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Conspiracy Intro

The Horrors of Public Education

Glossary

montalk.net 28 June 04

Recommended Reading

Conspiracy Articles
The Horrors of
Public Education
How the public education
system is rigged to turn
individuals into
automatons. Advice for
anyone still in school.

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scie nce

School sucks.
Most students will agree, and many have voiced their disgust concerning this
abomination we call public education. They spite the good students who obey like
little sheep, frown at imposed conformity, and laugh at the hypocritical nature of the
system.
The same will be done here, but there is a big difference between these defiant
students and me, the author. I was one of those good little sheep. I graduated high
school with a 4.0, perfect attendance record, two years of student council under my
belt, and a host of top scholarships to get me through college. Teachers loved me,
students both feared and respected me, and the principal knew me better than I
knew him.
Its enough to make you sick. I know it made me sick. So here I am, biting the hand
that feeds because its been feeding nothing but propaganda and sour grapes.

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How to Block Microwave

Mind-Programming Signals
Using foil emergency
blankets to attenuate
beamed microwave
signals from cellphone
towers.

Im not writing this article because of envy or spite against system-indoctrinated

valedictorians, nor am I trying to put blame on my school for all my academic failures.
In fact, I cannot because I was that valedictorian and had few if any academic
failures.
Im writing this article because the system itself is messed up. Having been to many
different public school systems over the past 15 years, I have more than adequate
credibility to make this claim.

Da Vinci Code Caveat

Some thoughts and
cautions regarding the
book.

HAARP, Earthquakes,
and Hurricanes
Analysis of whether
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HAARP and certain
natural disasters.

What is taught is random, useless, and meaningless

In class, too much time is wasted on useless topics. The quality of education has
been sacrificed for quantity, and as a result, academic inflation and the devaluation of
information has turned intellectual ambition into apathy and bright minds into gray
mush.
In an effort to be multicultural and eclectic, class curricula have become shallow and
disorganized in their effort to teach students a global viewpoint. Topics are taught
piecemeal, and never do teachers spend time to help students integrate the pieces
into a coherent picture that can be used or built upon. And even if within a class the
ideas are put together, between classes the grand education still remains
compartmentalized.
For example, both geometry and physics can be mastered by the average student,
but the connection and communication between the two often are not. When physics
is taught in a junior high or high school physics class, it involves only the most
elementary of geometry concepts, and vice versa. Without synthesis of the two, each
remains without purpose or effectiveness.
Such synthesis between topics is neglected in the school curriculum, and
consequently ones experience in the public education system becomes a vague
memory of random, meaningless, and useless facts, just as a disassembled engine is

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just a junk heap of random metal parts.

Most school subjects themselves arent even real knowledge. History books are full of
purposely engineered inaccuracies and distortions for the sake of corporate gain and
political correctness.

Much of school is wasted time

The purpose of education is to make one an independent, competent thinker, one
who can make a difference in the world for the better, and one who has the best
chance for survival and success in the world.
So what the hell are we doing with such profundity of pep rallies, football and
basketball games, proms, crazy hair days, sex education, death education, quiz
bowls, and student council meetings?
Sure, without them, school would be dull. But, school is supposed to be an incubator
of young humans to prepare them for excitement in the real world. School is doing
more than its supposed to and has instead become a surrogate provider of such
excitement, turning it artificial and socially harmful. Is your vacuum cleaner also
supposed to do the dishes, trim your hair, balance your checkbook, and be your friday
night date?
So much in school concerns extracurricular activities that time which could be spent on
real world activities is instead being wasted in these trivialities. The effect is the
amassing of students dependent upon the system and isolated from the real world.
Social, financial, and academic dysfunction result. Once again, quantity over quality
has prevailed, because there is no profit for the supplier in quality. Quality only helps
those in the demand, but when consumers of education have themselves been
dumbed down to primal levels, discernment and appreciation of quality disappear.
Despite these problems, almost everyone is happy.

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Parents are happy. Moms get to watch their soap operas and dads get to work while
their kids are being babysat. They dont have to worry about teaching morality or
ethics to their children because its being done for them in school. They dont have to
entertain them or spend genuine time with them because these children are too busy
being entertained in school functions. Moms just have to drive their girls to soccer
practice, and dads toss the football a few times. Perfectionist parents keep their child
competitive not by guiding them and helping them on a daily basis, but by yelling
them once a school quarter when report cards come out.
Teachers are happy, as they have a secure job from 8 to 5, and the more they work,
the more they get paid. The more school programs there are with federal or state
funding, the more money they get. The more schools have the programs, the more
funding and perks they receive from federal benefactors.
Everyone is happy, that is, except for the students. But who cares? Who are they to
complain? Those with the gold make the rules, and all students have is some pocket
change for cookies and milk.
As is well known, in school, you spend more time learning how to obey and what to
think, instead of and how to think and think for yourself. Fact of the matter is that at
least 3/4 of the time spent in school is waste.

Students are not at fault

But thats not the worst part. The worst part is that public schools not only have a
crappy curriculum, they actually oppress their students by forcing them to participate
in it. It is one thing to offer a profundity of shallow assignments, and quite another to
make students do them.
Simply put, students are forcefully occupied with junk to prevent them from learning
something useful.

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Almost everything important I have learned, I learned on my own time outside school.
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During junior high, the assignments given to me were few, and I often completed
them in class. This left me with enough time to go to the library to begin my study of
metaphysics and the paranormal, to learn truth on my own and experiment with what
I had learned to confirm the nature of absolute truth.
But as I progressed through high school, increasingly useless assignments were
given to me which taught me nothing (and believe me, I searched for something
useful in them), but occupied my time nonetheless. What was being taught to me was
compartmentalized, full of holes and errors, shallow, and politically correct to the point
of nonsense. Was it my duty to integrate the parts and learn the material well
enough to be applied? Sure, but the sheer quantity of homework prevented me from
finding time to do just that. Quantity over quality once again.
Now I am in a state college, and its no different. The oppression continues, except
now Im getting wiser and have caught onto their tricky scheme to graduate robots
instead of humans.
I wish I had more time to do research related to this site, to learn true physics and
history, to continue writing music, and make a difference. But this time is erroded by
the wasteful components of the school curriculum.
Students, except for a few genuine slackers, are not at fault when lagging in critical
thinking skills. They are not being held back by their own laziness, but by direct
oppression from a system with the power to punish them or put a bad mark on their
transcripts if they dont give up their individual pursuits of knowledge in favor of
hollow schoolwork.

Overloading creates dysfunction

There are multiple consequences to this program of quantity over quality. Children are
under a lot of stress nowadays in schools due to this, and as a consequence they
shift into a survival mode.

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This survival mode consists of taking shortcuts and getting by with the least amount
of effort possible, but even this small amount of effort is too much and applied toward
futile ends. Grades become an ends to a means, and the true goal of education is
detached from daily work. Studying is only applied toward taking the test, but not for
retention thereafter. Escapism takes hold and watching television, taking drugs,
engaging in delinquent behavior, and over-socialization result. This further detracts a
student from learning whats truly needed.
Under such stress, the student body splits into two groups: those who conform and
those who fail.
The ones who conform learn the rules of the game, no matter how illogical they are
and play the game to the satisfaction of faculty. They become detached from reality,
from what truly matters, and are stifled in their potential as they are stripped of their
inspiration, creativity, and originality. Quantity over quality matters as part of the
survival mode, and there is no profit in overdoing quality when the profits of doing so
are decades away in the reaping. Due to this survival mentality, thinking that far into
the future is neglected. The ones who conform become roboticized and are respected
for how well they fit the mold. What was once innate curiosity to discover the world is
turned into neurotic attempts to escape punishment.
The ones who do not conform fall behind unless they are clever enough to find
another source of education that befits them. Their grades are mediocre as they are
disillusioned with the system and no longer care about pleasing it. Chances of
graduation and pursuing higher education is slim, and most of these either drop out
or graduate and immediately acquire low paying jobs. The price of refusal to conform
is rejection into substandard wage earning.
Either way, those entering public education leave either as robots or peasants,
hyperbolically speaking.

The system itself

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Teachers are not to blame either. They are like soldiers in the trenches fighting a war
to educate the public, taking orders from their superiors who have no idea what the
current conditions are on the front lines.
Teachers are overstressed, underpaid, and restricted in their ability to respond to
what they perceive in the classroom. Due to political correctness, threat of legal
action by parents, and contrite school boards scared of disapproval by a vocal
minority with big political clout, teachers are confined to a tight curriculum they are
forced to follow.
They are forced to teach some things, and not allowed to teach others, such
guidelines set by a panel of nodding puppets with no clue as to what the truth is, let
alone initiative to spread it should they know the truth. These puppets are those who
design the school curriculum, who despite once being teachers themselves, are for
the majority removed from the classroom feedback mechanism.
Its the little things that contribute to an oppressive atmosphere in schools. Not
withstanding the social atmosphere, teachers on a strained school budget worry
about saving paper, staples, or tape. When my high school received thousands of
dollars of funding from the community, it used that money to expand its inventory of
computers that werent even needed just to keep up with the politically correct trend
for schools to be technologically current. That money should have been used for the
little things, such as office supplies.
Disruptive students are put in the same class with well behaving ones, creating
academic socialism whereby equality is maintained by dragging up the idiots at the
expense of the smart ones. Separating students on the wrong criteria leads to
incongruities and a breakdown of the system and its components. Putting them into
grades by age, when they should be instead separated by level of knowledge and
skill, results in academic entropy whereby the smart become dumb and the dumb
learn how to waste others time.

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Teachers spend more of this time teaching children how to shut up and sit still than to
pay attention and think. Because they are very limited in their methods of discipline,
teachers and students suffer as the idiotic and delinquent minority ruins it all for the
rest.
Friction within the system from misplacement of resources induces hatred among its
components, as each is suffering and blaming one another instead of blaming the
system itself. In fact, the system is set up such that the components feed off one
another in a long term downward spiral.
Teachers have contempt for the students, and often make an effort to take out
aggression upon them, seeing them as the enemy and cause of their own stress.
Students see authority as something to be defied, unless they are already broken by
it. Teachers make up illogical rules to test how well students obey, such as making
them walk a certain way through the library, or not enter or leave certain exits at
certain times, and other minor things which irritate students and allow faculty to feel
good when they exert their powers. This tension between student and teacher
shatters trust between them, and any teaching and learning between them enters
the domain of negative reinforcement. Instead of them loving and respecting one
another, they hate each other but do what they are supposed to, to avoid
consequences if they do otherwise.
When you see a student, what youre really seeing is someone low on ambition and
initiative, but starving for recognition and self-esteem. This is a symptom of a system
that is anti-life, anti-individualism, and anti-spirit. Compressing a wonderful human
into a precise block to fit perfectly into cubicle induces the survival mode of life.
Knowledge, having been made into the source of his distress, is put at the bottom of
his list of priorities, as he has to do whatever is possible to regain his self esteem,
recognition, and peace of mind. However, he must do so within the confines of the
system.

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Dysfunction results. Instead of individualism meaning thinking for oneself and seeking
ones own truth and sense of morality, individualism becomes wearing freaky clothing,
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having funny hair, and garnering attention via infantile vulgarity no matter if it is for
fame or infamy. These superficial methods are all that are still legal within the system.
The true human spirit, however, is suppressed.
Those who are broken follow the teachers illogical rules and learn to trust authority
over their own potentials. In this, they become a cog in the wheel. Breaking orders is
taboo to them, something they get very nervous about when it happens, and they
certainly dont do it willingly. They become neurotics and unstable perfectionists who
stand high on shaky foundations.
Once their individuality is broken, they become robots very good at their tasks. Many
go on to college, absorb whats fed to them well, and become academicians with a
groovy little niche and nice income in their fields of research. But however wonderful
that sounds, they are robots and nothing more. Or to make another analogy, they
are cows.
They dont know that being the best cow still doesnt make you a cowboy.

The straight track

We hear stories of entrepreneurs who strike it rich after dropping out of college and
pursuing their dreams. We hear stories of those who go from rags to riches, of those
who defied convention and revolutionized the world.
But what do we hear in school? We hear that these people are the exception not the
rule. That is certainly true, but what the system is implying is that you are the rule,
not the exception, so dont even try to deviate from the straight track.
The straight track is what students are being taught by the system, concerning the
course of their lives. The straight track told to high school students goes as follows:
You need to do your assignment to get a good grade. When you get
good grades, your transcript will be favored by employers and

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colleges. You might even get scholarships to go to a good college. If

youre good in college, youll get a degree and have good chances of
getting a good job. And with a good job youll have a good wife, good
kids, and a good life.
What theyre really saying is this:
Dont worry about changing the world, just concentrate on getting
good grades because that is the only measure of what youre worth
in the eyes of those youll serve. Go to college and find your quiet
niche in the world, where youll be secure in your job because youre
so specialized, theres no one else in the world who can take your
place. Youll be working to maintain the system as youre seen fit.
Focus all your energy into this specialized area and dont worry about
making an impact on the world because as long as you stay
specialized and compartmentalized, well clothe you, feed you, give
you a good family, and bury you in a good plot of land.
Deviating from the track is abhorred by the system. If you show initiative and take
risks, you become a statistical outlier, an anomaly in their statistical models, someone
who poses a threat to the system because you are a seed with the potential to
overturn the mirrors and reveal the truth behind this silent war.

Defy
In this lies the point of the article. You cannot be successful, recognized, or a true
human being unless you defy the system. If you only do what youre told, youll be no
better than average.
The system has been designed by the biggest corporation of all, the state. Public
schools either turn out worker drones who serve the state and its partnering greedy
corporations, or else they turn out welfare recipients who are an excuse for the state

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to maintain its colossal parasitic size and an idiotic consumer base to buy these
corporations useless toys and poisons.
So many students are under this illusion, the illusion being that they either follow the
straight track, try to be the best cow in the herd to maintain financial and social
security, or else defy the system and fail miserably, ending up as a bum on the street.
You are seen as a social failure if you defy the system. If you measure your success
by what the system deems is successful, then you fear deviating from the straight
track because that is a sign of failure.
However, you must therefore redesign your standards of success. Would dropping
out of a state college make you a failure? In the eyes of other cows, maybe, but
pursuing a better education elsewhere be it independently or real world experience
would more than make up for it.
How many famous people do you know who did everything they were told and
nothing more, who never took risks for fear of defying the status quo? Not very many.

Conclusion
The lesson is that not only must you take risks and utilize your innate initiative, you
must also get over your fear of defying the system and do so to get ahead of the
herd. You are the exception, not the rule, because you have the power to be.
Now, the robots in the system are definitely needed. We still need employees,
soldiers, and scientists who are specialized in what they do, but presently there is an
overabundance among these. Therefore, the emergence of individualists, generalists,
and entrepreneurs is encouraged.
And the only way for them to increase in numbers is for people like you to break out
of the mold and fulfill your destiny as a human, not a machine.

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