Education must provide for an individual to have a meaningful and secure place in society, to the limits of individual capability and motivation, and in the context of the time and place in history that the individual lives. We are not actually created equal, yet, in any sense except our right to equitable treatment under the law. So we cannot, and will not, make equal contributions to the advancement of society at least until technology is capable of making us equal in genetic capacity. Educational opportunity cannot and will not provide equivalent results for everyone until that issue is eliminated. Even then, motivation will play a strong role in accomplishment.

Our reward systems have always favored the more capable and motivated among us, regardless of individual values, which may be highly respectable or seriously demented. The less capable and the less motivated do not share in the available wealth because they either cannot or will not earn their share. Progress necessitates directing essential resources to those who are at least willing and able to contribute. It is none-the-less critical that all individuals have available equivalent opportunity to realize their inherited potential through education. As an actionable requirement, that means the financial resources of the nation must be directed to maximum practical development of the citizenry. I can think of no higher use of tax revenues, except for physical security from military or economic invasion. Education is paramount to the development of the individual and thus to the society in which that individual lives. The individual is then responsible to use that educational opportunity to carve out a place in society by earned contribution.

Perhaps most essential is the need to deny non-contributors, those who cannot or will not learn sufficiently well to contribute, the ability to perpetuate themselves and their lifestyles by reproduction in excess of one-for-one replacement. Progress does not allow for growing populations of non-contributors. It is an act of kindness and an occasion of giving the benefit of the doubt that the non-contributors are not phased out of society by denied reproduction. Our knowledge is presently too limited to make unilateral decisions of that type. However, we can contain the impact on society by limiting numbers of non-contributors, just as we must limit the number of near-contributors and limited contributors, which means almost all of us. We must do so. Even with regard to the right to vote on any particular issue eventually becoming a knowledge-based privilege. Education becomes one of a variety of measures to identify which individuals and what circumstances are right for jobs, limited reproduction in excess of one for one, voting on specific issues, etc. This subject is fraught with potential for abuse, so it must not be treated lightly. It is, however, workable in specific steps at specific times in our immediate future, starting with population limits and continuing later with educational competence requirements, after we have rebuilt our educational systems.

Note that failure to use genetic engineering to enhance our ability to think would successively cause ever smaller percentages of the population to be high contributors, for as technology advances, ever fewer of the population are able to learn the complex subjects to continue the process of Progress. Is not the application of technology in genetic engineering combined with temporary, static population limits for non through near contributors the most humanitarian approach to achieving progress? Is it not time to recognize the sweeping failures of the traditional socialists, communists, capitalists, democrats, fascists, humanists, naturalists and theists in their attempts to manage the progress of the human race? Let us give all those in the past the benefit of the doubt in their attempts to shed light on reality and progress. For the most part, they had good motivations, they were caught up in the knowledge limits of their time, and their philosophies and ideologies have been applied broadly and failed, repeatedly, in one or more critical areas.

It is time to recognize the present limitations of the human animal and to make substantive physical change to remove those limitations, rather than blame people for failing to adhere to old and questionable codes of behavior and nursery school views of the cosmos/life. We must stop adulation of people and social ideas from the past, and look back kindly on their efforts, while categorizing and valuing what they taught us as a medical doctor might think about an elementary course in biology; necessary, but definitely not sufficient. Our educational institutions will not be fully effective until we respond rationally to our comparative abilities and societal needs. In the meantime, all of us can gain vastly improved perspective from our educators regarding the history and development of the human race. They can help all of us prepare for the future by explaining our progress and our responsibilities in terms of Destiny goals.

Educators must be free to concentrate on education. That means their income must be guaranteed and sufficient for them to enjoy the better products of society. It also means that our federal government is responsible to make that happen through our taxes, assuring high, consistent quality of education regardless of location. Think of educational quality as you would a postal service, which is not a profit determined service within a limited geographic area, but an infrastructure issue based on cost sharing across the entire population. Education does not belong in the private sector, nor should it reflect the financial fortunes of a given geographical locale or alumni association. All education, from kindergarten through post-doctoral work must be funded directly by taxes via the federal government. There must be no impediment to anyone becoming educated other than the limit of their combined, inherent aptitudes and motivation, which are readily and accurately determined by performance and psychological testing.

Yet, we know that governmental intervention in most any process has led to inefficiency and waste, not to mention inappropriate control for political purposes. How does one avoid that problem if all educational funding is provided by the federal government? If they set the budget, will they not severely influence the educational system? No, they will not, for they will not fix a total budget, but only a facility budget. The facility, tuition, food and supplies budget will be determined by student headcount through high school, with inflation allowances. Higher education budgets for tuition, books and supplies will be determined by student application for funding after high school. There will be allowances made for low population areas to permit a minimum standard physical environment and teaching staff for the primary and secondary/high schools. In all circumstances, the post high school funding will be granted only as a result of demonstrated high performance on the part of the student in the previous grant period. Our colleges and universities will derive additional income from student housing, medical and food services, but not tuition or books or supplies. Thus, a commuting student living with parents will incur only transportation costs. The physical facility costs for higher education and research will be covered primarily by excess profits tax on businesses.

The educational system will be responsible for administering accreditation procedures to assure consistently high levels of performance of individual educational institutions. National performance tests will determine whether students are receiving the opportunity they deserve. That is the part of checks and balances that will avoid the problem of inferior grading practices.

State education administrative boards, which will not in any way be appointed or controlled by government, but instead by popular vote at the state level, will perform watchdog functions. Businesses will provide administration at a national level, for curricula specification and evolution. The national administration will be empowered to hire and fire, as they deem necessary to ensure continuing high performance levels by the faculty of each educational institution. The national board will also be populated by faculty nominated and voted representatives for those areas of education that are not business related, to assure that curricula continue to be created with subject breadth in the liberal arts tradition.

Post high school trade schools will be funded in the identical manner as colleges, with corresponding national and state administrative boards controlled by businesses. Businesses will be responsible in that environment to provide retraining opportunity to employees who will suffer job loss due to downsizing.

The administrative boards will define curricula and select texts. They will be paid very well by the federal government but will in no way be selected or controlled by the federal government or any state government.

For receiving income security, educators then have the responsibility to educate in terms of what the society needs for present day labor and business needs, and, for the advanced development of our most capable students to participate in research, medicine, business, the arts, the humanities and government in highly contributive ways. Educators must not be shackled with local prejudicial laws. Nothing done by the educational institution will reflect anything other than the pursuit and acquisition of formal education. Schools are not churches or social clubs. Their purpose is to teach young people how to think not what to think. Education is thus a very high calling in itself, for educators can do for society what parents can do for very young children. They introduce the young to our world and how it works. To people and how they think. To the past and how we became what we are. To the future and how each of us finds an individual role in participating in society to assure that future.

It then becomes obvious that any activity undertaken by the educational system that does not reflect the directives above is invalid. For example, sports activities are very useful in developing healthy bodies and in learning to function in a team environment. They are also useful in teaching individuals the importance of concentrating on their own development in singular activities, to push the envelope in order to learn the flexible nature of limits. However, sports should not have budgets that dwarf the rest of the educational system. It does not matter to societal progress that school "A" beats school "B" at any sport. What does matter is that all students participate to the limit of their individual abilities in health enhancing sports activities.

Curricula must be developed to allow growth into areas that address current societal needs and future needs. To permit students to spend their precious time in applied subjects that are not of social or economic value to the society is wrong. For example, limited contributors are represented by students who do poorly in academic areas but do well in "shop." These students must be provided the best equipment that represents the latest advancements in machine design, not second hand machinery that reflects how businesses used to make things. There is a great opportunity for combined efforts by educators and businesses to provide students hands-on access to state of the art equipment. Some people refer to that activity as intern programs in academia. Historically, nonacademic people have become apprentices. In any event, all students deserve the best we have not the residue of past society.

Businesses have the right to monetary compensation for their activities on behalf of the educational system, for they will be an important part of it. If they fail to participate, they will, as our history has shown, receive graduates who do not have the requisite skill sets to be effective in the business environment. Thus, business leaders can help our educational institutions to remain relevant and themselves profitable. Naturally, the national administrative education board members will not be allowed to define or direct compensation to their businesses. That compensation will be determined by the body of state level administrators.

Realistically, there will be differences in performance across different socioeconomic groups and minorities for the next twenty to fifty years. There will continue to be clustering of those groups geographically for cultural and economic reasons, so the educational system must both provide for the very intelligent within those groups, and for the educational activities that will allow the less capable to have a meaningful role in society. We all have a right to a meaningful education within our inherited abilities. In action, this means that the very bright will be identified and educated outside those communities. And the curricula within the communities will stress useful endeavor for the future job security of the students.

Given an environment of controlled population limits, it is reasonable to expect society, i.e. business and government entities, to structure the business enterprise to employ individuals with limited educational ability. Note, however, that the requirement is by no means related to affirmative action legislation, which attempted to force-fit people into higher job positions based on race, and sometimes gender, and was utterly impractical and damaging to businesses and to the self impressions of those employed far beyond their capabilities. What is called for is the provision of useful jobs for individuals with limited education, and income levels that allow for a respectable life. We do not need food stamps, but we do need decent employment for all those capable of and willing to work. Our historical use of the minimum wage laws, however poorly executed, is related to required income ranges found later in the chapter on Responsibilities of Businesses.

Educators have a most serious responsibility and the knowledge that their product can be highly contributive to the development of the human race. So there is a morality and purpose in the field of education that transcends many other human activities. It is the very high goal of nurturing our young to become productive citizens and mentally sound individuals with high personal value for Humanity, human knowledge and its application. That morality requirement demands that the abilities of our teachers must be equal to or better than what we find in the better businesses. Schools will receive a broad mix of goals and behaviors in the students they must teach. This means part of the entire educational experience is the inculcating of goals that, at the least, supplement or expand what is learned at home, and at the most, provide essential basic training when the parents have not produced a well-behaved, curious child.

This apparently unavoidable problem cannot be addressed successfully by finger pointing between parents and educators. It must be realized that the only issue worthy of consideration is that the student will arrive at the completion of the educational process with the goals and knowledge to help society grow. All other considerations are inappropriate, and educators must be free to rebuild young people as necessary without parental or other legal interference. And educators, for that freedom to act, must be subjected to regular psychological review external to the educational system, to assure that the power vested in them is not abused or misdirected. Yes, that does mean the use of drug assisted lie detector tests as part of the review process.

We must have a firmly practiced morality and enlightened approach to our evolution, to use to replace that which we need to discard from our past and to identify that which we need to learn. Those changes must be reflected in the behaviors of our educators and educational institutions, and broadly supported by the rest of us.