly” alternatives.
In Every School District, Families need to: “Come Alive and Find The Five”!
If we are blessed to “Come Alive and Find The Five” for new, Family-Centered School Boards, those “Blessed Five” may consider staying home from non-Budget Board Meetings. Few things on earth are as boring as listening to The Profiteers of Public Education whining for more money. 5 people not being there keeps more money from being taken from the neighbors we strive to help by obeying the Bible’s Wisdom summed up in This Word of He Who Fulfilled The Prophecies: “Love God and love your neighbor as yourself.”
It will be easier to “Come Alive and Find The Five” in poorer School Districts where more parents face the otherwise hopelessness of continued impoverishment by The Profiteers of Public Education.
May God bless us to “Come Alive and Find The Five” in every School District with the courage, integrity, and love of neighbor to spend an hour or so a year voting “No.” to cure the Family-Destroying Gluttony that Babylon’s latest version of Public Education has become under the rule of “TAP”, the “Tax-Addicted Profiteers” who began destroying Public Education over a hundred years ago.
