This tax free & tuition free solution to funding all education requires a basic understanding of how money is created. This page is not intended to go into all the complexities covered in college economics courses, and only a brief reminder of the basics is touched upon for sake of context.
Many people, when they think about money, are of a mind that the money is valuable. While this has some merit, the simple truth is that money represents the existence of something of value.
As most people know, paper money was backed exclusively by gold and silver at one time. In our modern system, both paper money (money of exchange) and currency in bank accounts (money of account) is now backed, not only by gold and silver reserves but additionally, by anything of value. In other words, when things of value are created, developed, discovered or acquired, their value can be accounted for, and it is the value of these things that backs our modern currency. Granted, while the currency is not redeemable in gold, silver, or any other commodity, Congress has specified that Federal Reserve Banks must hold collateral equal in value to the Federal Reserve notes that the Federal Reserve Bank puts in to circulation.
Unlike a true fiat currency which may have nothing of value backing it’s face value, we actually use what is more accurately called representative currency. Representative currency represents valuables in a more all-encompassing way than commodity money and includes representation of commodities. Granted, depending on one’s definition of fiat currency (which has changed many times over the last 100 years), people may debate this, but note that the backing is “the authorities ability to pay” in Black’s Law dictionaries current definition:
Fiat Currency: Currency by official order whose value is based on the authorities ability to pay.
Contrary to what some people believe or said while speaking loosely, our currency is not just “created out of thin air.” There must always be something of value, for every dollar that gets created, to represent. This is the natural law of representative currency. Keep in mind that the things that are considered valuable don’t always take such a tangible form as gold, silver, a car, a house, land, etc.. There are all kinds of intangible assets used to back modern currency. There is also a large portion of the money supply which, speaking loosely, is backed by the value of promissory notes (and similar contractual obligations) created during the loan process. The promissory notes, as long as the promise is kept and the loans are paid back, are considered valuable and used as the backing to create currency in the form of bank deposits. This use of promissory notes to create some of the currency is true of all central banks.
In the realms of valuable things, knowledge is valuable. Diplomas and degrees certify testing for the existence of this valuable knowledge has been done, and represent this valuable knowledge.
In all simplicity, we are going to monetize the valuable knowledge that the diplomas, degrees and other educational documents issued by our educational systems represent.
We are ordering Congress (remember they work for We the People, and will follow a lawful order of the Majority), to start treating the high school diplomas, college diplomas, trade school certifications, GEDs, and other educational documents like they are financial instruments that evidence the existence of valuables, because they do.
And, we are ordering Congress to create the laws needed for the Treasury to start accounting for the value these documents evidence so we can create and securely back new currency, and then use these newly created funds to pay for all public and private educational services and discharge debts.
As a note of caution, any time anyone talks about creating money, you should be skeptical due to the multitude of flimsy ideas used to justify it’s creation and the potential of causing damage to the economy. For example, creating a trillion Dollar coin. Remember, the natural law of any representative currency is that it must represent something of value.
Unlike those kinds of ideas, this solution has solid, stable, universally known and accepted valuables backing the currency being created – and not just because government or some website says it does. And while the valuable education is in the realms of what is called an intangible asset, and it would be unable to be used as collateral for loans due to a lack of liquidity and it’s unalienable nature, we can be absolutely confident in this backing due to the fact that we test for the existence of the knowledge before diplomas, degrees, certifications, etc.. are issued.
What is the value of these assets?
Metaphorically speaking, the cost of a house built to code with $160k worth of raw materials & labor is worth at least $160k. While people may debate the value of knowledge/education, we can all recognize that it has a minimal value. At the very least the value these educational documents represent is equal to what it costs to provide the student who earned the diploma with the education. Value = Cost.
For example, the current average cost for K-12 education is about $160,000.00, so in light of the example, the value of a high school diploma is about $160,000.00. This could be broken down to about $12.5k per year, and at each grade, a certificate could be created to make yearly accounting possible.
Another example, a college degree that costs a college $20,000 to teach the student earning the degree, would be registered as an asset worth $20,000.00 dollars, $20,000.00 dollars of new currency will be securely backed, and then issued to the school that provided the education or used to pay back a loan.
It must be emphasized that the value IS NOT the true value of an education. In truth, the actual value of an education is near infinite, and accurately calculating it would be impossible due to the multitude of factors involved. Further, the true value varies from student to student. Further still, the problem with trying to use the true value as the value for monetization purposes is that this would destroy the monetary system – we can’t create infinite money even if such a thing is justified.
What we can do, however, is use a very conservative value so we don’t cheat ourselves out of the ability to account for enough of the value to completely fund the very system that is helping develop the valuable knowledge in the first place. Further, much of the remainder of the true value is eventually going to be accounted for, after graduation, once the knowledge is put into actual use by the students.
So, are you saying we will get “free” education!?
Not exactly. People will definitely have to earn their diplomas, degrees and certifications with hard work and study. It takes a lot of time and energy to go to school and graduate.
Like sweat equity, this increase of mental sweat equity as one’s mind is developed increases one’s own personal wealth, and more importantly for purposes of creating currency, it increases the Wealth of the Nation. This increase in mental sweat equity is tested for, and then certified to exist and/or have increased by documents like diplomas, degrees and certifications. Now that we have documented evidence of something valuable, we can account for the value, and then the representative currency to represent this value can now be created to pay for the educational services.
In other words, while you won’t get a “free” education, people will no longer have to pay for their education twice.
How will this impact the National Debt?
According to the Debt Clock the current National Debt is at about 20 Trillion Dollars, and the next 20-25 future generations of unborn children are currently slated to be indentured to work it off. This was the past and current plan to pay the Debt… until now.
Among the elements of the Order, there is a stipulation that the value of all educational documents of all currently living people will be accounted for and monetized, not just those of future generations of graduates. A large portion of these funds are being directed into “paying off” or more accurately, discharging the public debts because the source of the funding originally came from public sources (and likewise, funding that came from private sources would be returned to those sources).
For a very rough idea of what that means:
- There are about 300 million Americans, and about 200 million have graduated from high school.
- The average cost of public K-12 schooling is around $160k ($12,500 a year per student for 13 years — tho, in the past it was lower, many people graduated over 60+ years ago), SO, lets use $50k as an average value of the education of a single student (government accountants will crunch the numbers later and provide more exact calculations).
- So: $50k x 200,000,000 = $10,000,000,000,000.00 ($10T)
As you can see, this solution will, in addition to funding all education, also reduces the current National Debt by 1/2, and that is just from accounting for the existing high school diplomas.
Further, in the future, this solution will also have an impact on all aspects of the Budget aside from Education. For example, while not the total costs of these areas, the training provided for military personal, law enforcement, firefighters, prison educational systems, and the like… all produce various certifications and documentation that can now be accounted for to offset their respective costs. And while these education costs are not part of the Educational Budget, they are part of the Budget.
As you can see, this solution will not only have a huge impact on the current public debt, but it will help prevent it from ever getting so out of hand in the future. Granted, unless overspending is reigned in, we will once again find ourselves in Debt. Hopefully we have learned our lesson about allowing this to happen.
How do we make this happen?
We are using an indirect people’s initiative (remember that stuff earlier about an Order to Congress?). As many know, a people’s initiative is a method by which the people of a State can enact law by overriding their elected legislative body. They come in 2 flavors:
- The direct initiative – This method involves, in part, drafting up the exact wording of the legislation that will become public law.
- The indirect initiative – This method sets forth certain required elements to accomplish a desired result, but the actual legislation is left to the elected legislative body to draft.
While protest movements are very effective for bring to light problems, they are not very effect at getting those problems solved. This is the purpose of people’s initiative actions. And, while more common to dealing with & influencing local State government, they can be just as effective on the Federal level.
Download: Congressional Order 101, study it, print it, then sign & seal it (with your finger print or a notary), and date it — this is, in essence, your vote for this.
Next: Grab an envelope and a stamp and mail your signed Order to Congress via one of your elected Senators or Representatives — this is, in essence, casting your vote for this.
You can find your Congress people’s addresses via the following link:
It’s that simple.
One last quick note to help with sorting all the mail: on the back of the envelope clearly print: Congressional Order 101
This may seem a bit old fashioned to some, and some people will think I should have set up some kind of digital means for everyone to send this Order, but this initiative requires a wet ink signature and proof of identity.
Once you have mailed off your Order, then tell your family, friends, co-workers, teachers, etc.. about Congressional Order 101, or better yet, just send them a link to this page.
While I have no doubt this will eventually have the backing of the Majority, there are a few things that I believe may prolong it happening:
Please don’t worry about if a Majority of people are going to do this. It will happen, it’s just a matter of how long it will take. In fact, there is a provision in the Order that Congress can act on the Order even before a majority of people sign & mail it in.
Please don’t get hung up on the wording in the Order. This is an indirect initiative. The Order is not going to be the actual law that Congress is being ordered to create. So if you don’t like the way I worded it, or think I should have added or left stuff out, don’t worry, Congress will be taking care of those details when they draft the legislation.
Please don’t change the wording of the Order. If we try sending a bunch of different “orders” to Congress, none of these separate orders will gain the majority backing we may need to make this happen. In addition to the Order tho, if people would like to offer additional ideas, title a separate page: Addendum (or something like this) – and write your ideas out on these pages and include it with your Order. Do your best to keep it brief, Congress people have a lot of reading to do.
I hope I have clearly explained the tax free & tuition free solution to all educational funding.
As you can see, like any new innovation, it requires a bit of out-of-the-box thinking, but, once people grasp that their diplomas and degrees represent the valuable knowledge they have stored in their brains, all that is left to do is have Congress and the Treasury start accounting for it, and hash out the details of how this is going to work.
I would ask people to help make this page go “viral,” but I think of this as a brilliant “cure” to educational funding & economic “diseases,” so… rather than going viral, help this brilliant idea Supernova by sharing it, and help give birth to future generations of super stars!
Christopher Theodore of the family of RHODES
Feel free to join the Google+ or Facebook groups if you have questions or want to be more actively involved with this initiative:
#CongressionalOrder101 #EduFunding #Initiative