In the wake of this year’s mass school shootings, all of which have happened in government-enforced gun free zones on public school property, a wide array of suggestions have been flying about in regard to preventing future episodes of these horrific events. One of the most popular suggestions have been the implementation of more security cameras and installments of metal detectors in public schools. Others have suggested arming teachers as a deterrent. Worst are the calls to more regulation on gun access and ownership. Neither arming more government employees nor further regulating firearms is ideal, but there may be a better solution: school choice, privatization of public schools and disaster prevention officers (DPOs).

One of the worst things about the public school system is that it is an educational prison. Students are conscripted into attending school in order to provide the labor of learning which justifies the theft from their parents in order to fund the teachers that teach not what parents want but what the State wants: their own curriculum (i.e., propaganda). Individual children possessing wide arrays of talents, personalities and ways of learning and understanding are processed through twelve years of a meat grinder in which they are uniformly indoctrinated into a system of rigidity, obedience to authority figures, particularly to bureaucrats and government officials, and standardized, regurgitative learning and testing They are conditioned to obey, to learn only what is necessary, to not ask dangerous questions, to conform to what is believed to be in society’s best interest, to respect political figures, and to eventually raise the next generation to do the same.

And boys in particular have it the worst. Christina Hoff Summers writes:

Across the country, schools are policing and punishing the distinctive, assertive sociability of boys. Many much-loved games have vanished from school playgrounds. At some schools, tug of war has been replaced with “tug of peace.” Since the 1990s, elimination games like dodgeball, red rover and tag have been under a cloud — too damaging to self-esteem and too violent, say certain experts. Young boys, with few exceptions, love action narratives. These usually involve heroes, bad guys, rescues and shoot-ups. As boys’ play proceeds, plots become more elaborate and the boys more transfixed. When researchers ask boys why they do it, the standard reply is, “Because it’s fun.” According to at least one study, such play rarely escalates into real aggression – only about 1% of the time. But when two researchers, Mary Ellin Logue and Hattie Harvey, surveyed classroom practices of 98 teachers of 4-year-olds, they found that this style of play was the least tolerated. Nearly half of teachers stopped or redirected boys’ dramatic play daily or several times a week — whereas less than a third reported stopping or redirecting girls’ dramatic play weekly.

The current system brings its consequences, and these aspects seep into each successive generation of boys and girls, and as more bureaucrats and politicians implement more and more State-based solutions to educational problems and political concerns, like “toxic masculinity,” it continues to get worse, especially for boy who aren’t allowed to process reality and learn in the ways that come naturally to them.

Increasing police presence, mandating see-through backpacks, installing video surveillance and metal detectors are all means to maintain control under the guise of security. The FBI and NSA, the America’s top law enforcement and surveillance agencies, have had access to a plethora of personal information through wiretaps, data collection, and spying on citizens all over America, but they have been completely inept at preventing the mass murders and terrorism in Santa Fe, Parkland, Sandy Hook, the Orlando, Boston, etc. These measures will only add to the dehumanizing and conditioning of children and lead future generations into adulthood with a perverted acceptance of surveillance and intrusion by government while the “bad eggs” who continue to be neglected and cast aside by the system grow into even more perverse monsters. Giving up privacy and personal liberty for children will not only be seen once they are adults as what must be done to guarantee increased safety but what is normal and acceptable. If a child is raised from the time they are young to accept being patted down, scanned, interrogated, monitored and so on, they will grow into adulthood with a warped normality.

One of private schooling’s biggest criticisms from public school students is that the kids attending private schools are stuck up, elitist and privileged. Many public educators tend to see private educators as being unworthy of the teaching profession given that they need no State certifications or ongoing teacher training to teach. Some of these criticisms may hold some water, but, overall, private schooling beats public schooling in nearly all important aspects. Private schools provide students with safer learning environments and produce students who test higher, transition easier into and do better in higher education and become more successful as adults.

Why doesn’t the public school system try to model itself after the private school system? Better yet, why not abolish all public schools, do away with the public education system, and free up the exorbitant amounts of money flooding into the system and give parents the option to choose what, where and how their children learn? Give kids a fighting chance at learning and succeeding in life rather than subjecting them to being pawns as the laborers forced to learn from teachers (and their unions) who value job security over the safety and education of the student or, worse, subjecting them to being sitting ducks and targets for the next demented person scarred, if not incubated, by the system itself.

Public schools are the Obamacare of education. Health care, when left alone from the meddling of bureaucrats and politicians, is cheaper, more effective and allows for a wide variety of accessible choices for consumers. Like the failures of nationalized health care being blamed on so-called free market greed and an ever-touted lack of funding, the failures of public education are blamed on the same things. Instead of allowing individuals within the free market to offer solutions, the dingbats responsible for ushering in higher prices, fewer options and worse care push for more of what is causing the problems – government involvement.

Despite the dreary past and present history of the Department of Education’s abysmal existence, the answer from the busybodies in government will always be: we need more money! And in their endeavor to consume more tax dollars with increasingly disastrous results, they will advocate for more surveillance and removal of civil liberties.

Until they are abolished and phased out of society, public schools, instead of implementing more surveillance and invasions of privacy, should reallocate funds (dare I say, away from athletics and other cherished extracurriculars) and dedicate them to establishing disaster prevention protocols by hiring private disaster prevention officers (DPOs). Schools should have armed DPOs who are great with kids, thoroughly vetted through background checks and psychological evaluations, and highly and frequently trained in how to react in emergency situations, whether in preparation for school shooters, fires, fights, earthquakes, and so on. These officers could coordinate safety protocols while keeping an observant eye of the student’s surroundings. The could be allow to eat and mingle with kids, attending every event children normally do (dances, proms, book drives, car washes, etc.). While requiring and maintaining a professional distance, division between authority figure and student can be kept to an absolute but also to a minimum in order for children to feel comfortable around these men and women whom they can confide in about certain dangers they perceive around the school grounds. These DPOs could meet periodically (weekly or biweekly) with teachers and school administrators discussing what issues arise and how to approach them. They could be positioned at key locations and rotated, frequently discussing and reporting any issues or odd activities. The officers could be kept in pairs to keep one another accountable and not to be left alone with a child.

The Santa Fe High School shooter, Dimitrios Pagourtzis, was known as a quiet kid who wore a trench coat all the time, even when it was very hot out, and kept to himself. Less than a month prior to the massacre, he posted on social media a picture of his trench coat with explanations for each of the different pins he wore: an occultic pin (Baphomet, signifying evil), a Nazi pin (an iron cross, signifying bravery), a communist pin (the hammer and sickle, signifying rebellion) and others. In one photograph, he is show with an LGBT pin signifying bisexual pride. Occult symbols, Nazi symbols, communist symbols and LGBT symbols? This young man, possibly bullied from so many angles and confused about the world, was someone who was crying out for recognition. On the same day he posted images of his coat and pins, he posted an image of a custom shirt reading “Born To Kill,” which he wore during his rampage. Did no one see the hammer and sickle? Did no one see the iron cross? The Baphomet? Rebellion, bravery and evil. He was wearing and proclaiming exactly what he was thinking and feeling, and no one took notice.

Disaster prevention officers, trained to notice alarming things like the hammer and sickle, iron cross and Baphomet symbolism, could have investigated the shooter prior to the attack, if not approached him personally and engaged in conversations with him about his attire (If you have ever noticed the behavior of the Secret Service, you’d see that they are always looking around, keeping a keen eye out for anything that poses as threat or suspicion.). The boy’s parents could have been notified as well as the police about what he was posting on social media. In the event of the actual shooting, an armed and well-trained DPO seeing the student draw a sawed off shotgun from his trench coat could have neutralized the threat with much less damage dealt to the school and students. His or her presence alone would be a deterrent, especially if there is trust and a good rapport with students.

It’s already illegal to murder someone, so making more things illegal won’t change anything for those demented enough to carry out an attack. Instead, parents and school administrators should be active, if not in repealing the gun free zone laws largely responsible for inviting and enabling such chaos, in developing school security teams specialized in recognizing what many would consider obviously blatant red flags and neutralizing dangerous threats to students.

Instead, what will likely happen? More surveillance, more police presence, and, of course, more pushes to regulate firearms. The effort to fix issues should root themselves in the reality of the situation: that the federal government by means of establishing gun free zones has rendered public schools as the easiest target for wreaking this kind of havoc. Children, a people’s most precious commodity, are currently prevented from learning in genuinely safe environments and, instead, are offered up to lunatics on silver platters. If public schools must persist, at the very least, invite the free market to offer solutions rather than the bureaucrats who continue to enable and incentivize brutality.

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