Archive for the ‘graduate school’ Category

Dangerous Ideologies VI: The Amerikan Higher Ed ‘Ponzi Scheme’

Posted: January 2, 2016 in academia, academic buffoons, academic bullies, academic institutions, academic stars, administration, administrator overlords, advertising, Amerikan Dream-Nightmare, Amerikan Empire, Amerikan higher education, Amerikan imperial history, Amerikan imperial project, bad jobs, brainwashing, bureaucratic-pyramid structure, campus directors, campus tours for prospective students and their families, capital, capitalism, class, class traitors, college transfers, colleges, commandeering class, control, corporate marketers, corporation, corrupt institutions, culture, deceit, dirty workers, dishonesty, diversified studies, duplicity, education, education cheats, elite families, elite universities, elites, Endowment slush funds, faculty, flag-ship university institutions, flim flam operations, for-profit higher learning institutions, foreign graduate students, frauds, free advertising, good paying jobs, graduate school, graduate students, Harvard, Higher Education monopoly, history, illegal immigrants, institutional taxes, Ivy League standard universities, Ivy League universities, labor, larded vocabulary, legal crime, lies, low pay, low salaries, low wage work, majors, managerial class, marketing revamps, marks, ministry training, money, Neo-Marxist gibberish, owner class, part-time adjunk instructors, peonage, peons, political-economic elites, ponzi schemes, pride-ridden boors, profit, profiteering, publicity, pyramid schemes, rackets, rankings, religious corporate institutions, reputations, return on investments, robber baron capitalists, scams, second tire universities, seminaries, slavery, slaves, snobbery, social class, student workers, students, swindles, teaching research assistants, tenure, tenured professor cowards, the State, underemployment, undergraduate students, unemployment, United States of America, universities, university administrators, university college degrees, useless doctoral degree, wage slavery, wage slaves, work
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HARVARD-UNIVERSITYAnother PhD winnerKeeping working over-educated slavesscamsabandon-hopeamerican-greedStudent-Loan-Debt-Tops-900-Billion1california-student-protests.gi.top

Some scams are quite obvious through their open dishonesty. But there are other, more dangerous flim flam operations, which often hide under the covers of opportunity. Some fraud operations have their public exposure from the crime shows on TV.

There exist other swindles that prick at the heart and the mind because we experienced them first hand. So we are survivors now, and we have the responsibility in telling the sleazy tale of deceit. We hold the duty in warning others.

This essay is both a historical piece on one of the most shameful swindles in modern American history, and at the same time, this is a warning for those who might fall victim to the lies of the educated cheats hiding within faculty dungeons and administrator offices – all within the towers and chains of the Amerikan Higher Education incinerator. Let the reader beware.

The university administrators where I had studied, and their very own tenured gang of professors whom I worked for, scammed me horribly. They took away six years of my life for a worthless doctoral degree within the humanities subject of history. Not only did they take advantage of me, but they cursed me forever. They knew full well that I would not find decent work after graduating with a flimsy PhD paper, but they continued their duplicity until the end of my studies.

For a heinous lie, they robbed me of my life’s options, which has all but destroyed my work chances for the rest of my entire life. The only jobs that I can now do represent extremely low-level, low paying work, such as back kitchen, service industry detail, or peon retail, clerical work.

I paid dearly for attending graduate school, but while surviving in that hell mouth of constant work with futile results, I also uncovered a greater crime. It was not just graduate school itself, or the particular university structure that was a corrupt institution. It was the entire Amerikan Higher Ed, College-University System, which was at fault.

I discovered that the Amerikan college complete package was one of the most heinous Ponzi-pyramid schemes. Yet most Americans believe that going to college and getting a degree is a necessary step before entering the work force, almost like a median level between high school and the first real job. This brainwashing trope is similar to many Americans who also believe that the US Military-Industrial-Spy-Complex defends our freedoms and liberties – not the Constitution.

The Amerikan University swindle operates under the bureaucratic-pyramid structure, whether private institutions, for-profit centers, public establishments, or so-called non-profit status centers. All of the above institutions profit off the incoming students and the students’ families.

On the top of the pyramid are lots and lots of administrators, such as trustees, regents, corporate boards of directors, presidents, assistant presidents, provosts, assistant provosts, deans, assistant deans, and multiple other campus directors, such as Director of Affirmative Action, Director of Alcohol Abuse, all of whom run and administer, and most importantly, profit off everyone else that happens to work for them, or pay into the corporation.

These administrators live as the owner class of the institutions. They all make six to seven-figure salaries, receive full rounds of benefits, which often include paid for housing and transportation, and extensive severance packages if forced to vacate their comfortable positions.

The next levels are the selected, top tiered employees, or the commandeering class, who bring in lots of money to the university, such as the football and men basketball coaches, the science, medicine and law, tenured professor stars who receive millions of dollars in US govt. grant money, or the cops that violently protect the administrators’ privileges, such as the campus police force. Like their admin overlords, all of them receive six figure salaries with full, luxurious benefits, and decent severance payments if forced to leave.

The levels further down are all the other tenured, full-time professors and campus spokespersons representing the managerial class. This subset also includes the university librarians, campus food services managers, campus student services managers, campus activities leaders, executive administrative assistants, and the grounds workers, transportation workers, etc., with seniority rights.

There are many of these posts, and they receive good paying salaries with good benefits, but their pay does not often reach to the six figure level, and they must contribute a tax to their campus privileges, such as health care. If they stay for twenty years or longer, without any controversy or incidents, then they can receive a small pension for the rest of their lives, called emeritus, if they worked in the academic fields.

Then the bottom drops out, and literally drops out, for the many peons caught in the college black widow spider web. The peon rabble includes the many part-time, adjunk instructors with advanced degrees who teach a lot of the classes, and who receive no benefits. Their overall net pay is lower than most fast food service workers.

There exist hundreds of graduate student-teaching-research assistants who also teach for extremely low pay. Next, come the campus dining-cleaning workers, most of whom are illegal immigrant workers. A bizarre subset of this rabble comprise the foreign graduate students who work like slaves in the science laboratories, while they pay lots of foreign student tuition money in order to attend those same institutions!

The most abused sub-group represents the thousands of undergraduate students, many of whom also work for the university, and yet, the same university institution taxes without mercy their families for every conceivable, imagined payment. The sordid nickle and dime list of fees includes matriculation, credit classes, non-credit classes, dining, campus services, technology, graduation, transfer, transcripts, applications, counseling, security, building, parking, housing, study abroad, etc.

The next question concerns the history of such institutions: how did they transform themselves into such profiteering, corporate-bureaucratic machines?

Most Amerikan universities and college academics love to ridicule and deride both the for-profit higher learning institutions with their pathetic business and technical degrees and the religious colleges and seminaries that hand out easy doctoral degrees related to religious-theological concerns.

This snobbery is simply the derision of the arrogant buffoons with larded vocabulary looking down on the ignorant poor below. Those pride-ridden boors forget that America’s colleges and universities, the very first ones, such as Harvard, Yale and Princeton, started out as religious corporate institutions, training seminarians for the ministry. Is it not ironic that those same old colonial seminaries of Calvinist fanatics, Puritans, (English rite), and Presbyterians, (Scottish-Irish rite), are now the USA’s top private Ivy League institutions?

The cowardly academic bullies, many of them trained in Neo-Marxist gibberish and who write books and articles that very few people ever care to read, also forget how they willingly cringe and submit to their administrator overlords. The old truth still matters: the bully to the weak, is often the coward to the strong.

By the second half of the 1700’s, the Ivy League seminary schools began to diversify their studies; instead of just the old courses on Biblical Hermeneutics and Ecclesiastical History.

Until the mid 1800’s, most of the Ivy League graduates still had ties to the ministry, or to certain elite families within their geographic region. Since those institutions were the first American universities, and have had the greatest reputations, they started a noxious trend where every other university and college in States has followed their examples.

These private Ivy League institutions, run by Corporate Boards of Directors, now have Endowment slush funds in the billions of dollars, which are greater than most of the world nations’ Gross Domestic Products. Unlike most other universities and colleges, their return on investments works for their students. Even in economic depressions, their students find good paying jobs.

The Harvard Corporation insures that their faithful, institutionalized, corporatized students receive good work prospects within surrogate corporate institutions. The surrogate institutions all swim within the Liberal economic maze, while seeping inside the global capitalist labyrinth.

The Ivy League university system is most important for the Amerikan Empire because it ensures a new generation of institutionalized political-economic elites to take the place of the older ones. A few of the scholarships and poor kids who attend such colleges receive new identities as the future class traitors-ambassadors for the Amerikan imperial project.

The Harvard Corporation stole this method from the British aristo-parasites who always allowed a few wealthy families to enter the titled aristocracy. This illusion of hope and dope allows the elites some breathing room – so they don’t have the fear the mass of wage slaves waking up – and eventually putting the elites into early graves.

Harvard especially uses this deceitful method in advertising ad nauseam its token ex-homeless, ex-welfare hotel, ex-poverty-survivor students as champions of the Liberal ideology. In the Amerikan Empire, everyone has a chance of making it. If you don’t have lots of money and wealth – then that is your problem. The Great Lie reiterates: the ticket to the American Dream remains essentially a university-college education.

Due to the Ivy League’s success in transforming their religious seminaries into first class universities, Amerika’s robber baron capitalists also invested in the higher ed scheme during the late 1800’s and early 1900’s.

Some good examples have included, Leland Stanford in California, Cornelius Vanderbilt in Tennessee. William Marsh Rice in Texas, Washington Duke in North Carolina, Paul Tulane in Louisiana, Johns Hopkins in Maryland, and the capitalist tag team of industrialist and banker, Andrew Carnegie and Andrew Mellon in western Pennsylvania, and finally, John D. Rockefeller’s donation, The University of Chicago. All of these schools are not in the Ivy League geographic zone, but they certainly imply Ivy League standards. The elites’ investments were successful.

Amerika’s state universities also joined in the re-marketing revamp. They hid their ties as boarding schools for elites and wealthy families, and soon brought in academic stars, mostly in the hard and applied sciences. Some state universities’ reputations entered the second class tier, such as the University of California Berkeley, The College of New Jersey Rutgers, the University of Virginia, and The University of Texas Austin. The Amerikan university complex had discovered both a gold mine and an oil-gas pocket at the same time.

By the 1970s, the older western land grant, university institutions for agribusiness, and mining-gas industry related studies, modified themselves into massive state institutions with over a hundred different majors. Former state teacher certification colleges, or regional State colleges, also recast themselves as flag-ship university institutions. Even the junior-technical colleges of two-year Associate degrees, converted themselves into regular colleges with multiple majors for transferring credits into the state college system – the community college system.

All of the Amerikan universities-colleges, from the Ivy Leagues to the small junior colleges in the rural west, have utilized the corporate-bureaucratic pyramid model for achieving their profits. They all function as top-heavy structures with the well-paid administrators teaching no classes, while most of the dirty workers, including the regular instruction of students, represent part-timer adjunks receiving salaries lower than fast food wage slaves. How do these corrupt institutions get away with such fraud and continue to gather such extraordinary profits?

The answers fall to the wicked brews of publicity, marketing and advertising. also called college rankings, mixed into the lead boil ideology of the Amerikan Dream-Nightmare – blended with the bitter spices of Neo-Marxist gibberish concerning equal opportunities, harassment free safe spaces and challenges for social justice.

As the college ranking system changes annually, the administrators invest heavily in corporate marketers to advertise their university or college’s success stories. Students and professors willingly give free advertising for the administrators on their universities’ main web pages.

If one visits any higher education campus, the visitor will spot low paid student workers giving tours of the campus to lots of families and prospective students. Most of the families are from the old American working class and middle class, people who worked hard, but were able to save some capital for their kids’ college education.

In our dying Amerikan, imperial economy, the Amerikan university artifice has ultimately transformed itself into another ponzi-pyramid scheme. It robs from the marks that innocently use its same services – the students.

The Amerikan university institution is now up there in the sublime racket stratosphere with private prisons, security firms, check cashing outlets, pawn shop rebates, smart phone monthly payment plans, health and life insurance options, Division of Motor Vehicle rates, sales and payroll taxes, utility fees, civil forfeiture, public comment allotments at City Hall, jail bond bail payments, congressional gerrymandering of voting districts, TV infotainment, work application drug testing-background check fees, TSA airport security theater, police internal affairs, US imperial human rights policies, W-2 employment forms, DUI checkpoints, happy hour bar prices, cover charges, restaurant buffet lunch menus and political elections.

Is it any wonder that the only public institution that some Americans still respect is the US Military, and that the only cultural space left where some Americans actually can feel some flicker of dignity – is at church?

The Harvard Corporation works for its graduating elite students. But what will the other students do with their futile degrees at lesser ranked universities and colleges? They often do not have access to good jobs, and then after graduating, the students owe lots of loaned money to the banks?

The Amerikan Empire has released the furies of outrage and exasperation upon us all. With the Higher Education monopoly exposed, learn a real skill while getting paid – and save your dignity.

 

 

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The feelings and thoughts about lost times, years never to recuperate – those mental pains are some of the tortures that regularly accompany the living.

I distinctly remember one of my first years of graduate school. We grad student representatives, dressed in our khaki pants and ugly university t-shirts, had hosted a party for the incoming grad students inside a small and dirty, multi-use student lounge. The grad students had to show their flimsy identification cards in order to enter, while ‘the party’ featured stale bread, Wal-Mart cheese plates and super cheap wine.

All types of grad students entered the premises. I saw haggard women in their sixties just getting degrees for the sake of degrees and loud mouth kids barely out of their undergraduate studies who embarrassingly got drunk like they were at a frat party. There were also lots of rich foreign kids from China, India and other Asian countries, and some really peculiar specimens representing the melancholic diversity of human misery entered at the door.

I spotted a small, balding homeless man with dirty clothes. His physical, facial profile resembled a cross between a hallucinating mental patient and a twisted pigeon that one finds crapping off urban ledges. He did not talk and let off weird noises and grunts as he devoured the cheap cheese and dip snacks. I spotted another forty something male, wearing all black clothes. He was large, fat, had bad acne, a dirty black pony tail, and he smelled funny. The man just sat alone and was talking to himself, nursing his plastic glass of cheap wine, and then he would suddenly break out in a cackle to himself every once in a while.

As I was chatting up some foreign grad student women, a young man in his mid twenties with smeared food on his chin, suddenly interrupted our conversation and began droning his words at us. He wore glasses, had brown hair with white specs in it, and his speaking rhythm was quite slow. I felt terribly sorry for the rude chap even though he interrupted our conversation. After talking at us about some innocuous subject, he then straightaway said his good byes and left us.

I later became a madman too. I continued in graduate school for five more years, torturing my mind relentlessly, until finally receiving my very own, funny doctoral papers.

After receiving that ‘degree,’ I needed three more years of post-graduate school detox in order to mentally break free. It was no coincidence that I moved into Death Studies, Thanatology, towards my last years of doctoral studies.

For years after receiving my PhD, the doctoral useless degree in history – or whatever history or the humanities, I nourished a harsh mental concoction of both betrayal and anger.

I wasted six years of life involved in such a struggle – all to receive the highest degree possible. My doctoral degree has also become the unending curse of my recurring unemployment. The lucky ones escaped early before their torturous exams and thesis dissertations. They became bartenders and a few even made some real money – unlike me.

Nor do I have any friends from my long graduate school period – and I was not the only grad student to experience this. I stayed on because I thought that I needed a doctoral degree in history in order to become a historian. I now know that I was wrong.

This essay is for those historians of heart and soul who want to know the truth in order to become true historians. Historians free from the American graduate school curse.

This essay will explain the mystery in becoming a historian without having to endure the fetid dumpster of graduate school. The free-spirited historian has to go through ten levels or historical exercises, also called ‘the method,’ before reaching the historian peak. Anyone with a love of history, curiosity and basic intelligence can do it.

The first skill embraces simple freedom. For the historian, he or she completely rejects the graduate school scam and the lowlifes that congregate in such spaces, which also includes the professors and administrators. I use the word lowlife because most grad students are not your typical hard-working and talented subset of workers and artists. They are exactly the opposite.

Most graduate pupils are weird, petty, pathetic and extremely annoying. Many grad students are incapable workers and cowardly misfits that cannot hold positions in the real world of labor and suffering. For them, grad school is a safe option where they can do meaningless work on the government’s dollars, or in the case of the private universities, on the scholarship of a rich benefactor with dementia.

They soon ‘work’ with their tenured professor advisers that both love and hate them. The professors are just as cowardly as the grad students, which explains the love and hate dynamic between them both. Meanwhile, the university administrators break into vicious smiles. They are the real ‘brains’ behind this degrading university industrial complex.

Grad teacher pay is terribly low and the university admins just adore them. This is because the administrators can pay slave wages to a bunch of spineless graders that will pour through hundreds of college student papers without one word of complaint. Every succeeding academic year, a new crop of academic screwballs enters the academy for more self-abuse. The supply is endless, and the administrators know this.

The university scammed me brutally, and all I received was a piece of paper giving me the pathetic title of ‘doctor.’ Yes, I am a doctor, but for being so intelligent, I was also quite stupid in sacrificing six good years of my youth for such nonsense.

Imagine having to endure six hard years of such abuse for collecting a simple piece of paper. Very few grad students can successfully charter the American university cesspool, while guarding both their integrity and dignity in the strong box. Most graduate student drifters entered the college halls as sublime losers, and they will leave grad school as academic wackos. This terrible, cruel world of demeaning experiences is no place for the art of history. History has nothing to do with such horrors. Just stay away.

The real, actual and true historian can birth him or herself through reading lots of books and visiting libraries, archives and museum collections. This represents the second level and the Method: a love for reading and writing. This method does not mean the despicable skill of ‘academic writing,’ which is the best sleeping pill around. The method embraces all types of writing: poetry, prose, essays, letters, theater, cinema, song and installation art.

This love of books and writing leads into the third level for a historian: a curiosity about some past culture. The historian might have an interest in the lives of Roman imperial soldiers, or the sexual mores of the French Renaissance. The diversity of the world is completely open to all interested parties.

The historian needs to see what the encyclopedias say about the Roman military or French social customs during the 1500s. With this general information, the historian now has linked terms related to a particular study, such as Roman campaigns, martial poetry, French marriage customs, and French gender relations in the early modern period.

The fourth level is when she or he types the links on scholar.google.com or Academia.edu and can then see some of the recent historical monographs, (books), or articles on the topics. The budding historian can save those linked works, download copies perhaps, and he or she now has a working bibliography of secondary sources, or books and articles on the original topics.

Now one has to read the different articles and books. The historian does not need to read every little thing from each article and each book. Most books are actually compilations of different article chapters.

Like a good historian, read to browse. Look at the chapters, read the introduction, so as to get the general feel of the work. Next, read the chapters that interest one first. Later, look at the index section for page numbers, and the reader can devour the book for the pertinent info from the index themes. Read the conclusion, which often summarizes the introductory themes and perspectives.

The historical reader must look at the source bibliography for each work. One will notice that the authors tend to use certain sources, both secondary and primary, (primary meaning actual historical works from the period that the historians had studied). This is the fifth level and the hardest part is now over.

The struggling historian will have to categorize all of the sources according to perspective, or ‘paradigm,’ (the author’s method in looking at history), and the publishing year. This historical process has the name of historiography. This is the sixth level.

The writer now has an annotated bibliography, meaning a bibliography of articles and books with a few lines next to each source explaining the paradigm and perspective of the author. For example, some authors might focus on institutional changes in the Roman military rather than the social lives of soldiers. Another author might emphasize women’s history when discussing the sexual and marriage relations of the French in the 1500s.

The seventh level is finding the historical works from the period that one is studying. He or she will have already possessed a bibliography list of translated primary works from the anterior readings of secondary sources. Once the historian has read over thirty secondary source history books, primary source manuscripts, and various articles, she or he has thus transformed her/himself into a historian scholar.

The eighth level is the actual traveling around. Talk to the locals, listen to the songs and local radio, walk ancient winding streets, taste and smell the foods and drinks, experience the festivals, feel the airs, gaze at the moon and stars, touch the earth, visit historical ruins, climb the mountains, visit museums, libraries, and the actual historical archives. Ask the archive staff if a reader can consult some of the original sources from a particular historical period.

The historian wants to get into the mindsets of the people he or she is studying and make the historical connections between the people of the past with their contemporaries. Some cultural traits radically changed, while other cultural values only changed slightly. For Roman soldiers, the writer will need to read Latin and visit various parts of Europe; while for French social customs, the reader will need to understand French and visit France, Wallonie Belgium, Luxembourg, the Swiss French Cantons and Quebec.

Read the archives not as a transcriber, or a paid copier-notation taker; but instead, read for the omissions and additions in the ancient documents. Ask one’s self these questions: who were they writing to, why did they write such documents, how did they organize their documents, and what were the general historical contexts surrounding the documents. The good historian reads between the lines. Organize all of the notes together between the archives, primary source copies of ancient manuscripts, and secondary, regular history book sources, both monographs and articles. This is the ninth level.

The tenth and final level has the historical reader writing essays, journalistic articles, or even a book. The historian now possess interesting and marvelous discoveries that birthed from all of the previous historical research. So congratulations, one has steadily become a free and independent historian.

An honest historian doesn’t need to devote one’s whole life to such a pursuit either. He or she can live as a painter-historian, a car mechanic-historian or an attorney-historian. The person must simply begin with the love, curiosity, and ultimately, have the self-discipline to use the method.

The budding historian ought to never fork over ‘tuition money’ in order to receive ‘a cheap, useless and titled paper.’ The revolutionary historian achieves his or her dream through the art of reading, interpreting, visiting, traveling, investigating and writing.

It takes a lot of discipline and a self-effacing love to conquer the art of history. Any fervid lover of history can carry out such feats. The art of history moves with the freedom to read, travel and write – never selling one’s soul to one of the most heinous scams in global monopoly capitalism – the Amerikan university.

The Amerikan Empire VII: Bad Education through Dirty Social Control

Posted: March 31, 2014 in alcohol, American populace, Amerikan Empire, Amerikan school system, authority, bad education, big business, Big City Amerika, boredom, brainwashing, brutality, bureaucracy, capitalism, charges, children, citizens, class war, closed down factories, college dormitories, college educated, college preparatory academies, community, construction contracts, control, cops, corporatism, corruption, counterinsurgency, cover-ups, cowardice, crime, criminal enterprise, criminals, cruelty, culture, displacement of the poor, divide and conquer, doctoral programs, donut cops, DUI, economic collapses, educated workforce, elites, empire, family, favoritism and privileges, fear and paranoia, fees, fines, forced coercive schooling, ghettos, government handouts, graduate school, graduate students, gulag, harsh laws, hegemony, hierarchy, history, homelessness, horrible salaries, humanity, ideological supports, imprisonment, indoctrination, inmates, institutional drones, institutional violence, institutionalization, intellectual foundations, interlocking boards of elites, iron cage, Ivy League universities, jail, legal codification, legal immunity, legal miasma, legal privileges, legal violence, legitimacy, mandatory schooling, media manipulation, mind control, monopoly, municipal taxes, pacification, parenting, PhD, political methods, politics, power elite, practice, principals, prison gulag, prisons, production, professors, propaganda, public school system, public service, public tax money, public workers, punishments and favors, racial divide, rebellions, rewrite the laws, rituals, Rockefellers, rule, sacred state rituals, sanctions, school administrators, school system, security culture, selective justice, shootings, slave patrols, slaves, snitches, social control, social parasites, state apparatus, state bureaucrats, state coercion, state officials, state theater, staying power, stealing, struggle, students, subject populations, subsidized businesses, tactics, taxes, teachers, the American flag, the public, the State, thieves, titles, traditions, tuition gouging, TV propaganda, two-tired justice system, tyranny, tyrants, underemployment, United States, United States Government, universities, university campus, university donut cop forces, US government War on Drugs, video surveillance, violence, wage slavery, welfare, working class
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After twelve years of living overseas in Europe, vagabonding and traveling around the world, I decided to return to the Amerikan school system. I wanted to get the top degree as a historian, a PhD. Yet, I always hated the Amerikan system of ‘education.’ Like most people in the country, most of my Amerikan schooling experiences were quite negative.

I had thought that studying for a PhD, or a useless doctorate degree, would signify a totally different experience. I would be able to read what I wanted, and study various themes and topics that interested me. I could write passionately about what truly fascinated me related to historical stuff. I could then become a professor too.

I finally did receive my longed for PhD six years later – but I was terribly wrong. I was good at history, but common sense kicked me in the butt. The rot of the education system had even infected the deadbeat world of Amerikan university graduate school.

From daycare-head start, nursery ‘schools’ to the doctoral program schools in Amerikan universities, bad education reigns through dirty social control. The main culprit represents the mandatory and compulsory state ‘public’ school. The Amerikan forced and coerced schooling system exists solely for training obedient, institutionalized slaves. The elites wanted, and have continued to want, mental cowards that follow orders throughout their bad employment careers. The Amerikan school system currently runs like a minimum security jail system confined within the bureaucratic iron cage.

I’ll never forget my first few weeks on the Amerikan university campus after being out of the ‘school system’ for over ten years. The university charged and extorted students for almost everything that they needed on campus. There were counseling fees, student bookstore fees, student union fess, building fees, computer resource fees, etcetera, and even teaching grad students had to pay for tuition.

In the Amerikan Empire, the state, inclusive of federal, state and city governments, normally tax the citizens incessantly. However, the Amerikan university had perfected this art of taxation, charges and fines, which possessed even greater reach than the state – since tuition costs rose by the rate of inflation times twenty each year.

The university also had a long list of fees and sanctions that required continual outlays of payments, such as parking fees, for both cars and bicycles, late registration fines, drinking alcohol on campus fines, skateboarding fines, and the poor undergrads that lived in the dorms had it worse. Their lives were exactly like prisoners in minimum security jails. They had to inform the security staff when both leaving and arriving in the buildings. Any minor room infraction could land them serious fines, ending up homeless – or even arrested by the campus donut brigade.

I was really shocked when I saw one peculiar ‘innovation.’ The university had a full-fledged and legal, autonomous police force, with its very own detective and jail, cops openly carried semi-automatic guns, high-powered shotguns, and the unit had an armored vehicle with drug sniffing dogs. These cops were often young and hard-core. They regularly rode and walked around the campus looking to harass and bust both unwary students and strangers that ventured on the campus spaces.

While the cops kept the campus on lockdown, surveillance cameras were prevalent everywhere. It wasn’t as bad as a casino or a prison, but it came close. The vigilance cameras were in the hallways, library bookcase areas, and they even faced the front doors of restrooms.

A terrible ambience of fear and distrust pervaded the entire university campus community. The university bosses or administrators managed the whole operation from the top down. The Regents or Trustees possessed the legal management of the university, so they appointed the president. The president next appointed his or her own assistants, and in turn, they appointed the provosts, vice provosts and the other campus directorships. Meanwhile, the provosts appointed the deans and the assistant deans, and the deans appointed their assistants. Almost none of these six figure salaried administrators, and in the case of the president, millionaires, taught classes. They generally attended meetings and passed e-mails to each other.

The administrative chiefs often delegated the heavy university workload, innocuously called service requirements, onto the tenured professor managers. These administrators could dismiss any worker or terminate any job position at will – even if the victim had tenure.

This American university system resembled the old Communist Central Committees of Eastern Europe, or the old Corporations run by the family juntas of the Rockefellers and the Vanderbilts at the turn of the century. The top directors also referred to ‘their university’ as a not-for-profit corporations. The irony apparently escaped them.

The tenured professor managers were quite disappointing as both workers and people. They often acted in a cowardly manner. They never argued with the administrators, and never fought back against most university injustices. The few who did fight back, ended up fired. Most tenured university professors transformed themselves into institutional drones.

Most of them had already transformed themselves into servile workers through faithfully attending the Amerikan Empire school system.

The worst of the bunch were the other graduate students. I had thought that my fellow students would emerge as intellectual colleagues where deep discussions on history, culture and politics were commonplace. The opposite was true. With so little money at the bottom of the pyramid and with most of us gaining horrible salaries at the poverty level, every other graduate student was a competitor for the meager amounts of available money. Hatred ruled inside of those tiny and claustrophobic grad student offices.

The hatred and anger seethed at all levels on the campus. Administrators often blew their tops against recalcitrant professors. Some professors went ballistic against grad students. The grad students showed their rage through harshly grading the papers of the undergraduates – who represented the ‘lazy’ students. Yet it was the laziest of the bunch, the administrators, who received the greatest payouts. And from there, the pyramid of tension, hate and control regularly flushed down into the university cesspool.

I began to hear other horrible stories and legends. A tenured, professor-pervert got away with his sexual indiscretions due to his ability to garner outside grant money for the university, i.e., the administration. The uni donut cops managed a corrupt practice of busting drivers around the campus at night for Driving Under the Influence of Alcohol, (DUI) money; meanwhile, some of those same cops would get drunk and then receive free rides home. University administrators would physically threaten attorneys, coaches and professors that refused to bend to their wills.

I also heard about some departments where cowardly professor bullies formed mob actions against their non-conformist colleagues. The university environment functioned under some of the worst institutionalized behavior in the education industry. Only the Amerikan prison gulag or the US Post Office seemed worse off – and yet, I had voluntarily entered this sick world.

I stayed on for six years longer until I received my PhD. I had no where else to go. I was good at history, reading and writing. But I paid a serious price for my desperate and stubborn will to continue and finish graduate school. I too fell victim to the pettiness, the competitive meanness, the nasty envy, and worst of all, the frustrated anger. Yet, I prided myself in resisting such institutional vices. It took me four years after receiving my PhD to fully heal my mind from such a harsh ‘educational’ experience.

After reaching the long sought doctoral degree, I then realized something even more sinister – the Amerikan university had become a rotten extension of the Amerikan high school, which in turn, birthed itself out of the infernal concoction of Amerikan forced schooling, or ‘the public school system.’

The mandatory public school system was actually a recent historical phenomenon. About a hundred years ago in the USA, few people attended the local public schools. Kids might attend a local school-house, but the school was completely autonomous, under a schoolmaster or even a local teacher. Most children attended for a few years, but it often ended when they had to work at their parent’s businesses, farms or small ranches. Children mainly learned their life and work skills from their parents.

At about the same time, Amerika’s elite business capos, such as the Rockefellers, began to lobby the state governments for forced, mandatory schooling. They wanted a more ‘disciplined’ workforce, and so they united with German Empire trained, public intellectuals, such as John Dewey, to set up ‘school boards,’ ‘child labor laws,’ and ‘teacher colleges.’ The Amerikan federal and state apparatuses supported this school system because they watched the spectacular military power of the German Empire, or the Second Reich, which had compulsory state schooling. Other world empires, had also utilized this successful school model, such as the French Empire and the British Empire.

By the 1920s, most US states had some form of mandatory public school law, which gave states the legal right to take away parents’ kids, and hold them against their wills for a good party of the day. The elites however, such as the Rockefellers, never sent their kids to those obligatory public schools; instead, their sons, and eventually, daughters too, attended elite college preparatory private schools, and afterwards, attended the ivy league, elite universities.

The requisite state, Amerikan public schools had more administrators than teachers. They often sat in offices, never taught, and received great salaries, benefits and severance pay packages. Under them were the ‘education leaders,’ or principals, who also made very good money.

In order to earn a little money, I did some substitute teaching at some local public schools. During my period breaks, I overheard teachers recounting some outrageous stories of corrupt Board of Education bosses, often coming into the main office for a few hours and then leaving for the rest of the day. And these bosses made six figure salaries! At the same time, most of the teachers that I saw in the teacher’s lounge seemed tired, worn out, weird and their pay was average. The teachers did most of the work, since the principals never really taught any classes.

Working as a substitute also pained me to view the poor children harassed, categorized and ordered around by the school authorities. Bullying was rampant and the violence between students often exploded into nasty fights. The corporate media liars always blamed school violence on bad kids, bad parents and bad teachers. But I saw first hand that it was the institutional violence of enforced schooling, which had started this nefarious cycle.

The school system of the Amerikan Empire did teach a few reading and math skills. Most importantly however, those schools also taught more deceitful lessons.

The compulsory schooling scam has taught children about their low place in the social hierarchy, and how in order to ‘stay afloat in the world,’ the good student must lie, tolerate boredom, elicit favors, and maintain a false, hypocritical public persona.

The Amerikan state school has represented the most impressive institution for maintaining social control. As long as the Amerikan Empire continually murders and vomits out its casualties across this planet, this disguised jail system for children, adolescents and young adults, will rip apart and destroy its own sad victims.

History shall condemn such a monstruous institution clothed in the black robes of ideological deceit, or ‘educational policy.’ Compulsory State Education has forced millions of parents, under the terrible threats of the State, to hand over their own children for mind and personality mutilation.