The REAL Reasons You’re Struggling in LIFE…

And it's "NOT" your fault!

NO!...

The REAL reason goes a lot deeper than that.

And NO, it isn't a "secret"... a conspiracy theory or any of that ole baloney.

It's how things are systematized.

Corporations have systems.

Countries have systems

Even you have systems.

Because...

systematization creates order, efficiency, and control... PERIOD!

Your schooling process is a system, designed to fit YOU into the social pecking order (a system)

If you studied at comprehensive school, you were prepared for work in an economy for the economy, private school = Managers of the system (Establishment) i.e., Government operatives etc.

This breakdown paints a sharp picture of financial reality. Basically boiling down to:

• 1% crush it—private jets, generational wealth, money making money.
• 4% are set—not billionaires, but they never worry about bills.
• 15% live comfortably—nice home, nice car, solid vacations, but still need to work.
• 60% struggle forever—paycheck to paycheck, unexpected expenses = disaster.
• 20% are flat broke—debt, survival mode, no way out.

The 80% in blue have MOSTLY been processed by the comprehensive "system."

(There are a few who slip through the gaps)😉

The real question:

what separates the top 5% from the rest? Luck? Knowledge? Connections? Or just knowing how to play the game differently?

 ☝️These Stats remain constant no matter the era or barrier to entry in business.

TIP: Learn the Why, Where, When, What, and Who. Only then can you know HOW.

Here's a prominant teacher (back in the day) who resigned his position because he noticed how the system of education was turning curious children into... well read the letter: 

(which was published in The Wall Street Journal on July 25, 1991)

I Quit, I Think

By John Taylor Gatto

I've taught public school for 26 years, but I just can't do it anymore. I can't train children to wait to be told what to do; I can't train people to drop what they are doing when a bell sounds; I can't persuade children to feel some justice in their class placement when there isn't any, and I can't persuade children to believe teachers have valuable secrets they can acquire by becoming our disciples. That isn't true.

I can't keep pretending that a kid needs government schooling to be made into a good person or a good citizen, because that isn't true. The truth is that schools don't teach anything except how to obey orders. This is a great mystery because thousands of humane, caring people work in schools as teachers and aides and administrators, but the abstract logic of the institution overwhelms their individual contributions.

Although teachers do care and do work very hard, the institution is psychopathic—it has no conscience. It rings a bell and the young man in the middle of writing a poem must close his notebook and move to a different cell where he must memorize that man and monkeys derive from a common ancestor.

Our form of compulsory schooling is an invention of the state of Massachusetts around 1850. It was resisted—sometimes with guns—by an estimated 80% of the Massachusetts population, the last outpost in Barnstable on Cape Cod not surrendering its children until the 1880s when the area was seized by militia and children marched to school under guard.

Now we have had a century of forced schooling, and we are all dumber for it. The truth is that we have reached a point where the legacy of schooling is a world where most people are trapped in a sort of continuous childhood.

Our children, like ourselves, are held tightly in networks of enforced relationships with people they haven't chosen. And the net effect of making all human relationships into command-and-control networks, as schools do, is to create a nation that cannot think for itself, a nation where most people are dependent, passive, and unable to function as self-sufficient, resourceful human beings.

I don't wish to demonize schoolteachers. I was a schoolteacher for 26 years. Many of my colleagues are dedicated and caring people. But the structure within which they work is fundamentally flawed. It is designed to produce conformity, not intelligence. It is meant to turn children into manageable citizens rather than sovereign individuals.

This is why I am quitting. I can no longer justify harming children in this way. Schools must be transformed into places that foster real learning, curiosity, and self-reliance. Until then, I will do what I can to teach people how to educate themselves.

John Taylor Gatto

This letter was a scathing critique of the education system, arguing that public schooling is designed to produce obedience rather than intelligence or self-reliance. After resigning, Gatto went on to write books like Dumbing Us Down and The Underground History of American Education, which expanded on these ideas.

Gatto’s Seven-Lessons>>(Which you can read here)<< breaks down HOW the education system molds people into compliance, dependency, and passivity—traits that directly influence financial outcomes. Here’s how they connect:

🔹 Confusion → People leave school without a clear roadmap for success, making it hard to navigate wealth-building. Instead of learning how money works, they memorize random facts.

🔹 Class Position → Taught to "stay in their lane," most never question or challenge the systems that keep them financially stuck. The 1% & 4% ignore this lesson—they create their own rules.

🔹 Indifference → Repeated exposure to meaningless tasks conditions people to accept mediocrity. If school was about doing the bare minimum to pass, why not life? That’s how the 60% stay struggling and the 20% stay broke—they’re disengaged from ambition.

🔹 Emotional Dependency → People crave external approval—grades in school, performance reviews at work—so they follow the safe, expected path instead of taking financial risks. The top 5%? They don’t wait for permission.

🔹 Intellectual Dependency → Schools teach that only experts have the answers, so people hesitate to think for themselves financially. They follow conventional wisdom instead of questioning the system. Meanwhile, the wealthy break the mold—they trust their instincts, spot opportunities, and take calculated risks.

🔹 Provisional Self-Esteem → Self-worth is tied to external validation. If school taught you to doubt yourself, are you going to confidently invest, start a business, or negotiate your worth? Probably not. The top 5% don’t wait to be told they’re good enough.

🔹 You Can’t Hide → Constant surveillance trains people to fear mistakes, making them risk-averse. But building wealth requires bold moves—starting a business, investing, innovating. The wealthy embrace uncertainty; the struggling majority avoid it.

So, yeah—the systems prime the majority of people to struggle financially while a small percentage break free by rejecting the script.

The real question: (Now that you know).

Are you gonna carry on following the script, or will you rewrite it?

The system is changing and innovators are NEEDED right now, more than ever.

So.

Be that person...

Innovate!