The Invisible Reality: “The Next Adam, and His Victims, are Already on Their Way”

“Let’s try to unmask and decipher a few things right now, and to make things a bit easier, let’s also take as our example a topic that is front and center stage politically at the time of this writing. In order to get there, however, we’ll have to provide some background.

John and Jane and their baby Adam all live together in Anytown, USA, and have, by any modern standards, what most would consider a decent life. They are not affluent, but nor are they abjectly poor, and so manage to have a modest house in a suburban neighborhood, and a pair of used economy cars in order to get back and forth to work. For of course, unlike the majority of their parents’ lives – and certainly unlike their grandparents’ entire lives – both John and Jane must work full-time. Inflation, brought on by government’s acquiescence to the Federal Reserve’s fiat currency creation scheme, coupled with the high rates of taxation this fosters in turn – all while government expands in size and scope to accommodate the welfare-warfare state it has become during the past century of its existence – have made this necessary. During the era of both of Adam’s grandmothers’ working lives, the idea of both parents working was sold to the public as “Women’s Liberation,” but it was actually closer to enslavement: It got former housewives onto the income and Social Security tax rolls, away from the family, and government has never been the same.

But all of that is four decades in the past, and now, after John leaves for his job, Jane prepares to leave for her own, dropping little Adam off at daycare, where he enjoys only the company of other kids, and few nannies who are paid blue-collar wages (after taxes, of course). They look after Adam and the others, and see that they don’t get into mischief while playing with blocks, toy cars, and coloring books, until Jane comes back from her own job to retrieve Adam. Then she brings him home to John (Dad) and dinner and some TV before bedtime. This process confuses the young Adam: Why he is left alone so often by his parents, to whom he otherwise feels so close, but he is still too young to articulate any of this, and so things go on as such for a while.

Flash forward a few years, and Adam is able to then ride each weekday morning on a bus that picks him up in front of his house or on a nearby street corner, and takes him to a government building known as “school.” This alleviates Jane from the responsibility of transporting Adam – although his attendance at this “school” is something which those in government have made mandatory at any event. John and Jane would, pending a certain measure of government approval, have the option of sending Adam to a private school of their choosing, or homeschooling him, but alas, inflation and taxation – even worse still than when Adam was in daycare – have made this an impossibility. And since they must pay the taxes levied against their house (in addition to the mortgage and interest) even if Adam were to receive an education elsewhere than at this one-size-fits-all government “school,” John and Jane both shrug their shoulders and agree that sending Adam to this place is their best available option. Plus, they reason, Adam will learn to enjoy the company of his schoolmates.

This “school,” however, is very different from the daycare Adam once attended. There is a different classroom he must be in for each subject he is being taught. A bell rings at the end of each 45 or 50 minute period, telling him and his classmates that it is time to move to the next room and the next topic and the next teacher. Lunch is served in a cafeteria on plastic trays not unlike meals are eaten in a prison. And indeed, a full-time police officer is permanently posted at this “school” in order to monitor the students’ conduct, search for drugs or drug use, and stand by the metal detectors Adam and his classmates must pass through each day to prevent weapons and other banned objects from entering this important government building.

While Adam is in each classroom, he is expected to be seated, be quiet, and do as he is told. He cannot get up, move, leave, or go to the bathroom without permission. If he rebels or resists in any way, he risks punishment in the principal’s office, or even arrest by the on-duty officer. All his movements are monitored by closed-circuit cameras, the locker he is assigned may be searched for any reason at any time, as can his own clothing and person, and his conversations with classmates are routinely overheard by the faculty. Anything he says that is deemed in any way controversial will likely be reported to the principal or the police.

Many of the kids adapt to this environment. Though they, like Adam, are full of youth and hormones and curious energies, they manage to sublimate these natural qualities of development and conform to the dictates of the government “school.” But Adam does not – although this is apparent only in subtle ways at first. He finds difficulty in making any lasting friends. Upon arriving home each day, he prefers to withdraw to his room, watch TV, or mope about the house. Over time, his grades begin to slip. He begins to find more and more excuses to not go to “school.” He just doesn’t want to be there anymore….”