Pt 1 oct 25 2013 Version 1.

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Our Great Epoch
By Aaron Talley
Def Epoch ! p"# $ A perio% of ti&e that is 'ery i&portant in history
Knowledge will forever govern ignorance; and a people who mean to be their own governors
must arm themselves with the power which knowledge gives.
(a&es )a%ison
I HIGHLY recommend downloading Balabolka with the available S5 voice ad-dons from
their website and using that to read this to you It will make the task much less! you will
be more likely to finish this book! and the info you gain and my work will not be "ut to
waste
#his "a"er is written to be made into a video in the future
#his is a work in "rogress some of the views may change #he work may be altered
#here are definitions written which will hel" the understanding of this work
I$#%&
*n the follo+in, 'i%eo *-& ,oin, to .urn school %o+n/ *-& ,oin, to e0pose its cri&es/ its
failures. 1ou &ay ha'e a %ifferent opinion .ut/ re&e&.er to use your eyes /ears an% lo,ic to
tell the truths of life . There is &uch confusion of truth +ith half truths/ the influence of the
status 2uo 3The e0istin, con%ition or state of affairs 4/ &isconceptions/ propa,an%a/ +ron,
%efinitions/ self %elusion. *-& ,oin, to point out ho+ thin,s connect an% %e&ystify the
co&plicate% reality/ that &any of the institutions of school that +e ha'e are a %en of
i,norance. An% *-& ,oin, to thro+ in so&e hu&or so its not too %ar# an% serious. This +or# is
useful to any.o%y/ not 5ust parents an% stu%ents . * feel it is ri,ht an% e'en necessary perhaps
that * use a lot of rhetoric in this +or#. * feel that the +or# +oul% .e so&e+hat .orin, an%
e'en less infor&ati'e if such a stron, stance +as not ta#en.

'ef (ro"aganda$ *%eas or state&ents that are often false or e0a,,erate% an% that are sprea%
in or%er to help a cause/ a political lea%er/ a ,o'ern&ent/ social or%er etc.


There e0ists ,reat %isa%'anta,es to youn, people. They perhaps %o not ha'e an a%e2uate
person to ,ui%e the& in there life. They %o not possess the i&a,inati'e force of +hat the
present an% future +ill really .e li#e. They are easily &anipulate%/ an% %o not #no+ +hat is
.etter or +orse .ecause they lac# e0perience an% a proper teacher in or%er to 5u%,e reality.
All aroun% us is +hat * +ill call the 6&e%ia7 +hich at e'ery corner is tryin, to +in part of your
&in%. They +ill succee% &ore or less/ .ecause it is e'ery+here. 8o+ .efore you thin# *&
so&e conspiracy theorist let &e say/ yes at little/ .ut * .ase &ine of real e'i%ence. )ost of
the infor&ation * ,i'e is not speculati'e/ it is not hi%%en/ so its not conspiracy. One %oes of
course ha'e to use their un.iase% lo,ic an% face real facts an% not hi%e .ehin% that peculiar
ten%ency +hich people ha'e of .elie'in, si&ple &ainstrea& 6lo,ic7. 9eal life is not a sin,ular
&onolithic para%i,& +hich +e &ay cu%%le up +ith an% feel safe an% secure. :ife is not a
;tephen ;piel.er, fa&ily fil& +here +e ha'e a archetypical .a% ,uy an% ,oo% ,uy.
The &e%ia +hich * a& tal#in, a.out is all of +ritten or spo#en assertions of reality/ on t'
/ne+s/+or% of &outh fro& parents/ frien%s etc. )e%ia enco&passes all this inclu%in, our o+n
senses +hich &ay or &ay not .e correctly interpretin, reality.
)reedom
the i%ea of free%o& has ,one to .e a hu,e 'irtue in our society.. One +ho is una+are of
so&e facts &ay .elie'e that free%o& is si&ply so&ethin, +hich ,i'es us co&fort. That +e
shoul% not en%ure oursel'es to .e sla'es. But this is not all. <or if you stu%y certain sciences
you +ill fin% that it is free%o& +hich has allo+e% the ,ro+th an% prosperity of the hu&an race.
This ans this alone is the %eci%in, factor. )an has too often hel% each other .ac# for their
o+n selfish ,ain usually in the for& of ,o'ern&ent an% this * .elie'e is +hy society has lon,
e0iste% for thousan%s of years .ut 5ust no+ has e0plo%e% into ,ro+th an% technolo,y in only
300 short years. The &ore free%o& +e ,rant each other the .etter thin,s see& to ,et/ the
happier +e see& to .e. This of course &ust ha'e so&e li&itation upon reason. But on the
+hole/ a lar,e a&ount of free%o& .enefits all. There is a constant .attle to%ay that see#s to
%estroy free%o& an% .rin, us .ac# into those %ar# a,es.
(recursor to my conclusions
=hen * +as youn,/ &y father +oul% co&plain a.out the state of society/ its cri&es/
folly-s/ corruption. An% * +as a.le to fi0 &y &in% on it an% reali>e% that there +as corruption. *
sa+ that there +as e'i%ence of corruption of the institutions of the +orl%. An% one of the &ost
%istin,uishin, thin,s * +as a.le to o.5ecti'ely see +as the co&&erciali>ation of e'erythin,/
+ith its oh so nice +or%s of persuasion.
* sa+ that there +ere certain ele&ents that ,a'e unity .et+een all co&&ercials an%
a&on, the sprea% of so calle% 7co&&on sense facts7 / they +ere .uil%in, the status 2uo . The
society-s .elie'e syste& re'ol'e% aroun% the passin, %o+n of infor&ation fro& earlier
,enerations. An% * felt there +as a 6,ui%in, han%7 to the 6+ay thin,s +ere7.Gui%in, us to
confor&ity/ an% re&o'in, fro& us a po+er +hich ha% not e'en .een allo+e% to +al# yet. They
o.scure% reality.
* also notice% that those youn, people aroun% &e %i%n-t see& to ha'e a consciousness of
it. They %i%n-t reco,ni>e +hat the sayin, of the ple%,e of alle,iance +as %oin,. Or +hat the
thin,s the teacher +oul% teach ha% an un%erlyin, lesson +hich i&parte% a su.conscious
lesson. * +oul% point thin,s out a.out reli,ion /science/ philosophy .ut they +oul% often ha'e
nothin, to say a.out the& at all.
An% * also felt that * nee%e% to .e li#e e'eryone else. * lau,he% at thin,s +hich * %i% not
really thin# +as funny. * a%opte% interests +hich/ loo#in, .ac# on it/ * ha%n-t really ha% &uch
interest in. * felt that * nee%e% to confor& in or%er to .e accepte% an% li#e%/ an% that fittin,
&yself into the &ost co&&on ,eneralities +oul% acco&plish this.
An% also at the sa&e ti&e an% contrary to the fore &entione%/ * purposefully an%
o.stinately set certain parts of &y character to the &ost opposite an% least accepte% 'ie+s
an% ha.its. * +as a re.el. * %i% this .ecause * sa+ that +e +ere in a +ay .ein, 6ha%7 .y our
society. Tric#e% an% &anipulate% not al+ays in a corrupt an% ne,ati'e +ay/ .ut * %isli#e%
.ein, &anipulate%.
An% into a%ulthoo% the sa&e .lin%ers see&e% to still e0ist in people .ut in %ifferent
&anifestations an% %e,rees. An% in all these thin,s * sa+ that re.ellin, a,ainst the status 2uo
+as hate% an% punishe%. * felt there +as a syste& of protection of the +ay thin,s +ere.
#H* (+%(&S* &) LI)* IS #& B* H,((Y----
This is the ,ol%en rule
All hu&an actions/ fro& our ti&e .e,innin,/ ha'e stru,,le% to reach this ,oal. *f you are
not happy/ you are not %oin, the ri,ht thin,s. =e ha'e the ri,ht of happiness. ;o&e people
thin# this is not so. To ,et in the +ay of ones le,iti&ate interests is +ron,. There are those
that %ont care a.out your ri,hts. Then you &ust fi,ht for the&. *f school %oes not &a#e you
happy then you shoul% cast it off/ .ut let &e tell you +hy .efore you ra#e &e o'er the coals.
*t is the purpose of this 'i%eo that * hope to free peoples &in%s. *n or%er that they &ay
ha'e the ,reatest happiness. )ost people %o not #no+ +hat ,reat happiness is let alone
.liss. But .y the self reflection .mechanism/ that * +ill pro&ote here/ you &ay fin% your
happiness . *t lies in your o+n interests/ in the thin,s +hich you +ant to .e. This 6&echanis&7
is %eri'e% fro& free%o& of thou,ht. * %o this .ecause * hate seein, people all aroun% &e
&a#in, ,ra'e &ista#es/ * hate seein, the& .ein, tric#e%. * +ant to help people . * ha'e .een
in the +orl% of schoolin, an% i'e co&e .ac# to +arn the youn,er ,eneration. * ha'e &a%e it
&y &ission to %ispel the lies an% fallacies that school perpetuates/ to enli,hten people to real
#no+le%,e/ +is%o& an% to help unioni>e people of all a,es an% races/ to reach prosperity for
A::.
* ha'e seen too &uch sufferin, on the faces of those aroun% &e / &uch sufferin,
cause% .y forces outsi%e their control. They +or# at 5o.s +ith no en% in si,ht/ no real
+ealth?property/ no real ti&e to %o +hat they +ant. The spar# of happiness in the eyes of
chil%ren ha'e .een +ipe% a+ay .y the schools the&sel'es. * ha'e +atche% this / +ith so
&uch %epression/ in &y o+n self. As * tru%,e% thre+ the school years/ the force of this
6feelin,7 of happy +on%er an% positi'e feelin, a.out &y future/ left &e &ore an% &ore until i
ha% not a shre% of it left.

This &ust .e fi0e% @ *f ,i'in, the youn, a real shot at happiness is not a ,oo% &ission/ i
%on-t #no+ +hat is. =hen you unloc# a persons &in% fro& the chains of i,norance 3;ocrates
ca'e alle,ory4/ their po+ers +ill %e'elop at an e0ponential rate. By trustin, in the innate
po+ers of the self/ the instinct 6&echanis&s7/ you +ill see your &in% alon,si%e the ,reatest
&in%s of the a,es an% see the %estruction of i,norance/ +hich is all sin. *t is only .ecause of
the li&itations of the actual GETT*8G of the ans+ers you see# that #eep you fro& success.
+e &ust fi,ht to clai& the&.
A ,reat ,reat part of the restriction of peoples happiness/ is outsi%e interference fro& other
people. *f people +ere left alone/if they +ere free to li'e there li'e the +ay they see fit/an% if
each person ha% free%o& to co&e an% ,o to+ar%s a person or persons or a+ay fro& person
or persons an% to+ar% or a+ay fro& institutions +hich they represent/ then the ,reatest
happiness of people +oul% li#ely .e &anifeste%. )ost happiness coul% .e attaine% si&ply .y
lea'in, people alone/ not interferin, +ith other people. But alas/at all ti&es there is a lar,e
a&ount of people +ho +ant to control you. *t is this control +hich is the source of so &uch of
our personal sufferin,. They are al+ays %e&an%in, thin,s fro& you +hich is not usually +hat
you +ant/+hich is +hy it &a#es you unhappy. These people &ust &e%%le in nearly all your
affairs an% &a#e it %ifficult for so &any thin,s. They %o this in%irectly thre+ la+s or social
%e&an%s etc .They cannot a.i%e. They &ust fi%%le +ith your life/ they &ust saturate your
&in%/ your sphere. They &ust stic# their pa+s in your pu%%in,.
* .elie'e that if people %o not reali>e +hat it is they +ant in life/ +hat they +ant to &a#e
the&sel'es happy/ then they are not fulfillin, there purpose in life. 0e must fulfill our
desires in order to be ha""y
S1H&&L IS $&# #H* I'*,L H,((I$*SS
* thin# the sic#est part of pu.lic schoolin, is that it +astes the precious ti&e an% %elicate
.rain &atter of the &ost sacre% .ein,s on the earth.
The secon% +orst part is that &ost chil%ren +ill ne'er .e or fall short of +hat they really
=A8T to .e .ecause they aren-t tau,ht AO99EAT:1 .y the people that shoul% lo'e an% care
for the& the &ost. They are instea% left on the col% %oorstep of a ruinous city calle%
BPara%iseB. Alone to the har% #noc#s of learnin, .y failure an% the flesh tearin, cruelty of a
finite resource +orl%.
*-& not a,ainst #no+le%,e/ *-& not a,ainst learnin,. * a& not a,ainst ,o'ern&ent. *-&
a,ainst teachin, +orthless / hurtful #no+le%,e/ +orthless learnin, an% a,ainst un5ust / la>y/
corrupt school ,o'ern&ent an% the syste& +hich perpetuates i,norance. * &a#e the assertion
that these thin,s are %one on purpose. .ecause there is so &uch e'i%ence +hich points in
that %irection. There &ust .e/ +hether %irectly or in%irectly/ &aliciously or non &alicious
actions .y school institutions. an% or .y other co&ple0 ,roups of people an% or .usinesses
+hich create this syste& of failure. * &a#e the assertion that &ost pu.lic school an% &any
pri'ate ones are lac#in, in essential ele&ents +hich/ +ithout those ele&ents/ ha'e lea% to
unsuccessful?less successfull/ sa%/ %ull spirite% ,enerations of people.
*t is o.'ious to anyone/ +ho honestly an% strai,htfor+ar%ly &a#es there co&&ents a.out
school/ that they %on-t in ,eneral li#e school at all. =hen stu%ents %o say they li#e school is
al&ost al+ays .ecause of other forces outsi%e the influence of school ie frien%ships/ sports/
&ay.e learnin, so&ethin, that interests the& .But there is an a+ful lot of le,iti&ate criticis&
,i'en .y stu%ents a.out school. But none of it is listene% to or care% for .E'eryone i'e
tal#e% /+ith perhaps no e0ception/ ha'e the sa&e %isli#e of school that * ha'e. =hen one
persons feels so&ethin, is +ron, you ha'e an isolate% pro.le&/ +hen e'eryone thin#s theirs
lots of thin,s +ron, /you ha'e a .i, pro.le&/ not 5ust relate% to aca%e&ic achie'e&ent .ut
so&ethin, else/ so&ethin, %ar#....
The school &ay %efen% itself an% say that the le'el of %espotis& an% lac# of co&&on an%
o.'ious hu&an ri,hts / is necessary to the +ell .ein, of stu%ents an% to there future success.
But the .ur%en of proof is on the&/ an% as +e +ill see / that proof is non e0istent. Of course
you &ay ha'e a %espotic syste& li#e china-s an% the C; points to the& an% say 6hey +e
nee% ,reater control7. But there is not a peep a.out ,reater free%o& *n the classroo&. All
roa%s lea% to &ore control / &ore %o&ination. The ,o'ern&ent +oul% rather %o&inate an%
ha'e you fail then to ris# you ha'in, free%o& an% you perhaps failin,. it is +orth &ore that
you shoul% suffer so&ethin, for their 6,enerosity7 of ,o'ern&ent fun%s .=hich +as si&ply
ta#en fro& your parents *n ta0es.
0hy I have authority
;o +hat ,i'es &e the authority an% +is%o& to say these thin,s a,ainst school an% the
syste& D * ha'e the sa&e eyes/ ears/ nose &in% as any.o%y. * &ay not ha'e the .oo#
learnin, or the ,reat +is%o& or a &in% 'ast/ .ut i can see the +ritin, on the +all/ i see the
tren%s / * here the ne+s fro& near an% far/ An% any.o%y +ho trys to tell &e or you that 2 plus
2 e2uals 5 is to .e loo#e% at +ith %iscretion. *t is a fallacy that the opinion of people /+ho %o
not hol% a relate% %octorate/ shoul% not .e truste% or that there opinion is not cre%i.le. 6They7
+ant you not to trust in your o+n &in%/ your o+n thin#in,.7 They7 +ant you to trust in there
%irection/ there si&ple or%ers.
* a& 2E years ol% an% i ha'e 2E years of e0perience . * +ent to school for 12 years or &ore
an% anyone +ho has ,one to school F8O=; +hat school has to offer. Anyone +ho trys to
con'ince you that +hat you .elie'e happene% is false is to .e 2uestione% @ There are those
that +ant to co'er your eyes to truth .ecause it is in their interests/ their are those that +oul%
rather 5ust not say .ecause it is an unco&forta.le truth or shunne% .y society an% their are
those that 5ust ne'er .othere% to tell you the truth .They are all not to .e co&pletely truste%. *t
too# .illions of years to e'ol'e us/ +e &ust not thro+ our eyes /ears an% e0perience out the
+in%o+ 5ust .ecause a ne+ stu%y ha'e .een &a%e in recent years that happen to %isa,ree or
so&e suppose% authority tells you other+ise. Those +ho 2uestion all thin,s +ith the hi,hest
scrutiny +ill at!last fin% ulti&ate truth. <or the 2uestion al+ays procee%s the ans+er. 1OC
ha'e all the authority .
6They7 are hol%in, us .ac#.7They7 are part of school an% the syste&. They are an
a%'ersary to your happiness. They are the o.stacles to .e o'erco&e.

2&$*Y ,$' S1H&&L ,$' 0HY ,%* Y&+ H*%*
lets face it/ &oney rules our li'es. *t per&its only certain spheres of social interaction/
certain lifestyles. On e'ery action/ there is usually a ele&ent of co&&erce or an ele&ent of
e0pense that &ust .e pai%. )ost of our li'es are spent +or#in, for &oney.
;chool is tie% closely to &oney .ecause &oney is the %ri'in, force of #no+in,.
:ets not #i% oursel'es/ +hile #no+le%,e is a 'irtue3.eha'ior sho+in, hi,h &oral stan%ar%s. 4
the fact is that the &a5ority of life +ill .e spen% la.orin, to earn a li'in,. This is a &a5or an%
lon, stan%in, affair. An% has .een so little 2uestione% or reflecte% on that it is a &ira,e of a
6fact7. =hen has any.o%y really tau,ht this in school or other+ise/ it +as al+ays assu&e%
that +e shoul% 5ust ,o to school an% %o ,oo% an% +e +oul% %o ,oo% after+or%s.
Fno+le%,e an% infor&ation are a co&&o%ity/ a thin, to .e .ou,ht an% sol% li#e anythin,
else .y capitalists an% consu&ers. But ti&es ha'e chan,e% a .it/ as the population increases
so %oes co&petition in the +or#force. E'erythin, else .ein, e2ual/ +a,es are lo+er in a hi,h
population society. An% in this infor&ation a,e/ the co&&o%ity 'alue of info an% #no+le%,e
has ,one %o+n . But the %e&an% for a super hi,h %e,ree of intelli,ence is here. But as * +ill
point out this is %estine% only for a fe+. * +ill ela.orate &ore on this latter. .ut for no+ * +ill
say that there are a li&ite% a&ount of 5o.s in those sectors. This is %one on purpose as you
+ill see.
This is contrary to our .elief syste&/ that #no+le%,e .e ha% for a sort of 'a,ue
attain&ent of success. ;choolin, has attache% itself to the i%ea of all success/ an% in a lar,e
+ay it is/ ho+e'er there are other #ey in,re%ients that &ust .e inclu%e% in or%er to ha'e
success. After the a,e of a.out 15 / this &oney %ri'en i%ea of school increases in the 6&e%ia7
.The &e%ia in part .ein, co&ple0 social assu&ptions an% the outlets of t' / political
characters etc . )oney in our society is a &a5or si,n of success. ;chool an% the &e%ia stress
that if you %on-t ,o to school you +ont .e successful. Therefor school says
successG&oneyGlearnin,/ they are all interconnecte% .The senti&ents of reality slo+ly
&orphs into this ne+ an% fearful 'ie+ of reality/ a+ay fro& the starry eye% i%eals of our youth.
=hether they &a#e a co&plete .ri%,e in their actions an% sentences to the t+o is
irrele'ant. ;ociety-s 7status 2uo7 has alrea%y spelle% it out in our hea%s. An% they are ,uilty of
perpetuatin, that incomplete status 2uo. There see&s to e0ist a t+o si%e% i%eal +here .efore
a certain a,e the i%ea is that you-ll .e si&ply happier +ith infor&ation *n your hea%/ an% this
relates in us a %eep sense of our hu&an %estiny. This i%ea slo+ly chan,es until the root
cause of all infor&ation ,atherin, shoul% .e for +ealth/ as the nee% for &oney increases. *
ha'e personally +itnesse% this chan,e.
def status 3uo$The e0istin, con%ition or state of affairs
#he beginnings of university4s and schools in general
The follo+in, are e0cerpts fro& the +or# of the ,reat econo&ist A%a& ;&ith in his .oo#
The =ealth Of 8ations. He tal#e% a.out ho+ uni'ersity +ere starte%/+here they ,ot there
.e,innin,s/ an% ho+ they re'ol'e% aroun% the control of &onopoly in .i, .usinesses an% of
settin, the 5o. &ar#et/ there.y %estroyin, or puttin, li&its on the potential econo&ic ,ro+th
an% career choices of stu%ents. 1ou &ay say ;&iths i%eas are out%ate%. 8ot so/ they are as
rele'ant to%ay in &ost cases as they +ere then. Only the out+ar% appearances ha'e
chan,e% o'er the years.
.#he "olicy of *uro"e occasions a very im"ortant ine3uality in the whole of the
advantages and disadvantages of the different em"loyments of labor and stock by
refraining the com"etition in some em"loyments to a smaller number than might
otherwise be dis"osed to enter into the trade #he limitation of the number of
a""rentice restrains it directly a long term of a""renticeshi" restrains it more
indirectly but as effectually by increasing the e5"ense of education678in Sheffield no
master butler can have more than one a""rentice at a time by a bye law of the
cor"oration who shall sue in any court of record698
*n the first e0a&ple +e see s&ith sayin, that the +or#s of a particular tra%e are so&eti&e
restraine% .y the price of that e%ucation. =e see this in hi,her e%ucation +here the cost of a
%e,ree is relate% to 5o. earnin,s an% status. This has the effect of lo+erin, the a&ount of
+or#ers a.le to enter those particular fiel%s/ an% therefor the .usinesses are a.le to control
the cost of +a,es an% the profit fro& pro%ucts they &a#e .y %estroyin, co&petition in those
tra%es. They create a controlle% econo&y. An% in the secon% instance he says that the
.usinesses &a%e a la+ of this that can .e enforce%.
. It has been ad:udged! for e5am"le! that a coachmaker can neither himself
make nor em"loy :ourneymen to make his coach-wheels! but must buy them of a
master wheel-wright; this latter trade having been e5ercised in *ngland before
the 5th of *li<abeth But a wheelwright! though he has never served an
a""renticeshi" to a coachmaker! may either himself make or em"loy
:ourneyman to make coaches; the trade of a coachmaker not being within the
statute! because not e5ercised in *ngland at the time when it was made/

6Both these regulations! though they have been confirmed by a "ublic law of
the kingdom! are evidently dictated by the same cor"oration s"irit which
enacted the bye-law of Sheffield #he silk weavers in London had scarce been
incor"orated a year when they enacted a bye-law restraining any master from
having more than two a""rentices at a time .
The co&pany itself in%irectly or %irectly create% the la+ for &onopoly *n the ,o'ern&ent.
.Seven years seem anciently to have been! all over *uro"e! the usual term
established for the duration of a""renticeshi"s in the greater "art of
incor"orated trades ,ll such incor"oration4s were anciently called universities!
which indeed is the "ro"er Latin name for any incor"oration whatever #he
university of smiths! the university of tailors! etc! are e5"ressions which we
commonly meet with in the old charters of ancient towns 0hen those "articular
incor"oration4s which are now "eculiarly called universities were first
established! the term of years which it was necessary to study! in order to obtain
the degree of master of arts! a""ears evidently to have been co"ied from the
terms of a""renticeshi" in common trades678! of which the incor"oration4s were
much more ancient ,s to have wrought seven years under a master "ro"erly
3ualified was necessary in order to entitle any "erson to become a master! and
to have himself a""renticed in a common trade; so to have studied seven years
under a master "ro"erly 3ualified was necessary to entitle him to become a
master! teacher! or doctor 6words anciently synonymous8 in the liberal arts! and
to have scholars or a""rentices 6words likewise originally synonymous8 to
study under him/
*n the first +e see the ori,ins of the 6&o%ern7 usa,e of the ter& uni'ersity. 1ou &ay ar,ue
that to%ays uni'ersity are %ifferent than these apprenticeships /.ut they are the sa&e. =hat
%o you thin# uni'ersity-s &a#eD they teach stu%ents/ apprentices/ in or%er that they can ,o off
to a career/ tra%e. The fact that a tra%e &ay .e &ore la.orious of the &uscles is i&&aterial
/the effect of the schools are the sa&e. :i#e+ise/the uni'ersity-s of to%ay ha'e create% the set
nu&.er of years of 6apprenticeship7 un%er there instruction.
.In Scotland there is no general law which regulates universally the duration of
a""renticeshi"s #he term is different in different cor"orations 0here it is long! a "art
of it may generally be redeemed by "aying a small fine In most towns too a very small
fine is sufficient to "urchase the freedom of any cor"oration #he weavers of linen and
hem"en cloth! the "rinci"al manufactures of the country! as well as all other artificers
subservient to them! wheel-makers! reel-makers! =c may e5ercise their trades in any
town cor"orate without "aying any fine In all towns cor"orate all "ersons are free to
sell butcher>s-meat u"on any lawful day of the week #hree years is in Scotland a
common term of a""renticeshi"! even in some very nice trades; and in general I know
of no country in *uro"e in which cor"oration laws are so little o""ressive/
.#o :udge whether he is fit to be em"loyed! may surely be trusted to the discretion of
the em"loyers whose interest it so much concerns #he affected an5iety of the law-
giver lest they should em"loy an im"ro"er "erson! is evidently as im"ertinent as it is
o""ressive/
Here ;&ith ,i'es the real lo,ic/ that there nee% not .e apprenticeships ie %e,rees an% that
it actually oppressi'e. *t is the interest of the e&ployer to %eci%e these thin,s/ a %e,ree &ay
.e satisfactory/.ut it is not necessary. 1ou &ay say that you nee% to ,o to colle,e or schools
in ,eneral in or%er to ,et #no+le%,e an% e0perience to %o the +or#/ .ut * +ill e0plain +hy this
is not so/ in %etail later. *t is oppressi'e that a person shoul% .e &a%e to spen% so lon, un%er
trainin, in schools.
.#he institution of long a""renticeshi"s can give no security that insufficient
workmanshi" shall not fre3uently be e5"osed to "ublic sale 0hen this is done it is
generally the effect of fraud! and not of inability; and the longest a""renticeshi" can
give no security against fraud ?uite different regulations are necessary to "revent this
abuse #he sterling mark u"on "late! and the stam"s u"on linen and woollen cloth!
give the "urchaser much greater security than any statute of a""renticeshi" He
generally looks at these! but never thinks it worth while to en3uirer whether the
workman had served a seven years a""renticeshi" 678/
He says here that a len,th of apprenticeship +ill not assure any security that coul% not .e
ha% .y a si&ple 'ie+in, of the +or# pro%uce% .y the person. *f * +as hire% as a la+ye/r if * %i%
not %o +ell then * coul% easily .e fire% an% no one +oul% .e the lesser. E0cept of course the
stu%ent +ho has spent a hun%re% thousan% on a %e,ree +hich .enefits the profita.le
uni'ersity. An% the reason for that is in%irectly ,i'en .y A%a& +hen spea#in, a.out ho+ the
corporations the&sel'es +ere the one +ho &a%e these la+s to ha'e apprentices in or%er to
e0tract ,reater profit. 1ou &ay ar,ue that its not corporations +hich ha'e %ri'en the
necessity of %e,rees/ .ut it is an% * +ill e0plain that further in %etail latter. As he
says in the last sentence/ the .uyer %oesn-t care if the +or#er has spent E years at a
uni'ersity .All they care a.out is +eather the 5o. is %one +ell.
.#he institution of long a""renticeshi"s has no tendency to form young "eo"le to
industry , :ourneyman who works by the "iece is likely to be industrious! because he
derives a benefit from every e5ertion of his industry ,n a""rentice is likely to be idle!
and almost always is so! because he has no immediate interest to be otherwise In the
inferior em"loyments! the sweets of labour consist altogether in the recom"ense of
labour #hey who are soonest in a condition to en:oy the sweets of it! are likely soonest
to conceive a relish for it! and to ac3uire the early habit of industry , young man
naturally conceives an aversion to labour! when for a long time he receives no benefit
from it #he boys who are "ut out a""rentices from "ublic charities are generally
bound for more than the usual number of years! and they generally turn out very idle
and worthless/
*t is clear here that those +ho ,o to school for a lon, ti&e en% up .eco&in, i%le .ecause
they see not the effects of there +or#. =e see this lac# of personal interest that stu%ents ha'e
in school/ they %o not see the fruits of their la.or or their o+n interests at all an% are useless
after lea'in,. They %eri'e neither &oney nor rarely ,et the feelin, of personal
acco&plish&ent of their o+n thou,hts put into action.
.Long a""renticeshi"s are altogether unnecessary #he arts! which are much su"erior
to common trades! such as those of making clocks and watches! contain no such
mystery as to re3uire a long course of instruction @ But when both have been fairly
invented and are well understood! to e5"lain to any young man! in the com"letest
manner! how to a""ly the instruments and how to construct the machines! cannot well
re3uire more than the lessons of a few weeksA "erha"s those of a few days might be
sufficient In the common mechanic trades! those of a few days might certainly be
sufficient 678 #he de5terity of hand! indeed! even in common trades! cannot be
ac3uired without much "ractice and e5"erience But a young man would "ractise with
much more diligence and attention! if from the beginning he wrought as a :ourneyman!
being "aid in "ro"ortion to the little work which he could e5ecute! and "aying in his
turn for the materials which he might sometimes s"oil through awkwardness and
ine5"erience698 His education would generally in this way be more effectual! and
always less tedious and e5"ensive6B8 #he master! indeed! would be a loser He would
lose all the wages of the a""rentice! which he now saves! for seven years together6C8
In the end! "erha"s! the a""rentice himself would be a loser In a trade so easily learnt
he would have more com"etitors! and his wages! when he came to be a com"lete
workman! would be much less than at "resent658 #he same increase of com"etition
would reduce the "rofits of the masters as well as the wages of the workmen #he
trades! the crafts! the mysteries!would all be losers But the "ublic would be a gainer!
the work of all artificers coming in this way much chea"er to market .
*n the first instance hes sayin, that &ost tra%es 3ie careers4 coul% .e learne% in a fe+
+ee#s or e'en &onths in e'en the &ore co&ple0 areas. An% hes ri,ht /II percent of +hat is
6learne%7 in school is pure fluff +hich is not ,oin, to .e use%. 1our payin, for thin,s +hich are
not of use to the stu%ent . But as he sai% they are useful to those that run the colle,es an%
.enefits the corporations an% %ifferent tra%es for they ,ain the &oney in %irect proportion to
the ti&e spent in class. The +or# %one in ,ra%e schools are not e'en +orth the &ention/ for
they teach nothin, of si,nificant 'alue to the stu%ents intentions. =hats nee%e% for a tra%e is
usually learne% in 2J of colle,es curriculu& /e'erythin, else +ill .e for,otten/ scrappe%.
*n the secon% hes says that the learnin, +oul% .e .etter .ecause the stu%ent has a
sooner 'este% interest/ a,ain he is ri,ht .People +or# har%er an% .etter +hen there payoff is
&uch sooner than &uch later. After a ti&e they loose interest an% or .eco&e hopeless in their
lon, +in%e% pursuits lea%in, to &ore failures. A,ain it is the lo'e of &oney +hich %estroys
rather that cultures the success of the stu%ents.
*n the thir%/ school +oul% .e less te%ious an% &uch less e0pensi'e /a,ain in the fa'or of
the stu%ent .ut not in the fa'or of the .usinesses .<orth/ the &aster +oul% .e the loser
.ecause hes coul% not &a#e all the &oney for the se'en years of la.or. He e'en says that the
apprentice &ay .e the loser .ecause there +oul% .e &ore co&petitors +hich +oul% %ri'e
%o+n +a,es. Ho+e'er the pu.lic/ the consu&ers +oul% .enefit. 1ou +ill see &ore an% &ore
as * ,o on that the .enefits for the upper classes/ the co&pany o+ners/the capitalists/ are the
ones +ho pre%o&inately .enefit in all thin,s at the e0pense of the lo+er classes/ the +or#in,
class.
If it is the greatest benefit to! end! and gift to a student that there career would
be inline with that which they fancy #hen why should it not be that there
schooling would not tend directly to this endD ,nd therefore be com"osed of
there own interests in the curriculum $o e5cuses can retract this fact

*t +ill occur to so&e / an% they &ay say 7 .ut thats the +ay it is /so +hat 7 they say that
the e0ploitation of the &ar#et is o#. The e0ploitation of people is o#. They %o not use these
+or%s for it +oul% color the& as .a%/ .ut this is +hat the en% result are. * ha'e personalty
tal#e% +ith a school representati'e/ fro& uni'ersity of phoeni0/ +ho sai% the sa&e +or%s.
1ou +ill see &uch in this +or# that relates to e0ploitation. =hile e0ploitation has al+ays .een
aroun%/ it is al+ays .een a ,roup +ho .enefit fat the e0pense of others. An% they %o thin,s in
or%er to ha'e an a%'anta,e. But youll ha'e to as# yourself. *f it is ri,ht to e0ploit fro&
another/ then +hat &oral ri,ht has o+n to ha'e their property protecte%D =hat ri,hts are
there that allo+ the oppression of one ,roup of people. *f e0ploitation is o# /then +hat &oral
society %o +e ha'eD *f all is e0ploitation of another/ then it +oul% .e 5ust an% protecte% .y la+
that the lo+est classes of people/the ol%/the %o+ntro%%en/the &inorities/the chil%ren +oul% all
.e fair ,a&e for e0ploitation.
But all these peoples ar,u&ents only fuel the ar,u&ent +hich i ,i'e. If you want a great
education! leave school
* +ant to &a#e it perfectly clear/ that capitalis& has %one a lot of ,oo%. But you the
rea%er &ay not un%erstan%/un%er +hat con%itions such ,oo% has .een ha%. An% you nee% to
#no+ /as A%a& s&ith pointe% out that capitalis& has no 7soul7. it is co&pletely in%ifferent to
the nee%y?poor. li#e a plant see#s li,ht/ the &oney see#s &ore &oney .An% .ehin% it all are
the people +ho see not the faces of people .ut the faces of currency an% there +hole lifes are
.ent to+ar% that li,ht of +ealth. This state&ent +ill see& out of place .ut .y the en% of this
+or# you +ill see ho+ school perfectly fits in +ith this.
)rederic $iet<sche>s the 0ill to (ower
#hey cannot abide
8iet>scheKs the =ill to Po+er is an i&portant philosophical i%ea to this +or#. =hen rea%in,
this #eep these i%eas in &in%. <re%eric# 8iet>sche +as a ,er&an philosopher of the 1I
th

century.
The +ill to po+er %escri.es +hat 8iet>sche &ay ha'e .elie'e% to .e the &ain
%ri'in, force in hu&ans$ achie'e&ent/ a&.ition/ the stri'in, to reach the hi,hest
possi.le position in lifeL these are all &anifestations of the +ill to po+er.
., "sychological "resu""osition of $iet<sche>s is that humans are always
attem"ting to inflict their wills u"on others *very action toward another
individual stems from a dee"-down desire to bring that "erson under one>s
"ower in one way or another #his "resu""osition entails that all human beings
are ultimately and e5clusively egoistic by nature Growth! self-"reservation!
domination! and u"ward mobility are some of the basic elements of this will!
which everything in the world e5hibits! according to $iet<sche .#ravis E
'enneson
#hey must meddle with everything! they must fiddle with
everything
0ill to "ower and state governmentFschool government
.States act in ways toward each other for which individuals do not have the strength or
courage! because states do not feel res"onsible for their actions as do individuals #he
e5ternal behavior of the state is that of con3uest and war! acting in accordance with
the will to "ower #he state is able to engage in this behavior by dividing u" the labor
and e5ecutive "owers among its individuals! so that no one individual can feel as
though one bears significant res"onsibility for the state>s actions the state su""resses
the natural! violent instincts of the individual to ac3uire "ower in an effort to kee" one
at the level of the herd/#ravis E 'enneson

The ,o'ern&ent has &anifeste% itself o'er the ,reater population an% &e%%le% +ith as
&uch affairs as they can possi.ly %o or ,et a+ay +ith. The chil%ren are the easiest tar,et of
this control. They cannot stan% to not i&pose the&sel'es on the stu%ents. They sha#e +ith
hurrie% an0iety an% fear /the chil%ren &ust .e learnin, @ they &ust .e %oin, e'erythin, +e say
an% to the letter@ They &ust not fall outsi%e of our .oun%s@
The state ,o'ern&ent is si&ply a lar,er 'ersion of the school ,o'ern&ent. One can fro& a
si&ple analysis see that the hierarchy of the t+o are 'ery si&ilar/ An% as * +ill %el'e into
further/ share the sa&e functions in control an% capitalist e0ploitation.
=e can see fro& this +ay of thin#in,/ that the state %esires to #eep stu%ents to the le'el of
the her% an% not rise a.o'e. This is easily acco&plishe% .y #eepin, stu%ents un%er the sa&e
set stan%ar%s an% no stu%ent is allo+e% to either fall .ehin% nor ,o ahea%. They ha'e
%e&an%e% that +e all +al# in loc# step. They %o this not for the .enefit of the stu%ents/
thou,h they &ay ,i'e e&pty rhetoric to the contrary/ .ut act in accor%ance +ith the
%o&ination of their o+n +ill to po+ers/ .y controllin, the stu%ents they control those +ho ,et
ahea% on a lar,er scale. They control the outco&es. They tal# s+eetly a.out ta#in, a+ay
fro& one stu%ents a%'anta,e so to &a#e all e2ual. The e,alitarian i%eal. That e2uality is .est.
But no one is e2ual. *f one stu%ent can affor% a laptop/.ut cannot .rin, it to school to use then
that is seen as $unfair7.=hat is in fact ,oin, on is the school sees the stu%ent ,ettin,
ahea%/the school &ust .e %o&inant in i&posin, .ecause i&posin, is the hi,her act of the +ill
to po+er. They &ust .e the i&poser an% not the i&pose%. *n a sense/ the stu%ent &ust not .e
allo+e% to co&e into co&petition +ith the school. *f the stu%ent ,ets ahea% in the ,ra%in,
&an%ate%/it is only un%er the strict control of the school. This is pro'en .y the school rules for
hi,her perfor&in, stu%ents. They &ust &eet strict stan%ar%s in or%er to .e 6a%'ance%7.All
stu%ents are not allo+e% to perfor& +or# +hich falls outsi%e the strictly %esi,ne% curriculu&.
An% all +or# that is not ,ra%e% is seen as +asteful. * ha'e personally tal#e% to a %istrict school
.oar% &e&.er that sai% this.
The &aterials/ ener,y/ thou,hts of the stu%ents are un%er %irect control an% scrutiny fro&
school ,o'ern&ent an% this is acco&plishe% .y their authority an% a.ility to lay punish&ent.
The state in the e%ucation ,o'ern&ent %oes not feel the ne,ati'e effects the pu.lic school or
colle,e has on in%i'i%uals .ecause there la.or is %i'i%e% so that no one ta#es responsi.ility
an% therefore there is no sha&e or ,uilt. An% this is +hy ,o'ern&ent is ne,ati'e at any le'el.
They are a.le to fulfill their ille,iti&ate control +ithout re&orse or ,uilt.
The le'el of their po+er trip is hi,h/ an% any person in po+er is un%er the s+ay of this
se%uction. E'en the &ost innocent an% &ee# of heart ha'e a +ill to po+er an% are un%er the
sa&e se%uction. *t is li#e the rin, of po+er fro& the lor% of the rin,s/ an% surely +ill corrupt all
+ho +ear it. Only those +ho are si&ple an% pure can carry it/ an% as the &o'ie ,oes/ e'en
that person can only %o so for so lon,.
But as 8iet>sche says further / the +ill to po+er is natural an% ,oo% . *n fact he says that
those +ho are respecti'e of others +ills an% are of a ,oo% an% happy nature are the people of
the ,reatest +ill to po+ers. He says that those +ho use it to %o&inate o'er others in spite of
reason an% lo,ic are the +ea#/ an% they are afrai% of their o+n ;la'e!souls. The +ill to po+er
has/ as a part of oursel'es /create% this a%'ance% society that +e ha'e to%ay. But the state
has a +ay of protectin, itself a,ainst un%er&inin,/ e'en if a ,reat &a5ority of those in the
state &ay .e of a ,oo% +ill to po+er. An% this is the result of the .lin% o.e%ience to authority/
of the nee% an% fear of loss of a paychec#/ of the +ritten %ocu&ents of the past. *n other
+or%s/ of the repression of free thou,ht.
This free thou,ht is hate%/ .ecause it ,i'es the person a fearlessness an% a lac# of ,uilt
+hich &a#es the person painless/ they cannot .e repri&an%e% or punishe% .ecause the
punish&ent no lon,er has a reaction. An% the +ill to po+er /of those +ho +ant control o'er
the person of free thou,ht/ is un%er threat.
.#hus! the innocence to becoming is the idea that all e5istence is innocent #o
hold someone or something res"onsible for one>s ha""en-to-be condition is
merely to make sour gra"es out of those who find themselves in more favorable
circumstances #hus! actions which stem from a healthy 6not revengeful or out
of resentment8 e5ertion of one>s will to "ower must be regarded as innocent! in
that they are actions that are in accordance with one>s true instincts/ $iet<sche

*f they +oul% lea'e the stu%ents alone they +oul% not only .e happier .ut alot &ore
intelli,ent. * +ill co'er this &ore latter. Therefor the +ill to po+er of the ,o'ern&ent school is
ille,iti&ate.
0ill to "ower and "arents
The +ill to po+er is not of course re&o'e% fro& parents an% they are &any ti&es the &ost
repressi'e of all. They i&pose so &any of their o+n i%eals/ their o+n .iases /there o+n
thou,hts an% feelin,s %irectly or in%irectly to the youn, stu%ent. The parents co&plain that the
stu%ents are not .ein, tau,ht the thin,s that they +ant there #i%s to #no+/ the 'alues an%
infor&ation they +ant tau,ht/ this is hypocritical .
The parents %o not +ant to .e tol% +hat to thin#/ .ut they i&pose their i%eas/ their +ill to
po+er on their chil%ren. A,ain this is in accor%ance +ith a person +antin, to ha'e control o'er
others .ut not .e controlle%. A,ain +hether or not this .e ri,ht or +ron, is not the point.
Ho+e'er * +ill say no+ that the %an,er an% ,i'in, of &isinfor&ation to the chil% is so ,reat
that it +oul% pro.a.ly .e .est if the chil% +as left to fin% their o+n i%eas .y stu%yin, thin,s
the&sel'es. An% it is this free%o& of thou,ht +hich * a& pro&otin, here as a cure for this
school syste&. it is this +ill to po+er +hich has cause% the unhappiness of ,enerations of
people. =hen a person is not free to choose +ho they the&sel'es are to .e / then they are
al+ays un%er the sha%o+ of appro'al an% therefore un%er the %eathly +hi&s of their o+n
happiness or sa%ness .y the appro'al or %isappro'al of other people. People cannot chan,e
other people/ they can only chan,e the&sel'es /one &ust .e an in%i'i%ual person a+ay fro&
the control of other people in or%er to .e 6self! ,roun%e%7 +hich ,i'es happiness.
*f a person relys upon the influence of another to ,ain their o+n happiness/then they ris# self
alienation an% in an e0tre&e cases/ suici%e . )any a poor +o&en ha'e ,i'en there hearts
an% &in%s to &en +ho .eat an% a.use the&/ an% e'en feel the &en are 5ustifie% in %oin, it.
An% here +e ha'e the folly of the youn, stu%ents/ +ho puts there entire li'es future in the
han%s of the school 6authorities7/an% also into the parents/ +ithout the sli,htest hesitation
/+ithout any real fou,ht re.ellion. They place there feelin, of failure an% success/ on the
outco&es of tests +hich &ean nothin,. <ree%o& of thou,ht is the essence of hu&ans an% of
thin#in,.
=hen these stu%ents cease to thin# for the&sel'es only e&ulates/they %o not thin#. They
ha'e no ,reat stren,th/ no ,reat confi%ence/ they .eco&e &un%ane/ slothful an% this is +hy
school fails to acco&plish its so calle% ai&. These ai&s are not the actual ai&s as * +ill point
out an% ha'e alrea%y pointe% out. But that is not to say there is not a altruistic &ission
state&ent to the schools/ ho+e'er +hat people %o an% +hat people say are usually to 'ery
%ifferent thin,s. )any %ont e'en #no+ +hat is ri,ht to %o/ %ont care or are un%er the authority
of so&eone else. An% you &ust 5u%,e people .y +hat they %o .ecause that is +hat &a#es us
6real7.These altruistic notions are not as * +ill point out /the %ri'in, force an% reason of the
school syste&. *t is &oney/ an% * +ill point out ho+ this cannot create a ,reat school or ,reat
stu%ents.
E0ploitation is a &anifestation of the +ill to po+er. in this case the control o'er the stu%ents is
e0ploitation for the .enefit of the ille,iti&ate pleasure of the +ill of other people +ho are in a
position to .e %o&inant.
.,ll greatness of character is de"endent on individuality #he man who has no other
e5istence than that which he "artakes in common with all around him! will never have
any other than an e5istence of mediocrity/ Eames coo"er
Standardi<ed #esting is arbitrary
*f so&eone teste% you on e'erythin, in your life/first it +oul% an,er you/ an% secon% it really
+oul%n-t &a#e &uch of a %ifference in .etterin, the outco&e. =hen stu%ents are teste% on
e'erythin, they %o/+hich they are in ,eneral / then it .eco&es tirin,. it .eco&es annoyin, to
al+ays .e un%er the ,un of so&eone stan%in, there o'er you &etaphorically. countin, your
&o'e&ents/ ,ra%in, your actions. =hat a tyrannical an% %etesta.le thin, it is those teachers.
it is no +on%er they are a'oi%e% an% hate% 3in ,eneral4 an% ha'e .een since there in'ention@

*f * %o so&ethin, then * %o it to the a.ilities +hich is set forth upon it. 8either ,ra%in, &e
%oes nothin, if * %o not ha'e a +ill to .etter &yself at it. Therefore the ,ra%in, .eco&es a
superfluous thin,/ ar.itrary. The real reason for ,ra%in, then sho+s itself in the lo,ic. That is
for the psycholo,ical fear +hich is to .e the fire un%er +hich stu%ents roast. *t is one thin, to
,i'e a person ,oo% a%'ice on ho+ they can i&pro'e/it is 2uite another to point out a persons
failure an% create a fear of failin,. Those that create% the syste& no 'ery +ell that ,ra%in,
%oes not &a#e a stu%ent .etter/other than that coercion +hich turns the& into fee.le/o.e%ient
sla'es. +hich is +hat they +ant.
<inlan%Ks school syste& is one of the top ran#in, school syste&s in the +orl%s. Csualy first
or in the top 3. One thin, that %istin,uishe% it fro& other country-s is that there is no stu%ent
.ase% outco&es/&enacin, there are no ,ra%es. The stu%ents are perio%ical teste% only to
see ho+ they are ran#in, .*n the tal#s a.out school refor& +hich ha'e .een ,oin, aroun%/.ut
ne'er really i&ple&ente%/there is tal# a.out <inlan% an% &ay.e +e shoul% a%opt there
syste&. There is a peculiar lac# of attention pai% /in the &ainstrea& &e%ia/ to the lac# of
stu%ent .ase% outco&es. They focus on the teachers en% of thin,s/+hich is suspect is a
&o'e to ,ather pu.lic opinion in fa'or of re&o'in, the teachers union. =hich capitalists lo'e
to %o so &uch.
#his review is fromA #he Schools 0e $eedA ,nd 0hy 0e 'on>t Have #hem 6(a"erback8
.His book makes a strong argument for classical education where content knowledge
from core courses like *nglish! math! science and history is em"hasi<ed! rather than
modern educators> bloated rhetoric of Glearning about learningG or teaching Gcritical
thinking skillsG when students don>t have enough facts to think clearly about anything
It is a fact that "ublic school students who are taught using classical rather than
modernist teaching strategies "erform better on standardi<ed tests .

.taught using classical rather than modernist teaching strategies "erform better on
standardi<ed tests/
;O =HAT@ ;o +hat if they %o .etter on stan%ar%i>e% testin,/ if that stan%ar%i>e% testin,
%oes not %irectly .enefit the stu%ent an% in a :OG*AA: +ay then it is nothin,. An% * +ill pro'e
this as +e ,o on. There is no correlation .et+een stan%ar%i>e% testin, an% actual .eneficial
trainin,. This is part of the circular lo,ic of the +ay school +or#s. =e as# +hy %o +e nee% to
learn these thin,s an% ta#e these testsD they say .ecause colle,e re2uires the& 7 an% +e say
+hy %oes colle,e re2uire the&D they say 7.ecause you nee% to ,et a %e,ree to ,et a career7
an% +e say +hy %oes that 5o. re2uire those thin,s /an% heres +here thin,s ,et real 6&i0e%7.
They say so&eti&es. 6+ell co&panies +ant people +ho #no+ these thin,s .ecause it pro'es
they can carry on lon, +or#7. But coul%n-t you %o so&ethin, else li#e %i, a %itch to pro'e you
coul% %o +or#. Or %o so&ethin, that is rele'ant to the tra%e your ,oin, to %o. An% all of this is
of course %epen%ent on +hat the actual co&panies ha'e to say a.out this so calle% 'irtue.
*f you as# these people +here they ,et there on for&ation fro& they +ill try an% &o'e
aroun% the con'ersion/ i #no+ .ecause i'e ha% %iscussions +ith people in e%ucation/ they
ha'e none. =hat they %o is ta#e so&ethin, +hich his pre%o&inant in life an% use there
reason to fi,ure out a reason for +hy thin,s are the +ay they are. They +ill a%&it /if you press
the&/an% .oy %o you ha'e to pres the&/ that they ha'e no e'i%ence that .ac#s there reason
for it..
*t is 'ery con'enient for .oth the ,ra%e schools an% the colle,es that the one propa,an%a
.enefits the other. *n ,ra%e school /the propa,an%a is to ,et #i%s to %o +ell so they can
succee% in colle,e/ the colle,e .eco&es the 'a,ue future institution./an% colle,e is all to
ea,er /as a natural .enefactor / to perpetuate this feelin, an% propriety. Aolle,e is &ore than
+illin, to further the a,en%a of the lo+er schools/for hi,her e%ucation re2uires the attain&ent
first of ,ra%e le'el success. <or they &ust ha'e so&ethin, to sell you +hich you %i% not ha'e
access to in ,ra%e school.
.'o tests reflect current knowledge about how students learnD $ot at all 0hile our
understanding of the brain and how "eo"le learn and think has "rogressed
enormously! standardi<ed tests have remained the same #est makers still assume that
knowledge can be broken into se"arate bits and that "eo"le learn by absorbing these
individual "arts #oday! cognitive and develo"mental "sychologists understand that
knowledge is not se"arable bits and that "eo"le 6including children8 learn by
connecting what they already know with what they are trying to learn If they cannot
actively make meaning out of what they are doing! they do not learn or
remember/=hatKs =ron, =ith ;tan%ar%i>e% TestsD
http$??+++.fairtest.or,?+hats!+ron,!stan%ar%i>e%!tests
An% e'en if they %o say stan%ar%i>e% testin, is ,oo%. it still %oes not ne,ate the lo,ical
fallacies inherent in the ar,u&ents of schools as * 5ust e0a&ine%. * +ant to #no+ ho+ A$
%oin, ,oo% on a science fair pro5ect e2uals B$ li'in, a ,oo% life?&a#in, ,oo% &oney. The
rea%er +ill of course 5u&p to the conclusion that .y %oin, si&ple +or# no+ they lea% up to
%oin, ,reater +or# latter/ .ut *ts not all si&ple an% clean as this appears to .e. Doin, si&ple
+or# no+ in or%er to increase/ %oes not ne,ate the fact of the %esire% en%. *t %oes not ne,ate
the pro.le&s +ith the &etho%s of teachin, itself. By controllin, the &eans of school
pro%uction/ they .rin, e'eryone %o+n to the sa&e &e%iocrity.
Ignoring the students
The school refor& &e%ia is al&ost al+ays co&pletely lac#in, in any stu%ent fee%.ac#. The
stu%ents are treate% li#e so&e un#no+n su.stance to .e peere% at an% pro%%e% +ith outsi%e
sti&uli to ,ain a %esire% reaction. The stu%ents the&sel'es are treate% in%ifferently as hu&an
.ein,s. * you rea% the refor& &e%ia you coul% 5ust as +ell replace the ter& stu%ent +ith
ca..a,e an% you +oul%n-t see a %ifference in the opinion ,i'en .y the &e%ia +riters.
Because 6they7 #no+ that if they %i% ,et stu%ent fee%.ac# they +oul% tell you precisely +hat is
+ron, +ith school an% +hat it +oul% ta#e to &a#e the& .etter an% that +oul% .e in %irect
opposition to +hat 7 they7 +ant/ so they %ont print it. Also if you loo# at stu%ies %one to see
+hat +or#s an% +hat %oesn-t in school classroo&s you +ill see a lot of %ata .ut no reasons to
.ac# it up .<or one those reasons +oul% .e co&&onsense an% t+o they +oul% in'ol'e actual
opinions/spea#in, fro& the stu%ents. They also %o not print this.

Of course in any 6refor&s7 %one to the school syste&/ the stu%ents are ne'er .enefite% .y
anythin,/ they are ne'er as#e% +hy they aren-t %oin, to ,oo%. *n all the 6refor&s7 that i'e
seen/ 9ace to the top/ no chil% left .ehin%/charter schools / not e'en once %i% * see any
e'i%ence of chan,es &a%e .ase% on the input of the stu%ents. *& sure they as#e% the
stu%ents +hat +oul% help the& /.ut they %i%n-t li#e the ans+ers so you %on-t here a.out those
little facts. Because they say the sa&e solutions that * ,i'e here/ an% those solutions &ean
that there sic# t+iste% oppression +oul% co&e to an en%.
9efor&ers also ha'e nothin, to &a#e of real refor&. All refor& of allo+in, stu%ent &ore
free%o& is &atche% .y ,reater control o'er the&. A,ain the curriculu&/ the testin,/all
increases. The syste& .eco&es &ore confuse% in the process/all %e&an%in, &ore &oney to
.e spen% on a%&inistration. They &ust ha'e a.solute o'ersi,ht o'er e'erythin,/
Sim"le *conomic )acts

*t is a fact that the +orl% re2uires &any %ifferent types of la.our. *ts calle% %i'isions of
la.our. *t is this %i'ision +hich has allo+e% &an#in% to .e so &uch &ore efficient an%
pro%ucti'e than people +ho are 5ac#s of all tra%es. 1ou cannot ha'e a .unch of scientists an%
no 5anitors. 1ou cant ha'e all la+yers an% no hair %ressers/ all of the& are nee%e%. But the
+or% * shoul% use is/ in %e&an%. 1ou see la.or/ +hether intellectual or physical/ is %epen%ent
on the %e&an% for that particular piece of la.or. *f the %e&an% fro& society is 'ery hi,h/ if
people are +illin, to pay for it &ore /usually not often / then the %e&an% is sai% to .e hi,her/
an% the +a,es that the person +ho %oes that +or# is usually a.o'e a'era,e/ e'erythin, else
.ein, e2ual. But the other ele&ent +hich is critical to this pay is supply. *f there is a ,reat
supply of a piece of la.or / then it usually loses its 'alue/ the +a,es earne%. *f there +ere lots
an% lots of che&ical en,ineers then the %e&an% +oul% ,o %o+n .ecause there +oul% .e a
,reater nu&.er of people +ho coul% %o the la.or. Then the +a,es +oul% ,o %o+n.
Aon'ersely if there +ere 'ery fe+ plu&.ers/ there +oul% .e a a ,reater %e&an% for the& /
an% therefore usually ,reater +a,es ,i'en to the plu&.er. *t is 'ery possi.le for a plu&.er to
&a#e &ore &oney than a che&ical en,ineer.
8ot e'eryone +ill .e a.le to ,et a lo+ la.or hi,h payin, intellectual 5o.. Then one of the
assumed/ suppose% &issions of school is co&pletely ta#en out +hen +e see that not
e'ery.o%y +ho ,oes to school +ill .e a.le to li'e co&forta.ly or e'en out of po'erty. *t
.eco&es a race to the top . But a race .ase% on rules +hich they the&sel'es ha'e create%.
rules +hich are illo,ical to .e,in +ith . They are ar.itrary /%esi,ne% to .rin, e'eryone %o+n to
the her% le'el of &e%iocrity. *t is here that the i%ea of social efficiency has co&e into the
picture of the %esi,n of school.
Social *fficiency
;ocial efficiency e%ucators such as theorists 9oss/ Bo..itt/ Gil.reth/ Taylor/ an%
Thorn%i#e +ere ai&in, to %esi,n a curriculu& that +oul% opti&i>e the 6social utility7 of each
in%i'i%ual in a society. By usin, e%ucation as an efficiency tool/ these theorists .elie'e% that
society coul% .e controlle%. =hat they %ont tell you in =i#ipe%ia or any other &ainstrea&
source is the unco&forta.le an% %u.ious i%ea that so &any +ell off an% po+erful people #eep
in &in% is thus. That the lo+er classes are .oun% to stay in their classes an% not rise a.o'e
.ecause of socioecono&ic reasons. Therefore /si&ply put/ it is a +aste of ti&e an% resources
to train the& to thin# critically. This +as *5"licitly state% .y people li#e Victor Aousin the
french &inister of e%ucation. This +as /of course/ %urin, a ti&e +hen the politically correct
notion of e2ual in%i'i%uals ha not .een pre'alent li#e it is to%ay. They +ere afrai% that too
s&art a people +oul% cause restlessness .ecause they ha% a .unch of #no+le%,e .ut coul%
ne'er rise up in the +orl%/ The reason for that .ein, &ostly .ecause of the oppressi'e forces
of the upper classes thre+ &onopoly of ,o'ern&ent/ e0ploitation etc..
.Its a conscience attem"t to create these "roblems/
. If a conse3uence is com"letely "redictable to a sane "erson! thats evidence for intent
$oam 1homsky
let us say that there +as a hu,e increase in the %e&an% for la.or for &inin, sil'er in Alas#a.
:et us say that there +as such a %e&an% for this la.or that there +as not enou,h
une&ploye% people to fill this area/ that they si&ply coul% not ,et enou,h han%s to +or#. The
suppose% co&pany/ losin, profits .y the %ay/ .ecause they coul% not ,et the &ineral out of
the ,roun% fast enou,h/ +oul% .e %esperate for +or#ers. They +oul% persua%e any .u& off
the street any #i% to %o the 5o.. This is not fantasy/ they use% to/ .ac# in the say /steal people
an% put the& on ships in or%er to +or# as sailors .ecause no .o%y else +ante% to %o it.it +as
calle% shan,haiin,.
The co&pany +oul% lo+er their stan%ar%s/ an% one thin, that they +oul% lo+er is the
intellectual re2uire&ents of the 5o.. They +oul% .e +illin, to train you/ unli#e to%ay +here
co&panies re2uire you to ha'e years of e0perience plus colle,e so&eti&es in or%er to +or#
5o.s +hich pro.a.ly %o not re2uire so &uch intelli,ence. =hy is thatD Because +hen the
econo&y is .a%/ +hen people are s#eptical a.out the future ,ro+th an% &aintenance of the
econo&y the %e&an%s of the co&pany-s ,o up.
Because the co&panies +ant to ha'e the .est people possi.le in or%er to stren,then there
co&pany a,ainst possi.le pro.le&s/ an% they +ant to ha'e the e%,e o'er co&petitors. But
upon this reali>ation the fact re'eals itself/ that is is not critically the schoolin, +hich +as
re2uire% to ,et the 5o./ it +as the stren,th of the econo&y. Of course there are e0ceptions/
.ut this is the &a5or cause.
1ou see co&panies +ho are not hirin, a lot of people ha'e a s&all %e&an% for e&ploy&ent.
they are +illin, to ta#e in 500 applicants an% only hire 1 person. They use there hi,h
stan%ar%s in or%er to +ee% out 6less7 2ualifie% people. Then you &ay say +ell yeah there
loo#in, for the .est . But the fact that they raise there stan%ar%s hi,h *n or%er to ,et the 6.est7
is i&&aterial to the point that/ it is the econo&y an% not the schoolin, +hich is the pri&ary 5o.
creator. #hat is not to say that many :obs do re3uire a skill set
But a,ain the status 2uo of society &o'es in fa'or of the corporations. They say7 you nee%
to %o +ell to .e &ar#eta.le to co&panies7. =hich &eans you &ust sell your la.or to the
corporation. This nee% is peculiarly atten%e% to in the status 2uo. That all people &ust .o+ to
the %e&an%s of corporations/e&ployers. *t is not the the fact of .o+in, to the& that is
peculiar/ its that there is not e'en a thou,ht a.out %oin, the opposite or anythin, else. Ho+
a.out startin, your o+n co&pany +ith so&e other people. All fa'ors are %one on .ehalf of the
+ill of the capitalists. The lo,ic &a#es itself #no+n/ society re'ol'es aroun% the fa'orin, of the
%esires of the upper classes .y %efault. *f the econo&y ,ets %estroys .y the .an#s/+or#
har%er to please the .an#s.
The costs of &a#in, any &oney rests on the proletariat3+or#in, class4. 8ot on the
corporations. They &ust atten% e0pensi'e schools 5ust to co&pete. The proletariat ha'e to
sell their la.or an% are in ,reater co&petition that the co&panies. They are al+ays at a
%isa%'anta,e. The +or#in, class are the ones +ho pre%o&inantly atten% pu.lic schoolin,.
Look at the :ob sites
*f you +ant to ,et a 5o. 5ust loo# the 5o. sites. :oo# at +hat there loo#in, for/ you +ill fin%
that &ost of the&/ especially the har%er physical la.or 5o.s %on-t re2uire any schoolin, at all.
An% +hyD Because you %on-t nee% al,e.ra to install t'?internet %ishes. An% %ont tell &e that
you nee% to &ultiply %i'i%e etc in so&e cases/ yea o#/ .ut %i% you nee% to ,o to school for
12M years in or%er to %o thatD But then they say 6+ell you-ll for,et/7then you say 6then +hy
%ont you ,o to +or# at early a,e7.an% they say 6+ell you cant %o that .ecause of la+s a,e
etc7 .But that still %oesn-t le,iti&i>e the years of +aste or the +or# itself @ Then you say .rin, a
calculator. But re,ar%less of la+s/ the fact of the actions of the school are the sa&e. There
ar,u&ent falls on its face. An% it is at this point another real purpose of school .eco&es
#no+n. The school is a .a.ysitter an% your +or# is si&ply .usy +or#. But neither of these are
pro%ucti'e / an% they are ta#in, your life an% .rin,in, you %o+n .y +astin, your ti&e #eepin,
you fro& learnin, thin,s that +ill .enefit you . Feepin, you fro& co&petin, in 5o. &ar#et.. 1ou
+ill see that &ost .asic 5o.s re2uire years of e0perience/ e0perience +hich school +ont ,i'e
you. There are +ays of ,ettin, e0perience +ithout a %e,ree.
.in 7HBI! thirteen years before the first successful school com"ulsion law was "assed
in the +nited States! a "er"etual critic of Boston 0hig 62ann4s own "arty8 leadershi"
charged that "ro-"osals to erect German-style teacher seminaries in this country were
a thinly disguised control mechanism #eaching licenses was a necessary "reliminary
only if school were intended to serve as a "sychological control mechanism for the
state and as a screen for a controlled economy If that was the game truly afoot! said
Brownson! .it should be reckoned an act of treason .
Eohn Gatto +nderground history of education
0* don4t $**' school

)any people +ill critici>e this. But * +ill .e 'ery careful in &y %efinitions . <or one of the
&ista#es of hu&ans is to not un%erstan% the true &eanin, of +or%s. An% one of the pro.le&s
is to 5u&p to %rastic conclusions a.out +hat people say.

$**' '*)$ so&ethin, that a person &ust ha'e $ so&ethin, that is nee%e% in or%er to li'e
or succee% or .e happy
1ou %on-t nee% to ha'e school/ you %on-t nee% it to li'e or to .e happy or to learn. *-& sayin,
that the school that +e all #no+ of is not a.solutely re2uire% for those en%s. 1es #no+le%,e is
re2uire% for so&e en%s/ .ut not necessarily thre+ school. An% *& not sayin, that a ,reat
nu&.er of ,reat people ha'en-t +ent to school an% learne% a lot. They +ent to school
.ecause school ha% infor&ation fro& .oo#s an% teachers that they +ante%/ .ut in to%ay-s hi
tech society the nee% for those thin,s are less.
The purpose of school / as sai% .y the Depart&ent of e%ucation / is to increase the 2uality
of life. =ell/ that is the purpose of all hu&anity. 1et this is not +hat school acco&plishes/ 2uit
the opposite. ;chool perpetuates the i,norant cycle that #no+le%,e +ill &a#e us all prosper /
+ithout ac#no+le%,in, or teachin, of other #ey thin,s. * stron,ly .elie'e that the &a5or
stren,th of our prosperity co&es fro& the stren,th of natural resources. =ithout the& +e are
nothin,. Ta#e 5apan for e0a&ple/ their stu%ents are &uch s&arter than A&erican stu%ents .ut
they li'e +ith less lu0uries than +e %o/ an% fro& +hat i'e ,athere% they are not 'ery happy .
The stu%ents are co&pletely alienate% for& people aroun% the&/ they %o school stu%ies
constantly 5ust to ha'e a chance at a 5o. that +ill #eep the& out of po'erty. Aapitalis& has
%ri'en all no.le i%eals out /an% create% only a &oney relation to learnin,.
;chool %oes not in itself ,ain a person the necessity-s of life health/ foo%/ shelter etc.
;chool is a an a%% on . *t is an a%% on that .e,an +ith the parent an% chil% lon, a,o. They
sho+e% the chil% +hat to e0pect an% ho+ to .e prepare% for it. That parent chil% relationship
has .een 'astly un%er&ine% in to%ay-s society an% .y the e0istence of the pu.lic school.
There is not a necessity of school to ,et these thin,s. 1ou &ay say +ell yes .ut there are
those hi,her e%ucation 5o.s/yes .ut as * ha'e pointe% out in the 'ery first part of this +or#/ the
+or# ,i'en is IIJ fluff .
An% also/+hat %o they %efine as 2uality of life. *f free%o& increases 2uality of life/+hich in
&any cases it %oes/ then school %oes not increase the 2uality. Because school ta#es a+ay
free%o&s fro& the stu%ent / +hich is o.'ious. *f they chain you to your seat an% for.i% you to
lea'e/ that &ay .e lo+erin, your 2uality of life. Then they say +ell its for your future. .ut as
+e-'e alrea%y seen an% +ill see further/ it is not.
Here is a piece fro& an article calle% =hat is the purpose of e%ucation .The author is tryin,
to fi,ure out +hat school is for an% as#e% 300 people
http$??+++.huffin,tonpost.co&?heather!+olpert,a+ron?+hat!is!the!purpose!of!
puN.NEEOOIE.ht&l
60ell! actually! I chose not to accost "eo"le during their dinner! but I did end u"
asking about BJJ "eo"le both inside education and outside education what they
thought the "ur"ose of "ublic education was I wondered if the diversity of answers to
such a basic 3uestion were a road-block to reform in itself #he goal was sim"le
,nswer! in BJ words or less! the 3uestionA 0hat is the "ur"ose of "ublic educationD
0hen I broke down the common issues listed from the res"onses I received! they
tended to fall into the following categoriesA
7 #each the skills for "assionate advocacy
9 (re" the students for their future "artici"ation in our democratic "rocess
B *ducate them with the skills to function in the future world
C Grant e3ual o""ortunity and access to the same high-level of learning
5 'evelo" the skills to have o"tions in life
K #each the love of e5"loration
L #each the awareness and maturity of self to be one>s own advocate later in life
H 1reate a civili<ed "o"ulation
I (re"are students to contribute to an ever-evolving society
7J )ill a student with a sense of service and belonging
77 )oster "ersonal res"onsibility
79 1reate critical thinkers
7B 'evelo" the ability and confidence to 3uestion
7C $urture the skills necessary to "artici"ate in the e5change of ideas
75 'evelo" students who function autonomously
7K #each social skills
7L Give students the skills to com"ete globally
7H 1reate lifelong learners
7I #each students what it takes to achieve their "rofessional goals
,nd only one "erson used their BJ words to s"ecifically to sayA
9J #each them reading! writing! and math
8one of these thin,s %oes school foster/c reate or teach e0cept &ay.e rea%in, +ritin, an%
&ath. =hats &ore interestin, is that stu%ent %ont actually learn these thin,s at all fro&
school/ they learn these thin,s on their o+n. .As you +ill see /school is not necessary an%
+as institute% for other reasons that +ill .e %iscusse% later.
School is very fond of teaching general education
General e%ucation as %efine% .y &eria& +e.ster is $7a "rogram of education 6as in some
liberal-arts colleges and secondary schools8 intended to develo" students as
"ersonalities rather than trained s"ecialists and to transmit a common cultural
heritage7
*t is i&portant to note that school is inten%in,/ .y this %efinition/ to create the personalities
of stu%ents. . ;chool %oes not +ant to train people as speciali>e% in a certain %i'ision of la.or.
Ho+e'er school %oes +ant to trans&it a co&&on culture. ;o the school/ .y its authority is
creatin, +hat the stu%ents feel a.out the +orl% aroun% the& an% therefore are influencin, the
future culture. As * +ill point out this trans&ission of +hat stu%ents are %e'elope% as an% ho+
they feel a.out the +orl% is not .ene'olent / it is .a%. This %efinition is a euphe&is& of the
correct intentions. This %efinition con'eniently ,i'es a+ay the true &ission of school. A
syste& of in%octrination to control the &asses.

Mnowledge as $ecessity! "racticality ignored
.$o better method! it seems! could be fallen u"on! of s"ending! with any advantage
!the long interval between infancy and that "eriod of life at which men begin to a""ly in
good *rnest to the real business of the world! the business which is to em"loy them
for the remainder of their days #he greater "art of what is taught in schools and
universities however does not seem to be the most "ro"er "re"aration for that
business/
,dam Smith
"ractical defA of/ relatin, to/ or &anifeste% in practice or action A not theoretical or i%eal
relatin, to +hat is real rather than to +hat is possi.le or i&a,ine%
li#ely to succee% an% reasona.le to %o or use/ appropriate or suite% for actual use.
General e%ucation/in ,eneral/is typically is not practical therefore .y %efinition/ is not
suita.le for actual use/its not real/ an% not li#ely to succee%. ;o for the first 12 years of your
e%ucation/ you are %oin, nothin, practical. By #no+le%,e * &ean school tau,ht learnin, an% *
%on-t &ean EVE91 thin, of course . *& ,oin, to tal# in ,eneral ter&s. ;cience/ &ath/ art etc
+ere create% out of necessities an% %esires . 8ot the other +ay aroun%. But no+ there is a
total re'ersal . =e %i% not learn science for science sa#e. But school i&plies/ at ti&es fro& its
&uteness/ that #no+le%,e .e ha% for the sa#e of #no+le%,e. This is illo,ical. an% they #no+
this. As Aristotle sai%
. )or that for the sake of which a thing is! is its "rinci"le! and the becoming is for the
sake of the end; and the actuality is the end! and it is for the sake of this that the
"otentiality is ac3uired )or animals do not see in order that they may have sight! but
they have sight that they may see .
)eanin, +e learn in or%er that +e ha'e/ %o or posses so&e thin,. 8ot the other +ay
aroun%. Practicality is at the heart of e'erythin,. That is not to say that +e shoul% not .e
lo'ers of +is%o&/+e shoul%. But as * +ill %escri.e / school %oes not create lo'ers of +is%o&/
'ery &uch the opposite.
:earnin, a.out the life cycle of inch +or&s or another non essential su.5ect is not in itself
a 'ali% reason to learn a.out it. ;ure it &ay .e interestin, or e0pan% your so calle% 6hori>ons7
.ut that is not &y point . ;chool/ in fulfillin, its so calle% &ission state&ent/ i&plies that they
are necessary to a ,oo% 2uality of life +hen they are not. The posters they sho+ in the
classes portray .oo#+or&s / apples/ #i%s sittin, %o+n +ith stac#s of .oo#s ,lasses on. The
chil% only sees this as their +orl%s %esire to shape the& into/ +ithout a .etter ter& 7s&arty
pants7 to +al# aroun% an% .e #no+ it all-s. This is another &e%ia propa,an%a/ of .ri,htness of
illu&ination of happiness. This &isrepresente% portrayal is necessary to #eepin, the stu%ents
%oin, the +or#. *f it +as not there/ the stu%ents +oul% .e &uch &ore li#ely to fin% out ho+
useless it +as that they +ere %oin,/ re.el an% refuse it. Thou,h the ori,inators of this &ay
ha'e ,oo% intentions in &in% it ne'ertheless ,i'es a false/ inco&plete an% &islea%in, i%eas to
the youn, people. *t is fun%a&entally not so@
60ere there no "ublic institutions for education! no system! no science would be
taught for which there was not some demand! or which the circumstances of the times
did not render it either necessary! or convenient! or at least fashionable! to learn ,
"rivate teacher could never find his account in teaching either an e5"loded and
anti3uated system of a science acknowledged to be useful! or a science universally
believed to be a mere useless and "edantic hea" of so"histry and nonsense Such
systems! such sciences! can subsist nowhere! but in those incor"orated societies for
education whose "ros"erity and revenue are in a great measure inde"endent of their
re"utation and altogether inde"endent of their industry 0ere there no "ublic
institutions for education! a gentleman! after going through with a""lication and
abilities the most com"lete course of education which the circumstances of the times
were su""osed to afford! could not come into the world com"letely ignorant of
everything which is the common sub:ect of conversation among gentlemen and men of
the world . ,dam Smith
People li'e% for thousan%s of years +ithout 6for&al e%ucation7 you thin# that none of the&
+ere happyD :oo# at the ancient hu&anity li'in, in the Ha+aiians islan%s +ith foo% plentiful /
peace a.un%ant/ surely these people +ere happy an% %i%n-t nee% #no+le%,e.

The stren,th of our resources inclu%es the self +hich / if not healthy an% +hole/ +ill .e a
painful or useless one. All the &oney in the +orl% cannot chan,e the self &ore than you thin#.
*t is +hat +ere ,i'en at .irth that stron,ly ,o'ern our potential success. That is a har% fact to
s+allo+. The fact is that &ost +or#in, class people +ill re&ain +or#in, class/ &any &i%%le
class people +ill re&ain &i%%le class fro& +hen they +ere .orn. The e0ceptions are the
e0ception not the rule. This ho+e'er is not +hat * li#e/ an% it is not +hat * +ant. This is +hat *
inten% to chan,e. *& here so that there &ay .e so&e other options that +ill help.
The counter ar,u&ent of this 6learnin, for practicality7 +oul% .e the ar,u&ent that learnin,
,i'es us a sort of insi,ht +on%er an% %epth to our li'es. This is true. But school %oes not
acco&plish this /an% it +as ne'er there i%ea to acco&plish this. Thou,h rhetoric in the &e%ia
&ay say so. * +ill %iscuss this further later.
#&& 2+1H M$&0L*G*
There is &ore #no+le%,e in this +orl% then all the har% %ri'es in the +orl% coul% store. One
)C;T .e selecti'e of +hat to learn fro& the youn,est to the ol%est a,e. )ost people ha'e
not the ti&e or the %esire or nee% for all of it. But school %e&an%s that +e learn as &uch of
e'erythin, as possi.le in a&ounts +hich are so s&all they .etray our o+n act of
accu&ulatin, the&. =e learn a.out so&ethin, one +ee# then turn our attention to another
the ne0t. :essons /+hich ha'e no +orthy connection to other stu%ies/ or profita.le ,ain/ the
stu%ent for,ets e'erythin, soon after. As each lesson is 5ust ,ranules of san% each +hich
.lo+ a+ay +ith the +in%. =ithout so&e real ,ain felt .y the stu%ent /they +ill not see any use
for the lesson an% in+ar%ly re.el/ .eco&in, alienate% fro& their +or#.
;chool has a pri&iti'e +ay of teachin, thin,s. *n a nutshell they ,i'e you a .oo# +ith
2uestions an% you use the info in the .oo# to ans+er the&.This is calle% rote learnin,.
%ote learning defA , memori<ing "rocess using routine or re"etition! often without full
attention or com"rehensionA learn by rote 2echanical routine
There are so&e other &etho%s .ut they are only 'ariations of the sa&e one. They chan,e
thin,s up to 6help7 you learn .etter or faster or &ay.e 5ust to fuc# +ith you. =hat +oul% .e
&ore intelli,ent of a stu%ent/ is if they foun% out a.out these 6tric#s7 an% Bhac#e%B the syste&.
=ithin the te0t of the .oo#s is hi%%en the ans+ers. E0cept so&eti&es they %on-t tell you ho+
to fin% the ans+ers an% other ti&es they .latantly tell you +here they ans+ers are@ Ho+ is it in
.oth of these that any real learnin, is %one. *t is nothin, .ut si&ple re,ur,itation. One &i,ht
5ust as +ell type thin,s into a co&puter an% ha'e the co&puter type it ri,ht .ac# out. 1ou
shoul% .e in e'ery class tau,ht HO= to fin% ans+ers an% it shoul% .e an entire stu%y in itself.
This is far &ore i&portant than the ans+ers the&sel'es +hich are tri'ial. This ,i'es to the
stu%ent the reali>ation of the i%iocy of the school syste&/ +hich they %o not respect/ an%
therefore re.el an% 5ustly so. ;chool is only a portal of narrow infor&ation.
The reason /i suspect/for this outco&e .ase% syste& /the ,ra%in, syste&/ is .ecause it
really is the only 'ia.le +ay of ha'in, stu%ents .e accounta.le for their +or#. )eanin, they
are coerce% into %oin, +ell. This 6+ellness7 %oes not ho+e'er lea% a person to .e intelli,ent.
:i#e the sophists of Platos %ay/ they un%erstan% a ,reat %eal of +or%s .ut are not really
intelli,ent. They si&ply repeat +hat they %one. The stu%ent .ase% outco&e an% its rhetoric in
the pu.lic is &erely a ruse for the trainin, of stu%ents for o.e%ience an% su.5ection to the +ill
of those in authority o'er the& for the rest of there li'es.
',%(,
To ,i'e the opposite for& of this i%iocy/ +e can ta#e DA9PA for e0a&ple /the C; %efense
researchers +ho for& ra%ical i%eas/ outsource an% #eep their e&ployee nu&.ers s&all in
or%er to ha'e ulti&ate a%apta.ility.
<lat or,ani>ation$ DA9PA a'oi%s hierarchy/ essentially operatin, at only t+o &ana,e&ent
le'els to ensure the free an% rapi% flo+ of infor&ation an% i%eas/ an% rapi% %ecision!&a#in,
Tea&s an% net+or#s$ At its 'ery .est/ DA9PA creates an% sustains ,reat tea&s of
researchers fro& %ifferent %isciplines that colla.orate an% share in the tea&s- a%'ances.
Acceptance of failure$ DA9PA pursues .rea#throu,h opportunities an% is 'ery tolerant of
technical failure if the payoff fro& success +ill .e ,reat enou,h.
Orientation to re'olutionary .rea#throu,hs in a connecte% approach$ DA9PA historically
has focuse% not on incre&ental .ut ra%ical inno'ation. *t e&phasi>es hi,h!ris# in'est&ent/
&o'es fro& fun%a&ental technolo,ical a%'ances to prototypin,/ an% then han%s off the
syste& %e'elop&ent an% pro%uction to the &ilitary ser'ices or the co&&ercial sector.
Ho+ coinci%ental is it that the %epart&ent of e%ucation %oes not ha'e such a cuttin, e%,e/
profita.le syste& . *t see&s to &e that the ,o'ern&ent #no+s +hat +or#s. an% here in Darpa
+e can see a 'ery s&all hierarchical/acceptance of failure/ra%ical inno'ati'e approaches. 'ery
opposite of school. They +ant this in or%er to ha'e &ilitary %o&ination o'er the rest of the
6her%7 +ho are represse% to sa&e lo+ le'el. <ree%o& for the %o&inance &achines su.5ection
for the lo+er classes?institutions.
. the sur"rise is!while German state management was rigid and regulated with its
common citi<ens 6(russian schooling8!it was liberal ad adventurous with its elites
,fter ww9 ,merican elite military "ractice began to follow this German
modelGerman elite war doctrine cut straight to the heart of the difference between
the trully educated and the merely school/ Eohn Gotto underground history of
education
#H* I$#*%$*# #he Information *"och
Cn#no+n to us is the life an% ti&es of those that li'e% in our %istant past. =hen
&onarchy-s use% to pre'ail o'er the +orl%. =hen %inosaurs rule% etc. *nfor&ation use% to .e
har%er thin, to ,et. *t too# &uch &ore ener,y/ &uch &ore ti&e. The a,e of enli,hten&ent
a+o#e the +orl% to its ,reat potential an% set us out on the path of reason. The a,e of
enli,hten&ent. 8o+ /+e pioneers are steppin, into a ne+ epoch/ the epoch of the infor&ation
a,e/ of the internet. ;o &onu&ental this chan,e is/ an% yet to .e fully %e'elope%. *t +ill .e
this tool +hich li.erates the &asses.
=hat *nfor&ation is in school that coul% not .e ha% .y ,oin, online or to the li.rary. The
internet has 'astly &ore e0planation an% infor&ation than coul% e'er .e ,i'en in school /
especially consi%erin, the ratio of stu%ents 's teachers. 1ou %ont need school for infor&ation.
* ha'e .enefite% &uch &uch &ore in .usiness / personal/ spiritual learnin, fro& the
internet in one year than * ,ot fro& the entirety of ti&e * +as in pu.lic school or colle,e. The
school .oo#s ,reatly li&it the learnin, to a fe+ certain su.5ects/ in certain a&ount an% in a
certain philosophy of +ritten history . A narro+ fiel% of infor&ation.
But +hat a.out teachers your say. Aonsi%erin, the teacher has not &uch ti&e at all to ,o
o'er thin,s %irectly +ith each in%i'i%ual stu%ent/ the youth is al+ays at a %isa%'anta,e. The
structure of school is too structure%/ too &uch .ureaucracy/ it hol%s people .ac#. *n the
syste& of school/ there is no art in science/ there is no &ath in art/ e'erythin, is separate.
E'erythin, &ust .e choppe% up. This is not ho+ people learn in real life. :i'e teachers are a
'alua.le co&ponent of learnin, / not re2uire%/ .ut 'ery .eneficial. )any stu%ents to%ay &i,ht
5ust ha'e +ell .een on their o+n learnin, fro& a .oo# or 'i%eo. Because the class only &o'es
as far as the teachers instructions/ nothin, &ore nothin, less. ;o if there are 25 #i%s to a
teacher they &ust %ilute there teachin, o'er the +hole class in or%er to &o'e at a snail pace.
This hol%s stu%ents an% creates confusion all .ecause the school %e&an%s a.solute
%o&inion o'er the +or# .y the teacher/ they #no+ +hat they %o/they sacrifice the .enefit of
the stu%ents so they can #eep there ille,iti&ate control.
People %on-t reali>e that 2uestions are &any ti&es fleetin, / they &ust .e ans+ere% ri,ht
a+ay or ris# .ein, lost fore'er .This is +here the internet ,i'es usefulness .The stu%ent
continues +ithout the #no+le%,e of a sin,le %efinition / then the rest of the lesson &ay .e
co&pletely .otche%. Because no+ the stu%ent is tryin, to continue in the teachers lesson
+hile at the sa&e ti&e tryin, to fi,ure out +hat +as sai% .efore. The en% result is confusion
an% a lac# of un%erstan%in, of the +hole lesson. The result is .ein, successfully .ehin% the
teachin, 6cur'e 6/ +hat they DE)A8D fro& you.
:i#e a ,reat father an% &other/ the internet is al+ays there/ that +elco&in, Goo,le si,n.
9ea%y to help you +hene'er an% +here'er. An% as lon, as they e0ist/it +ill al+ays .e there
for you.
The internet is increasin, e'ery year reachin, &ore an% &ore people. *ts only a &atter of ti&e
.efore the +hole +orl% is co'ere% in internet connections an% the 'ast li.rary of infor&ation is
a'aila.le to e'eryone. Fno+le%,e +ill e0pan% incre%i.ly.
waste of time DE< ! the %e'otion of ti&e to a useless acti'ity useless or profitless acti'ityL
usin, or e0pen%in, or consu&in, thou,htlessly or carelesslyL Bif the effort .rin,s no
co&pensatin, ,ain it is a +asteBL B&in%less %issipation of natural resourcesB
Internet users by region

9JJ5
.
9J7J
.
9J7B
a/.
,frica






2J











10J











1PJ





,mericas 3PJ OIJ P1J
,rab States QJ 2PJ 3QJ
,sia and (acific IJ 23J 32J
1ommonwealth of
Inde"endent States

10J

3OJ

52J
*uro"e OPJ PEJ E5J
SourceA International #elecommunications +nion
Side 2issions
Before ,oin, into the other topics ill ,o o'er so&e of the 6si%e &issions7 of schools. <or
youn, people/ school #eeps #i%s off the 6;treets7 or at ho&e. Because the parent %oesn-t
trust the #i%s to .e safe +hile they are at +or#. ;chool is a .a.ysitter. This DOE; &a#e sense
especially for the 'ery youn,/ .ut it is not i%eal . People for,et that .efore pu.lic schoolin,
#i%s +ere either at ho&e or outsi%e %oin, so&ethin, an% %i%n-t nee% .a.ysittin, all %ay. They
%o ha'e the a.ility to self re,ulate/ .ut yes they %o nee% protectin,. *f there +as a %ifferent
en'iron&ent create% for the #i%s to stay in/ it +oul% .e &ore i%eal an% * +ill tal# a.out that
place later.
Another reason for school is to #eep #i%s out of the +or#force. This =A; a ne,ati'e .ac#
in the %ay /an% that +as the hu&an cost of the in%ustrial re'olution .*f youn, people +ant to
+or# let the& +or#/ the youn, +ant &oney too. 8ot that i& sayin, Q yo shoul% .e %oin, a lot.
But to%ay-s rules are protectin, the youn, fro& .ein, e0ploite% / so there is little %an,er .
*f a youn,er ,eneration entere% the +or#force is +oul% %ri'e %o+n +a,es an% re&o'e
lo+er status 5o.s fro& the ol%er ,eneration. +hich &i,ht strain the econo&y/ &a#in, the ol%er
,eneration +or# &uch har%er an% forcin, the& to learn hi,her technical 5o.s. Here a,ain is
another +ay the ,o'ern&ent controls the econo&y. :et us loo# at this in a har% factual reality.
.Years of schooling in the +nited States began to increase shar"ly in the early 9Jth
century #his "henomenon was seemingly related to increasing mechani<ation
dis"lacing child labor #he automated glass bottle making machine is said to have
done more for education than child labor laws! because boys were no longer needed to
assist However! the number of boys em"loyed in this "articular industry was not that
large; it was mechani<ation in several sectors of the industry that dis"laced child labor
toward education )or males in the +S born 7HHK-IJ! years of school averaged LHK!
while for those born from 7I9KNBJ! years of school averaged 77CK/
Two Centuries of American Macroeconomic Growth From Exploration of Resource Abundance to
Knowledge Drien Deelopment! pp ""
;o +e see .y this/ it +as not so &uch the altruistic notions +hich put chil%ren into schools.
*t ha% &ore to %o +ith there la.or +as &a%e o.solete. By &ore pro%ucti'e an% cheaper
&achines. *t +as the ,ree% of profit +hich in%irectly sent the& to school.
The %ra,ons for& .e,ins to e&er,e out of the %ar#ness....
S1H&&L O &B*Y
6schools filters out people for o.e%ience7
6i %on-t #no+ ho+ to pro'e this/ .ut * ha'e a theory that in the hi,her colle,es/you-ll
fin% the &ost o.e%ient stu%ents7
8oa& Aho&s#y $A&erican lin,uist/ philosopher/co,niti'e scientist/lo,ician.
'ote% the B+orl%Ks top pu.lic intellectualB in a 2005 poll
obedience def$ Dutifully co&plyin, +ith the co&&an%s/ or%ers/ or instructions of one in
authority
The fact that schools in%octrinate chil%ren to o.ey is so o.'ious yet so fe+ loo# upon
this. :i#e a fi,ure hi%%en in plane si,ht *n a paintin, only .ein, #no+n after so&eone points it
out. *f one thin#s on this su.5ect for a short ti&e/ they +ill li#e &e soon to reali>e 5ust ho+
stron, this %e&an% of school is. The pictures on the +all of the school .oar% roo& i&ply/
silence/o.e%ience/ trustin, e'eryone/confor&ity. The confor&ity of people &a#e the& easy to
%irect/e'eryone ten%s to fall un%er the sa&e instruction an% ,oes alon, +ith +hat they are
%irecte% to %o. All these lea% to one roa%/ o.e%ience.
*t is easy to i&a,ine ho+ stu%ents coul% .e filtere% out for o.e%ience. This %oes not
necessarily &ean that this is the GOA: of school/ at least not state%/ .ut it is certainly the en%
result of a school &echanis&. The stu%ents +ho #eep perfor&in, .elo+ e0pectations are
&ore li#ely to %rop out or .e hel% .ac#/ +hile the stu%ents +ho %o +ell are &ore li#ely to stay
thre+ the +hole school course an% ,o on to other hi,her e%ucation. ;o&e of those that
%iso.ey are .ran%e% as pro.le& #i%s/ they are socially ostraci>e% into their o+n cli2ues. This
of course causes the& to .e alienate% an% &ore li#ely to %o .a% thin,s .ecause no+ they see
the&sel'es actually as .a% #i%s/ they .elie'e the hype. Of course this is not to say that real
pro.le& #i%s %on-t e0ist . An% naturally those that o.ey the &ost an% .est are the ones +ho
%o the .est on the la.or that they perfor& in school/ the school +or#. This is .ecause the
+or# itself is ,i'en as a assi,ne% or%er of o.e%ience. They naturally are +ee%e% an% filtere%
until those that are the &ost o.e%ient to the assi,ne% +or# are the ones at the top. An% it is
these top perfor&ers +ho ,et put in hi,her places of corporations an% in so&e ,o'ernin,
roles. They can .e relie% on to follo+ any or%ers an% to confor& to the &asters status 2uo
creation. The influence of the upper class perpetuates itself thre+ this school &echanis&. <or
it +as they that create% school as * +ill sho+ later.
#H* 1Y1L* &) #H* 0&%M &%'*%
This fact is a little har% to ,rasp .ecause it is so 'eile%. The teacher ,i'es the +or# / ri,ht
here is the first aspect of o.e%ience/ .ecause the teacher is i&plyin, that you %o so&ethin,
that 6They7 +ant. 8ot that they specifically an% actually %o +ant you to %o it/ .ut they are the
representati'es of the &asters. The +or# is al&ost al+ays so&ethin, that the stu%ent is not
intereste% in %oin,. Therefore the stu%ent su.5ects their +ill to the +ill of the teacher. The +or#
is then ,ra%e% for its correctness/ +hich is the secon% aspect of o.e%ience. The stu%ent is
o.li,e%/ perhaps afrai%/ or +ishin, to please the teacher/ %oes the +or# the &ost correct that
they can %o. Therefore each 2uestion .eco&es &iniature o.e%ience 7 testers7. *t is %ifferent
than the first aspect in that no+ the stu%ents is acti'ely in a o.e%ience 6&o%e7.The ,reater the
e0tent of this +ille% o.e%ience a+ay fro& the self interest of the stu%ent/ the ,reater the
o.e%ience .eco&es / e'erythin, else .ein, e2ual. *n ti&e they coul% e'en .e relie% on to #ill
people if or%ere%/ such as in &ilitary con%itionin,. The thir% aspect is the psycholo,ical
reinforce&ent. *f you ,et a .a% ,ra%e/ ie $ %i%n-t o.ey/ then you ha'e reason to o.ey .etter
ne0t ti&e .ecause you %ont +ant to .e %epresse%. *f you %o +ell then your reinforce%
&entally to o.ey &ore an% .etter ne0t ti&e. An% e'ery ti&e a ,ra%e% +or# is %one the &ore
an% &ore %irecte% the stu%ents &in% is to o.eyin, the authority an% %oin, +or# for the&. An%
the +or# that is perfor&e% is another #ey point .The +or# ,i'en is to fashion the stu%ent to
perfor& ar.itrary +or# for there &aster/ the capitalist .oss. 9e,ar%less of the .enefit to the
stu%ent. They are .ein, traine% not for the lo'e of +hat there %oin, .ut for the rote tas# of
&enial la.or +hich +ill follo+ after schoolin,.
(sychological conditioning
Each piece of school +or# has a psycholo,ical reaction attache% to it &eant for the stu%ent/
+ho feels 'aryin, %e,ree of pleasure or pain .ase% on the ,ra%e. +hether this is &oral or
i&&oral is not &y point an% is irrele'ant . *t is 6con'enient7 that this response +ill ,arner
e&otional ties +ith the faculty an% +ith the institution. E&otional ties +hich +ill ha'e control
o'er the stu%ent e&otions an% therefore there actions . The institution +ill .e ,i'en .y the
stu%ent/ +ho naturally +ishes to .e an% %o ,oo%/ the &ental authority to ha'e control o'er
there sense of 7%one ri,ht or %one ,oo%D7 or a7ha'e * %one a 5o. +ellD7 1ou &ay ar,ue that
this is si&ply a effect of the hu&an seein, the ,ra%e. This +as create% on purpose.
*t is a fact that schools +ill hol% this po+er an% use it to their en%s. =hich is to ,et you
to %o .etter on your +or#. A,ain +hether or not this is &oral is not &y case .This ho+e'er
%oesn-t +or#. *ts real purpose is to foster fear o.e%ience. *t is clear to &e that this &echanis&
+as create% .y school on purpose an% is a psycholo,ical &echanis& +hich ,arners a
calculate% response. *t is the %efinition of &in% control. 1ou &ay ar,ue that stu%ents nee% to
see there ,ra%e in or%er to see if they nee% to ,et .etter/ an% yes they %o/ an% +hat is the
&ental action +hich ta#es place in the stu%ent +hen they see that .a% ,ra%e/ fear/ an0iety.
1ou thin# the people that &a%e the ,ra%in, syste& not #no+ this . *ts si&ple cause an% effect
that any.o%y coul% see.
8o/ .y the 'ery reason that it causes fear an% an0iety is the en% reason for &a#in, the
syste&. Of course they use their euphe&is& an% soft lan,ua,e to %escri.e ho+ this is. But to
the no nonsense/ to the reasona.le/ to the un.iase%/ in a +or% to those +ith free thou,ht they
can see ri,ht thre+ this ruse. 1ou &ay ar,ue that is in in the .enefit for the stu%ent. i say 7so
you &a#e the& afrai% no+ so they can .e .etter off in the futureD yes. )e 7so after 12 or
&ore years of school they can finally .e free of thisD7 yes7 )e$7an% +hat if they %ont &a#e it
.ecause of +hat you tau,ht the&7 +ell that %oesn-t &atter .ecause +e ha'e ,oo% intentions
an% in any case its there fault not ours .ecause +e ta#e no responsi.ility for there success or
failure7 )e7 .ut you ta#e control of their li'es any+ay7 yeah.
=hat #no+le%,e %oes anyone ha'e of the future of the stu%entD8one /it &a#es no sense to
instill an0iety or pain no+ in or%er that they &i,ht .e .etter off in the future. To%ay is the only
%ay +e ha'e/ so &a#e it a pleasant an% ,oo% one. <or all those pitiful fools ,rasp al+ays for
to&orro+ an% ne'er fin% it an% suffer in the present %ay fore'er. *t is the ,oal of life to .e
happy/ this ,oal is not ,oin, to +ait for to&orro+ @
Gra%in, is inherently a ne,ati'e action .oth &orally/ in the case of people .ein, #in%/ an%
&entally for the stu%ents. An% ho+ %oes this reflect in the real +orl%D =ell in that if you %o not
%o ,oo% you are afrai% of losin, your 5o. or .ein, punishe% 3poor ,ra%e. punishe% .y parent
or failin, a class4 an% if they %o ,oo% on their +or# they +or# har%er an% &ore efficiently
3.ein, reinforce% fro& ,ettin, As an% Bs4 * ha'e a stron, feelin, that ,ra%es %o not really
increase or %ecrease a person perfor&ance. Only in a 'ery si&ple fearful &oti'ation an% fear
of fear /so they try an% %o .etter ne0t ti&e. This also is sa%istic in nature. *ts li#e +al#in,
aroun% +ith a psycholo,ical s+or% +hich * rattle in front of people . * .et its far ,reater that
they %o +orse +hen they see .a% ,ra%es than +hen they ,et ,oo% ,ra%es. Also they &i,ht
start restin, on their laurels/ their acco&plish&ents +hen they see ,oo% ,ra%es. That is +hy it
all .oils %o+n to the stu%ents actual interests *n the thin,s at han%/ unless you +ant the& to
perfor& &anual la.or +hich is precisely +hat they usually en% up %oin,.
=hat sort of person %oes this createD a person +ho al+ays see#s appro'al fro&
authorities /a fee.le/ su.&issi'e person +ho flatters their authority fi,ures +ith .en%e% nec#
an% #nee/ al+ays afrai% al+ays 6respectful7 of their &asters +ishes.
1ou see people %on-t reali>e this .ecause +e are li'in, in this status 2uo .But schoolin,
%oesn-t HAVE to .e %one in this particular +ay. =e assu&e this .ecause the po+ers of the
&e%ia ha'e .eaten it into our hea%s o'er the years. ;choolin, %oesn-t ha'e to .e ,ra%e%.
This &etho% +as chosen .ecause it enforce% strict un2uestione% o.e%ience to ar.itrary
po+er. This ,oes +ay .ac# to the .e,innin, of co&pulsion schoolin,/ an% .ac# then unli#e
to%ay /parents +ere +ise to the in%octrination an% of this o.eisance creation that +as .ein,
perfor&e%.
.Bruce 1uris book building the education state 7HBK-7HL7 documents the intense
aversion to schooling which arose across north ,mericamay schools were burned to
the ground and teachers run out of town by angry mobs!when students were ke"t after
school "arents often broke into school to free them/
.in 7HKB the teacher 0illiam young was assaulted to the "oint that mr youngs face!
body! head were "ounded //into :elly/. 1urtis argues that "arent resistance was
motivated by the radical transformation in the intentions of schools- a change from
teaching basic literacy to molding social identity
6&b:ects of reformations were announced as followsA res"ect for authority! self control!
self disci"line! the "ro"erly reformed boy//ac3uires a fi5ed character//!one that can
be "lanned in advance by authority in kee"ing with the efficiency needs of business
and industry/
.reform meant the total transformation of character! behavior modification a com"lete
makeover By 7H5L a few years after stranger-ado"tion was kicked off as a new "olicy
of the state! Boutwell could consider foster "arenting 6the old designation for
ado"tion8//one of the ma:or strategies for the reform of the youth//
But as al+ays the opponent of these i%eas +ill say that it has to .e this +ay an% theres
no other +ay. This is .ase% partly on the so&e+hat %u.ious reason of %istrust in the youn, . A
%istrust +hich is a con'enient scape,oat for the school/ a ,oo% front. * thin# its clear that
people /after they lea'e school are also not truste%. An% if they are its only .ecause
,o'ern&ent feels it has sufficiently %estroye% the free thou,ht an% action an% can trust the&
not to #ill or rape anyone/ +hich his co&plete nonsense . The opponent +ill of course say its
for the ,oo% of the stu%ents/ .ut as i'e sho+n an% +ill sho+ this is not the case. E'erythin, is
%one for the ,oo% of the stu%ent/e'en +hen the stu%ents all protest/There .eaten for there
o+n ,oo%.
.in the nineteen twenties "o"ular struggles had considerably e5tended human
rights and democracy *ven gaining for working "eo"le the rights that they had
achieved decades earlier threw out most of the industrial worldthe achievement of
those rights gave rise very 3uickly to new conflicts as the minority of the o"ulent
sought to contain these achievementsthis set off real fury in the business
community they see themselves as fighting a vicious class war and always have #hey
warned that unless the thinking of the masses is redirected! we will be facing a
disaster ,fter ww9 their was a s"ectacular "ro"aganda cam"aign #hey called it the
everlasting battle for the minds of men! we have to indoctrinate "eo"le with the
ca"italist storyby the 7I5Js about one third of the material in schools were being
"rovided by business as straight business "ro"agandait targeted the churches
!schools! university4s! even recreational "rograms ,nd to try and get one crucial "art
of it! which has a lot of resonance today! is to try and get "eo"le to hate the
government !even though the business new as well as anybody that government is the
shadow cast by big business over society $ever the less government has a fatal flaw
that cor"orate "ower doesn4t have In "rinci"le its "ossible to have "eo"le to
"artici"ate and influence government In contrast cor"orations are totalitarian in
structure #his being said it makes good sense to direct "eo"les anger and fear and so
on against government and to kee" the shadow! the substance behind it hidden .
.median real wages have been in decline since the 7IHJs right until today!for the
ma:ority of workers! those without college degrees! real income has declined over 9J
"ercent!by 7IHL they were hitting college educated "eo"le most striking has been the
decline in entry level wages !that has declined BJ "ercent for males 7H "ercent for
femaleswomen are having to go to work @because theirs no other way of
"roviding food for their children unless they work 5J hrs a week! two "arentsone
effect is the contact time between "arents and children has declined about CJ "ercent
in the last generationthis is a deliberate war against families and children! which
has been ama<ingly enough carried out under the banner of family values #hats a real
tribute to the educated classes to "ull that one off/
1homsky 0ho controls the +S government and the ga" between rich and "oor7II5
The en'iron&ent in school is purposely %esi,ne% li#e .f s#inners operant con%itionin,
cha&.er. =hich is a close% cell %e'oi% fro& any other sti&ulus than that ,i'en .y operator of
the e0peri&ent. in the classroo& the stu%ent is %enie% lea'in, their chair unless ,rante% .y
the authority. The are for.i%%en to interact +ith those aroun% the&. *n &ost cases they are
+ithout any o.5ects to interact +ith or interact +ith the&. They are effecti'ely in a .o0. This is
%one so that the sti&ulus/the school +or#/ can .e a%&inistere% an% the %esire% reaction
con%itione% into the stu%ent. There &in%s are con%itione%. :i#e Pa'lo's %o, +ho sali'ates at
the soun% of a .ell/ the stu%ent o.ey all or%ers for +or# to .e %one +ithout 2uestion or
re.ellion.
School work is labor
;chool +or# itself is la.or/The stu%ents +ho fi0 the&sel'es &ore to the la.or are
re+ar%e% in a sense. The Q to 3 sche%ule is 'ery si&ilar to that of a +or# %ay. This +ee%in,
out of 6%iso.e%ient7 people naturally .rin,s the o.e%ient stu%ents to the lo,ical conclusion/ a
person +ho is a.le to confine their consciousness co&pletely to the +or# ,i'en to the&. They
.eco&e the 6.est7 +or#ers. An% at the sa&e ti&e as the school la.or .eco&es har%er an%
har%er the stu%ent is force% to increase pro%uction &ultiplyin, the&sel'es to the tas#. This
cycle continues thre+ out the colle,e years. This la.or is +hat the en%s of the schools policy-s
are for/ they refer to this so&eti&es as stu%ent accounta.ility. =hich states that +e cant ha'e
#i%s not %oin, +or# or ha'in, fun/ .ecause those are +asteful practices. *ts efficient to +or#
pro%uction. The school also alu%es al+ays that your ,oin, to .e +or#in, for so&e one else.
;o&ethin, +hich/ as * +ill also point out/ +as &a%e a necessity create% .y .i, .usiness an%
the un%er&inin, of s&all .usinesses startin, in the 1Q
th
hun%re%s.. An% here +e %isco'er that
it is not for the ,lory of learnin, that the +or# is %one .ut for the trainin, of fast/ pro%ucti'e
+or#ers. An% it is this +hich co&pletely #ills any a.ility for the stu%ent to %o any actual
intellectual +or# for the&sel'es an% not another..
They e'en slip up a little +hen they say to opponents of the school +or#/ that the
stu%ents &ust .eco&e use% to %oin, +or# so +hen they ,o into the +or# force they are
6use%7 to it. ie la.or. =hat this all assu&es thou,h is that there li'es +ill .e fille% to the .ri&
+ith constant la.or +ithout any real rest. An% as a si%e effect/ an% purposefully/ the la.or that
they %o in the real +orl% +ill .e li#e the la.or of the school +orl%/ not fun/co&pletely fro&
&ornin, to ni,ht/ not +hat they +ant to %o. Ao&pletely %e'oi% of intellectual or creati'e +or#.
Because the lo+er classes &ust fit the&sel'es for lo+er tas#s. This is a failure of school. that
it creates an% perpetuates the unhappiness/ the sa%ness of people in their li'es. ;chool is not
re'olutionary/ it is confor&ist .*t %oes not see# to chan,e the future it see#s to #eep it the +ay
it is or &ore to+ar%s +hat it +ants +hich is &ore control. *t trains the stu%ent that if you %ont
%o ,oo% +or# you ,et let ,o /ie ,et fire% .y +ay of the hol%in, of you .ac# a ,ra%e/failin,
,ra%es etc. *t %oes not see# to &a#e stu%ents into entrepreneurs / it &a#es that %ecision for
the stu%ents +ithout their consent an% sets the& up for a &un%ane e0istence in fa'or of
social efficiency.
;chool is %esi,ne% to ,et #i%s to o.ey 6Authority7 3Teachers/principal /a%ults etc4so +hen
there a%ults they o.ey 3.oss/ police officer/ ,o'ern&ent4. Fno+ you &ay use the ar,u&ent
that youn, people nee% to o.ey /.ut all ri,hteous ar,u&ents for this &ust inclu%e that it is for
their ulti&ate ,oo%/.ut it is not@ Our country +as suppose%ly %esi,ne% that the state protect
the free%o&s of the in%i'i%ual/ not the other +ay aroun%. An% the .ur%en of proof lies +ith
school syste&/ an% there lo,ic non e0istent. They &ust / as a lo,ical prere2uisite/ %o this fore
lo,ical reasons a,ainst the true reasons +hich i& ,i'in,. They/ the ,o'ern&ent/ +ant
stu%ents to .elie'e that they %on-t #no+ +hat they +ant/cant ,et +hat they +ant +ithout the&/
that they are a.solutely %epen%ent on the&/ an% that is +hat they are creatin,/ not in%i'i%uals
+ho are in%epen%ent .ut people +ho are %epen%ent an% reliant. Because then you can .e
traine% as a consu&er. Traine% to .e reliant upon the state an% therefore a sla'e to it.
.Such a need coincided with a corres"onding need on the "art of business to train the
"o"ulation as consumers rather than inde"endent "roducers/ 1ha" L
Eohn Gatto
1ou +ont here &uch of anythin, a.out this su.5ect. But the &eans an% &etho%s to the en%s
are clear an% o.'ious to any +here +ho +oul% %i, sli,htly .elo+ the surface . An% that is +hat
they +ant/ influence of the &asses is a ,oal of ,o'ern&ent an% has al+ays .een/ in ancient
Greece the ,o'ern&ent e&ployes &an%atory teachin, to instill the 'alues of the ti&e/ an% to
co&e to the ai% of the state. =hen you are tol% +hen to tal#/ +hen an% +here to ,o/ +hen to
eat an% +hen to lea'e that is control at an a.solute le'el. O.e%ience at an a.solute le'el.
An% if they are as#e% a.out this they roll there eyes an% say 6 5ust .ecause it &a#es you
feel unco&forta.le %oesn-t &ean it has to chan,e7. * thin# that-s the official slo,an of
oppression 3sho+ 5ohn ste+art 'i%eo4
Socially outcast
;chool only prepares a person to .e chaine% to the 'icious cycle of consu&in, an%
pro%ucin,/ to en%s +hich are pro.a.ly not in the %esire% interest of the +or#er either
&onetarily or &entally. The stu%ent &ust perfor& the +or# or .e socially outcast. They are
la.ele% .y other stu%ents as 6%an,erous7 not so &uch 6.a%7 .ut there is an an0iety +hich
see&s to pro5ect fro& the&. They are se,re,ate% so&eti&es to the pro.le& classes. Bro+
.eaten .y their parents an% the teachers. The parents also .ein, un%er the &ental
con%itionin, of the status 2uo/ they too ha'e co&e out of the school syste&. The social
pressures also fall to+ar%s the i%ea that the stu%ent al+ays shoul% .e ,ettin, ,oo% ,ra%es.
They /li#e the stu%ents /ha'e pro.a.ly ne'er thou,ht %eeply of the +hys an% ho+s/they ha'e
not %u, un%er the surface. All la+s i&pose% .y the school coerces all chil%ren to atten% pu.lic
schools. The forces all un%er&ine pri'ate schoolin,/all ho&eschoolin,/ E'erythin, is
%esi,ne% to &a#e it &ore %ifficult to ,o any+here .ut pu.lic schoolin,. :i#e a fast flo+in, ri'er
fille% +ith 5a,,e% roc#s the school?,o'ern&ent ,i'es us the option of free%o& +ith a secon%
option on the other si%e. But +ho in this .usy/+or# a %ay +orl% can s+i& to the other si%e.
The co&pletion an% correctness of school la.or is a.solutely the o.5ecti'e of school/ to
%eny this e&pirical fact is stupi% its 6a ma5im so self evident that is would be absurd to
"rove it/,dam smith.. The stu%ies of school are in fact +or# 3Physical or &ental effort or
acti'ity %irecte% to+ar% the pro%uction or acco&plish&ent of so&ethin, 4 The socially create%
aura of the +or# stu%y i&plyKs so&ethin, &uch &ore pleasura.le/ .ut this is not the case.
;chool chil%ren are literally sla'es to la.or/ an% in o.e%ience to the actions an% results.
Aorporal punish&ent is a nice ter& for .ein, la+fully allo+e% to +hip stu%ents if they %iso.ey.
People thin# that the pa%%le has left the school roo&Donly recently has it .een &a%e unla+ful
in so&e states. To this %ay 15 states +ill ha'e the ri,ht .y la+ to +hip stu%ents.
=hat then is the principal %ifference .et+een sla'es on the cotton fiel%s an% sla'es in the
classroo&. they .oth ,et .eat if they %o not o.ey an% pro%uceD The principal is still the sa&e.
This is fact/ not slippery slope@
'estroying the love of learning
;chool is not turnin, people into lo'ers of +is%o& ie philosophers. They are %estroyin,
philosophers. =hen your force% to %o research on so&eone/ its har% to %e'elop a real
interest in +hat that person is/ especially since your ,oin, to .e thro+in, that +or# in the
trash an% &o'in, onto so&ethin, else ri,ht after an% +ill not ha'e the ti&e or ener,y or e'en
%esire to ,o .ac# to that su.5ect. 1ou cant force so&eone to lo'e so&ethin,/ an% tryin, to
&ost often results in a a.horrence rather than ,ainin, their attraction to the su.5ect.
*m"irical 'ef$ .ase% on/ concerne% +ith/ or 'erifia.le .y o.ser'ation or e0perience rather
than theory or pure lo,ic
Dont ,et &e +ron, /this is not to say that stu%ents +ill not en5oy so&e of their +or#/ a la.orer
&ay en5oy their +or# as +ell.
#otalitarian Society
;chool is not a %e&ocracy/ it is a totalitarian ,o'ern&ent. :et us co&pare the totalitarian
syste& of school +ith that of the totalitarian syste& of the corporation. *n the corporate
syste& you ha'e the AEO or the o+ner. E'erythin, that happens is in their .enefit an% their
+ill. Then you ha'e the lo+er &ana,ers +ho are the %ri'ers of the +or# force. The &ana,ers
#no+ only as &uch as they nee% to %o their 5o.. They %o not ha'e all the infor&ation the
o+ner has. The +or#ers only #no+ enou,h to %o their &enial tas#s. They are %ri'en to the
ut&ost possi.le .y the &ana,ers in or%er to e0tract the hi,hest a&ount of pro%ucti'ity out of
the&. The +or#ers ha'e no say in the operation of the co&pany. This is o.'ious to those
rea%in,/ that +or# un%er such a syste&. Oh/ they %o li#e to ,i'e so&e phony feel ,oo%
&eetin, +here they preten% to ta#e su,,estions an% +hat not/ .ut only if it in'ol'e% their
interests.
8o+ lets loo# at the school hierarchy. =e +ill only focus on the school hierarchy an% not ,o
into other state an% fe%eral. All +e nee% #eep in &in% i% that the strin,s are pulle% for& the
top of the principal on up to the hi,hest. =e start off +ith the principle. They are so&ethin,
li#e the AEO. Then +e ,o %o+n to the teachers/ they are li#e the &ana,ers an% &icro
&icro&ana,e the stu%ents +ho are the +or#ers. The teachers push the stu%ents to e0tract as
&uch school la.or out of the& as possi.le. (ust li#e the &ana,ers / there teachers sharply
punish those +ho tal# or %ont focus on their +or# .Because that &eans less pro%uction. An%
5ust li#e the +or#ers/ the stu%ents ha'e no chance of influencin, ho+ the school +or#s. This
is %one/ li#e+ise/for the .enefit of the hi,hest on the chain. *n the school syste& the principal
is &an%ate% .y the state to i&pose the syste& +hich is in use.
;tu%ents ha'e 8O ri,hts. They ha'e no ri,ht to say +hat they shoul% stu%y or +hat they
shoul% %o/they cannot ,o +here they +ant/they cannot eat +hen they +ant/ say +hat they
+ant/tal# to +ho they +ant +hen they +ant. All &o'e&ents are planne% all the e&otional
responses to the reticulu& is planne%. The stu%ents a re in%octrinate% +ith as certain
'ie+point.
G%&&2I$G of working class and middle class
.man is born free and everywhere he is in chains/
Eean-Eac3ues %ousseau
Pu.lic schools are ,roo&in, #i%s to .e +or#in, class. Gi'in, the youn, re,ular
#no+le%,e only prepares the& to li'e a re,ular life. =hich is the &a5ority of people +ho are
+or#in, class ieLThe socioecono&ic class consistin, of people +ho +or# for +a,es/
especially lo+ +a,es/ inclu%in, uns#ille% an% se&is#ille% la.orers an% their fa&ilies. The
intellectuals / the hi,hly intelli,ent person / that are in char,e of an% thin# a.out the school
syste& #no+ this. They ha'e an e0pansi'e #no+le%,e of the +orl% +hich increases their
conscientious of reality. )any of the& are e'en in on this sca&. This is another function of
social efficiency. To #eep people into a strictly caste .ase% syste& creates a &ore sta.le
society. The +ealthy chil%ren are protecte% for& losein, their hi,her 5o.s a+aitin, the& .y
this syste&.
Aon'ersely/ the &i%%le class are ,roo&e% to .e &i%%le class. They are sent to pri'ate
schools/ especially .usiness schools.
)rom wiki$
Throu,h social repro%uction/ the &i%%le!class ,roo&s its &e&.ers each ,eneration to
ta#e o'er fro& the pre'ious one. To %o this/ they ha'e nearly %e'elope% a syste& for turnin,
chil%ren of the &i%%le!class into successful citi>ens. Those +ho are cate,ori>e% un%er the
A&erican &i%%le class ,i'e e%ucation a ,reat i&portance/ an% 'alue success in e%ucation as
one of the chief factors in esta.lishin, the &i%%le!class life. Parents place a stron, e&phasis
on the si,nificance of a 3uality e%ucation an% its effects on success later in life. The .est +ay
to un%erstan% e%ucation throu,h the eyes of &i%%le!class citi>ens +oul% .e throu,h the
pre'iously state% process of social repro%uction as &i%%le!class parents .ree% their o+n
offsprin, to .eco&e successful &e&.ers of the &i%%le!class. )e&.ers of the &i%%le!class
consciously use their a'aila.le sources of capital to prepare their chil%ren for the a%ult +orl% .
*ts &portant to a%% that to .e &i%%le class is not on the a&ount of &oney you &a#e. )i%%le
class are capitalists/+hich are those that o+n the &eans of pro%uction. They are the
.osses/the o+ners. ;o&e statistics +ill say other+ise .ut this is the &a5or factor at +or#.
Those &i%%le class fa&ilies/ especially the &i%%le &i%%le an% upper &i%%le class/ sent their
#i%s to ,oo% schools if they ha'e enou,h sense an% then to schools +hich prepare the& for
&ana,e&ent.
Trainin, +hich prepares the& to .e &asters of &en as A%a& s&ith +oul% call the&.

*f you %o so&ethin, the school %oesn-t li#e you ,et punishe%/ 5ust li#e in the real +orl%. But
are they .ein, punishe% for ,oo% reasonD *s teachin, #i%s to .e >o&.ies +ho o.ey an% ,o to
+or# at a 5o. they hate ri,htD 8O. Teachin, #i%s in a totalitarian syste& prepares the& only
for a +orl% +ithout free%o& . ;chool shoul% .e a %e&ocracy. Ho+ can a youn, person #no+
+hat there capa.le of until you trust the& to %o it@ =hat people nee% is ,ui%ance not strict
rules. But that is o.5ecti'e of the school/ to prepare the& for a totalitarian society +hich +e
are currently li'in, in/ a corporate totalitarian syste&. *ts not li#e the .oo# 1IQO .ut its
totalitarian in its o+n ri,ht. *t is not a future occurrence/+e li'e in it to%ay. A totalitarian society
+ithin a 6free7 society.
The fact that people +illin,ly ,o to +or# is irrele'ant. *t is si&ply a con'enience that they
shoul% %o so/ it pre'ents social unrest. =hether is .e +a,e sla'ery or chattel sla'ery the
results are nearly the sa&e. People are free to consu&e co&&o%ities/ that is all. =hether a
totalitarian society .e accepte% 6+illfully7 or i&pose% is i&&aterial. The su.stance /the
%efinition %oes not chan,e. They ha'e no other choice.
On occasion * ha'e +itnesse% a .ully fi,ht a #i% an% the #i% protects the&sel'es/ .ut
+hen the fi,ht is .ro#en up .oth #i%s are punishe%. This creates in the &in% of the 'icti& the
i%ea that they %i% so&ethin, +ron, .y stan%in, up for the&sel'es an% this prepares the& to
.e su.ser'ient +hen they are scre+e% o'er in their a%ult life. They only affir& to the youn,
one/ a sense that school 3the ,o'ern&ent4 are the only authority. By punishin, .oth #i%s they
are sayin, 7+e can punish you7.ut you cannot punish us/your fi,ht is is for us to %estroy 7
they are tellin, you not to fi,ht for your ri,hts. =hat if you are fi,htin, for yourself or for
so&eone else ,ettin, .ullie%. Oh .ut they sen% you to +ar no 2uestions as#e%/ only +hen it
ser'es there purposes. *f there is one thin, * ha'e notice% the faculty hate it is stu%ents +ho
tal# or %o anythin, that is consi%ere% .oisterous or self ,ui%in,.
The repression of #no+le%,e an% free thou,ht in to%ays society is .ut the lon, history of
repression . Go'ern&ent/ .usinesses of &any eras an% types ha'e put la+s/ propa,an%a an%
.oun%aries in place to #eep the &asses in there control. This can .e seen in the influence of
the church in feu%al an% ancient society. The E,yptian lea%ers painte% the&sel'es as ,o%s.
An% in a less se'er for&/ in the false pro&ises of consu&er ,oo%s. Only to%ay/ the tools an%
proce%ures of oppression ha'e .eco&e &uch &ore crafty. E'en so far as creatin, pro.le&s
an% fi0in, the& to ,ui%e pu.lic opinion.
. from the "eo"le who su""ort common core the main goal is to create a crisis in
education Because the common core tests are e5"ected to fail many students a third
more students on average will fail and this is going to show "eo"le that we have a
education system that needs fi5ing 'avid 1oleman ! runs the college board in control
of the S,#S! says ..e5"ect outrage// Its a "olitical act to manufacture a crisis and
then im"lement their own ..solutions// to usher in new system/Eoy (ullmann
2anaging *ditor of School %eform $ews
'oes it follow that I re:ect all authorityD )ar from me such a thought In the matter
of boots! I refer to the authority of the bootmaker; concerning houses! canals! or
railroads! I consult that of the architect or engineer )or such or such s"ecial
knowledge I a""ly to such or such a savant But I allow neither the bootmaker nor the
architect nor the savant to im"ose his authority u"on me I listen to them freely and
with all the res"ect merited by their intelligence! their character! their knowledge!
reserving always my incontestable right of criticism and censure
2ikhail Bakunin
Slowing you down
;chool is slo+in, you %o+n. *ts slo+in, you %o+n fro& the potential &oney you coul% .e
&a#in, later /its slo+in, you %o+n fro& your life to%ay an% +hat +ill &a#e you happy. *t
%estroys +hat you coul% .e later an% it %estroys the youthful ,lory +hich you are to%ay. *ts
ro..in, you of your po+er/ of your essence.
;chool hol%s people .ac# fro& learnin, tra%es/+hich are an econo&ic necessity. *nstea%
of teachin, the& no+/ they +ait for the stu%ent to pic# these thin,s up &uch later. *t +ill after
the 12 years of useless 6e%ucations7 ta#e at at least 5 years to ,et ,oo% at so&e one thin,.
)uch &ore than that to ,et ,oo% enou,h at se'eral thin,s /lon,er than that to ,et ,oo% at
technical an% 'ery har% thin,s. This is not .ecause you coul%nt learn these thin,s in t+o
+ee#s .ut .ecause e&ployers re2uire this a&ount of ti&e in or%er for you to %o the 5o. +ith
,reat co&petency. An% to a'oi% o'er co&petition. They %o not ha'e ti&e to train you for P
&onths or e'en 2 +ee#s in &ost &ar#ets. The econo&y is really that .a%.
By the ti&e you ,et out of hi,h school or colle,e/ .y the ti&e you ,et co&petency in one
%i'ision of la.or/ you-ll .e close to 30 years ol% @ )ay.e &ore/ that-s the ,reatest youth of your
life flushe% %o+n the toilet .ecause of the %espica.le +ill to po+er of the %o&ination of people
o'er people /classes o'er classes. An% this is %epen%ent on all the other stuff that can
happen to you. =hat if so&ethin, .a% #eeps you fro& ,oin, to school. =hat if you lose a 5o.
an% ha'e to start o'erD An% all this is %epen%ent on if your a.le to %o the school +or# itself
an% all the other pro.le&s that happens to people.
*t is clear to &e that the econo&y really is so +arpe% the +or#in, class .ein, pushe% so
further %o+n. They ha'in, to .e pushe% %o+n in or%er for& the& reali>in, 5ust ho+ .a% they
really are ,oin, to ha'e it. To hi%e the econo&ic horror.
I#S &M #& )&%G*# #HI$GS
Bein, selecti'e a.out +hat you +ant to learn an% then .ein, +illin, to let that infor&ation
,o is li#e rentin, a &achine 's .uyin, one. *f you rent it you can ,et your +or# %one an%
return it +ithout payin, the lar,e price of the +hole purchase / plus you %ont ha'e to &aintain
the &achine. 1ou can use it an% return it an% ha'e it out of your +ay. This is si&ilar of
#no+le%,e that people +ill use. 1ou cant e0pect to re&e&.er e'erythin, or e'en 20 percent
of +hat you rea%/ this is for sa'ants only. But school %oesn-t care a.out hu&an nature.


L*#S H&L' MI'S B,1M I) #H*Y )&%G*#-
Hol%in, stu%ents .ac# has so&e seriously %etri&ental effects. The stu%ents /ha'in, re.els
in+ar%ly a,ainst the terri.le 2uality of school/ %oes not %o +ell of course an% for this they are
punishe%.
The i%ea of ,i'in, a chil% another year to B catch!up B an% %e'elop nee%e% s#ills soun%s
li#e a positi'e alternati'e. Ho+e'er/ research sho+s that outco&es for #i%s +ho are retaine%
,enerally are not positi'e. *n its 2003 BPosition ;tate&ent on ;tu%ent Gra%e 9etention/B the
8ational Association of ;chool Psycholo,ists 38A;P4 reports$
Aca%e&ic achie'e&ent of #i%s +ho are retaine% is poorer than that of peers
+ho are pro&ote%.
Achie'e&ent ,ains associate% +ith retention fa%e +ithin t+o to three years
after the ,ra%e repeate%.
Fi%s +ho are i%entifie% as &ost .ehin% are the ones B&ost li#ely har&e% .y
retention.B
9etention often is associate% +ith increase% .eha'ior pro.le&s.
Gra%e retention has a ne,ati'e i&pact on all areas of a chil%Ks achie'e&ent
3rea%in,/ &ath/ an% lan,ua,e4 an% socio!e&otional a%5ust&ent 3peer relationships/
self!estee&/ pro.le& .eha'iors an% atten%ance4.
;tu%ents +ho are retaine% are &ore li#ely to %rop out of school co&pare% to
stu%ents +ho +ere ne'er retaine%. *n fact/ ,ra%e retention is one of the &ost
po+erful pre%ictors of hi,h school %ropout.
9etaine% stu%ents are &ore li#ely to ha'e poorer e%ucational an%
e&ploy&ent outco&es %urin, late a%olescence an% early a%ulthoo%.
9etention is &ore li#ely to ha'e .eni,n or positi'e i&pact +hen stu%ents are
not si&ply hel% .ac#/ .ut recei'e specific re&e%iation to a%%ress s#ill an%?or
.eha'ioral pro.le&s an% pro&ote achie'e&ent an% social s#ills.
.kids are not so smart/
Fi%s &ay .e not .e a.le to han%le all concepts ri,ht out of the +o&./ .ut #i%s are
intelli,ent. The only %ifference .et+een a chil% an% an a%ult is e0perience. This ,i'es a%ults
the illusion that the chil% is %u&./ .ut its only .ecause the chil% has not e0perience% enou,h
situations to 5u%,e thin,s .y .
%eadily '*) *n a pro&pt/ ti&ely &annerL pro&ptly.
*n a cooperati'e &annerL +illin,ly *n a &anner in%icatin, or connotin, easeL easily
;chool perpetuates this fallacy / in one +ay/ .y ,i'in, #i%s too si&ple of &aterial for too
lon, of ti&e. They reser'e 6hi,her7 i%eas li#e philosophy/ .iotechnolo,y/ co&puter science etc
years later +hen the chil% coul% rea%ily learn it to%ay. As a chil% * +as a.le to +atch ;tanley
Fu.ric# &o'ies/ anyone +ho +atche% the& #no+s they are not li#e Disney cartoons. * +as
a.le at the a,e of 11 a.le to appreciate A Aloc#+or# Oran,e an% see its sy&.olic an% cle'er
story. ;u,atra )itra ,a'e internet to a poor tri.e in in%ia an% the 11 y ol%s +ere learnin,
.iolo,y +ith no teachers an% little past e0perience. The slo+ increase of infor&ation i%ea is
false.
By re,ulatin, an% controllin, stu%ents to such a ,reat %e,ree/ they i&ply in the stu%ents
&in% that they cannot control the&sel'es. That they are too %u&. to lea% an% therefore &ust
rely upon the instructors 3.oss4 .They .eco&e %epen%ent/ there is scientific research that
says e'en the youn,est infant #no+ a ,reat %eal a.out o.5ects people/ lan,ua,e an% learn
e'en &ore. *n fact they ha'e i&plicit learnin, &etho%s that are as po+erful an% intelli,ent as
those of the s&artest scientists. A chil% learns to stan%/ tal#/ interact in a &atter of years
+ithout any %irect teachin,/ an% they can learn any lan,ua,e.
That .ein, sai%/ %o +e 5ust rea% the& the cat in the hatD 8o/ this is inefficient at .est.
;pen%in, 12 years %oin, this is a cri&e of retractin, nee% to #no+ infor&ation . * +oul% ha'e
lo'e% to #no+ the thin,s * foun% out later on in life/ +hen * +as youn,. * coul% ha'e a'oi%e%
)A81 &ista#es. =hat is it a.out si&plicity that the school fin%s so ,reatD *f a chil% can
un%erstan% so&ethin, as co&ple0 as lan,ua,e in 5ust a fe+ years/ +hos to say they cannot
un%erstan% so&ethin, &ore co&ple0. =ell they &i,ht say/ you ha'e to start fro& the ,roun%
up an% thats +hy it starts so si&ple. Because you ha'e to un%erstan% +hat the color .lue is
.efore you un%erstan% thin,s that in'ol'e .lue. This %oes ha'e so&e truth too it/ ho+e'er the
pace at +hich a stu%ent ,ains intellect is * .elie'e &uch faster than they .elie'e or clai& to
.elie'e. =hen you re&o'e the lo,istical i%eas of ,ro+th of the .o%y an% of the .rain/ an% of
the .asic &ental an% .o%ily controls that co&e +ith it/ i thin# you +ill .e left +ith a 'ast &in%
+hich is a.le to 2uic#ly pic# up concepts. * .elie'e that the enforce% choppin, up of su.5ects
an% the other ele&ents * tal#e% a.out create the &ental .loc#a,es that stu%ents ha'e to
,ainin, #no+le%,e faster. Ho+e'er as * +ill relate in this +or# /there are so&e other thin,s
+hich * thin# ,ets in the +ay of stu%ents learnin, /especially at a youn, a,e. These are the
+ron, +ay of teachin, stu%ents +hich confuse the&..
=hy %on-t teachers ,i'e i&portant facts a.out life/ li#e that e'erythin, costs &oney/ e'en
the care fro& nice people at the hospital. Or HO= school is ;uppose% to &a#e the& happy.
Or e'en /ho+ to ,et a .oyfrien% or ,irlfrien%. But no/ they lea'e these thin,s to chance or
so&eone else to teach the&/ .ut +hat if there isn-t anyone else to teach the&.=hat is they
li'e in a 6.ro#en7 ho&eD =here is there loco parentis thenD
=hat is .etter/ to %elay so&e reality for a chil% for a fe+ years an% allo+ the& to fail/ or let
the& fin% out no+ an% let the& han%le it . Fi%s Aan han%le harsh reality / &any #i%s parents
%i'orce an% the #i%s are a.le to cope. But +hat they cant %eal +ith is not #no+in, +hy thin,s
are the +ay they are. =hat they cant %eal +ith is lies +hich confuse. *f there is a hole in the
roa% * pass an% * see so&eone hea%e% in that %irection %o * let the& pass +ithout +arnin,
the&D *n to%ay-s society/ the alienation of the youn, fro& a%ults is ,reater than e'er/ &ost
#i%s %on-t ha'e a parent to teach the& +ell. This is the sa&e as %irect e0ploitation. By
%enyin, or +ithhol%in, of truth the a%ults are e0ploitin, the chil%s lac# of e0perience/ there
lac# of 5u%,&ent of reality. *t is a la+ that in court a +itness &ust tell the truth/the +hole truth.
But in life an a%ult &ust hi%e e'erythin, /they &ust shun all so calle% ta.oos/ hi%in, the chil%
an% lettin, the& fin% out the har% +ay / .y failure. The a%ults are a ,uilty party as the
perpetrator. =hat are they hi%in, the& fro&D ;uccess@ This has .een %one on purpose/ they
+ant these critical areas to .e left open/ not .ecause they are o'ersteppin, .oun%s +hich
their parents +oul% o.5ect to/ .ut .ecause it +oul% e&po+er the stu%ent +ith those critical
areas of #no+le%,e that +oul% a+a#en the& to truth. A truth +hich7 they7 +ant to a%% there
o+n interests into. There lea'in, thin,s out to 6protect7 the& .ut they are only &a#in, a
co+ar%ly escape at the ine'ita.le.
)icah :inton author an% artist of +ee!.easts says 6+e shoul% offer chil%ren &ore co&ple0
.oo#s for early chil%hoo%. its .een pro'en that parents help their chil%ren &ore .y usin, plain
lan,ua,e than usin, .a.y tal#.7 ;chool is slo+in, #i%s %e'elop&ent %o+n an% are therefore
%etri&ental.
*nterest
A state of curiosity or concern a.out or attention to so&ethin,$ an interest in sports.
b ;o&ethin,/ such as a 2uality/ su.5ect/ or acti'ity/ that e'o#es this &ental state$
.young children are naturally curious
about cause and effect! and are naturally
motivated to learn all about the .hows/
and .whys/ of the world .Babies and children
are like little scientists #hey gather evidence by
observing and e5"eriencing the world!/ Mushnir
says 0hile "laying with dolls! searching through
a toy bo5! or banging blocks together in a seemingly
ha"ha<ard manner! they4re actually engaging in
a 3uite rational "rocess of making hy"otheses!
evaluating statistical data! and dismissing "rior
beliefs when "resented with stronger evidence
#hey also dis"lay remarkable "sychological
intuition and! by observing the actions of other
"eo"le! can determine underlying motivations!
I$#*%*S#
)rom the late ,rthur c clark to Sugata 2itra! in regard to his interest in 2itras
work of teaching "oor himdi village children with a com"uter and internet
SugataA .he said two interesting things//a teacher that can be re"laced by a
machine should be// and the second things was ./ if children have interest then
education ha""ens//
meta"hysical '*)$ of or relatin, to thin,s that are thou,ht to e0ist .ut that cannot .e seen
They ,i'e science an% &ath in 'a,uely incre&ental steps +ithout any real purpose or
,ui%in, interest. =hen a chil% plays a 'i%eo ,a&e they are instantly fi0e% .y it .ecause it
.rin,s on instant ,ratification/ interest an% attain&ent of so&e ,oal. ;chool fails .ecause it
%oes not .rin, in interest either .y %oin, the sa&e stuff e'ery%ay or not ,i'in, any 9EA:
reason for %oin, la.orious +or# / or not relatin, the the interests of the stu%etns. They 5ust
,i'e it to you +ithout cause/ +hich to the &in% of intelli,ent stu%ents/ &a#es no sense at all/
an% ri,htly so.
,ll knowledge stems form interest *nterest is the #ey note of all learnin,/ yet school
%oes not ac#no+le%,e its e0istence .8ot once in &y +hole school career %i% a teacher as#
&e if * +as intereste% in +hat * +as %oin,. An% yet school +ants to call out for your attention
as if it +as a &achine to .e %ri'en here an% there +ithout any resistant or re.ellion .They
.elie'e or affir& .y their action that your interest an% attention has .een traine% to its fullest
at .irth +hen in reality the instru&ent has not .een traine% at all or 'ery little.
They %ont care of +hether you shoul% ha'e interest at all in +hat they say an% %o. Ho+
a%ults .elie'e that a chil% / +ho has 5ust co&e out of the %i'ine real& an% en5oye% a.solute
free%o&/ %o as a%ults say is an a&a>in, feat .
A chil% is not so&ethin, that is .orn into &onarchy only to ,ro+ into %e&ocracy/ either its
one or the other. To say a chil% has less ri,ht to their o+n interests is hypocritical. To say / or
to oppose / that a chil%-s interest is less 'alua.le an% &eanin,ful than the teachers is
hypocritical an% a,ainst nature. An% in fact it is this present interest of the stu%ent +hich is the
tell tale of +hat le'el the stu%ents 6&in%7 is at. *t is the li,hthouse of the fee%.ac# to teacher. *t
is this that is the thin, at han%. 8ot the +or#. 1our not intereste% in the +or#. The ans+ers to
the& ha'e alrea%y .een +ritten .
)any people +ill thin# i& a%'ocatin, so&e #in% of learnin, anarchy. *-& not/ *-& not sayin,
the teachers %o not ha'e infor&ation to ,i'e. But they nee% to lea'e the stu%ents alone to
there o+n %e'ices &ore. Teachers nee% to ,ui%e stu%ents not teach the&. This is not an easy
thin, to %escri.e in or%er to a'oi% confusion or &isun%erstan%in,. *-& sayin, that the interest
of the stu%ents *; the &atter at han%. *t is clay +ith a &in% of its o+n.
As * ha'e sai% /the youn, ha'e &ental tools +hich are 'ery lo,ical/ 'ery po+erful/an% are
,eare% to+ar%s learnin,. ;o +hy is it such a stretch that there interests are not also a 'ery
a%'ance%. There o+n interests thou,h they appear to .e stupi% or chil%ish/ are not .But so
+hat if they appear so .*f you start off +ith 6.asic7 &ental s#ill then its only lo,ical an% ri,ht
that you also #eep the innate interests of the chil% ?stu%ent. * .elie'e 'ery stron,ly that the
interests of stu%ents are in fact co&pletely le,iti&ate/ an% co&pletely practical. Of course the
school an% society ha'e %eter&ine% +hat is ,oo% an% .a% in their silly +ays. * .elie'e that the
i,norin, an% utter con%e&nation of the stu%ents o+n interests is the ,reatest &ista#e %one in
the e%ucation syste&. * .elie'e that school startin, fro& so calle% si&ple interests an%
concepts to &ore 6co&ple0 ones7 is lar,ely ar.itrary/ an% not .ase% upon actual truth .ut
assu&ption.

*n or%er that the youn, person .e ,ui%e% to+ar% reason an% lo,ic / one &ust sho+
a.solute reason/ fairness an% lo,ic .They &ust .e strictly careful of ho+ they react to the chil%
/ .ecause the chil% ta#es thin,s 'ery seriously an% +ill chan,e their +ays fro& e'en a sin,le
instance. These instances &ust .e positi'e.
*n the a%ult +orl% other a%ults %on-t ,o aroun% tellin, people +hat they shoul% .e intereste%
in...or %o theyD Ao&&ercialis& perhaps
But fro& person to person if another tells another +hat to .e intereste% in an% forces the&
to %o it / the a%ults +ill .eco&e tire% of it soon an% lea'e. ;o +hy shoul% there .e a %ou.le
stan%ar%D =here %o parents thin# this chan,e of &onarchy to free%o& co&es fro&D =hen
%o they thin# it happensD At the ar.itrary a,e of 1Q D ;ettin, an a,e of free%o& is ri%iculous.
A,e is 5ust a nu&.er/ it is a co&puter ter& /a technicality . An% +here %o #i%s ,o +hen there
not tau,ht anythin, of 'alue in school or outsi%eD =ell there is one outlet an% that-s the &e%ia
'i%eo ,a&es/t'. 1ou &ay ar,ue an% say that people +ant these thin,s/ .ut %o they really D
&ay.e if you ,a'e the& so&ethin, else then they-% +ant that. But this affir&s &y point /that
the forces .ehin% school are tryin, to .rea# people of their o+n +ill an% instill there o+n
'alues.
6 , teacher who is attem"ting to teach without ins"iring the "u"il with a desire to learn
is hammering cold iron .
Horace 2ann
*f +e are to %eny the sa&e ri,hts to chil%ren then in or%er to a'oi% a %ou.le stan%ar% +e
&ust also su.5ect the a%ults to those +ho are hi,her than they / the aristocracy/ the
intellectuals/ in a +or% the ,o'ern&ent. Then +e &ust .o+ to there %ecisions for our +hole
li'es/ our &oney/our 5o.s/our property/ our thou,hts. ;uch is the hypocrisy an% arro,ance of
a%ults.
*f hu&an ri,hts are inaliena.le an% cro+ne% upon the hu&an at their for&ation. *f then
hu&ans ,rant ri,hts upon a person at the ar.itrary a,e of 1Q then the ri,hts are not
inaliena.le .ut a.le to .e ,i'en or ta#en a+ay. Then our +hole syste& is a farce .

Interest is the key note

=ithout interest a chil% +ill learn little if anythin,. The pro.le& is school %eci%es to 6.eat7
the #no+le%,e into the #i%s +ithout any care for +hat they +ant to learn. They %on-t care if
you fail an% ha'e to reta#e an entire year of the sa&e shit /they 5ust +ant you to #no+ +hat
they +ant you to #no+. *ts the sa%istic force of ,ettin, people to %o so&ethin, they %on-t +ant
to.
;uspicious consi%erin, it is a +ell #no+n fact that people are ,reat at +hat there really
intereste% in an% not +hat there not intereste% in. )ay.e *& cra>y .ut they shoul% A;F the
#i%s +hat they +ant to learn an% teach the& that. At least ,i'e the& a little so their hopes are
#ept a little afloat. Here a,ain is the ,o'ern&ent +ay/ instille% at a youn, a,e. Brea# their
hopes an% %rea&s an% prepare the& for +or#.
*f they +ant to learn a.out 'i%eo ,a&es then teach the& pro,ra&&in, in Blen%er. *
re&e&.er * +ante% to learn a.out 'i%eo ,a&es so .a% .ut no.o%y +as there to teach &e *
%i% a pro5ect on 'i%eo ,a&es as a #i% an% the teacher ,a'e &e an </ ho+s that for
encoura,e&ent. . * tell you the truth/ if 5ust one ,eneration +ere <9EE:1 ,i'en all the
#no+le%,e that is #ept un%er the loc# an% #ey of &oney / an% if they +ere tau,ht +hat they
+ante% to #no+ then +e +oul% a%'ance so fast in technolo,y it +oul% .e scary. But +e are
represse% partly .y capitalis&-s &oney %e&an% +hich sees that all #no+le%,e .e pai% for li#e
e'erythin, else.
%etaliation '*) $to ,et re'en,e a,ainst so&eone
* re&e&.er in the first ,ra%e/ the teacher +as tal#in, on an% on a.out so&ethin, an% *
%eci%e% to .uil% a little lo, house out of the crayons on &y ta.le. After * ha% .uilt up the little
house an% +as please% .y it she ca&e .y an% ;)A;HED it %o+n +ith her pal&. An% +hyD
.ecause her pri%e +as hurt that * %i%n-t care for her lesson. The house is a sy&.ol of ho+
chil%renKs %rea&s an% %esire% are crushe% .y school .1es not all teachers are li#e this .ut the
syste& of school follo+s the practice of con%e&nin, free action/ teachers are 5ust tools of the
syste&. *f * ha% the ri,ht e2uip&ent &ay.e * coul% ha'e .een .uil%in, houses at a,e I . The
school is the %u&. authority. *f * +as 1E she +oul% ha'e not %one that out of fear of
retaliation/ .ut .ecause * +as s&all she ha% no respect. They respect only one thin, an%
that-s the e%,e of the s+or%/ pain?
An% that-s precisely +hy there a.le to ,et a+ay +ith teachin, nonsense . Because #i%s are
s&all an% follo+ or%ers. *f they ha% the e0perience le'el of a 1E yo the 1Eyo +oul% tell the& to
fuc# off +ith that ,ar.a,e. Ho+ coinci%ental isn-t it at a.out 1E is +hen people ,et out of hi,h
school an% ,o into the +or# force. *f they +ere 35 an% tol% the& to %o .oo#+or# +ithout pay
or so&e .enefit/ they +oul% lau,h an% +al# out.
.#he only thing that interferes with my learning is my education/
,lbert *instein
$& #I2* #& '& 0H,# Y&+ 0,$# ---
After you co&e ho&e fro& a lon, %ay of +or# / you-ll .e too tire% to %o or learn anythin, .
;tuc# in a cycle . *-& here to say/ 1ou-'e .een set up fro& the .e,innin,. The people +ho-s
interests are opposite to yours ha'e &anifeste% that interest into reality/ a po+erful reality.
They ha'e purposely set to %u&. the &asses %o+n in or%er to #eep you un%er an econo&ic/
political /.o%ily rule. The i%ea is/ * .elie'e/ to co&pletely fill a persons %ay so that they cannot
possi.ly ha'e ti&e to really thin# a.out +hat is ,oin, on an% +hat there %oin,. They
purposefully rush thin,s in or%er to %o this/ .ut of course this is hi%%en .y the i%ea of ulti&ate
pro%ucti'ity. +here each secon% of the %ay shoul% .e fille% to the .ri& +ith acti'ity an% ,i'e a
person no rest. =ithout ti&e on a persons han%s/ they cannot really 2uestion +hats ,oin, on
in the +orl% or +hats really ,oin, on in school. A person cannot ha'e ti&e to follo+ trains of
thou,ht/ to actually thin# into a su.5ect +hen they ha'e to &o'e fro& class to class +ith .ells
,oin, off. Ha'in, to start on so&ethin, else. 8o real learnin, is %one an% 6they7 #no+ this.
Plato %escri.e% school as learne% %iscussion. O.'iously +e are far fro& that.
.*ducation is the tendency of one man to make another :ust like himself *ducation is
culture under restraint! culture is free P*ducation isQ when the teaching is forced u"on
the "u"il! and when then instruction is e5clusive! that is when only those sub:ects are
taught which the educator regards as necessary . Leo #olstoy
True e%ucation is +hen a person stu%ies for the&sel'es an% +hen they fin% a person or
thin, that spea#s to there o+n thou,ht/+hich reflects so&ethin, si&ilar in the&sel'es/it
a+a#es so&e 'a,ue re&e&.rance of so&ethin, they thin# or thou,ht that they connect
+ith /then they stu%y that. An% that is learnin,.
0H,# 0&+L' H,((*$ I) MI'S ,1+,LLY L*,%$*' 0H,# #H*Y 0,$#D
:ets say your #i%s or you are a fan of a t' series 6 The A+eso&e sho+7 or the 6 Aol.ert
9eport7. =hat if you allo+e% the stu%ent to stu%y so&e %eeper areas of the sho+ 6the re,ular
sho+ 6 &ay.e stu%y &or%ecais .ir% species an% for the Aol.ert report you stu%y so&e cases
on ,o'ern&ent . * pro&ise you they +oul% #no+ those thin,s in ,reater %etail an% lon,er
.ecause they ha% interest in the&. One interest lea%s to another interest. *nterest sprea%s out
li#e .ranches on a tree reachin, out to &any %ifferent %isciplines an% sciences.
They +oul% .e 'ery intereste% .ecause you connecte% those thin,s. An% %on-t ,i'e &e
the e0cuse that parents %e&an% that they learn only certain thin,s or that they nee% to #no+
other .orin, thin,s .ecause that-s .ullshit. 1es they nee% to #no+ so&e .asics .ut those can
easily .e +or#e% into the interestin, &aterial. Csually this is %one .y %efault/.ut .ecause of
the ,estapo or%er of the +or# %ay of school it %oesn-t allo+ thin,s to .e learne% 6hapha>ar%ly7
in other +or%s. *n the real +ay people learn thin,s. *t is 'ery &uch the fault of parents/ they
only care a.out ,ra%es. Dont +orry/ #i%s ha'e alon, ti&e to learn thin,s/ usin, the e0cuse
that if they %on-t learn it no+/ they +ill not learn it later is a.sur%.
.#he most elementary! the most obvious condition which the school should achieve!
is that the children will want to go there.G 0illi Schohaus
/ 1hildren>s feelings are wrong or unim"ortant /
*f you are col% you &i,ht say 7 i a& col% 7 an% you +oul% +ant to see# +ar&er areas. *f
so&eone sai% 6no you nee% to .e col% 6 you &i,ht tell the& to fuc# off.
;o +hen a chil% says 6i %on-t li#e %oin, ho&e+or#7 or 6 * %on-t li#e school7
%o you say 7 you %on-t #no+ +hat your tal#in, a.out7 or7 you shoul% %eal +ith it7
This is illo,ical on the a%ults part / .ut .ecause their chil%ren you i,nore it or i&pose
yourself on +hat they +ant for +hate'er reason. Ha'e you e'er %are% to thin# that &ay.e
your feelin, are ri,htD &ay.e if +e follo+e% our %eeper feelin,s +e% ha'e the 2uality of life
that all those colle,e a%s are tal#in, a.out. Of course those feelin,s +ere #ept un%er +raps
.ecause &ay.e you +ere afrai% of .ein, punishe%. After all that-s +hat happens to .a% .oys
an% ,irls that tal# out of turn or 6%isrespect7 the teacher or any.o%y else. Disrespect &eans
%isa,reein, to the&. =hen a youn, person re.els a,ainst society they are seen as pun#s or
pro.le&s . *ts the repression of free thin#in,/ an% free action +hich is free e0pression. The
stu%ent %ress co%e is the confor&ity of the her% that there tryin, to pull you all %o+n to.
The stu%ents ha'e a point / after all they are HC)A8 BE*8G;. But .ecause ,oin, to
school is the flo+ of thin,s an% .ecause parents ha'e to all +or#/ +e ,o a,ainst all lo,ic an%
%esire. An% in a +orl% of pain /la.or/ sufferin, +e ha'e %one a+ay +ith our true feelin,s in
fa'or of false reality. An% instea% of a +orl% +hich is &o%ele% after us/ +e ha'e &o%ele% it
after so&eone elseKs. The future .elon,s to the youn, an% they ha'e all the ri,ht to le'el it
an% .uil% so&ethin, else. They ha'e no %e.ts to the past ,eneration/ no un.rea#a.le ties. .
=hat if e'ery.o%y 5ust follo+e% the sa&e +ays as the past/ +e% still .e li'in, in pri&iti'e
+orl%. The +orl% %oes ha'e pro.le&s that nee% sol'in,/ the youn, ha'e the tas#/ they
%eser'e .etter treat&ent. There the ones +ho are ,oin, to .e payin, the social security for
the ol% sho+ so&e ,o% %a& respect@
*f +e %o not follo+ our feelin,s to so&e e0tent than +hat are +eD Are +e to thro+ our
feelin,s into the ,reat .len%er of confor&ity an% .eco&e li#e the Ahinese an%
(apanese/%epresse% +ithout any in%i'i%ualis&.. The %efeat of such a e'il/ an e'il a,ainst 5oy
is not for &e to %efeat / it is for the stu%ents each of the& in%i'i%ualy.

#he good teachers F the stockholm syndrome
=hat a cruel fate that those teachers +ho are ,oo%/+ho 'alue the interests of the
stu%ents /an% +ant nothin, &ore than for there happiness/ &ust .en% to the rules of the
school an% .eco&e a se&i tyrant. An% ho+ also .itter it is that those stu%ents co&e to the
rescue of those teachers +hen un%er scrutiny/ .ut that scrutiny is not upon the& %irectly .ut
upon +hat they &ust %o. An% so the ,oo% .eco&es the sa'ior of the .a% an% that +ic#e%
%e'il i,norance lau,hs in the .ac#.
There is a lot of tal# +ith e%ucational people an% e%ucational refor&ers a.out the nee% for
.etter teachers. They say +hat +e really nee% is .etter teachers an% that +ill sol'e a lot of
pro.le&s. The type of teacher they usually %escri.e is one +hich ,ets alon, +ell +ith
stu%ents. * suspect that the reason stu%ents %o .etter +ith these teachers is in part .ecause
they %ont feel they are a%'ersaries. =hich &ost teachers present the&sel'es as/ since they
are forcin, the stu%ents to %o e'erythin,.
.0hen reading is of use to him! I admit he must learn to read! but till then he will only
find it a nuisance How is it that this useful art! so useful and "leasant in itself! has
become a terror to childrenD Because the child is com"elled to ac3uire it against his
will! and to use it for "ur"oses beyond his com"rehension , child has no great wish to
"erfect himself in the use of an instrument of torture But make it a means to his
"leasure! and you will not be able to kee" him from it/
Jean-Jacques Rousseau
The only chan,e that +ill occur in the life of the stu%ent is co&para.le to paintin, flo+ers on
the +alls of there prison. Or to sli,htly e0ten% the floor of their ca,e.
Stockholm syndrome
Stockholm syndrome/ or ca"ture-bonding/ is a psycholo,ical pheno&enon in +hich
hosta,es e0press e&pathy an% sy&pathy an% ha'e positi'e feelin,s to+ar% their captors/
so&eti&es to the point of %efen%in, the&. These feelin,s are ,enerally consi%ere% irrational
in li,ht of the %an,er or ris# en%ure% .y the 'icti&s/ +ho essentially &ista#e a lac# of a.use
fro& their captors for an act of #in%ness.
;toc#hol& syn%ro&e can .e seen as a for& of traumatic bonding/ +hich %oes not
necessarily re2uire a hosta,e scenario/ .ut +hich %escri.es stron, e&otional ties that
%e'elop .et+een t+o persons +here one person inter&ittently harasses/ .eats/ threatens/
a.uses/ or inti&i%ates the other. One co&&only use% hypothesis to e0plain the effect of
;toc#hol& syn%ro&e is .ase% on <reu%ian theory. *t su,,ests that the .on%in, is the
in%i'i%ualKs response to trau&a in .eco&in, a 'icti&. *%entifyin, +ith the a,,ressor is one
+ay that the e,o %efen%s itself. =hen a 'icti& .elie'es the sa&e 'alues as the a,,ressor/
they cease to .e a threat
*t is interestin, that after a ti&e spent in school/ especially %urin, hi,h school /that +hat
&ay .e so&ethin, li#e ;toc#hol& syn%ro&e is seen in &any stu%ents. This is %istin,uisha.le
fro& earlier ,ra%es .y its peculiar increase in hi,her ones. 1ou'e seen the stu%ents /the
,roups that han, aroun% the teachers/ so&eti&es they are calle% teachers pets. They are
e'en so&eti&es in'ol'e% +ith the han%in, out an% e'en so&eti&es the ,ra%in, of +or#. 8o+
this is not .a% in itself/ as * pointe% out a.o'e/ .ut the ,oo% .eco&es the sa'ior of the .a%
.ecause of the &i0in, of ele&ents. Here a,ain the stu%ents feel that they are %eser'in, an%
e'en +antin, of &ore %epen%ent control o'er the&sel'es. Here is +hen the in%octrination
has .een co&plete% an% the stu%ents can henceforth .e relie% upon as non!thin#in, /non
critical of ,o'ern&ent an% of the ,eneral syste& of thin,s. This &ay not .e a.solute/ as they
&ay chan,e in latter life .ut not li#ely since the len,th an% the a,e at +hich they +ere
in%octrinate% +as so youn,.
But no &atter the ,oo% intentions of the stu%ents or of the co&.ination of stu%ents an%
teacher/ it %oes not re%uce the error of the school syste&s. These type of stu%ents +ill e'en
co&e to the %efense of the teachers or school syste& +hen a sin,le person spea#s out of
tern an% in opposition to their ensla'e&ent. They &ay e'en .eco&e 'iolent a,ainst the
re.ellious stu%ent. A,ain +hat the school %oes is in no +ay s&all or innocent/ the .elief of this
is an effect of in%octrination .The +ar o'er the &in%s of &en has .een +on +hen the &en
.elie'e +hat is ,i'en to the& not .ecause it &a#es sense .ut si&ply .ecause it is
*f you are still of a &in% that says that you shoul% a.ase yourself to the unco&forta.le
/%espotic/ &entally oppressi'e +orl% of school/ then you &ay not ha'e a ,oo% feelin, of self
+orth.
#eachers
&any of the teachers * ha'e .een in contact +ith are confor&ist/ they say sit %o+n shut
up %o the +or#. They %espise people tal#in, +ithout per&ission an% are un.en%in, in there
rules. * ha'e e'en #no+n a ;panish teacher /a )e0ican +ho +oul% outri,ht critici>e stu%ents
+ith repu,nance that +as sheer .ullyin,. ;he/ * .elie'e/ +as 5ealous of A&erican stu%ents
an% A&ericans in ,eneral pro.a.ly .ecause +e ha'e it ,oo% an% she %i%nt. )any teachers
+ere a.solutely in%ifferent an% aloof/ +ho +oul% han% out assi,n&ent an% sit at their %es#s
ne'er sayin, a +or% to the stu%ents an% only &a#e short ans+ers +hen as#e% so&ethin,.
)any teachers +ere also %epresse%/ perhaps su.consciously #no+in, of their purposeless
positions in the school an% the futility of its syste&s. Teachers are usually &ore than +illin, to
tell people +hat to %o/ .ecause it pleases their o+n +ill to po+er.
School work is :ust busy work
The school +or# is &ostly ar.itrary. They &i,ht 5ust as +ell ,i'e you so&e phone .oo#s
to rea%/ .ecause it +ill alll %rop out of your hea% soon enou,h. The info has no real 'alue to
the chil% or the school/ +hat is i&portant is that the chil% follo+s the or%ers to %o the +or# for
the &aster teacher . The +or# is a co'er for the syste& a ruse hi%%en .ehin% the 'irtue of
learnin,. *t is the s&ilin, faces painte% on the +alls of the prison. These thin,s &ay soun%
harsh .ut re&e&.er the capitalis& syste& +here only the stron, sur'i'e/ an% there is nothin,
sacre% that +ill not .e sol% for profit. The capitalist syste& +ill e&ploy any &eans to ,et that
profit. *f one person %oes not see# the a%'anta,e then their +ill al+ays .e so&eone else
.ehin% the& that +ill. =hile any .la&e for the failure can .e .la&e% on the chil% as not
ha'in, %one the +or# ri,ht. *n this +ay the actions can .e rationali>e% .y a lo,istic/+hich they
ha'e create%. E%ucation is use% as a front tin or%er to perfor& the in%octrination &etho%s.
;chool +ants you to stu%y a certain su.5ect in a certain +ay/ an% ans+er certain 2uestions
in a certain for&at +ith certain a&ount of pa,ers. ;ociety treats chil%ren an% youn, people
less than e2ual. Goin, to +or# at a 5o. shoul%n-t .e the ai& of society. But 6they7 +ant this/
they +ant you to chase &oney. Fno+in, that the &a5ority +ill .e ne0t to .ro#e e'ery +ee#. *ts
the e'il +hich has hel% this +orl% prisoner for thousan%s of years.
Fin, ;olo&an +ho /+as sai% .y the .i.le/ to .e the +isest &an in the +orl%
state%$ 6#here is nothing better for a "erson than that they should be ha""y in their
work.7.ut &ost people are not happy in their +or# so school has faile% to achie'e its
6supposes7 ,oal. Ho+ cruel it is that the %elicate an% ,enerous feelin,s of the youn, are
crushe% or raise% .y a triflin, outco&e of a test. This syste&7of ,ettin, people to a%apt is the
sa&e +ay scientists ,et rats to %o fa'ora.le tas#s.

The concepts they teach coul% .e learne% in a couple hours fro& an infor&ati'e 'i%eo.
Garnerin, the stu%ents interest 2uic#ly an% then lettin, the& create so they ha'e as fast of
,ratification as possi.le.
1es the courses are a lo,ical pro,ression/ .ut it is so %is5ointe% that the en% result effect is
lost. Ha'in, a class one year then another the ne0t year +hich a%%s on to the last 5ust %oesn-t
+or#. *t +oul% .e li#e tellin, so&eone a story then +aitin, for ne0t year an% sayin, 7 hey
re&e&.er that story * tol% you/+ell *& ,oin, to a%% on to it %o you re&e&.er itD7 1es they ,o
o'er so&e thin,s/ .ut a,ain if you %i%n-t li#e it .efore your still not ,oin, to li#e it no+.
Of course you +oul%n-t re&e&.er. =ithout concrete reasonin, .ehin% learnin, these thin,s
its 5ust nonsense/ lu,,a,e you ha'e to carry. =ithout interest as to ho+ it in'ol'es the youn,
persons it &eans nothin,/ it &ust .e roote% in a +ay +hich they can really feel close to. The
chil%-s &in% is hun,ry for reasonin,. =hy not ,et the& to try an% fi,ure these thin,s out/ they
&i,ht not / .ut that-s not the point The point is to foster interest an% to ,et the& to e0plore .
The +orl% is full of #no+le%,e. its li#e a .uffet/you cant eat e'erythin,/you &ust choose
+hat you li#e .ecause that-s +hat you +ant. Hu&ans are not retar%s/ they +ont eat 5ust ice
crea& there +hole youn, life. *f you for,ot thin,s fro& the year .efore its .ecause your
su.conscious .elie'e% it +as useless an% %u&./ +hich it +as. Trust your feelin,s. Trust that
your .o%y #no+s +hat to %o.
9alph +al%o E&erson naile% this +hen he sai%
.#rust thyselfA every heart vibrates to that iron string
$othing is at last sacred but the integrity of your own mind , man should learn to
detect and watch that gleam of light which flashes across his mind from within! more
than the lustre of the firmament of bards and sages In every work of genius we
recogni<e our own re:ected thoughtsA they come back to us with a certain alienated
ma:esty#he "ower which resides in him is new in nature! and none but he knows what
that is which he can do! nor does he know until he has tried/
* #no+ the truth of this 2uote/.ecause * a& li'in, proof of its +orth. <or +hen * starte%
+ritin, this +or# * +as e0pellin, &y o+n thou,hts/an% as * #ept stu%yin, * foun% that the ,reat
&in%s +ere in al&ost parallel to &y o+n thou,hts. Only they stu%ie% thin,s &ore an%
scientifically. This is +hy you &ust trust your o+n thou,hts/ trust your o+n intuition.
Teachers an% 6they7 are a+are that #i%s for,et an% hu&ans for,et/ yet they #eep on %oin, it.
=hyD =hy hasn-t anyone stoppe% this or 2uestione% it D the result is the sa&e/ failure of the
stu%ent. They are 6i&plyin,7 to #i%s that if they for,et they are stupi%. <or,ettin, is perfectly
natural an% ,oo%. They for,et .ecause +hat you ha'e to teach is useless.

1hea" "roduct
philosopher Eohn ;te+art )ills sai%
7+e ten% to accept +hat is usual as natural7
+hen youn, people or a%ults ,o to school they thin# that ,oin, to school is a natural an%
,oo% thin, an% is 5ust so&ethin, people %o/ +hen its not . They i&ply that +or# is a
necessary e'il.

Di% you #no+ that there tryin, to &a#e internet free in ne+ yor#. But the ser'ice pro'i%er
li#e Veri>on are puttin, lo..yists +ith false infor&ation to &a#e there plans loo# .a% an%
hurtful. ;chool is a .usiness /they ha'e their o+n interests to protect an% %on-t +ant to ,i'e
out anythin, for free. *f they ,a'e all the infor&ation you nee% up front early/ then they-% ha'e
nothin, to sell you later for colle,e. A,ain there relyin, upon the lac# of #no+le%,e an%
nai'ety of a%ults a.out school an% the ina.ility of chil%ren to &a#e %ecisions for the&sel'es/
.ecause they are so youn, an% i&pressiona.le .This is .ecause "arents ha'en-t .een really
carin, enou,h. =hy not spen% the &oney earlyD <or so&e si&ple reasons/ first youn,
chil%ren %ont ha'e &oney/ +aitin, until they are 1Q is .eneficial to those 6apprenticeship
uni'ersity-s7 .ecause then they are le,ally a.le to ta#e out loans an% ha'e the physical a.ility
to +or# an% pay off those loans.
8o+ e%ucation DOE; nee% so&e structure/ you cant 5ust sen% #i%s out to %o +hate'er
cause they &i,ht play 'i%eo ,a&es for 5 &onths strai,ht. But this can .e a'oi%e% if you
satisfy their nee% for instant ,ratification/ ,oal &a#in, an% &a#in, it fun/t actually fun. This is
not as har% as it soun%s as * sai% .efore. =hat nee%s to .e %one at an early a,e is trainin,
the stu%ent ho+ to pay attention .y usin, the +ill. =hat if a chil% lo'es &ath .ut hates En,lish
.:et the& stay in &ath class an% %on-t force the& to ,o to En,lish/ they +ill learn on their o+n
that they nee% so&e En,lish to %o science an% the one interest +ill spill o'er into another
.=hen * +as youn, all * +ante% to %o +as %ra+ an% * %i% &ost of the %ay/ an% * .eco&e .etter
than any.o%y fro& ,ra%e school an% e'en up into later hi,h school. *f * ha% &y +ay .ac#
then/ to%ay i% .e a ,reat artist an% &ay.e %oin, so&ethin, that * actually en5oy. *ts .ecause *
ha% a %i'ision of la.or.
;chool ;A1; that their all a.out the health of #i%s. But +hat a.out the thin, thats the )O;T
i&portant to health / ;leep. ;chool &a#es people ,et up tire% / ,o to school an% not sleep at
their %es#. There punishe% if their not sho+in, attention at all ti&es. The youn, people nee%
the )O;T sleep of anyone. * .et the a'era,e hei,ht of people +oul% .e an inch taller if they
+ere allo+e% to sleep in 5ust a couple hours &ore. *ts not care / its 5ust another tor&ent .A,ain
you here the .o..le hea%e% &ilitants +ho say that +ithout stern %iscipline nothin, ,ets %one/
.ut its the +hole point of technolo,y/ to ,i'e us &ore pro%ucts an% ser'ices +ith less effort.
S& 0H,# 0&+L' H,((*$ I) MI'S 0*%* $&# I$ S1H&&L
3philosoraptor4
;o&e people +oul% say that youn, people +oul% ,et into trou.le/ steal an% .urn the
house %o+n. But to those people * say/ loo# at +hat #i%s %o on the +ee#en%. *f #i%s %o +ron,
on the +ee#en% then there ,onna %o +ron, on the +ee#%ays/ ,oin, to school is not ,oin, to
chan,e that outco&e. *f anythin, not .ein, in school &i,ht lo+er &is.eha'ior .ecause no+
there isn-t the peer pressures an% irritation cause .y the contra%ictions in the syste& create%
.y the school en'iron&ent. Of course there are so&e #i%s +ho %o .a% thin,s li#e steal an%
such/ .ut you +ill fin% that those stu%ents are usually not in school to .e,in +ith an% if they
are are only there to &a#e use of its facilities for their o+n .enefit.
;chool creates tension .y #eepin, cliches separate an% not fosterin, &in,lin,. *f e'eryone
interacte% +ith e'eryone +e% all thin# each other is cool. Bir%s of a feather %o floc# to,ether
ho+e'er/ school is too structure% as i'e sai% an% the +alls co&e up. They achie'e this easily
.y the separatin, of classes .y a,e an% ,ra%e an% so forth. They ,i'e the illusion of
sociali>ation .ut you sit ne0t to people your not allo+e% to tal# to all %ay. They control social
interaction Their is no free association an% frien%ships are &a%e an% then .ro#en .y a
chan,e of class. *f #i%s +ere not in school/ * .elie'e they +oul% fin% a place to han, out.
S1H&&L IS ,$#IS&1I,L
*n early ,ra%es 1 to O/ social acti'ity is ,reat. The +or# is pretty easy/ the teachers are
More lenient to+ar%s tal#in, an% 5u&pin, aroun%/ .ut the syste& is ,ettin, rea%y to chan,e. .
*f your luc#y you run into a couple that are pretty rela0e% an% %ont &in% you 'oicin, your
opinion a.out school or anythin, else. <or others/ *f you say that you %ont li#e the +or# there
li#ely tell you so&e snooty or s&art ass re&ar#. * re&e&.er a #i% +ho actually 2uestione% the
'ali%ity of the school +or# an% the teacher +as tryin, his .est not to tell hi& .asically to fuc#
off/ an% the #i% +as 'ery polite. 1ou coul% tell the teacher +asn-t li#in, the 2uestions an% +as
suppressin, hostility thre+ snipey replys. ;o teachers / out of their their o+n +ill to po+er
authority/ con%ition people not to spea# out/ not to 2uestion authority or they +ill .e punishe%/
e'en if the stu%ent is ri,ht.
Intelligence def$ the a.ility to learn or un%erstan% thin,s or to %eal +ith ne+ or %ifficult
situations
This a.ility is inate in people
;o &ay.e they say you can tal# .et+een classes/ .ut ho+ lon, is that/ 2 &inutes .8ot lon,
enou,h to as# a 2uestion/ an% you ha'e to .e in class on ti&e an% ,et your stuff etc. so that-s
out. The only real ti&e to interact is +ith after school acti'ities .ut e'en then its usually in a
&anner relate% to the acti'ity an% not a casual social en'iron&ent that is con%ucti'e to
for&in, .on%s +ith others. 1ou cant really ,et ,oo% social ti&e in +hen your &o'in, aroun%
%oin, &ore +or#. *t is only .y the en%urin, spirit of ,oo%+ill to+ar%s/ that happy frien%liness
to others/ that spar# frien%ships in school . *ts only .y %iso.eyin, the teachers an% tal#in,
+hen not suppose% to that people are a.le to tal# to one another or the teachers %i%n-t
care/+hich is not often .
*t is not BEAAC;E of school that this/ perhaps the &ost i&portant aspect of life/ is ,aine%.
;chool is the anti to this/ therefore they are the ene&y. An% a.out inti&ate contact/ there is
not real ti&e to court a person. 1ou cant really ,et to #no+ so&eone in a half hour lunch/
certainly not enou,h to ,ain so&eones interest. =hat pro.a.ly en%s up happenin, is that
&ost relations are al&ost solely .ase% on first face .o%ily 'alue/ ho+ se0y they thin# the
others .o%y is/ a,ain not con%ucti'e to ,reat relationships an% %oesn-t help those +ho %ont
loo# so hot.
;o school is actin, in contrary %irections .They say their .enefitin, stu%ents .y ,i'in, an
en'iron&ent for ,ainin, frien%s/ .ut all that &eans nothin, to school if stu%ents %o not %o as
they are force% to %o. That is cruel an% sa%istic punish&ent. *t is an unspo#en %eterrent to
failure/ a,ainst a persons +ill. ;o you can ha'e frien%s if you strictly follo+ or%ers/ .ut you
really %ont ha'e ti&e to &a#e &any frien%s if any. Di'i%e an% con2uer/ of the &in% is the
&ission.

0H,# IS S1H&&L )&%D
,s"ire 'ef$ To ha'e a ,reat a&.ition or ulti&ate ,oalL %esire stron,ly

1ou &ay say that school is for learnin, yes/.ut for +hat en%D =hat is the &eanin, of
schoolD *f you loo# online it &i,ht say that its to li'e a happier an% &ore fulfillin, life. Because
infor&ation for infor&ation sa#e it not a ,oo% enou,h reason to sla'e a+ay for 15 years or so.
*n a speech +ritten .y ;ean Felly / ,i'en at the ;outh Ahina 8or&al Cni'ersity/ a.out the
reason for ,eneral e%ucation he sai%. .the "ur"ose of general education is the
re3uirements for college that every student must fulfill regardless of their area of
interest or s"ecialty in order to be "re"ared to enter the broader world and to as"ire to
live a good life/
;ean Felly speech is a ,oo% e0a&ple of ru..ish that is circulate% . *ts re%un%ancy is
nauseatin,.
<irst/ if ,en e% is not useful then any re2uire&ent .y colle,e for it is an irrele'ant/ illo,ical
an% har&ful. *t +oul% .e 5ust as irrational as sayin, colle,e re2uires you to co&plete an
o.stacle course or spen% 30 hours helpin, the ho&eless. 1es those thin,s &ay .e ,oo% in
the&sel'es .ut they are unrelate% .This &ans state&ent is as %u&. an% tyrannical as the
sayin,7%o it .ecause * sai% so7 .
6re,ar%less of area of interest7
;o here he outri,ht %enies the free%o& of the in%i'i%ual an% places on the& the ,en e%
re2uire&ents.
6in or%er7
Here he is clai&in, that ,en e% &ust .e ta#en as a condition for .e prepare% for life an%
%esirin, a ,oo% life. There are fe+ su.5ects +hich +ill prepare a person for the real life. =hat
life he is tal#in, a.out is / i thin#/ the fictitious reality that is partly %eri'e% fro& the
in%octrination of the youn, in there early school years. That is/ the i%ea that you can .e
+hate'er you +ante% to .e +ithout re,ar% to the e&pirical reality +hich * a& ,oin, o'er. An%
ho+ +oul% ,en e% &a#e a person +ant to li'e a ,oo% lifeD *s that not an inherent %esire to
e'en the si&plest of hu&ansD
Gen e% %oesn-t prepare a person to enter the .roa%er +orl%. lets say you learn econo&ics/
,reat .ut it usually +ont help you that &uch since IIJ of your life +ill pro.a.ly .e usin, only
'ery si&ple econo&ics li#e ho+ &uch &oney you earn 's ho+ &uch &oney you spen%.
;i&ple a%%ition stuff. Plus they dont teach you the stuff that +oul% pro.a.ly +ill nee% in life
li#e ho+ to fin% a choose a 5o. +isely . As i sai% .efore/ unless your usin, this #no+le%,e at
least fro& ti&e to ti&e you +ill for,et a.out it soon. An% they lea'e out all the really ,oo%
thin,s in the .oo#s that +oul% really help/ the stuff +hich is ter&e% contro'ersial. :i#e the stuff
i& tal#in, a.out here. *ts the stuff thats +a#e you up fro& a slu&.er an% stirs you on to+ar%s
a real path. There can .e &a%e an ar,u&ent that ,en e% is a ,oo% thin,s an% can help you in
life. But you &ust put that into real conte0t +ith reality .
;ean ,oes on to say that Har'ar% uni'ersity 5ust o'erhaule% their GE re2uire&ents an% that
the chan,e is a 6philosophical one7 since ones 'ie+ a.out ho+ one ou,ht to li'e +ill %epen%
closely on +hat success in life re2uires. =hat the prere2uisites for such success &i,ht .e
an% +hat role the colle,e or uni'ersity has in preparin, its ,ra%uates .=ell their you ha'e it.
One of the &ost presti,ious schools in the +orl% 2uestionin, the thin,s i'e .een tal#in,
a.out. An% the i%ea of GE .ein, a philosophical 2uestion re&o'es any har% lo,ic or real facts
as to the nee% for ,en e% in the first place. Because philosophy can s+in, fro& left to ri,ht .
*n the en% its 5ust an opinion/ an% opinion isn-t reason enou,h to force people to it/ either .y
#eepin, hi,her e%ucation a+ay fro& the& or not ,i'in, alternati'es to co&&on schools.
;ean says /one of the reasons there is still strong em"hasi<es on gen ed in the +S is
the "resence of the Loco (arentis doctrine! which derived from *nglish common law!
allows schools to act in the best interest of the student! taking the "lace of the "arent/
The state .eco&es the father of the chil%ren.
Thus school is suppose% to ta#e the place of the parent yet fails to teach that +hich the
parents shoul% teach. This is li#e an electrician thats suppose% to fi0 your +irin, .ut %eci%es
to not fi0 it all cause there afrai% of steppin, o'er any rules . ;o ho+ are #i%s suppose% to
%e'elop fully after +or#in, in school for the &a5ority of their youn, li'es. An% parents /+ho
only ha'e a s&all +in%o+ to teach the& those other thin,s/ +hen their too tire% or %ont #no+
+hat school %i% or %i%nt teachD An% parents +ent thre+ the sa&e poor schoolin,/ so their not
fit to teach either. Ho+ can they teach you anythin, +hen all the %e&an%s of re,ular life ,et in
the +ayD The only reason +e ,et any+here is .ecause +e follo+ our o+n lo,ic an% path.
;ean ,oes on to tal# a.out a story of his &other +ho +as tau,ht .y her &other/ &any of the
poe&s that +ere in Ahinese history. ;hes as#e% her &other +hy she ha% to learn all these
poe&s. Her &other sai% 6.ecause +hen a &o&ent in your life co&es the poe& that relates
to it +ill leap to &in% an% you +ill un%erstan% the poe&s &eanin, in your life7 +hen ;ean
as#e% his &other +hether it ha% ,i'en her life &eanin, she sai% no. 9e&e&.er no+ that
;ean is P9O Gen e%. e'en thou,h all of his e0a&ples ha'e sai% the apposite@
;ean sai% in his essay that GE +ill help &a#e life &ore &eanin,ful as it +oul% ,uarantee
that +e e0perience those e'ents in ter&s of their &eanin, they ha'e rather than a
&eanin,less series of in%istinct e'ents. But this is precisely the opposite@ His o+n lo,ical
thin#in, has ,i'en up the real ans+er/ an% yet he clin,s to his inconsistency an% %o,&a on
e'ery e0a&ple.
)y 2uestion to ;ean is/ ho+ is life &eanin,less e'erDThe fact is your life +ill .e full of
+an%erin,. To thin# that ,en e% is ,oin, to %irect you life for you is shear a.sur%ity. 1ou
choose your life. Ho+ is resitin, Huc# <inn ,oin, to help ,ui%e &y life. E'en if so&e ele&ents
happen to coinci%e +ith &y o+n. *t still has no .asis on +hat i& ,oin, thre+ since .oth are
%ifferent storyKs an% one a +or# of fiction. The i%ea of it ,ui%in, part of &y life +oul% .e at
a.sur% as one +or# of fiction ,ui%in, another. 1es a person &ay &o%el part of their life o'er
the .oo#s. But it +as al+ays their %ecision an% the sa&e %ecision coul% ha'e .een &a%e
+ithout the .oo#. =e are all so'erei,n of our o+n li'es/ re,ar%less of +hat +e learn /+e #eep
al+ays the +ill to ,ui%e oursel'es.
An% ho+ is sittin, in a %es# rea%in, a .oo# ,oin, to ,uarantee +e e0perience anythin, at
allD 9ea%in, is rea%in,/ fishin, is fishin,/ one cannot .e a su.stitute for the other. As it +as so
elo2uently state% in the &o'ie Goo% =ill Huntin,7 If I asked you about women you>d
"robably give me a syllabus of your "ersonal favorites You may have even been laid a
few times But you can>t tell me what it feels like to wake u" ne5t to a woman and feel
truly ha""yYou>ve never held your best friend>s head in your la" and watched him
gas" his last breath! looking to you for hel"7 ;chool ruthlessly is tryin, in 'ain to ta#e the
place of that +hich cannot .e ta#en place of...e5"erience.
=hat people li#e Felly are %oin, is shiftin, the attention a+ay fro& the actual pro.le&s. ;o
+hen results are not ha% they si&ply say +e nee% )O9E of the sa&e ie$ &ore repression of
free thou,ht/ clin,in, to %o,&as +hich ha'e no lo,ical .asis/ on +hat accountD The co+ar%ly
stance on the si%e of the status 2uo.
Do you thin# its +ise to follo+ the +iseD ;urely follo+in, in the steps of the foolish is .a%.
Aristotle +as an% is still consi%ere% a 'ery +ise person an% he e'en sai% that ,eneral
e%ucation %oesn-t &a#e a persons life any &ore fulfillin, or happy. As ;ean states in his
speech
7Aristotle states in his 8ico&achean ethics that althou,h he inten%e% to tal# a.out ,eneral
e%ucation 7 +hat a ,oo% life consists of 7 he %i%nt inten% to .e teachin, his stu%ents ho+ to
ha'e to li'e one. in%ee% he sai%/ if you are not alrea%y +ell .rou,ht up in the cultural
tra%itions .y your parents an% therefore alrea%y un%erstan% as a #in% of secon% nature +hat
you ou,ht to .e ai&in, for in a life/ then there is nothin, i coul% %o to help you out. ho+e'er
he %i% say that ,eneral #no+le%,e %oes ha'e &eanin,.7 The state% &ission of ,eneral
e%ucation school .y ;ean/ to i&pro'e people li'es in happiness is false .

S1H&&L '&*S $&# 2,M* #H* S#+'*$#
The a.ility to learn an% intelli,ence is innate
innate defA
Possesse% at .irthL in.orn.
9 Possesse% as an essential characteristicL inherent.
B Of or pro%uce% .y the &in% rather than learne% throu,h e0perience
;chool %oes not &a#e the stu%ent the stu%ent &a#es the school. ;chool %oesn-t teach
you/ you teach yourself. The teacher %oesn-t 5u&p in your hea% an% i&plant infor&ation. A
co&puter can %o the sa&e thin, as a teacher an% +e %o not cre%it the co&puter for &a#in,
us s&art. *ts a false cause an% correlation. The school &erely an% poorly pro'i%es the info
that they say you shoul% learn. The stu%ent thro+s their o+n &ental +ill po+er focus to learn
the thin,s. school &i,ht teach you parlor tric#s of learnin,/the real &etho% of trainin, TO
learn is to train the =ill +hich is the en,ine .ehin% learnin,. An% +ill trainin, is %irectly an%
;pecifically lac#in, in all schools.
0ill 'ef $The &ental faculty .y +hich one %eli.erately chooses or %eci%es upon a course of
action
;ean sai% that GE ou,ht to .e 6the ri,ht of e'ery stu%ent no &atter +hat %iscipline they are
in7. <orcin, it on people is not ,i'in, the& a ri,ht. *ts only ,i'in, the& one option. He &i0es
ri,hts +ith free%o&. =hich this &an is clearly oppose% to. He is sayin, that its your 6ri,ht7
+hich &eans your force% to ha'e it .:i#e its our ri,ht to follo+ la+s. 8o its not. *ts 'ery easy to
#eep the ri,ht of fee speech +hen e'eryone says the sa&e confor&ist thin,s. 9i,hts are to
protect the contro'ersial opinions of people/ not the i&posin, of certain ones.
;ean clai&s that Ge +ill connect people +ith culture. <or one its not real e0perience so
there is no real connection as he says/ an% t+o culture is all aroun% us. =here not ,oin, to
&iss out on it/ =here not ,oin, to loo# thre+ the eyes of the +orl% thre+ the eyes of a .oo# .
Aulture is e'erythin, you use/ feel/ ;ee/ internet 5o#es the so calle% lo+ .ro+ i%eas or thin,s
are 5ust as 'ali% as the hi,hest. =hat ri,ht %o the schools ha'e to say other+ise.


Y&+ 0ILL (I1M+( G* ,s you live
* ,i'e you t+o pieces of #no+le%,e an% as# you +hat is &ore 'alua.le. On the one han%
you are ha'in, trou.le +ith your spouse an% your frien% ,i'es you a piece of a%'ice that they
hear% fro& their parent as to a solution or another e0a&ple of the sa&e an% ho+ it turne% out.
1ou ta#e this info an% co&e to a conclusion as to ho+ it +or#s in your life. An% the other piece
of #no+le%,e is a history on so&e fa&ous fi,ure. 8o+ you &ay .e a.le to ta#e so&ethin,
fro& the history of the fi,ure an% use it to help in your life. .ut usually history lessons are fille%
+ith %ates an% actions +hich %o not in'ol'e the self an% %ont %el'e into personal thin,s that
historical person ,oes thre+. The first piece of #no+le%,e +ill pro.a.ly .e &ore useful as it
in'ol'es your real life.
)y point is GE +ill .e pic#e% up as you li'e thre+ e0periences. An% it +ill .e an in'alua.le
teacher +orth its +i,ht in ,ol% far &ore than school GE e'er +ill.
0H*%* IS 0IS'&2 I$ S1H&&LD
Fno+le%,e +ill carry you thre+ so&e pro.le&s an% it &ay &a#e you &oney. But +is%o&
foresees the future an% protect you fro& a &illion &ista#es an% is uni'ersal. People often
&ista#e #no+le%,e for +is%o&/ thou,h the t+o +al# han% in han%. E'en the youn,est chil% or
a person li'in, in a re&ote tri.e &ay hol% +is%o& that is pure an% true. But +here in school is
the +is%o& of Aesop fa.les tau,ht or Plato or anythin, else. There is no philosophy. *n
hi,hschool &i%%le or ele&entary. Oh there &ay .e little ti%.its here an% there +hich +ere
there .y coinci%ence / .ut no lar,e stu%y of it is %one. =hen these +or%s of +is%o& po#e
thre+ in a stu%ents .oo# they shine li#e little %ia&on%s as real +orth.
=is%o& is a ,reat source of ,ro+th for an in%i'i%ual. *t is +is%o& +hich creates character.
=hen a chil% is tol% so&e piece of +is%o&/ so&e truth/ it has a special 2uality. *t has a ,reat
effect on the&. E'en those +ho are ol% can .enefit fro& +is%o&. These s&all %rops of truths
can chan,e a person for their +hole life. ;in,le sentences .Off course e'en thou,h its the
responsi.ility of the parent to teach these they %ont .ecause of ti&e /etc. Effecti'ely &a#in,
people into e&pty 'essels +hich schools puts the 'irtues of su.ser'ience /apathy/ +or# ethic.
$oam 1homsky
.%al"h waldo *merson was 3uestioning why it was that "olitical leaders were
interested in mass "ublic educations and he said that the ground on which eminent
"ublic servants erged the claims of "o"ular education is fear In their words he says//
this country is filling u" with thousands and millions of voters and you must educate
them to kee" them from our throats//meaning educate them the right way kee" there
"ers"ectives narrow and their understanding restricted discourage free and
inde"endent thought Eames 2adison the ma:or framer of the constitutions his view
was "retty much the same!he said the "ublic had to be marginali<ed!he urged the
convention to think about what would ha""en in england if they had acual democratic
vote he said what would ha""en is that the ma:ority of the "o"ulation would use their
voting "ower to take away the "ro"erty of the rich to carry out land reform/
.'avid Hume he wrote a book called "rinci"als of governance! in it he wondered of the
easiness with which the many are governed by the few and the im"licit submission
with which men resign their own sentiments and "assions to their rulers when we
es3uire by what means this wonder is brought about we shall find that force is always
on the side of the governed! the governors have nothing to su""ort them but o"inion
tis therefore only on o"inion that government is founded and this ma5im e5tents to the
most des"otic and most military government as well as to the most free and "o"ularly
and in fact in the more free and "o"ular where force is less available you get the most
so"histicated develo"ment of the notions of the engineering of consent "ublic
relations and the education system has to be enlistted in this enter"rise/
,utodidacticism 3also autodidactism4 or self-education is self!%irecte% learnin, that is
relate% to .ut %ifferent fro& infor&al learnin,. *n a sense/ auto%i%acticis& is Blearnin, on your
o+nB or B.y yourselfB/ an% an autodidact is a self!teacher.
9enaissance poly&ath :eonar%o %a Vinci is one of historyKs .est #no+n auto%i%acts.
.Eonathan rose!the intellectual life of the British working classes %ose contrasts the
./"assionate "ursuit of knowledge by "roletarian autodidacts with the "ervasive
"hilistinism of the British aristocracy// in the united states!in the 7I century if a
blacksmith could afford it ! he could hire a young boy to read him/classics/ while he
worked in the mills in the early industrial revolution young women from farms called
factory girls!the factory girls had "lenty of condemnation of the system that they were
being forced into!one of them was the destruction of their high culture! they wee used
to reading!when they were driven into the mills this was taken away from them/
.imagery associated with education &ne image is like "ouring water into an em"ty
vessel! a very leaky vessel! the other alternative is that teaching should be like laying
out a string where which students can e5"lore and "rogress in there own way! that4s
from 0ilhelm Humboldt Eohn dewy! said/that it is illiberal and immoral to train
children to work not freely and intelligently but for the sake of the work earned in
which case there activity is not free because it is not freely "artici"ated in/
.#he ,merican association for the advancement of science! their science :ournal
biochemist Bruce ,lbert alternatives to science education! but learning in general &ne
a""roach is the enlightenment view ./out goal is to make it much easier for teachers
everywhere to "rovide their student s with laboratory e5"eriences that mirror the o"en
ended e5"lorations of scientist as o""osed to traditions cookbook labs where
students follow instructions to a "redetermined results when we teach children about
as"ects of science that they cannot yet gras" we have wasted
valuable education resources! "roduces nothing of lasting value and worse! weve
taken the fun out of learning science , chore that brings no en:oyment //when they do
have the background of understand the dna molecule I fear that the :oy of discovery
has been eliminated by the early memori<ation of boring '$, facts! we s"oil the
beautiful story for them by teaching it at the wrong time for e5am"le an intro biology
class students are often re3uired to learn the 7J names of en<ymes that o5idi<e sugar!
an obsession with such details can obscure any real understanding of the central
issue! leave students with the im"ression that science is im"ossibly full! causes many
of them to dro" it/for many science becomes a game of recalling boring
incom"rehensible facts ! so much so that is makes little difference whether the
factoids comes from the "eriodic tables or a movie scri"t/
#he High 1ost F(,YI$G )&% S1H&&L IS ILL&GI1,L
=hat sense %oes it &a#e to spen% thousan%s on so&ethin, you coul% ha'e learne% e'en
.etter on your o+n +ithout the stress. Especially +hen you +ill for,et or not e'en really lean a
lot of +hat the colle,es are ,i'in, you.
#no+le%,e +ill .e for,otten / relearne%/ for,otten an% relearne% a,ain. ;pen%in,
thousan%s of %ollars on it is pretty &uch a +aste. 8ot that so&e &oney +ill not .e nee%e% to
spen%/ as #no+le%,e 6#eepers7 +ant to li'e as +ell. But to spen% 50 /100 or e'en 20
thousan% on it is foolishness. E&ployers +ant people +ith %e,rees as P9OO< of their
#no+le%,e/ other+ise people coul% 5ust lie a.out it. They care not for the paper itself. *f you
can pro'e you #no+ +hat it is they +ant then your in. Ha'in, the %ocu&ent is 5ust a +ritten
for&ality of theirs. An% if your in colle,e the infor&ation you ,et there &ay not .e use% at all.
:i#e the 2 frea#in years of GE courses. E&ployers %o not care a.out GE courses/ they +ant
you to #no+ a.out the thin,s +hich they are specifically associate% +ith. The i%ea that they
%o care is a &yth. *ts propa,an%a fuele% .y those that .enefit. *f they %o care it is only
.ecause they too ha'e fallen into the propa,an%a that GE is re2uire% to .e a ,oo% person .
=hat if you ,o into a %ifferent fiel% than the one you stu%ie% for D * #no+ a nu&.er of
people +ith %e,rees in this an% that an% they are not in'ol'e% +ith the& as all. *'e seen
people +ith en,ineerin, %e,rees that ta#e people on sail.oat cruises/ people +ith architect
%e,rees +or#in, at a %octor clinic as the receptionist. They are no+ realtor an% +ater filtration
e0perts/ they are +hat the +orl% DE)A8DED an% not +hat they set out to .e. 8ot that they
coul%n-t .e +hat they +ante% to .e .ut in or%er to .e +hat you +ant you &ust .e,in &uch
earlier in or%er to ,ain as &uch po+er as possi.le to fuel that %esire .
)any circu&stances are out of your control/ location/ 5o. &ar#et/ unforeseen conse2uences
of action. These thin,s are real %eci%ers of your 5o.. But school ne'er har%ly touche% on this
su.5ect/ their silence has %a&&e% you.
The a'era,e tuition at C; colle,es an% uni'ersities has s#yroc#ete% OO0J o'er the last 30
years/ +hich is nearly four ti&es a.o'e the rate of inflation. This a,ain is .ecause the la+s of
e0ploitation. =hich state if they can e0ploit/ they +ill. Bi, .usiness has run to the nanny state
,o'ern&ent in the for& of the corporate uni'ersity-s. They ha'e 6con'ince%7 ie .ou,ht/ the&
&a%e the fa.ricate% clai& that stu%ents all nee% to ,o to uni'ersity to sa'e the econo&y. They
&a%e easily ,aine% fe%eral .ac#e% loans to stu%ents in or%er for the uni'ersity-s to profit.
<e%erally .ac#e% &eans that the ,o'ern&ent hol%s the %e.t. =hich is a ,reat +ay of ta#in,
the pri'ate loaners out of the picture an% ,uaranteein, that the ta0 payin, &asses pay for the
loans if they %efault. An% &a#es pre%atory len%er 'ery easy especially since stu%ents +ho
ha'e no 5o. s#ille% are afrai% of li'in, a .ro#e life.
Because of &ore crisis/ +hich ha'e .een create% .y 6the&7/ e0portation of 5o.s/
%estruction of la.or unions/ speculation/ inflation an% collapse 200Q crisis etc. People are out
of +or# an% %esperate for 5o.s. ;o here co&es the uni'ersity-s +hich pro&ise you 5o.s an%
&oney. ;o they ha'e char,e% us t+ice so far. Because of such easily ,otten loans an% the
hi,h %e&an% / uni'ersity ha'e .een raisin, there costs/ no+ they can s2uee>e out of you.
:ife .e,innin, to soun% not so innocent yetD *f it +as the free &ar#et/ the .alance of supply
an% %e&an% an% co&petition +oul% lo+er the costs an% there +oul%nt .e cheap an% easy
fe%eral .ac#e% loans. *ts the ol% false fla, of 6helpin, the &asses ie +or#in, class7 that A%a&
s&ith ri%icule%. ;o often/*ts the &onopoly of .i, .usiness ie ,o'ern&ent.
*ts rather ti&ely that at the en% of hi,h school you +ill ha'e the first real opportunity to
&a#e &oney. 1ou +ill ha'e the ti&e an% .e +ell of le,al a,e to .e +or#in,. Very ti&ely / is
that ri,ht out of hi,h school the opportunity +ill arise to ,o to colle,e +here they pro&ise to
teach you thin,s that might actually &a#e 1OC )O8E1 A8D BE O< *8TE9E;T TO 1OC.
They are careful not to pro&ise you this .ut they infer3 To hintL i&ply 4 it. Basically you ,o to
colle,e /,et a %iplo&a3 4 an% youll ,et a 5o. . The space is +here the connectin, +or%s
they purposely left out in or%er to a'oi% le,al la+suit.3sho+ uni' co&&ercial4.*ts calle%
propa,an%a. <alse a%'ertisin, .y the +ay is only a secon% %e,ree &is%e&eanor/ a slap on
the +rist for a .i, co&pany .ut not .efore they ha'e s+in%le% a hu,e profit fro& the &asses.
8o+ pay attention to the +or%in, that they use .ecause they lea'e out 5ust enou,h to ,et
your &in% to &a#e the &athe&atical e2uation 3,et %e,ree G ,et &oney4. *ts such an o.'ious
ploy/ .ut forces ha'e allo+e% this to ,o on.
They ha'e seen the s&all see%lin,s ,ro+ 3the stu%ent4 /they ha'e ,ui%e% the spri,s +ith
false info an% propa,an%a in the &e%ia .They ha'e put people in place to &a#e la+s to ,i'e
fe%erally .ac#e% loans3,uarantee% for the schools to ,et their &oney4 to nearly e'eryone/
+ith the 6con'enience7 of payin, later. A loan is 5ust another +or% for %e.t.
An% then ri,ht +hen you ha'e co&e to &aturity they har'est you/ reapin, you of your
cash. *f this see&s a .it e0tre&e an e0a&ple let &e say this. =as it not terri.le that they
force% you to +or# all +ee# an% then ta#e +or# ho&e +ith you for &ost of the years that you
ha'e .reathe% / an% then to snatch all your &oney that you &ay earn / for a lon, ti&e/ in
<*8A::1 ,i'in, up info +hich coul% .e .ou,ht else+here 'ery cheaplyD@
Does not the %a& operator #no+ +here the fisher&an ,ather to collect the fish +hich co&e
out at the openin,D 1es. an% so %ose colle,e. These people rent stupi%.They all #no+
precisley +hat there %oin,. ;chool is a .usiness/ e'en so calle% pu.lic school. 9e&e&.er
.usinesses ha'e .een +or#in, on .etter an% .etter +ays of con'incin, you/ of ,ettin, &ore
&oney fro& you / of tric#in, you +ith .ait an% s+itch an% all &anner of sha&eless tactics an%
&ar#etin, sche&es /an% at the sa&e ti&e a'oi%in, all .la&e. ;ince lon, .efore you +ere
e'en .orn they +ere &a#in, .illions/ you really thin# you cant .e tric#e%D Do you really
.elie'e the +orl% is so innocentD Of course this is %one un%er the .anner of la+ful action. *t is
co&pletely la+ful to e0ploit another. But it is unla+ful to s&o#e &ari5uana.
=hen the .usiness ancestors %ie% /there infor&ation stren,th re&aine%/ an% +ent on to
the ne0t ,eneration +here it +as i&pro'e% on. 1ou +ere an infant +ho coul%n-t for& +or%s
+hen they +ere con2uerin, nations3&etaphorically4. ;o .e+are/ .ecause to the& a suc#er *s
.orn an% %ies e'ery%ay/ .ut the co&pany li'es fore'er. Aapitalis& is the reason .ehin% failure
of school/ capitalis& in the +ay that i& ,oin, to %escri.e. People &ay call is crony capitalis&.
But they are unfa&iliar +ith the la+s of capitalis& as A%a& s&ith pointe% out.
All the ,o'ern&ent / or any.o%y in .usiness/ has to %o is pay off the plaintiffs an% they ,et
a+ay scott free +ith out any accounta.ility/ 5ail ser'e% or any +ron, %oin, a%&itte%. 8o
a%&ittance of ,uilt is re2uire%. An% the ,o'ern&ent ,ets their &oney fro& ta0payers so
&oney %oesn-t &atter to the& . Bi, .usiness can +i,,le out of their ta0es. loo# at the ne+s/
rea% .et+een the lines. The truth is not as happy as you li#e it .ut that %oesn-t &ean you
shoul% %eny it or e'en .e %epresse% .y it.
After the housin, .u..le of 200Q +hich +as create% .y the .an#s/ &any people lost their
5o.s/ an% others +ho +ere out of +or# foun% it %ifficult or i&possi.le to fin% 5o.s. *n the stir of
their ,reat an0iety an% %epression .i, .usiness ha% %eci%e% to capitali>e on this fear .y
.rin,in, up the i%ea an% option that ,oin, to hi,her e%ucation +ill secure for the stu%ent a 5o.
+hich pays +ell an% is not .ac#.rea#in, har%. They ha'e/ as so &any other ca&paniles ha'e
%one si&ilarly/ fa.ricate% nee%s. <a.ricatin, nee%s is a lon, ti&e practice of .usinesses..
*t is not in the interests of .usiness to tell the co&plete truth or e'en any truth at all. On the
contrary it is &uch &ore .eneficial for the& to tell +hat a&ounts to ,reat fallacys ie lies. :yin,
creates &ar#ets +hich are &ore easily e0ploite%. A ,reat e0a&ple is the lie that ,in#,o Bil.ao
+ill help &ental function. The C; ,o'ern&ent spen% P .illion %ollars stu%yin, the effects of it
an% foun% no e'i%ence +hatsoe'er that is %oes anythin, at all.
1ons"iracy def$
an evil! unlawful! treacherous! or surre"titious "lan formulated in secret by two or
more "ersons; "lot
B a co&.ination of persons for a secret/ unla+ful/ or e'il purpose

=hen a treacherous plan is create% in secret its a conspiracy +hen its out in the open its
not a conspiracy/ +hat i& tal#in, a.out is in the open. *ts +ritten in the history .oo#s. .ut no
one e'er tau,ht you. *t +as 6+or#e% aroun%7.+hite+ashe%/ 'eile% .y nationalis&/ .ut if it
effects you an% you co&plain they say thats the +ay it is . *t coul% .e consi%ere% a conspiracy
since that infor&ation +as so ne,lecte% .But +hat proof %o * or anyone else has of thisDnone.
Cnless the school syste& or anyone in'ol'e% co&es out an% a%&its these thin,s then they all
are protecte% .ehin% the fortress of reasona.le %ou.t. An% e'en if they %o/ the syste& is so
in%octrinate% into society that the lie has falls on %eaf ears.
Those secrets +hich ha'e escape% into the pu.lic eye ha'e .een i,nore% .y ,o'ern&ent
an% +e continue on in the roa%/ the roa% of our i,norance our sufferin,. =hen a conspiracy
loses its secreti'e 'alue it also see&s to lose its i&portance. *t is rolle% asi%e they say 7.i,
%eal 7so +hat7 the &e%ia co'ers up or si&ply %oesnt sho+ it at all it %o+nplays the
i&portance .
;uch a po+erful coerci'e force is at +or#. A person +ho hol%s all the &oney can s+ay a
&ass of people li#e a ocean +a'e. People continue to .e foole% .y shiny co&&ercials an% all
there %elicately spo#en pro&ises.
#he 'ebt Slavery
Only a.out 3E percent of fe%eral stu%ent loan .orro+ers .et+een 200O an% 200I &ana,e%
to &a#e ti&ely pay&ents +ithout postponin, pay&ents or .eco&in, %elin2uent. <or e'ery
stu%ent loan .orro+er +ho %efaults/ at least t+o &ore .orro+ers .eco&e %elin2uent +ithout
%efault. 8early 30 percent of colle,e stu%ents +ho too# out loans %roppe% out of school/ up
fro& fe+er than a 2uarter of stu%ents a %eca%e a,o
)ore than half of stu%ents +ho ta#e out loans to enroll in t+o!year for!profit colle,es ne'er
finish. At tra%itional nonprofit an% pu.lic schools/ the percenta,e of stu%ents +ith loans +ho
starte% colle,e in 2003 an% %roppe% out +ithin si0 years is a.out 20 percent. 3;ource$
E%ucation Trust4
A theory of +hy they 2uitD the sa&e reasons that i ha'e sho+n here/ school %oes not ,i'e
you the practical si%e of thin,s .ut hol%s off on it until the 'ery last. The stu%ents nee% to
+a#e up an% reali>e that %e,rees aren-t ,oin, to sa'e the&/ there not ,oin, to fi0 the
econo&y. They %ont care a.out +hat you +ant only +hat +ill fill there poc#ets the &ost. They
%o not care a.out +hat you +ant your +orl% to .e/ only +hat it is. Accor%in, to the econo&ist
Peter ;chiff +e ha'e no+ 3 ne+ .u..les in the econo&y/ a ne+ housin, .u..le/ a .on%
.u..le/an% a stu%ent %e.t .u..le. The stu%ent %e.t is hi,her than the cre%it car% %e.t of the
nation.
0hy do they struggleD
R OQJ of 25!3O year!ol%s say they-re une&ploye% or un%er!e&ploye%.
R 52J %escri.e their financial situation as 5ust fair.
R E0J say it has .eco&e har%er to &a#e en%s &eet o'er the past four years.
R O2J of those un%er 35 ha'e &ore than S5000 in personal %e.t that %oes not inclu%e a
&ort,a,e.
R ;tu%ent loans account for the &ost co&&on for& of increasin, %e.t a&on, a,es 1Q!2O
35OJ ha'e seen increase% school loan %e.t4 +hile those in the ol%er ,roup attri.ute
increase% %e.t e2ually to school loans 33EJ4 an% cre%it car%s 33EJ4.
3;ource$ De&os an% 1oun, *n'inci.les4
There are appro0i&ately 3E &illion stu%ent loan .orro+ers +ith outstan%in, stu%ent loans
to%ay .As of Tuarter 1 in 2012/ the a'era,e stu%ent loan .alance for all a,e ,roups is
S2O/301. A.out one!2uarter of .orro+ers o+e &ore than S2Q/000L 10J of .orro+ers o+e
&ore than S5O/000L 3J o+e &ore than S100/000L an% less than 1J/ or 1PE/000 people/ o+e
&ore than S200/000.
6in most states tuition covers more than half of college budgets! "retty soon only the
community colleges will be state financed and even there under attack ,nalysts
generally agree// that the era of affordable C years "ublic university4s subsidi<ed by
the state may be overA// #hat4s one im"ortant way of indoctrinating the young for a
sim"le reason!students leave In a debt tra" when you leave with a debt they don4t
have many o"tions #he indoctrination is working !its not an economic reason! as a
techni3ue of indoctrination ! Its very valuable If a university is not "ublicly su""orted
then how are they going to surviveD #hey don4t "roduce commodities for "rofit! and
thats the dominant value under the new s"irit of the age 6greed ca"italism s"irit8 #he
funding issue brings u" many troubling issues! these would not arise if fostering
inde"endent thought and in3uire were seen as a "ublic good! having an intrinsic
value/
$oam 1homsky
0HY I2 #,LMI$G ,B&+# 1,(,#,LIS2 ,$' (&LI#I1S

=hen * +as researchin, a.out the pro.le&s +ith school/ one thin, lea% to another an%
e'erythin, that i'e .een sayin, for 1EA9; hit &e in the face +hile * +as rea%in, . * starte%
rea%in, a.out e'erythin, history/ philosophy/ econo&ics /art/ +ar e'erythin,. A &ost
interestin, an% po+erful sense of connection .et+een all of the& s+ept o'er &e. The arro+s
to +hat +as ,oin, on in school +ere .ein, pointe% to. * sa+ in the +or%s of the philosophers
of the scientists &y o+n thou,hts an% &ore. * +as o'er+hel&e% +ith e0cite&ent/ .ecause *
felt such a 'ali%ation after years of the sa&e thin,s ,oin, thre+ &y hea%.
8o+ you &ay .e sayin, Ahh Aaron you are stu%yin, ,eneral e%ucation an% your .ein,
hypocritical no+. * a& not / .ecause * ha'e set out first on &y o+n +ith &y o+n interests in
&in% / the +or# * ha'e rea% has not .een %octore%/ e%ite% or li&ite%. )y interests .oun%e%
fro& one to the ne0t so&eti&es ri,ht in the &i%%le of a stu%y an% &y ,rasp of the stu%ies
sno+.alle% at an accelerate% rate .ecause * %i% thin,s fro& &y o+n self %irection..no &icro
&ana,e% . This coul% ne'er ha'e .een acco&plishe% un%er the strict curriculu& of school/
an% neither coul% it .e for you either. Because you cannot see# your path .y ,oin, thre+ a
&a>e/ .y .ein, transplante% fro& one interest to another %epen%in, on the hour of the %ay.
An% it is +orth sayin, that #no+in, this ne+ ,eneral e%ucation has not of yet .enefite% &e in
any ,reat &easura.le a&ount that * can see /outsi%e of the potential to tell you here of the
pro.le&s of school.
* A) 8O= A PH*:O;PHE9 / A :OVE9 O< =*;DO)@ *8 TH*; =O9F *; THE ;E:<
<C::<*:*8G P9OPHEA1. * ha'e +on/ the schools cripplin, of &y &in% has .een %issol'e%.
The chains ha'e .een thro+n off.

*n e'ery person * learne% a.out/ the truth spran,/ of the un%yin, lo'e of li.erty in all people
an% of its &a,ical po+ers to chan,e the +orl% an% self . *n each historical fi,ure ca&e the
teachin,s of those .efore the&/ li#e %isciples fro& a ,reat oneness. The ,reat hi%%en +is%o&
+hich * sense% thre+ out +as that +hen people are left alone / left to thin# for the&sel'es
an% freely/ +ithout the oppression of ,o'ern&ent/ or other people. Then ,oo% thin,s happen.
An% it is only .ecause of this that hu&ans ha'e a%'ance%.
* ha% al+ays #no+n since * +as youn, that .i, .usiness ha% a lar,e influence o'er society.
)ostly a ne,ati'e influence. But it +asn-t until * actually starte% rea%in, that * learne% 5ust ho+
'ast an e&pire that ha% .un%le%. Ho+ coerci'e they +ere. Ho+ &uch of society +as %irectly
%ictate% .y the&. * +as shoc#e% e'en +ith &y cynicis&. They ha'e .een the %irect cause of
&any +ars/the %estruction of the fa&ily cohesion/the culture/the oppression of the lo+er
classes to an intensity .
An% then as * ran thre+ the fiel%s of +or# there +ere t+o &en +hos +or#
see&e% to personify alot * ha% .een e0plainin, in this te0t. These &en +ere Farl )ar0 an%
<re%eric# En,els. * a& not a co&&unist. li#e a ,oo% scientist * ta#e that +hich &a#es sense
fro& &any sources an% lea'e +hat %oesn-t +or#. * a& a chil% of free thou,ht. * o+e nothin, to
any .anner.
Farl )ar0 ? <re%eric# En,els

The i%eas of Farl )ar0 an% <re%eric# an,les +ere a .rea# thre+ an% a turnin, point for
&y pro5ect an% thin#in,.
*t +as li#e Farl )ar0 ha% alrea%y thou,ht the e0act sa&e thin,s * ha% thou,ht an% &ore/
an% +as a.le to scientifically an% intelli,ently %efine the& . *n e'ery para,raph * ha% seen the
%usty for& of &y o+n footprints. )ysterious it +as/ li#e * +as chasin, a &an +ho ha% 5ust left
an% circle% .ac# aroun% 5ust in ti&e. * +as chasin, &y o+n self.
* thou,ht a.out &y pro5ect for school an% ho+ it +oul% effect society an% sa+ that the &y
+or# an% his +or# ha% so&e thin,s &uch in co&&on .
I beg you! if you are o""osed to 2ar5ist thought already do not shut me out until I
have e5"lained my work in regards to his 2ar5ism is not what they told you it is! the
media has s"un the truth like theyv s"un schooling )or a while :ust forget about the
words socialism! communism! ca"italism :udge things by there ob:ective value and
do not let other knowledge s"oil the knowledge of other things Let them each stand
on their own- Let each "erson stand on the basis of their &0$ merit $ot what "eo"le
in the future have done but by the works of each individual regardless of their
influence #ruth has no banner
I want to make it clear! and remove the fallacy once and for all Marl did not have a
formulated idea of what socialism or communism should be like In fact there are only
a few scattered sentences in his work on the matter of what it would be like or how to
bring it about He was a ca"italist theorist Socialism! as defined! is characteri<ed by
workers control over the means of "roduction ,nd that means %ussia! china! $a<i
Germany 0*%* $*R*% %*,LLY S&1I,LIS# because the workers didnt control the
"roduction -
The intelli,entsia/ as so&e &i,ht call the&/ are 2uite a cle'er propa,an%a &a#in,
&achine. They ha'e 'ery successfully chan,e% the &eanin, of true socialis&. They ha'e
e2uate%/ a.solutely/ socialis& +ith that of a totalitarian re,i&es. ie state control. But +hat is
the %ifference .et+een this an% a &onarchyD 8othin,. =hat is the %ifference .et+een this
an% the feu%al syste& of .arons an% lor%s an% serfs/of the caste syste&. 8othin, .But instea%
of callin, is +hat it really is/ they choose the +or% socialis& .ecause in ;O)E socialist types
it says state control. This ,ains the& .enefit t+o fol%. One it allo+s the ,ro+in, senti&ent to
%o a+ay +ith all thin,s +hich ta#e &oney out of their rich poc#ets/ such as socialist country-s
that %o not capitulate to capitalist interests/ re%ucin, of help for the poor/ etc/ re%ucin, profits.
an% t+o it protects the&sel'es an% there ,o'ern&ent .y contrastin, itself/ the so calle%
6%e&ocratic7 state/ +ith the 6socialist7 states.
An% if those tric#s are not enou,h/ .i, .usiness can al+ays .la&e ,o'ern&ent for the
pro.le&s +hich they the&sel'es ha'e create% .They %ont e'en +ant you to rea% )ar0ist
literature. an% they ha'e .een nearly all successful. 1ou e'en &ention &ar0 an% people +ill
con%e&n you/ all +ithout e'er ha'in, rea% a sin,le line of )ar0ist te0t. Ao&&unis& is a
stateless society/ &eanin, there is 8O ,o'ern&ent. *f you ha'e ,o'ern&ent then co&&unis&
%oesn-t e0ist. People &ay .e co&&unists as an i%eal. But a country isnt co&&unis& if it has
a state.
)irst a summary of general theory
Farl .elie'e% that all history coul% .e su&&ari>e% 3in ,eneral4 as the history of class
struggle ;la'e 's &aster / *n other +or%s oppressor an% oppresse%. *n &o%ern society an%
Farl-s society it is the +or#er 's the capitalist
Proletarian 3the +or#in, class4 an% the .our,eoisie 3the capitalist &i%%le an% upper class4
The %ifferences .et+een these t+o classes is their relationship to capital.
*n ancient 9o&e there +ere #ni,hts/ ple.eians /sla'es. *n the &i%%le a,es <eu%al lor%s/
'assals/ ,uil% &asters. (ourney&an/ apprentice/ serfs. *n al&ost all of these classes there are
su.or%inate ,ra%ations. This class stru,,le can .e %i'i%e% up &uch further to enco&pass
other social classes/ such as teacher an% stu%ent/ parent an% chil%/ ,o'ern&ent an% citi>en.
But as a +hole/ in ,eneral / there are t+o &ain classes.
The .our,eoisie are characteri>e% .y their o+nership of capital 3the &eans of pro%uction4/
an% their relate% culture. The &eans of pro%uction is the property/ the &achines etc nee%e% to
pro%uce so&e ser'ice or ,oo%s/ co&&o%ities. By o+nin, the &eans of pro%uction they also
o+n the &eans of su.sistence/ the thin,s nee%e% in or%er to li'e. These thin,s inclu%e lan%
an% houses ie renters/ foo% pro%uction/ transportation. These thin,s e0ten% in &o%ern society
to inclu%e nearly all articles of consu&ption. Accor%in, to )ar0 the .our,eoisie societal
concerns are the 'alue of property an% the preser'ation of capital 3&oney4/ in or%er to ensure
the perpetuation of their econo&ic supre&acy in society.
The .our,eoisie are usually reactionary / &eanin, they %o not #no+ or care a.out the
+i%esprea% effects of their actions. They are not concerne% / usually/ +ith the pro.le&s of
society/ unless they happen to infrin,e on their property/ their +ealth/ ie there +ay of life. By
concern/ * &ean acti'e concern. )any people are concerne% +ith hu&an ri,hts/ .ut fe+
actually ,o out of their +ay to help others attain the& or to #eep the& .
%eactionary defA of/ pertainin, to/ &ar#e% .y/ or fa'orin, reaction/ especially e0tre&e
conser'atis& or ri,htis& in politicsL opposin, political or social chan,e.
The +or#in, class +or# for +a,es. As %efine% in the Aonstitution of the ro&an repu.lic/ the
proletarii +as a social class of 9o&an citi>ens o+nin, little or no property . Farl )ar0 +as/
a&on, other thin,s/ an econo&ist an% a sociolo,ist. His +or# has influence% &uch of
su.se2uent econo&ic thou,ht.
)ar0 +as a re.el an% +rote contro'ersial articles that challen,e% the status 2uo of
the ti&e. He +as a free thin#er. )any of his articles +ere .anne% fro& pu.lication.
Because his 'ie+s +ere in opposition to the &onarchy of the country. He ,re+ an
interest in the socialist &o'e&ent that +as happenin, an% +rote his opinions on
socialis&. He calle% socialis& 6political econo&y 63A%a& ;&ith/ Da'i% 9icar%o/ (a&es
)ill etc 4 an% the <rench socialists 3especially Alau%e Henri ;t. ;i&on an% Aharles
<ourier an% the history of <rance
His continue% stu%y of political econo&y le% )ar0 to the .elief that the ne+ political
econo&ic theory that he +as espousin, U scientific socialis& U nee%e% to .e .uilt on
the .ase of a thorou,hly %e'elope% materialistic 'ie+ of the +orl% . The theory of
materialism hol%s that +hat really chan,e% society +as not a spiritual chan,e that
+ent o'er the +orl%/ it +as a chan,e in the &eans of pro%uction. A chan,e in the
%i'ision of la.our/ the la.or .eco&e &ore speciali>e%. A chan,e in the relations
.et+een people an% capital. As * state%/ it is not .y the altruistic i%eals that society has
chan,e% .ut .y chan,es in pro%uction/ .y &ore pro%ucti'e &achines/ ,reater
efficiency/ne+ technolo,y +hich %oes a+ay +ith ol% co&&o%ities or +ays of %oin,
thin,s.
E0a&ples of this is the practice of shan,haiin, people. They use% to steal people
to +or# on ships in or%er to &a#e a profit off of the&. This practice chan,e% not
.ecause of the la+s +hich +ere passes .ut .ecause stea& .oats &a%e sail.oats
o.solete an% therefore re2uire% not so &any +or#ers. The .our,eoisie coul% &a#e
&ore &oney this +ay. The sa&e +ith the in'entions of the .ottle &a#er an% other
&achines that %i% a+ay +ith &ore chil% la.or. They %i% this out of ,ree%. 1ou &ay say
6+ell there ,ree% then %i% so&ethin, ,oo%7
Saying that is like thanking a thief for stealing our enemy4s stuff #he thief has also his
eye on your stuff ,nd the bourgeoisie have not your benefit in mind ,nd they have
destroyed the school system
)ar0 an% En,els3his frien%4 5oine% the ne+ open political society +hich +as calle%
the BAo&&unist :ea,ue.B Both )ar0 an% En,els participate% in %ra+in, the pro,ra& an%
or,ani>ational principles of the ne+ Communist League.
*n late 1QOE/ )ar0 an% En,els .e,an +ritin, +hat +as to .eco&e their &ost fa&ous +or# a
pro,ra& of action for the Ao&&unist :ea,ue. =ritten 5ointly .y )ar0 an% En,els / The
co&&unist &anifesto.
&bvious (ro"aganda
Thre+ out &y life / up to the point +here * starte% rea%in, a.out these thin,s/ * ha% a
'a,ue ne,ati'e i%ea of +hat co&&unis& an% socialis& +as. * trace% .ac# the source of this
i%ea of it/ to the &e%ia. There is a ta.oo in society of co&&unis&.
*n the &o'ie ro.ot (o0 3a cool &o'ie .y the +ay4 the co&&unist so'iets are portraye% as
the &ost insane/ %eath o.sesse% psychopaths that you coul% i&a,ine. The &ain 'illain / the
so'iet/ +as a &an +ithout any rational thou,ht/ +ho see&e% only .ent for %estruction of the
A&erican hero. 9ussia at the ti&e +as co&pletely associate% +ith co&&unis& an% the
i&a,e of co&&unis& is still .urne% in peoples thou,hts/ .ecause they %ont %o &uch rea%in,
on the su.5ect.
But after * %i% &y o+n research an% loo#e% into the causes an% &eanin, of e'ents in so'iet
history/ * sa+ i&&e%iately that &ost of the infor&ation * ha% .een ,i'en +as a co&plete
fa.rication/ or it +as not as si&ple as they %e&an%e%. *t +as .y %efinition propa,an%a. *f you
are o.5ecti'e a.out the su.5ect of +hat really +ent %o+n in this part of history you +ill fin% that
the si&ple rhetoric that ,o'ern&ent ,a'e to us +as +ron,. *t ,oes .ac# to +hat Aho&s#y
tal#e% a.out &anufacturin, consent in the pu.lic.
The associate% ,roups cant trust the pu.lic to ,o alon, +ith e'erythin, they say.One
.ecause they si&ply &ay not a,ree an% t+o they are not e%ucate% enou,h to un%erstan%/or
they cant tell the& e'erythin, .ecause it +oul% e0pose so&e &orally +ron, act .;o they
si&plify reality +ith propa,an%a. The &essa,es are char,e% +ith stron, e&otions li#e fear
/hate/ e'en lo'e in so&e case. All in or%er to ,ain a %esire% senti&ent fro& the &asses.
.Eac3ues *llul is the most com"elling analyst of this awful "henomenon! in his
canonical essay Propaganda. He fingers schooling as an un"aralleled "ro"aganda
instrument; if a schoolbook "rints it and a teacher affirms it! who is so bold as to
demurD . Eohn Gatto
The elite .our,eoisie ha'e not ,one una+are of the influence of socialis& an% co&&unis& in
the +orl%. These people +ho +oul% li#e to ta#e their +ealth an% ,i'e it too the poor. The ha'e
in fact &a%e ,reat arran,e&ents so that this +oul% ne'er ta#e place. *n the .oo# 8one Dare
Aall *t Aonspiracy the author lays out ho+ the .an#ers an% the elite corporations fun%e% the
9ussian Octo.er re'olution an% infiltrate% the left +in, of politics in A&erica/not to .rin, out a
rule of the &a5ority/of the +or#in, class .ut of a rule of the elite. They purposely +or# .oth
si%es of the political spectru& in or%er that all roa%s lea% to their control. Each &o'e is
calculate% to .rin, a.out &ore po+er to the elite corporations. The 6socialis& +hich they
.rin, in is centrali>ation of po+er un%er the ruse that there %on, it for the pu.lic ,oo%/the 'ery
opposite of the truth@
0HYD
But +hy so &uch so &uch propa,an%a. The .est ans+er that i'e .een a.le to co&e up
+ith is there afrai%. <or one thin, they %ont +ant hi,her +a,es/ they +ant lo+er +a,es. :o+er
+a,es &ean ,reater profit. Ao&&unis& is an o'erthro+ of .our,eois %o&inance in a
society /that o'erthro+ of course +oul% .e oppose% to the interests of e0pansion ie
,olo.li>ation/ e0ploitation an% +ill to po+er %o&inance that they see#. *n our capitalistic
nation/ the capitalist forces are afrai% of socialist influence .oth inner an% outer/ .ecause if
e'en a s&all faction ,ets a+ay fro& capitalis&/ then other country-s &i,ht 5oin. The capitalists
ha'e to stri#e i&&e%iately an% forcefully %estroyin, any chances of real self ,ui%e%
%e&ocracy. They corrupt the truth in or%er to #eep there %o&inance. The history of out
country is &islea%in, an% e'en false in or%er to control pu.lic senti&ent so that they can
continue to ,et a+ay +ith atrocities .oth near an% far.
:et &e e0plain a+ay so&e co&&on fallacies create% .y the& .The &ost co&&on
thin, is that all co&&unist counties are l %estructi'e/ poor/ totalitarian e'il. But the
people +ho are associate% +ith co&&unis& ;talin /&oi/ :enin3not so &uch lenin4 are
not real co&&unists. Plus you cannot .la&e i%eolo,ies for +hat people %o. *f a
presi%ent un%er %e&ocratic state %i% so&ethin, .a% you +oul%nt .la&e %e&ocraticy.
Oh they call the&sel'es so/ .ut .y %efinition of their actions they are not/ they are
%ictators .The e'ils of there actions are 8OT the actions of 9EA: co&&unis&.
Ao&&unis& is not a +elfare state@ This is li#e a person +ho tortures people +ho calls
the&sel'es a lo'in, person.
$oam chomsky /state socialism is a contradiction in termsthe core idea of
socialism is workers control over "roduction/ an% that is precisely +hat the .our,eoisie/
the capitalists/ %oesn-t +ant/ an% %oesnt +ant you to #no+.
,n inter"retation threw 2ar5ist thought
* .elie'e that so&e of the i%eas +hich * ha'e set forth here are the sa&e as 6)ar0ist7
theories. )ar0 %i%nt create all these i%eas .ut e0pan%e% on so&e of the&. &y interpretation
of )ar0ist thou,ht relates to the issues +ith school an% the effect on the stu%ents. * a&
&a#in, the assertion that the pro.le&s +ith school are %irectly the sa&e pro.le&s as the
pro.le&s that )ar0 ha% +ritten a.out. An% that .our,eoisie society as +e #no+ it is the root
cause an%?or causes perpetuation of the school syste& an% its su.se2uent repression of
stu%ents an% there success as a +hole.
0ho ,re the BourgeoisieD
The .our,eoisie +ere the re'olutionary force +hich o'erthre+ the failin, feu%al syste&.
A%a& s&ith tal#e% a.out the s&all &ercantile ie petty .our,eoisie +ho 2uietly ,aine% +ealth
an% rose in stren,th. Before capitalis& there +as feu%alis&. The &onopolies of the feu%al
syste& coul% not #eep up +ith the ,ro+in, %e&an% for ,oo%s an% pro%uction an% so ne+
&o%es of &anufacturin, +ere create%. The coloni>in, of A&erica an% free tra%e thre+ out the
+orl% +ere ,reat steppin, stones for the .our,eoisie. =hen pro%uction %e&an%s increase%
&achines +ere %e'elope%. This +as the in%ustrial re'olution. *t +as the .our,eoisie that
,aine% political po+er an% .an#rupte% the feu%al lor%s.
.#he bourgeoisie! wherever it has got the u""er hand! has "ut an end to all
feudal! "atriarchal! idyllic relations It has "itilessly torn asunder the motley feudal ties
that bound man to his .natural su"eriors/! and has left remaining no other ne5us
between man and man than naked self-interest! than callous .cash "ayment/ It has
drowned the most heavenly ecstasies of religious fervor! of chivalrous enthusiasm! of
"hilistine sentimentalism! in the icy water of egotistical calculation It has resolved
"ersonal worth into e5change value! and in "lace of the numberless indefeasible
chartered freedoms! has set u" that single! unconscionable freedom S )ree #rade In
one word! for e5"loitation! veiled by religious and "olitical illusions! it has substituted
naked! shameless! direct! brutal e5"loitation
.#he bourgeoisie has stri""ed of its halo every occu"ation hitherto honored and
looked u" to with reverent awe It has converted the "hysician! the lawyer! the "riest!
the "oet! the man of science! into its "aid wage laborers /
#he bourgeoisie has torn away from the family its sentimental veil! and has reduced
the family relation to a mere money relation 6the founding of ,merica!the rounding of
the ca"e! have o"ened u" fresh ground for the rising bourgeoisie7
1ommunist 2anifesto
Bourgeois Society
A&erica +as foun%e% .y rich lan% o+ners/ they +ere the .our,eoisie .
(a&es )a%ison &a%e the follo+in, co&&ent a.out the ;enateA GIn *ngland! at this day! if
elections were o"en to all classes of "eo"le! the "ro"erty of landed "ro"rietors would
be insecure ,n agrarian law would soon take "lace If these observations be :ust! our
government ought to secure the "ermanent interests of the country against innovation
Landholders ought to have a share in the government! to su""ort these invaluable
interests! and to balance and check the other #hey ought to be so constituted as to
"rotect the minority of the o"ulent against the ma:ority #he senate6congress8!
therefore! ought to be this body; and to answer these "ur"oses! they ought to have
"ermanency and stabilityG
)eanin, the rich shoul% ha'e control o'er the country.
1ivil government! so far as it is instituted for the security of "ro"erty! is in reality
instituted for the defense of the rich against the "oor! or of those who have some
"ro"erty against those who have none at all 1ha"ter I! (art II! LL
,dam Smith 0ealth of nation
,s long as "olitics are the shadow cast by big business no shrinking of government
will change the substance/ Eohn 'ewy educator
.#hose who own the country ought to govern itG#ohn #a$ third %ew &or' (roincial Congress
.serving either the semi feudal or the absolute monarchy as a counter"oise against
the nobility!and in fact cornerstone of the great monarchys in general!#he bourgeoisie
has at last since the establishment of modern industry and the world market
con3uered for itself n the modern state !e5clusive "olitical sway #he e5ecutive of the
modern state6government8 is nothing but a committee for managing the common
affairs of the whole bourgeoisie . 2ar5
#he government we have is only bourgeois government
Bour,eoisie society to%ay is nothin, less than the society that is e'ery+here . E'erythin,
has a %ollar a&ount put on it. )oney e0ists as the sin,le 'irtue stron,er than e'er/ all thin,s
are %epen%e% on it. All thin,s re'ol'e aroun% it an% they +ho ha'e the &oney ha'e all the
po+er
There .our,eoisie i%eals are that of a life fille% +ith all the nice thin,s that &oney can .uy/
They +or# to influence society to %esire the life of .our,eois lifestyle. That is /to ,et people to
%esire to .e .our,eoisie the&sel'es. An% it is this hope an% %rea& that people follo+ in there
rat race to ,et to the top. Only as * ha'e an% +ill e0plain/ this ,a&e is ri,,e% a,ainst you. The
.our,eois ha'e chan,e% in loo#s fro& the ol%/ .ut fun%a&entally they are the sa&e.
Our so calle% %e&ocratic repu.lic is in actuality &erely an elite corporate controlle% country
+ith touches of %e&ocracy +hich effect nothin, of ,reat 'alue or chan,e. This la.el has the
.enefit of creatin, co&pliance +ith the pu.lic .The 6%e&ocratic7 &etho% of choosin,
representati'es is only a choosin, of people +ho all .en% to+ar% the sa&e interests/ that of
.usiness/ especially .i, .usiness. The pu.lic relations people/&ore ri,htly calle%
propa,an%ists ha'e con'olute% the &eanin, of certain +or%s in such a +ay that co&plete
confusion /co&plete opposite to the actual &eanin, of +or%s/ or actions/ that &ost people
cannot &a#e sense of anythin, of truth. An% in that i,norance e'erythin, can .e %irecte%.
*t is the nai'ety that the state is .ene'olent/ that co&panies are loo#in, out for your
interest. that is i,norance/all history an% science pro'es it +hen you %ont follo+ the 6li,htly7
+or%e% .oo#s. *t is that false reality +hich * intent to %estroy. This is +hy school has .een in
the interests of the .usinesses an% not the people +ho &ainly atten% pu.lic schools +hich are
the poor lo+er classes. There interests all &o'e to+ar% the repression of the lo+er classes
.ecause any intelli,ence/ any in'ol'e&ent in politics .y the& is %isrupti'e an% %etraction of
their +ealth an% po+er.
.#he bourgeoisie! by the ra"id im"rovement of all instruments of "roduction!
by the immensely facilitated means of communication! draws all! even the most
barbarian! nations into civili<ation #he chea" "rices of commodities are the
heavy artillery with which it batters down all 1hinese walls! with which it forces
the barbarians4 intensely obstinate hatred of foreigners to ca"itulate It com"els
all nations! on "ain of e5tinction! to ado"t the bourgeois mode of "roduction; it
com"els them to introduce what it calls civili<ation into their midst! ie! to
become bourgeois themselves In one word! it creates a world after its own
image .
0hats so bad about bourgeois society D
#o e5"lain this all you need fo is read the ctriticisms of
ca"italism htt"AFFenwiki"ediaorgFwikiF1riticismTofTca"italism
As a +or#in, class you +ill .e %e&an%e%/ in &ost cases/ you sell your la.or to the
.our,eois &etho% of attain&ent. As a per2uisite for your o+n e&ploy&ent you &ust .uy all
those stupi% fri'olous/ trin#ets an% .o..les +hich are the opiates of the &asses. Because you
are +or#in, class you +ill not &a#e the &oney to .uy real property/ .ecause if you +ere a.le
to pay for it +ith cash no+/ you +oul%n-t really nee% to +or# that &uch an% then the
.our,eoisie +oul% not &a#e there &oney. The proletariat purchase their o+n circu&stances.
An% alon, +ith this is the capitalist i%ea of for,ettin, all .ut yourself. E0ploit others of their
+ea#nesses to ,et +ealthy. They %ont say this/ .ut its a &ain prere2uisite for &ost to ha'e to
,et to the .our,eois le'el. The .our,eois the&sel'es +ill %ri'e people a+ay fro& there
i%eals/a+ay fro& there o+n interests an% to %o thin,s si&ply for &oney. Thats +hat
there %oin, in e%ucation +ith race to the top. They +ant stu%ents to chase &oney an%
not +hat they +ant to .e.
+e are seein, a re.ellion to this to%ay +ith ,ro+in, senti&ents to+ar%s &ore
natural/ si&pler li'in, +ith &ore soli%arity /closer fa&ily. Ho+e'er/ this chan,e +ill .e
&et +ith ,reat hostility fro& those +ho .enefit off the current syste&.
(ro"aganda is to a democracy what the bludgeon is to a totalitarian state chomsky
Here +e +ill .ranch off into t+o ,eneral areas. *n one +e +ill focus on .our,eoisie society
+ithin school an% the school syste& an% in the other focus on .our,eoisie society in the
co&&on +orl%. * call it the co&&on +orl% .ecause the +orl% outsi%e school is really the
hi,her reality. The +orl% insi%e school is naturally caterin, to +orl% outsi%e of itself/ as its
&ission state&ent reflects. An% it is that reason +hy school is corrupt /.ecause it caters to
.our,eois society. Of course this is not all that &a#es school .a% as * ha'e +ritten. But it is
the &ain pro.le&. The control o'er school ,oes .ac# e'en .efore the&/ they ha'e pic#e% up
the &etho%s of control of school an% e&ploye% the& to there interests. This ho+e'er is not
alto,ether a conscious thin, as * +ill point out..
In school
.#he need of a constantly e5"anding market for its "roducts chases the bourgeoisie
over the entire surface of the globe It must nestle everywhere! settle everywhere!
establish connections everywhere/
Se"aration of classes
*n .our,eois society/ the social classes are %istin,uishe% .y there +or#in, place in the
syste&/ lo+er/ &i%%le an% upper an% all ,ra%ations. *f school +as not .ase% upon the sa&e
.asic hierarchy as the society/ it +oul% not .e allo+e% to e0ist. .ecause only thre+ confor&ity
can the status 2up .e #ept unsha#en fro& outsi%e influence. *f the artificial &eans of
separation %i% not e0ist in school/ you +oul% see the &i0in, of classes until you coul% not
rea%ily %istin,uish one fro& the other. There +oul%nt .e any separation .y a,e/&erit/status.
People coul% interact freely +ith other ,roups. *t +oul% .eco&e a classless society/ +hich is
an ai& of co&&unists. People &i,ht ar,ue that it +oul% .e chaotic/ &ay.e so&eti&es. But so
+hat/ so +hat if people let loose once in a +hile/ its part of life to .e chaotic. They cant ha'e
that thou,h .ecause they &ust #eep people represse% to a lo+ ener,y/ lo+ action state for
their a.solute o.e%ience control. A classless school/ +hich allo+e% stu%ents to ,o to
+hate'er class they foun% &ost interestin,/ +oul% natural lea% to people to there callin, an%
the ,reatest efficiency/pro%ucti'ity an% happiness. But school %oes not li#e this/ they ha'e no
faith in stu%ents an% e'en if they %i% /+oul% none the less %e&an% that you %o +hat they +ant
you to %o.
The i%entical counter part in the co&&on +orl% is %one thre+ the class %istin,uishin,
for&e% thre+ relations to capital/ 5o. in%ustry/ inco&e le'el etc .*f the school society +as the
opposite of this then eye.ro+s +oul% .e raise%. People +oul%n-t li#e or un%erstan% the
separation of classes. People +oul% 2uestion an% .e oppose% to the society an% therefore
see# it re&o'al. This is unaccepta.le to the social en,ineers of our society. Thou,h the
separation of classes in society is not al+ays purposely create%. *n earlier ,ra%es stu%ents
usually tra'ele% to,ether/ as the sa&e ,roup /fro& one area to the ne0t. This .on% is .ro#en
in the hi,h school arena/ further separatin, an% alienation a person fro& there frien%s an%
fa&iliarity +ith one another. This is a %estruction of free%o& of association .The free%o& of
association is an i%eal in co&&unis&. The .rea#in, up of stu%ents into all %ifferent classes/
rarely co&in, to,ether/ creates fe+er frien%ships an% ,ains the school the one 'irtue that they
+ant/ an% that is &ore +or# fro& the stu%ents ie la.or another .our,eois i%eal. That .rin, us
to scientific &ana,e&ent.
.It has resolved "ersonal worth into e5change value/
;tu%ents are only loo#e% at for ho+ ell they %o aca%e&ically ie their e0chan,e 'alue in the
for& of ,ra%es 3,pa &oney4. The schools ,ro+th ie corporate e0pansion is only +hen the
stu%ents perfor& +ell. Then they ,et &ore fun%in,. E'erythin, else of the stu%ents is seen as
+asteful an% nee%less.
Scientific 2anagement
A 'ery influential &an +ho +rote ho+ &uch a%%itional pro%uction coul% .e e0tracte% fro&
close re,ulation of la.or +as <re%eric# =inslo+ Taylor. G0hat I demand of the worker!G
#aylor said! Gis not to "roduce any longer by his own initiative! but to e5ecute
"unctiliously the orders given down to their minutest detailsG
<ro& (ohn Gattos Cn%er,roun% history of e%ucation.
Taylors influence on the school syste& +as ,reat.
To fully ,rasp the effect of Taylor-s in%ustrial e'an,elis& on A&erican national schoolin,/
you nee% to listen to hi& play teacher in his o+n +or%s to ;ch&i%t at Bethlehe& ;teel in the
1QI0s$ $ow Schmidt! you are a first-class "ig-iron handler and know your business
well You have been handling at a rate of twelve and a half tons "er day I have given
considerable study to handling "ig-iron! and feel you could handle forty-seven tons of
"ig-iron "er day if you really tried instead of twelve and a half tons
Harlow (erson called #aylor4s a""roach to the sim"lest tasks of working life Ga
meaningful and fundamental break with the "astG Scientific management! or
#aylorism! had four characteristics designed to make the worker Gan interchangeable
"art of an interchangeable machine making interchangeable "artsG Since each 3uickly
found its analogue in scientific schooling 78 , mechanically controlled work "ace; 98
#he re"etition of sim"le motions B8 #ools and techni3ue selected for the worker C8 &nly
su"erficial attention is asked from the worker! :ust enough to kee" u" with the moving
line #he connection of all to school "rocedure is a""arentGIn the "ast!G #aylor wrote!
G2an has been first In the future the system must be firstG It was not sufficient to have
"hysical movements standardi<ed; the standardi<ed worker Gmust be ha""y in his
work!G too! therefore his thought "rocesses also must be standardi<ed Scientific
management was a""lied wholesale in ,merican industry in the decade after 7I7J It
s"read 3uickly to schools
The superficial attention is +ell &a%e .y the &ar,inali>ation of the +or# into s&all .loc#s so
that the stu%ent neither can thin# a.out the su.5ect in a +hole for&/The curriculu& is %irecte%
so that the stu%ent can ne'er &o'e a+ay fro& the set %irection /the set path/Any %e'iation is
not allo+e%. The lac# of stu%ent interest .y the constant su.5ection etc is a +elco&e% si%e
effect.
6#hey know! better than anyone else that their "ower is based almost entirely on the
school P#hey want schoolsQ not because they ho"e for the revolution of society
through education! but because they need individuals! workmen! "erfected
instruments of labor to make their industrial enter"rises and the ca"ital em"loyed in
them "rofitable P#heyQ have never wanted the u"lift of the individual! but his
enslavement; and it is "erfectly useless to ho"e for anything but the school of to-day .
)rancisco )errer anarchist


In the "reface to the classic study on the effects of scientific management on
schooling in ,merica! Education and the Cult of Efficiency! %aymond 1allahan
e5"lains that when he set out to write! his intent was to e5"lore the origin and
develo"ment of business values in educational administration! an occurrence he
tracks to about 7IJJ 1allahan wanted to know why school administrators had ado"ted
business "ractices and management "arameters of assessment when G*ducation is
not a business #he school is not a factoryG ,s 1allahan "ut it! GIt does not take
"rofound knowledge of ,merican education to know that educators are! and have
been! a relatively low-status! low-"ower grou"G But the degree of intellectual
domination shocked himA
What was unexpected was the extent, not only of the power of business-
industrial groups, but of the strength of the business ideology...and the
extreme weakness and vulnerability of school administrators. I had e5"ected
more "rofessional autonomy and I was com"letely un"re"ared for the e5tent
and degree of ca"itulation by administrators to whatever demands were
made u"on them I was sur"rised and then dismayed to learn how many
decisions they made or were forced to make! not on educational grounds!
but as a means of a""easing their critics in order to maintain their "ositions
in the school Pem"hasis addedQ
Bigotry is the state of &in% of a .i,ot$/ so&eone +ho/ as a result of their pre5u%ices / treats
or 'ie+s other people +ith fear/ %istrust/ hatre%/ conte&pt/ or intolerance on the .asis of a
personKs opinion/ / race/ethnicity/reli,ion/national ori,in/ ,en%er/ ,en%er i%entity/ se0ual
orientation/ %isa.ility/ socioecono&ic status/ or other characteristics. *n other +or%s/ .i,otry is
the play,roun% of i,norance.
The separation into classes /ie$social cli2ues/ .eco&es &ore an% &ore pro&inent as the
separation of stu%ents .y school is pro,resse% . This creates tension an% conflict .et+een
se0 / popularity/ fa&ily inco&e/ physical si>e etc . This is the creator of .i,otry/ racis&/ hatre%
+hich is the ,ui%e.oo# of i,norance an% the ene&y of a%'ance&ent of society.
*n .our,eoisie society/ &oney is the one an% only 'irtue/the %ictator of the .our,eoisie. *n
parallel to this is the 6&oney7 of school. That of the ,ra%e point a'era,e/ +hich is the school
'alue. li#e &oney / it %epletes if constant +or# is not %one an% %one correctly. The sla'ery
to+ar% +or#/ the constant nee% to %o/ pre'ents the stu%ents fro& thin#in, for the&sel'es.
:i#e+ise the +or#in, class are constantly at +or# an% cannot /e'en if they +ante% too/&a#e
any positi'e chan,e in society or har%ly in their o+n li'es. *f stu%ents %i% not to this they
+oul% a,ain %isli#e society +hen they ca&e out. This constant +or# is not a natural state of
society /it is one .uilt .y the .our,eoisie. There is no le,iti&ate reason that it has to .e the
+ay it is.
The rea%er &ay ha'e .rou,ht up the 2uestion/that these correlations coul% .e 5ust
coinci%ence. =hat you ha'e to as# youself is it coinci%ence /is the actions of school
hapha>ar% an% ran%o& or are they purposely set out step .y step. Anyone +hos loo# at the
&a%%enin, .ureaucracy the re% tape an% the un+a'erin, necessity of o.e%ience to the
syste& .y the school faculty/ so&eti&es .y pain of i&prison&ent/ #no+s that it is 'ery &uch
%esi,ne%. The ne,ati'e aspects ha'e &anifeste% in the alienation of the stu%ent fro& their
true callin,. <ro& their real interests in life/ their true purpose .
*n the past the elite rule .y force of s+or% an% %eath. *n the present they rule .y pu.lic
opinion /.y pu.lic relations .This is to pre'ent re'olt .y the &asses. *n the future +ho #no+s
+hat they +ill rule .y....

In society
.#he modern bourgeois society that has s"routed from the ruins of feudal society has
not done away with class antagonisms It has but established new classes! new
conditions of o""ression! new forms of struggle in "lace of the old ones/ mar5
the ol% #in,s 2ueens .aron ha'e .een replace% .y the AEO/ politician/ .an#er etc.
G#he end of democracy and the defeat of the ,merican %evolution will occur when
government falls into the hands of lending institutions and moneyed incor"oration4sG
GI ho"e we shall take warning from the e5am"le and crush in it>s birth the aristocracy
of our monied cor"orations which dare already to challenge our government to a trial
of strength! and to bid defiance to the laws of their countryG
#homas Eefferson
The .our,eoisie upper class ha'e &a%e &any a%'ances in re&o'in, all political an%
social atte&pts to stop their actions of co&&erce. They ha'e 6persua%e%7 la+&a#ers to place
re,ulations an% la+s in place to protect their corporate interests. 3in ,eneral4 The &i%%le class
.our,eoisie are no+ fi,htin, this fi,ht a,ainst the& ieL co&petition.

*n this A&erican society it is .elie'e +e are a free %e&ocracy. But it is a %e&ocracy of a
select fe+. *t is a one party state the .usiness party.
The proletarian/ .elie'in, in the paro%y of an e2ual ri,hts country/ %e&an%e% that there
e0ploitation .e lessene% an% there e2uality .e increase%. .Therefore la+s for the protection of
+or#ers has .een put into place ie &ini&u& +a,e/ +or#in, hour li&its/chil% la.or la+s. But
the proletarian an% other .our,eoisie ha'e not .een a+are/ or care% a.out/ the si&ple la+s of
capitalist nature. One of +hich is that the &ost ruthless an% e0ploitati'e co&pany-s +ill
sur'i'e.3;ocial Dar+inis&4.The .our,eoisie foun% a +ay aroun% these rules. They ha'e
e0ploite% other countries / one of those country-s is china. Ahina an% other country-s has .een
6,roo&e%7 .y the .our,eoisie as there source of cheap la.or. *n china the A&erican
6%e&ocracy7 has no po+er. *t %oes really/ .ut not in the eyes of the proletarian. The
proletarian 'ie+ china as another country an% respect / thou,h they &ay ,ru&.le/ at their
.latant corruption of ,o'ern&ent/ their reser'e% ri,ht to .rutality a,ainst an% control o'er the
&a5or population. The truth is tat the +orl% is no+ a +orl% econo&y +here there is less
.oun%aries/ the lar,e &ultinational .usinesses use the +hole +orl% as their political playpen.
%esigning your own interests
*n .our,eois society people are &a%e to follo+ a fetish relate% &ar#et of ,oo%s. People
&ust consu&e superfluous ite&s +hich are na&e .ran%e%. Cseless trin#ets &ust .e .ou,ht.
All these thin,s prop up the capital accu&ulation of the lar,e .usinesses. =ithout these
+asteful purchases they coul% not a&ass as &uch &oney as they %o. They also &ust #eep
ne+ pro%ucts fro& .ein, &a%e +hich co&pete +ith the&sel'es such as rene+a.le
ener,y/efficient lon, lastin, pro%ucts. or the pro%uction of thin,s +hich +oul% &a#e their
pro%ucts less usefull. All pro%ucts +hich %irect the &oney attention of consu&ers &ust .e
a.olishe%. As in the case of &ari5uana/space e0ploration/ personal ,ro+th etc. They %estroy
these thin,s .y &a#in, la+s +hich &a#e it har% to pursue or co&pletely a,ainst the la+s.
This is one reason +hy personal interests of the stu%ents &ust .e a.olishe%. Because
they &ust .e inculcate% +ith a society +hich is not ,eare% to+ar% there %esires .ut those of
the capitalist interests. They &ust confor& to create those thin,s in the future +hich #eep up
the consu&ption of those alrea%y esta.lishe% pro%ucts an% ser'ices +hich &ay or &ay not .e
in the interest of the person to perpetuate. This is part of social efficiency. <or e0a&ple
ro.otics is not a curriculu& .ecause it +oul% not only raise the stu%ents to a le'el .eyon%
&e%iocrity .ut also .e a part of an in%ustry +hich his too s&all an% %iffuse to .e of use to the
stu%ent +ho is .ein, traine% for the 6asse&.ly line7 style 5o. of retail or %eli'ery %ri'in, etc.
Marl on education
.&n what foundation is the "resent family! the bourgeois family! basedD &n ca"ital!
on "rivate gain In its com"letely develo"ed form! this family e5ists only among the
bourgeoisie But this state of things finds its com"lement in the "ractical absence of
the family among the "roletarians! and in "ublic "rostitution/
.#he bourgeois family will vanish as a matter of course when its com"lement vanishes!
and both will vanish with the vanishing of ca"ital/
6'o you charge us with wanting to sto" the e5"loitation of children by their "arentsD
#o this crime we "lead guilty But! you say! we destroy the most hallowed of relations!
when we re"lace home education by social and your education- Is not that also social!
and determined by the social conditions under which you educate! by the intervention
direct or indirect! of society! by means of schools!D #he 1ommunists have not
invented the intervention of society in education; they do but seek to alter the
character of that intervention! and to rescue education from the influence of the ruling
class/
.#he bourgeois cla"-tra" about the family and education! about the hallowed co-
relation of "arents and child! becomes all the more disgusting! the more! by the action
of 2odern Industry! all the family ties among the "roletarians are torn asunder! and
their children transformed into sim"le articles of commerce and instruments of labor/
#he relation of School labor and work labor
The stu%ent %oes school la.or/ an% consu&es the pro%uct for the&sel'es 3they ,ather
infor&ation in their hea% an% ,ain GPA4 an% they ,i'e the +hole pro%uct of their la.or to the
teacher 3the capitalist4 +ho says +hether it +as ,oo% or .a% . They re+ar% ,oo% la.or an%
praise happy consu&ption/.y the reinforce&ent of ,oo% +or# thre+ &erit a+ar%s etc/ an%
punishes those +ho refuse to confor& an% consu&e ie those that %ont +or# an% %ont
correlate their self +orth as GPA ie capital. The teacher/ &ust al+ays .e ,i'in, &ore la.or in
or%er to repro%uce the results. Bour,eois society %epen%s on the la.or an% purchase of
co&&o%ities in or%er to #eep their positions of po+er. =ithout the stu%ents the school is
useless. The stu%ent?la.orer are the so'erei,n po+er of capital. People create their o+n
ca,es out of their o+n consu&ption. The stu%ent creates the &eans of his i&prison&ent .y
%oin, the la.or itself. Therefore to .e free of school all one has to %o is not %o the +or#. To .e
free of school then is to .e free fro& la.or / at least for a ti&e.

*f you .elie'e that the +ay thin,s are /are .ecause of purposeful hu&an action. Then you
are face% +ith the reality that so&e peoples / so&e+here ha'e interests +hich are oppose%
to yours. The i%ea of .la&in, a sector of people is not the &ost altruistic +ay of %oin, thin,s/it
%oes not see& scientific to .la&e a ,roup of people. *t see&s al&ost .i,otry/ .ut there is
,reat e'i%ence that supports the theory. <or the sa#e of less confusion it &ust .e cate,ori>e%
+ithin a certain scope. The truth is that the anta,onis&s .et+een classes/ an% the social
con%itions for those anta,onis&s ie e0ploitation alienation fro& +or#/ are the root cause of
sufferin, an% the repression of inno'ation +hich +oul% li.erate the +orl%.
They .our,eois +or# contra%ictory to there o+n actions. They raise the .anner of free tra%e
an% li.erty/7the A&erican +ay7.:i.erty for them that is. An% +hen free tra%e is not in there
.enefit/ li#e +hen s&all .usinesses ta#e apiece of their pie/ then here co&e the re,ulations
an% >onin,/ +hich %estroy the free &ar#et. This is +hat * .elie'e )ar0?En,els +as so a,ainst
+hen he tal#e% ne,ati'ely a.out free tra%e. He +as +arnin, a,ainst the &oral .an#ruptcy of
co&panies free to %o +hat they +ant.
So how can society go threw this every day and not take noticeD
There are &any reasons/ one people ha'e not the ti&e ener,y or %esire to rea% a .unch of
confusin,/ a%'ance% .oo#s. =hat &a#es thin,s e'en +orse is that the .our,eoisie ha'e
corrupte% an% t+iste% &ost &ainstrea& history so that people are una+are of the truth. )any
are so preoccupie% +ith life that they %o not e'en ta#e ti&e to 2uestion society. That is +here
the i%ea of cultural he%e,o&y co&es in.
1+L#+%,L H*'*G&2Y
6,lthough social diversity! economic variety! and "olitical freedom a""ear to e5ist S
because most "eo"le see different life-circumstances S they are inca"able of
"erceiving the greater hegemonic "attern created when the lives they witness coalesce
as a society #he cultural hegemony is manifested in and maintained by an e5istence of
minor! different circumstances that are not always fully "erceived by the men and the
women living the culture /
. which e5"lains 6to himself and to herself8 the small segment of the social order
stratum that each e5"eriences as the status uo of life in society; .the way things are/
(ublicly! the emergence of the "erce"tual limitations of "ersonal common sense inhibit
the individual "erson4s "erce"tion of the greater nature of the systematic socio-
economic e5"loitation made "ossible by cultural hegemony Because of the
discre"ancy in "erceiving the status uo S the socio-economic hierarchy of bourgeois
culture S most men and women concern themselves with their immediate 6"rivate8
"ersonal concerns! rather than with distant 6"ublicly8 concerns! and so do not think
about and 3uestion the fundamental sources of their socio-economic o""ression! and
its discontents! social! "ersonal! and "olitical/
*n other +or%s/ people focus &ore on their o+n li'es/not the .i,,er picture an% so are not
a+are of other forces +hich are controllin, their li'es. They focus on their o+n pro.le&s an%
%ont reali>e the lar,er sources of there oppression. let us say that you li'e% in a %ifferent
society on &ars an% on &ars no one li#e% to .e a sla'e to any thin, or anyone. They are li#e
;partans an% see# pleasure in painful %iscipline. *f one of those people ca&e to earth then
they +oul% thin# that earthlin, +ere the insane ones. That earthlin,s +ere sla'es. =e are so
use% to it fro& our perspecti'e that +e accept our sla'ery as the natural or%er/ an% e'en a
&oral ri,hteous one an% %efen% it. Thats ho+ far cultural he%e,o&y has ,one.
60hen a man! a woman! or a child "erceives the social structures of bourgeois
cultural hegemony! "ersonal common sense "erforms a dual! structural role 6"rivate
and "ublic8 whereby the individual "erson a""lies common sense to co"e with daily
life/7
* ha'e personally seen this +hen as#in, e%ucators a.out the ori,ins of school an% +hy
school is the +ay it it. They ,i'e &e there ans+ers/then * as# the& +here they ,ot there
infor&ation for& an% they .eat aroun% the .ush. But then * press the& to the point an% they
finally conce%e that they 5ust fi,ure% in the&sel'es +hy thin,s are the +ay they are. There
co&&on sense trie% to &a#e sense out of there reality to cope +ith the syste& .
"ro"riety defA the state or 2uality of confor&in, to con'entionally accepte% stan%ar%s of
.eha'ior or &orals.
*t is the cultural he%e,o&y that has .lin%e% people to their +a,e sla'ery/of the sla'ery of
school .Partly .ecause people si&ply to not +ant to .e .othere% .y the ne,ati'e i%eas of
these thin,s. They li'e in fantasy/ a fools para%ise. This is one reason +hy people are .lin% to
+hat +oul% see& o.'ious. *ts the propriety of the current culture that helps create people
&oral senti&ents/ +hich lea% the& to feel if so&ethin, is ,oo% or .a%.
,LI*$,#I&$
Entfremdung 3estran,e&ent4 is Farl )ar0-s an% <re%eric# En,els theory of alienation/
that %esi,nates the types of hu&an relations +hich are not controlle% .y their participants an%
the ensuin, results thereof. Alienation %escri.es the social alienation 3estran,e&ent4 of
people fro& aspects of their hu&an nature as a conse2uence of li'in, in a society stratifie%
into social classes.
The theoretic .asis of alienation +ithin the capitalist &o%e of pro%uction is that the +or#er
in'aria.ly loses the a.ility to %eter&ine his or her life an% %estiny/ +hen %epri'e% of the ri,ht
to thin# 3concei'e4 of hi&self as the %irector of his actionsL to %eter&ine the character of sai%
actionsL to %efine their relationship +ith other peopleL an% to o+n the thin,s an% use the 'alue
of the ,oo%s an% ser'ices/ pro%uce% +ith their la.our. Althou,h the +or#er is an autono&ous/
self!realise% hu&an .ein,/ as an econo&ic entity/ he or she is %irecte% to ,oals an% %i'erte%
to acti'ities that are %ictate% .y the .our,eoisie/ +ho o+n the &eans of pro%uction/ in or%er
to e0tract fro& the +or#er the &a0i&al a&ount of surplus 'alue/ in the course of .usiness
co&petition a&on, in%ustrialists.
*n a capitalist society/ the +or#er-s alienation fro& his an% her hu&anity occurs .ecause
the +or#er can only e0press labour V a fun%a&ental social aspect of personal in%i'i%uality
V throu,h a pri'ately o+ne% syste& of in%ustrial pro%uction in +hich each +or#er is an
instru&ent/ a thin,/ not a personL )ar0 e0plaine% alienation thus
Let us su""ose that we had carried out "roduction as human beings *ach of us
would have! in two ways! affirmed himself! and the other "erson In my "roduction I
would have ob:ectified my individuality! its s"ecific character! and! therefore! en:oyed
not only an individual manifestation of my life during the activity! but also! when
looking at the ob:ect! I would have the individual "leasure of knowing my "ersonality to
be ob:ective! visible to the senses! and! hence! a "ower beyond all doubt In your
en:oyment! or use! of my "roduct I would have the direct en:oyment both of being
conscious of having satisfied a human need by my work! that is! of having ob:ectified
man4s essential nature! and of having thus created an ob:ect corres"onding to the
need of another man4s essential nature &ur "roducts would be so many mirrors in
which we saw reflected our essential nature
Comment on !ames "ill
,lienation of the student
This nee% of hu&ans / perhaps a &anifestation of the +ill to po+er/ is for a person to
o.5ectify there +ill. An% this is a ,oo% thin,. Thou,h the school +ants to oppress your +ill to
po+er an% enforce there o+n.
Because stu%ents cannot control there o+n +or#/ in so&ethin, they they are acti'ely
intereste% in / they .eco&e alienate% fro& there +or#. The +or# that they %o is literally that of
si&ple la.or. The stu%ent is alienate% .ecause they only perfor& la.or thre+ the 6pri'ately7
controlle% instru&ents set .y the faculty. They cannot loo# at their +or# +ith the pleasure of
#no+in, it as their o+n personality/ a &anifestation of the&sel'es/ .ecause they are alienate%
fro& it .y the force% co&pletion of it a+ay fro& their o+n interest or %irection. ;tu%ents %o not
ha'e the %irect en5oy&ent .oth of .ein, conscious of ha'in, satisfie% a hu&an nee% .y there
+or#/ .ecause the &aterial of school has no practical purposes an% it not set to+ar%s any
tan,i.le or e'en i&&aterial ,oal to any.o%y or there o+n self.
The pri'ately o+ne% &eans of pro%uction are o+ne% .y the school an% its co&ponents
+hich %ictate the curriculu&. *n %oin, this +or# the stu%ent .eco&es to the&sel'es an
instru&ent/ a thin,/ not a person.
=hen the stu%ent cannot ,o %o+n there o+n path +hen they cannot follo+ trains of
thou,ht to+ar%s self interest then the person loses the a.ility to %eter&ine his or her life an%
%estiny. The stu%ent is %epri'e% of the ri,ht to thin# 3concei'e4 of hi&self as the %irector of his
actionsL to %eter&ine the character of sai% actionsL to %efine their relationship +ith other
people. They are not allo+e% to freely associate +ith other people an% e'en if they %o it is
only un%er the control of the faculty. The faculty %eci%es +ho they shoul% pair up +ith an% in
+hat &anner they shoul% act +ith each other. They say of course thats its for your o+n ,oo%/
.ut then a,ainst thats +hat e'ery %ictatorship says . This is all .ase% on the prete0t/ the
propa,an%a that stu%ents cannot .e truste%. This is .ase% off the co&&on tools of fear an%
%istrust .*t is the ol% %octrine that the youn, is inherently la>y/ .a%/an% &ust .e +hoope% into
the shape of a respecta.le a%ult. Another 5o#e. The stu%ents are %irecte% to+ar%s the ,oals
an% acti'ities %ictate% .y .our,eois culture an% %irectly fro& the .our,eois the&sel'es.
The %esi,n of the pro%uct an% ho+ it is pro%uce% are %eter&ine% not .y the pro%ucers
+ho &a#e it 3the +or#ers4/ nor .y the consu&ers of the pro%uct 3the .uyers4/ .ut .y the
Aapitalist class/ +ho/ .esi%es appropriatin, the +or#er-s &anual la.our/ also appropriate the
intellectual la.our of the en,ineer an% the in%ustrial %esi,ner +ho create the pro%uct/ in or%er
to shape the taste of the consu&er to .uy the ,oo%s an% ser'ices at a price that yiel%s a
&a0i&al profit. Asi%e fro& the +or#ers ha'in, no control o'er the %esi,n!an%!pro%uction
protocol/ alienation .roa%ly %escri.es the con'ersion of la.our 3+or# as an acti'ity4/ +hich is
perfor&e% to ,enerate a use 'alue3the pro%uct4 into a co&&o%ity/ +hich V li#e pro%ucts V
can .e assi,ne% an e0chan,e 'alue . Aapitalist ,ains control of the &anual an% intellectual
+or#ers/ an% the .enefits of their la.our/ +ith a syste& of in%ustrial pro%uction that con'erts
sai% la.our into concrete pro%ucts 3,oo%s an% ser'ices4 that .enefit the consu&er
That %i'ision of la.our/ +ithin the capitalist &o%e of pro%uction/ further e0ploits the +or#er
.y li&itin, his or her Gattungswesen 3species!essence4 V the hu&an .ein,-s po+er to
%eter&ine the purpose to +hich the pro%uct 3,oo%s an% ser'ices4 shall .e applie%L the hu&an
nature 3species!essence4 of the +or#er is fulfille% +hen he or she controls the 6su.5ect of
la.our7
0hatever does not s"ring from a man4s free choice! or is only the result of instruction
and guidance! does not enter into his very being! but still remains alien to his true
nature; he does not "erform it with truly human energies! but merely with mechanical
e5actness. 0ilhelm von Humboldt
,lienation of the worker from himself! as a "roducer S from his #attungswesen
6s"ecies-essence8
The species!essence/ the hu&an nature of a &an an% of a +o&an is not %iscrete
3separate an% apart4 fro& his or her acti'ity as a +or#erL as such/ speciesessence also
co&prises all of his an% her innate hu&an potential as a person. Aonceptually/ in the ter&
6species!essence7/ the +or% 6species7 %escri.es the intrinsic hu&an &ental essence that is
characteri>e% .y a 6plurality of interests7 an% 6psycholo,ical %yna&is&7/ +here.y e'ery &an
an% +o&an has the %esire an% the ten%ency to en,a,e in the &any acti'ities that pro&ote
&utual hu&an sur'i'al an% psycholo,ical +ell!.ein,/ .y &eans of e&otional connections +ith
other people/ +ith society.
The psychic 'alue of a &an consists in .ein, a.le to concei'e 3thin#4 of the en%s of his
actions as purposeful i%eas/ +hich are %istinct fro& the actions re2uire% to reali>e a ,i'en
i%ea. That is/ &an is a.le to o.5ectify his intentions/ .y &eans of an i%ea of hi&self/ as 6the
su.5ect7/ an% an i%ea of the thin, that he pro%uces/ 6the o.5ect7. Aon'ersely/ unli#e a hu&an
.ein,/ an ani&al %oes not o.5ectify itself/ as 6the su.5ect7/ nor its pro%ucts as i%eas/ 6the
o.5ect7/ .ecause an ani&al en,a,es in %irectly self!sustainin, actions that ha'e neither a
future intention/ nor a conscious intention. =hereas a person-s Gattungswesen 3hu&an
nature4 %oes not e0ist in%epen%ent of specific/ historically con%itione% acti'ities/ the essential
nature of a hu&an .ein, is actuali>e% +hen a &an V +ithin his ,i'en historical circu&stance
V is free to su.!or%inate his +ill to the e0ternal %e&an%s he has i&pose% upon hi&self/ .y
his i&a,ination/ an% not the e0ternal %e&an%s i&pose% upon hi& .y other people
<un%a&entally/ to .e alienate% is to .e separate% fro& one-s o+n essence/ or natureL it is to
.e force% to lea% a life in +hich that nature has no opportunity to .e fulfille% or actuali>e%. *n
this +ay/ the e0perience of Walienation- in'ol'es a sense of a lac# of self!+orth/ an% an
a.sence of &eanin, in one-s life.
Alienation$ <aute %e )ieu0/ Ent"usserun,/ Entfre&%un,/ Ent"ussern/ Entfre&%en/
!elf" the #dea of a Critical $heor%
#hat sums u" "retty well much of the de"ression of those in school
Alienation also rectifies la.our into the 6concrete7 concept of 6+or#7 3a 5o.4/ for +hich the
+or#er is pai% +a,es V at the lo+est possi.le rate V that &aintain a &a0i&u& rate of return
on the Aapitalists in'est&ent capitalL this is an aspect of e0ploitation.
* ha'e co&e to the conclusion that alienation is responsi.le in part for people/#i%s
especially/ resortin, to %ru,s/ to fail at their stu%ies an% .e an,ry at the +orl%.
*t has cause% /in the ,eneral +or#in, class +or#force / %epression/ alcoholis&/
hopelessness for chan,e/ an% a %ull .aseline %e&eanor. The suc#in, a+ay of life
force. People are #ept fro& +hat they really +ant to %o/ are slo+e% to a stop for the
&ost of there youn, life an% usually li'e a &ea,er an% &un%ane life .ein, a sla'e to
the po+er of the state ie corporations.
Lack of sociali<ing
Aonceptually/ in the ter& 6species!essence7/ the +or% 6species7 %escri.es the intrinsic
hu&an &ental essence that is characteri>e% .y a 6plurality of interests7 an% 6psycholo,ical
%yna&is&7/ +here.y e'ery &an an% +o&an has the %esire an% the ten%ency to en,a,e in
the &any acti'ities that pro&ote &utual hu&an sur'i'al an% psycholo,ical +ell!.ein,/ .y
&eans of e&otional connections +ith other people/ +ith society. )ar0
;tu%ents are punishe% for &a#in, e&otional connections +ith those aroun% the&. By &y
esti&ation the 'ery youn, stu%ent ,ra%es 1 to 5 ha'e a little &ore than 1 hr of ti&e %e'ote%
solely to sociali>in,. *n hi,her ,ra%es 5 thre+ hi,h school/ this a&ount of ti&e %rops to a &ere
15 or so &inutes sprea% throu,hout the %ay. This ti&e is the only ti&e spent solely on
sociali>in,. Of course this +ill .e &ore or less %epen%in, on your o+n circu&stances.
9e,ar%less thou,h/ it is the &ission of school that there .e not real sociali>in,. To the school /
sociali>in, is +asteful. (ust as .our,eois society sees all fun to .e ha% +ith the .uyin, of
co&&o%ities/ all fun &ust cost &oney an% all la.or &ust .e %one in e0tre&e pro%ucti'ity
+ithout hu&an sociali>in, .ecause its +asteful. *n the school case sociali>in, is +asteful if it
%oes not in'ol'e +or#.
*& not tal#in, a.out lunch / foot.all/ .an%/ in .et+een classes etc. Those ti&es are
usually too focuse% on ,ainin, so&ethin, +hich is another for& of la.or / +hether +innin, a
,a&e or playin, instru&ents an% not to+ar%s direct sociali>in,/ +hich is a real pro.le&@ Ho+
is a person to %e'elop lifelon, .on%s +ith nu&erous people +hen there +hole %ay is a
ho%,epo%,e of ,oin, an% %oin, other thin,s. Ho+ can a person /+ithout .rea#in, the rules/
,ain real interaction other than is tiny snippets of ti&e. Tiny snippets of ti&e %o not create
,reat frien%ships/ usually. This lac# of interaction creates alienation fro& each other an% fro&
there o+n sel'es. The stu%ents sit surroun%e% .y people an% yet are not allo+e% to tal# to
one another. *t is social po'erty in the &i%st of plenty. The stu%ent is alienate% fro& his fello+
stu%ents/ &a#in, the&sel'es afrai% an% +ithout any stren,th of union +hich +oul% un%er&ine
the a.solute control %o&ination of the curriculu& an% its constituents the teacher/the
,o'ern&ent. ;ociali>ation is not +asteful any&ore than frien%ships are +asteful. Anyone +ho
thin#s that co&es for& the school of E.enee>er scroo,e/ +hich is .our,eois school.
The alienation of the stu%ent for& their o+n interests/ fro& their o+n +ills &a#es the&
re.el. An% at the latter sta,es of learnin, this re.ellion ta#es on &ore the for& of anta,onis&
.et+een the classes of stu%ents in the school. They .eco&e hostile to one another an% for&a
sort of unspo#en hierarchy an% class %istinction. 9ousseau elu%es to this +hen he sai%
7,s his childhood was "assed in the freedom they assume in youth! in his youth he
begins to bear the yoke they bore as children! this yoke becomes hateful to them they
are sick of it! and they see nothing but there masters tyranny! when they esca"e from
childhood! they think they must shake off all control #hey must make u" for the
"rolonged restraint im"osed u"on them! as a "risoner freed from his fetters! moves
and stretches and shakes his limbs #here is no one who looks down u"on childhood
with such lofty scorn as those who are barely grown u"; :ust as there is no country
where rank is more strictly regarded than that where there is little real ine3uality;
everybody is afraid of being confounded with their inferiors/
The prolon,e% restraint upon the +ill of the stu%ents &a#es the& restless an% ea,er to set
the&sel'es a.o'e other people in ran#. There ,ro+th in .o%y furthers this restlessness. This
lea%s to &any a sin an% e'il .et+een people/ an% +ill surely carry on into their future li'es.
#he family
Another results of such a lon, ti&e in school is the alienation of the stu%ent fro&
the fa&ily. The stu%ent is re&o'e% fro& the co&pany an% real interaction +ith their
fa&ily. ;tu%yin, +ith the fa&ily is not inclu%e% .ecause it is a %irect result of school.
The ho&e+or# of the stu%ent ta#es up a pre%o&inant a&ount of ti&e the stu%ent has
outsi%e of school. The result of this alienation is a lac# of soli%arity that the fa&ily
.rin,s. The stu%ent &ay .eco&e lost/ una.le to ,ain the %esire% lo'e/ ,ui%ance that a
fa&ily &ay .rin,. 9esearch also fin%s that stu%ents +ho %o not ha'e stron, healthy
fa&ily life %ont %o as +ell in aca%e&ics. *t is here that the i%ea that the ,o'ern&ent is
the father of the chil%ren &a#es itself #no+s. The stu%ent is all the &ore suscepti.le to
the influence of the .our,eoisie in their sic# +ill to po+er. The stu%ent &ust .e
separate% .ecause the fa&ily .rin,s %ifferent 'alues than the school.
$ivision of labor

* +oul% li#e to %ra+ a parallel .et+een t+o thin,s/ one the %i'ision of la.or in the
co&&on +or# +orl% an% the pu.lic school en'iron&ent. These t+o thin,s are &ore than 5ust
loo#in, ali#e/ they share so&e 'ery %istinct characteristics. ;o&e &i,ht say that this
connection is ar.itrary an% only ser'es to put a ne,ati'e li,ht on pu.lic schoolin, / .ut * +ill
%e&onstrate ho+ that is not the case.

<irst / in the co&&on +or# +orl% %i'ision of la.or/ a persons +or# is typicality li&ite% to a
sin,le piece of action/ an easily ac2uire% s#ill o'er an% o'er. This is si&ilar to schools +ay of
,i'in, you a s&all sector of +or# /+hich in itself co&poses nothin, of real 'alue or ,ain. That
+or# you %o acco&plishes nothin, . Thee is no en% ,oal other than the 'a,ue an% %u.ious
i%ea that it +ill help you ,et a 5o.. 1es there are pro5ects .ut they are at inter'als an% also are
s&all an% fri'olous +ithout ,ain. li#e the &echanical process of &a#in, a thin, o'er an% o'er
the stu%ent ,oes thre+ the sa&e &otions of ,ettin, the ans+ers. They rea% the .oo# /loo# at
the 2uestions/ +rite out the ans+ers/ ha'e it ,ra%e%. *n &ath this syste& is e'en &ore
controlle% .ecause of the nature of the +or#. All +or# is re%esi,ne% +ith pre%estine% results
as in the %i'ision of la.our in society. *n .oth co&&on +or# an% school +or# the alienation of
the +or# is present.
Ho+e'er is is i&portant to note that people natural fall to+ar%s so&e %i'ision of la.or or a
set of %i'isions of la.or. A,ain school %oes not actually foster #i%s to+ar%s actual practical
%i'isions of la.or. They &o'e the& to+ar%s the narro+ &in%e% an% narro+ for&s of %i'isions
of la.or +hich the stu%ent the&sel'es %o not +ant. ;o school neither helps the one or the
other .They fail in .oth accounts.
*n &any %i'isions of la.our a person sits %o+n or stan%s for lon, perio%s li#e school.
Bourgeoisie society "er"etuated
They see# to perpetuate their i%eals their 'alues an% their +ay of life. They %o this in the
syste&atic +ee%in, out of chil%ren +ho %iso.ey. That is chil%ren +ho %o not %o their +or#. or
.etter sai% the la.our that the .our,eois e0ploit fro& the proletarians. The youn, see# school
&erit lar,ely *n the hopes of securin, a +ell payin, 5o. +or#in, for the .our,eoisie. But they
are for,ettin, +here their &oney co&es fro&. They for,et that if e'eryone is intereste% in
&oney then +hat point is the pro%uct or ser'ice itselfD =here is the %esire priority that the
person see#s to .etter the +orl% or contri.ute so&ethin, . *t all cru&.les un%er the nee%/
%esire for &oney. An% here is the ruse of the .our,eoisie/ the tric# that the proletariat ha'e
.een un%er for a lon, ti&e.
But the .our,eoisie cannot sur'i'e. The +eapons +hich they use% a,ainst the feu%al
syste& ha'e no+ / slo+ly/ .een turne% a,ainst the&sel'es. *n there search for &ore &oney
they ha'e create% a &a,ical +eapon +hich the proletariat +ill yiel% an% also of any.o%y else
for& the other classes that co&e to the sa&e li.eral reali>ation. That +eapon is the internet.
*n the early 1E00s There +as the a,e of enli,hten&ent no+ there is the infor&ation a,e. =ith
this +eapon they +ill learn/ 8o+ there are &illions of %ifferent 'oices +ith their o+n i%eas an%
'alues. The ol% syste& of &e%ia +ith its fe+ corporate net+or#s/ pro&ote% the .our,eois
'alues . The proletariat are +a#in, up fro& the intentional %u&.in, %o+n of society to follo+
pre5u%ices an% pri&iti'e fear hate 5ealousy /+ar an% all other tools of the .our,eoisie. The
controls of the &asses. The internet +ill at last unify the +hole +orl% an% the lo,ical
conclusion +ill lea% to the social re&o'al of all separate classes. =e are seein, this to%ay/
face.oo#/ t+itter social &e%ia/ the a.ility to spea# into a &icrophone an% ha'e it translate%
an% sent to so&eone across the +orl% is here to%ay. This technolo,y is still youn,/ the ,ro+th
of these connections +ill .e a.solute.
The tric# of the .our,eoisie that * ha'e &entione% can .e sho+n here as #arl &ar0 sais$
.If one fine morning the lord a""ro"riates to himself the land! the cattle! the seed! in a
word! the! means of "roduction of this "easant! the latter will thenceforth be obliged to
sell his labour-"ower to the lord He will! ceteris "aribus! labour K days a week as
before! B for himself! B for his lord! who thenceforth becomes a wages-"aying
ca"italist ,s before! he will use u" the means of "roduction as means of "roduction!
and transfer their value to the "roduct ,s before! a definite "ortion of the "roduct will
be devoted to re"roduction But from the moment that the forced labor is changed into
wage labour! from that moment the labour-fund! which the "easant himself continues
as before to "roduce and re"roduce! takes the form of a ca"ital advanced in the form
of wages by the lord #he bourgeois economist whose narrow mind is unable to
se"arate the form of a""earance from the thing that a""ears! shuts his eyes to the fact!
that it is but here and there on the face of the earth! that even nowadays the labour
fund cro"s u" in the form of ca"ital/

=hat he sayin, is that the +or#er is +or#in, for his o+n property / his 'ery la.or is ,i'in,
to hi&self his o+n foo%/ housin, etc. The &eans .y +hich he is a.le to +or#/ the housein,/
the foo%/car/ is all use% to %o the la.our for the capitalist therefore/ the +or#er is for+ar%in,
his o+n 'alue co&&o%ities BAAF to the capitalist. He is +or#in, for his &oney +hich co&es
fro& the capitalist an% i&&e%iately ,o .ac# to the capitalist. 1ou ha'e to loo# at this for&
+hole classes.
Therefor no real e0chan,e ta#es place only that the far&er ie the proletariat is a.le to li'e
on the lan% +hich is perfectly fine +ith the capitalist since they are profitin, off of the& +ithout
%oin, anythin,. *n fact the .our,eoisie .enefit for& this for& &ore than chattel sla'ery/
.ecause no+ the person is responsi.le for ta#in, care of the&sel'es an% there thin,s an%
no+ ha'e the a.ility to .uy &ore thin,s there.y further fun%in, the capitalists. They are
e0ploitin, the +or#er. =a,e sla'ery is the sa&e as chattel sla'ery/ li#e in the south. The
effect is the sa&e. This can .e seen also in the +or# of A%a& ;&ith +here he %escri.es ho+
the far& +or#ers rent of the lan% /+hich +as o+ne% .y the capitalist/ +as raise% to the
hi,hest a&ounts +hich the far&er coul% possi.ly affor% +ithout %yin, an% +ith ha'in, a
&ea,er a&ount of s&all lu0uries. All profits of the lan% +as ,i'e to the lan%o+ner. This sa&e
practice can .e seen to%ay.
.0hen treating of the working day! we saw that the labourer is often com"elled to
make his individual consum"tion a mere incident of "roduction In such a case! he
su""lies himself with necessaries in order to maintain his labour-"ower! :ust as coal
and water are su""lied to the steam-engine and oil to the wheel His means of
consum"tion! in that case! are the mere means of consum"tion re3uired by a means of
"roduction; his individual consum"tion is directly "roductive consum"tion #his!
however! a""ears to be an abuse not essentially a""ertaining to ca"italist "roduction
./#he fact that the laborer consumes his means of subsistence for his own "ur"oses!
and not to "lease the ca"italist! has no bearing on the matter #he consum"tion of food
by a beast of burden is none the less a necessary factor in the "rocess of "roduction!
because the beast en:oys what it eats #he maintenance and re"roduction of the
working- class is! and must ever be! a necessary condition to the re"roduction of
ca"ital But the ca"italist may safely leave its fulfillment to the labourer>s instincts of
self-"reservation and of "ro"agation ,ll the ca"italist cares for! is to reduce the
labourer>s individual consum"tion as far as "ossible to what is strictly necessary! and
he is far away from imitating those brutal South ,mericans! who force their labourers
to take the more substantial! rather than the less substantial! kind of food//
.#he matter takes 3uite another as"ect! when we contem"late! not the single ca"italist!
and the single labourer! but the ca"italist class and the labouring class! not an isolated
"rocess of "roduction! but ca"italist "roduction in full swing! and on its actual social
scale By converting "art of his ca"ital into labour-"ower! the ca"italist augments the
value of his entire ca"ital He kills two birds with one stone He "rofits! not only by
what he receives from! but by what he gives to! the labourer #he ca"ital given in
e5change for labour-"ower is converted into necessaries! by the consum"tion of which
the muscles! nerves! bones! and brains of e5isting labourers are re"roduced! and new
labourers are begotten 0ithin the limits of what is strictly necessary! the individual
consum"tion of the working class is! therefore! the reconversion of the means of
subsistence given by ca"ital in e5change for labour-"ower! into fresh labour-"ower at
the dis"osal of ca"ital for e5"loitation/
You wont ever be rich working for someone else In
general
They %i%nt tell you that not e'eryone coul% .e rich
. )or one very rich man there must be at least five hundred "oor! and the affluence
of the few su""oses the indigence of the many .,dam smith
(arado5 of thrift
The para%o0 of thrift 3or para%o0 of sa'in,4 is a para%o0 of econo&ics. The para%o0
states that if e'eryone tries to sa'e &ore &oney %urin, ti&es of econo&ic recession/ then
a,,re,ate %e&an% +ill fall an% +ill in turn lo+er total sa'in,s in the population .ecause of the
%ecrease in consu&ption an% econo&ic ,ro+th. The para%o0 is/ narro+ly spea#in,/ that total
sa'in,s &ay fall e'en +hen in%i'i%ual sa'in,s atte&pt to rise/ an%/ .roa%ly spea#in,/ that
increase in sa'in,s &ay .e har&ful to an econo&y. This &eans that not e'eryone can sa'e
&oney at the sa&e ti&e/ they coul% %o so separate/ .ut the proletariat .ein, un%er the
econo&ic oppression to .e,in +ith +ill ha'e little if any a.ility to sa'e anythin, of
conse2uence.
Basicly/ if e'eryone sa'es there &oney there +oul% .e less co&&erce ,oin, on in society/
an% this +oul% hurt the econo&y an% +oul% actually lo+er the sa'in, you ha'e in the lon,er
run. This para%o0 co&.ine% +ith other econo&ic la+s/ is the reason +hy &ost people +ill
al+ays .e poor.
0age labor
As +e ha'e ,one o'er/ the supply an% %e&an% of la.or affor%s only so &uch to certain
people. The fact is not e'eryone can .e rich/ or e'en +ell off. E&ployers al+ays see# to ,et
la.or at the lo+est price. )ost 5o.s are in lo+ payin, sectors. )any of +hich only pay a.out I
an hour. This is har%ly e'en enou,h to li'e off. *t .eco&es apparent fro& a co&.ination of
factors/that the &a5ority of people +ill al+ays .e poor / li'in, paychec# to paychec#. Thin# i&
+ron,D =hy all you nee% %o is loo# aroun% you. )ost colle,e ,ra%s %ont ha'e 5o.s in their
sector. As# aroun% an% see ho+ &any +or#in, class people ha'e a %ecent .an# .alance
alon, +ith a lac# of lar,e .ills each &onth.
* %o not ha'e the roo& or ti&e/ an% * thin# it %i,ressi'e if * ,o into all the reasons that +a,e
la.or is sla'ery. All you nee% %o is stu%y econo&ics/ loo# at the econo&ists +ho tal# plainly
an% openly a.out these facts.
They +ont .e this open a.out these facts in school. Because they %ont +ant you to really
let the& into critical thin#in,/ your free thou,ht area. This is one of the thin,s +hich they %ont
+ant you to pon%er/ one of the &any sin,le topics +hich &a#e the constant school +or#
necessary to the&. *n or%er to ta#e up all your ti&e an% ener,y-s +ith a %istraction. They %o
this to a'oi% class anta,onis&s. They %o it to a'oi% A:A;; =A9<A9E.
*n 1QPI $he &ew 'ork $imes %escri.e% the syste& of +a,e la.or as Ba syste& of sla'ery as
a.solute if not as %e,ra%in, as that +hich lately pre'aile% at the ;outh.7
in order to understand wage slavery you must understand the sim"le logic of the
money wage system
.both the ca"italist and his ideological re"resentative! the "olitical economist!
consider that "art alone of the labourer4s individual consum"tion to be "roductive!
which is re3uisite for the "er"etuation of the class! and which therefore must take
"lace in order that the ca"italist may have labour-"ower to consume; what the labourer
consumes for his own "leasure beyond that "art! is un"roductive consum"tion If the
accumulation of ca"ital were to cause a rise of wages and an increase in the labourer4s
consum"tion! unaccom"anied by increase in the consum"tion of labour-"ower by
ca"ital! the additional ca"ital would be consumed un"roductively In reality! the
individual consum"tion of the labourer is un"roductive as regards himself! for it
re"roduces nothing but the needy individual; it is "roductive to the ca"italist and to the
State! since it is the "roduction of the "ower that creates their wealth/
.)rom a social "oint of view! therefore! the working class! even when not directly
engaged in the labour "rocess! is :ust as much an a""endage of ca"ital as the ordinary
instruments of labour *ven its individual consum"tion is! within certain limits! a mere
factor in the "rocess of "roduction #hat "rocess! however! takes good care to "revent
these self-conscious instruments from leaving it in the lurch! for it removes their
"roduct! as fast as it is made! from their "ole to the o""osite "ole of ca"ital Individual
consum"tion "rovides! on the one hand! the means for their maintenance and
re"roductionA on the other hand! it secures by the annihilation of the necessaries of
life! the continued re-a""earance of the workman in the labour-market #he %oman
slave was held by fettersA the wage labourer is bound to his owner by invisible threads
#he a""earance of inde"endence is ke"t u" by means of a constant change of
em"loyers! and by the fictio :uris of a contract/
fictio %uris &(n assumption made b% a court and embodied in various legal doctrines that a
fact or concept is true when in actualit% it is not true" or when it is likel% to be e)uall% false and
true.
.1a"italist "roduction! therefore! of itself re"roduces the se"aration between
labour-"ower and the means of labour It thereby re"roduces and "er"etuates the
condition for e5"loiting the labourer It incessantly forces him to sell his labour-"ower
in order to live! and enables the ca"italist to "urchase labour-"ower in order that he
may enrich himself It is no longer a mere accident! that ca"italist and labourer
confront each other in the market as buyer and seller It is the "rocess itself that
incessantly hurls back the labourer on to the market as a vendor of his labour-"ower!
and that incessantly converts his own "roduct into a means by which another man can
"urchase him In reality! the labourer belongs to ca"ital before he has sold himself to
ca"ital His economic bondage is both brought about and concealed by the "eriodic
sale of himself! by his change of masters! and by the oscillations in the market-"rice of
labour-"ower/
. 1a"italist "roduction! therefore! under its as"ect of a continuous connected
"rocess! of a "rocess of re"roduction! "roduces not only commodities! not only
sur"lus-value! but it also "roduces and re"roduces the ca"italist relation; on the one
side the ca"italist! on the other the wage labourer/
*n the capitalist syste& the +or#ers &ust +or# the har%est they can/ for the a&ount of ti&e
that they &ust co&plete in a %ay/ in or%er to &eet the %e&an%s of the .oss .This is referee%
too as the socially accepte% ti&e necessary for the perfor&in, of a tas# or creation of a
pro%uct. An e0a&ple of a chan,e in the social accepte% ti&e in the past is +hen +e ha%
&uch slo+er for&s of &a#in, clothin, .;o natural/ it +as accepte% that it +oul% ta#e a certain
a&ount of ti&e to &a#e a piece of clothin, .This +as of course &a%e .y pushin, the +or#ers
to near .rea#in, point. ;i&ilarly in the school syste& the stu%ents +or#ers are ,i'en the
&a0i&u& a&ount of +or# that is socially accepta.le to co&plete *n a certain a&ount of
ti&e .They are ,i'en +or# for each class +hich &ay .e P or &ore classes.
The .our,eoisie fear the intelli,ent proletariat .ecause the enhance% intelli,ence of the
proletariat +oul% lea% to there ,reater class consciousness. This intelli,ence +oul% lea% to a
stron, +illful character an% once they are fully a+are of the syste& +hich pre&ises the& no
relief fro& sla'ery that there is no +ay un%er the current con%itions for e'eryone to .e ,i'en
+ealth.
An intelli,ent +or#force +ho &ore an% &ore re5ect the so calle% 6,ui%in, han%7 of
.our,eois ,o'ern&ent in fa'or of ;E:< ,o'ernin,/or to .e +ithout the nee% for a state. That
is to .e co&&unists. * a& not here to a%'ocate co&&unis&. * a& &erely assertin, that
a re'olution of the school syste& /+hich * ha'e spo#e of has the ,reat potential to
chan,e society +hich +ill push capitalis& to &uch further %e'elop&ent an% &ay in the
en% pro,ress us to+ar%s a stateless society.
2ilton )riedman = )ree market
*& tal#in, a.out )ilton .ecause he ha% so&e +is%o& to %rop a.out +hy school is &esse%
up. * also +ant to tal# a.out that all i&portant econo&ic priority an% ho+ free &ar#et an%
free%o& of the in%i'i%ual are essential. This free%o& natural &ust len% itself to all aspects of
a persons life inclu%in, schoolin,.
)ilton <rie%&an sai% in relation to <ree &ar#et capitalis&.B Goin, after your o+n %esires
+ill +ithout you #no+in, it lea% to the .enefit of the +hole +orl% 7 The %esires he is referrin,
too is personal ,ain of capital an% &oney. * &a#e the assertion that a stu%ent +ho stu%ies
+hat they +ant to/ not only .enefit the&sel'es/ .ut help the +orl% as +ell.
As * +ill tal# a.out further %o+n/ this follo+in, of ones o+n interests has e'erythin, to %o
+ith the free%o& of thou,ht /.ecause the follo+in, of ones o+n interests in'ol'es t+o .i,
thin,s/one the self %irecte% an% self &anifeste% interests an% the self reali>ation +hich occurs
.ecause of this. This is the polar opposite of +hat school %oes/ an% * .elie'e it is the solution
to the oppresse% stu%ent an% also the +orl% &asses in ,eneral.
;tan%in, 5ust 5 ft O inches tall )ilton <rie%&an +as the 1o%a of econo&ics
*n a .oo# title% Laisse* +aire and the General,elfare !tate" ;i%ney <ine &entions$
Associate% +ith the concept of natural ri,hts an% ser'in,s as an a%%itional .uttress
to the e%ifice of laisse> faire +as the faith of A&ericans in the self!sufficiency of the
in%i'i%ual. To a ,reat e0tent the result of the unusually fa'ora.le econo&ic
con%itions that pre'aile% in the Cnite% ;tates/ in%i'i%ualis& .eca&e part an%
parcel of the nationKs %e&ocratic faith. A&ericans place% their trust not in Be0ternal
,o'ern&entB .ut in the free in%i'i%ual/ who must be ke"t free from restrains;
and it was widely held that as individuals became more intelligent and more
attuned to the moral law! there would be a decreasing need for
government...*t +as/ in%ee%/ in the +ritin,s of the transcen%entalists E&erson an%
Thoreau that the %octrine of the free in%i'i%ual attaine% its classic e0pression in
&i%!nineteenth!century A&erica31Q01!1I00. To E&erson/ the self!reliant in%i'i%ual
+as &ore than a &atch for or,ani>e% ,o'ern&ent/ an% he foresa+ the %ay +hen
the a%'ance of the in%i'i%ual +oul% render the state unnecessary.Thoreau +as
e'en &ore conte&ptuous of the state/ an% in his fa&ous essay BAi'il
Diso.e%ienceB carrie% in%i'i%ualis& to a point +here it .eca&e al&ost
in%istin,uisha.le fro& anarchis&.
=hats i&portant a.out this para,raph is first/ that the author has seen that laisse> fair
3free &ar#et4 econo&y +oul% help &a#e a self sufficient person/ an% therefor re2uire little or
no ,o'ern&ent. ;o&e of the sa&e thin,s that the co&&unists?anarchists tal# a.out.
)ilton al+ays e0presse% that free%o& in &oney &a#in, +oul% lea% to prosperity in
econo&ics/ +hile &any i,norant people +ant to #eep a%%in, re,ulation/&any .y the self
interests of co&petin, .usinesses +ho +ant a &onopoly /This he sai%/ is the real reason +hy
little .usinesses cant sur'i'e.
)ilton <ree%o&7 fairD I dont care whats fair! I care about freedomwith fairness
someone has to decide whats fair! and who does that #he government/
)ilton <rie%&an 7 freedom is not fairness! fairness means someone has to decide
whats fair/6talking about government8An% that &eans teachers are &a#in, +hats 6fair7
.ut its really not/ its a societal presupposition.
=e presuppose that the youn, %on-t ha'e 6Access7 to real fairness.
As )ilton often sai% 7 5ust .ecause * ,i'e &y opinion %oesnt &ean that its ta#en.77i& not pro
.i, .usiness i& pro free enterprise7
Aon,ress &o'e% to punish OPEA as an ille,al cartel. But the Bush a%&inistration has
.loc#e% such efforts sayin, they-ll only incite retaliation an% hurt A&erican .usinesses.The
roa%s the .uil%in, the stop li,hts all all necessary to co&&erce an% the +or#in, of the
proletarian an% since the ti&e of +or# ta#es up Q0 percent of our li'es all those thin,s are for
the .enefit of the .our,eoisie. An% pai% for in a lar,e part .y the proletarian in ta0es.

#he middle class
.2ost ideas that find their way into the cultural mainstream are crafted by a
relative eliteA "eo"le who are well educated! reasonably well-"aid! and who
overla"! socially and through family ties! with at least the middling levels of
the business communitySin short! the "rofessional middle class/
Barbara *hrenreich
(roof of corru"tion of big business
A ,oo% rule of thu&.$ ne'er trust a &an na&e% ;&e%ley to run your hostile &ilitary coup
for you. Besi%es .ein, no fan of fascis&/ ;&e%ley Butler +as .oth a patriot an% a 'ocal <D9
supporter. Apparently none of these cri&inal &aster&in%s notice% that their prospecti'e point
&an ha% acti'ely stu&pe% for <D9 in 1I32.
;&e%ley spille% the .eans to a con,ressional co&&ittee in 1I3O. E'eryone he accuse% of
.ein, a conspirator 'ehe&ently %enie% it/ an% none of the& +ere .rou,ht up on cri&inal
char,es. ;till/ the House )cAor&ac#!Dic#stein Ao&&ittee %i% at least ac#no+le%,e the
e0istence of the conspiracy/ +hich en%e% up ne'er ,ettin, past the initial plannin, sta,es.
*n 1I33/ ,roup of +ealthy .usiness&en that alle,e%ly inclu%e% the hea%s of Ahase Ban#/
G)/ Goo%year/ ;tan%ar% Oil/ the DuPont fa&ily an% ;enator Prescott Bush trie% to recruit
)arine Aorps )a5or General ;&e%ley Butler to lea% a &ilitary coup a,ainst Presi%ent <D9
an% install a fascist %ictatorship in the Cnite% ;tates. An% yes/ +eKre tal#in, a.out the sa&e
Prescott Bush +ho fathere% one C; Presi%ent an% ,ran%fathere% another one.
Thou,h &any of the people +ho ha% alle,e%ly .ac#e% the Business Plot also &aintaine%
financial ties +ith 8a>i Ger&any up throu,h A&ericaKs entry into =orl% =ar **. But at least the
Cnite% ;tates ne'er en%e% up .eco&in, a fascist %ictatorship 3unless you as# 9on Paul
supporters4.
9ea% &ore$ http$??+++.crac#e%.co&?articleN15IEONE!insane!conspiracies!that!actually!
happene%.ht&lXi0>>2i,&0*#iO
Aontra%ictions
There are a nu&.er of contra%iction *n a capitalist syste& . The capitalists all +or# for
their o+n interests an% co&pete +ith other capitalists. The pro.le& is/ .y there 'ery self
interest +hich loo#s to .eat other capitalists/ the %e&an% for econo&ic %eath of sur'i'al 3an%
therefore a real life an% %eath one4 is natural ta#en to an e0tre&e. =hoe'er cheats an% ,ets
a+ay +ith it +ins.
Go'ern&ent put controls o'er the free &ar#et to suit 6special7 interests/ there.y
%estroyin, it. 1ou cannot e0pect a clash of +ills a&on, capitalists +ithout co&in, to its lo,ical
conclusion. ;ocial Dar+inis& of econo&y/ only the stron,est shall sur'i'e. =hy +oul% these
+ol'es stop at the %oor of ,o'ern&ent la+/+hen there sur'i'al is %epen%ent on a 6innocent7
little ta0 on inco&in, ,oo%s. why shoul% they let e'erythin, they +or# for .e %estroye% .y a
one &an t shirt shop runnin, out of their house/they +ont

/what you have in government is the concentrated interests of a select few
6com"anies8 vs the diffuse interests of the lower class 6working class8/ )riedman
.I do not believe like )riedman that removing government will correct this
instability!)riedman leaves big ca"ital entirely free to o"erate once you have big
ca"ital you are bound to get as a sim"le natural reaction big labor! hesnm 3uite
content with that 6friedman8my contention is that once you have big labor you have a
way of setting rewards in society not only by trade unions but all sorts of other
"rocesses where by grou"s get together and want to e5"loit the "olitical
"rocesses!and legal rights made to "rotect themselves from com"etition in which
inevitably "eo"le set rewards above what economists call the market clearing "rice for
labor!they set levels or reward which makes it im"ossible that everyone should be
em"loyed!you therefor have built in tendency for high unem"loyment/
(eter Eay economist
then again maybe not
2ilton &n *ducation
what he said about :obs and education in the negro community
.why do we have such a high unem"loyment rate among black teenagersD Its a
disgrace !first of all! we give them lousy schooling threw governmental
schools!which makes them un3ualified to hold decent :obs!and second of all! we
re3uire em"loyers to discriminate against them by not hiring them unless there
"roductivity is enough to :ustify a minimum wage #he minimum wage rate is the
most anti negro law in the books It "recisely ! having first not enabled the
young blacks o have a decent schooling so they can be "roductive! ne5t we
deny them on the :ob training that they might get if you could induce em"loyers
to be able to hire them for relatively low wages #his on the :ob training which
would give o""ortunity for higher "aying :obs/

)ilton often spo#e a.out ho+ ,o'ern&ent institutions +ere so &uch +orse than pri'ately
o+ne% ones. The thin, that <rie%&an an% &any other people hannt co&e to reali>e is that the
,o'ern&ent is .i, .usiness. The %ifference .et+een the& an% &ar0 is &ar0 5ust too# it a step
further. The only thin, that pre'ents co&plete tyranny is co&petition a&on, the .our,eoisie
6#here are two differences between a "rivate com"any and a "ublic one In the
"rivate one the "erson has a say in the matters of what there getting! they are
the bosses But in a "ublic sector !run by the government! you have no say/
2ilton )riedman
An% this is +hy pu.lic schoolin, is run .y the ,o'ern&ent/.ecause else they coul% not
enforce there in%octrination an% control. People coul% si&ply lea'e an% ,o to another
school.
2ilton )riedman on the subversive government
In relation to government regulation on oil in the LJs
.you have heard a great deal about obscene "rofits6in oil com"anys8 there again there
is no argument #here have been a number of very careful studies made of "rofits of
the oil industry &n the average they are not out of line !indeed if anything somewhat
low! relative in com"arison to other industrial grou"s So there is no economic
argument whatsoever for the regulation of oil why then do we have itD
I 3uote *dward mitchel about "res carters energy "rogram and I 3uote// the
"reference of houses over cars! non energy over energy! solar energy over oil! indeed
almost any other source of energy over oil is what lea"s out at you when you read the
energy "lan// You will not find these "references e5"lained in any economic books
the answer can be found in "olitical "hiloso"hy ,n even more striking e5am"le of
"hiloso"hy is the attitude e5"ressed in so called windfall "roblems i 3uote from
carters "lan //the "roducers have no e3uitable claim to that enhanced value from
deregulation Because it is unrelated to their activities or economic contributions//
now to see how radical a doctrine that is,how fundamentally subversive of our system
that doctrine is.
let me translate it into another context, let me apply the same principal. 'he owners of
home,or owners of stocks or any other else, have no euitable claim to any rise in their
value because is is unrelated to their activities or economic contributions. is that the
philosophy that should be guiding (merica) *f people are going to be entitled to keep a
rise in value only in so far as it flows from their own activities and contributions. then
somebody has to decide #hat sentence of the energy "lan is a sentence declaring the
alleged case that the government owns everything If it has a right over the su""osed
owners to the rise of the value of oil then it has the right to the rise of "rices of
housing It has a right to the rise of the value of your services a right to the owning of
you and me as well as your "ro"erty there is no doubt that it is the direction that in
which "hiloso"hical attitudes have been movedwhat is the real ob:ective! you
have to look below the surface!the real ob:ective is "ower and control/
.in the "resent energy bill! its been an enormous source of hay and contributions from
both sides #hose o""osed contribute! those who are in favor contribute #herefor its
in the self interest of congress to argue and debate discussions of this kind in order to
have something to sell to their constituents&ver and above this you have the general
sentiment in society at large toward more and more government control #his is not the
only industry that been nationali<ed! "assenger traffic has been nationali<ed threw am
track )riettraffic is on the way to being nationali<ed the energy industry is on the way
to being nationali<ed6cor"orate oligarchyFstate ca"italism ie fascism/
)reedom of thought
=ithout <ree%o& of Thou,ht there can .e no such Thin, as =is%o&L an% no such Thin, as
Pu.lic :i.erty/ +ithout <ree%o& of ;peech.
Ben5a&in <ran#lin/ +ritin, as ;ilence Do,oo%/ 8o. Q/ (uly I/ 1E22
.In former times men who thought outside the creed of their rulers we vilifies as free
thinkersbut for their free thinking !what troglodytes and monkeys should we now be!
if we should have been in e5istence at all- / Horace 2ann
To ha'e free thou,ht is to .e li#e the chil% .+ho 2uestions all thin,s/ +ho li'es in
e0perience. =hen the hero of his .oo#/ Panta,ruel/ 5ourneys to the BOracle of The Di'3in4e
BottleB/ he learns the lesson of life in one si&ple +or%$ -$rinch.-/ Drin#@ En5oy the si&ple life/
learn +is%o& an% #no+le%,e/ as a free hu&an.
There cannot e0ist inno'ation/ #no+le%,e/ intelli,ence +ithout free thou,ht. <ree%o& of
&in% is &in% itself/ for the e0tension of &ans po+ers +oul% .e that of an ani&al +ithout this.
<ree thou,ht is the free%o& to choose fro& a 'ariety of sources +ith contrary .eliefs. <ree
thou,ht is to ha'e no ulti&ate ties +ith the status 2uo/ +ithout .ein, encu&.ere% +ith peer
pressure to thin# other+ise/ to .e free of la.els / un.rea#a.le associations an% fla,s. To .e
free fro& nationalis&.
To atte&pt to teach so&eone +ithout the li.erty an% free%o& of the in%i'i%ual is li#e tryin,
to .a#e a pie +ithout flour / its 5ust not possi.le. There &ust .e an a&ount of +illpo+er fro&
the stu%ent +hich has itself %eci%e% to ta#e up the act/ an% it +oul% .e .est if that +ill co&es
fro& true personal interest. The secret to ,ainin, a stu%ents interest is si&ple/ allo+ the& to
stu%y +hat there intereste% in . After that they can .e &ore ,ui%e!a.le/ BCT it shoul% lea%
the& to +hat they want! not what the big business wants! not what the social
constructors want them to be The teachers input in this is &erely a &i%%le&an. There less
in'ol'e&ent is the #ey.
To act contrary to this is to act a,ainst nature. But &an has often %one +ay +ith the
natural/ an% su.stitute% its o+n i%eals +hich si&ply %o not +or#@ )an is +or#in, up in
the&sel'es/ &ore an% &ore/ the spirit/ an% notion that +e can create ne+ life out of thin air.
That the la+s of self are not applyin, to 6ne+7 society/ .our,eois society. This is +hy schools
ha'e faile%. But the .our,eoisie are actin, in contra%iction / they nee% inno'ation an% ne+
thou,ht to econo&ically sur'i'e. They &ust constantly re'olutioni>e the &eans of pro%uction.
They %o this .ecause three consu&ers &ust .e pressure% to .uy ne+ thin,s .ecause the ol%
ones si&ply %o not satisfy the hun,ers of the population.
An% a.o'e A:: / self teachin, +ill ,uar% a,ainst unethical in%octrination an% allo+
un.iase% ;E:< ,ui%e% philosophy of the teachin,s.
One of the e0a&ples of +hen free%o& of thou,ht +or#s is +hen a person trys to .e funny
they al+ays en% up loo#in, phony an% it ruins the in the &o&ent feelin,. Cnless of course
your a co&e%ian/ the .est co&e%y co&es +hen people are .ein, honest open an% in the
&o&ent / +hen there free%o& of thou,ht is at its .est an% fullest
.,nd so! onwards along a "ath of wisdom! with a hearty tread! a hearty confidence
however you may be! be your own source of e5"erience #hrow off your discontent
about your nature )orgive yourself your own self You have it in your "ower to merge
everything you have lived through- false starts! errors! delusions! "assions! your loves
and your ho"es- into your goal! with nothing left over/
Y <rie%rich 8iet>sche/ /uman" (ll $oo /uman
school forces people to li'e +ith the &ista#es of the past/in ,ra%es that they &ust carry
aroun% for so lon,.:et the& ,o.
There co&es a &a5or conflict .et+een set curriculu& an% the free thou,ht an% free%o& of
a person to choose for the&sel'es there path.
The free +ill an% thou,ht of the stu%ents is not e0tin,uishe% .y the repetition an%
o.e%ience to the school +or#. This of course natural results in the poor perfor&ance an%
for,ettin, of the infor&ation shortly after+or%s/ as +ell as the infor&ation not .ein, put to any
use latter on since they pro.a.ly +ill not +ant to e'en ,o into those fiel%s si&ply .ecause
there +or# +as alienate% fro& the& fro& the .e,innin,. ;o here is the conflict/ an% try as the
school &i,ht they ne'er +ill ,ain the real interest of the stu%ent. This ne'er stops the&
thou,h/ fro& ,i'in, you en%less +or# that you %ont +ant to %o. To the cha,rin of the stu%ent
.oar% /they cannot ,o into your &in% an% re+ire thin,s to ,o +ith +hat there sayin,. To there
%isappro'al you are an in%i'i%ual +ho has %ifferent ha.its than e'eryone else. *t is 'ery
plausi.le that people coul% not function +ithout free thou,ht an% free +ill/ an% * assert this as
fact. Therefore any atte&pt to %estroy it is self %estructi'e. The teachers o+n %is,ustin, +ill to
po+er +ants the stu%ent si&ply to capitulate/ to .en% to there +ill/ there 5o. /in the spirit of the
%o&ineerin,/ narcissistic pe%ophile.
Aount :eo Tolstoy-s school +as centere% aroun% the i%ea of free in2uiry an% foresha%o+e%
;u&&erhill in &any +ays. He hel% that since teachin, an% instruction +ere only &eans
culture trans&ission +hen they +ere free/ stu%ents shoul% .e left to learn +hat they +ante% to
learn/ %irectin, .oth the&sel'es an% the #in%s of classes they +ante% tau,ht. =ithout
co&pulsion/ e%ucation +as transfor&e% into culture. 6
G#he love of freedom is an inborn sentiment! which the God of nature has"lanted dee"
in the heart Long may it be ke"t under by the arbitrary institutions of society; but! at
the first favorable moment! it s"rings forthwith a "ower which defies all check #his
celestial s"ark! which fires the breast of the savage! which glows in that of the
"hiloso"her! is not e5tinguished in the bosom of the slave It may be buried in the
embers! but it still lives! and the breath of knowledge kindles it into a flame #hus we
find there never have been slaves in any country! who have not sei<ed the first
favorable o""ortunity to revolt #hese! our hewers of wood and drawers of water!
"ossess the "ower of doing us mischief! and are "rom"ted
to it by motives which self-love dictates! which reason :ustifies &ur sole security! then!
consists in their ignorance of this "ower! and their means of using it--a security which
we have lately found is not to be relied on! and which! small as it is!every day
diminishes *very year adds to the number of those who can read and write; and the
increase of knowledge is the "rinci"al agent in evolving the s"irit we have to fear/
,n ,ccount of Some of the (rinci"al Slave Insurrections! and &thers! 0hich Have
&ccurred! or Been ,ttem"ted! in the +nited States and *lsewhere! 'uring the Last #wo
1enturiesEoshua 1offin

0hy do childrenF"eo"le rebelD
Ahil%ren /as +e #no+/ ta#e +hat they see an% &irror it. This can .e e&otions/ actions
ten%encies etc. They see# to filll the&sel'es +ith a catalo, of thin,s +hich creates their
character. <ree%o& of thou,ht an% action are in the nature of hu&an .ein,s. =hen a person
see#s to in'a%e their +ill upon another person un5ustly/ they are .ein, traitorous to their o+n
nature. =hen a chil% percei'es or thin#s they percei'e an unreasona.le an% un5ust
in'asion/they &irror the re.ellion .ac# to the person.
This is a social ne,ati'e fee%.ac# loop +ith the intent of a+a#enin, in the &in% of the in'a%er
there o+n traitorous %ee%.
,l"ha mentality
* .elie'e that free thin#in, is %irectly relate% to alpha &entality .oth in &ale an% fe&ale.
The characteristics of alpha &entality %eri'e fro& free thou,ht an% their correspon%in,
actions . These alpha traits inclu%e %o&inance/ confi%ence/ a ta#e!char,e!attitu%e/ self!
%irecte%ness/ ,oal!orientate% an% charis&a. These characteristics also inclu%e
co&petiti'eness an% +hen necessary/ a,,ressi'eness. They ,i'e the alpha &ale the
capacity to .e +hat he usually is in the +orl%/ a hi,h!achie'er +ith a stron, sense of &ission/
an% a .ol%/ creati'e/ inno'ati'e thin#er. Aharacteristics also inclu%e persistence/ tenacity/
%eter&ination an% stea%fastness.
All of these are positi'e reactions to free thin#in,. A person +ho has free thou,ht follo+s
their o+n interests an% this natural lea%s a person to .e 'ery %ri'en/ a,,ressi'e. One of the 3
&ain %esires of people is self %irection. The i%ea of %o&inance %oes not si&ply &ean .rutish
physical force. 8o/ %o&inance &eans that a person %oes not per&it the&sel'es to .e
.ullie%/or to o.ey +ithout reason. They are confi%ent .ecause they #no+ reality/ they ha'e not
.een .rain+ashe% to .elie'e lies/ superstition etc. They #no+ +ho they are an% +hat they
+ant. This ,i'es the& a soli% sense of ri,hteousness an% the force that sprin,s fro& &oral
outra,e. The school creators +ant to create .eta &ales?fe&ales/ castrate%.
0hy the love of money will never create a great love
of learning
2I# study
#he animal 0&%MS when de"rivation is the mains"ring of its activity! and it (L,YS
when the fullness of its strength is this mains"ring! when su"erabundant life is its own
stimulus to activityG )riedrich Schiller
The stu%ies see& to support that once you o.tain enou,h &oney to support a .asic
lifestyle/ other factors i&pact &oti'ation an% happiness &ore than &oney. *t is this concept
that +as supporte% .y a stu%y %one .y 3 econo&ic e0perts researchin, a #ey 2uestion U is
&oney the %ri'in, force .ehin% pro%ucti'ity in the +or# +orl%D Here are the i&portant
conclusions an% lessons fro& that stu%y$
1. )oney is a ,reat &oti'ator as lon, as the tas#s in'ol'e% are (C;T 6&echanical s#ills7. <or
si&ple tas#s/ &onetary re+ar%s +or# +ell. Ho+e'er/ once e'en si&ple thou,ht is necessary
to %ri'e results/ &oney actually hurts results.
2. )onetary re+ar%s often narro+ our focus an% li&it our creati'ity.
3. There are 3 other #ey &oti'ators that +or#e% .etter than &oney once the 5o. re2uire% e'en
a &ini&al le'el of 6ru%i&entary co,niti'e s#ills7. They are as follo+s$
a. Autono&y U The ur,e to control or %irect our o+n li'es
.. )astery U The %esire to ,et .etter an% .etter at so&ethin, that &atters
c. Purpose U The yearnin, to %o +hat +e %o in the ser'ice of so&ethin, .i,,er than
oursel'es
;o +hat can +e ta#e a+ay fro& this stu%yD <irst/ si&ple syste&s %ri'en .y &oney
&oti'ators +or# +ell. Ho+e'er/ &oney no lon,er %ri'es pro%ucti'ity +hen 6thin#in,7 .eco&es
necessary to create results. ;econ%/ if you are loo#in, to &oti'ator thin#ers/ you ha'e to .uil%
aroun% autono&y/ &astery an% purpose if you +ant to 314 &oti'ate these types of people an%
324 %ri'e .otto& line ,ro+th an% pro%ucti'ity.
*n the en%/ science has tau,ht us that the tra%itional .usiness thin#in, that &oney %ri'es all
,ro+th is si&ply not true. Belo+ * ha'e attache% a lin# to a 10 &inute presentation a.out this
stu%y if you-% li#e to .etter un%erstan% the results .
http$??+++.youtu.e.co&?+atchD'GuPZAPnu<5(c[snsGe&
Marl 2ar5! was right
=hen +e thin# a.out ho+ people +or#/ the nai'e intuition +e ha'e is that people are li#e
rats in a &a>e/7 says .eha'ioral econo&ist Dan Ariely in to%ay-s tal#/ ,i'en at
TED09io%elaPlata. 6=e really ha'e this incre%i.ly si&plistic 'ie+ of +hy people +or# an%
+hat the la.or &ar#et loo#s li#e.7
Dan Ariely$ =hat &a#es us feel ,oo% a.out our +or# D=hen you loo# carefully at the +ay
people +or#/ he says/ you fin% out there-s a lot &ore at playVan% a lot &ore at sta#eVthan
&oney. *n his tal#/ Ariely pro'i%es e'i%ence that +e are also %ri'en .y &eanin,ful +or#/ .y
others- ac#no+le%,&ent an% .y the a&ount of effort +e-'e put in$ the har%er the tas# is/ the
prou%er +e are.
Durin, the *n%ustrial 9e'olution/ Ariely points out/ A%a& ;&ith-s efficiency!oriente%/
asse&.ly!line approach &a%e sense. But it %oesn-t +or# as +ell in to%ay-s #no+le%,e
econo&y. *nstea%/ Ariely uphol%s Farl )ar0-s concept that +e care &uch &ore a.out a
pro%uct if +e-'e participate% fro& start to finish rather than pro%ucin, a sin,le part o'er an%
o'er. *n other +or%s/ in the #no+le%,e econo&y/ efficiency is no lon,er &ore i&portant than
&eanin,.
6=hen +e thin# a.out la.or/ +e usually thin# a.out &oti'ation an% pay&ent as the sa&e
thin,/ .ut the reality is that +e shoul% pro.a.ly a%% all #in%s of thin,s to it$ &eanin,/ creation/
challen,es/ o+nership/ i%entity/ pri%e/ etc./7 Ariely e0plains.
To hear &ore on Ariely-s thou,hts a.out +hat &a#es people &ore pro%ucti'e U an%
happier U at +or#/ +atch this fascinatin, tal#. Belo+/ a loo# at so&e of Ariely-s stu%ies/ as +ell
as a fe+ fro& other researchers/ +ith interestin, i&plications for +hat &a#es us feel ,oo%
a.out our +or#.
)* Seeing the fruits of our labor may make us more "roductive

#he StudyA *n a stu%y con%ucte% at Har'ar% Cni'ersity/ Ariely as#e% participants to

.uil% characters fro& :e,o-s Bionicles series. *n .oth con%itions/ participants +ere pai%
%ecreasin, a&ounts for each su.se2uent Bionicle$ S3 for the first one/ S2.E0 for the
ne0t one/ an% so on. But +hile one ,roup-s creations +ere store% un%er the ta.le/ to .e
%isasse&.le% at the en% of the e0peri&ent/ the other ,roup-s Bionicles +ere
%isasse&.le% as soon as they-% .een .uilt. 6This +as an en%less cycle of the&
.uil%in, an% +e %estroyin, in front of their eyes/7 Ariely says.
.
#he %esultsA The first ,roup &a%e 11 Bionicles/ on a'era,e/ +hile the secon% ,roup
&a%e only se'en .efore they 2uit.
.
#he +"shotA E'en thou,h there +asn-t hu,e &eanin, at sta#e/ an% e'en thou,h the
first ,roup #ne+ their +or# +oul% .e %estroye% at the en% of the e0peri&ent/ seein, the
results of their la.or for e'en a short ti&e +as enou,h to %ra&atically i&pro'e
perfor&ance.
.
2. #he less a""reciated we feel our work is! the more money we want to do it
.
#he StudyA Ariely ,a'e stu%y participants V stu%ents at )*T V a piece of paper fille%
+ith ran%o& letters/ an% as#e% the& to fin% pairs of i%entical letters. Each roun%/ they
+ere offere% less &oney than the pre'ious roun%. People in the first ,roup +rote their
na&es on their sheets an% han%e% the& to the e0peri&enter/ +ho loo#e% it o'er an%
sai% 6Ch huh7 .efore puttin, it in a pile. People in the secon% ,roup %i%n-t +rite %o+n
their na&es/ an% the e0peri&enter put their sheets in a pile +ithout loo#in, at the&.
People in the thir% ,roup ha% their +or# shre%%e% i&&e%iately upon co&pletion.
.
#he %esultsA People +hose +or# +as shre%%e% nee%e% t+ice as &uch &oney as
those +hose +or# +as ac#no+le%,e% in or%er to #eep %oin, the tas#. People in the
secon% ,roup/ +hose +or# +as sa'e% .ut i,nore%/ nee%e% al&ost as &uch &oney as
people +hose +or# +as shre%%e%.
.
#he +"shotA 6*,norin, the perfor&ance of people is al&ost as .a% as shre%%in, their
effort .efore their eyes/7 Ariely says. 6The ,oo% ne+s is that a%%in, &oti'ation %oesn-t
see& to .e so %ifficult. The .a% ne+s is that eli&inatin, &oti'ation see&s to .e
incre%i.ly easy/ an% if +e %on-t thin# a.out it carefully/ +e &i,ht o'er%o it.7
.
3. #he harder a "ro:ect is! the "rouder we feel of it

#he StudyA *n another stu%y/ Ariely ,a'e ori,a&i no'ices paper an% instructions to
.uil% a 3pretty u,ly4 for&. Those +ho %i% the ori,a&i pro5ect/ as +ell as .ystan%ers/
+ere as#e% at the en% ho+ &uch they-% pay for the pro%uct. *n a secon% trial/ Ariely hi%
the instructions fro& so&e participants/ resultin, in a har%er process V an% an u,lier
pro%uct.
.
#he %esultsA *n the first e0peri&ent/ the .uil%ers pai% fi'e ti&es as &uch as those +ho
5ust e'aluate% the pro%uct. *n the secon% e0peri&ent/ the lac# of instructions
e0a,,erate% this %ifference$ .uil%ers 'alue% the u,ly!.ut!%ifficult pro%ucts e'en &ore
hi,hly than the easier/ prettier ones/ +hile o.ser'ers 'alue% the& e'en less.
.
#he +"shotA Our 'aluation of our o+n +or# is %irectly tie% to the effort +e-'e
e0pen%e%. 3Plus/ +e erroneously thin# that other people +ill ascri.e the sa&e 'alue to
our o+n +or# as +e %o.4
.
"* Mnowing that our work hel"s others may increase our unconscious motivation

#he StudyA As %escri.e% in a recent &ew 'ork $imes Maga*ine profile/ psycholo,ist
A%a& Grant le% a stu%y at a Cni'ersity of )ichi,an fun%raisin, call center in +hich
stu%ent +ho ha% .enefite% fro& the center-s scholarship fun%raisin, efforts spo#e to
the callers for 10 &inutes.
.
#he %esultsA A &onth later/ the callers +ere spen%in, 1O2 percent &ore ti&e on the
phone than .efore/ an% re'enues ha% increase% .y 1E1 percent/ accor%in, to the
$imes. But the callers %enie% the scholarship stu%ents- 'isit ha% i&pacte% the&.
.
#he +"shotA 6*t +as al&ost as if the ,oo% feelin,s ha% .ypasse% the callers- conscious
co,niti'e processes an% ,one strai,ht to a &ore su.conscious source of &oti'ation/7
the $imes reports. 6They +ere &ore %ri'en to succee%/ e'en if they coul% not pinpoint
the tri,,er for that %ri'e.7
.
+* #he "romise of hel"ing others makes us more likely to follow rules

#he StudyA Grant ran another stu%y 3also %escri.e% in the $imes profile4 in +hich he
put up si,ns at a hospital-s han%!+ashin, stations/ rea%in, either 6Han% hy,iene
pre'ents you fro& catchin, %iseases7 or 6Han% hy,iene pre'ents patients fro&
catchin, %iseases.7
.
#he %esultsA Doctors an% nurses use% O5 percent &ore soap or han% saniti>er in the
stations +ith si,ns that &entione% patients.
.
#he +"shotA Helpin, others throu,h +hat-s calle% 6prosocial .eha'ior7 &oti'ates us.
.
,* (ositive reinforcement about our abilities may increase "erformance

#he StudyA Cn%er,ra%uates at Har'ar% Cni'ersity ,a'e speeches an% %i% &oc#
inter'ie+s +ith e0peri&enters +ho +ere either no%%in, an% s&ilin, or sha#in, their
hea%s/ furro+in, their eye.ro+s/ an% crossin, their ar&s.
.
#he %esultsA The participants in the first ,roup later ans+ere% a series of nu&erical
2uestions &ore accurately than those in the secon% ,roup.
.
#he +"shotA ;tressful situations can .e &ana,ea.leVit all %epen%s on ho+ +e feel.
=e fin% oursel'es in a 6challen,e state7 +hen +e thin# +e can han%le the tas# 3as the
first ,roup %i%4L +hen +e-re in a 6threat state/7 on the other han%/ the %ifficulty of the
tas# is o'er+hel&in,/ an% +e .eco&e %iscoura,e%. =e-re &ore &oti'ate% an%
perfor& .etter in a challen,e state/ +hen +e ha'e confi%ence in our a.ilities.
.
-* Images that trigger "ositive emotions may actually hel" us focus

#he StudyA 9esearchers at Hiroshi&a Cni'ersity ha% uni'ersity stu%ents perfor& a

%e0terity tas# .efore an% after loo#in, at pictures of either .a.y or a%ult ani&als.
.
#he %esultsA Perfor&ance i&pro'e% in .oth cases/ .ut &ore so 310 percent
i&pro'e&ent@4 +hen participants loo#e% at the cute pictures of puppies an% #ittens.
.
#he +"shotA The researchers su,,est that 6the cuteness!tri,,ere% positi'e e&otion7
helps us narro+ our focus/ uppin, our perfor&ance on a tas# that re2uires close
attention. 1es/ this stu%y &ay 5ust 'ali%ate your .a.y pan%a o.session.
=hat ha'e you notice% &a#es you +or# har%er U an% .etterD
One of the fallacies of capitalists is they say that the &oney %ri'es people to .e %octors an%
such/7*f they &a%e the sa&e as a +aiter/ thereKs a lot less incenti'e to .eco&e a %octor in the
first place.7But this is +ron, in a +ay/ .ecause chil%ren are not .orn +ith an inherent interest
in ,ainin, &oney. They learn it fro& a%ults. therefore it is a passe% %o+n tra%ition that can/
theoretically/ .e .ro#en in 5ust one ,eneration or until so&eone %eci%e% to start the thin, up
a,ain.
., general state education is a mere contrivance for molding "eo"le to be e5actly like
one another; and the mold in which it casts them is that which "leases the
"redominant "ower in the government! whether this be a monarch! a "riesthood! an
aristocracy! or the ma:ority of the e5isting generation in "ro"ortion as it is efficient! it
establishes a des"otism over the mind! leading by natural tendency to one over the
body/ !ohn +tewart "ill


'*G%** S#,#IS#I1S
lets loo# at so&e of those fu&.les statistics an% analy>e . *& ,oin, to sho+ you ho+ easy
it is to &a#e up statistics to &a#e the& loo# li#e they ,o in your fa'or.
They say that those +ithout a hi,h school %iplo&a &a#e an a'era,e of 1Q000
+hile colle,e ,ra%e &a#e an a'era,e 51000.This %ata &ay see& strai,htfor+ar% .ut there
are a .unch of possi.le fallacys +ith it.
One/ there not inclu%in, A:: the people +ho ha'e %e,rees an% those that %ont.
t+o/ they %o not say ho+ &any people/ an% ho+ &uch &oney those people/ that are
+ealthy / %o not ha'e a %e,ree. There coul% .e so&e &illionaires in in their that %ont ha'e a
hi,h school %iplo&a.

*t also %oes not ta#e into account that the people +ithout %e,rees coul% .e less &oti'ate%
than those +ith %e,rees resultin, in their lac# of a hi,her inco&e. This +oul% &a#e the
causes an% correlation inco&pati.le +ith the co&&on surface 'alue. An% +here %i% they ,et
this info fro&D =as it ran%o& for the +hole C; or %i% they pic# it fro& a certain places. *f it
+as ne+ yor# then that &i,ht ,i'e a %ifferent statistic than another state.
An% +hat if they ,ot their %e,ree after .eco&in, rich /+hos to say that they ,ot rich
BEAAC;E of that %e,ree. They coul% .e in a totally %ifferent fiel% an% +ere 5ust &ore
&oti'ate% after happene% to ,o to colle,e. .An% &ost i&portantly it %oesn-t ta#e into account
that those peoples parents &i,ht ha'e .een rich an% pai% for their colle,e an% +hen they
ca&e out GAVE the& a hi,h payin, 5o.. * +oul% also not .e at all surprise% if they fa#e% the
statistics in or%er to .enefit the corporate uni'ersity-s.
This statistic can create in peoples &in%s a 6false causality7
an e0a&ple fro& +i#ipe%ia 7*f the nu&.er of people .uyin, ice crea& at the .each is
statistically relate% to the nu&.er of people +ho %ro+n at the .each/ then no.o%y +oul% clai&
ice crea& causes %ro+nin, .ecause itKs o.'ious that it isnKt so. 3*n this case/ .oth %ro+nin,
an% ice crea& .uyin, are clearly relate% .y a thir% factor$ the nu&.er of people at the .each


G*$*%,#I&$ Y
Generation Y/ also #no+n as the 2illennial Generation/ is the %e&o,raphic cohort follo+in,
Generation Z . There are no precise %ates for +hen Generation 1 starts an% en%s.
Ao&&entators use .e,innin, .irth %ates fro& the early 1IQ0s to the early 2000s.
A.out one!thir% of &illennials say they +oul% ha'e .een .etter off +or#in,/ instea% of ,oin,
to colle,e an% payin, tuition. That-s a accor%in, to a ne+ =elles <ar,o =<A !1.P5 J stu%y
+hich sur'eye% 1/O1O &illennials .et+een the a,es of 22 an% 32.
6#he "roblem sometimes is that not all college educations are worth their cost since
they can4t guarantee a high-"aying :ob to hel" "ay off that student debt/ #he 0ells
)argo survey found that LIU of millennials think "ersonal finance should be taught in
high school; basic investing! how to save for retirement and how loans work were the
to" three to"ics they .wished/ they4d learned more about>
*t is &uch &ore li#ely that +ho you +ere .orn fro& an% +ho you #no+ are )CAH hi,her
%eter&inants to future &oney success than pu.lic school or colle,e. *n or%er to pro'e see
this/ all you ha'e to %o is open your little eye .alls an% as# the people aroun% you. E0a&ple/
&y .oss +as the son of the pre'ious o+ner +ho %ie%/ no+ hes the .oss an% &a#es the .i,
.uc#s . He +ent to .usiness school .ut only so he coul% ta#e o'er an% run the .usiness. This
is not al+ays the case. *t is &uch &ore li#ely that youll .e successful if you stu%y a tra%e
instea% of ,oin, to school.
*n the .oo# Aca%e&ically A%rift/ sociolo,y professors 9ichar% Aru& an% (osipa 9o#sa say
that 3PJ of colle,e ,ra%uates sho+e% no i&pro'e&ent in critical thin#in,/ co&ple0 reasonin,
or +ritin, after four years of colle,e.
&ne $ation 1onservatism
Accor%in, to =i#ipe%ia our school syste& is .ase% fro& 9.A Butlers 6one nation
conser'atis&7 +hich calls for paternalis& .y the upper class to+ar% the +or#in, class.
The *ducation ,ct 7ICC 3E an% Q Geo P c. 314 chan,e% the e%ucation syste& for secon%ary
schools in En,lan% an% =ales. Aalle% the BButler ActB after the Aonser'ati'e politician 9.A.
Butler/ it intro%uce% the Tripartite ;yste& of secon%ary e%ucation an% &a%e all schoolin,!!
especially secon%ary e%ucation/ 6free7 for all pupils.
(aternalism &eans it li&its so&e persons or ,roups li.erty 7for their o+n ,oo%7
An% 5ust as the +orl% is controlle% .y the &oney &ar#et/ so to is the 6place&ent7 &ar#et fro&
#i%s to a%ults .y a lo,istical .arrier of &oney./+hich is reser'e% for certain classes of people
+ho are acualy tau,ht to thin#/ to .e the ne0t ,eneration of controllers. The poor cannot affor%
to ,o to schools that actually teach useful rele'ant thin,s an% if they %o they &ust pay a lot.
This is ho+ the syste& is #ept in chec#. They feel their shoul% only .e a fe+ people +ho #no+
certain thin,s an% the &ar#et shoul% .e controlle% .y controllin, the intelli,ence of people.

The ;tate is the un%isclose% true parent. Alon, this line/ a 1I30s Ari>ona ;upre&e Aourt
case states that parents ha'e no property ri,ht in their chil%ren/ an% ha'e custo%y of their
chil%ren %urin, ,oo% .eha'ior at the sufferance of the ;tate. This &eans that parents &ay
raise their chil%ren an% &aintain custo%y of their chil%ren as lon, as they %onKt offen% the
;tate/ .ut if they in so&e &anner %isplease the ;tate/ the ;tate can step in at any ti&e an%
e0ercise its superior status an% ta#e custo%y an% control of its chil%ren ! the parents are only
con%itional careta#ers. \Thus the Doctrine of *n :oco Parentis.]
How the bourgeoisie created an
o""ressive school system

The .i, 2uestion youll ha'e to as# yourself is/ +hy +oul% a country that +as increasin, in
stren,th in the 1I
th
century ha'e any nee% for pu.lic e%ucationD =hy +oul% they force all
stu%ents to pass thre+ there schools an% force the pu.lic to pay for itD 1ou +ill see/an% ha'e
seen alrea%y.
There is &ore factors than 5ust the influence of the upper class +hich has create% the
%espotic schools that +e see to%ay. *t has also a ,reat influence .y social scientists/
.eha'iorists/ an% pretty &uch any po+erful people +ho are in contact +ith the control of
school .
But .ehin% the& all is the rich/ +ho +ithout there specific fun%in,/ +ithout there specific
creation of the la+s an% pe%a,o,y in their o+n interests/ there +oul% not .e this syste&. The
follo+in, are e0cerpts fro& The Cn%er,roun% History Of E%ucation By (ohn Gatto. E'erythin,
i'e +rote/ i'e +ritten .efore rea%in, his +or#. But &y conclusions are lar,ely the sa&e. Proof
that your o+n reason an% lo,ic/ your o+n philosophy at fi,urin, thin,s out +ithout infor&ation/
is an a&a>in, po+er an% usually ri,ht.
* also .la&e the &i%%le class .our,eoisie .ecause they ha'e a inherent interest in
suppressin, the lo+er classes 5ust as &uch as the upper classes/ only they %ont ha'e the
&oney po+er to %o it. This %oes not ho+e'er re&o'e the& fro& ,uilt/ for they still a.i%e .y
the sa&e spirit an% %o oppress the lo+er classes +ith the sa&e tenacity an% force.
*s this such a %rastic thin, to clai&D They %o ,i'e the least a&ount of &oney +hile ,ettin,
out the ,reatest a&ount of +or#. They char,e the ,reatest a&ounts +hile ,i'in, the 'ery least
.:et us thin# a.out the results of this %octrine. The +or#er %oes not ha'e as ,oo% a foo% to
eat/ they ta#e &ore .rea% fro& their &ouths. There health %epen%s on the hospital +hich
ta#es such a lar,e a&ount an% the &oney the +or#er earns is less than other+ise there.y
lo+erin, there potential health. There 'ery li'e is cut shorter an% ,i'en to &ore pain an%
sufferin, .ecause of this e0ploitation. There chil%ren as +ell are #ept fro& the prosperity
+hich the &oney +oul% .rin, an% they are a,ain transfor&e% into &ore proletariat/ there
e%ucation is stifle% .y +ay of there &asters create% schools. An% there chil%ren an% there
chil%ren an% so forth are re&a%e a,ain an% a,ain un%er this.
*s is so har% to i&a,ine that those corporate elite/ +hos po+er is o'er all / +oul% not use
their po+er o'er all to oppress the lo+er classes .y +ay of their force% e%ucation.D Those
+hos po+er is infinitely ,reater than those s&aller .usinesses +ho alrea%y ta#e &uch a+ay.
They rule nearly all ,o'ern&ents. Thats +hy &ost of the +orl% has pu.lic e%ucation. *n so&e
country-s ho&eschoolin, is ille,al.
.Sam Bowles and Herb Gintis! two economists! in their work on the ,merican
educational system some years back "ointed out that the educational system is
divided into fragments #he "art that>s directed toward working "eo"le and the general
"o"ulation is indeed designed to im"ose obedience But the education for elites can>t
3uite do that It has to allow creativity and inde"endence &therwise they won>t be able
to do their :ob of making money You find the same thing in the "ress #hat>s why I read
the 0all Street Eournal and the )inancial #imes and Business 0eek #hey :ust have to
tell the truth #hat>s a contradiction in the mainstream "ress! too #ake! say! the $ew
York #imes or the 0ashington (ost #hey have dual functions and they>re
contradictory &ne function is to subdue the great beast 6lower classes8 But another
function is to let their audience! which is an elite audience! gain a tolerably realistic
"icture of what>s going on in the world &therwise! they won>t be able to satisfy their
own needs #hat>s a contradiction that runs right through the educational system as
well It>s totally inde"endent of another factor! namely :ust "rofessional integrity! which
a lot of "eo"le haveA honesty! no matter what the e5ternal constraints are/
$oam 1homsky

.1ubberley "rovides an accurate account of the "ros"ective new 1ity on the Hill for
which "ublic educationG was to be a "relude! a 1ity which rose hurriedly after the failed
"o"ulist revolt 6labor union8 of 7HIK frightened industrial leaders .
. Yale was the most im"ortant command center for the reemergence of old-
time (uritan religion! now thoroughly disguised behind the language of research
methodology #he eugenics movement begun by Galton in *ngland was energetically
s"read to the +nited States by his followers Besides destroying lesser breeds 6as they
were routinely called8 by abortion! sterili<ation! ado"tion! celibacy! two-:ob family
se"arations! low- wage rates to dull the <est for life! and! above all! schooling to dull
the mind and debase the character! other methods were clinically discussed in
:ournals! including a childlessness which could be induced through easy access to
"ornogra"hy ,t the same time those deemed inferior were to be turned into eunuchs!
Galtonians advocated the notion of breeding a su"er race/
.#he 7HCJ case 2ercein v (eo"le "roduced a stunning o"inion by 1onnecticut>s
Eustice (aige S a strain of radical strong-state faith straight out of HegelA
#he moment a child is born it owes allegiance to the government of the country of its
birth! and is entitled to the "rotection of the government ,s the o"inion unrolled!
(aige further e5"lained Gwith the coming of civil society the father>s sovereign "ower
"assed to the chief or government of the nationG , "art of this "ower was then
transferred back to both "arents for the convenience of the State But their
guardianshi" was limited to the legal duty of maintenance and education! while
absolute sovereignty remained with the State .

.e5"loring the technology of sub:ection and as such belong to a "recise subdivision
of "ornogra"hic artA total surveillance and total control of the hel"less #he aim and
mode of administrative +to"ia is to bestow order and assistance on an unwilling
"o"ulationA to "rovide its clothing and food #o schedule it/
.,nd if degrading teacher status "roved inade3uate! another wea"on! the
standardi<ed test! was soon to be available By dis"lacing the
:udgmental function from a visible teacher to a remote bastion of educational
scientists somewhere! no mere classroom "erson could stray very far from a""roved
te5ts without falling test scores among his or her students signaling the "resence of
such a deviant/
.Years ago I was in "ossession of an old news"a"er account which related the use
of militia to march recalcitrant children to school there! but I>ve been unable to locate it
again $evertheless! even a cursory look for evidence of state violence in bending
"ublic will to acce"t com"ulsion schooling will be rewardedA Bruce 1urtis> book
Building the *ducation State 7HBK-7HL7 documents the intense aversion to schooling
which arose across $orth ,merica! in ,nglican 1anada where leadershi" was uniform!
as well as in the +nited States where leadershi" was more divided 2any schools were
burned to the ground and teachers run out of town by angry mobs 0hen students
were ke"t after school! "arents often broke into school to free them
. If we educated better we could not sustain the cor"orate +to"ia we have made
Schools build national wealth by tearing down "ersonal sovereignty! morality! and
family life It was a trade-off #his contradiction is not unknown at the to"! but it is
never s"oken aloud as "art of the national school debate +nacknowledged! it has
been able to make its way among us undisturbed by "rotest *( #hom"son>s classic!
#he 2aking of the *nglish 0orking 1lass! is an eye-o"ening introduction to this
bittersweet truth about G"roductiveG workforces and national riches 0hen a 1olorado
coalminer testified before authorities in 7HL7 that eight hours underground was long
enough for any man because Ghe has no time to im"rove his intellect if he works
more!G the coaldigger could hardly have reali<ed his very deficiency was value added
to the market e3uation .
.1olonial and )ederal "eriod economics in ,merica em"hasi<ed the characteristics
in children that were needed for inde"endent livelihoods S characteristics which have
remained at the heart of the romantic image of our nation in the world>s eyes and in our
own #hese characteristics! however! were recogni<ed by thinkers associated with the
emerging industrialFfinancial systems as danger signs of inci"ient over"roduction #he
very ingenuity and self-reliance that built a strong and uni3ue ,merica came to be seen
as its enemy 1om"etition was recogni<ed as a corrosive agent no mass "roduction
economy could long tolerate without bringing ruinous financial "anics in its wake!
engendering bankru"tcy and deflation .
., "reliminary e5"lanation is in order (rior to coal and the inventiveness coal
ins"ired! no harm attended the very realistic ,merican dream to have one>s own
business , startling "ercentage of ,mericans did :ust that Businesses were small and
local! mostly subsistence o"erations like the myriad small farms and small services
which ke"t home and hearth together across the land &wning yourself was
understood to be the best thing #he most radical as"ect of this former economy was
the way it turned ancient notions of social class "rivilege and ancient religious notions
of e5clusion on their ears
Yet! well inside a single generation! godlike fossil fuel "ower suddenly became
available $ow here was the rub! that "ower was available to industrialists but at the
same time to the most resourceful! tough-minded! inde"endent! cantankerous! and
indomitable grou" of ordinary citi<ens ever seen anywhere , real danger e5isted that
in the industrial economy being born! too many would recogni<e the new o""ortunity!
thus creating far too much of everything for any market to absorb
#he resultA "rices would colla"se! ca"ital would go un"rotected +sing the "ositive
method of analysis 6of which more later8! one could easily foresee that continuous
generations of im"roved machinery 6with never an end8 might well be forthcoming
once the commitment was made to let the coal genie com"letely out of the bottle Yet
in the face of a constant threat of over"roduction! who would invest and reinvest and
reinvest unless ste"s were taken to curtail "romiscuous com"etition in the bud stageD
#he most efficient time to do that was ab ovo! dam"ing down those 3ualities of mind
and character which gave rise to the dangerous ,merican craving for inde"endence
where it first began! in childhood
#he older economy scheduled for re"lacement had set u" its own basic
e5"ectations for children *ven small farmers considered it im"ortant to toughen the
mind by reading! writing! debate! and declamation! and to learn to manage numbers
well enough so that later one might manage one>s own accounts In the older society!
com"etition was the tough love road to fairness in distribution 'emocracy! religion!
and local community were the counter"oise to e5cesses of individualism In such a
universe! home education! self-teaching! and teacher-directed local schoolhouses
served well .
. +to"ian thinking is intolerant of variety or com"etition! so the tendency of modern
+to"ians to enlarge their canvas to include the whole "lanet through multinational
organi<ations becomes disturbing +to"ians regard national sovereignty as irrational
and democracy as a disease un:ustified by biological reality 0e need one world! they
say! and that one world should 6reasonably8 be under direction of the best +to"ians
'emocracy degrades the hierarchy necessary to o"erate a rational "olity , feature of
nearly all +to"ias has been addiction to elaborate social machinery like schooling and
to what we can call marvelous machinery *5cessive human affection between "arents!
children! husbands! wives! et al! is su""ressed to allow enthusiasm for machine magic
to stand out in bold relief .
. It is useful to remember that Britain>s %oyal Society was founded not in the "ursuit
of "ure knowledge and not by university dons but by "ractical businessmen and
noblemen concerned with increased "rofits and lower wages .
.#o mention :ust a few other radical changes in children>s book content between
7HIJ and 7I9JA school credentials re"lace e5"erience as the goal book characters
work toward! and child labor becomes a label of condemnation in s"ite of its ancient
function as the 3uickest! most reliable way to human inde"endence S the way taken in
fact by 1arnegie! %ockefeller! and many others who were now a""arently 3uite an5ious
to "ut a sto" to it .
. 1hildren are encouraged not to work at all until their late teen years! sometimes not
until their thirties , case for the general su"eriority of youth working instead of idly
sitting around in school confinement is often made "rior to 7IJJ! but never heard again
in children>s books after 7I7K #he universality of this silence is the notable thing!
deafening in fact .
.2ost of the anti-intellectual shift in schooling the young was determined by the
attitudes and needs of "rominent businessmen #he first e5hibit for your "erusal is the
+S Bureau of *ducation>s 1ircular of Information for ,"ril 7HL9! which centers around
what it calls the G"roblem of educational schoolingG 0ith whose interests in mind did
the bureau view education as a "roblemD #he ama<ing answer isA from a big business
"ers"ective By 7HL9! this still feeble arm of the federal government is seen filled with
concern for large industrial em"loyers at a time when those were still a modest fraction
of the total economy .
.,ccording to this 1ircular of Information! Ginculcating knowledgeG teaches
workers to be able to G"erceive and calculate their grievances!G thus making them
Gmore redoubtable 6formidable! es"ecially as an o""onent) foesG in labor struggles
Indeed! this was one im"ortant reason for #homas Eefferson>s own tentative su""ort of
a system of universal schooling! but something had been lost between 2onticello and
the 1a"ital GSuch an enabling is bound to retard the growth of industry!G continues the
1ircular #here is nothing ambiguous about that statement at all! and the writer is
correct! of course .
.Si5teen years later 67HHH8! we can trace the growth in this attitude from the much
more candid language in the %e"ort of the Senate 1ommittee on *ducation Its gigantic
bulk might be summari<ed in this single sentence taken from "age 7!BH9A
0e believe that education is one of the "rinci"al causes of discontent of late years
manifesting itself among the laboring classes &nce we acknowledge that "lanned
economies of nation or cor"oration are systems with their own o"erating integrity!
3uite sensibly antagonistic to the risks educated minds "ose! much of formal
schooling>s role in the transformation that came is "redictable If
education is indeed Gone of the "rinci"al causes of discontent!G it "erforms that
subversive function innocently by develo"ing intellect and character in such a way as
to resist absor"tion into im"ersonal systemsA Here is the cru5 of the difference
between education and schooling S the former turns on inde"endence! knowledge!
ability! com"rehension! and integrity; the latter u"on obedience .
. In #he *m"ire of Business 67IJ98! ,ndrew 1arnegie! author of the Homestead
siege which destroyed the steelworkers union! inveighs against Gteachings which
serve to imbue PchildrenQ with false ideasG )rom a transatlantic business "ers"ective!
education taught what was socially and economically useless! transmitting bad
attitudes which turned students against the ri"ening scheme of centrali<ed national
management 1arnegie>s new em"ire demanded that old-fashioned character be
schooled out of children in a hurry It would be a large mistake to assume this new
em"ire of business of which 1arnegie boasts was only a new face on old style greed
0hile it did take away liberty and sovereignty! it "ut forth serious intellectual
arguments for doing so/
G,n anti-intellectual! a hater of individuals!G is the way %ichard Stites characteri<es
)rederick #aylor in %evolutionary 'reams! his book on the +to"ian beginning of the
Soviet *ra Says Stites! GHis system is the basis for virtually every twisted dysto"ia in
our century! from death under the Gas Bell in Vamiatin>s 0e for the uns"eakable crime
of deviance! to the maintenance of a fictitious state-o"erated underground in &rwell>s
7IHC in order to draw deviants into disclosing who they areG
.&ddly enough! an actual scheme of dissident entra"ment was the brainchild of
E( 2organ! his uni3ue contribution to the 1ecil %hodes-ins"ired G%ound #ableG
grou" 2organ contended that revolution could be subverted "ermanently by
infiltrating the underground and subsidi<ing it In this way the thinking of the
o""osition could be known as it develo"ed and fatally com"romised 1or"orate!
government! and foundation cash grants to subversives might be one way to derail the
train of insurrection that Hegelian theory "redicted would arise against every ruling
class/
. ,s this "ractice matured! the insights of )abian socialism were stirred into the
mi5; gradually a socialist leveling through "ractices "ioneered in Bismarck>s (russia
came to be seen as the most efficient control system for the masses! the bottom HJ
"ercent of the "o"ulation in advanced industrial state/
."eo"le shouldn4t have to sit at a desk for H hours a a day #he new re"ublic we
were driving toward! according to 1roly! bore little resemblance to either a re"ublic or
a democracy It was to be an a"olitical universe! a new +to"ia of engineers and skilled
administrators! hinted at by Bellamy! s"un out further by Reblen in #he *ngineers and
the (rice System! and #he #heory of Business *nter"rise , federal union of worldwide
sco"e was the target! a "eculiar kind of union of the sort s"ecified in 1ecil %hodes> last
wills! which established the %hodes Scholarshi"s as a means to that end (olitics was
outdated as a governing device 0hatever a""earances of an earlier democratic
re"ublic were allowed to survive! administrators would actually rule , mechanism
would have to be created whereby administrators could be taught the new reality
discreetly so that continuity and "rogress could be assured 'e #oc3ueville>s
nightmare of an endlessly articulating! self-"er"etuating bureaucracy had finally come
to life It was still in its infancy! but every sign "ointed to a lusty future/
6 $eIson 0 ,ldrich! grandson of Senator ,ldrich of %hode Island! who was one of
the "rinci"al architects of the )ederal %eserve system! "ut it this way in his book &ld
2oneyA G2embershi" in this "atriciate brought with it much besides wealth! of courseA
com"lete domination of all educational and cultural institutions! ownershi" and control
of the news media Pand a variety of other assetsQG 'irect and indirect domination of
the forced schooling mechanism by the "atriciate has never been ade3uately e5"lored!
"erha"s owing to its ownershi" of both the tools of research 6in the colleges8 and the
tools of dissemination 6in the media8/
.#he new ,merican establishment of the twentieth century was organi<ed around
the fountains of wealth international cor"orate business "rovides By 7IJJ huge
businesses had begun already to dominate ,merican schooling! and the metro"olitan
clubs where business was transacted lay at the core of u""er-class authority in every
ma:or city in the nation #he men>s club emerged as the "rinci"al agency where
business agreements were struck and! indirectly! where school "olicy was forged In
7I5I! )ortune maga<ine shocked a "ortion of our still innocent nation by announcing
where national "olicy and im"ortant deals really were made in $ew York 1ity/
. If the matter was relatively minor! the venue would be the 2etro"olitan! the +nion
League! or the +niversity; if it were a middling matter it would be determined at the
Mnickerbocker or the %ac3uet; and if it re3uired the utmost attention of "owerful men!
Brook or Links $othing ha""ened in boardrooms or e5ecutive suites where it could be
overheard by outlanders *ach city had this "rivate ground where aristocracy met
3uietly out of the reach of "rying eyes or unwelcome attendants In San )rancisco! the
(acific +nion; in 0ashington! 1osmos or the 1hevy 1hase 1lub; the Sommerset in
Boston; 'u3uesne in (ittsburgh; the (hiladel"hia 1lub in (hiladel"hia; the 1hicago
1lub in 1hicago &nce hands were shaken in these "laces! the "rocess of "ublic
debate and certification was choreogra"hed elsewhere for "ublic and "ress
Government business came to be done this way! too .
. %eading through the "a"ers of the %ockefeller )oundation>s General *ducation
Board
an endowment rivaled in school "olicy influence in the first half of the twentieth
century only by ,ndrew 1arnegie>s various "hilanthro"ies S seven curious elements
force themselves on the careful readerA 78 #here a""ears a clear intention to mold
"eo"le through schooling 98 #here is a clear intention to eliminate tradition and
scholarshi" B8 #he net effect of various "ro:ects is to create a strong class system
verging on caste C8 #here is a clear intention to reduce mass critical intelligence while
su""orting infinite s"eciali<ation 58 #here is clear intention to weaken "arental
influence K8 #here is clear intention to overthrow acce"ted custom L8 #here is striking
congruency between the cumulative "ur"oses of G*B "ro:ects and the +to"ian
"rece"ts of the oddball religious sect! once known as (erfectionism! a secular religion
aimed at making the "erfection of human nature! not salvation or ha""iness! the
"ur"ose of e5istence #he agenda of "hilanthro"y! which had so much to do with the
schools we got! turns out to contain an intensely "olitical com"onent
#his is not to deny that genuine altruistic interests aren>t also a "art of
"hilanthro"y! but as *llen Lagemann correctly reflects in her interesting history of the
1arnegie )oundation for the ,dvancement of #eaching! (rivate (ower for the (ublic
Good! GIn advancing some interests! foundations have inevitably not advanced others
Hence their actions must have "olitical conse3uences! even when "olitical "ur"oses
are not avowed or even intended/ #o avoid "olitics in dealing with foundation history
is to miss a crucial "art of the storyG *dward Berman! in Harvard *ducation %eview! CI
67ILI8! "uts it more brus3uely
)ocusing on %ockefeller! 1arnegie! and )ord "hilanthro"ies! he concludes that the
G"ublic rhetoric of disinterested humanitarianism was little more than a facadeG behind
which the interests of the "olitical state 6not necessarily those of society8 Ghave been
actively furtheredG .#he rise of foundations to key "ositions in educational "olicy
formation amounted to what 1larence Marier called Gthe develo"ment of a fourth
branch of government! one that effectively re"resented the interests of ,merican
cor"orate wealthG .
.#he cor"orate foundation is mainly a twentieth-century "henomenon! growing from
twenty-one s"ecimens of the breed in 7IJJ to a""ro5imately fifty thousand by 7IIJ
)rom the beginning! foundations aimed s3uarely at educational "olicy formation
%ockefeller>s General *ducation Board obtained an incor"orating act from 1ongress in
7IJB and immediately began to organi<e schooling in the South! :oining the older
Slater cottonFwoolen manufacturing interests and (eabody banking interests in a
coalition in which %ockefeller "icked u" many of the bills .
. )rom the start! the G*B had a mission , letter from Eohn ' %ockefeller Sr
s"ecified that his gifts were to be used G/to "romote a com"rehensive systemG/ You
might well ask what interests the system was designed to "romote! but you would be
asking the wrong 3uestion )rederick Gates! the Ba"tist minister hired to disburse
%ockefeller largesse! gave a terse e5"lanation when he said! G#he key word is systemG
,merican life was too unsystematic to suit cor"orate genius %ockefeller>s foundation
was about systemati<ing us
In 7I7B! the Si5ty-Second 1ongress created a commission to investigate the role of
these new foundations of 1arnegie! %ockefeller! and of other cor"orate families ,fter a
year of testimony it concludedA #he domination of men in whose hands the final
control of a large "art of ,merican industry rests is not limited to their em"loyees! but
is being ra"idly e5tended to control the education and social services of the nation
)oundation grants directly enhance the interests of the cor"orations s"onsoring them!
it found #he conclusion of this congressional commissionA #he giant foundation
e5ercises enormous "ower through direct use of its funds! free of any statutory
entanglements so they can be directed "recisely to the levers of a situation; this
"ower! however! is substantially increased by building collateral alliances which
insulate it from criticism and scrutiny/
. )oundations automatically make friends among banks which hold their large
de"osits! in investment houses which multi"ly their monies! in law firms which act as
their counsels! and with the many firms! institutions! and individuals with which they
deal and whom they benefit By careful selection of trustees from the ranks of high
editorial "ersonnel and other media e5ecutives and "ro"rietors! they can assure
themselves "ress su""ort! and by engaging "ublic relations counselors can further
create good "ublicity ,s %ene 0ormser! chief counsel for the second congressional
in3uiry into foundation life 67I5H8! "ut itA ,ll its connections and associations! "lus the
often syco"hantic adulation of the many institutions and individuals who receive
largesse from the foundation! give it an enormous aggregate of "ower and influence
#his "ower e5tends beyond its immediate circle of associations! to those who ho"e to
benefit from its bounty/
. , "ro"hetic article entitled G#he Laboring 1lassesG a""eared in #he Boston
?uarterly %eview in 7HCJ at the very moment Horace 2ann>s crowd was beating the
drum loudest for com"ulsion schooling Its author! &restes Brownson! charged that
Horace 2ann was trying to establish a state church in ,merica like the one *ngland
had and to im"ose a merchantFindustrialist worldview as its gos"el G, system of
education so constituted may as well be a religion established by law!G said
Brownson 2ann>s business backers were trying! he thought! to set u" a new division
of labor giving licensed "rofessional s"ecialists a mono"oly to teach! weakening
"eo"le>s ca"acity to educate themselves! making them childlike .
. #eaching in a democracy belongs to the whole community! not to any centrali<ed
mono"oly! said Brownson! and children were far better educated by G/the general
"ursuits! habits! and moral tone of the communityG/ than by a "rivileged class #he
mission of this country! according to Brownson! was .Gto raise u" the laboring
classes! and make every man really free and inde"endentG/ 0hatever schooling
should be admitted to society under the aus"ices of government should be dedicated
to the "rinci"le of inde"endent livelihoods and close self-reliant families Brownson>
syreeEom and inde"endence are still the goals that re"resent a consensus of working-
class o"inion in ,merica! although they have receded out of reach for all but a small
fraction! like the shrim" lady How close was the nation in 7HCJ to reali<ing such a
dream of e3uality before forced schooling converted our working classes into Ghuman
resourcesG or a GworkforceG for the convenience of the industrial orderD #he answer is
very close! as significant clues testify
, century and a half after G#he Laboring 1lassesG was "ublished! 1ornell labor
scholar 1hris 1lark investigated and corroborated the reality of Brownson>s world In
his book %oots of %ural 1a"italism! 1lark found that the general labor market in the
1onnecticut Ralley was highly unde"endable in the 7HCJs by em"loyer standards
because it was sha"ed by family concerns &utside work could only be fitted into what
available free time farming allowed 6for farming took "riority8! and work was ada"ted to
the homes"un character of rural manufacture in a system we find alive even today
among the ,mish 0age labor was not de"endent on a boss> whim It had a mind of its
own and was always only a su""lement to a broad strategy of household economy .
. , successful tradition of self-reliance re3uires an o"timistic theory of human nature
to bolster it %evolutionary ,merica had a belief in common "eo"le never seen
anywhere in the "ast Before such an inde"endent economy could be broken a"art and
scavenged for its labor units! "eo"le had to be brought to believe in a different! more
"essimistic a""raisal of human "ossibility ,be Lincoln once called this contem"t for
ordinary "eo"le Gmudsill theory!G an attitude that the education of working men and
women was useless and dangerous It was the same argument! not incidentally! that
the British state and church made and enforced for centuries! German "rinci"alities
and their official church! too
Lincoln said in a s"eech to the 0isconsin ,gricultural Society in Se"tember 7H5I
that the goal of government "lanning should be inde"endent livelihoods He thought
everyone ca"able of reaching that goal! as it is reached in ,mish households today
Lincoln characteri<ed mudsill theory as a distortion of human nature! cynical and self-
serving in its central contention thatA
$obody labors! unless someone else! owning ca"ital! by the use of that ca"ital!
induces him to it Having assumed this! they "roceed to consider whether it is best that
ca"ital shall hire laborers! and thus induce them to work by their own consent; or buy
them! and drive them to it without their consent Having "roceeded so far! they
naturally conclude that all laborers are necessarily either hired laborers! or slaves
#hey further assume that whoever is once a hired laborer is fatally fi5ed in the
condition for life! and thence again that his condition is as bad as or worse than that of
a slave #his is the mudsill theory!
6em"hasis added8
#his notion was contradicted! said Lincoln! by an inconvenient factA a large ma:ority
in the free states were Gneither hirers nor hired!G and wage labor served only as a
tem"orary condition leading to small "ro"rietorshi" #his was ,braham Lincoln>s
"erce"tion of the matter *ven more im"ortant! it was his affirmation He testified to the
#ightness of this "olicy as a national mission! and the evidence that he thought
himself onto something im"ortant was that he re"eated this mudsill analysis in his first
State of the +nion s"eech to 1ongress in 'ecember 7HK7
Here in the twenty- first century it hardly seems "ossible! this conceit of Lincoln>s
Yet there is the baffling e5am"le of the ,mish e5"eriment! its families holding nearly
universal "ro"rietorshi" in farms or small enter"rises! a fact which looms larger and
larger in my own thinking about schools! school curricula! and the national mission of
"edagogy as I grow old #hat ,mish "ros"erity wasn>t handed to them but achieved in
the face of daunting odds! against active enmity from the states of (ennsylvania!
0isconsin! &hio! and elsewhere! and hordes of government agencies seeking to de-
,mish them #hat the ,mish have survived and "revailed against high odds "uts a
base of realistic "ossibility under Lincoln and Brownson>s small-market "ers"ective as
the "ro"er goal for schooling ,n anti-mudsill curriculum once again! one worthy of
another civil war if need be
*t takes no great intellect to see that such a curriculum taught in today>s economic
environment would directly attack the dominant economy $ot intentionally! but lack of
malice would be "oor com"ensation for those whose businesses would inevitably
wither and die as the idea s"read How many microbreweries would it take to ruin
BudweiserD How many solar cells and methane-gas home generators to bring *55on to
its kneesD #his is one reason! I think! that many alternative school ideas which work!
and are chea" and easy to administer! fi<<le rather than that catch fire in the "ublic
imagination #he incentive to su""ort "ro:ects wholeheartedly when they would
incidentally eliminate your livelihood! or indeed eliminate the familiar society and
relationshi"s you hold dear! :ust isn>t there $or is it easy to see how it could ever be
0hy would anyone who makes a living selling goods or services be enthusiastic
about schools that teach Gless is moreGD &r teach that television! even (BS! alters the
mind for the worseD 0hen I see the dense concentration of big business names
associated with school reform I get a little cra<y! not because they are bad "eo"le S
most are no worse than you are or I S but because humanity>s best interests and
cor"orate interests cannot really ever be a good fit e5ce"t by accident
#he souls of free and inde"endent men and women are mutilated by the necessary
soullessness of cor"orate organi<ation and decision-making #hink of cigarettes as a
classic case in "oint #he truth is that even if all cor"orate "roduction were "ure and
faultless! it is still an e5cess of organi<ation S where the few make decisions for the
many S that is choking us to death Strength! :oy! wisdom are only available to those
who "roduce their own lives; never to those who merely consume the "roduction of
others $othing good can come from inviting global cor"orations to design our
schools! any more than leaving a hungry dog to guard ham sandwiches is a good way
to "rotect lunch
6
. the idea of teaching the cho""ed u" tiny "ortions that characteri<e the general
education is only a ruse trick under the aus"ices of making "eo"le into so called/well
read/ "eo"le #he truth is not /
.2anagement by ob:ectives! whatever those ob:ectives might be! is a techni3ue
of cor"orate subordination! not of education 0hat is most dece"tive in trying to fi5
this characteristic conformity is the introduction of an a""arently libertarian note of
free choice into the narrative e3uation 2odern characters are encouraged to self-start
and to "roceed on what a""ears to be an inde"endent course But u"on closer
ins"ection! that course is always toward a centrally "rescribed social goal! never
toward "ersonal solutions to life>s dilemmas )reedom of choice in this formulation
arises from the feeling that you have freedom! not from its actual "ossession .
.#hus social "lanners get the best of both worldsA a large measure of control
without any kicking at the traces In modern business circles! such a style of oversight
is known as management by ob:ectives ,nother as"ect of this "articular brand of
regulation is that book characters are shown being innovative! but innovative only in
the way they arrive at the same destination; their emotional needs for self-e5"ression
are met harmlessly in this way without any risk to social machinery/
#ime to 3uit
Oh if you loo# at the yahoo ans+ers .oar% theyl say if you %rop out youll .e li'in, in a trailer
par# an% youll ne'er ,et a ,oo% 5o. or e&ployers +ont +ant you an% that you learn social
s#ills an% other .ullshit. But those are all fa.rications an% perpetuate% .y people parrots an%
the school itself. *ts &uch &ore i&portant to .e %eter&ine% in your actions in or%er to succee%
/ &onetarily or other+ise.
#hey say your throwing your life awayD H,! since when did life begin and end with
"ublic school- You4ve got HJ years of living- 2ankind has lived for thousands of years
without structured school and you want to tell me my life will :ust fail if I dont go! i call
bullshit
.+nfortunately! the most educated nations leave the dee"est ecological foot"rints!
meaning they have the highest "er-ca"ita rates of consum"tion in the +nited States
more than HJ "ercent of the "o"ulation has some "ost-secondary education! and about
95 "ercent of the "o"ulation has a four-year degree from a university Statistics also
show that "er-ca"ita energy use and waste generation in the +nited States are nearly
the highest in the world In the case of the +nited States! more education has not led to
sustainability 1learly! sim"ly educating citi<enry to higher levels is not sufficient for
creating sustainable societies #he challenge is to raise the education levels without
creating an ever-growing demand for resources and consumer goods and the
accom"anying "roduction of "ollutants 2eeting this challenge de"ends on reorienting
curriculums to address the need for more-sustainable "roduction and consum"tion
"atterns
*very nation will need to ree5amine curriculum at all levels 6ie! "re-school to
"rofessional education8.
The E%ucation <or ;ustaina.le De'elo&ent Tool#it A,en%a 21
H&0 Y&+ 1,$ G& ,B&+# 0I#H &+#
S1H&&L
. I have never let schooling interfere with my educational . mark twain
=hen all the pro.le&s * ha'e spo#en a.out threaten to %estroy your &in% .o%y an%
soul/ +hat is a person to %oD *ts 'ery si&ple / lea'e school an% either fin% a school
that is co&pletely %e&ocratic or learn on your o+n. Thats it/ theirs no co&ple0 refor&s
to &a#e / no co&plicate% %iplo&acy .et+een you an% the school/ you si&ply stop
,oin,. The people +ho ha'e %esi,ne% your oppression an% therefore your failure %ont
care a.out lo,ic/they %ont care a.out your feelin,s. =hy shoul% you suffer yourself for
the&. 1our .etter than that/ they +ant you to thin# you %eser'e to .e oppresse%/ that
you %eser'e your sla'ery. <uc# that@ 1ou %ont.

The only re.ellion you can &a#e a,ainst the& is non in'ol'e&ent Ao&pletely non
'iolent.
*f you can fin% a another +ay/ a school / or person to teach you in the 'alues that * ha'e
spo#en a.out. *f they can ,i'e e0perience/ interest/ no .arriers an% so forth. Than that &i,ht
.e the +ay to ,o. But if you cannot fin% those 'alues in your life. Then &ay.e you shoul%
learn on your o+n This is &y fa'orite part of the 'i%eo. *ts +hen * tal# a.out ho+ you can #ic#
ass on i,norance@
* ha'e seen 'i%eos a.out pri'ate %e&ocratic schools. =here the stu%ents ha'e e'erythin,
to say a.out +hat they +ant to %o .They can 'ote o'er +hat they +ant to stu%y or not stu%y
anythin, at all. They %o ha'e to sho+ up an% punch out +hen they lea'e. BCT the
,o'ern&ent still &a#es the& ta#e certain tests. There are a li&ite% nu&.er of these schools.

1ou &ay .e screa&in, in your hea% 6yes@ This is +hat * nee%/ * &ust ,et out of school .ut
ho+D7 =ell the po+ers that .e are all a,ainst you. ;o it pro.a.ly +ont .e easy/ .ut it can .e
%one if you ha'e /a&on, other thin,s/ The 8ine 8o.le Truths.
1.Aoura,e
2.Truth
3.Honor
O.<i%elity
5.Discipline
P.Hospitality
E.;elf 9eliance
Q.*n%ustriousness
I.Perse'erance
Do not +orry/ you alrea%y ha'e these thin,s. Only you &ust culti'ate the& sorta li#e you
culti'ate plants. 1ou +ill still &ay .e a sla'e to la.or/ .ut it can help. 1ou can set out to .e an
entrepreneur +ith your o+n .usiness. ;elf 9eali>ation +ill cause you to chan,e the +orl%
aroun% you in or%er that you &i,ht .e happy an% free. But learnin, +ill not actually &a#e you
a ,oo% ethical person. * pray an% hope that you use your ne+ po+ers for ,oo%/ for 6 +hat
profit is it for a person /to ,ain the +hole +orl% .ut lose their o+n soul7 3sotn en%in,4 Do not
.e ,ree%y an% tyrannical an% perpetuate this ti%e of e0ploitation/ +ar/ sla'ery. Do unto others
as you +oul% li#e others to %o unto you. This is #ar&a.

=hether your a parent +ho %oesn-t +ant your chil% in school/ or a youn, person +ho is
sic# an% %epresse% at +hat school is 6offerin,7/ There +ill .e at least so&e pressure on you
.y the ,o'ern&ent or other 6authority-s7 to ,o to school. Therefore you &ust culti'ate coura,e
a.o'e all. Aoura,e is either shunne% or &isuse% no+a%ays in &any +ays. *f shunne% it is
.ecause society %ee&s it not ri,ht to fi,ht for your ri,hts/ they silence you/ 2uotin, rules an%
eti2uette/ an% &isuse% .y callin, all &ilitary people heroes +hether they are or arent. Fillin,
isn-t heroic in itself. *f you #ill so&eone here they thro+ you in prison/ if you %o it o'er there
you ,et a &e%al.3sho+ &onty python &eanin, of life clip4
&a#e yourself a so'erei,n po+er
3play tra5ic prince4
runnin, thre+ all the %ifferent #no+le%,e types
I) Y&+ ,%* , S#+'*$#
Aon'ince your parents that you +ant to .e ho&e schoole%. *f they cant %o it for you pro&ise
to the& that you can an% +ill %o it on your o+n.
=hat a person coul% %o / if they chose not to ,o to school / is to as# the school if they can
participate in school acti'ities . That +ay you ,et sociali>e. But school &ay not li#e this i%ea.
*f you can/ %iscuss the i%ea of lea'in, school +ith you closer frien%s. *f you can ,et the& to
lea'e also/ then you all +ill .e less alone an% it +ill stren,then your resol'es ,reatly.
Def resol'e34
7 To &a#e a fir& %ecision a.out.
9 To cause 3a person4 to reach a %ecision.
*f you are a stu%ent you &ust sho+ this 'i%eo?te0t to your parent. I) you thin# it +oul%
help . *f you thin# they +ill strap you %o+n *n chains/ then you pro.a.ly shoul%n-t tell the&.
;ho+ the& the .oo#s * ha'e rea% li#e The Cn%er,roun% History of E%ucation. Do +hate'er it
ta#es to ,et the& to rea% the&. 1ou &ust ,o a.out the re&o'al of current school / an% the
.len%in, into another/ 'ery carefully an% cautiously. *t is al&ost al+ays .etter to snea# out on
little cats feat an% .e cunnin, /than to .e li#e a .ar#in, %o, +ith .ra'a%o . They +ill ta#e
notice of you an% &a#e all atte&pts to shut you %o+n/ .rea# your resol'e. Thou,h there are
ti&es +hen .ein, forceful is helpful /you &ust use you i&a,ination an% foresee if this +ill help
.efore atte&ptin, .
=hether or not you ha'e the cooperation of the parents or un%er the a,e of consent/ then
you &ust fin% a +ay to &a#e &oney. =hoe'er has &oney has po+er/ one reason you are in
control .y your parents is .ecause they pay for your thin,s. 9e&e&.er your in .our,eois
society/ &oney can an% +ill .uy you 5ust a.out anythin,/ if you ha'e enou,h. Once you start
payin, for thin,s +atch their authority &elt a+ay .Cse that &oney to o.tain a laptop or
%es#top pc/ a s&art phone3optional/ .ut reco&&en%e%4 an% ,et internet access. The internet
+ill .e the pri&ary learnin, area for the first sta,e to ,reater hei,hts.
*f your parent cannot .e s+aye% to your lea'in, school/ then you &ust lea'e so&e other
+ay. There &ay .e a &i%%le ,roun% of school an% not school . 1ou &ust pro'e to your
parents that you can learn on your o+n or in a %ifferent en'iron&ent. :earn thin,s on your
o+n an% sho+ your pro,ress to the& it &ay i&press an% persua%e the&.
E.ay sells use% .usiness co&puters that can .e ha% for P0 to100 %ollars. :aptops are also
a'aila.le. They are usually in ,reat shape +ith plenty of po+er to %o +hat you +ant to %o. *
reco&&en% a %ual core or a triple core core at the &a0 / ,et t+o ,i,a.ytes of ra& an% at
least a Q0,i, har% %ri'e. This setup pro'i%es the .est perfor&ance for the &oney. 1ou &ay
ha'e to .uy the ra& an% har% %ri'e separate .ut they are 'ery easy to install an% fairly
ine0pensi'e. The parent &ust .e con%itione% to you stayin, at ho&e or ,oin, out an% not
,oin, to school. This +ill .e %ifficult/ As the parent +ill .e afrai% of you %oin, +ron, / .ein,
#i%nappe% or other thin,s. But /as there are +ays to con%ition stu%ents/ there are also +ays
of con%itionin, parents.
I) Y&+ ,%* , (,%*$#
1ou &ust +ean your chil% off school/ pro'e to the& that outsi%e the school is .etter an%
&ore fun. ;ho+ the& ho+ this can .e. Pro'e to the& that they can ha'e as &any frien%s out
si%e of school as in /.ecause this +ill .e a &a5or %eter&inant to their cooperation if they are
not alrea%y on!.oar%. Allo+ the& to .e free in there e0ploration an% inspire the& to +in%er
a.out the +orl%. Be a fa&iliar to the& /an% help THE) ,et the ans+ers that they +ant.
As * sai% /you shoul% tailor the learnin, to +hat they +ant to #no+ a.out/ fin% a +ay for
the& to actually e0perience those thin,s / at least as &uch as you can. But you &ust secure
so&e 'ictory of their %esires/so that they +ill ha'e so&ethin, to hol% onto as they continue to
%e'elop an% .e intereste% in continuin, on.
How to do without it
=hen stu%yin, on your o+n/sa'e your co&plete% pro5ect. 1our reports/ your theory-s/ your
si,nificant +ritin,s. 9ecor% the +or# that you %o an% or,ani>e it so that you can present this
+or# to an e&ployer if they %esire to #no+ a.out your 2ualifications.
Internet
;teal it if you ha'e too/ there are +ifi hac#s out there usin, si&ple to e0pensi'e antennas.
The Bac#Trac# pro,ra& is use% to hac# +ifi or you &ay fin% an un!encrypte% net+or# in your
close area. *f you #no+ so&eone close that you trust an% if you thin# they +ill allo+ it/ as#
the& if you can use there +ifi si,nal. 1ou )C;T ha'e continuous access to the internet in
or%er for your plans to +or#.3sho+ +ifi antenna4 *f you cannot ,et internet/ you can settle for a
s&art phone plan +ith internet. The phone +ill .e ,reater in so&e respects to that of a
co&puter. Go to a li.rary +ith internet an% ,et .oo#s there too.
1ou can ,et a .asic internet plan for a.out 10S per &onth fro& net>ero .ut its pretty slo+
an% you only ,et 500 )B of %ata +hich isn-t &uch. 1ou can ,et free internet fro& (uno .ut
those assholes are .uyin, up the free ser'ice pro'i%ers an% %roppin, a lot of the& in or%er
that free internet isn-t a'aila.le any&ore. CHG ;a&e shit *-'e .een tal#in, a.out.
1ou can ,et %ial up for a.out 13 %ollars per &onth thre+ Earthlin# / +ireless for 50 an%
Veri>on has D;: for a.out 30 for the first year. * %on-t #no+ ho+ &uch it is after that. These
co&panies are al+ays fuc#in +ith the prices they ,i'e you.
*t is possi.le3ho+e'er unli#ely4 to %i'orce your parents. People as youn, as 11 years ol%
ha'e %one it. *ts calle% the process of e&ancipation/ +hich &eans .ein, %eclare% an a%ult .y
a court .1ouK% ha'e to pro'e that they are una.le to &eet your nee%s as +ell as you coul% if
you +ere pro'i%in, for yourself. Tal# to a la+yer. This is only if its 'ery har% for you to li'e +ith
the& un%er any circu&stances. Thin# li#e the #i%s fro& The 9oyal Tennen.au&s
S*1+%* , S2,%# (H&$* I) Y&+ 1,$ ,))&%' I#

A s&art phone can .e ha% for as a little as 50!Q0 .1ou DO8T nee% a P00 %ollar phone@
Plans fro& 'ir,in are as lo+ as 35S &onth for these phones. =hats ,reat a.out a phone is
the a.ility to tal# into the &icrophone an% ,et an instant ,oo,le search. Also the Voice
9ea%in, te0t to tal# free app soft+are a'aila.le has .een in%ispensa.le to &y fast learnin,.
=ithout it * +oul% not learn near as &uch as * ha'e this past P &onths/ .ecause * cannot rea%
+hen *-& +or#in, or %ri'in, +hich is &ost of the %ay. The a&ount of rea%in, you can %o in a
%ay is really li&ite%. .ecause of the strain it puts on your eyes an% your +hole .o%y. *t +ill not
%o you any ,oo% to li'e a happy life .y learnin,/ if your eyes are hurtin, an% your 'ision
suffers. ;trainin, the eyes is a &a5or cause of failin, 'ision. * use% to +ere ,lasses/ then *
starte% usin, the Bates &etho% +hich in'ol'es rela0ation of your eyes. 1eah 5ust another
thin, society %i%nt tell &e .ecause they +ante% to &a#e &oney off &y failin, si,ht. The eye
%octors +ont tell you a.out this &etho% @
;o far this is the fastest &etho% of learnin, * ha'e seen. 1ou tal# or &anually search for
the ans+ers. Then hi,hli,ht the te0t to spea# fro& you te0t to speech app. Then listen
carefully an% +ith interest. * especially lo'e =i#ipe%ia as it ,i'es the fun%a&ental 'alues an%
ele&ents of the topic in 2uestion / in a +ell +ritten for&. Plus/ its a one stop shop for
infor&ation +hich sa'es i&&ense ti&e. *t is a +or# in pro,ress for &e to fin% an e'en faster
+ay /.ecause * ha'e reali>e% 5ust ho+ hu,e an a&ount of info is nee%e% for &y %esire% en%s.
* thin# the ne0t step +ill .e to &a#e searchin, an% &o'in, the te0t to the speech pro,ra&
faster .ecause it %oes ta#e %o&e &anual +or#. Also learnin, the tric#s an% features of ne+
search technolo,y of the phone an% pc +ill spee% thin,s up. That really har% part of
e'erythin, is fin%in, the info/ its out there so&e+here in a hu,e sea of +e. pa,es.
Goo,le Boo#s is a free app that co&es stan%ar% on &ost phones. *t rea%s epu. files.1ou can
either %o+nloa% epu. files o'er the phone or you can %o+nloa% the& to your co&puter an%
then uploa% the& to the Goo,le Boo#s site +hich +ill &a#e the& a'aila.le on your phone.
1ou +ill nee% to then ,o to your phone an% %o+nloa% the& to ha'e the& on your phone or
you can 'ie+ the& fro& the clou%. * reco&&en% ha'in, the& on your phone .ecause your
+ont ha'e to +ait for the pa,es to loa%.
*%eally there shoul% not .e nee% to rea% a .oo# or loo# at the internet at all. *n a perfect
+orl% there +oul% al+ays .e so&eone there to ,ui%e you thre+ all pro.le&s. Because then
you +ill ha'e real e0periences an% learnin, +ill .e 2uic#ene% past rea%in,.
;o far you-'e ,ot a.out 3!O hun%re% %ollars +orth of stuff to .uy. *t can .e a lot / .ut you
%on-t ha'e to .uy it all at once. * +oul% say if you cant .uy e'erythin, /or affor% to pay for
internet on pc / * +oul% choose the phone .ecause its porta.le/ can tal# to you easily / an%
the +e. pa,es are %esi,ne% for easier access.
Y&+ 2+S# S*1+%* )%I*$'SHI(S

=ithout frien%s life +ill .e an e&pty an% sa% one/ +ithout frien%s there is little point in
torturin, yourself outsi%e of school.
One of the ,reat reason * staye% in school is .ecause * +as afrai% of .ein, alone an%
+ithout co&panionship. Here /+ith coura,e/ you &ust .e &ore out,oin, in or%er to &a#e sure
of you &eetin, people. Try to 5oin after school e'ents e'en thou,h your not a stu%ent/ tal# to
the school a.out this. A,ain/ e'erythin, you %o +ill .e a lonely one to start +ith .ecause so
&any people 5ust ,o in the sa&e %irection. 1ou +ill .e .ro#en off the .eaten trac# an% ha'e
so&e territory +hich is un#no+n an% a .it scary/ .ut fear not for e'eryone +ho e'entually
lea'es school ,oes thre+ this process. * ,uarantee you if you ha'e secure% the thin,s * 5ust
&entione% then you +ill feel ,reat relief an% a spirit of a%'enture ahea% for no+ you are free@
There are %e&ocratic schools an% ho&e schoole% people that ha'e &any ,oo% frien%ships.
They are not aliens/they are li#e you an% &e. )eetup.co& has opportunity-s to &eet ne+
people /in safe en'iron&ents /+ho ha'e co&&on interests as you. *f you alrea%y ha'e
secure% frien%s / you &ust see# the& out &ore often outsi%e of school to &aintain a fa&iliar
feelin, .et+een you an% the&
S*1+%* #%,$S(&%#,#I&$
. Here is one of the ,reat folly-s * ha% as a #i%./ * %i%n-t secure a%e2uate transport. *f you
are youn, you +ill pro.a.ly .e containe% to 5ust a .icycle. A .icycle can .e a near useless
'ehicle if &any thin,s are far a+ay .The ener,y an% ti&e it ta#es to reach the& +ill +ear you
out an% ,reatly %iscoura,e you fro& ,oin, .
8aturally/ here is +here ol uncle sa& scre+s you a,ain. They &a%e *t a la+ /you cant
ha'e an electric .i#e that ,oes o'er 20 &iles per hour an% you cant ri%e a scooter +ithout a
&otorcycle license 3in flori%a4 either on the si%e+al#/ .i#e path or the roa%. ;o there li&itin,
your free%o& ,reatly/ the %ic#s.
There are so&e re&e%ies for this. *f you cannot ,et ri%es in cars fro& parents or +ho&e'er
is trust+orthy/ or you are not ol% enou,h to %ri'e/ an% *f a .icycle is all you can affor% / you
&ust &a#e the .i#e .oth co&forta.le an% reasona.ly fast. This in'ol'es 3a&on, other thin,s4
recline% seatin,/ li#e a .anana seat an% sissy .ar 3sho+ .i#e4 +ith ,oo% pa%%in, on .oth an%
6ape han,er7 han%le.ars +ith s#inny tires /an% Q or &ore ,ears. The seat +ill pro'i%e co&fort
+hich +ill %ecrease e0haustion/ ,lasses +ill protect your eyes fro& +in%/ sa%%le.a,s +ill
increase your carryin, capa.ilities. E2uip your .i#e +ith soli% inner tu.es/ that +ay/ you +ill
ne'er ,et a flat tire. Aarry so&e s&all tools for the .i#e. A person can a'era,e a.out 1O&ph
at a stea%y pace. There is / for a person +ith so&e &o%est inco&e/ farrin,e% tri#es an%
recu&.ents that ha'e .een sho+n to a'era,e 30 &ph %epen%in, on the &achine an%
stren,th of the ri%er. A person can tra'el +ith &uch &ore confort on a recu&.ent.
A .i#e li#e * ha'e %escri.e% can .e ha% for as little as a hun%re% %ollars if you fin% one
alrea%y set up 3reco&&en%e%4o r if you piece it to,ether an% ,et ,oo% %eals on the parts. 1ou
can ha'e a .i#e shop put one to,ether for 2 !3 hun%re% %ollars or &ore %epen%in, on +hat
you +ant. Feep it chaine% up at places an% store it out of site at your ho&e to pre'ent theft.
A,ain the ,o'ern&ent has &a%e it near i&possi.le for a youn, person to succee% .y
ta#in, a+ay a%e2uate transport. 1ou can ,et to farther %estination .y co&.ination of .us an%
.icycle .ut it is %ifficult/ ti&e consu&in, an% in5ures a persons pri%e.
S*1+%* I$1&2*
This &i,ht .e the har%est thin, to %o since the econo&y has +ent to the lo+ part of
.usiness cycle/ an% the syste& is not con%ucti'e to 5o.s for the 'ery youn,. *ts har% enou,h
for colle,e ,ra%s to ,et a 5o. let alone a youn, #i%. *f you are youn, an% ha'e not ha% &ore
than 50 %ollars in your possession at any one ti&e / you +ill .e o'er5oye% after you .rin,
ho&e your first fe+ paychec#s. A hun%re% %ollars to a chil% +ith so&e %iscipline to spen% it
+isely can %o ,reat thin,s an% &a#e their life reasona.ly co&forta.le .
*t is here that you pro.a.ly +ill ha'e to li'e hu&.ly an% suffer so&e %ru%,ery3 Te%ious/
&enial/ or unpleasant +or# 4 .ut you +oul% .e %oin, the sa&e in school / accept TH*; ti&e
you-ll .e &a#in, &oney@ 3sho+ troll %ance4
1ou can put in applications for &enial 5o.s 3+or# not re2uirin, &uch s#ill an% lac#in,
presti,e 4 li#e )cDonal%s/ store sto#er / .i#e shop or so&ethin,. Here is a ,reat thin,/ if you
ha'e .een stu%yin, so&ethin, you can perhaps put it to use ri,ht no+. 1ou can &o+ peoples
la+ns / +ee% or help +ith tas#s etc. As# your relati'es for a little &oney / tell the& ho+ its for
a ,oo% cause. A,ain this +ill .e a lonely tas# an% your pri%e +ill .e a +ilte% leaf .ut you &ust
pre'ail.
Once you ha'e inco&e you &ust learn to sa'e it for the thin,s +hich +ill secure your
free%o& an% happiness. <ish if you can/ learn fro& the internet/ see if you can catch so&e
foo%. Buy a ,oo% use% cast net or pole . *f your parents a.solutely insist you .e in school
you &ust ,et your o+n place. 1ou can %o this cheaper if you ha'e a roo&&ate. an%
re&e&.er /you can ha,,le the price on A81TH*8G . Thats so&ethin, they ne'er tau,ht you
in school.
*f you cannot affor% this /an% still li'e +ith your ,uar%ian? parent/ ,i'e the& so&e &oney
an% %e&an% so&ethin, in return. This +ill %a&a,e their e,o an% they &ay scoff 3spea# to
so&eone or a.out so&ethin, in a scornfully %erisi'e or &oc#in, +ay4 at you an% .elittle you/
tryin, to .rea# your confi%ence/ .ut you &ust .e %eter&ine%. Al+ays re&e&.er +hat * sai%/
that you are e2ual to all people youn, or ol% an% that you ha'e ri,hts. 9e&e&.er that you are
.ut an a%ult +ithout e0perience.
Ho+ is it that a ,roup of people ha'e certain ri,hts at certain a,es as if it +ere not la+
that +e shoul% .e free@ Thats its your privilege to to ha'e free%o& an% ,o'ern&ent therefor
spea# as the &aster. The paro%y of a free country . Be courteous/ yet %eter&ine% / to your
parents an% re&e&.er that you are an in%i'i%ual +ho &ust follo+ there o+n path. *f you
follo+ their &ista#es your only ,oal +ill .e a a &ista#e on your o+n. An% your parent +ill not
ta#e any responsi.ility for that. Thats so&ethin, PA9E8T; %on-t teach. Also you +ill fin% out
as your po+er of personal reality e0pan%s/ that you +ill see foolishness an% %o+nri,ht
i,norance in your parents an% the society structure. 8ot that they %on-t ha'e +is%o& to ,i'e/
an% you shoul% ta#e it/.9ather/ you +ill see that they are hu&an. 8ot infalli.le ,o%s to rule
o'er you. 1ou +ill also fin% that your o+n self +ill rise out of i,norance / as if a 'eil ha% .een
lifte% fro& your eyes/ 2uit a interestin, e0perience.
;o for your &oney ,i'en/ %e&an% so&e &ore free%o&. This &ay s+ay the& to ta#e
you out of school. *t +ill ,ain you ,reater respect fro& the& as they ha'e .een ,enerally
con%itione% to respect those that ,i'e the& &oney. Ta#e this opportunity to as# for &ore
ri%es/etc.
'%*SS %IGH#
*f you try to .e e&ancipate% you nee% to loo# an% act as an a%ult an% .e as
authoritati'e as possi.le. =atch the &o'ie the royal tenan.au&s an% note ho+ the #i%s act in
the &o'e/they act li#e a%ults. Do this in the co&pany of the 5u%,e an% layer an% in any
.usiness %ealin,s . Practice this in re,ular situations to &a#e people respect you.
0H,# #& S#+'Y
*n or%er to ,ain those I no.le truths you shoul% ta#e ti&e to train your +ill po+er. :ittle is
spo#en a.out +ill po+er or co&&only un%erstoo%. The &eanin, of it has .een &ista#en
;po#en +or%s are a.stract/ a person cannot con'ey the electric +on%ers of thou,ht. But
si&ply/ * +oul% say that the +ill is 5ust the spirit ,ui%e% to+ar%s %esires. * refer you to the .oo#
The Po+er Of =ill .y <ran# Ahannin, Ha%%oc#. A short story a.out ho+ * ca&e to the .oo#.
As a #i% * 'isite% Ohio . * li'e in <lori%a so Ohio +as an a&a>in, .reath of freshness/ i ha% a
,reat ti&e an% felt 'ery at peace an% 5ust...+hole. The ne0t ti&e * 'isite% * %i% not feel the
sa&e feelin, .ut * e0pecte% to /'ery &uch. * #ept +aitin, li#e it +oul% .e aroun% e'ery corner .
Then +e stoppe% .y a .ur,er #in, an% as +e +ere lea'in, there +ere 2 .o0es near our
car an% * loo#e% insi%e an% foun% &any .oo#s .ut only too# 3 / one +as the The sil'er
chalice/ a.out the holy ,rail /one +as the po+er of +ill .oo#/an% the other +as Aesop fa.les. i
rea% the +ill .oo# .ut an% not un%erstan% it / .ut * #ne+ it hel% a secret po+er. The .oo# is
ol% an% the +or%s &ay seen stran,e for a ,oo% +hile .ut if you thin# for yourself an% learn for
yourself you +ill see the correlation to your +ill an% life an% the .oo#. =ill trainin, is
so&ethin, neither parent or school teaches specifically/ this is purposeful. *t +ill ta#e ti&e to
un%erstan% the +ill .ecause school has con%itione% your &in% a,ainst it. * rea% the .oo# an%
later sa+ sa+ ho+ &y success an% failure +ere relate% to +hat +as tau,ht *n the .oo#. . But *
ha% to e0perience for &y self to un%erstan% its &eanin,. * coul%n-t 5ust rea% an% un%erstan%.
*n or%er for a%'ance% personal ,ro+th/ the ri'er of life e0periences &ust .e 2uic#ene%.
)%** &$LI$* 1&+%S*
There are free courses /'ery si&ilar to colle,e/ online at online Aourses. co& an%
Openculture .co&
;tu%y an% fin% the ans+ers to +hate'er 2uestions are in your hea%/ it coul% .e a.out
anythin,/ 5ust #eep ,ettin, ans+ers. 1ou shoul% set asi%e so&e ti&e for i%eas +hich pro.a.ly
+ont &a#e you &oney/ i%eas that &i,ht &a#e you &oney an% i%eas that pro.a.ly +ill &a#e
you &oney. 1ou can also ,et your GED online. Aheat if you can/ %ont ,et cau,ht@
1ou &ay say cheatin, is .a% .ut that is only .ecause you ha'e .een tau,ht that/ this +orl%
is not fair. *f you cannot .e cunnin,/ s+ift an% %ecisi'e the ones that are +ill .eat you. *f you
lea'e a %ecision to rules .et+een a %eceitful person an% yourself/ that %eceitful person +ill
fin% a +ay to .rea# those rules. *ts as si&ple as that.
*f your 5o. a.solutely re2uires a %e,ree fro& a colle,e3an% this is not usually a fact4/
consi%er ,ettin, a fa#e one printe% out. ;o&e co&panies %o this. *ts pro.a.ly 5ust as 'alua.le
an% cost )CAH less ti&e an% &oney. The e'il that is in this +orl% uses re% tape .ureaucracy
an% so forth to &a#e it so you %ont succee% to your ,oals. There the ones +ho &a#e the roa%
.loc#s/ ,o aroun% the& @ . =hy shoul% you %o anythin, less if you can ,et a+ay +ith it/
reasona.ly. Be careful here. *f it .others you #eep re&in%in, yourself of the 'illainy of school .
*t +ill &a#e it less har% to cheat.
Thin# a.out this/ school punishes you if your cau,ht cheatin,. They ;A1 that its .ecause
you shoul% .e %oin, the +or# . But if e'eryone cheate% their plans +oul% all fall apart.
Ahil%ren +oul% .e free of the +or# an% school coul% not con%ition the& to +or# for free as
sla'es. This is there control in%octrination. Ho+ is it cheatin, +hen they ha'e all the ans+ers
all rea%y +ritten %o+n. =ho is cheatin, +hoD =hoe'er &a#es it a rule not to cheat has all the
po+er to cheat an% ,et a+ay +ith it. They ha'e cheate% you out of success.
The +orl% is an unfair a%'anta,e &achine. Businesses ta#e a%'anta,e of your
%isa%'anta,e .They ta#e a%'anta,e of the nai'e the ,ulli.le/ the +ea# +ille%/ the foolish ..*f
your e'er ,oin, to .e profita.le A8D honora.le you &ust start early. Vi%eo has so&e &a5or
.enefits to a li'e teacher. <irst the teacher %oes not ha'e to .e li'ely an% interestin, all the
ti&e/ the 'i%eo ne'er ,ets tire%. .ein, li'ely or in'ol'e% +ith the &aterial is essential to
teachin, anyone. ;econ% the 'i%eo can ha'e nice effects an% &usic +hich further %ri'e the
point / entertain an% #eep the 'ie+ers interest +hich is FE1
L*,%$ 0IS'&2
+is%o& %ef$
The a.ility to %iscern or 5u%,e +hat is true/ ri,ht/ or lastin,L insi,ht.
9 Ao&&on senseL ,oo% 5u%,&ent
learnin, +is%o& has .een the chief reason for &y increase in success .*ts funny .ecause
the 'ery %efinition of +is%o& is to choose ri,htly. =hen ,o% as#e% #in, ;olo&on +hat he
+ante% &ost he sai% 7to .e the +isest in the +orl%/ 7an% +ith that +is%o& he +as a.le to ,ain
all ,oo% thin,s riches/ 'ictory in .attle. There is a price to the +is%o& you +ill ,et/ you &ay .e
alone/ unless your surroun%e% .y li#e &in%e% people. 1es as e'ery person is the center of
their o+n uni'erse. 9e&e&.er/ those that li'e% .efore you an% the people li'in, no+ ha'e
+is%o& +hich you %o not so tal# to the&.
:oo# up online +or%s of +is%o& or si&ilar search na&es / loo# for foru&s +ith people +ho
are ha'in, the sa&e pro.le&s. ;ee +hat they say an% ho+ they sol'e% their pro.le&. A
piece of a%'ice /you &ust #eep your o+n counsel. A foolish person &ay .e .lah .lah .lahin,
in your face/ .ut you &ust secure your o+n ti&e of %eli.eration an% co&e to your o+n
%ecisions.
,""renticeshi" F (rivate training
The cost of colle,e an% ,ra%e school is hi,h. Perhaps e'en hi,her than +hen you +oul% .e
earnin, on your o+n/ an% %efinitely hi,her in the lon, run. There are plenty of +ell 2ualifie%
people out there that +oul% .e +illin, to ta#e you in as an apprentice if you pay the&. This
price &ay see& hi,h at first .ut/ youlll ha'e the .enefit of learnin, only that +hich +ill truly
.enefits an% interests you. 1ou +ill ha'e the 'ery stron, a%'anta,e of ha'in, a one on one
tutor/%epen%in, on the circu&stances/ +hich +ill help i&&ensely &ore than the cro+%e%
classroo&s of the colle,e +hich cannot possi.ly atten% to your nee%s as +ell.This is +here
ha'in, an inco&e +ill .e in%ispensa.le. 1ou %o not +ant to ta#e out loans for your trainin,.
6he who goes a borrowing goes a sorrowing/ Ben:amin )ranklin
0H,# #& '& 0I#H Y&+% 2&$*Y
Ta#e so&e of the &oney you earne% an% in'est it into a pro5ect/ +hate'er it is you are
aspirin, to .e or a career choice/ a .usiness /so&e +ay to &a#e &oney /or 5ust so&ethin,
you +ant . Ta#e on a in5ustice in society an% see# to chan,e it. )a#e an intellectual piece of
+or# li#e i& %oin, /or so&ethin, else. *f you +ant to .e an airline pilot .uy a fli,ht si&ulator
,a&e. ;urroun% yourself +ith thin,s of that nature at your co&puter. =here a unifor& etc.
9e&e&.er if you act li#e a %uc#/ +al# li#e a %uc#/ tal# li#e one /then you A9E a %uc# the
sa&e ,oes +ith e'erythin, else *n life. you +ill fin% out that so calle% e0perts an%
professionals are &erely la.els to &a#e the& loo# &ore professional to the consu&er. They
are a na&e ta, an% a re,istere% co&pany a+ay fro& .ein, 1OC.
Ta#e s&aller roles first %ont e0pect to .e chief 5ustice an% %ont necessarily e0pect to
e'en &a#e &oney at +hat you really +ant to %o ..ut still %o it .The ,oal her is to .e free of
+or#/to ha'e fun/ so you can co&e an% ,o as you please .to ha'e free%o& an% +ealth. *f you
ha'e starte% early enou,h you can usually fin% a +ay to &a#e &oney at +hat you +ant
1ou &ust acco&plish 1 thin,. Do not start a hun%re% or e'en 10 pro5ects +ithout
finishin, one first. As * sai% there are to &any thin,s to learn in the +orl% /you &ust ;TA9T
+ith one. )a#e it s&all &a#e it si&ple an% acco&plish the ,oal. Then .uil% fro& there. As you
succee% you +ill see your success sno+.allin, /especially if you speciali>e.
*f you ha'e .een %ili,ent. An% ha'e .een .lesse% +ith ,reat intelli,ence/ an% ha'e ,oo%
#ar&a/ you &ay ha'e all the thin,s .y the a,e of 1P if you starte% early. Al+ays re&e&.er
that the +hole +orl% +ants your &oney/ it %oesn-t care if your .ro#e. ;o re&e&.er to #eep
so&e &oney an% a%% it to so&e later. This is re2uire% if your ,oin, to ,ain anythin, of real
&onetary 'alue.
)aster Learning

The current state of learnin, .y .oo#s is too slo+ / +e nee%s &ore infor&ation faster an%
.e a.le to hol% onto it lon,er. Other+ise +e +ill al+ays .e at a loss for so 'ery &uch.(ust
.ecause the usual 6school7 isn-t i%eal %oesn-t &ean there +ont .e or cant .e a ,reat place to
learn. call is +hate'or 5ust %ont call it school.
Anythin, the stu%ents ha'e or any.o%y +ants to %onate the stu%ents can learn fro&/ they
+ill learn .y %oin, in the spirit of the (ohn %e+y/ Fillpatric# / Hu&.ol%t +ay. A place +here
stu%ents act out a court roo&/ usin, the real court roo& lan,ua,e/ real interest an% action of
+ill. =here .icycles are fi0e% an% tune% so they can .e ri%%en .y the stu%ents/ +here
,oo%+ill to+ar% others is learne%.
The youn, people +ill learn here +hats really ,oin, on *n this +orl%. There is no ti&e for
ta#in, it easy for 12 years an% then ,oin, to +or#. There-s no roo& for learnin, .y har%
#noc#s. The +orl% is chan,in, faster than people can e'ol'e to &eet the ne+ %e&an%s. =e
&ust .e tau,ht early an% +ith the force of an a'alanche if +e are all to .e truly free. The
population is ,ettin, too .i,/ the econo&y is not ,ro+in, to the %e&an%s of the population.
=e &ust ha'e ,eniuses on e'ery corner/ &o'ers an% sha#ers a &ass of people +ho actual
%o thin,s .esi%es +or# to sur'i'e. *f +e +ant a truly free society +e &ust %o this.
*f you the listener stu%ent / +ant ,oo% thin,s an% +ealth in your life/ real free%o& then you
&ust %o so&ethin, li#e +hat i& sayin,. *t can easily .e acco&plishe%. All it ta#es is lo'e for
one another/ the reason +hy +e faile% is .ecause +e ha'e %iscounte% lo'e for each other an%
for oursel'es +e ha'e .ou,ht into the capitalist spirit/ ,ain +ealth for,ettin, all .ut self. *n the
schools case/+e for,et e'eryone aroun% us an% %o our o+n +or# an% ,o out on our o+n/ li'e
on our o+n.. The ,enerations .irthe% in the era of Aapitalis& has sol% their o+n chil%ren for a
pittance. 8o+ on the internet +e stan% si%e .y si%e an% say/ +here are you +orl%D =hy
ha'en-t you sa'e% usD =here are our parentsD All +e really ha'e is our real frien%s/ +oul%
they teach us nonsense or force us into %oin, so&ethin, +e %ont +ant toD $& they are our
true alleys/ trust the& an% yourself@
. Bill Gates sai% in a speech at a hi,h school 7the +orl% is not ,oin, to +ait for you to
acco&plish so&ethin,/its not ,oin, to +ait for you to fin% yourself7
, (L,1* &+# SI'* S1H&&L
There coul% .e a place outsi%e school that +oul% .e .etter for social acti'ity/ a place to ,o
outsi%e of the %e&an% for %oin, +or# . A place %e'ote% 5ust to play +ith others/ is that such a
.a% thin, to as#D. But +here is this placeD There are sports places an% si&ilar thin,s .ut
nothin, &uch outsi%e that. =e nee% a place that +oul% .e especially for sociali>ation. * #no+
+hat your thin#in,/ .a% #i%s/ there shoul% .e so&e a%ults. An% #i%s nee% to learn to learn to
fi,ht to protect the&sel'es for& .ullies.

The only reason there is ,reater socialis& in colle,e is .ecause the stu%ents are &ore
e&po+ere% +ith 5o.s/ &oney/ physical si>e/ #no+le%,e/ e0perience an% the teachers #no+
they cant control the& li#e they use% to. They respect an% fear the& &ore. 1ou &ay say its
.ecause no+ there &ore &entally &ature/ you &ay e'en say that physical &aturity co&es
+ith &ental &aturity .But there are &any physically &ature people +ho are not 7&entally7
&ature. :ets not .e so nai'e/ the real &a5or reason +hy the school .ac#s off is .ecause the
&ature stu%ents ha'e foun% their o+n consciousness /they cant control the& any&ore li#e
they use% to.they start thin#in, &ore for the&sel'es .They .eco&e po+ers.
But po+ers con%itione% .y school. They #no+ they cant .ully or tell the& to shut up or
they &i,ht ,et .uste% in the chops. Ho+ coinci%ental that colle,e is +here protests can start
a,ainst ,o'ern&ent /actions li#e the Fent state &ur%ers an% su.se2uent repression of school
protests .y the &ilitary. Or the riots an% %e&onstrations of the Tienan&en s2uare .y stu%ents
in china. The colle,e/ +here ne+ outsi%e the .o0 thin#in, happens. 8o+ that there-s &ore
po+er/ sociali>ation an% the T*)E an% &oney to ,o after these thin,s.

.
The ,reat fallacy is that youn, peoples %esires are synony&ous +ith ,oofin, off/ sure
people lo'e to ,oof off an% they shoul% .e allo+e% to. Don-t force the& not to ha'e fun . *f you
force it/ they +ill only re.el in+ar%ly an% out+ar%ly. it is hu&an nature to %esire free%o&. =e
ha'e the inaliena.le ri,ht to li'e li.erty an% pursuit of happiness. They +ill co&e for
#no+le%,e if they +ant to %o thin,s. The purpose of our li'es is to ha'e fun an% .e happy.
E'en if you %o force the& to %o the +or# / either there ,oin, to %o it later in life or not. An%
they +ill .e &ore li#ely to fail if you %o force it. 1our not ,oin, to for& the& ho+ you +ant to.
.0ork or "lay are all one to P*mileQ! his games are his work; he knows no difference
He brings to everything the cheerfulness of interest! the charm of freedom! and he
shows the bent of his own mind and the e5tent of his knowledge Is there anything
better worth seeing! anything more touching or more delightful! than a "retty child!
with merry! cheerful glance! easy contented manner! o"en smiling countenance!
"laying at the most im"ortant things! or working at the slightest amusementD .Eean-
Eac3ues %ousseau
H&2*S1H&&LI$G +$'*% #H%*,#
G*very thinking "erson knows that real education occurs "rimarily at home and at
work! but a number of facts have cons"ired to rob this truth of its former general
acce"tance #he modern organi<ation of society! by offering free schooling! rewards
both "arents and em"loyers! in the short run! for reducing their educational rolesG
,"-seen."/0
A &a5or pro.le& facin, ho&e schoolers or people +ho ta#e their #i%s to .e tau,ht outsi%e
the nor&al school is that the ,o'ern&ent still %e&an%s that they learn a specific curriculu&
an% ta#e tests. The elite .our,eois are &a#in, it no+ near i&possi.le to escape there
propa,an%a. *n the sa&e +ay that stran,lin, re,ulations create% .y .i, .usiness still follow
every single innovative enter"rise/ The ,o'ern&ent #eeps their han% on the chil%ren.

The &ain contro'ersy o'er .oth school 'ouchers an% e%ucation ta0 cre%its is that they
put pu.lic e%ucation in %irect co&petition +ith pri'ate e%ucation/ threatenin, to re%uce an%
reallocate pu.lic school fun%in, to pri'ate schools. #his I believe is a "ublic view! the
"rivate actual reason is that they would lose there o""ression! and therefore there
benefit. there +ill to po+er. Proponents of a 'oucher syste& are encoura,e% .y pri'ate
school sector ,ro+th as it is their 'ie+ that pri'ate schools are typically &ore efficient at
achie'in, results at a &uch lo+er per pupil cost +hen co&pare% to pu.lic schools. A AATO
institute stu%y of pu.lic an% pri'ate school per pupil spen%in, in Phoeni0/ :os An,eles/ D.A./
Ahica,o/ 8e+ 1or# Aity/ an% Houston foun% that pu.lic schools spen% I3J &ore than
esti&ate% &e%ian pri'ate schools. Ho+e'er/ &uch 'ariation e0ists in pri'ate school spen%in,/
so an a'era,e of ho+ &uch BlessB pri'ate schools spen% as co&pare% to pu.lic schools can
.e &islea%in,
=i#ipe%ia
The Ho&e ;chool :e,al Defense Association petitione% that a Ger&an ho&eschoolin,
fa&ily/ the 9o&ei#es/ .e ,rante% political asylu& in the Cnite% ;tates. C+e an% Hannelore
9o&ei#e fle% their ho&e country after .ein, prosecute% for ho&eschoolin,/ +hich is ille,al in
Ger&any. .$o one can understand why the 0hite House is showing so much leniency
to millions of immigrants who have come here illegally in ho"es of securing better
:obs! but is so determined to de"ort this one family who has come to ,merica in search
of freedom for themselves and their children7JJ!JJJ signatures by ,"ril 7H to receive
a res"onse #he "etition hit the threshold on ,"ril I and continued to gather
signatures! at one "oint making it the second-most-signed "etition on the website #he
0hite House res"onse came 795 days after the "etition reached the re3uired number
of signatures .
On (uly 15/ the ;i0th Aircuit Aourt %enie% H;:DA-s petition to rehear the 9o&ei#es- case.
H;:DA is appealin, the case to the ;upre&e Aourt. Accor%in,ly/ +hen the =hite House
si&ply notes that parents 'alue their o+n free%o&/ it stops %an,erously short in its state&ent.
=here is the rin,in, en%orse&ent that parental free%o& is a fun%a&ental hu&an ri,htD The
=hite House silence on this point says a ,reat %eal/7 <arris sai%. Di% you #no+
ho&eschoolin, is ille,al in &any countriesD Aontrol of the populace +hether you li#e it or not@
C.;. Attorney General Eric Hol%er has sai% that ho&e schoolin, is not a parentKs right 8ot a
hu&an ri,ht/ .ut they thin# it is a ri,ht of the state to teach your chil%ren an% propa,an%a
the& *n the +ay they +ant.
6Ho&e ;choolin, in A&erica7/ .y (oseph )urphy/ a professor at Van%er.ilt Cni'ersity/ in 1IE5
Accor%in, to )r )urphy-s .oo#/ parents +ant to control not only +hat their chil%ren learn/
.ut the 'alues they pic# up an% the co&pany they #eep. They are also increasin,ly con'ince%
that schools are not that ,oo% at teachin,. Aca%e&ically/ ho&e!schoole% chil%ren see& to %o
+ellL they enter hi,her e%ucation in proportions si&ilar to those +ho are con'entionally
e%ucate%/ an% score as +ell or .etter on colle,e entrance e0a&s. 8or/ on the e'i%ence of )r
)urphy-s .oo#/ are they socially .ac#+ar%$ &ost see& confi%ent/ assure% an% +ell!a%5uste%.
They also ha'e fe+er .eha'ioral pro.le&s. But one stu%y %i% fin% hi,her attrition rates +hen
they enter the ar&e% forces.

,ttrition defA
A ru..in, a+ay or +earin, %o+n .y friction.
9 A ,ra%ual %i&inution in nu&.er or stren,th .ecause of constant stress.
B A ,ra%ual/ natural re%uction in &e&.ership or personnel/ as throu,h retire&ent/
resi,nation/ or %eath.
slave 7 One .oun% in ser'itu%e as the property of a person or househol%.
9 One +ho is a.5ectly su.ser'ient to a specifie% person or influence$ B* +as still the sla'e of
e%ucation an% pre5u%iceB 3E%+ar% Gi..on4.
6$ot only are they slaves of the bourgeois class! and of the bourgeois State; they are
daily and hourly enslaved by the machine! by the overlooker! and! above all! by the
individual bourgeois manufacturer himself #he more o"enly this des"otism "roclaims
gain to be its end and aim! the more "etty! the more hateful and the more embittering it
is/ Marl 2ar5

Syno"sis of the general layout
;e'eral %ifferent factors influence% the intro%uction of force% schoolin, for all chil%ren. )ost
nota.ly an% &a5orly thr corporate interests +hich sou,ht to %estroy co&petition/%estroy
o'erpro%uction/ %estroy la.or unions/lo+er +a,es an% pre'ent ,eneral %issent in the pu.lic
fro& there ne,ati'e actions. The ,o'ern&ent +hich his 5ust a corporate front to prtect the
property an% +ill of the rich also nee%e% to #eep the &asses passi'e an% o.e%ient so that
there a,en%as coul% .e furthers such as +ar/econo&ic policies .etc +hich &ostly re'ol'e
aroun% corporate interests of +ealth an% po+er.
Eu,enics/social en,ineers/ ri,ht +in,s politics psycholo,ists an% all sorts of unsa'ory people
+ere in'ol'e% in the for&ation of 6utopian7 future %esi,n an% this ha% to in'ol'e the school.
People ha% to .e fashione% an% the .est +ay to %o that +as to in%octrinate people +hen they
+ere youn, so that for the rest of there life they +oul% ten% to stay the +ay they +ere &ol%e%.
They coul% %o this all at once .ecause people +oul% catch on an% put an% en% to it. They
ha'e to slo+ly increase the le'el of %espotis& o'er the &a5ority of people. The ti&e spent in
pu.lic schoolin, fro& the early 1Q00s to the present has ,one for& near >ero to 5ust 13 +ee#s
a year to a,e ^O then 1P an% no+ 1Q years ol%. This is e'en .ein, e0ten%e% to preschoolers
an% e'en .efore that so that the parents ha'e no influence on the chil%. ;o that the state has
the entire o.e%ience an% focus of the youn,. The stu%ent &ust .e alienate% for& there ties to
other for&s of stren,th li#e co&&unity /parents/si.lin,s frien%s are ruine% an% that the
authority in the for& of the teacher then principle an% up+ar% .eco&e the sole fi,ure. The
fear of the& &ust .e #ept.
;tu%ents are tau,ht un%er the %is,uise of pure pro%ucti'ity +hen +hat they are actually
%oin, is not allo+in, stu%ents to actually thin#. =hich cannot in'ol'e ti&e restraints or strict
%irection. *t &ust co&e fro& their o+n self %irecte% learnin,. This propriety in society of the
%u&. helpless youn, has .een for&e% thre+ propa,an%a of the restless youth. the
%iso.e%ient chil% etc. The parents are +illin, to co&&it there chil%ren to this for one .ecause
they also ha'e .een in%octrinate% an% ha'e .een re%uce% to co&plete apathy .y corporate
society an% the school syste&.
;tu%ents cannot .e allo+e% to .e self %irecte%. They &ust .e for&e% to o.e%ience an%
pa'lo'ian/ s#innerian trainin, .y outco&e .ase% e%ucation. They &ust not .e allo+e% hi,her
&ental functionin, of critical thin#in,/+hich is insepara.le for& elf %irecte% path follo+in, of
.They &ust not .e allo+e% to reflect on thin,s/.y #eepin, the sche%ule at a fe'er pitch of
constant +or#. They &ust not .e allo+e% to spen% there ti&e on useful trainin, for 5o.s
.ecause this +oul% interfere +ith the controlle% econo&y that the rulers ha'e in &in%.
Because no intelli,ent person +oul% +ant to +or# at a 20000 %ollar a year 5o.. These lo+er
payin, 5o.s are o'er+hel&in,ly the lar,est a&ount of 5o.s.

The school has a.solutely little to %o +ith real aca%e&ics or &a#in, stu%ents successful as
anythin,.
The strate,y is not to e%ucate stu%ents .ut to stan%ar%i>e the&/ so that their output can .e
&a%e pre%icta.le .oth in pro%uction an% .eha'ior.
*5"loitation of the young
Paternal %espotis&
The Cnite% 8ations 1IQI Aon'ention on the 9i,hts of the Ahil%/ or A9A/ is the first le,ally
.in%in, international instru&ent to incorporate the full ran,e of hu&an ri,htsVci'il/ cultural/
econo&ic/ political an% social ri,hts. *ts i&ple&entation is &onitore% .y the Ao&&ittee on the
9i,hts of the Ahil%. 8ational ,o'ern&ents that ratify it co&&it the&sel'es to protectin, an%
ensurin, chil%renKs ri,hts/ an% a,ree to hol% the&sel'es accounta.le for this co&&it&ent
.efore the international co&&unity. The A9A is the &ost +i%ely ratifie% hu&an ri,hts treaty
+ith 1I0 ratifications. ;o&alia an% the C;A are the only t+o countries +hich ha'e not ratifie%
the A9A.
The youn, ha'e the least a&ount of e0perience. 8ature has create% the& +ith the
propensity to follo+ ,ui%ance an% o.ey their parents or authority fi,ures. Therefore they are
the ones +ho are e0ploite% the &ost /up to the full e0tent that the la+ an% secrecy can .e
#ept. Do not .e s+aye% .y the altruistic notion of the sa'in, of the youn,. *t is true that
unintereste%/ ,oo% people +oul% co&e a.solutely co&e to the rescue of chil%ren /+hen it is in
there line of si,ht an% +ithin there s&all area of le,als allo+e% a.ility. Ho+e'er those
intereste% in their e0ploitation an% those +ho are in%ifferent are naturally the e0ploiter of the
youn, an% of chil%ren. The &an #no+n as (esus sai% that 6the least a&on, us is the ,reatest7
an% referee% to a chil%. Ho+ &any ti&es ha'e chil%ren .een set as the hea% in anythin,. Ta#e
this piece of a letter fro& Das Aapital Farl )ar0
.It may! "erha"s! be worthy the attention of the "ublic to consider! whether any
manufacture! which! in order to be carried on successfully! re3uires that cottages and
workhouses should be ransacked for "oor children; that they should be em"loyed by
turns during the greater "art of the night and robbed of that rest which! though
indis"ensable to all! is most re3uired by the young @.the newly-invented machinery
was used in large factories built on the sides of streams ca"able of turning the water-
wheel #housands of hands were suddenly re3uired in these "laces! remote from
towns; and Lancashire! in "articular! being! till then! com"aratively thinly "o"ulated
and barren! a "o"ulation was all that she now wanted #he small and nimble fingers of
little children being by very far the most in re3uest! the custom instantly s"rang u" of
"rocuring apprentice s2any! many thousands of these little! ha"less creatures were
sent down into the north! being from the age of L to the age of 7B or 7C years old
overseers were a""ointed to see to the works! whose interest it was to work the
children to the utmost! because their "ay was in "ro"ortion to the 3uantity of work that
they could e5act 1ruelty was! of course! the conse3uence cruelties the most heart-
rending were "racticed u"on the unoffending and friendless creatures who were thus
consigned to the charge of master-manufacturers; they were harassed to the brink of
death by e5cess of labour were flogged! fettered and tortured in the most e53uisite
refinement of cruelty; they were in many cases starved to the bone while flogged to
their work and even in some instances were driven to commit suicide #he
beautiful and romantic valleys of 'erbyshire! $ottinghamshire and Lancashire!
secluded from the "ublic eye! became the dismal solitudes of torture! and of many a
murder #he "rofits of manufacturers were enormous; but this only whetted the
a""etite that it should have satisfied! and therefore the manufacturers had recourse to
an e5"edient that seemed to secure to them those "rofits without any "ossibility of
limit; they began the "ractice of what is termed .night-working!/ that is! having tired
one set of hands! by working them throughout the day! they had another set ready to
go on working throughout the night; the day-set getting into the beds that the night-set
had :ust 3uit-ted! and in their turn again! the night-set getting into the beds that the
day-set 3uitted in the morning It is a common tradition in Lancashire! that the beds
never get cold .
Do not .e foole% into thin#in, that the .our,eoisie ha'e chan,e% since those %ay/of course
+hate'er is +ithin the la+ is follo+e% &ostly. An% +hen in other countries +here there are no
la+s a,ainst chil% e0ploration/ it is ra&pant. They are sol% &any ti&es .y there o+n fa&ilies
into se0 tra%e. They are stolen for chattel sla'ery3+or# sla'ery4/ an% in any other &anner
+hich suites those people +ho are +illin, to ,et &oney at any cost. *t is si&ple lo,ic/ it is
easier to force chil%ren into sla'ery than it is a%ults.
One can plainly see/ for those +ithout the nai'ety of the ;anta clause +orl% ,lasses/ ho+
the youn, are e0ploite% in school. Those sa&e .our,eoisie ha'e set the&sel'es to the tas#.
They ha'e e0ploite% the nai'ety/ the i,norance/an% the +ea#ness of the stu%ents in or%er to
,et the& to %o thin,s that +ill/ as * ha'e e0plaine%/ not help the& in real +ays/an% +ill hurt
the& in &any +ays for the .enefit of those upper classes/ especially the elites.
G(ower tends to corru"t! and absolute "ower corru"ts absolutely Great men are
almost always bad menG Eohn 'alberg-,cton
9e&e&.er that chil%ren ,ro+ into a%ults an% so +hat they ha'e .een con%itione% to .e as
chil%ren +ill %irectly .e +hat they are *n a%ulthoo%.
There porno,raphic control o'er chil%ren is a step a+ay fro& .ein, pe%ophiles/ an% in so&e
cases actually are.
'o<ier school for boys
*t +as a refor& school operate% .y the state of <lori%ian fro& (anuary 1/ 1I00/ to (une
30/ 2011. Throu,hout its 111!year history/ the school ,aine% a reputation for a.use/ .eatin,s/
rapes/ torture/ an% e'en &ur%er of stu%ents .y staff. Despite perio%ic in'esti,ations/ chan,es
of lea%ership/ an% pro&ises to i&pro'e/ the alle,ations of cruelty an% a.use continue%. )any
of the alle,ations +ere confir&e% .y separate in'esti,ations .y the <lori%a %epart&ent of la+
enforce&ent in 2010 an% the Ai'il 9i,hts Di'ision of the Cnite% ;tates Depart&ent of (ustice
in 2011. ;tate authorities close% the school per&anently in (une 2011 . This is +hat happens
+hen you put a hi,hly e0ploita.le ,roup of people into a co&pletely controlle% syste& +ith the
intent of shapin, the& / 6refor&in,7 the&. Very si&ilar to the actions of school/ this e0a&ple is
ta#en to a ,reater e0tre&e. * ha'e seen ol% &en cry +hen relatin, the stories of their torture
at this 6school7. The torture that they en%ure% chan,e% the& not into ,reat people /.ut in fact
&a%e the& 'iolent a,ainst society. One nee% only +atch the 'i%eos to see there
testi&ony/that the refor& school ruine% their li'es.

Horrace mann
Horace )ann/ cre%ite% as the father of the A&erican pu.lic school syste&/ stu%ie% a +i%e
'ariety of e%ucational &o%els .efore i&ple&entin, the Prussian syste& %esi,ne% .y <re%ric#
the Great. Fin, <re%eric# create% a syste& that +as en,ineere% to teach o.e%ience an%
soli%ify his control. <ocusin, on follo+in, %irections/ .asic s#ills/ an% confor&ity/ he sou,ht to
in%octrinate the nation fro& an early a,e. *solatin, stu%ents in ro+s an% teachers in in%i'i%ual
classroo&s fashione% a strict hierarchyVintentionally fosterin, fear an% loneliness.
)ann chose the Prussian &o%el/ +ith its %epersonali>e% learnin, an% strict hierarchy of
po+er/for one reason/.ecause it +as the cheapest an% easiest +ay to teach literacy on a
lar,e scale. This syste& +as perpetuate% throu,hout the early t+entieth century .y social
efficiency theorists +ho sou,ht to in%ustriali>e the e%ucational process. :e% .y e%ucators
such as Ell+oo% P. Au..erley/ they use% e%ucation as a tool for social en,ineerin,$
6&ur schools are! in a sense! factories in which the raw "roducts 6children8 are to be
sha"ed and fashioned into "roducts to meet the various demands of life/
61ubberley! 7I7L8
Buil%in, upon the %epersonali>e% unifor&ity an% ri,i% hierarchy of the Prussian syste&/
they constructe% an in%ustrial schoolin, &o%el %esi,ne% to pro%uce &illions of +or#ers for
A&erica s factories. Belie'in, that &ost of A&erica-s stu%ents +ere %estine% for a life of
&enial/ in%ustrial la.or/ these theorists create% a &ulti!trac# e%ucational syste& &eant to sort
stu%ents fro& an early a,e. =hile the .est an% .ri,htest +ere carefully ,roo&e% for
lea%ership positions/ the &a5ority +as rele,ate% to a &onotonous e%ucation of rote learnin,
an% tas# co&pletion.
Aonse2uently/ our schoolin, syste& is still loc#e% into the Prussian!in%ustrial fra&e+or# of
fear/ isolation/ an% &onotony. <or .oth stu%ents an% teachers/ proce%ure is e&phasi>e% o'er
inno'ation/ unifor&ity o'er in%i'i%ual e0pression/ an% control o'er e&po+er&ent. *t is/
therefore/ not surprisin, that the &a5ority of A&erica s classroo&s ha'e chan,e% little in o'er
one hun%re% years.
As e0presse% .y Tho&as Ale0an%er 31I1Q4 in his historic stu%y of the Prussian E%ucational
syste&$
.#he (russian citi<en cannot be free to do and act for himself; that the (russian is to a
large measure enslaved through the medium of his school; that his learning instead of
making him his own master forges the chain by which he is held in servitude; that the
whole scheme of the (russian elementary school education is sha"ed with the e5"ress
"ur"ose of making ninety nine out of every one hundred citi<ens subservient #he
elementary schools of (russia have been fashioned so as to make s"iritual and
intellectual slaves of the lower classes /
Althou,h he +as a stron, lo..yist for the Prussian schoolin, %esi,n/ e'en )ann
ac#no+le%,e% that the Prussian syste& ha% its critics. As he +rote in 1QO3$$umerous tracts
were issued from the *nglish "ress strongly denouncing the whole "lan of
education in (russia! as being not only designed to "roduce! but as actually
"roducing! a s"irit of blind ac3uiescence to arbitrary "ower! in things s"iritual as well
as tem"oral as being in fine! a system of education ada"ted to enslave! and not to
enfranchise! the human mind as 3uoted in 1ubberley! 7I9J! " CHH
The Prussian *n%ustrial History of Pu.lic ;choolin,
1ehu%i )eshchanino'
.#ruths are nothing to the individual unless he a""reciates them and acknowledges
their sovereignty! all the blind then and all the ignorant!that is all the children! must be
educated u" to the "oint of "iercing and admitting truth ,nd acting according to its
mandates I would lay down a general "rinci"al!that the faculties which we reason
ought never be em"loyed on any sub:ect when the logical results to which sound
reasoning would arrive are not the true results if the thing to be done or learned is
arbitrary let it be done by force of authority!but do not maltreat "owers of
reasoning/Horace mann
#he (russian 6German8 *ducational System!
our system
Each chil%/B says =illia& H. ;ea+ell/ Bbelongs to the state.B =hat coul% .e clearerD He
soun%s li#e e0actly the #in% of a,ent that an% ,o'ern&ent &ost pri>es$ a True Belie'er. <or he
also sai%/ to an au%ience of &ere citi>ens/ ,athere% to Bcele.rateB the openin, of yet another
,o'ern&ent schoolhouse in <ort Defiance/ Vir,inia/ that the purpose of Be%ucationB is Bthe
trainin, of citi>ens for the state so the state &ay .e perpetuate%.B All this too# place lon, a,o
in )ay of 1IQ1 .y the professor of e%ucation/ uni'ersity of Vir,inia.
.y &a5or%o&o
. #he little $orth German state of (russia had been described as Gan army with a
country!G Ga "er"etual armed cam"!G Ga gigantic "enal institutionG *ven the built
environment in (russia was closely regimentedA streets were made to run straight!
town buildings and traffic were state-a""roved and regulated ,ttem"ts were made to
cleanse society of irregular elements like beggars! vagrants! and Gy"sies! all this
intended to turn (russian society into Ga huge human automatonG in the words of Hans
%osenberg It was a state where scientific farming alternated with military drilling and
with state-ordered meaningless tasks intended for no "ur"ose but to sub:ect the entire
community to the e5"erience of collective disci"line S like fire drills in a modern :unior
high school or enforced silence during the interval between class "eriods (russia had
become a com"rehensive administrative +to"ia/
Eohn Gatto
(olitical reasons why the king of (russia used "ublic school
from wikiA ;ee#in, to replace the controllin, functions of the local aristocracy/ the Prussian
court atte&pte% to instill social o.e%ience in the citi>ens throu,h in%octrination. E'ery
in%i'i%ual ha% to .eco&e con'ince%/ in the core of his .ein,/ that the Fin, +as 5ust/ his
%ecisions al+ays ri,ht/ an% the nee% for o.e%ience para&ount.
The schools i&pose% an official lan,ua,e/ to the pre5u%ice of ethnic ,roups li'in, in
Prussia. The purpose of the syste& +as to instill loyalty to the Aro+n an% to train youn, &en
for the &ilitary an% the .ureaucracy. As the Ger&an philosopher (ohann Gottlie. <ichte/ a #ey
influence on the syste&/ sai%/ BIf you want to influence Pthe studentQ at all! you must do
more than merely talk to him; you must fashion him! and fashion him in such a way
that he sim"ly cannot will otherwise than what you wish him to willG
meA But this +as a &isun%erstan%in,/ an% a state&ent +hich the rulers so nicely use% for
there o+n purposes.

<re%eric# =illia& .elie'e% fer'ently in paternal %espotis&/ an% in the 'irtues of
&onarchical a.solutis&. One of his first &easures +as to effect a hu,e increase in the
Prussian ar&y/ foun%e% on an iron %iscipline +hich .eca&e fa&ous throu,hout Europe.
'ef Despotis&$a syste& of ,o'ern&ent in +hich the ruler has unli&ite% po+er
'ef )onarchical $a person 3such as a #in, or 2ueen4 +ho rules a #in,%o& or e&pire
His &inister/ 'on ;tein/ .e,an .y a.olishin, the se&i!reli,ious pri'ate schools/ an%
placin, all e%ucation %irectly un%er the )inister of the *nterior. *n 1Q10/ the &inistry / %ecree%
the necessity of ;tate e0a&ination an% certification of all teachers. *n 1Q12/ the school
,ra%uation e0a&ination +as re'i'e% as a necessary re2uire&ent for the chil%Ks %eparture
fro& the state school/ an% an ela.orate syste& of .ureaucrats to super'ise the schools +as
esta.lishe% in the country an% the to+ns. An% thus a &onopoly o'er ,ra%uation an% therefore
control o'er 5o. place&ent +as &a%e.
<re%eric# =illia& *** continue% the reor,ani>ation after the +ars/ an% stren,thene% the
co&pulsory state school syste& in 1Q3O .y &a#in, it necessary for youn, entrants into the
learne% professions/ as +ell as all can%i%ates for the Ai'il ;er'ice an% for uni'ersity stu%ents
to pass the hi,h!school ,ra%uation e0a&inations. *n this +ay the Prussian state ha% effecti'e
control o'er all the risin, ,enerations of scholars an% other professionals.
Ao&pulsory E%ucation are la+s that says chil%ren &ust atten% school.
'issent '*)$hol% or e0press opinions that are at 'ariance +ith those pre'iously/ co&&only/
or officially e0presse%
,merican colonies ,nd #he (russian System
<ro& +i#i$ The ruthless an% ascetic Puritans +ho foun%e% the )assachusetts Bay Aolony
+ere ea,er to a%opt the Aal'inist plan of co&pulsory e%ucation in or%er to insure the creation
of ,oo% Aal'inists an% the suppression of any possi.le %issent. Only a year after its first set of
particular la+s/ the )assachusetts Bay Aolony in 1PO2 enacte% a co&pulsory literacy la+ for
all chil%ren. <urther&ore/ +hene'er the state officials 5u%,e% that the parents or ,uar%ians
+ere unfit or una.le to ta#e care of the chil%ren properly/ the state coul% sei>e the chil%ren
an% apprentice the& to the state appointees/ +ho +oul% ,i'e the& the re2uire% instruction.
2uch like what the state is saying today! that "arents dont have a right over their
childrens education
*n 1POE/ the colony follo+e% up this la+ +ith the esta.lish&ent of pu.lic schools. The
&a5or stress in the co&pulsory e%ucation +as lai% on the teachin, of Aal'inist!Puritan
principles. <inally/ the 9e'olutionary =ar %isrupte% the entire e%ucation syste&/ an% the
in%epen%ent states +ere rea%y to .e,in ane+. The ne+ ;tates &et the pro.le& 'ery &uch as
they ha% %one as colonies. Once a,ain/ )assachusetts le% the +ay in esta.lishin,
co&pulsory e%ucation/ +hich her colonial la+s ha% al+ays pro'i%e%. ;he too# the unusual
step of inclu%in, in her ;tate Aonstitution of 1EQ0 a pro'ision e0pressly ,rantin, authority to
the le,islature to enforce co&pulsory atten%ance at school. This authority +as pro&ptly
e0ercise%/ an% in 1EQI school atten%ance +as &a%e co&pulsory in )assachusetts

<inally in 1Q52/ )assachusetts esta.lishe% the first co&prehensi'e state+i%e/ &o%ern
syste& of co&pulsory schoolin, in the Cnite% ;tates. *t pro'i%e% that all chil%ren .et+een
ei,ht an% fourteen ha% to atten% school at least thirteen +ee#s each year.. *n 1QP2/ for
e0a&ple/ it &a%e 5ailin, of ha.itual truant chil%ren &an%atory/ an% e0ten%e% school a,e to
.et+een a,es se'en an% si0teen.
Bet+een 1Q25 an% 1Q50/ the propa,an%a +or# ha% .een such that the non!8e+ En,lan%
states ha% chan,e% fro& a syste& of no pu.lic schools/ or only pauper schools/ to the
esta.lish&ent of 6free7 schools a'aila.le to all. <urther&ore/ the spirit of the schools ha%
chan,e% fro& philanthropy to the poor to so&ethin, +hich all chil%ren +ere in%uce% to atten%.
*n 1Q50/ all the states ha% pu.lic schools. The &o'e&ent for co&pulsory schoolin,
con2uere% all of A&erica in the late nineteenth century.
The %espotic Prussian syste& for&e% an inspirin, &o%el for the lea%in, professional
e%ucationists in the Cnite% ;tates/ +ho rule% the pu.lic school syste&s here an% +ere lar,ely
responsi.le for its e0tension. <or e0a&ple/ Aal'in E. ;to+e/ one of the pro&inent A&erican
e%ucators of the %ay/ +rote a report on the Prussian syste& an% praise% it as +orthy of
i&itation in the C;. ;to+e lau%e% PrussiaL althou,h un%er the a.solute &onarchy of <re%eric#
=illia& ***/ it +as the Bbest-educatedB country in the +orl%.
riiigggghhtt
Go'ern&ent schools are coerci'e institutionsL pri'ate schools are 'oluntary. Due to
co&pulsory school la+s an% la+s &a#in, ho&eschoolin, %ifficult/ stu%ents +hose parents
cannot affor% pri'ate schools an% fin% ho&eschoolin, i&practical &ust atten% a ,o'ern&ent
school. Ta0payers &ust pay for the&. The rules an% re,ulations ,o'ernin, ,o'ern&ent
schools are ri,i%/ infle0i.le an% .y %efinition/ coerci'e. The teachers unions ,ain ,reat po+er
o'er the schools .y application of fe%eral an% state la+s ,rantin, the& special le,al
pri'ile,es. Throu,hout the .ureaucracy/ %ue to ci'il ser'ice an% union rules an% la+s/ it is
%ifficult for anyone to .e fire%. The schools &ust accept 'irtually all stu%ents +hether they
+ant the& or not an% +hether or not they are fit for a classroo&. ;tu%ents an% parents an%
e'en teachers +ho %o not li#e the +ay the schools are run ha'e fe+ options for chan,in,
thin,s.
*n the ,o'ern&ent school syste&/ there is a hierarchy of le,al po+er. 9ou,hly spea#in,/
that hierarchy starts +ith the state e%ucation .ureaucracy an% procee%s %o+n+ar% to local
schools .oar%s/ then to the superinten%ent/ %o+n to the principal/ the teachers an% finally/ at
the .otto& of the pyra&i%/ the stu%ents an% their parents. On certain issues/ the fe%eral
,o'ern&ent sits at the top of the pyra&i% an% can .ar# or%ers at e'en the state e%ucation
%epart&ents. *t is a top!%o+n/ coerci'e/ .ureaucratic &o%el of %ecision!&a#in,.
=hat are the ra&ifications of such a structure of %ecision!&a#in,D Gi'en the assu&ption of
hu&an self!interest/ those +ith po+er ten% to act in accor%ance +ith their o+n interests. They
+ill of course rationali>e this .eha'ior .y sayin, they are actin, in the pu.lic interest or the
stu%entKs interest. Ho+e'er/ since they ha'e unilateral po+er o'er those .elo+ the& in the
pyra&i%/ they can &a#e their %ecisions +ithout consultin, the&. They can so act e'en if the
stu%ents an% the parents are a.solutely positi'e that their %ecisions are not in their interest.
*n sharp contrast/ pri'ate schools are 'oluntary institutions. =hile 3non!ho&eschoole%4
stu%ents &ust ,o to so&e school/ they nee% not ,o to that school. An% they can lea'e any
ti&e. . *nstea% of .ein, at the .otto& of a pyra&i% of po+er/ fa&ilies +ho sen% their chil%ren
to pri'ate school are on a hori>ontal plane +ith the school/ itself. They are e2ual to one
another in the po+er to se'er the relationship.
=hat are the ra&ifications of the 'oluntary nature of the pri'ate schoolD There/ you canKt
&erely say or thin# that your actions are .eneficial to the other parties in'ol'e%. They &ust
actually .e percei'e% as such .y those parties. *f not/ they +ill +al# a+ay. The actions of the
parents an% stu%ents/ the teachers an% the a%&inistration &ust .e &utually .eneficial an%
percei'e% as such .ecause no one can i&pose their +ill on the others for &ore than a 'ery
short perio% of ti&e/ say/ till the ne0t school year starts. E'eryone &ust .e on their .est
.eha'ior at all ti&es an% no one has the po+er to e5"loit the others
Po+er flo+s %o+n in the ,o'ern&ent school syste&. *t turns out that infor&ation tra'els in
the sa&e %irection as po+er. All top!%o+n .ureaucracies share this fatal %efect$ a shorta,e of
'alua.le infor&ation flo+in, up to the& fro& .elo+. *f you sit at the .otto& of a pyra&i% of
po+er/ there is little incenti'e to pass up+ar% infor&ation a.out the %efects of the syste& or
su,,estions for i&pro'e&ent. As econo&ist Tho&as ;o+ell e0plains$
B)eedback which can be safely ignored by decision makers is not socially
effective knowledge *ffective feedback does not mean the mere articulation of
information! but the im"licit transmission of others> knowledge in the e5"licit form
of effective incentives to the reci"ients.B
The Prussian philosopher (ohann Gottlie. <ichte 31EP2!1Q1O4/ %escri.e% .y &any as a
philosopher an% a transcen%ental i%ealist/ +rote 6A%%resses to the Ger&an 8ation7 .et+een
1Q0E an% 1Q0Q/ +hich pro&ote% the state as a necessary instru&ent of social an% &oral
pro,ress.
Prussia esta.lishe% a three!tiere% e%ucational syste& that +as consi%ere% 6scientific7 in
nature. An i&portant part of the Prussian syste& +as that it %efine% for the chil% +hat +as to
.e learne%/ +hat +as to .e thou,ht a.out/ ho+ lon, to thin# a.out it an% +hen a chil% +as to
thin# of so&ethin, else. Basically/ it +as a syste& of thou,ht control/ an% it esta.lishe% a
penchant in the psyche of the Ger&an elite that +oul% later &anifest itself into +hat +e no+
refer to as mind control The 'ery opposite of free thou,ht.
The e%ucational syste& +as %i'i%e% into three ,roups. The elite of Prussian society +ere
seen as co&prisin, .5J of the society. Appro0i&ately 5.5J of the re&ainin, chil%ren +ere
sent to +hat +as calle% realschulen/ +here they +ere partially tau,ht to thin#. The re&ainin,
IOJ +ent to 'ol#schulen/ +here they +ere to learn 6har&ony/ o.e%ience/ free%o& fro&
stressful thin#in, an% ho+ to follo+ or%ers.7 An i&portant part of this ne+ syste& +as to .rea#
the lin# .et+een rea%in, an% the youn, chil%/ .ecause a chil% +ho rea%s too +ell .eco&es
#no+le%,ea.le an% in%epen%ent fro& the syste& of instruction an% is capa.le of fin%in, out
anythin,. *n or%er to ha'e an efficient policy!&a#in, class an% a su.!class .eneath it/ you-'e
,ot to re&o'e the po+er of &ost people to &a#e anythin, out of a'aila.le infor&ation.
#his is what we have today only know its set about by the logistical barrier of money
#he u""er class can natural afford more liberal minded school and even some of the
middle class but the rest go to the des"otism! the volkschulen!the "ublic education
sector
This +as the plan. To #eep &ost of the chil%ren in the ,eneral population fro& rea%in, for the
first si0 or se'en years of their li'es.
8o+/ the Prussian syste& of rea%in, +as ori,inally a syste& +here.y +hole sentences
3an% thus +hole inte,rate% concepts4 +ere &e&ori>e%/ rather than +hole +or%s. *n this three!
tier syste&/ they fi,ure% out a +ay to achie'e the %esire% results. *n the lo+est cate,ory of the
syste&/ the 'ol#schuelen/ the &etho% +as to %i'i%e +hole i%eas 3+hich si&ultaneously
inte,rate +hole %isciplines U &ath/ science/ lan,ua,e/ art/ etc.4 into su.5ects +hich har%ly
e0iste% prior to that ti&e. The su.5ects +ere further %i'i%e% into units re2uirin, perio%s of ti&e
%urin, the %ay. =ith appropriate 'ariation/ no one +oul% really #no+ +hat +as happenin, in
the +orl%. *t +as inherently one of the &ost .rilliant &etho%s of #no+le%,e suppression that
ha% e'er e0iste%. They also replace% the alpha.et syste& of teachin, +ith the teachin, of
soun%s. Hoo#e% on phonicsD Ahil%ren coul% rea% +ithout un%erstan%in, +hat they +ere
rea%in,/ or all the i&plications.
#his is similar to what we see today where sub:ects are s"lit a"art and studies in
each one!the end result is that students have not a real clear view of the whole idea
#hey dont really gras" the way knowledge flows from one sub:ect to another #he end
result is ignorance
*n 1Q1O/ the first A&erican/ E%+ar% E'erett/ ,oes to Prussian to ,et a PhD. He e'entually
.eco&es ,o'ernor of )assachusetts. Durin, the ne0t 30 years or so/ a +hole line of
A&erican %i,nitaries ca&e to Ger&any to earn %e,rees 3a Ger&an in'ention4. Horace )ann/
instru&ental in the %e'elop&ent of e%ucational syste&s in A&erica/ +as a&on, the&. Those
+ho earne% %e,rees in Ger&any ca&e .ac# to the Cnite% ;tates an% staffe% all of the &a5or
uni'ersities. *n 1Q50/ )assachusetts an% 8e+ 1or# utili>e the syste&/ as +ell as pro&ote the
concept that 6the state is the father of chil%ren.7 Horace )ann-s sister/ Eli>a.eth Pea.o%y
3Pea.o%y <oun%ation4 sa+ to it that after the Ai'il =ar/ the Prussian syste& 3tau,ht in the
8orthern states4 +as inte,rate% into the con2uere% ;outh .et+een 1QP5 an% 1I1Q. )ost of
the 6co&pulsory schoolin,7 la+s %esi,ne% to i&ple&ent the syste& +ere passe% .y 1I00. By
1I00/ all the PhD-s in the Cnite% ;tates +ere traine% in Prussia. This pro5ect also &eant that
one!roo& schoolhouses ha% to ,o/ for it fostere% in%epen%ence. They +ere e'entually +ipe%
out.
One of the reasons that the self!appointe% elite .rou,ht .ac# the Prussian syste& to the
Cnite% ;tates +as to ensure a non!thin#in, +or# force to staff the ,ro+in, in%ustrial
re'olution. *n 1EEP/ for e0a&ple/ a.out Q5J of the citi>ens +ere reasona.ly e%ucate% an%
ha% in%epen%ent li'elihoo%s U they %i%n-t nee% to +or# for anyone. By 1QO0/ the ratio +as still
a.out E0J. The attitu%e of 6learn an% then stri#e out on your o+n7 ha% to .e .ro#en. The
Prussian syste& +as an i%eal +ay to %o it. ,s I said the school system creates working
class "eo"le #he business world wanted to destroy com"etition
One of the pri&e i&porters of the Ger&an 6e%ucational7 syste& into the Cnite% ;tates
+as =illia& T. Harris/ fro& ;aint :ouis. He .rou,ht the Ger&an syste& in an% set the
purpose of the schools to alienate chil%ren fro& parental influence an% that of reli,ion. He
preache% this openly/ an% .e,an creatin, 6school staffin,7 pro,ra&s that +ere i&&e%iately
pic#e% up .y the ne+ 6teacher colle,es7/ &any of +hich +ere un%er+ritten .y the 9oc#efeller
fa&ily/ the Aarne,ies/ the =hitney-s an% the Pea.o%y fa&ily. The Cni'ersity of Ahica,o +as
un%er+ritten .y the 9oc#efellers.
The .otto& line is that +e ha% a literate country in the Cnite% ;tates .efore the
i&portation of the Ger&an e%ucational syste&/ %esi,ne% to 6%u&. %o+n7 the &ass
population. *t +as &ore literate that it is to%ay. The te0t.oo#s of the ti&e &a#e so &uch
allusion to history/ philosophy/ &athe&atics/ science an% politics that they are har% to follo+
to%ay .ecause of the +ay people are 6tau,ht to thin#.7
8o+/ part of this +hole para%i,& see&s to ori,inate fro& an i%ea presente% in The 8e+
Atlantis/ .y <rancis Bacon 31P2E4. The +or# %escri.e% a 6+orl% research uni'ersity7 that
scans the planet for .a.ies an% talent. The state then .eco&es in'inci.le .ecause it o+ne%
the uni'ersity. *t .eco&es i&possi.le to re'olt a,ainst the ;tate .ecause the ;tate #no+s
e'erythin,. A reflection of this principle can .e seen to%ay +ith the suppression of ra%ical an%
practical technolo,ies in or%er to preser'e ;tate control of life an% pre'ent e'olution an%
in%epen%ence. The 8e+ Atlantis +as +i%ely rea% .y Ger&an &ystics in the 1Ith century. By
1QO0 in Prussia/ there +ere a lot of 6+orl% research uni'ersities7/ in concept/ all o'er the
country. All of the& %ra+in, in talent an% %e'elopin, it for the purposes of ;tate po+er an%
sta.ility.
#he Birth of *5"erimental (sychology in Germany
By the &i%%le of the 1Ith century/ Ger&any ha% %e'elope% a ne+ concept in the sciences
+hich they ter&e% 6psycho!physics7/ +hich ar,ue% that people +ere in fact co&ple0
&achines. *t +as the ulti&ate &aterialist e0tension of science that +oul% parallel the
&echanistic 'ie+ of the uni'erse alrea%y un%er +ay. This ne+ 'ie+ of people .eca&e &ore or
less institutionali>e% in Ger&any/ an% .y the 1QE0_s the 6fiel%7 of e0peri&ental psycholo,y
+as .orn. The ulti&ate purpose of e0peri&ental psycholo,y +as to %isco'er the nature of the
hu&an &achine an% ho+ to pro,ra& it.
The &ain proponent of this ne+ e0peri&ental psycholo,y in Ger&any +as =ilhel& =un%t
31Q32!1I204/ +ho is to%ay +i%ely re,ar%e% as the 6father7 of that fiel%. He is %escri.e% .y
ortho%o0y as ha'in, 6freed the study of the mind from meta"hysics and rational
"hiloso"hy.7 Presu&a.ly in fa'or of irrational philosophy. =un%t o.taine% his PhD in
&e%icine fro& the Cni'ersity of Hei%el.ur, in 1Q5P/ an% e&.ar#e% on the stu%y of sensory
perception. His &ost fa&ous +or# +as 6Aontri.utions to the Theory of ;ense Perception7 /
%one .et+een 1Q5Q an% 1QP2. *t is %escri.e% .y ortho%o0y as the first +or# of e0peri&ental
psycholo,y. *n 1QE5/ =un%t +as appointe% to a chair in philosophy at :eip>i,/ +here he
institute% a la.oratory for the 6syste&atic/ e0peri&ental stu%y of e0perience.7 Bac# then/ the
phase 6,et a life7 +as not in 'o,ue/ an% e'i%ently he %i%n-t ha'e &uch interpreta.le
e0perience of his o+n.
*n 1QE3/ he .e,an a year!lon, +ritin, pro5ect +hich resulte% in 6Principles of Physiolo,ical
Psycholo,y7/ +hich .eca&e a 6classic7 that +as su.se2uently reprinte% throu,h si0 e%itions
o'er the ne0t O0 years/ esta.lishin, psycholo,y-s clai& to .e an 6in%epen%ent science7.
=un%t also +rote on philosophical su.5ects such as lo,ic an% ethics/ .ut as he %i% not
su.scri.e to 6rational philosophy7/ his +ritin,s presu&a.ly yiel%e% irrational interpretations of
.oth areas. *t is concei'a.le that his +arpe% 'ie+ of hu&anity an% the uni'erse contri.ute% in
so&e s&all +ay to the e'entual 8a>i penchant for e0peri&entin, on those they %i%n-t li#e/
pro%ucin, for the& an irrational e0perience they +oul% ne'er for,et. A&erican stu%ents of
=un%t +ho returne% to the Cnite% ;tates .et+een 1QQ0 an% 1I10 .eca&e the hea%s of
Psycholo,ical Depart&ents at &a5or uni'ersities/ such as Har'ar%/ Aornell/ an% the Cni'ersity
of Pennsyl'ania/ to na&e a fe+. =un%t traine% (a&es Aattell/ +ho on his return to the Cnite%
;tates traine% o'er 300 PhD-s in the =un%t +orl% 'ie+. The syste& of 6e%ucational
psycholo,y7 e'ol'e% fro& this. <un%e% .y the Aarne,ie an% 9oc#efeller foun%ations/ the
=un%tian syste& ,ains control o'er e%ucational testin, in the Cnite% ;tates for sol%iers of
=orl% =ar *.
#he .*ducational System/ *5"ands
The +a'e of i&&i,ration +hich .e,an in 1QOQ/ co&.ine% +ith the 'isi.ility of re'olutions
ta#in, place all o'er Europe/ helpe% foster uncertainty in the pu.lic &in%. :a+s re2uirin,
co&pulsory schoolin, +ere then le,islate%. *t +as all 'ery He,elian. =e +oul%n-t +ant those
little ty#es to .eco&e reactionaries/ +oul% +eD *n 1QI0/ Aarne,ie +rote a series of essays
calle% The Gospel of =rath/ in +hich he clai&e% that the capitalistic free enterprise syste&
+as %ea% in the Cnite% ;tates. *t really +as/ since Aarne,ie/ 9oc#efeller an% )or,an/ .y
then/ o+ne% the Cnite% ;tates. *t +as a.out 1I1E that a ,reat 69e% ;care7 +as institute% in
the Cnite% ;tates in or%er to set up a reactionary &o'e&ent inten%e% to ,et the pu.lic to
accept the i%ea of co&pulsory schoolin, U Prussian co&pulsory schoolin,/ of course.
The i&ple&entation of the Ger&an e%ucational ni,ht&are in the Cnite% ;tates &et so&e
initial resistance. *n Aarne,ie-s ho&e to+n of Gary/ *n%iana/ the syste& +as i&ple&ente%
.et+een 1I10 an% 1I1P/ &ostly throu,h the efforts of =illia& =irt/ the school superinten%ent.
*t in'ol'e% no aca%e&ic en%ea'or +hatsoe'er. *t +or#e% so +ell in supplyin, +illin, +or#ers
for the steel &ills that it +as %eci%e% .y Aarne,ie to .rin, the syste& to 8e+ 1or# Aity. *n
1I1E/ they initiate% a pro,ra& in 8e+ 1or# in 12 schools/ +ith the o.5ecti'e of enlar,in, the
pro,ra& to enco&pass 100 schools an% e'entually all the schools in 8e+ 1or#. =illia& =irt
ca&e to super'ise the transition.
Cnfortunately for Aarne,ie/ the population of the 12 schools +as pre%o&inantly co&pose%
of (e+ish i&&i,rants/ +ho innately reco,ni>e% +hat +as .ein, %one an% the nature of the
ne+ 6e%ucational syste&7. Three +ee#s of riots follo+e%/ an% e%itorials in the 8e+ 1or# Ti&es
+ere 'ery critical of the plan. O'er 200 (e+ish school chil%ren +ere thro+n in 5ail. The +hole
political structure of 8e+ 1or# that ha% trie% this sche&e +ere then thro+n out of office %urin,
the ne0t election. A .oo# %escri.in, this scenario/ The Great ;chool =ars/ +as +ritten .y
Diane 9a'itch on the su.5ect. Auriously/ =illia& =irt +as co&&itte% to an insane asylu&
aroun% 1I30/ after ,oin, aroun% &a#in, pu.lic speeches a.out his part in a lar,e conspiracy
to .rin, a.out a controlle% state in the han%s of certain people. He %ie% t+o years later.
*n or%er to &a#e sure that the in%epen%ence of the one!roo& schoolhouse an% the
penchant for co&&unities to hire their o+n in%epen%ent teachers +oul% cease/ the Aarne,ie
,roup institute% the concept of 6teacher certification7 U a process controlle% .y the teachin,
colle,es un%er Aarne,ie an% 9oc#efeller control. 8o one #ne+ that the Ao&&unist
re'olutions +ere fun%e% fro& the Cnite% ;tates. The .uil%up of the ;o'iet Cnion/ as +ell as
that of 8a>i Ger&any/ +oul% also .e fun%e% later fro& the Cnite% ;tates in or%er to ,et a
reactionary pu.lic to .en% to the +ill of controllin, political factions. *t +as a plan that +or#e%
+ell in the 1I20_s/ an% +or#e% +ell a,ain in the 1I50_s in the psycholo,ical creation of the
6col% +ar7/ pro'i%in, fun%in, for the .uil%up of the &ilitary/ in%ustrial an% phar&aceutical
co&ple0. The 6non!thin#in,7 A&erican pu.lic ne'er suspecte% a thin,. ;uch a thin, +oul%
ha'e .een 6un.elie'a.le.7
Because the Cnite% ;tates +as o+ne% .y +ealthy .usiness&en/ a synthetic free
enterprise syste& +as create% an% anti!trust la+s +ere passe% to pre'ent anyone else fro&
,ainin, po+er. E'erythin, that ha% alrea%y .een consoli%ate% +as 6,ran%fathere%7 out of the
la+. *t +as a .rilliant sche&e/ an% it +or#e% 'ery +ell.
Earlier in the century there +ere 6school .oar%s7 in e'ery to+n. Bet+een 1I32 an%
1IP0/ the nu&.er of school .oar%s %roppe% fro& 1O0/000 to 30/000. To%ay there are a.out
15/000 U all controlle% .y e0tensions of the Aarne,ie!9oc#efeller e%ucational co&ple0. *n
1I5I/ +ith the a%'ent of the 6sputni#7 an% the pu.lic reali>ation that 6another country +as
ahea% of us7/ the e&.arrasse% e%ucational syste& +as force% to te&porarily create a
synthetic focus on science +hich pro%uce% a ,eneration of scientists an% technicians in or%er
to resol'e the apparent %eficit in the pu.lic &in%.
*n retrospect/ in 1QQI the C.;. Ao&&issioner of E%ucation assure% a pro&inent railroa%
&an/ Aollis Huntin,ton/ +hen he proteste% that the schools see&e% to .e o'er!e%ucatin,
3pro%ucin, too &any en,ineers an% people +ho coul% thin#4/ that schools ha% .een
scientifically %esi,ne% not to o'er!e%ucate. *t +as a reference to the Ger&an syste& of
e%ucation inculcate% into the Cnite% ;tates .et+een 1Q0P an% 1Q1I.
0ilhelm von Humboldt
=ilhel& Hu&.ol%t +as a Prussian ,eo,rapher/ naturalist/ e0plorer.
Hu&.olt +as a pri&e &inister of e%ucation in Prussia. He +as a classical li.eral. Hu&.olt ha%
a 'ery free sense of e%ucation/ .ut +as una.le to refor& the syste&. His i%eas are ,i'e the
type of e%ucation +hich .enefits the stu%etns the&sel'es /+hich is the true an% only &etho%.
* ,i'e you infor&ation here a.out hi& an% others in or%er to ,i'e you an i%ea of +hat the
e%ucation syste& shoul% really .e li#e.
>#he ultimate task of our e5istence is to give the fullest "ossible content to the conce"t
of humanity in our own "erson PQ through the im"act of actions in our own lives> #his
task >can only be im"lemented through the links established between ourselves as
individuals and the world around us>
=ilhel& &a#es it #no+n here that the stu%ents &ust .e in'ol'e% in actual life an%
e0perience in our e%ucation li'es. He stresse% the fact that self!e%ucation can only .e
continue% \...] in the +i%er conte0t of %e'elop&ent of the +orl%K 3G;/ V**/ p. 334. *n other
+or%s/ the in%i'i%ual is not only entitle%/ .ut also o.li,e%/ to play his part in shapin, the +orl%
aroun% hi& .
He +as afrai% that ;tate influence on e%ucation +oul% 6always favor one "articular form;
this was "articularly deleterious if it relates to man as a moral being *ducation of the
individual must everywhere be as free as "ossible! taking the least "ossible account of
civic circumstances 2an educated in that way must then :oin the State and! as it were!
.test the 1onstitution of the State against his individuality/
3G; / */ p.1OO4.*n Hu&.ol%t-s 'ie+/ &an is not the o.5ect of the ;tate .ut &ust .e a su.5ect
+ho hi&self helps to shape con%itions +ithin society. E%ucation +ill .e ,oo% to the e0tent that
it suffers no outsi%e inter'entionL it +ill .e all the &ore effecti'e/ the ,reater the latitu%e left to
the %ili,ence of the teachers an% the e&ulation of their pupils- .;o he .elie'es that the
stu%ents shoul% actually chan,e the ,o'ern&ent.
He e'en calle% up on the ;tate to Wsafeguard the rights of children against their
"arents4 so that Wparental authority %oes not e0cee% nor&al .oun%s-3G;/ */ p.22P4
Ho+ a.out that for free thou,ht e%ucation@
The Wtrue "ur"ose of man- can only .e Wthe highest and best "ro"ortioned develo"ment
of his abilities into a harmonious entity- To attain that ,oal/ hu&an %e'elop&ent re2uires
free%o& .ut also a confrontation +ith Wmanifold situations- since ho+e'er free an%
in%epen%ent a &an &ay .e/ he +ill %e'elop less satisfactorily if his only e0perience is of
&onotonous situations- 3G;/ */ p.10P4 Here he li#e &yself ,i'es the i&portance that school
+or# &ust not .e li#e +or# at all/.ut .e of 'ariety /.ri,ht an% interestin,
6schools to be "aid for by the nation alone7 3:etters/ p.5I14L He +ante% a fun% to .e set up
to ena.le schools to .e run an% their teachers pai% in%epen%ently of the ,o'ern&ent an%
e0ternal circu&stances. Hn.
;o he +ante% it to .e a+ay fro& the control of ,o'ern&ent for reasons +hich &ay .e o.'ious
.y no+.

.If "u"ils were e5cluded from further courses of education from the outset! the
elementary schools would become nothing other than W"eo"le4s schools in the most
derogatory meaning of the term4 .32uote% .y ;pran,er/ 1I10/ p.13Q4./#he commonest
:obbing worker and the finest graduate must at the outset be given the same mental
training! unless human dignity is to be disregarded in the former and the latter allowed
to fall victim to unworthy sentimentality and chimera/
;o here he points out the &oral nee% for e2ual opportunity in e%ucation. The i%ea of a unifor&
e%ucational structure +ith three successi'e sta,es +as one of his i%eas.
The i&portance attache% .y Hu&.ol%t to a %e&ocratic school constitution e&er,es fro&
a letter +ritten to his +ife fro& Vienna on 20 Au,ust 1Q1O$ ele&entary schoolin, &ust .e
or,ani>e% in such a +ay Wthat it becomes a general foundation which no one can
dis"arage without dis"araging himselfL it must be the basis on which all subse3uent
education can be built- 3:etters/ p.E35
'is"arage '*)$ re,ar% or represent as .ein, of little +orth

Wa s"ecial feature of the higher scientific establishments! that they treated science as a
"roblem which is never com"letely solved and therefore engaged in constant research-
3G;/ Z/ p.2514.
He ha% not yet &et ;chiller +ho ha% spent se'en years of tor&ent in that esta.lish&ent
+hen he +rote in his %iary that this type of e%ucation see&e% not only Wfla+e%/ .ut alto,ether
har&ful- to hi&. He +on%ere%$ W0hat bias must be the conse3uence of such regulated
education forced on to "u"ils from tender childhood to mature youthD- 3:etters/ p.IQ4Q
After he too# o'er responsi.ility for the e%ucational %epart&ent/ these i&pressions le% hi&
to %eci%e on the closure of the Prussian ca%et corps/ another reason .ein, the caste spirit
that pre'aile% in it. A caste is one of the tra%itional social classes into +hich people are
%i'i%e% .
Cni'ersity e%ucation &ust in his 'ie+ continue an% co&plete the ,eneral e%ucation i&parte%
in the pre'ious school years. Cni'ersity e%ucation &ust/ ho+e'er/ %iffer fro& teachin, in
ele&entary an% secon%ary schools an% ha'e a special nature of its o+n. =ithout teachers
there can .e no ele&entary e%ucation .ut their role is not central in uni'ersity trainin,$ W#he
university teacher is therefore no longer a teacher and the student no longer someone
merely engaged in the learning "rocess but a "erson who undertakes his own
research! while the "rofessor directs his research and su""orts him in it4 3G;/ Z***/
p.2P14.1lose contact with their teachers should enable students to undertake their own
inde"endent scientific work7
Here a,ain is the the 'alues of li.eral e%ucation.
=ilhel& 'on Hu&.ol%t-s e%ucational policy concept faile% to ,ain ,eneral acceptance/ .ut
then neither %i% the Prussian refor&s associate% +ith the na&es of ;tein an% Har%en.er,/
;charnhost an% Gneisenau. 8ot e'en the refor& of the ,ra&&ar schools/ +hich Hu&.ol%t
sa+ as part of a unifor& e%ucation syste&/ +as i&ple&ente%. it is o.'ious that the rulers %i%
not li#e free%o& of thou,ht an% action/ or else they +oul% ha'e +elco&e% is i%eas.
Eohn 'ewy School
#his is the way school should be like
#he writings of :ohn dewy
*ducation as a $ecessity of Life
=ithin e'en the &ost social ,roup there are &any relations that are not as yet social. A
lar,e nu&.er of hu&an relationships in any social ,roup are still upon the &achine!li#e plane.
*n%i'i%uals use one another so as to ,et %esire% results/ +ithout reference to the e&otional
an% intellectual %isposition an% consent of those use%. ;uch uses e0press physical superiority
of position/ s#ill/ technical a.ility/ an% co&&an% of tools/ &echanical or fiscal. ;o far as the
relations of parent an% chil%/ teacher an% pupil/ e&ployer an% e&ployee/ ,o'ernor an%
,o'erne%/ re&ain upon this le'el/ they for& no true social ,roup/ no &atter ho+ closely their
respecti'e acti'ities touch one another. Gi'in, an% ta#in, of or%ers &o%ifies actions an%
results/ .ut %oes not of itself effect a sharin, of purposes/ a co&&unication of interests.
1lass se"arations
=ith respect to the %e'elop&ent of po+ers %e'ote% to copin, +ith specific scientific an%
econo&ic pro.le&s +e &ay say that the chil% shoul% .e ,ro+in, in &anhoo%. =ith respect to
sy&pathetic curiosity/ un.iase% responsi'eness/ an% openness of &in%/ +e &ay say that the
a%ult shoul% .e ,ro+in, in chil%li#eness.
O.'iously a society/ to +hich stratification into separate classes +oul% .e fatal/ &ust see
to it that intellectual opportunities are accessi.le to all on e2ua.le an% easy ter&s. A society
&ar#e% off into classes nee% .e specially attenti'e only to the e%ucation of its ruling
elements1ruling class2. , society which is mobile! which is full of channels for the
distribution of a change occurring anywhere! must see to it that its members are
educated to personal initiative and adaptability Other+ise/ they +ill .e o'er+hel&e% .y
the chan,es in +hich they are cau,ht an% +hose si,nificance or connections they %o not
percei'e. The result +ill .e a confusion in +hich a fe+3&i%%le an% upper class4 +ill
appropriate to the&sel'es the results of the .lin% an% e0ternally %irecte% acti'ities of others.
(articularly it is true that a society which not only changes but which has the ideal of
such change as will im"rove it! will have different standards and methods of education
from one PsocietyQ which aims sim"ly at the "er"etuation of its own customs
The t+o points selecte% .y +hich to &easure the +orth of a for& of social life are the e0tent in
+hich the interests of a ,roup are share% .y all its &e&.ers/ an% the fullness an% free%o&
+ith +hich it interacts +ith other ,roups. ,n undesirable society! in other words! is one
which internally and e5ternally sets u" barriers to free intercourse and communication
of e0perience. A society +hich &a#es pro'ision for participation in its ,oo% of all its &e&.ers
on e2ual ter&s an% +hich secures fle0i.le rea%5ust&ent of its institutions throu,h interaction
of the %ifferent for&s of associate% life is in so far %e&ocratic.
The influences +hich e%ucate so&e into &asters/ e%ucate others into sla'es These
2ualities +hich acco&pany this unity/ praise+orthy co&&unity of purpose an% +elfare/ loyalty
to pu.lic en%s/ &utuality of sy&pathy/ are e&phasi>e%. But +hen +e loo# at the facts +hich
the ter& %enotes instea% of confi%in, our attention to the intrinsic connotation/ +e fin% not
unity/ .ut plurality of societies/ .oth ,oo% an% .a%.
In order to have a large number of values in common! all members of the grou" must
have an e3uable o""ortunity to receive and to take from others 2embers must be able
to acce"t each others ideas and must be able to com"romise #here must be a large
variety of shared undertakings and e5"eriences &therwise! the influences which
educate some into masters! educate others into slaves ,nd the e5"erience of each
"arty loses in meaning! when the free interchange of varying modes of life-e5"erience
is arrested , se"aration into a "rivileged and sub:ect-class "revents social
endosmosis #he evils thereby affecting the su"erior class are less material and less
"erce"tible! but e3ually real #heir culture tends to be sterile! to be turned back u"on
itself; their art becomes a showy dis"lay and artificial; their wealth lu5urious; their
knowledge overs"eciali<ed; their manners fastidious rather than humane
Plato %efine% a sla'e as one +ho accepts fro& another the purposes +hich control his
con%uct. This con%ition o.tains e'en +here there is no sla'ery in the le,al sense. *t is foun%
+here'er &en are en,a,e% in acti'ity +hich is socially ser'icea.le/ .ut +hose ser'ice they %o
not un%erstan% an% ha'e no personal interest in. )uch is sai% a.out scientific &ana,e&ent of
+or#. *t is a narro+ 'ie+ +hich restricts the science +hich secures efficiency of operation to
&o'e&ents of the &uscles. The chief opportunity for science is the %isco'ery of the relations
of a &an to his +or# V inclu%in, his relations to others +ho ta#e part V +hich +ill enlist his
intelli,ent interest in +hat he is %oin,.
Efficiency in pro%uction often %e&an%s %i'ision of la.or. But it is re%uce% to &echanical
routine unless +or#ers see the technical/ intellectual/ an% social relationships in'ol'e% in +hat
they %o/ an% en,a,e in their +or# .ecause of the &oti'ation furnishe% .y such perceptions.
The ten%ency to re%uce such thin,s as efficiency of acti'ity an% scientific &ana,e&ent to
purely technical e0ternals is e'i%ence of the one!si%e% sti&ulation of thou,ht ,i'en to those in
control of in%ustry V those +ho supply its ai&s. Because of their lac# of all!roun% an% +ell!
.alance% social interest/ there is not sufficient sti&ulus for attention to the hu&an factors an%
relationships in in%ustry. *ntelli,ence is narro+e% to the factors concerne% +ith technical
pro%uction an% &ar#etin, of ,oo%s. 8o %ou.t/ a 'ery acute an% intense intelli,ence in these
narro+ lines can .e %e'elope%/ .ut the failure to ta#e into account the si,nificant social
factors &eans none the less an a.sence of &in%/ an% a correspon%in, %istortion of e&otional
life
,n education could be given which would sift individuals! discovering what they were
good for! and su""lying a method of assigning each to the work in life for which his
nature fits him
=hile \Plato] affir&e% +ith e&phasis that the place of the in%i'i%ual in society shoul% not .e
%eter&ine% .y .irth or +ealth or any con'entional status/ .ut .y his o+n nature as %isco'ere%
in the process of e%ucation/ he ha% no perception of the uni2ueness of in%i'i%uals. <or hi&
they fall .y nature into classes/ an% into a 'ery s&all nu&.er of classes at that.
The Platonic E%ucational Philosophy
Aonse2uently the testin, an% siftin, function of e%ucation only sho+s to +hich one of
three classes an in%i'i%ual .elon,s. There .ein, no reco,nition that each in%i'i%ual
constitutes his o+n class/ there coul% .e no reco,nition of the infinite %i'ersity of acti'e
ten%encies an% co&.inations of ten%encies of +hich an in%i'i%ual is capa.le. There
+ere only three types of faculties of po+ers in the in%i'i%ualKs constitution. Hence
e%ucation +oul% soon reach a static li&it in each class/ for only %i'ersity &a#es
chan,e an% pro,ress.
But "rogress in knowledge has made us aware of the su"erficiality of (lato>s
lum"ing of individuals and their original "owers into a few shar"ly marked-off classes;
it has taught us that original ca"acities are indefinitely numerous and variable It is but
the other side of this fact to say that in the degree in which society has become
democratic! social organi<ation means utili<ation of the s"ecific and variable 3ualities
of individuals! not stratification by classes
BE%ucation Procee%s ulti&ately fro& the patterns furnishe% .y institutions/ custo&s/ an%
la+sB! *f the patterns of institutions/ custo&s/ an% la+s are .ro#en for this philosophy
e%ucation shoul% fi0 itself. There shoul% .e se'eral %ifferent thin,s tau,ht instea% of one
B;upre&e <actor.B
0e shall consider the educational theories which have been evolved in three
e"ochs when the social im"ort of education was es"ecially cons"icuous #he first one
to be considered is that of (lato $o one could better e5"ress than did he the fact that
a society is stably organi<ed when each individual is doing that for which he has
a"titude by nature in such a way as to be useful to others 6or to contribute to the whole
to which he belongs8; and that it is the business of education to discover these
a"titudes and "rogressively to train them for social use
Disco'erin, +hat one +as ,oo% for an% fin%in, a +ay of e%ucation for +hich his nature
fits hi& can .e ,oo% in the fact that people can &o'e at their o+n paces an% learn &ore
effecti'ely. This is also in )a,net ;chools/ an% so&e+hat in colle,es. Different &a5ors are set
up for people an% they %eci%e to ta#e on a path. 1ou can chan,e your path of e%ucation if you
feel that you shoul%. Ha'in, so&ethin, that you are ,oo% at can also #eep you fro& +astin, a
lot of ti&e +ith thin,s or part of stan%ar%s you &ay not or +ill not nee%.
De&ocracy$ a .elief in the hu&an a.ility of hu&an e0perience to ,enerate the ai&s an%
&etho%s .y +hich further e0perience shall ,ro+ in or%ere% richness.
dewy
You may ask /how can "eo"le do such a monstrous
thing to schooling -/
*ts easy . 8e'er un%eresti&ate the a.ility of a .a% person to ta#e so&ethin, ,oo% an% t+ist
it to so&ethin, .a%.
2anifestation of "ur"ose
*t all .oils %o+n to one si&ple rule / &anifestation of purpose.
The purpose of capitalis& as %escri.e% .y A%a& s&iths is to ,ain as &uch profit for the
s&allest a&ount of pro%uct or ser'ice +hile at the sa&e ti&e #eepin, the +or#ers or the
&eans of pro%uction at the lo+est cost also. The po+er/ left to continue +ith in%efinite ti&e/
+ill thre+ the passin, of the .usiness fro& one to another ,ather o&nipotent po+er o'er all
thin,s. The +ill to po+er of the so'erei,n controls all/ it ,ets its +ish in the hi,hest ape0.

=e li'e in a hierarchical society. The fe%eral ,o'ern&ent has po+er o'er state
,o'ern&ent an% is ,ainin, &ore an% &ore. There %oes not ha'e to .e a secret %ar# &eetin,
+ith a ta.le of 'illains plottin, to %o e'il %ee%s . All that nee%s to happen is a passin, %o+n of
interests. <or e0a&ple a .oss has control o'er the &ana,er .The .oss tells the &ana,er +hat
he or she +ants. But &any ti&es the &ana,er &ust operate autono&ously +ithout the
.osses %irect super'ision. so the &ana,er /+antin, to #eep there 5o. /en%s up al+ays
re'ie+in, o'er +hat he or she thin#s the .oss +oul% +ant in all situations / &ore or less
+hen co&poun%e% on a ,lo.al scale +e see ri,ht a+ay the passin, %o+n of interests
fro& the hi,hest authority to the lo+est .An% its this interest /+ithout any %irect sha%o+y e'il
'illains/. Because chil%ren are at the 'ery .otto& of the tote& pole. The youn, a.o'e all/ as a
+hole in society/ are the &ost oppresse% class. They ha'e no s#ills/ are easily &anipulate%/
they are loo#e% at +ith suspicion as to +hat there %oin,/ +here there ,oin,/+hat e'il anarcho
%esires for the country they ha'e. An% so +ith this %isconnect .et+een the ,o'ern&ent an%
the stu%ents/ +ith the +ill to po+er/ an% the e0ploita.ility of the stu%ents /+e ha'e the sla'ery
of the school to%ay.
As 8iet>sche sai%. =hen the %i'isions of la.or are &a%e no one ta#es responsi.ly an% they
pass aroun% .la&e +hich no one can ta#e fully. They all ha'e their e0cuses.
#he evil of hierarchy
People 'ery often try an% 5ustify +hat they %o .ecause they are un%er the or%ers of their
superiors. A ,reat e0a&ple of the e'il that can arise out of .lin% o.e%ience to po+er is +hat
happene% at the A.u Ghrai. prison *ra2 torture of &ostly non +ar in'ol'e% ci'ilians .y
A&erican forces. The sol%iers +ere tol% .y their superiors to ,o for+ar% +ith the torture. Their
superiors +ere con'eniently a pri'ately contracte% &ilitary co&pany +hich +ere i&&une fro&
+ar cri&es. =hen they ,ot .ac# to the states in their inter'ie+s they co&pletely felt a
in%ifferent state of e&pathy on the su.5ect/ they sai% that if you +ere there you +oul% ha'e
%one the sa&e. )eanin, if you +ere tol% to torture so&eone +ho +as your superior you% %o
it. That %oes not 5ustify the& fro& the act . *t is this +ea#ness of people that they %o +hat
there tol% e'en to %o so&ethin, as conte&pti.le as torture on another hu&an .ein,. This is a
reason +hy the school has .een &a%e to un%er&ine peoples connections +ith each other. *t
is a reason +hy the church has .een ta#en out of school. To un%er&ine ethics an%
in%octrinate people +ith the capitalist story.
The results of the stu%y of +hy the a.u ,rai. an% other torturer e0peri&ents are thus. =hen
a person confor&s to those aroun% the&/ .y %ressin, ali#e .y thin#in, ali#e all salutin, an%
pro&isin, oaths un%er the sa&e thin,. They are all easily &anipulate% .y one source. They
also are un%er a 6pac# &entality7 +here e'eryone thin#s of +hat the other are %oin, an%
&i&ics that in or%er to try an% fit in +ith a syste& of anti in%i'i%ualis&. The person see#s to
.e +ante%/to .e li#es so they %o that +hich is &ost pro&inently re+ar%e%. Those thin,s +hich
present po+er an% authority. But each one loo#s for the %esires of another.
#he "arado5
An% so the para%o0 is/ +hen they are all one they are all alone an% +hen they are in%i'i%uals
they are one. Because each person 'alues there o+n self an% this reflects there &orality to
%o unto others the sa&e.
Because the stu%y shoes that +hen people are in%i'i%uals they are less li#ely to %o 'iolence.
Bi, .usiness/ .ein, run un%er a totalitarian syste&/ are un%er this .lin% o.e%ience
pro.le&. =or#ers loo#in, to #eep their places/ +hether lo+ or hi,h/ are +ilin, to su.5u,ate
the&sel'es to their superiors .The hi,her ups /.ein, co&pletely aloof to the sufferin, of &ost
people/ the& .ein, in a hi,h happy place/ an% +ho e'en un%er the pressure influence of their
o+n constituents/ are all the &ore lia.le to perfor& atrocities +hich effect &illions for their
o+n ,ain.
*nstitution ha'e no soul/ the a.stract &o%els that .eha'iorists or pe%a,o,ues use %oes
not ta#e into consi%eration any &oral account. They +or# on people li#e rats or &achines
+ithout loo#in, at e&pirical hu&an nee%s an% %esires .The institution of ,o'ern&ents an%
lar,e .usinesses are centers of 'iolence an% a&orality. That is not to say that ,oo% nature%
people %ont try an% influence the institutions. But this is a &inor influence. The +ill to po+er
.eco&es incarnate% to a.solutis&.
#he greed of money
the epoch of the .our,eoisie ha'e this %ifference .et+een the ,o'ern&ents of the past. The
co&&ercial &ar#et for that of profit. The ,ree% for &oney causes the& to %o uni&a,ina.le
thin,s inclu%in, the oppression of other people.
The pro.le&s +e ha'e +ith the fe%eral reser'e is not the first ti&e in in%ustry that .an#s
ha'e .een the cause of econo&ic pro.le&s. These +or%s .y &ar0 ,i'e a shoc#in, &irror to
+hat +e face to%ay.

.the national debt has given rise to :oint-stock com"anies! to dealings in negotiable
effects of all kinds! and to agiotage! in a word to stock-e5change gambling and the
modern bankocracy/
,t their birth the great banks! @ who "laced themselves by the
side of governments! and! thanks to the "rivileges they received! were in a "osition to
advance money to the State Hence the accumulation of the national debt has no more
infallible measure than the successive rise in the stock of these banks! whose full
develo"ment dates from the founding of the Bank of *ngland in 7KIC
#he Bank of *ngland began with lending its money to the Government at HU; at the
same time it was em"owered by (arliament to coin money out of the same ca"ital! by
lending it again to the "ublic
@ It was not long ere this credit-money! made by the bank itself! became the coin in
which the Bank of *ngland made its loans to the State! and "aid! on account of the
State! the interest on the "ublic debt It was not enough that the bank gave with one
hand and took back more with the other; it remained! even whilst receiving! the eternal
creditor of the nation down to the last shilling advanced
Gradually it became inevitably the rece"tacle of the metallic hoard of the country! and
the center of gravity of all commercial credit bankocrats! financiers! rentiers!
brokers! stock-:obbers! =c! is "roved by the writings of that time! e.g.! by
Bolingbroke4s
2ar5 das ca"ital
GSee in my line of work you got to kee" re"eating things over and over and over again
for the truth to sink in! to kind of cata"ult the "ro"agandaG Georg w bush
School %evolution
"ossible revolution of society
#his is "eculiarly similar to the communist ideal of the workers having control over the
means of "roduction to kee" themselves form being e5"loited
*f there +as a re'olution of the school syste& in the i%eal of a li.eral e%ucation then all
ne,ati'e aspects +hich the .our,eoisie ha'e .een puttin, into place +oul% .e re'erse%. =e
+oul% return to a true .attle for real free%o& an% %e&ocracy +hich A&erica an% the rest of
the +orl% +ere in prior to the co&plete ta#eo'er of the .our,eoisie. This is &y theory.
0hy school will never get easier
5ust li#e the .our,eoisie +ill al+ays +or# people to the ut&ost e'en +hen the
pro%ucti'ity instru&ents ,et faster .;o too +ill it .e that school +ill increase your +or# loa% if
you catch up. *f you use ne+ in'ention li#e s&art phones to ans+er your 2uestions an% other
tools .They +ill catch on an% increase the %ifficulty an% a&ount of +or# for you too %o so that
youll ne'er ha'e any rest of free%o& fro& the oppression.
*f stu%ents o+ne% the &eans of stu%y an% +or# 3the &eans of pro%uction4 An% ha'e a
place to 5oin &in%s to,ether3the +or# place4. They +oul% stu%y an% +or# on their o+n/ that is/
.e self ,o'erne%3co&&unist4 an% it +oul% .e plausi.le to lea% to a co&&unist ? anarchist
state thre+ out the unite% states an% +orl%. This +oul% .e far off/ .ut pro.a.le. An% that +oul%
%efinitely not .e ,oo% for the capitalists. .ecause the capitalists +ant a %isproportionate
a&ount of the +ealth for the&sel'es an% not other people ie$the 'ile &a0i& of the &asters of
&an#in%. A%a& ;&ith
Ho+ +oul% this happenD if e'eryone ca&e out of school .ein, 'ery free of thou,ht/
intelli,ent/ hi,hly s#ille%/ 'ery co&.ine% +ith there fello+s. *n other +or%s the 'ery opposite of
+hat school %oes to people. *f this happene% they +oul% 2uic#ly reali>e that e'erythin, in the
syste& +as a,ainst there i%eals. 8o+ you &ay as#/ ho+ an% +hat these i%eals +oul% .e
co&in, out of school. =ell as * sai% that they +oul% ha'e ,reat stren,ths an% these stren,ths
+oul% .e in opposition to society. ;uch as there free%o& of thou,ht they +oul% critici>e the
&e%ia/ they +oul% shut it out .ecause they ha'e learne% that free%o& an% free thou,ht is
&uch &ore en5oya.le. They +oul% not trust the &e%ia .ecause they +oul% see that it +as all
propa,an%a. ;o they +oul% .e &ore 'otein, of &ore li.eral lea%ers an% of course they +oul%
learn after a +hile/ if not alrea%y/ that the ,o'ern&ent is not a ,o'ern&ent of the people. They
+oul% threaten .our,eois society/ they +oul% influence society. ;ince they +oul% not .e
apathetic they &ay ta#e up ar&s a,ainst this oppression an% cause the other thro+ of there
state.
They +oul% also ha'e an entrepreneur spirit/ +hich +oul% .rin, a.out &ore creati'e
%estruction. 8e+ inno'ations +hich +oul% &a#e thin,s &ore efficient an% %o a+ay +ith ol%
technolo,y there.y re%ucin, cost of li'in,/ there.y sparrin, up &ore free ti&e +hich +oul%nt
ha'e to .e spent +or#in, to li'e. These thin,s +oul% a%'ance capitalis& closer an% closer to
its partial %e&ise/ the capitalis& +e #no+ of to%ay.. <or instance if these ne+ ,eneration of
stu%ents ca&e out +ith/ lets say/ clothin, that lasts lon,er /then there +oul% .e less
purchasin, of clothin, an% so&e factories +oul% ,o out of .usiness.
This +oul% create a ,reat tension +hich coul% lea% to a ci'il +ar or atleast a ,reat .attle of
politics. This +oul% not ,o a+ay. Bein, hi,hly s#ille% an% intelli,ent they +oul% natural +ant
&ore &oney if they +ere e&ploye% .y so&eone else. But since the la+s of capitalis& +oul%
%eny/ this +oul% an,er the& as +ell a%%in, to their resol'e to chan,e the syste&. These la+s
of capitalis& inclu%e the fact that %i'ision of la.or as a lo,istic reality %e&an%s that &ost
people %o si&ple repeata.le tas#s an% naturally there +a,es are #ept lo+ .ecause they are
not %oin, that &uch. This is seen thro+out history/ those +ho %o a lot li#e %esi,n airplanes
&a#e a lot &ore than those +ho ri'et the pieces to,ether.
;ince there +oul% .e a lar,e percenta,e of people +ho are 'ery closely connecte%/ then
they +oul% co&.ine to,ether to ,ain political po+er o'er the rulin, class/ an% of course the
&i%%le class +oul% co&e to the ai% of either the rulin, or the +or#in, class a%%in, to the
anta,onis&. *t is here that the face of ,o'ern&ent +oul% sho+ itself as the face of .i,
.usiness an% e'eryone +oul% .eco&e 'ery a+are of +hat s ,oin, on if not alrea%y. since the
proletariat is o'er+hel&in,ly lar,er than the rulin, class an% e'en the &i%%le class/ they
+oul% pro.a.ly/ if they +ere persistent enou,h/ o'erthro+ the ,o'ern&ent an% install a
stateless society.
+hat socialis& &i,ht .e li#e
.#his labor will be highly organi<ed and therefore disci"lined in the interests of
efficiency in "roduction #here can be no anarchy in the coo"erative labor "rocess; but
only freedom from labour! to an ever-increasing e5tent as science and technology
advance "roductivity and automatically reduce the amount of labor time re3uired from
the individual . <ree%o& fro& la.or is the reason people ,o to colle,e/ to ,et a+ay fro& the
&un%ane/ fro& the .ac#.rea#in, +or#. But the capitalists #no+ this creati'e %estruction +ill
%o a+ay +ith there position/therefore they %ra, it out. They pre'ent e'eryone fro& ,ettin, this
free%o&/ in fact &ost +ill not escape it in any ,reat e0tent. Cnless the syste& chan,es
/unless technolo,y chan,es an% in or%er to ,et there +e nee% &ore technolo,y/+e nee% a
lar,er a&ount of s&arter people.
The i%eal of this super learnin, re'olution +ill naturally &o'e us to+ar% socialis&. The
reason is .ecause a lar,e ,roup of 'ery s&art people +ill reali>e that the econo&ic forces are
a,ainst the& as an a,,re,ate +hole/ s&art people %o not li#e to lea'e +ell enou,h alone.
They +ill conspire/ not perhaps out of spite/ .ut perhaps as a necessity in or%er to secure
their happiness. *ts not a choice or a .iase% 'ie+/ it is the result of a le,iti&ate personal
choice chan,e in society. Partially thre+ technolo,y / thre+ chan,es in econo&ics an% of a
chan,e of heart.
*t is 'ery plausi.le/ that a ,reat chan,e in the institution of pu.lic school +ill cause a
re'olution of society. There is no other institution that * can thin# of +hich contains the ,reat
potential for re'olution of the syste& of society than school institutions in ,eneral. But this
potential is %epen%e% on the +ar& insi,ht of its creators.
The re'olution &ust .e of e%ucation/ +e &ust lea'e the current school/ set out on your o+n
or in a %e&ocratic school. Aapitalis& in its current for& is not fit to lea% .ecause it is
inco&pati.le +ith our ,reater hu&an %esires. Ao&&unis& an% free tra%e capitalis& are 'ery
close to .e the sa&e thin,. they &ay e'en .e the sa&e .*n a +ay +e nee% &ore
capitalis&/.ut of a certain type. A pro,ressi'e inno'ation +hich ruthlessly %oes a+ay +ith the
ol% syste& of pro%uction in or%er to .rin, capitalis& to its lo,ical en%/+hich is the en% of
physical %esires . HO=EVE9/ the e0ecution of capitalis& is 8OT the purposeful intent of this
paper or of socialists/ *t is &erely a conse2uence of it/ of pro,ressi'e capitalis& in theory.
The internet is ,ro+in, an% as it ,ro+s an% connects the &asses/the propa,an%a an% lies
+hich are sprea% in or%er to pit us a,ainst each other +ill .e re'eale%. The union of the
&asses +ill ,ro+.
Once the syste&s +hich are in repression to%ay .eco&es o.solete. Then a ne+ status
2uo +ill fill the ol% one. This social chan,e +hich ostraci>es the ol% an% e&.races the ne+.
S&1I,L &S#%ISIV,#I&$
'*) os`tra`ci>e
To not allo+ 3so&eone4 to .e inclu%e% in a ,roup $ to e0clu%e 3so&eone4 fro& a ,roup
This is the +ay to chan,e the +orl%. si&ply turn a+ay fro& any output of the people +hich
repress you. Ta#e your &oney put it into so&e other for&s li#e cryptocurrency. Put yourself in
a place a+ay fro& those that +ant to .rea# you.
$ot knowing why we do things
.ill Gates fixing America/s education crisis cnn report Fareed 0a'aria interiew .ill Gates Microsoft *
*'e listenin, to people li#e .ill ,ates an% &any other people in the school syste& tal# a.out
fi0in, the e%ucation syste&. Bill ,ates/ in an inter'ie+/ +as cite% as an e0a&ple of so&eone
+ho +ent after there ,oal. +ho %roppe% out of colle,e an% spent his ti&e +or#in, +ith
co&puters in instea% of +or#in, on a test. His response to that thou,h/ +as that he +as ,oo%
at &ath an% thats +hy he +as ,oo% +ith co&puters an% that he ha% ,oo% teachers. But .ill in
ans+erin, this co&pletely %oes not ,et the su.stance .ehin% the surface. He has not seen
the 6&echanis&7 +hich he hi&self use% to learn &ath. He %oesn-t see his o+n +or#/a
&echanis& not outsi%e hi&self +hich in'ol'e% his interest. ho+ that interest ca&e a.out is a
co&plicate% thin,. But one +hich perhaps cannot .e in%uce% at a +hi&.
The fact that he +as ,oo% at &ath an% thats +hy he +as ,oo% at co&puters in no +ay
re&o'es the a to . effect +hich he has s#ippe% o'er. He sells hi&self short on the fact that
he %i% %rop out of colle,e. Teachers %i% not &a#e hi& stu%y co&puters for hours on en%.
Teachers %i% not hol% his han% as he ,re+ his co&pany. But .ill focuses on the teacher. He
%oesn-t see his o+n hi%%en han%i+or#/ he %oesn-t see that +hich he %oes not #no+ a.out.
An% * %ont #no+ ho+ to e0plain it either/ if * %i% then i% .e a.le to teach people anythin,. *
ha'e a true .elief .ecause i'e seen an% * feel an% * #no+ .ut * %ont #no+ the +or%s to
e0plain.
#he london economistA
1hinese growing influence stretcher much dee"er than the e5"ort of chea" goodsIt
has revolutioning the relative "rices of labor ca"ital goods and assets like never
beforewe need in this cris to sla" ourselves awake and see that schooling is the
"roblem not the solution as mr gtes would have it
#he *nd Summary

#he students already now the truth!they know that the school system is evil #hey :ust
dont know the words $ow they have them
* +rite this +or# an% * fi,ht this fi,ht not to chan,e the ,o'ern&ent/ no they %eser'e there
%estruction. * %ont %o this to reach the .our,eois +ith all there sic# t+iste% ,ree%/ its
protectin, .y la+s. There hypocrisy is fantastic. * %o not e'en %o this for the parents +hos
la>iness is only as ,reat as there co+ar%ice. They ha'e all alrea%y con%e&ne% the&sel'es to
there i,norance. But the youn, * %o this for. * %o this for the stu%ents /+ho +ith so &uch lo'e/
ha'e truste% those aroun% the& .ut ha'e .een cheate% .y those people. *t is there altruis&
+hich has .een &oleste% an% ta#en fro& the&. lea'in, the& li#e the a%ults. The a%ults
creatin, the ne0t ,eneration to ta#e there place as the 6responsi.le7 HA .To the stu%ents *
&a#e &y plea/ here &e/ you ha'e &y heart. *n &e you ha'e an frien%. * ha'e resol'e% ne'er
to lea'e the cause of ,i'in, you a .etter +ay..A +ay you alrea%y #no+.

The ,o'ern&ent isnt altruistic/ the school isnt altruistic/ the corporations are not altruisitc.
They are all one in the sa&e. The &ini&u& +a,e la+ +asnt create% for the poor +or#ers it
+as &a%e .y the union .osses3 .our,ious 4 +ho +ante% to #eep price of la.or hi,her so that
they coul% co&pete +ith lo+er +a,es. A&erica isnt altruistic/ nationalis& is 5ust a for& of
control/ the sa&e types of people +ho li'e here also li'e in co&&unist 9ussia/ En,lan%/ 8a>i
,er&any/ 5apan etc. All the sa&e types of people that %i% e'il there can an% %o e0ist here.
This is not a shinin, state of no.ility/ 'ery &uch the opposite. cast fro& your self the .lin%
fol%/ the %efect of your &oral senti&ents to fa'or your o+n father lan% no &atter +hat +ron,
they %o. :oo# at +hat people %o/ ,o'ern&ent %oesn-t e0ist /society %oesn-t e0ist/only people
e0ist Anyone +ho says %o it for your country is a user. *f the &a5ority of people are a,ainst
+hat the people +ho say 6%o it for your country7 +ant/ then your not %oin, it for your country/
your %oin, it for the&.
=e &ust %estroy this force of one person o'er another/ this class +arfare this oppressor an%
oppresse%.
*& .ro#e +ith thousan%s of %ollars in %e.t to uni'ersity of phoeni0 an% to the cre%it car%
co&panies. ;chool an% colle,e %i%n-t help &e . They +aste% &y ti&e an% tau,ht &e to
.elie'e thin,s +hich +ere .ullshit an% hurt &y life /not helpe% it@ *& not happier .ecause of
school/ *& pisse%/ i +oul% ha'e .een .etter off +ith so&ethin, else. * +as cheate% .y school
an% colle,e/an% * #no+ +hy . =hen * starte% learnin, for &yself a+ay fro& school * learne%
&ore in P &onths than * %i% in the entire history of &y school life. The reason +hy * %i%nt start
learnin, on &y o+n earlier is .ecause schoolin, ha% succee%e% in cripplin, &y intellect/to
&a#e &e hate learnin,. They ha% succee%e% for a lon, +hile.
8o one is ,oin, to lea% you to success .ut you. =hat *& as#in, you to %o is stan% +ith
coura,e for your o+n sa#es/for the sa#es of your chil%ren an% e'eryone e'ery+here. *&
as#in, you to fi,ht for your o+n free%o& @ *-& as#in, you to stan% to,ether youn, an% ol% to
e'ol'e past the failure of pu.lic an% colle,e schools. The school class/ the class stru,,le. Go
an% succee% at a youn, a,e .ecause you ha'e the confi%ence to .elie'e in your o+n &in%
an% .o%y / or else you &i,ht not succee% at all. <uc# the haters. Trust thyself.
*t is &y .elief that +e &ust learn a lot *n life/ an% so +e &ust spee% up the process
,reatly in or%er that +e &ay :*VE life +hile learnin, . 8ot to li'e to learn .ut learn in or%er that
+e &i,ht li'e more. 8ot li'e to +or# .ut +or# to .e <9EE. *n or%er that +e &ay .e free of
physical la.or/ fro& +ant / an% free of i,norance +hich is sin. An% .e ,reater than that of
those +ho oppress you. Dont e'en ,et &e starte% on school lunches.
:ea'in, school is easy/ you 5ust stop ,oin,. Then your learnin, +ill .e ,reat/you +ill .e
sure of yourself. 1our life +ill .e in a .etter &oo%/.etter health. * pro&ise you/ the school +ill
not chase you for lon,. * +ish * coul% ,i'e you the stren,th to %o this .ut * cant/1ou alrea%y
ha'e it +ithin you/ in that chil%ish ,li&&er in your eye of a heroic self. *ts still there/its still
there..
.%ebel children! I urge you! fight the turgid slick of conformity with which they seek
to smother your glory/ %ussel Brand
.enlightenment is when a "erson leaves behind a state of immaturity and de"endence
for which they themselves were res"onsible Immaturity and de"endence are the
inability to use ones own intellect without the direction of another &ne is res"onsible
for this immaturity and de"endence If its cause is not a lack of intelligence or
education But a lack of determination and courage to think without the direction of
another Sa"ere aude- dare to know- Is therefore the slogan of the enlightenment/
Immanuel Mant! 0hat Is *nlightenmentD
Mar"e 'iem sei<e the day-
E8D
#H* '*,#H &) S,1%,#*S
;ocrates +as a classical Gree# 3Athenian4 philosopher. Are%ite% as one of the foun%ers of
=estern philosophy an% hu,ely influential.
;ocrates clai&e% to ha'e a %ae&on +hich tol% hi& +hen he +as a.out to &a#e a
&ista#e 3trust your feelin,s4. Dae&ons are .ene'olent or .eni,n nature spirits/ .ein,s of the
sa&e nature as .oth &ortals an% ,o%s/ si&ilar to ,hosts chthonic heroes/ spirit ,ui%es/ forces
of nature or the ,o%s the&sel'es . Belie'e in that inner &ysterious po+er +hich can ,ui%e
you thre+ pro.le&s. To .ri,hten the areas of true an% false so a person #no+s ho+ to act.
An% thre+ this po+er +e are a.le to learn for oursel'es an% .eco&e as s&art as anyone. 8o
pe%a,o,y re2uire%. :earnin, is innate/ it +as perfect insi%e us an% +ill al+ays .e. =e %ont
nee% the school.

;ocrates %i%n-t li#e the +ritten +or%/ he +ante% people to learn fro& people an% fro& the
+orl%. He 2uestione% all thin,s. E'entually Athens fell fro& ,race /they +ante% to con2uer /to
.e an e&pire. An% +hen they trie% an% faile% they loo#e% aroun% for so&eone to .la&e an%
they .la&e% ;ocrates .ecause he ha% %ou.te% their plans.
They sentence% hi& to %eath .y %rin#in, he&loc#. This %eath +as a sy&.ol of the fall of
Greece an% of reason. They tra%e% reason for ,luttony an% con2uest. He coul% ha'e easily
ran fro& Athens/ he coul% ha'e stoppe% philosophi>in, +ith people/ .ut he .elie'e% it +as his
purpose to %o it an% he +oul% rather %ie than stop. But after his %eath ca&e the success of
his stu%ent Plato an% of his stu%ent Aristotle. The ,lory of the &in% li'e% on.
2artyr def$ a person +ho is #ille% .ecause of their reli,ious or other .eliefs
The free thou,ht spirit of ;ocrates an% his %isciples is a &irror of +hat shoul% .e %one
to%ay. De&ocracy faile% in Athens. (ust .ecause the &a5ority &a#es a %ecision %oesn-t &ean
that its the ri,ht %ecision. 9e&e&.er A&erica can fall/ as all e&pires .efore it ha'e fallen. ;o
it is i&portant to thin# for yourself. 9e&e&.er ;ocrates/ the &artyr .
6you &ust al+ays re&e&.er that the only thin, necessary for e'il to triu&ph/ is for ,oo% &en
to %o nothin,7
3sho+ en%in, to sotn4
Sources
Humbolt htt"AFFwwwibeunescoorgF"ublicationsF#hinkers(dfFhumbolde(')
)* Duncan Aa&p.ell 32005!10!1Q4. BAho&s#y is 'ote% +orl%Ks top pu.lic intellectual a
=orl% ne+sB. The Guar%ian. 9etrie'e% 2013!05!2I.
&ilton frie%&an The ro.in hoo% &yth http$??+++.youtu.e.co&?+atchD'G5=05P1b*=cT
The Purpose of General E%ucation ;peech at ;outh Ahina 8or&al Cni'ersity
Guan,>hou/ Ahina Dece&.er 1O/ 2010 ;ean D. Felly
9ea% &ore$ http$??+++.crac#e%.co&?articleN15IEONE!insane!conspiracies!that!actually!
happene%.ht&lXi0>>2i,l+p&B&
Cn%er,roun% History Of E%ucation (ohn Gatto
(ean!(ac2ues 9ousseau On E%ucation E&ile
)+%#H+%* %*,'I$G
Farl )a0 the co&&unist &anifesto
Farl )ar0 Das Aapital 'ol 1!3
A%a& ;&ith The =ealth of 8ations
)ilton <rei%&an <ree to Ahoose
<re%eric# Haye# The 9oa% to ;erf%o&
)+%#H+%* *X(L&%,#I&$
http$??+++.e%ucationre'olution.or,?store?
DE)OA9AT*A ;AHOO:;
http$??+++.e%ucationre'olution.or,?store?
http$??schoolsuc#spro5ect.co&?
%esires an% preferences. 9esearch .y
Ta&ar Fushnir
in the Depart&ent of Hu&an De'elop&ent at Aornell
Cni'ersity she%s li,ht on ho+ youn, chil%ren learn a.out cause an% effect throu,h
http$??+++.hu&an.cornell.e%u?h%?outreach!e0tension?uploa%?:earnin,!a.out!ho+!chil%ren!
learn!Fushnir.p%f



*t is +orth notin, that the Prussian schoolin, &etho%s +ere partly %eri'e% fro& hus.an%ry/
&ana,e&ent of ani&als an% the trainin, of horses.
+o of the &a5or issues in the international %ialo, on sustaina.ility are population an% resource
consu&ption. *ncreases in population an% resource use are thou,ht to 5eopar%i>e a
sustaina.le future/ an% e%ucation is lin#e% .oth to fertility rate an% resource consu&ption.
E%ucatin, fe&ales re%uces fertility rates an% therefore population ,ro+th. By re%ucin, fertility
rates an% the threat of o'erpopulation a country also facilitates pro,ress to+ar% sustaina.ility.
The opposite is true for the relationship .et+een e%ucation an% resource use. Generally/
&ore hi,hly e%ucate% people/ +ho ha'e hi,her inco&es/ consu&e &ore resources than
poorly e%ucate% people/ +ho ten% to ha'e lo+er inco&es. *n this case/ &ore e%ucation
increases the threat to sustaina.ility.
Tho&as 5efferson speach to uni'ersity of 'ir,inia.
B,oo% citi>ens al+ays &a#e the society they li'e in/only .a% citi>ens a%apt the&sel'es to fit
the reality they inherent.B
As for testing1 a number of states re2uire homeschool families to administer standardi3ed tests 4usuall$
the state test5 and6or hae their curriculum and learning plans reiewed b$ goernment officials!
according to the 7ome 8chool 9egal Defense Association*
3
:n man$ of these states! homeschool
families can administer an$ nationall$ normed standardi3ed test the$ wish! such as the 8tanford
Achieement Test or :owa Test of .asic 8'ills* .oth of those tests!
4
howeer! are also aligned to
Common Core!
6
;And our greatest worr$ is that if the CC88 <Common Core= is full$ adopted b$ all
states! polic$ ma'ers down the road will attempt to change state legislation to re2uire all students>
including homeschool and priate school students>to be taught and tested according to the CC88*?
Reprinted with permission
Common Core: A Threat to Homeschoolers?
Do we have cause to be concerned about the latest efforts in
education reform?
.& #@& (A99MA%%
:et &e say this is 5o. pay&ent a%n status +as %epen%e% on ho+ +ell people %i% in &ath %ont
you thin# that e&ployers +oul% ire the people +ith the hi,hest &ath s#ills.+oul%nt all of you
.e stu%yin, &ath in your free ti&e if it &eant you ,et &ore &oney the .etter you are.
*f they care so &uch a.out socialisin, schooli,n then +y %ont they sociali>re foo%.+hy %ont
they 5ust ta0 you for foo% an% then ,i'e it to e'eryone in a%e2uate a&ounts .y %efault li#ethey
%o it .y %efault in pu.lic schoolin,.+hy %ont they sociali>e anythin, else..ecause they +ant to
control peoples &in%s.