Education

Who Will Stand For Freedom

May 21st, 2014 // 11:10 am @ Oliver DeMille

The Destiny of Freedom

In 1961 the great legal scholar Bruno Leoni wrote about freedom in modern times.

He said:

“It seems to be the destiny of individual freedom at the present time to be defended mainly be economists rather than by lawyers or political scientists.”

Why? Leoni’s answer was intriguing:

“As far as lawyers are concerned, perhaps the reason is that they are in some way forced to speak on the basis of their professional knowledge and therefore in terms of contemporary law.”

As a result, since modern law is too often in the business of reducing freedom rather than supporting it, most of today’s attorneys have become experts on the opposite of freedom.

How They Speak

As Lord Bacon would have said, “They speak as if they were bound.” Over fifty years later, the same is true of nearly all today’s economists, teachers and professors. Sad.

The modern intelligentsia has become a body of experts on force. Their expertise is usually focused on how to reduce freedom—though few use these specific words to describe their careers.

Leoni continued: “Political scientists, on the other hand, often to appear to be inclined to think of politics as a sort of technique, comparable, say, to engineering, which involves the idea that people should be dealt with by political scientists approximately in the same way as machines or factories are dealt with by engineers.

“The engineering idea of political science has, in fact, little, if anything, in common with the cause of individual freedom” just as “the contemporary legal systems to which [attorneys are now] bound seem to leave an ever-shrinking area to individual freedom.”

Leoni’s words cut right to the heart of the matter.

When I was in college in the late 1980s, I heard a speaker tell a group of young student leaders how to influence society. I don’t remember his exact words, but his meaning was clear.

He told us, “If you want to make the nation and world more committed to liberal ideals, become a journalist, professor, teacher, or attorney. If you want to promote conservative goals in society, go to business school and become an executive.”

It was a shallow, but prophetic, suggestion. In the three decades since, his recommendation has proven accurate for two whole generations, and today it is part of the rising generation’s culture.

Pushing the Wrong Direction

But what profession(s), if any, stand today for individual freedom? The economists have mostly gone the direction of law—bound too often by their profession’s expertise in how to reduce freedom.

The days when Leoni spoke on the same podium with Milton Friedman and Friedrich Hayek are long gone.

Likewise gone to the dustbin of history is the era when many business executives advanced the cause of liberty as one of their main goals. Now the drive is to survive in the global economy, usually by expanding one’s company outside of North America and Europe.

This is the overarching focus of most boards and executives.

The economy now rewards growth, not promotion of freedom—just like the professions tend to promote young people who support the push for more institutional controls and power, not more liberty for the masses.

As the divide between the rich and the rest widens, the pressure to impress the Establishment grows. Youthful ideals (such as freedom) are the last thing on today’s executive agenda.

The Factory Model

In the midst of the Charter School movement of the mid-1990s, I spoke on the same stage as a courageous woman who had founded a successful East Coast inner city Charter high school. In a moment together in the Green Room, I asked her how long she thought she could keep teaching the principles of freedom in her cutting-edge school.

She replied that, given the pace of intrusive government regulation over Charter schools (and schools in general), she thought she had 5-10 years before she would have to reject state funds and turn the school private.

Today, over 15 years later, the school has grown into a lucrative business, regulation has shut down the original curriculum and replaced it with one practically identical to the public schools in the same city, and this lady still runs her Charter school.

But where her school once stood for freedom against the mediocrity of the public conveyor belt, it has now joined the factory model.

And she is now “respectable,” not an educational reformer or freedom thought leader any more, but just another of the city’s high school principals—professionally reined in, committed to “the system.”

She has even stopped teaching the freedom classics that convinced her to start the Charter school in the first place.

This professional caving in to institutional pressure is what Leoni lamented in 1961 about his beloved profession of law. But today it is much more widespread.

The “civilizing decline and fall of the professions” is nearly complete. Now most (not all) lawyers, teachers, professors, economists, journalists and executives fight for the same side—big institutions, the Wall Street-White House nexus, the Ivy League-Federal Government connection, the Boston/New York City/Washington D.C. corridor, the big business/big government power elite. The Establishment.

In all this, who will stand against elite rule?

Who will stand for freedom?

Unheeded Messages

Leoni’s book, Freedom and the Law, a fantastic classic, was written in an attempt to convince the legal profession to take a stand for liberty, not slip into the easier current of seeking benefits from big government. Leoni predicted that his outcry would fail to convince enough people to turn down such lucrative promises, but he felt he had to try anyway.

Freedom was worth it.

Leoni made it clear that every loss of freedom is an increase in constraint, and constraint by government is always autocratic. No exceptions. Therefore, every minor decrease of freedom is an attack on the very roots of liberty.

In a sense, Leoni did the same thing Virgil tried to do centuries ago when he saw Rome falling. Virgil warned that a loss of individual freedom here and there would trigger a loss of freedom for everyone in the nation. But he was basically ignored.

In fact, his great work on this topic, entitled Georgics, is still hardly even read or studied today.

Sadly, the message of warning about losing freedom seems forever destined to go unheeded—until it is lost, at which point people get very interested in the topic.

Leoni’s view of freedom takes us back to the basics. He argued that freedom is ultimately nothing more than the Golden Rule, the idea that we should only do unto others what we would be happy having them do to us. To the extent that this is followed in a society, it is genuinely free.

To the level it is ignored, for whatever reason (private or governmental), freedom declines.

Important Questions

To understand freedom, using this definition, just ask yourself: “Who would I give the power to make all my decisions for me?”

Your answer tells where you stand for freedom. If you say, “nobody,” or “God, and nobody else,” you are adamantly a supporter of freedom. If you say “the government,” you are adamantly against freedom. If you say, “my employer, and government, and local committees and boards,” you are choosing socialism.

Note that the question was who would you give the power to make ALL your decisions, not some of them, or a few of them, or certain decisions, or even a lot of them. All of them. The answer tells you where you stand on the freedom question.

Leoni expands this one question into several:

1. How do you want to be treated?
2. Are you willing to treat others the way you want to be treated?
3. Are you willing to voluntarily sacrifice to create and maintain a society where everyone is treated this way?
4. Who will rule in such a society, who will choose these rulers, and how can these rulers be kept from using their power to treat people in wrong ways?
5. Why do you allow society and rulers to treat you and others in wrong ways?
6. What are you doing to ensure that everyone is treated the right way?

These are the questions of freedom.

What are your answers?

 The future belongs to innovation,
not conformity.

Oliver DeMille is the New York Times, Wall Street Journal and USA Today bestselling co-author of LeaderShift: A Call for Americans to Finally Stand Up and Lead, the co-founder of the Center for Social Leadership, and a co-creator of TJEd.

Among many other works, he is the author of A Thomas Jefferson Education: Teaching a Generation of Leaders for the 21st Century, The Coming Aristocracy, and FreedomShift: 3 Choices to Reclaim America’s Destiny.

Oliver is dedicated to promoting freedom through leadership education. He and his wife Rachel are raising their eight children in Cedar City, Utah.

Category : Blog &Citizenship &Constitution &Current Events &Economics &Education &Entrepreneurship &Generations &Government &History &Leadership &Liberty &Mini-Factories

Symbolic Language

April 22nd, 2014 // 3:32 pm @ Oliver DeMille

Two Different Americas

There are two classes in modern America, the literal class and the metaphorical class. In the increasing divide between the “haves” and the “have nots,” this language difference is central.

Those who don’t understand the language of metaphor are falling behind in the widening gap that is the global economy. They are watching their family’s standard of living decrease over the decades.

This trend will only increase in the years ahead.

Those with a quality education learn to think, to readily see symbolism wherever it is found. But most Americans and Westerners are part of the literal class—symbolism is often lost on them.

They tend to see things without the metaphor.

Parental Guidance

For example, last year a long debate raged on social media about whether or not The Hunger Games trilogy was good or bad reading for youth. The most interesting thing about this debate wasn’t the arguments made by either side, but the fact that symbolism was hardly ever part of the debate.

But the symbolism is glaring: A nation sacrifices its helpless children for the convenience, entertainment, and libertine moral values of the urban upper class, while government, media, and big wealth combine to keep their control over the outlying, rural people dedicated to “archaic” family values.

What could be a closer parallel to our modern society? And what metaphor could ever more clearly point out the hypocrisy of the American cosmopolitan class and its views on abortion?

What Was Missed

To anyone trained in symbolism, the metaphor is obvious. We watch children killed for the convenience and political values of the elite class. And note that in The Hunger Games the urban classes have collectivist economic views combined with libertine moral values—the same as those in the real world who support Roe v. Wade and easy abortion laws in modern America.

This is blatant symbolism, but only the upper classes really understood this.

In fact, some of the most vocal voices declaring that The Hunger Games books and movies are inappropriate for youth came from people who are strongly against abortion.

They just didn’t understand that The Hunger Games was probably the biggest, best, and most popular anti-abortion movie ever. This was entirely lost on the literal classes.

When the ruling classes understand literal and symbolic language, while the masses only understand the literal, freedom is in decline and the power of the ruling classes will only increase.

This was true in Shakespeare’s day, in the time of Virgil, and when the Psalms and Proverbs were written.

The elite classes, steeped in the classics and great books that teach readers how to think (especially symbolically), are always going to rule over the literal classes whose education is limited to getting the “right” answers, preparing for jobs and careers, and not really thinking about things symbolically.

Allan Bloom warned that modern America has this problem at the level of Hitler’s Germany.

The Real Fascination

Another example: People in the literal classes can’t quite understand why today’s youth are so intrigued by vampire books, movies, and television programs. “What is this fascination with vampires?” the literal classes ask.

The elite classes, well-versed in metaphor and symbolism, know better. They understand that vampires are symbols of something—something many young people struggle with.

Imagine a society made up of two major groups. First are the hard-working, regular people who live in middle-class neighborhoods, go to work every day, raise families, sleep during the night (because they have to go to their job tomorrow), send their kids to school in order to get a good career in their adult lives, etc.

The second group in society is made up of a few people who have trust funds, inherited wealth, can get in trouble with the law but get out of it relatively easily, stay up through the night at fancy balls and dinners, then go home in the early morning and sleep late into the day, and have more power, wealth, fun and entertaining lives, and sophisticated connections with other aristocrats far beyond the local community—and even around the world.

The first group envies the second, while the aristocratic second group hardly gives a thought to their “inferiors.” Parents of both groups warn their children not to mix with the other group—because it inevitably causes many problems.

This clearly defines two things: 1) an aristocratic society, like all elite societies that have existed in human history, and 2) every group of vampires portrayed in literature, juvenile fiction, and in movies and TV programs.

But the literal classes mostly miss this symbolism. “Why do the kids like vampires?” the literal classes ask.

Some literal writers even try to explain how youth like to be scared, so they love the idea of biting strangers dressed in black. So literal. So shallow.

Answer: The kids don’t love actual vampires, they love the idea of rising into a higher class. In high school, this is a driving passion for many teenagers. If movies are to be believed, it’s the driving theme for most students in most high schools.

In such an environment, vampires are the shortcut to social success. If one bites you (dates you, likes you, includes you in his group, etc.) you immediately climb to a higher social class. The highest social class, in fact.

The one that has the money, the power, the mystery, and the worldwide connections (rather than the homegrown limits of the coal mines, a job at Blue Bell’s Rammer Jammer, or a lifetime of alumni fundraising for the Friday Night Lights).

The fact that many parents tell you to ignore the vampires (“Don’t worry about high school cliques, or being popular. It won’t even matter after you graduate.”) just adds to the intrigue.

Vampires are aristocrats. Elites. People with enough money, power and connections to ignore the limits most people and families struggle with—as youth, and also as adults.

The kids instinctively understand this, though their literal parents may not.

The Old Tool

This language barrier isn’t new.

In aristocratic Britain, the upper classes pronounced words differently than the lower and working classes—so elites would always know who they were dealing with. In fact, the pronunciations were literal (pronounce every syllable) versus symbolic (skip syllables, if you’ve been trained by other aristos and know what to look for).

For example, the word Worchester was pronounced “wor-ches-ter” by the lower classes, but simply “wis-ter” by the nobles. Or the name St. John was pronounced “Saint John” by working classes but “Sinjin” by nobility (see Jane Eyre). There are thousands of similar words.

This boils down to two classes, the Literal versus Symbolic. Checkers versus Chess. “Tell me the right answer, so you can pass the test and someday get a good job,” versus “Tell me your opinion, because there are many possible correct answers, and our purpose is to help you learn how to think—so you can become a leader.”

These are how public schools versus elite prep schools, respectively, generally teach.

The Price of the Literal

Facts versus Metaphor. Precision versus Imagery. One Meaning versus Poetic Allegory.

Again, the elite classes are well educated in both of these dialects. The problem is that the middle and lower classes are not. They only know the literal meanings of words.

This is a growing concern, because it causes increased divisions between the elites and the regular people. The masses don’t understand what is happening to their society, because they don’t speak the language of metaphor. When President Obama promised, “If you want to keep your doctor [under Obamacare], you can keep your doctor,” the two classes heard very different things.

The literal classes heard: “If you want to keep your doctor, you can keep your doctor.” Hearing this, they planned their family and business finances and voted accordingly.

The symbolic classes, trained in metaphor, heard the following: “If you want to keep your doctor, you can keep your doctor, or at least one that is just as good; or, even if you can’t keep your doctor under the new plan, the nation will be better off, so it’s worth the change anyway.”

The symbolic class knows that political promises are rhetoric, meant to win elections—not meant to actually, literally be fulfilled. The literal class is slowly realizing that this is the case, but they still feel lied to by each new candidate. In reality, they just don’t understand metaphorical language.

A teacher I know once shared the following quote by Groucho Marx with her class: “Outside of a dog, a book is a man’s best friend; inside of a dog it’s too dark to read.” One student was very frustrated with this little proverb. When questioned, the student said emotionally, “This is so cruel to dogs. Why would anyone want to read inside of a dog?”

When the literal class doesn’t easily and immediately understand symbolism, it will lose its freedoms to the elite ruling class that does.

The Missed Symbols

I wonder what people will say about the book and movie popularity of Divergent. It is a great symbolic attack on the modern public school system and the way we choose careers and jobs in the U.S., Canada, and Europe—but I bet there will be a number of homeschoolers, charter school and non-traditional educators and parents who miss some key points.

First: this is not a book for youth; the intermittent suggested sensuality that is predictable and “natural” for youth in crisis who depend upon each other without family support is not suitable for most youth.

Second: this book is for adults, and it may be the best promotion for homeschooling and other cutting-edge, new educational choices since…well, ever.

If non-traditional education seizes this opportunity, there will be a lot of support for Divergent, because people will understand its symbolism: Each person is different, and each person has unique genius inside.

The purpose of education is to help each student discover and develop his or her inner genius and passion, and use it to improve and serve the world. When the focus is on making every child fit in, it’s not education at all. At best it’s training, at worst brainwashing.

This is the overarching message of Divergent—but will it be lost on the literal class? I hope not.

We all can benefit from including more symbolic thinking in our reading. It’s like a new mantra for 21st Century leadership: Read more, think more, serve more. And look for symbols and metaphor in everything you read.

Join Oliver for Mentoring in the Classics >>

Oliver DeMille is the New York Times, Wall Street Journal and USA Today bestselling co-author of LeaderShift: A Call for Americans to Finally Stand Up and Lead, the co-founder of the Center for Social Leadership, and a co-creator of TJEd.

Among many other works, he is the author of A Thomas Jefferson Education: Teaching a Generation of Leaders for the 21st Century, The Coming Aristocracy, and FreedomShift: 3 Choices to Reclaim America’s Destiny.

Oliver is dedicated to promoting freedom through leadership education. He and his wife Rachel are raising their eight children in Cedar City, Utah.

Category : Aristocracy &Arts &Blog &Book Reviews &Citizenship &Community &Culture &Education &Family &Leadership &Liberty &Mission

Are You Part of TV World (A Different Way to Get the News)

March 21st, 2014 // 12:01 pm @ Oliver DeMille

Where to Look

I keep getting asked what I read to study current events. I actually taught a whole class on this recently—and it’s still available. By taking this class, you’ll get the real scoop on the best current events publications.

In this article, I’ll just share the Cliff’s Notes version. Read Foreign Affairs, the Harvard Journal of Law and Public Policy, and The Economist.

There. That’s it.

Enjoy.

But there is a deeper way to think about this. To begin, there is actually a bit of a problem with the question itself: “What should I read to study current events?” The real answer is, “Everything.” Read a lot. If you’re conservative, read conservative and liberal publications. If you’re liberal, read liberal and conservative periodicals. You can’t study current events from one political view—not if you want to really know what’s happening.

Compare and Contrast

This goes for television and radio as well. When I watch a certain event to see how it is reported in the news, I always see what MSNBC and Fox News both have to say. Then I watch CNN and one of the networks, usually ABC or CBS, for their views as well. Bloomberg Television, C-Span, and PBS news shows often add interesting nuances.

But reading is better than watching. The NY Times and Wall Street Journal are fun to compare. USA Today and various online thought leaders share vital out-of-the-box insights. I could go on and on. Read. Read a lot. Read more.

But that’s only half of the message. The other half is a bit counter-intuitive, but it is still very important.

One of the problems with looking for one or two publications to read is that it limits us to one or two publications. This brings us to the main point: It is a major problem when we only get our news from news outlets.

To really know what’s going on in our world, you have to get beyond the news. Behind the news, under the news. You have to feel what the people are feeling, and dig to get a sense of what is happening in their culture. Their daily lives.

Culture and Events

To do this, I read lots of non-news publications. They are incredibly insightful. I read men’s magazines (like Men’s Health, Esquire, GQ, etc.), women’s magazines (Vanity Fair, More, Good Housekeeping, etc.), variety magazines (Rolling Stone, Entertainment Weekly, Via), cultural magazines (The Atlantic, Foreign Policy, Harper’s, etc.), specialty magazines (Harvard Business Review, Guns and Ammo, Yoga Journal, etc.), science magazines (Psychology Today, Prevention, Popular Science, etc.), and more. These teach as much about current events as any news publication.

For example, I like to go to Barnes and Noble and grab a copy of Yoga Journal, Guns and Ammo, Entertainment Weekly, and Harvard Business Review. Then I read the main articles in each, in one sitting. It’s fascinating. These four publications are written to very different audiences, as you might have gathered, and they use different vocabularies, examples, assumptions, and writing styles. Yet all are quality publications with important articles. Add TV Guide to these four and you’ve got a manual on current America—like it or not.

Together they give the reader a cross-section insight into current events, much more than you could get by concurrently reading a top conservative magazine (say, The Weekly Standard) and liberal periodical (for example, The Nation). The ads in each of these four magazines listed above teach almost as much, sometimes more, than the articles. Reading non-news publications along with news is the key to really understanding current events.

Take off the Rose Glasses

Really. It is important, however, to read them differently than typical readers. Don’t read non-news periodicals looking for literal news. Read them to see what things they talk about that are newsworthy. Read like an anthropologist, looking for interesting trends and groups in modern society that could influence the world.

And think, think deeply, while you read. What does each article say (implicitly as well as explicitly) about our modern society? What trends does it portend? What assumptions does each author make about our current world, and what does this tell you about our culture?

Become a voracious reader. Turn TV World into Thinking World, at least in your own life. Oh, and ask the same kinds of questions when/if you watch television. We live in an Information Age, but we need more people who treat it like a Thinking Age.

Oliver DeMille is the New York Times, Wall Street Journal and USA Today bestselling co-author of LeaderShift: A Call for Americans to Finally Stand Up and Lead, the co-founder of the Center for Social Leadership, and a co-creator of TJEd.

Among many other works, he is the author of A Thomas Jefferson Education: Teaching a Generation of Leaders for the 21st Century, The Coming Aristocracy, and FreedomShift: 3 Choices to Reclaim America’s Destiny.

Oliver is dedicated to promoting freedom through leadership education. He and his wife Rachel are raising their eight children in Cedar City, Utah.

Category : Blog &Culture &Current Events &Education &Generations &Information Age &Statesmanship

Dictionary Freedom: It’s Fun!

March 17th, 2014 // 11:39 am @ Oliver DeMille

Finding Words

Let’s go deep. Or really basic, depending on your viewpoint. Socrates is credited with saying that the definition of terms is the beginning of wisdom. Sometimes defining things can be a bit overwhelming, and that’s the case in our topic today. What am I talking about?

Well, I was reading through the compact edition of the Oxford English Thesaurus (a really fun read—try it sometime), and I came to the word “Political.” The list of synonyms was interesting to me: governmental, constitutional, ministerial, parliamentary, diplomatic, legislative, administrative, bureaucratic; party, militant, factional, partisan.

The first time through, I was struck by the number of ways governments can try to control people. But something else was bothering me, in the back of my mind, so I read through the list again to see if I could figure it out. I still wasn’t sure. “Maybe it’s that there’s a strong legislative and also executive focus,” I mused to myself, “but the judicial power of government is left out. As if the judiciary is really not political,” I laughed.

Then I furrowed my brow. “Or maybe it’s that this list is missing so many synonyms,” I thought. I quickly skimmed through the pages and found the word “government,” to see it if added more depth or nuance. It added the following words: executive, regime, authority, directorate, council, cabinet, ministry, regulation, supervision.

“Interesting,” I thought. I had planned to look up each of the synonyms above, one at a time, so I went ahead and turned to the entry for “constitutional.” It added the synonyms statutory, chartered, vested, official, and sanctioned.

Sharing Discoveries

“This isn’t really what was bothering me,” I realized. “It’s not the need for more synonyms. It must be something else.” I wondered what it could be. While I was thinking about this, I reviewed this growing list of synonyms and shook my head. I said aloud, “That’s a lot of government control!”

Then I got it. Somehow, the thing that had been bothering me made it into my consciousness. It was a Eureka! moment. I walked through the house, looking for Rachel or one of the kids to share my new discovery with. Nobody was awake, since it was very late at night, so I opened my laptop and started writing. This is too good not to share, after all.

What was my big epiphany? Simply this: None of the synonyms seem to have anything to do with the people. The word “constitutional” refers to rules written by the people to the government, but most people today don’t realize this. None of the other words were about the people at all, except the word “party,” meaning political parties.

That’s something. I’m not sure what it means, but in our modern language the words “political” and “constitutional” only have one major synonym that includes the people—and that one refers to political parties. Sad.

My question is, “Why?”

Citizens and Leaders

In the time of the American founding, both words held the connotation of actions and choices by the people. Why isn’t “election” or “citizenship” listed as a synonym under either in today’s dictionary? In fact, I turned to these words and found that the synonyms of “citizen” are subject, passport holder, native, resident, denizen.

“Denizen?” That’s an interesting way to view the regular people. In fact, all of these synonyms are passive, none of them are active. None of them present the citizen as a leader, as the true head of the nation.

This is consistent with our modern world, I guess, but it is still wrong. We’ve come to see governments as rulers, and people as subjects. Period. That’s sad.

While I was analyzing this, I realized that something was still bothering me. There was still something tugging at the back of my mind. “What is it?” I asked. I still had my bookmark tucked into the page where the word “political” is found, so I turned back to it and reread the synonyms. Then I noticed something, and everything clicked.

A Sharp Contrast

The word right above “political” is “politic.” Just read this list of synonyms of “politic,” and think about how these relate to politics: wise, prudent, sensible, judicious, canny, sagacious, shrewd, astute, advantageous, beneficial, profitable.

What do any of these have to do with the political world? I mean, they should be connected. They really should. But they hardly ever are.

“Wow!” I said aloud. “This is really interesting. I love reading the dictionary.” Just compare these two lists:

Does anyone else see the irony? Bureaucratic paired with Astute? Partisan with Profitable? Really? Governmental paired with Wise? It’s like a Mark Twain Guide to Preparing for the S.A.T.s.

And yes, both words, “political” and “politic”, come from the same root word, the Greek politikos, meaning “statesman,” “leader of the city,” or in modern terms, “leader of the nation.”

Decline is real.

Let’s read more dictionaries.

Oliver DeMille is the New York Times, Wall Street Journal and USA Today bestselling co-author of LeaderShift: A Call for Americans to Finally Stand Up and Lead, the co-founder of the Center for Social Leadership, and a co-creator of TJEd.

Among many other works, he is the author of A Thomas Jefferson Education: Teaching a Generation of Leaders for the 21st Century, The Coming Aristocracy, and FreedomShift: 3 Choices to Reclaim America’s Destiny.

Oliver is dedicated to promoting freedom through leadership education. He and his wife Rachel are raising their eight children in Cedar City, Utah.

Category : Blog &Citizenship &Culture &Education &Government &History &Leadership

Why Freedom is Losing: The Battle for Our Future

February 18th, 2014 // 5:24 pm @ Oliver DeMille

De Jouvenel said it all in one profound paragraph:

“From the twelfth to the eighteenth century governmental authority grew continuously. The process was understood by all who saw it happening; it stirred them to incessant protest and…reaction. In later times its growth has continued at an accelerated pace…And now we no longer understand the process, we no longer protest, we no longer react. This quiescence of ours is a new thing, for which Power has to thank the smoke-screen in which it has wrapped itself…Masked in anonymity, it claims to have no existence of its own, and to be but the impersonal and passionless instrument of the general will.”

Let’s break this down, point by point, to understand it better:

• “From the twelfth to the eighteenth century governmental authority grew continuously. The process was understood by all who saw it happening; it stirred them to incessant protest and…reaction.”

As kings, rulers, and aristocratic upper classes took more and more power to themselves, and increasingly more over the regular people, the regular people saw what was happening and tried to stop it.

This culminated in the American Revolution and French Revolution, which happened within a few years of each other.

The American Revolution focused on replacing the old monarchial-aristocracy with a new, constitutionally established government of freedom for all classes. In contrast, the French Revolution emphasized killing off the old — literally executing royals and aristocrats in the hope that with their demise the regular people would gain liberty.

The American method quickly proved more effective in promoting freedom.

• “In later times its growth has continued at an accelerated pace.”

Today’s regular citizen has less power than people did even a few generations ago, and our grandchildren will have even less — unless something changes very soon.

• “And now we no longer understand the process, we no longer protest, we no longer react. This quiescence of ours is a new thing, for which Power has to thank the smoke-screen in which it has wrapped itself…Masked in anonymity, it claims to have no existence of its own, and to be but the impersonal and passionless instrument of the general will.”

When those increasing their power were kings and aristocracies, the regular people knew what was happening.

Today, when the new ruling class is a nameless, faceless, unknown elite, the regular people do nothing. They don’t know who is taking away their freedoms, or what to do about it.

Yet power is being lost by the regular people — and gained by the ruling elite — at higher rates than ever before. The gap between the 90 percent and the 10 percent is drastically increasing, but not nearly as much as the gap between the 10 percent and the 1 percent. In fact, the power and wealth gap between the 1 percent and the .1 percent is widening even more rapidly than the others.

If current trends continue, a tiny, ultra-powerful elite will rule our formerly free nations in a way never known before in history — and hardly anyone knows who the new rulers are. They rule by policy, influence, spin, currency transfers, behind the scenes. But their power is still growing.

De Jouvenel wrote of this in 1945, and today the power of this ruling elite only increases. In the conclusion to his great book, On Power, he warned:

“We are the witnesses of a fundamental transformation of society, of a crowning expansion of power…A beneficent authority will watch over every man from the cradle to the grave…controlling his personal development and orienting him towards the most appropriate use of his faculties.

“By a necessary corollary, this authority will be the disposer of society’s entire resources, with a view to getting from them the highest possible return…Power takes over…the whole business of public and private happiness and…all possessions, all productive energies, and all liberties should be handed over to it…The business is one of setting up an immense patriarchy, or…a matriarchy, since we are now told that collective authority should be animated by maternal instincts.”

Today’s Americans are the recipients of this prophecy come true. Today’s newspaper of record, The New York Times, announces that the new “Health Care Law May Result in 2 Million Fewer Full-Time Workers.”

Because Obamacare requires much higher costs for employers to maintain full-time employees, there is a nationwide trend to downsizing employee workweeks. People are supposed to tighten their belts, make do on less income, and pay higher taxes. This is a massive shifting point for the economy.

Many corporations are avoiding the increased taxes and health care costs by moving their operations offshore, to other nations, citing less regulation and more business-friendly tax codes. It’s hard to blame them for seeking greener pastures and shores with more freedom.

Families that were once supported by one wage earner now can’t make ends meet with the incomes of both parents — so they go deeper into debt.

The American Dream is dying.

A new ruling class is rising behind the scenes.

A different future — a lowering standard of living — awaits our children and grandchildren.

Unless something changes.

Regular Americans walk past dusty books on shelves (full of real solutions for our current national problems), click on the television, and settle in for an evening of entertainment…

Somewhere there is a fading memory…of fiddling while Rome burns.

Oliver DeMille is the New York Times, Wall Street Journal and USA Today bestselling co-author of LeaderShift: A Call for Americans to Finally Stand Up and Lead, the co-founder of the Center for Social Leadership, and a co-creator of TJEd.

Among many other works, he is the author of A Thomas Jefferson Education: Teaching a Generation of Leaders for the 21st Century, The Coming Aristocracy, and FreedomShift: 3 Choices to Reclaim America’s Destiny.

Oliver is dedicated to promoting freedom through leadership education. He and his wife Rachel are raising their eight children in Cedar City, Utah.

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