Socialism is what the British homosexual economist, John Maynard Keynes, brought to the pragmatic mind of Franklin D. Roosevelt and his cronies before, and during, the Great Depression, which was an economic catastrophe that economist Milton Friedman said was “deliberately manufactured through the pragmatism of the Federal Reserve to reconstruct the American republic.” As Friedman stated, the political and socioeconomic purpose of the depression was to socialistically redistribute wealth through economic adversity in the USA; and it did just that. The deliberately engineered Great Depression created the American middle-class by dispossessing the small agrarian farmers and wage-earners of their lands and their means of sustaining themselves. Thomas Jefferson said as much as he sought to fight against Alexander Hamilton’s Bank of the United States, the embodiment of British federal banking and the forerunner of the Federal Reserve, saying that such an unconstitutional banking system would dispossess ordinary working Americans of their means of acquiring economic and financial mobility.
The basis of the advent of socialism in the USA was the imposition of high taxes and their austere, almost fascist, collection from hard-working Americans by the federal and State governments. The dubious passage of the 16th Amendment imposing the graduated income tax on the American citizen electorate came in 1913 at a time when 99 percent of the U.S. electorate and the State legislatures were against an un-apportioned federal income tax. The issue lingers ominously over the republic as to how this amendment was legally passed with such profound opposition from the electorate. Nonetheless, socialism can only exist where there are exorbitant taxes available for collection and use by government. Thus came the rampant spending of the federal government for its entry into World War I, and, later, the maintenance of FDR’s inexorably expanded federal regulatory agencies and administrations, which today number over 2,000 such entities exuding out of Washington, D.C. These ruling agencies are as blatantly unconstitutional as would be a law legislated by Congress placing a golden calf on the podium of the U.S. Senate to be worshipped, or a law requiring all children born in the States to be born only in hospitals and to have RFID chips placed into their neonatal bodies for Orwellian control over them. Yet, the pragmatic illegal legislative fiats of the U.S Supreme Court have placed the official “constitutional” seals of approval on these perverse acts of Congress creating these agencies and administrations; therefore the possibility, if not probability, of the latter-mentioned utterly tyrannical laws being imposed on the People is not mere fantasy. Such abysmal changes in the economic and governmental fabric of the republic have caused grave cultural changes in the presiding collective state of mind of the electorate.
For it used to be that a normal, healthy young people, teenagers, were encouraged by their fathers and mothers to begin working at an early age to develop personal responsibility, an appreciation for hard-work, and a value for the American dollar. In 1910, the U.S. dollar was worth 95 percent of it’s value, based on a standard of gold and silver, precious metals. In 1910, one-dollar could buy, either, 20 candy bars, nearly three gallons of milk, or a new well-made shirt from any retail store in the United States. I learned the value of money when I was seven years old,when my dad, a independent welder in East Texas, first instructed me to move some pig iron from one place to another in his shop yard. When I had done the job correctly, to my dad’s satisfaction, he came over to me and placed a silver quarter into my hand and said, “good job.” With that quarter I chose to buy 5 Hershey chocolate bars from a nearby store; and I realized at that moment that there was more money to be made. After that moment in time, I began doing all sorts of work for my dad, and I received just compensation for my work. When I was four years old, my mother taught me how to read and write, and I began to realize the power acquired with continual learning. Of course, my first grade teacher didn’t like the fact that I came into the first-grade reading “Little Golden Books” and “Nancy Drew” mystery books by Carolyn Keen. But my elementary school teachers, and the principal, were, unfortunately, statists, who had accepted the philosophy that students should be trained only to serve the community, state, and nation; and that the republic was not intended to serve the People, as the Constitutional Framers had intended. I mean, John F. Kennedy embellished statism in his famous statement, “Ask not what your country can do for you, but what you can do for your country.” And that statement preceded Lyndon Johnson’s pernicious experiment in socialism, the “Great Society” of welfare recipients, which miserably failed.
Since I had been raised in a working class environment, one that depended solely on financial success through continuous hard work, I was told by my parents throughout my formative years that I was going to be responsible for what schooling and learning I would obtain after high school; that is, the twelve free years of primary and secondary education afforded by law through local and State taxes to all American citizen children. Hence, I set about to learn as much as I could about electronic engineering and technology during my elementary, junior-high, and high school years, a science in which I was very interested. I had also joined the Civil Air Patrol Cadet Program in 1963, paying my own dues of $13.00/year, in order to prepare for a military career, which I had aspired to achieve. My dear mother supported me 120 percent in this endeavor, and I remained in the CAP until I enlisted in the U.S. Marine Corps in 1971, in lieu of being drafted. During those teenage years, I was hired continually by numerous employers to do yard work, manual labor, and ranching chores, during the years of my public education, and during the summers between those years. All of this was done while I was tending to my chores at home.
Most children today, in most middle-class American citizen families, don’t know the definition of hard-work, or the value of a earned dollar, because they are not required to experience productive work until they are in their mid-to-late teens. This is because the sociopolitical culture of the 21st Century USA is a permissive indulgent socialistic one that persists in treating young people like small children throughout their developmental years, insisting that children should not have to learn to work and carry their own weight. The value of the American family, and the responsibilities of the mother and father, the parents, have been supplanted by a Hegelian statist philosophy that a village, instead of a family, is necessary to properly raise a child to adulthood. The great Benjamin Franklin endorsed the great success of apprenticeships for American youth, for them to effectively learn a trade before turning eighteen years of age. A productive trade, he said, requires not only the ability to read, write, and perform arithmetic and advanced mathematics, but the ability to logically solve problems through acquired intuition. The great educator, Dr. Jerome Bruner, said basically the same thing in his small, but mighty, book, “The Process of Education. My dad taught me to weld when I was eight years old, and, even though I did not pursue welding as a vocation, I can still, to this day, use a basic arc-welder and an acetylene cutting/braising torch to work with metal. How many fathers today take the time to teach their children their trades and professions? Not that many, if any! Most parents thirty years and younger regard the public and private schools as solely responsible for the academic development of their children. In reality, only those U.S. citizen parents currently scrounging for a payday-to-payday financial existence in a Keynesian economy (where a 2017 U.S. Federal Reserve one-dollar bill is worth only 2 cents compared to the value of a U.S. silver certificate one-dollar bill in 1910) have children who aspire work at an early age to help themselves and their families carve out meager financial existences. As they say, necessity is the mother of invention, and the statement proves true in such an economy as the U.S. has in the 21st Century.
All American children should be encouraged by their parents (Lord knows the encouragement will not come from the 21st Century society) to learn to do profitable work during their formative years. And those children should be paid by their parents when they perform profitable work at home. These children should be taught that going to college is not necessary to acquire salable work skills; that these skills may be acquired through public, or private, education, if the educational process is taken seriously by preadolescents and adolescents. A successful public school education should be treated by these children as a profitable job, where they are being paid the learning that will eventually provide them financial security for life. Their payment or compensation for harnessing themselves dutifully in vigilant classroom study will be their report cards that reflect the degree of learning acquired through vigilant study. Of course, report cards do not always reflect the long-term effect of the acquired learning. A child that studies continuously and gives 100% to his public school classes, burning, as they say, the mid-night oil to do well, and makes a solid ‘B’ grade, will in all likelihood learn and retain much more than the student child who is blessed to find classroom learning easy and always makes a straight ‘A’ report card.
The socialist statist society is what is prevalent in today’s 21st Century world, and it is not, in the least bit, great! When children are told that going to college is an assured thing because of student loan financing, they are greatly disadvantaged. This egregious mindset leads them to think that society is going to pave the road to success for them, through the use of tax money. Most children today believe that to work, while they are going to public or private schools, means the imposition of cruel and unusual punishment. The same applies to the application of discipline to preadolescent and adolescent children. When these recalcitrant children have the means of reporting their parents for child abuse by simply dialing a hotline number, if they receive spankings from them, these unlearned, impulsive, impetuous, and undisciplined children have the means of remaining unlearned, impulsive, impetuous, and undisciplined until the sad reality of adulthood harshly knocks them to their knees.
My advice to the American citizen parents of preadolescent and adolescent children is to follow what Benjamin Franklin, the great American Framer, scientist, and philosopher, gave as sound advice. The effective prior planning of families for the development of their children will, in most cases, prevent poor performance by these developing youth in any avenue of life; and the incremental valuation of work, money, and education in the minds of American youth, wrought through the implementation of personal industry, will lay a foundation for future success. As my dear mother said as her personal maxim, “A person work like everything depends upon him, and pray like everything depends upon God.”