Think & Grow Rich Lessons
Ken Klemm Spring Hill, FL, USA

Posted: 2020-08-26

In this election year, we are hearing the word 
“re-imagine” a lot, as in “re-imagine the police”. So, 
let’s exercise a little “re-imagining” (or re-thinking) 
of our own.

Obviously Derek Chauvin is a “bad” cop. He’s the one 
who allegedly murdered George Floyd. (“Allegedly”, 
because of the presumption of innocence until convicted 
by a jury of his peers in a court of law.)

Now, Chauvin has prior complaints against him for abuse 
of power and other offenses. So, why was he still on 
the police force when he encountered Floyd? Why is it 
so hard to get rid of a “bad” cop?

It’s equally hard to get rid of a “bad” teacher. (The 
Parkland shooter was a “bad” student, by the way.) It 
was practically impossible to get rid of a “bad” 
Veterans Administration worker who abused elderly 
veterans.

The “bad” cops, “bad” teachers and “bad” VA workers all 
have something in common: Powerful labor unions who 
defend them and make it hard to discipline or remove 
them.

Now, labor unions were established to stop employers 
from treating their workers like slaves. But, through 
the collection of members’ dues, the unions became 
rich. They expanded their activities into lobbying and 
making large contributions to the campaigns of 
politicians.

Just as companies and institutions are held accountable 
to the people they are charged with serving, so must 
labor unions and their members be held accountable. 
Police departments and their officers must be 
accountable to those whom they are charged with 
protecting and serving, schools and their teachers must 
be accountable to the students they are charged with 
educating, and the VA and their workers must be 
accountable to the veterans they are charged with 
caring for.

In 2017 the Department of Veterans Affairs 
Accountability and Whistleblower Protection Act was 
signed into law. A first step in re-imagining 
accountability. Of course, the AFGE union is fighting 
against it.

Re-imagining Education

When Europeans settled in North America the entire 
continent was a frontier to them. For the first few 
centuries, most Americans were farmers or ranchers. 

Some members of communities had specialized knowledge 
in specific areas, such as caring for sick animals or 
treating illnesses with herbs; but, for the most part, 
families were self-sufficient. They grew, raised and 
preserved their own food, made their own clothes, 
blankets and rugs, and constructed their own crafts. 
You can see examples in the exhibits at any county fair 
where folks are rewarded for practicing the traditional 
rural arts.

Community members worked together to build houses and 
barns. Each town or village built two important 
community buildings - they constructed a church and 
hired a preacher, and erected school and hired a 
teacher.

Most schools were one-room affairs where part of the 
education of older students was learning how to help 
the younger ones. Most children attended school until 
they reached physical maturity (about age 12 or 13) and 
completed the sixth grade. Then they graduated and 
worked as full-time farmers or ranchers.

As populations grew, larger towns and cities 
established universities to address the demand for 
specialized professionals. Along with them, prep (or 
preparatory) schools were established to train 
teenagers for the rigors of professional study. Most 
students, however, left school after the sixth grade.

With the advent of the Industrial Revolution many left 
the farms and ranches and relocated to large towns and 
cities. Their schools added two grades to introduce 
students to arts, sciences and trades.

High schools were developed to serve multiple functions 
- college prep and training in the industrial, fine, 
commercial, clerical and culinary arts.

By the mid-twentieth century the power and influence of 
public schools had grown immensely. It became the 
established norm that all students, with few 
exceptions, must complete the twelfth grade - even in 
rural towns. For the most part, the schools were doing 
a good job. The literacy rate reached an all-time high 
in America.

But, at the same time, Marxist ideology began 
infiltrating the teaching colleges and, gradually, 
public schools evolved into what they are today. The 
largest portion of every American community’s annual 
budget is education. The teachers’ unions and the 
politicians they bought work hard to stifle 
competition, creating a public school monopoly.

Today’s public schools do mostly two things - train 
their students like animals to perform well in tests 
which determine their funding, and indoctrinate them 
with Marxist beliefs. The result is , in many places, 
high school graduates who are functionally illiterate, 
with no marketable skills, and who hate God, their 
country, their parents and themselves. Darker-skinned 
children are trained to feel doomed because they are 
“disadvantaged”, and lighter-skinned children are 
trained to feel guilty because they are “privileged”. 

COVID-19 is prompting us to think outside of the box 
regarding education and many other things. The 
irrational fear of a disease nowhere near as deadly as 
the annual influenza outbreak has caused us to put in 
place practices which may permanently reduce cold and 
flu epidemics. Reusing entry into workplaces and 
schools by individuals who are running a fever, and 
increased awareness of sanitation habits will help.

Unions who are threatening to keep their members from 
cooperating with school re-opening may be hastening 
their own demise as competitors are stepping up to 
offer alternatives.

A fine example is ABCmouse.com, a subscription-based 
app for children from Pre-K through Grade 2. It’s 
loaded with books, songs, animations and addictive 
games and puzzles designed to teach reading and 
language arts, math, science and social studies, and 
art and colors.

Another is K12.com, which provides resources for 
tuition-free online public school - from Kindergarten 
through High School, including Special Education 
Services and Online Home School; as well as 
tuition-based private school, live tutoring, specific 
courses, adult education and summer school programs and 
courses.

But online schools don’t address all the things parents 
have been conditioned to rely upon schools to provide - 
namely nutrition, daycare, and social interaction.

Nutrition: We don’t need elaborate, expensive schools 
to feed children. There are endless alternatives 
already in place. We just need to redirect some 
funding, The easiest thing would be vouchers or a 
permanent meal card.

Daycare: Plenty of alternatives including extended 
family and friends, and cooperative “pods”.

Social interaction: Every town has parks and 
recreational facilities, including playgrounds, 
athletic facilities, libraries, rec centers, and, of 
course, the school facilities themselves. These can 
provide supervised sports programs and special interest 
groups such as music, theater, art, crafts, speaking, 
or whatever.

For adult education, most people carry the resource 
around with them all day - their phones. App developers 
have created successful, addictive games which improve 
vocabulary, grammar, reasoning and problem solving 
skills.

We could create an app to address the lack of history 
knowledge within younger generations by creating and 
marketing an addictive game where participants could 
compete for prizes and awards for their knowledge of 
history. Players could earn or purchase (through the 
app) hint packages in the form of short, entertaining 
documentaries. I’m sure producers would provide these 
for promotional considerations.

The entire project could be financed through in-app 
sponsored advertisng.

Marxists would protest and rally against such a game, 
but (ha ha!) that would help it go viral!

Your Friend and Servant,

Ken Klemm - Florida USA

P.S. "It is easier to find excuces than it is
to find solutions." ~ Lou Holtz