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This document discusses the relationship between education, freedom, and tyranny throughout history. It argues that education has often been used by elites and rulers to maintain power and control over societies by limiting the dissemination of knowledge to the masses. Key figures discussed include Martin Luther and John Calvin, who advocated for state-controlled education systems during the Reformation to enforce their interpretations of Christianity, as well as modern technocrats who influence policy and public discourse. The document asserts that restricting access to education has historically been a tool for oppression.
Descrizione originale:
This is a booklet that tells us about how education can lead to freedom in a capitalist society
This document discusses the relationship between education, freedom, and tyranny throughout history. It argues that education has often been used by elites and rulers to maintain power and control over societies by limiting the dissemination of knowledge to the masses. Key figures discussed include Martin Luther and John Calvin, who advocated for state-controlled education systems during the Reformation to enforce their interpretations of Christianity, as well as modern technocrats who influence policy and public discourse. The document asserts that restricting access to education has historically been a tool for oppression.
This document discusses the relationship between education, freedom, and tyranny throughout history. It argues that education has often been used by elites and rulers to maintain power and control over societies by limiting the dissemination of knowledge to the masses. Key figures discussed include Martin Luther and John Calvin, who advocated for state-controlled education systems during the Reformation to enforce their interpretations of Christianity, as well as modern technocrats who influence policy and public discourse. The document asserts that restricting access to education has historically been a tool for oppression.
The history of education is one that stretches back all the way to the dawn of human rationality. The very moment mankind attained reason; he embarked down the limitless path to the attainment of truth. Truth-seeking is what human beings do; it is their function if there ever were one. Mans very nature forces him to attempt to gain valuable data about what is, about that which exists. There is a process of gaining valuable knowledge that begins with the collection of raw sensory data. It is a vital first step, but by no means the only one.
What comes next is the abstracting of ideas and concepts from this raw data, then both establishing sound connections between these concepts and discarding any contradictions that exist therein. This process is called reason. Mans primary faculty of survival is reason. He must consciously navigate his surroundings, make valid connections about causal relations and rid his mind of any conflicting ideas. From the stone-age man to the men who roam this earth today, the mission for truth has been constant.
The primitive man was in a situation where his life was directly contingent upon whether he could properly exercise his rational faculties. Those who could were able to exercise a greater degree of freedom and could better maintain themselves than others. The more he learned, the better chance he had to sustain his own life, giving him an advantage over those who did not exercise that faculty. When he attained some piece of truth, he had knowledge, and this knowledge is what allowed him to make the proper connections between, and take action on, the facts necessary to his very survival.
Knowledge and liberty are therefore inextricably linked concepts. One is essentially meaningless without the other. One who is free but has no notion of truth is, in reality, a slave to his own lack of knowledge, unable to fully exercise his will and comprehend reality in a systematic way.
On the other hand, one who is physically enslaved cannot properly seek and attain truth according to the dictates of his own volition, though to whatever degree that he can, he is better off.
The Ancient Latin word liber carries two distinct, but related, meanings. It means both book and freedom (hence library and liberty). Certain men of antiquity clearly understood this connection. The book, the container of facts and knowledge, is the path to freedom and liberation, not only of the body but, more importantly, of the mind.
The black record of despotism and tyranny over humankind is one that has always involved a group of men who wielded knowledge against their fellows. History is replete with examples of how the keepers of wisdom have always accrued power. The mystic and the despot are one and the same, even in our secular age.
From the tribal shaman, to the middle-age theocrats, to the modern day technocrats, the experts have always been the ones to exercise control over societies by using media and schooling to manipulate the dissemination of information and knowledge, also by making certain key information exclusive only to themselves.
While man is a natural truth-seeker, societies have always had groups or individuals who wished to contain and stifle the acquisition of knowledge of the people around them.
The aboriginal shaman was seen to have unique knowledge about the inner-workings of the natural and spiritual worlds, knowledge of mystic causality that allowed him to exhibit authority over his tribesmen. Like the other archetypal tyrants of history that I will mention, it was in the shamans interest to keep other members of society from knowing or understanding what it was that he was really doing, to hide or occult (to shut off from view or exposure) from them what knowledge he actually possessed and how this might benefit others to know it.
The priest was proclaimed to have knowledge of morality, to have knowledge of who was to reap reward or punishment from the all-mighty above, to be the direct communion with their Lord. The divinely-ordained kings and high-ranking Church officials kept the unwashed masses in the dark in many places, either banning them from, or highly discouraging, their own quest for knowledge. It was expected that the Popes word would be the adopted interpretation of any commoner, if they were not to have become a heretic or an outcast. The perceived authority of the divine-right of kings held societies back for centuries.
Finally, the modern technocrat is seen to have specialized technical information, giving only him the authority to exert control over matters of state and economy. Modern day intellectual elite are the ones who completely run and control the corporate, academic, and political systems. An example is to look at how many Western governments employ specialized economists to essentially dictate the future of an entire nation by allowing them to have heavy influence on monetary policy, controlled artificially, of course, by government central banks.
Typically once these people or groups attained their wisdom, they did their best to ensure the remainder of the population would have no access to it. This is occurring less obviously today, but it is, subtly and very effectively so. While its easy to see why for serfs in Europe and slaves in the United States, it was harshly looked down upon, in some cases illegal, for them to learn the active literacies (rhetoric/oratory)--and even for a time the passive ones (basic reading/writing)but it may be more difficult to see how this has occurred in the contemporary era.
Organized education in the form of schooling most recently has been a tool wielded by this historical group of elites in order to accomplish this goal. For the past few centuries, literacy has been used as a weapon for waging war against the masses to ensure they never receive or grasp certain truths.
The History of Compulsory Schooling
Modern compulsory education found its first voice in two Reformation thinkers, Martin Luther and John Calvin; though the foundations go much deeper in Western civilization, to places like Athens and Sparta, the latter of which Plato based his authoritarian ideas of schooling on. i
In much of Europe before the Reformation, the Catholic Church had a firm grip on the pedagogic system, lower class citizens werent to have their own books or bibles, as only the Popes interpretation of it was deemed legitimate.
With the advent of Johannes von Gutenbergs moveable-type printing press, the mass dissemination of books, especially the Christian bible, sparked a revolution in human knowledge. Dozens, if not hundreds, of separate factions of Christianity exploded across Europe as the Popes worst nightmare manifested in reality: free-thinking individuals critically analyzing information for themselves, rather than passively accepting what was dictated down to them.
Although this caused a great expansion in the intelligence of the common man, or at least gave that potential, not long after this revolution were steps taken toward ever-more advanced control over the human mind using institutionalized instruction and schooling.
In the 1500s Martin Luther was a driving force behind making education a state-controlled enterprise. He compared public schooling to military conscription. From his famous 1524 letter to German rulers:
If the government can compel such citizens as are fit for military service to bear spear and rifle, to mount ramparts, and perform other martial duties in time of war, how much more does it have a right to compel the people to send their children to school[?]
After the receipt of this letter, the first public-school emerged in the German state of Gotha in 1524, implementing Luthers Saxony School Plan.
Luther is thought to be a great Reformation liberator, but if one reads his ideas in his own words, he was truly a tyrannical figure. His overall goal was to convert all to Lutheranism, with penalties as harsh as death to heretics and non-believers. His advocacy of state-controlled education had everything to do with this. For Luther, the primary function of the state was to impose and enforce his specific interpretation of Christianity onto the masses.
As quoted in Murray N. Rothbards essay, Education: Free & Compulsory, Lord Acton said ii of Luther:
The Defense of religion becamenot only the duty of civil power, but the object of its institution. Its business was solely the coercion of those who were out of the *Lutheran+ Church.
Passive obedience to the state was demanded, as Luther himself said iii in 1530:
It was the duty of a Christian to suffer wrong, and no breach of oath or of duty could deprive the Emperor of the unconditional obedience of his subjects.
Luthers ideas had great influence on the later Prussian education system, which will be discussed below.
Another Reformation thinker with blatantly authoritarian ideas was John Calvin. Calvin also had great influence on public and compulsory education. Calvin traveled to Geneva in 1536, just in time for the towns revolt against the reigning Duke and against the pervasive influence of the Catholic Church. He eventually ended up in the position of Chief Pastor and was essentially ruler of the city.
During his rule, which ended in 1564, Calvin established various compulsory public schools in Geneva with the goal, much like the program of Luther, of instilling pupils with the specific ideology of Calvinism. Also similar to Luther, Calvin advocated complete obedience to the state, which had divine sanction to rule, and harsh penalties, also including death, to heretics and to dissenting citizens. iv
Although similar in method to Luther, Calvin came to have much more influence over Europe as Geneva became a center of education where people from all over the Western world came to study in Calvinist schools. As various prominent figures adopted Calvinism, it began to spread at a fairly rapid rate. In 1560, the Calvinist French Huguenots attempted to implement compulsory education, but were turned down by the nobility.
But in 1579 Queen dAlbret of Navarre took up and carried out the Huguenot cause, establishing mandatory schooling in her part of France. Calvinist Holland followed in 1609.
The influence of John Calvin had a far reach, it made its way to the New World through Puritans residing in New England, from where it eventually spread across America. This will be discussed in more detail below, but first I must introduce the Luther-inspired educational system that developed in the state of Prussia v , to which much credit (or blame) is due for the rise of the Prussian state itself.
In 1669, Prussia was the first place to actually nationalize public schooling into a top-down system that encompassed the entire region. The reign of Frederick Wilhelm and his progeny helped to establish national compulsory education in the early to mid-1700s. The 3 consecutive kingships of Frederick Wilhelm I-III made Prussia renowned for these rulers brand of paternal despotism, later seen strongly emulated by the well-known German Chancellor, Otto von Bismarck.
Much like the Greek state of Sparta, the Prussian system put great emphasis on militarism with the goal of churning out good, obedient citizen-soldiers. This was due in part to the crushing defeat of Prussia by the forces of Napoleon in 1806. About the same year, Frederick Wilhelm III set out to re-organize the Prussian educational system to indoctrinate children with militaristic nationalism. This system was seen as greatly effective, as by 1871 Prussia delivered its own military victory over France (which ironically inspired a similar system of education there, much as it occurred in Prussia and for the same reasons).
As mentioned above, this model of education eventually made its way to North America via Calvinist- influenced New Englander Puritans, mainly in Massachusetts. In 1642, The Bay Colony of Massachusetts was the first place in the English-speaking world to implement compulsory literacy laws for children.
By 1850, almost all American States had some form of public education and by 1900, they were all compulsory.
Advocates for mandatory public schooling in America include some of Americas first socialist thinkers, Robert Dale Owen and Frances Wright, who wanted to instill collectivistic mentalities and stamp out diversity and individualism from children, starting as young as 2 years old.
Another prominent figure worth mention is Calvin E. Stowe, a biblical scholar and Massachusetts native. Stowe was given an assignment by the Ohio State Legislature to visit Europe to observe and study their system of compulsory education, especially Prussias vi . Upon his return to the United States, Stowe wrote and published a paper entitled Report on Elementary Education in Europe, praising the Prussian model and recommending the State of Ohio adopt it. The Legislature sent out over 8,000 copies to each of the Ohio school districts, and also to other State Legislatures.
Not all proponents of mandatory schooling were heavily religious though, an education-reformist named Horace Mann was an advocate for secular teachings in public schools. As various sects of Christianity spread across the U.S., many people no longer desired for religion to be taught, avoiding unnecessary tension and dissent from parents of varying religious backgrounds.
In 1843, Horace Mann also traveled to Europe and returned with high praise for the Prussian model of schooling. He had heavy influence on the U.S. Whig Party vii , and by 1852 the decision was made to adopt the Prussian system in Massachusetts, much due to the urgings of people like Stowe and Mann. Soon the system would catch on in New York and from there spread across the United States. A few other names associated with this fervent interest in German, especially Prussian, education are Henry Barnard, George Bancroft, and Joseph Cogswell.
More and more, Platos ideal of total state-ownership of children was implemented across much of the world, West and East. Platos idea on education was to utterly destroy the individuality of children to make them the perfected citizens, never to bring dissent or radical paradigm shifts to a society. To completely arrest societal change was Platos ultimate goal. viii
More and more, children have been taught to revere authority and the state. In 1892, the pledge of allegiance was first used in a public school. The pledge was not first drafted by early American statesmen, as many seem to believe, but by a Christian Socialist named Francis Bellamy. ix His goal in drafting the pledge was to inspire nationalistic ardor in young children to bring unity and fraternity to the country. Originally a salute known as Bellamys Salute was to accompany the pledge, but was later removed in 1942, as it was identical to the German Nazi Salute.
This is just one example of how collectivism has been imposed on young children in America and around the world. Children have steadily been taught to revere the collective over the individual and the methods of critical rational thought have been essentially ushered out of the curriculum. Children of such young ages cannot possibly understand what they are pledging, but the effect is none the less corrosive to a highly-impressionable mind.
Tailoring Education for War in the 20 th Century
The 20 th century has taken a much darker turn in regards to both schooling and to human freedom in general. An extremely valuable illustration of this is found in the story and testimony of Norman Dodd. In 1953, Congress established the Reece Committee x to investigate the operations of tax-exempt foundations such as the Rockefeller Foundation, the Carnegie Endowment, and the Ford Foundation; the conclusions of the investigation were shocking.
The Director of Research, Norman Dodd, recounts his fascinating discoveries in a 1982 interview with G. Edward Griffin. xi Dodd states that The Reece Committees specific goal was to investigate subversive or un-American activities of certain groups of trustees under the tax-exempt foundations mentioned above and groups similar to them.
During the inquiry, a letter was written by Dodd to the Carnegie Endowment asking a number of questions pertaining to their operations. He soon got a phone call from Joseph Johnson, President of the Endowment, and was invited to a meeting in New York. The result of this meeting was that Dodd was to assign a staff member to dig through the records, or minutes, of the group.
What was discovered was that beginning in 1908, the year the Carnegie Endowment began operating, the trustees met for the first time and posed a question:
Is there any means known more effective than war, assuming you wish to alter the life of an entire people?
Their conclusion was no. The second question they raised, then, was:
How do we involve the United States in war?
It was determined on record that to accomplish this, the Endowment would have to manipulate the State Department and take over and control the diplomatic machinery of this country...
Soon after, whether from their actions or not, World War 1 began. In the Endowments archives, a telegram to then President Wilson is found urging him not to let the war end too early. Eventually, of course, the War did end, so the Endowment moved on to prevent what they called reversion of the way of life in the U.S. to its state before the War. To accomplish this, it was decided they would have to control education.
The Endowment made agreements with the Rockefeller Foundation to take action to begin building their own stable of historians to place throughout academia to attempt to further this agenda. The essential content of their desired curriculum included the inculcation of collectivism, and to orient *the+ educational system away from support of the principles embodied in the Declaration of Independence, and implemented in the Constitution, those principles mainly being the rights of the individual.
Dodd also claims that during the investigation, H. Rowan Gaither, who helped to turn the Rand Corporation into a non-profit institution xii , and was also a powerful administrator with the Ford Foundation, (at the time President) xiii invited him to his office. Upon his arrival, Gaither posed the question as to why Congress was investigating the Ford Foundation and other institutions like it, but added that he wished the discussion to be off the record. Before Dodd could answer, Gaither said (Dodd likely paraphrasing):
Mr. Dodd, all of us who have a hand in the making of policies here, have had experience either with the OSS during the war, or with European economic administration after the war. We have had experience operating under directives.
The directives emanate, and did emanate, from the White House. Now, we still operate under just such directives. Would you like to know what the substance of these directives is?"
Dodd: I would very much like to know.
Gaither: We are here to operate in response to similar directives, the substance of which is that we shall use our grant-making power so to alter life in the United States, that it can be comfortably merged with the Soviet Union.
Dodd went on to tell him that this is likely why Congress is investigating such organizations, and that while they had rights to make grants for that purpose, that they were probably entitled to tell Congress and the public about it, to which Gaither replied that they wouldnt think of doing such a thing.
When these revelations were brought to Congress in the form of testimony, Norman Dodd was harassed and attacked, but there were never any attempts to refute what he was saying. Needless to say, nothing happened and the hearings on the matter were eventually terminated.
Boiled down, Dodds central conclusion of this investigation was that the determination of these large endowed foundations, through their trustees, [was] actually to get control over the content of American Education. Written around the same time as the Reece Committee Investigation was a book called The Impact of Science on Society by Bertrand Russell. In the book, Russell essentially lays out the exact methods of collectivistic indoctrination through schooling that such foundations could use to accomplish the result they sought to reach.
According to Russell:
"The populace will not be allowed to know how its convictions were generated. When the technique has been perfected, every government that has been in charge of education for a generation will be able to control its subjects securely without the need of armies or policemen." xiv
Also:
Ordinary men and women will be expected to be docile, industrious, punctual, thoughtless, and contented. Of these qualities, probably contentment will be considered the most important. In order to produce it, all the researches of psycho-analysis, behaviourism, and biochemistry will be brought into play...
All the boys and girls will learn from an early age to be what is called 'co-operative,' i.e., to do exactly what everybody is doing. Initiative will be discouraged in these children, and insubordination, without being punished, will be scientifically trained out of them." "It is to be expected that advances in physiology and psychology will give governments much more control over individual mentality than they now have even in totalitarian countries.
Fichte laid it down that education should aim at destroying free will, so that, after pupils have left school, they shall be incapable, throughout the rest of their lives, of thinking or acting otherwise than as their schoolmasters would have wished." xv
Bertrand Russell was not an unknown fringe thinker of his time; he was one of the worlds most prominent figures in mathematics, science, and philosophy. He came from a blue-blooded aristocratic background xvi and, due to his wide popularity and renown, he was somebody who associated with highly respected and influential thought molders, academics, and government officials.
Russells essential goal in the realm of education was to, quoting Fichte, discover exactly how much it costs per head to make children believe that snow is black. (Emphasis mine) In other words, to absolutely decimate the critical faculties of children so they would become un-thinking, un-questioning adults who could be steered in any direction by the commands of the state with zero resistance or dissent. This is the Prussian model taken to a scientifically precise extreme.
Keeping with this trend, in the 1960s children began to be treated with a stimulant pharmaceutical called Ritalin (Methylphenidate) to treat what is termed Attention Deficit Disorder (ADD) or Attention Hyperactivity Disorder (ADHD). The companies that make this drug are heavily involved in sending cash-flow to the American Psychiatric Association (APA) and to the universities where psychiatrists conduct studies that result in favor for the drugs the company is currently pushing.
The drive to medicate children at younger and younger ages has been constant, with one study concluding that the Later start of stimulant drug treatment of attention-deficit/hyperactivity disorder is associated with academic decline in mathematics. xvii Despite the recommendations from the Physician's Desk Reference (PDR), a publication released by certain drug companies, that children under 6 should not be put on Ritalin, there are many pre-school programs engaged in doing just that.
First of all, to diagnose ADD/ADHD, no physical tests are conducted on the child, no blood drawn, no brain scans, and no physical exam. I know this from first-hand experience, as I was myself diagnosed with this disorder when I was 12 years old and put on a brand of the same chemical as Ritalin, and then put on an analogue of Adderall, which is an amphetamine not molecularly far off from methamphetamine.
The Diagnostic and Statistical Manual (DSM), first published by the APA in 1952, is what is used to officially diagnose mental illness in the United States. As an aside, the Manual has gotten bigger constantly since it first appeared, starting with 112 pages in 1952, to 224 pages in 1980, to 374 by 1994. xviii
The DSM describes the list of defining symptoms of ADD/ADHD as:
1. Often fidgets with hands or feet or squirms in seat 2. Often leaves seat in classroom or in other situations in which remaining seated is expected 3. Often runs about or climbs excessively in situations in which it its inappropriate 4. Often has difficulty playing or engaging in leisure activities quietly 5. Is often on the go or often acts as if driven by a motor 6. Often talks excessively 7. Often blurts out answers before questions have been completed 8. Often has difficulty awaiting turn 9. Often interrupts or intrudes on others.
Does any of this sound at all like a mental illness? I ask, does anybody reading this know a single child who doesnt exhibit some, if not all, of these traits? I would contend that if a child didnt display any of these characteristics, that then maybe Id think there was something wrong.
A doctor doesnt even technically have to make this diagnosis. It can be parents, teachers, coaches, principals, etc., really anybody who spends some period of time with the child. My personal experience was that my teacher told my mother she thought I might have ADD. My mother scheduled an appointment, I was asked less than 10 questions, and presto, I was now legally allowed to essentially get high on speed so I could concentrate.
I will leave out the entire story, but I will say that it was the start of a years-long escapade of substance abuse during my teenage years. People dont become dependent on amphetamines or speed for no reason; it releases huge amounts of euphoric dopamine. I of course dont completely blame ADD medication for my own experience, as it was a different class of substances that I ended up battling with, but it certainly was, and this is true for many children, my first time getting high and it introduces a huge potential for future problems with pleasure-seeking behavior or substance abuse.
According to a number of doctors from various fields, ADD is not even a real disorder:
"ADD does not exist. These children are not disordered." - Thomas Armstrong, PhD The Myth of the ADD Child "Both the FDA and the DEA have acknowledged that ADD is not a disease, or anything organic or biologic." - Fred Baughman, MD-The Future of ADD "We have invented a new disease, given it medical sanction, and now we must disown it." - Diane McGuiness - "The Limits of Biologic Treatment for Psychiatric Distress" "Research does not confirm the existence of an ADD syndrome. There is no medical, neurological, or psychiatric justification for the ADD diagnosis." - Peter Breggin, MD - Toxic Psychiatry P. 281 "Be forewarned that ADD is not a real disease, but rather a contrived illusion of a disease, a marketplace tool." - Fred Baughman, MD. xix
Despite the cries of foul play from many credible physicians, psychologists, and psychiatrists, it is claimed that over 5 million children have this alleged illness. This number will likely continue to rise.
To summarize what has been said here; in the early 20 th century, a group of tax-free foundations made up of the worlds wealthiest, most powerful men set out to find a way to change the thinking of an entire society. They first tried to use war, but found that direct education would be a much more effective method.
Meanwhile, prominent intellectual figures such as Aldous Huxley and Bertrand Russell started advocating and talking about the scientific control and manipulation of the human mind, for Russell through education, for Huxley, through drugs. xx
Around the very same time that all of this was occurring, the phenomenon of Attention Deficit Disorder was discovered and slowly foisted upon a massive population of children in the form of essential chemical lobotomies. Is it any surprise that children cant concentrate in a classroom environment designed not to educate, but to indoctrinate them?
The root of the word government comes from two Latin phrases, Gubernare, meaning to steer/to rule/to control and either Mentus meaning the state of, or Mens, meaning mind, there is some debate between which of these is the origin of the suffix, but none the less: To control the state of or To control the mind. Compulsory education is merely the extension of the primary function of the state.
Essentials of Real Education
So far in this discussion we have examined how man, from the dawn of his self-awareness, has always been a truth seeker. We have looked at how institutionalized compulsory schooling has made its way through Classical Greece, to the Reformation period, to the military-state of Prussia, and all the way to the United States in our modern age. Along the way, Ive brought fourth examples of how efforts have been made in various branches of science and philosophy to discover the most efficient and effective way of decimating the life-long cognitive function of young human beings, and some possible key forces driving this initiative.
But weve yet to broach the question; what is real education then? What constitutes genuine truth- seeking?
First of all, education is a phenomenon that never truly ends anywhere in our lifetime. Throughout the span of our lives, we constantly are learning whether we mean to do so or not.
But in direct response to this inquiry, I will put forth explicitly a 3-stage process, a fundamental method for the attainment of knowledge and truth that was touched upon vaguely in the first section. The three stages are Grammar, Logic, and Rhetoric, and they comprise a model that many call The Trivium Method. xxi
Grammar is first about understanding definitions, but also looking for the Who, What, When, and Where, the basic facts about any given topic. This could be considered the input section of this method, also known as, or associated with, the Law of Identity.
Logic is the processing stage, making valid connections between the plain facts and discarding contradictory or conflicting notions, looking at the Why. This is arguably the most important step. Paraphrasing Richard Grove, Literacy can be used to enslave the un-critical mind. If all you have is input and no way to sort out the facts from fallacies and fictions, you will be a slave to whatever you are told. Who or whatever you read or listen to becomes an unquestioned authority for you if you dont employ your reason or critical thinking. Part of determining what is a contradiction is the identification of logical fallacies, or errors in logic made during the course of an argument. xxii
The final step is Rhetoric. After meshing the facts with a sound process of reasoning, it emerges as an integrated piece of knowledge; Rhetoric is eloquently establishing that truth for another mind to fathom. It is the output, if you will.
If Grammar is the bricks, Logic the concrete that seals them together, then Rhetoric is the design or architecture, speaking metaphorically, of course.
This method, when used in the exact order established above, is a highly valuable tool for developing habitual critical thinking. Certainly there are other ways to look at it, but this has been a known process of reasoning that dates back to antiquity, and is precisely the kind of process that is being indoctrinated out of children through compulsory schooling.
Another vital aspect of free education aiming toward developing free minds is the concept of the primacy of parents, as opposed to the state, in the rearing of their own children. This comes down to the right of the individual, of both the parent, who is the natural creator and caretaker of their child, and the child him/herself, who deserves his rightful place with his parent or legitimate guardian. The history of compulsory education has been one of trying to separate child and parent from one another, breaking the parental bond between them.
Continuing on the topic of individualism, there is ultimately a major diversity between every individual, both child and adult. This fact alone makes mass-formalized-instruction immediately undesirable, as every person learns in some slightly different way. Standardized curriculums only serve to confuse the dull and to hold back the bright. There is no such thing as a standard child, so why should all education have one universal standard not only in content, but in method as well?
As Murray N. Rothbard stated in Education: Free & Compulsory: xxiii
Each person is unique in his tastes, interests, abilities, and chosen activities. Animal activities, routine and guided by instinct, tend to be uniform and alike. But human individuals, despite similarities in ends and values, despite mutual influences, tend to express the unique imprint of the individuals own personality. The development of individual variety tends to be both the cause and the effect of the progress of civilization.
The goal of compulsory mass-instruction is to reduce our civilization down to the level of thinking of animals. They wish to, through Pavlovian-Skinnerian Operant Conditioning xxiv , create people who dont think as individuals, but as a mass of uncritical receptacles, ready to consume whatever input that is given to them.
Between stimulus and response is our freedom to think and ask questions, the efforts made on behalf of public schooling are to eliminate that variable from the equation.
Ideally then, every child should be taught on an individual basis with a curriculum that is grounded in the individuality and diverse qualities that vary so much from child to child. The teacher should be the person who knows the child best, maybe even the parent, but at the very least a family member or family friend. A 3 rd party teacher for-pay is certainly always an option but they must fulfill the needs of the child as an individual, as stated above. The parents should get to know the teacher very well and the child should of course at least be comfortable with them.
The entire so-called civilized world is now accustomed to handing their own children over, at the ripest of ages, to complete and total strangers. In what other context would anyone do this? We have been conned into surrendering the most valuable things in our lives to a vicious institution hell-bent on eviscerating the very part of the child that most constitutes their humanity, their mind and their capacity for reasoning.
As mentioned on many different occasions by critically acclaimed, award-winning former New York teacher, John Taylor Gatto xxv , it isnt just the teachers, the principal or other administrators, or even the parents, it is the institution itself, a bureaucracy that reaches high up into American political and corporate power with almost zero accountability to any concerned party whatsoever.
Anyone who the parent might have some direct contact with has no control over what occurs in the school that they work in. Teachers are in a position where they are to make reports to their superiors, the Administrators, who are also under the same obligations, and so on up into the machine of corporate-dominated politics that has no mechanism for recourse.
A major injustice is done when every tax-payer is forced to subsidize this system whether they have children or not. If a parent today wishes to put their children in a private school, they are compelled to pay twice, imposing a severe burden on the lower and middle classes to get their kids good education, people who already struggle as it is to pay their ever-increasing tax-bill.
If schooling were not mandated by law, every parent would have the freedom to place their child in whatever educational institution or environment they wish, no longer forced to pay for a system built and rigged to the utter disadvantage of every child who comes in contact with it. The economics, which we need not delve into here, also seem to clearly show that schooling would be incredibly cheaper, both elementary/high school and college/university. Having an essential coercive monopoly on a service certainly doesnt help to keep it cheap.
Even if elite tax-exempt foundations still had a hand in manipulating some curriculum for some school(s), there would be the liberty for every individual to remove their child from that institution and either find a school that properly reflects their values, or to home-school them as was done for the majority of early American history.
Illiteracy was well on its way to being eliminated in colonial America; evidence shows that Americans then were more literate than Americans today (adjusted in proportion to the increased population), as literacy rates stagnate. xxvi It seems that after over a century of public education, people have not, in general, gotten smarter. Some say literacy has actually significantly lowered, at least in the past decade or so, despite millions of tax-dollars poured into government education. xxvii The U.S. in 2010 had the highest expenditure on education in the world, with over $15,000 spent on every young person in the schooling system. xxviii
Also, according to John Taylor Gatto, from various talks including a 2001 lecture aired on C-SPAN2 xxix , standardized testing has zero correlation to intelligence in children. Some of the most famous, successful, wealthy, and powerful people in America today have been college, even high school drop- outs. There is nothing whatsoever connecting high marks in public schooling with success or knowledge of an individual. Gatto goes on to talk about how the school environment and the standardized grading system are tailored to create a class-system in America similar to the one in Britain.
Finally, Gatto goes into the concept of Extended Adolescence, where children are to be managed into a state of permanent childhood as to keep them easily ruled and controlled. Gatto found in his 30+ year experience in education that there is no such thing as adolescence; children are just human beings, simply young adults in need of experience and knowledge.
They should be challenged to the furthest extent of their abilities, and sometimes even further. Of course supervision is to be given, but a person learns nothing if they are constantly coddled and everything is done for them.
I mention standardized testing and the latter concept of Extended Adolescence to illustrate what doesnt constitute good education, what turns a childs mind to mush. Any efforts made to escape this deliberate agenda of dumbing down children is a step in the right direction.
The type of education that has produced some of the worlds most successful people has been one specific to the diversity and uniqueness of the individual, challenging them to the utmost of who they can be, and relevant to the experiences of the real world. Sometimes this hasnt involved schooling at all. We must learn to distinguish schooling from genuine education.
Conclusion
For far too long, not only the people of America, but the people of the entire civilized world have been complacent in their duty as parents and as members of their own communities to ensure their children are being cared for and educated in the best ways possible. Instead, children are handed over en masse to the jurisdiction of the state. As I believe has been documented thoroughly here, this has been a complete and utter disaster. From its very inception, compulsory public schooling has had sinister roots, pushed forward by tyrants of both today and centuries-passed.
If we as human beings are ever to escape the bondage of compulsory state indoctrination, we absolutely must understand the history of the institutions weve come to see as normal and necessary. We must make it a high priority to take steps in the direction of true education to liberate the infinite potential of every human mind.
If we continue on the path we are on, we will surely march directly into a dystopian world, the likes of which was only fathomed as fantastical only a few decades ago. The road to serfdom has been paved; it is up to the free-thinking individuals of the world to blaze new trails, to chart new ground for our descendants, to make the leaps and bounds necessary to ensure cognitive liberty for the masses of people that will live on long after us.
In a time of universal deceit - telling the truth is a revolutionary act. George Orwell
Citation:
i Much of the information on Luther and Calvin comes from a work by Murray N. Rothbard Compulsory Education in Europe from Education: Free & Compulsory, P. 19-30
ii Lord Acton Protestant Theory of Persecution from Essays on Freedom & Power, P. 84-127
iii Murray N. Rothbard Compulsory Education in Europe from Education: Free & Compulsory, P. 21
iv Ibid. P. 23
v Ibid. (Much of the information on Prussia also comes from Murray N. Rothbard Compulsory Education in Europe from Education: Free & Compulsory, (P. 24-28). Similar to the information on Calvin and Luther, primary sources are cited in Rothbards work, highly recommended. )
vi Stowe in Prussia: http://www.britannica.com/EBchecked/topic/567807/Calvin-E-Stowe
vii Mann & the Whig Party: Mark Groen, "The Whig Party and the Rise of Common Schools, 18371854," American Educational History Journal Spring/Summer 2008, Vol. 35 Issue 1/2, pp. 251260
viii Plato & social change: Karl Popper Chap 4. Change & Rest from The Open Society & its Enemies: The Spell of Plato P. 35-56
ix Pledge of Allegiance: http://en.wikipedia.org/wiki/Pledge_of_Allegiance
x Reece Committee: http://en.wikipedia.org/wiki/Reece_Committee
xi 1982 Griffin-Dodd Interview: http://youtu.be/YUYCBfmIcHM, Transcript of Interview: http://www.supremelaw.org/authors/dodd/interview.htm. (Much, if not all, of what is quoted from Norman Dodd and the people he himself quotes are sourced from the interview, but Dodd also said most of those things on public record as well, as he says in the interview.)
xii http://www.rand.org/about/history.html Under section An Independent Private Nonprofit Organization (Or F3- Search Gaither.
xiii http://en.wikipedia.org/wiki/Horace_Rowan_Gaither
xiv Bertrand Russell - The Impact of Science on Society P.41 . Exact quote can be found here: https://archive.org/details/TheImpactOfScienceOnSociety-B.Russell
xv Ibid. P. 61
xvi http://en.wikipedia.org/wiki/Bertrand_russell#Early_life_and_background
xvii http://www.pediatricsdigest.mobi/content/130/1/e53.short
xviii http://www.chiro.org/pediatrics/ABSTRACTS/Designer_Disease.shtml
xix List of quotes: Ibid.
xx Not only did Aldous Huxley write the famous dystopian fiction, Brave New World in which populations were pacified with a drug called Soma, but it is also said that he was involved in the CIAs mind-control experiments with MK Ultra, see the work of Jan Irvin of GnosticMedia.
xxi I am deeply indebted to the tireless, relentless, quest for truth that figures such as Richard Grove of Tragedy & Hope (http://www.tragedyandhope.com/), Mark Passio of What on Earth is Happening (http://www.whatonearthishappening.com/), Jan Irvin of GnosticMedia (http://www.gnosticmedia.com/), James Corbett of The Corbett Report (http://www.corbettreport.com/), and finally, James Even Pilatto of Media Monarchy (http://mediamonarchy.blogspot.com/) and Food World Order (http://foodworldorder.blogspot.com/).
The Trivium Method is mostly touched upon by Grove, Irvin, and Passio, but is employed none the less by the other names mentioned. I highly recommend visiting some of the links provided. If youre anything like me, it may give you a life-changing experience and may mark the beginning of a comprehensive understanding of the human condition, history, economics, politics, and especially, philosophy.
xxii Wikipedia List of Logical Fallacies: http://en.wikipedia.org/wiki/List_of_fallacies
Master List of Logical Fallacies from University of Texas at El Paso: http://utminers.utep.edu/omwilliamson/ENGL1311/fallacies.htm
xxiii Murray N. Rothbard Human Diversity & Individual Instruction Education: Free & Compulsory P. 5.
xxiv B.F. Skinner Science & Human Behavior Concept of Operant Conditioning.
xxv Works by John Taylor Gatto, an incredible man and one of my intellectual heros:
The Underground History of American Education: http://mhkeehn.tripod.com/ughoae.pdf
Weapons of Mass Instruction: http://antioligarch.files.wordpress.com/2012/03/john-taylor-gatto-weapons-of- mass-instruction.pdf
Dumbing Us Down: The Hidden Curriculum of Compulsory Schooling: http://iwcenglish1.typepad.com/Documents/Gatto_Dumbing_Us_Down.pdf
The Ultimate History Lesson A 5-Hour Long Interview with Gatto conducted by Richard Grove from Tragedy & Hope: http://www.youtube.com/watch?v=GxCuc-2tfgk
xxvi Literacy in Colonial America: http://freakonomics.com/2011/09/01/were-colonial-americans-more-literate- than-americans-today/
Also The 7-Lesson-Schoolteacher John Taylor Gatto: http://www.newciv.org/whole/schoolteacher.txt
xxvii Stagnation of Literacy in U.S.: http://usatoday30.usatoday.com/news/education/2009-01-08-adult- literacy_N.htm
Bertrand Russell. Collected Works. Illustrated: PROPOSED ROADS TO FREEDOM: SOCIALISM, ANARCHISM AND SYNDICALISM. THE PROBLEMS OF PHILOSOPHY. MYSTICISM AND LOGIC AND OTHER ESSAYS