For years, several Civil War cannons have adorned the lawn of the State House in Columbus, presumably to protect those within. Not long ago, one observer dryly suggested that the cannons be pointed in the opposite direction if the public interest were really to be safeguarded. Unfortunately, many individuals are inclined to take this suggestion seriously. Educators in particular have turned up their collective noses at government and politics, seemingly more at ease within the confines of their profession or classrooms. But this negativism, or even apathy, towards the political system are luxuries which those of us in education can no longer afford. The stakes are too high; the competition for scarce resources is too great. Like it or not, we must become more involved in the legislative process. Why, you may ask. Passing a bond levy is a political issue. Raising teacher salary schedules is a political issue. Obtaining operating funds for state universities is a political issue. So are local property tax assessments, definitions of quality education, procedures for teacher contract negotiations, decisions on black history week, the neighborhood school concept, the appointment of university trustees and members of the Board of Regents, the election of school board members, the limit on classroom size and busing. This overwhelming list of political issues (or any other) directly impinging upon the educational community leaves little doubt that we must become involved in the political process. The crucial question therefore becomes not why, but how. The remainder of this article will be concerned with some of the ways in which educators can effectively utilize and benefit from the political system.