Public Schools: Entry-Level Indoctrination into the Nanny State

Think about it for a minute: a society that takes its children away from parents and family and concentrates them into a building with other children. A concentration camp. Then, the children begin the methodical, thirteen-year progressive indoctrination, carefully planned by institutes of education that conduct "studies" on human behavioral development*. Groups are small at first, with authority being granted to a single adult (sometimes two) that are beholden to a system too vast for a little mind to comprehend. Some may get a glimpse into the mechanics of the authoritarian system because they step out of line and meet the Authority behind the authority: the shadowy Principal. Principal what? Authoritarian. Disciplinarian. Even if the Principal is highly visible, her powers are not. Get it?
Some kids have a visceral repulsion to this bizarre treatment from the start, and a rift begins in the one place where safety should hold precedence: home. Why would the people who are my center, the core of my being here on earth send me away to this place? Issues at home begin immediately upon sending a child to school, simply by the act itself. It is unavoidable. The treatment they have grown accustomed to in an environment where their place is known is not mirrored anywhere in school. Immediately, a child will pick up on how to compete for the teacher's approval, naturally, but under concentrated circumstances. There are more kids than ever before imagined in direct animal competition for the limited resources available to meet their social, mental, and emotional needs. This is where a huge rift begins to divide even the most centered kid: The natural urge to meet needs when they arise is suppressed, killed even. This is the beginning of loss of intrinsic motivation, unless, of course, these things were suppressed also at home. Even if this vital link to survival isn't snuffed, it is horribly redirected into competition, indoctrination, and conformity. The schedule of Authority becomes the schedule of the individual; the agenda of Authority becomes the agenda of the individual; the needs of the many are first divorced from and then surpass the needs of the individual. This severance of the needs of the individual from the needs of the many is critical and it must always happen. This is how minds are made pliable, the wills of all those little hearts is made obsolete, hated even, because it just leads one place: ostracism. Or the Office of the Disciplinarian.
The 'teachers' have their part to play, no matter how altruistic. They themselves are a product of this system and unless they are covert agents, always defer to the Authority. They can not possibly meet the needs of the concentration of children with their unique personalities and abilities and agendas. Not like the parents they are emulating to a degree at this stage in a child's life. Their own agenda is held in a well-regulated tension of autonomy and conformity and (hope - god bless them), but that's just self-inflicted low-level ritual traumatic stress which the kids are picking up on from the moment it all begins.
As the child conforms, so they 'succeed', moving up through the system and the reward is higher concentration in larger class sizes. Hopefully, the indoctrination of the lower grades has prepared them for their continued obsolescence as an individual, because there is definitely not enough approval from 'teacher' to go around. The consequences of free will are greater and the ostracism multiplies. Behaviors that a society of sheep sees as 'normal' are anything but, and do not arise in children kept out of the public education system. Home life, too, suffers as parents champion 'normalcy' on the side of School and society over the best interest of their own children. Imagine the stigma of having a 'troubled child' in the home. A child who has completely lost touch with formative, pre-verbal essence of Self and Love and Safe and Home. A child that asks, "What is wrong with me?"
Conformity provides a reward system, cruelly engineered to survive at the cost of every participant. Conformity does not care, can not care, it only serves a self-replicating game of denial and non-reality that flies in the face of every human trait that is held in regard as unattainable: unconditional love, self love, willingness to serve, nonviolence, creativity, enthusiasm, joie-de-vivre, telepathy - who knows! The possibilities are endless for human accomplishment, but not at the cost of conformity. Not if the status-quo is disturbed, because it works for a few Authoritarians who have risen through this unnatural system of self-abusive competition to wield the fruits of 'victory'. Their sole strength - survival of the contrived manichean system of winning and losing under pre-designated conditions of which only a few know. Or even want to know. Or even know they are playing with.
These facts are picked up on quickly by youth: the template for hierarchy - stratification of castes economic and racial and sexual are handed down through multiple layers of behaviors and language ( if these do not reflect the values of the home, the result is additional strife) which only serve to further separate the will from the identity. What's worse is the shadowy nature of the progenitors of the system, untouchable, unopposible with its layers of indoctrinated middle-men and women. No direct confrontation is possible, no argument heard or satisfied in the moments of emotional severance. It's like vivisection on humans while the subject is still alive.
The adolescent and teen years are paramount to this process, because ideologies are developed and hardened during this time. The teens either experience a wistful concretizing of indoctrinated ideals or the rebellion against them ramps up. One will experience inclusion at a critical time during which emotional support is sought outside of the family unit. The other may experience exclusion, but develop emotional support outside the family all the same, with other 'outcasts'. Sheep and shepherds are cut from the same cloth - they are both authoritarians, but one is passive, comfortable with following rules; the other aggressive, enforcing rules. Neither seems to seek out the causes of the rules, or who makes them. Often it is religion that provides the framework, or laws of the land; whatever the case, rules are needed from some unquestioned source, because the need is for authority. What of the non-sheep, where do they fit into our society? When the consequences of not fitting in 'mature' with age, it may lead to incarceration, or a career at Apple. Social outcasts all, and not privy to the benefits sheep enjoy.
College can be a the final blow for this deceit. The message about college is clear: most employers will desire a college degree to even consider the applicant. What amounts to just another hoop to jump through for the 'educated' work force delivers the last worth-degrading truth: it is not in your control to succeed. The hierarchy is well established and any deviation from it is suppressed socially and financially. The hierarchy structure is accepted as the norm, as "reality - better get used to it." All creativity and inspiration is quashed because the hierarchy is the intellectual property of some committee or board and protected by inane laws and defended by a multitude of bahh-ing lawyers. It is employers who are doing workers the favor of hiring them. This is patently false, because business can not operate without workers. Business needs to fill niches of demand in order to succeed. The demand eventually equates to needing employees. This is contrary to what people are infused with in the final years of school: to make oneself desirable, marketable, sellable. So, the child, now faced with 'growing up' must do so. And what that means is accept the place set forth by the hierarchy just like in school. Play the cards right and maybe, just maybe if the board of regents allows, you may be mobile one way or the other. Just keep your kids in check and it may be upward.
I have grown to despise public schools and the indoctrination of human beings into the ideology of worthlessness that runs like a current under all the pep rallies and self-esteem groups and school dances. I consider myself a human being and celebrate no one except my family and friends. The benefactors of hierarchy are just people and enjoy no special rights under the laws of this and other lands. Why don't people rise up when their rights are stripped day after day? Indoctrination of authority. Passive bleaters staying in their place, holding up the aggressive authoritarians on the pedestals of righteousness.
You can easily see how I attribute this social conditioning to the Nanny State. It is how the status-quo is maintained, with even social unrest planned and compensated for. Where the message of change can be intercepted and redirected with nary a hiccup in the flow of society. Schools are institutions created by this self-same system of status-quo and keeping our precious children as far away from indoctrination as possible is the only thing a loving parent would choose.

*What does behavior have to do with education?