Economics and Education

    Economics is the study of the acquisition or supply, the production, distribution, and consumption of the tangible and the intangible, often using mathematical tools. With observations of fact and behavior come attempts to define the laws describing all that humanity seeks or desires in their ultimate quest to seek pleasure and avoid pain. Arising from the perceptions of that order are the theories for the management of economic systems. Education is the process whereby the entire environment of human existence enters our perception of reality. From these definitions, it is easily understood that economics and education are inseparably linked. Without adhering to reality – the truth if you will, no objective initiated by human intention can be efficiently or effectively obtained. No undertaking interacting with the natural order, rather than being simply affected by it, progresses in the most effective or efficient way when human behavior is guided by misperceptions, deceptions, or untruths. Truth binds us to absolutes of the laws of chemistry, physics, and mathematics when dealing with, or acted on or by, things controlled by the unalterable laws of nature.

 The generations of men and women who gave birth to these United States fully understood the fundamental laws regulating everything in their environment to be absolute and unalterable by any human invention or intention. Except for the freedom of mankind, where human failings contaminate that unchanging order, these colonists sought an order based on that inviolate law. They understood, in the simplest of terms, the economic success of their every endeavor was inseparably bound to an obedience to the order reflected in the "Laws of Nature and of Nature's God". Studying the economics of past cultures and societies 500 years before Christ, in secret, in Independence Hall, the Framers grounded their new political system taking into account the constant and repetitive, often failed, reality of human behavior as it linked freedom to the unchanging, unalterable laws of their perceptions of their environment. Education provided the link that would permit human endeavor to interact with the environment in the most economical relationship. Understanding that humanity's awareness of the constant laws of science must be coupled with human behavior obedient to the absolutes of that order, they sought to give an order to government that recognized the similarly unchanging economics of our species.


    Power of the individual must be combined with that of others to accomplish the tasks demanded by nature exceeding the capacity of one person. The economic organization instituting an order controlling political power where two or more seek to attain some common end is the essence of what the deliberations of those attending the Constitutional Convention was really about. It was the ubiquitous order of human behavior that combines in every level of government that the Framers were trying to condense into an order of law that was to stand above ordinary politics motivated by worldly interests. Economists have widely studied political power, as the Founding Fathers did, and since the reality of history was, and continues to be, the common subject of their focus, the conclusions of over two hundred years ago coincide with those of the present. Economists Kenneth Arrow and Duncan Black showed that democracy, meaning rule of the majority, would not work in benefiting the "general welfare". This famous "impossibility theorem" was expressed in Social Choice and Individual Values by Arrow in 1951. Later, another Nobel laureate in economics, James M. Buchanan, joined with economist Gordon Tullock in their The Calculus of Consent in 1962, and confirmed the Framers' intention that the Constitution must stand above even democracy for "liberty and justice for all" to endure.


    Two centuries ago, the generations of Founders sought to institute, in their political system, an order that reflected the economics of history, taking into full consideration the failures of every persons' desires and motivations. In economic terms, the "unalienable Rights . . . endowed by their Creator" were to be regulated by the economic system imparted by "supreme law of the land". Education was to provide the valid information to guide the undertakings in this government. It was an experiment incorporating the reality of human behavior into a political order seeking to provide the world with a workable economic system. Education was intended to supply the "Truth that sets men free".


     Inspection of the Framers' intention as to what they intended to be the foundation of this law standing above all human law is found in the words of Dr. Benjamin Rush. ". . . the only foundation for . . . education in a republic is religion. Without this there can be no virtue, and without virtue there can be no liberty, and liberty is the object of all republican governments." As to their reference to religion, they came from many different denominations, with religious discrimination fresh in their minds. Using the term religion was only to affirm their Biblical worldview. It mattered not about religious political affiliation, but for these Godly men and women of faith, only the economics attending the eternal order that sustains all successful societies was entirely relevant. Whether cultures past, now obliterated by the power of the stronger, and their governments acknowledged the Source of that Law or not, the men gathered in Philadelphia in 1787, in their economic studies going back 2500 years, knew it was obedience to the Law transcending human law that determined the success or failure of governments. The public record of the expressions of the faith of those who gave birth to this "one Nation under God" is so replete with incontrovertible evidence, that there is no room for doubt as to their grounding the "supreme law of the land" on an absolute of Law. The Source of the Law for all of nature, and for the success of mankind in that natural order, created before matter, energy, time, and space could exist, was acknowledged.

"I should proceed to a view of the life, character, & doctrines of Jesus, who …, endeavored to bring … principles of a pure deism, and juster notions of the attributes of God, to reform … moral doctrines to the standard of reason, justice & philanthropy, and to inculcate the belief of a future state." – Jefferson's letter to Dr. Priestley, Washington, 9 April, 1803

    In a very real sense, these generations of righteous men and their families, beginning with the Great Awakening around the 1730s and 40s, and ending soon after our great Civil War in the 1870s, conceived and gave to the world its first economic system offering hope that humanity could overcome in government what we, and they, continually fail, and failed, to consistently accomplish individually. Falling to every generation is the challenge and responsibility to impart to their heirs and children the Truth recognized in America by one-third of the population over two centuries ago. Truth be it in the absolute laws of nature, or in the laws for successful human interaction that transcend the prejudice and discrimination evinced in every culture from time immemorial, was the foundation of the government conceived with Divine direction. The economics of political power describes the dissemination of the injustice that was the primary target of the Founding Fathers. Of the benefits resulting from the Great Awakening, apart from, but linked to the Revolution, was the public awareness of the importance of education. Education was critical in the Founders' eyes to sustain their intention as it was established in the Constitution.

ìOf all the dispositions and habits which lead to political prosperity, Religion and Morality are indispensable supports . . .

 And let us with caution indulge the supposition that morality can be maintained without religion . . .

 . . . reason and experience both forbid us to expect that national morality can prevail in exclusion of religious principleî

– George Washington, Farewell Address


     "The Citizens of America, placed in the most enviable condition, as the sole Lords and Proprietors of a vast tract of Continent, comprehending all the various soils and climates of the World, and abounding with all the necessaries and conveniences of life, are now, by the late satisfactory pacification, acknowledged to be possessed of absolute Freedom and Independency; They are from this period to be considered as the Actors on a most conspicuous Theatre, which seems to be peculiarly designated by Providence, for the display of human greatness and felicity; Here they are not only surrounded with every thing which can contribute to the completion of private and domestic enjoyment, but Heaven has crowned all its other blessings, by giving a fairer opportunity for political happiness than any other Nation has ever been favored with. Nothing can illustrate these observations more forcibly, than a recollection of the happy conjuncture of times and circumstances under which our Republic assumed its rank among the Nations. The foundation of our Empire was not laid in the gloomy age of Ignorance and Superstition, but at an Epocha when the rights of Mankind were better understood and more clearly defined, than at any former period, the researches of the human mind after social happiness have been carried to a great extent, the Treasures of knowledge, acquired by the labours of Philosophers, Sages, and Legislators, through a long succession [of] years, are laid open for our use, and their collected wisdom may be happily applied in the Establishment of our Forms of Government, the free cultivation of Letters, the unbounded extension of Commerce, the progressive refinement of Manners, the growing liberality of sentiment, and above all, the pure and benign light of Revelation, have had a meliorating influence on Mankind and increased the blessings of Society; At this auspicious period, the United States came into existence as a Nation, and if their Citizens should not be compleatly Free and Happy, the fa[u]lt will be entirely their own." – George Washington to John Hancock, June 11th 1783


    Education began in the family. Taught by righteous and moral parents – one man and one woman, committed, and bound by religious covenant, children were to be afforded the opportunity to continue that basic and foundational beginning outside the security and control of the family. Two centuries ago, it was understood by example; God having made a covenant with humanity through His Son, and thirteen colonies, likewise making an insoluble covenant with each other for government; that it was the responsibility of the people, as God did through Moses, the prophets, the apostles, and His Son, to educate citizens as to their relationship to that covenant agreement. The ground at the foot of the Cross was level for all standing there, and it was the task of education to maintain "liberty and justice for all". With the nuclear family as the source or supply of moral and righteous adults to be, is it any wonder that those who seek to destroy all that America was to represent to a dying world, now attack it? No economic system can function absent a primary source of supply. Not only is there a requirement for an adequate supply of raw materials, so to speak, to sustain the processes leading to distribution of the desired product for which the economic system exists, but also important is quality. In this instance, the quality of that supply is critical. Motivation, discipline, and integrity, to name but a few traits necessary to sustain and protect the intentions of the generations that gave birth to America, are instilled by educating our children only in the Truth. Socialization, as education, refines, purifies, prepares for harvest, the political power that supply successful and enduring government. The emotionally secure, mentally healthy, traditional family is the only acceptable supply. This is not about religious political affiliation, but the reality of life revealed unchangingly throughout time, and most certainly in all recorded history.

    "Central not only to education but to the very order of society, the first schools were started by the church to teach people how to read the Bible to establish the foundation of civil law and liberty. This was no more clearly stated than in the 1640s, in Massachusetts, when schools were to enable the children "to read and understand the principles of religion and the capital laws of this country". Again reiterated in the Northwest Ordinance of 1787, they said: "Religion, morality, and knowledge, being necessary to good government and the happiness of mankind, schools and the means of education shall forever be encouraged." Gouverneur Morris, signer of the Constitution, said "education should teach the precepts of religion, and the duties of man towards God." Not isolated to these few, our history abounds with and substantiates the failure of governments to sustain the Constitution and the intention of the Founding Fathers.

    Early on, ministers were the primary teachers, and other teachers were trained with a Biblical education at American colleges and universities. One hundred and six of the first 108 colleges were started by Christian religious denominations. Of the 246 colleges in America at the close of 1860, nearly half had been founded by Christian denominations or by persons who avowed a religious purpose. Seventeen of the Christian colleges were state institutions.

    As stated earlier, the Bible was a central text in American schools until recently. Primers generally contained the Lord's Prayer; Christian Catechisms were used extensively in early American education. The New England Primer from 1690 to 1800, taught the alphabet using Biblical ideas. Webster's Blue Back Speller, used by millions of Americans for over a century, @Âere the world's most successful economists.

    "We have been assured, Sir, in the Sacred Writings, that 'except the Lord build the House, they labor in vain that build it.' I firmly believe this; and I also believe that without His concurring aid we shall succeed in this political building no better than the builders of Babel!" – Benjamin Franklin, Constitutional Convention, 28 June, 1787

    Education, then, is the key to protecting and defending the original intention of the Constitution. Educating the public majority alone does not suffice in our democratic republic. Because, we, the people, have given our individual political power, relative to the governments we authorize, to our representatives, we must hold each and every one of them responsible and accountable for the trust we have granted to them. Citizens have to be aware of the fact that "the supreme law of the land" stands above all of their laws, while it is bound inextricably by the absolute of Law. Every person must be taught to accept their individual responsibility to obey just law. Awareness alone is insufficient – obedience by choice is critical. Those holding political power in our government – we, the people, must also be willing to sacrifice our comfort and affluence to protect and defend the Framers' intention from all enemies "foreign and domestic" for freedom to pass to those coming after us. History reveals the economic consequences of any society failing in obedience and/or sacrifice. "The supreme law", and the Law on which it is based, is applicable and valid for all people everywhere when applied in form and principle to the varying economic circumstances. It an economic system transcending religions and cultures.

    As in any economic consideration of accountability, education must be examined to determine if the tools we authorize are in keeping with the Constitutional intention. Remembering that the Constitution must stand above normal politics, the fruit of the education of legislators, executives, and judges must be the gauge used to evaluate the economics of the education affecting the distribution of political power. Without justice for all, no economic system can succeed most effectively or efficiently.  

    Whether in scientists failing to hold to the scientific method, or in judicial activists tyrannically ignoring Constitutional intention, the economic consequences resulting from any educational deficit or deficiency are always similar. Science or the natural order is entirely unforgiving of the errors of human intention, regardless of whether or not those errors derive from misperception or misinformation – failed education. Invalid or inaccurate laws of science have no use or relevance for any engineer, chemist, physicist, mathematician, or any true scientist. Two plus two never equals anything other than four. Not only must the correct chemicals be combined to get the desired end-product of any chemical reaction, the economics of chemistry calls for the right quantities. But, even the natural order permits us to ignore fact, except that, unlike government, the results of our ignorance never alters its course. Like all human undertaking requiring interaction, efforts to access that order are contaminated by human desires and motivation. Such misguided attempts in science never lead to the exposition of truth which is the only thing which advances scientific frontiers. Simply, lies and deceptions from so-called scientists, arising from whatever motivations are economic disasters. Perhaps, as an example, the devastating result of the economically driven push for "embryonic" stem cell "research" is to divert funds from valid cancer research. There are similar examples in every area of scientific endeavor. Lies can only yield more lies, wasting time and intellectual energy. If, instead of looking for a cure for cancer, these misconceived, misdirected ruminations, concerning matters not appearing to adversely affect the human condition, divert research funds to unjust economic interests. As in all things perceived as tolerable, there is a tendency to ignore the spent energy of deceit. Another such, seemingly inconsequential, example might be in astrophysics. Despite constant protestations to the contrary, all human undertakings are always economically driven, and therefore consequential to others. Tax money or research funding is diverted by political maneuvering and deceit to support the always parasitizing "factions" spoken of by Madison in the Federalist papers over two hundred years ago. Economically, we still could learn from their insights and wisdom. Despite our ignorance by choice, science has brought many new truths, and dispelled many of the ever present failed conclusions of human misperception. Yet, still couched in the humanist desire for freedom, presumably from even the natural law itself, we see the economic result of educational breakdown.

    The "Big Bang" theory fits well into the totally unscientific presumption of evolution. Both begin out of nothing, and result in an order that exceeds human comprehension. Most important, those advancing these lies and deceptions must completely ignore the reality that, before any order, there first had to be Law giving order. Where did any law accessible to human understanding originate? In the case of astrophysics, an explanation of why scientific truth is obscured might be best understood in the light of the fact that the Big Bang proposition is the only cosmology which funding agencies are willing to financially support. Needless to say, as in any misappropriation, in scientific research or from judicial tyranny, there are always the seekers of truth who must be subverted and held incommunicado for injustice to proceed. In fact, there are significant numbers of true scientists – physicists and astronomers who reject the Bang concept preferring a Steady-state or Plasma concept.

    Eric Lerner of Lawrenceville Plasma Physics, co-signed by thirty-three other scientists from ten countries, in New Scientist says, regarding the concept: "In no other field of physics would this continual recourse to new hypothetical objects be accepted as a way of bridging the gap between theory and observation". Obviously, the humanist religion's false concept of evolution exceeds this in both ignoring the scientific method, and more importantly and consequential, promoting the destruction of Constitutional intention. Interestingly, the Plasma concept, by Nobel laureate, Hannes Alfven, and the modified Steady-state one, primarily proposed by Sir Fred Hoyle, have been able to account for observations not dealt with by the Big Bang, which has absolutely no definitive physical support. Yet, these scientists have been denied funding. Hoyle is acknowledged by some as "Britain's greatest . . .astrophysicist, and the Big Bang theory's greatest adversary". Evolutionists are supported at the expense of true scientists who suggest the scientifically valid proposition of "intelligent design".

    Without any fossil evidence, or any other evidence, either in laboratory experiment, or in observations in nature, and against overwhelming mathematical evidence, the century and a half old, imaginary idea of evolution, exceeds the Big Bang in ludicrous presumption. As mentioned earlier, though, the economic consequences of these lies significantly impact us. Notably, the dream of evolution has rationalized the attack on the original intention of the Constitution. If there is no absolute of law in the natural order, negating a fundamental tenet of the Framers – "the Laws of Nature and of Nature's God", secular humanists robed in black on the benches where justice is meant to be obtained, can make their own unjust law. Impacting us in ways undreamed of by the Founders, our enemies must destroy the authority found in the original intention of the Constitution for their attack on America to proceed. False, misleading, deceptive education, ignoring not only the Truth, but the reality of history, is the weapon dispersed by our enemies. Worse than any biologic, chemical, or nuclear weapon, the propaganda spread by educators at every level will consume our economic system from within. Absent a supply of children educated in morality, integrity, and scientific truth holding strictly to the scientific method, the political energy of righteousness will be lost. "Liberty and justice for all" cannot exist when not sustained by "the Truth that sets men free". The Framers' intention exists only in the light of education adhering to the absolute of Law.

    Educating the public as to the Founders' intention, if but a simple majority would call their elected representatives to accountability under the "supreme law of the land", could stem the course of the economic devastation caused by judicial tyrants and legislators failing to fulfill their oath of office. Demanding that every jurist read the Federalist and Anti-Federalist papers, and Justice Joseph Story's "A Familiar Exposition of the Constitution" would give the traitors in our midst no excuse for their treason. Adequate public education, teaching only scientific truth and the reality of human behavior, must be joined by individual commitment and discipline to counter the self-centered evil that is infecting us. All people, regardless of religion, culture, geography, or any influence, cannot exist most efficiently without education in reality. Reality demands the separation of prejudice, discrimination, untruth, and injustice for any political system to function most economically. Critically dependent on education, the economic impact on the "general welfare" is determined in homes, schools, and churches.

    Republican democracy's supply of political energy is the free will of every human capable of interaction with, on, and by the environment – the "unalienable Rights". Here, a clear distinction in this economic model must be made. Every person has the right to interact with their environment. Not every person is capable of, to greater or lesser degrees, that interaction. Mind and body together, never independently or separately, must mediate that relationship. The body limits the physical energy available. Not every person can lift 100 pounds, etc. The mind controls the motivation, discipline – all human interaction with the environment. From there, individual political power is processed, and transmitted to government which again conforms it according to the laws acting upon it. Perception modified by the programming of education provides the corporate mind of the body politic with the energy flowing through the precedents of law to actuate political action. Out of the processing of political power comes the power to collectively interact with the environment. If that energy is justly applied, it is consumed by a  public always eager to partake of life's benefits and pleasures, while being protected by government from those stronger.

    The problems in this economic model can, and do, invariably arise at any stage in the process. Obviously, the most independent variable is not the capacity or amount of the supply, but the quality of the supply. Without the right ingredients, in the correct proportions going in, there is little expectation for what comes out to be what is desired. The other economic issue of supply is transportation, and the alternatives for processing. Without work or sacrifice, nothing gets to the factory. Also, the supplier has a choice as to which processing station they take it to. Once at whatever facility, the process mechanism influences the efficiency and quality of the end-product. More than just the mechanisms, there is the factor of the control of the process itself. Certainly, outdated equipment without adequate circuits to control it can't take the control program and efficiently run the process. Then, there is question of the control program itself. Misdirection, incomplete, or inaccurate programs result in defective, or sometimes hazardous products, let alone diminishing quality and sometimes stopping the entire operation. Assuming something tangible or intangible, to be, at least, partially useable, distribution choices enter in. Consideration as to where the result of the expenditures, if only of time, is to be distributed must be made. Factors such as return on investment, or, even, how a consumer may use an item can be taken into account. No manufacturer has any reluctance to selling to the highest bidder, especially if there are no adverse consequences, particularly to themselves. Political power is the finished product sought after to support the human desire for security in the uncertainty of repetitive human behavior. Only an flaming idiot would sell the al Qaeda a jet fighter. Clinton's selling China missile targeting capacity doesn't make economic sense for America. Finally, there is the consumer. Choice as to the application of their real or intellectual possessions can affect their neighbors or their environment.

    Education affects every stage in every economic process, because economics is really a study of people. Without people, the natural order proceeds, as it always does, according to laws beyond our control. Politically, communism and socialism fail because the supply of energy runs out. Dictatorships fail because the machinery doesn't work. Republican democracy conflicts with theocracies – the wires get crossed, and no matter what religious tradition or economic motivations, "Life, Liberty, and the pursuit of Happiness" are, and always will be, the "unalienable Rights" for all people everywhere. Bureaucracies unjustly consume tax dollars, because the programming is wrong. Barely over half of eligible voters voted in the last national election, and almost half of them voted for a traitor. Commitment, discipline, and sacrifice begin with the individual, and proceed to government. Socially handicapped people spread their sickness to an apathetic public. Millions of innocent people are killed for profit. Yet, in America, as in no other country in this world, the economic system for good is in place. Education in truth is the beginning of any economic system that has any chance of success. Justice would obtain, if education taught only the Truth, and people were obedient to it. The original intention of the Constitution is that liberty and justice for all be the product of this economic system. For us, in this country, the responsibility is ours alone. There is no excuse. Economically, we are the supplier, the producer, the distributor, and finally, the consumer. We even control the production, and are its directing program. More, we are the hope for the politically indigent and suffering everywhere. Only as long as education directs the production of morality, integrity, and righteousness – words used often, with meaning and purpose, by those conceiving "one Nation under God, with liberty and justice for all", can our government succeed.

    Exposed by the Light of Truth, beginning in the early to mid 1700s, a plan to free humanity from the shackles of economic tyranny unfolded. Hidden and covered by the dust of the unjust quest for power and property, history revealed an order that arose from fertile soil of a free people in a new land. For them, Truth outlined an order that had been buried in the darkness and mire of lies, deceit, sin, and crime, enabled by corrupt political power. Here, across a sea from the prejudice and discrimination suffered by many of them, they envisioned political energy molded and formed in a, heretofore, untried and untested economic system. Seeking to establish "liberty, and justice for all", these men and women understood that all government depends on those holding the reins of political power. In these newly united states, it was intended that education in fact and truth would provide the necessary foundation required for this experiment in freedom and justice.

    The first step in recovering our liberty and restoring justice is to take back the education system, and then demand that our representatives, in every type and level of government, protect and defend the original intention of the Constitution for the United States of America. Failing to uphold their oath or commission of office, they must be removed. In the eyes of those over two hundred years ago, there is an absolute of Law without which nothing works. This is not a question of religion. It is a question of reality!

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