Archive for the ‘legal codification’ Category

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.

Anarcho-Historian Lesson #6: Achieving the Fine Art of Violence and Maintaining Power

Posted: December 8, 2013 in advisers, Amerikan Empire, Annam, assassination, Assyrian Empire, authority, battles, Black Emperor, Black Prince, brutality, Chin Dynasty, China, Chinese Emperor, circular cycles, clients, community, confiscation of weapons, Confucianism, conspirators, continual warfare, control, crime, criminal enterprise, criminals, cruelty, culture, death, despots, destruction, dictators, distribution, elites, Emperor Ying Zheng, empire, eternal symbols, ethnic groups, executions, extermination, family policy, favoritism and privileges, forced labor conscriptions, Friedrich Nietzsche, gentleman, Great Wall of China, Han Dynasty, harsh laws, hegemony, hierarchy, historians, historical grandeur, historical posterity, history, honor, humanity, ideological supports, imprisonment, institutional violence, intellectuals, justice, knights, Korea, legal codification, legal violence, legalism, Legalists, legitimacy, lords, Mandate of Heaven, Mao Tse Tung, massacres, Middle Kingdom, monarchies, Mongolia, patron, patronage, philosophers, practice, punishments and favors, rule, sacred state rituals, selective justice, slaves, social control, Spanish Empire, state mythologies, subject populations, taxation policy, taxes, titles, torture, triumphs, tyranny, unification, United States Government, violence, wars, Wei River, Xianyang, Yangtze River, Yellow River
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The fateful year was 246 BCE, in the middle of January, Chinese New Year’s Day. And this day was truly an auspicious event. The calm winds did blow, and a new dynasty, the most powerful and yet, the shortest dynasty in Chinese history, had drunk from the poisoned cup of power. The great Chin Empire had arranged the sacred rituals for its grandiose reign. The infamous Black Emperor held tight to the wrath, once belonging to the worst of winters, and his holy name was, Ying Zheng.

Originally, the Chin rulers had fought as military knights under the great Zhou dynasty. But many centuries later, the Chin had finally received the mandate of Heaven, and like all new regimes and states built on the foundations of violence and legal crime, the emperor had a new capital built, called Xianyang on the western Wei River. Ying Zheng, as war commander and imperial Black Prince, took less than ten years to conquer all of his rival warlords and eventually unite the Middle Kingdom of China, both east and west, and north from the Yellow river to the south on the Yangtze river.

After Emperor Zheng’s sudden death about twelve years later, one of his sons, Zhao Zheng, or following his new name, Qin Shi Huang – the First Great Emperor, continued the Chin dynasty. He would last only a few years in power before his fateful assassination. The great Chin dynasty actually lasted only fifteen years, from 246-210 BCE.

Yet, this dynasty was the first to unite all the Chinas, the first to build on the Great Wall against the barbarians, the first to exterminate all the soldiers that knew the whereabouts of the Black Emperor, and then recreate them in lifelike quality in stone sculpture buried under the imperial sacred Earth. Chin Imperial power had first successfully used the political ideology of Legalism, under the advisers of Han Fei, Li Si, and Shang Yang.

Many philosophers and intellectuals in both antiquity and modern times have tried to formulate a theory, a law, or a truth that would explain to humanity the essence of human history. For some ancient historians, the understanding of history and conquest emerged from correct moral guidance, law systems, and aligning the actions of justice with fate or the Gods. Medieval historians often wrote about the attainment of both group discipline and group feeling, which enabled the triumph of the Spirit.

For others, it was the power of the Idea, the conception of the truth, while great leaders in history had obtained the access to the Eternal Mind, which led their empires and nations to victory. And for a few others, mostly of the Marxist persuasion, history was nothing but the struggle of social classes, where the poorer classes have been in constant war, movement and retreat versus the richer classes. All of these philosophers, intellectuals, and armchair historians were wrong.

The philosopher Nietzsche came the closest to understanding History, when he stated that history was not a subject worthy of study, for it was simply the study about how the strong, or the Masters, abused the weak, or the Slaves. This was true, but history has never been that simple. Humans have been very complex, have often thought too much, and have generally acted and reacted based on mental absurdities. But the cycles of history, and the rise and fall of great powers, empires, nations and states have all developed through the cultivation of the art of violence and the maintenance of such power. True power comes out of the genius, energy and will to do incredible acts of violence, brutality and cruelty.

All powerful state entities know this historical truth, including the sociopathic liars that now run the real United States Government-World Power. Historical entities that have fine tuned their methods of violence to greater legal webs of direction, such as prisons and concentration camps, massive laws codes, greater technological prowess in war, unbelievable controls in information and state secrets, amazing propaganda techniques, sophisticated uses of genocide, shocking acts of mass murder, various layers of legal state crimes, and the utter destruction of multiple enemies, have been the same entities that have triumphed through the attainment of power status on the world stage. Mao Tse Tung, the last known emperor of China, albeit a Communist one, stated that ‘all power comes out of the barrel of a gun.’ He was also partly right.

Violence has not just represented physical extermination, such as war, military divisions, guns, urban destruction, legal murder and state criminality. Violence has also signified institutional levels of brute force, such as laws, codes, work systems, schools, prisons, media propaganda, information gathering, intelligence spying, and surveillance mechanisms. The state apparatuses and empires that have successfully used and perfected all of those different levers of institutional violence have been the same empires that have achieved the most sublime victories on history’s pages for the battle of ideologies.

Think on the first great European empire, the Spanish Empire. At the beginning of the seventeenth-century, this Empire ‘where the sun had never set,’ had just murdered millions of indigenous people in the Caribbean, and yet it constructed a durable colonial regime from the Rio Colorado in New Mexico to the Rio Bio Bio in Chile for three hundred years. The ancient Assyrians also possessed great victories for hundreds of years, and they also held their special methods of torture and death in dealing with recalcitrant nobles that refused to respect them. The Chin Emperors of ancient China understood this truth fully through their ideological supports, called the Legalists.

For example, the Legalists advisers of the Chin ordered the confiscation of all illegal weapons. They also counseled the emperor on the nature of warfare, both internal and external. The emperor had to win the battle at all costs. The Chin also abolished hereditary noble privileges and they willfully executed scheming court eunuchs, massacred suspect villages and buried alive dishonest Confucian intellectuals. The Chin introduced forced labor conscription in order to build royal palaces, roads for war chariots, extensive canals, and gigantic walls that stretched thousands of miles in order to keep out the barbarians. They expelled non-Chinese foreigners and forcibly resettled minority cultures. The emperor did not just lounge in his palace, but he toured his empire on a war chariot accompanied by royal advisers and noble knights.

The Chin emperor forced the nobles into continual wars, so as to keep them occupied from parasitism. The Chin also employed the first court bureaucrats and did allow for some internal criticism. The emperors mandated a large family policy, larger agricultural tribute taxes, and the control of marriage partners, so that the poor would not marry the wealthy. The Great Emperor also demanded the burning of historical records with the final unification of Chinese legal and writing systems. According to the Legalists, the emperor kept a neutral stance on all policy, but his will reigned supreme handing out both punishments and favors, while he always favored the duress of the Law against favoritism and privileges.

After the overthrow of the Chin, another dynasty emerged to rule China. They had the name of the Han Dynasty, and unlike the Chin, they would rule for another 400 years. The Han emperors condemned the old Legalist methods of the Chin, but they also used similar violent methods in maintaining control. Sometimes the officials would cancel taxes, and other times they raised them. Sometimes the officials increased the number of laws, and other times they did not enforce them. The Han Chinese attacked Manchuria, Annam, (northern Vietnam), Mongolia and Korea, in order to expand their empire. The Han used Confucian scholars over Legalists, yet for the posterity of history, they used the same methods of violence and legal crime in order to keep up their power.

The historical lesson is simple. All states that want to advance in power and grasp their historical glory must increase their deeds of violence, brutality, criminality and cruelty. Violence does get the results, because the State, as historical entity, bathes in its own power to commit admissible violence and legal crime. There is no way to have a state without acts of torture, rape, imprisonment and murder. This truth goes for all states: democratic or parliamentary, republican or dictatorial, monarchic or oligarchic, theocracies or socialist juntas. Whether the methods are coup d’états or elections, resignations or palace revolts, the activities of the state speak only to unrestrained violence. Human culture changes, but the state has never changed – nor will it ever.