The authors examine the discursive formations, dispositifs, and strategies in governmental, mass media, and organizational texts regarding schools. Dominant themes include attributions of legal responsibilities, dramatizations of school events, and concerns about pedagogical moderation. Parental education allows schools to address deficient parents. Issues of the language of instruction are charged with social welfare and cultural policy implications. Truths about schools are produced in a fractal pattern, serving as simplifications and aggregations into a larger whole: the school as an object of state control, as an investment program, and as a symbol of the nation's condition.