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Pt 1 oct 25 2013

Version 1.0

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

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*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 status 2uo3The 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. 'i%eo 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 is 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 of 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. By &e%ia * &ean/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. #H) (*%(&S) &+ LI+) IS #& B) H,((Y---This is the ,ol%en rule All of hu&ans actions fro& the 'ery .e,innin, ha'e stru,,le% to reach this ,oal. *f you are not happy/ you are not %oin, the ri,ht thin,s. 9e ha'e this ri,ht. :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 &echanis& 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% 3To +al# in a la.orious/ hea'y!foote% +ay4 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. 9hen you unloc# a persons &in% fro& the chains of i,norance3: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&.

How I came to my conclusions


+hen * +as a.out ? years ol%/ &y father +oul% as a so&eti&es %i%/ 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 sense7 facts / 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. * 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.

S.H&&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 9A8T to .e .ecause they aren-t tau,ht @OAAE@T<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/ 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. 9hen 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 care% for .The thin, is/e'eryone i'e tal#e% +ith perhaps no e0ception ha'e the sa&e %isli#e of school that * ha'e. One 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-'e seen .y the +orl% +i%e test scores / 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.

/hy 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& 2? years ol% an% i ha'e 2? years of e0perience . * +ent to school for 12 years or &ore an% anyone +ho has ,one to school E8O9: +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. For the 2uestion al+ays procee%s the ans+er. 1OC ha'e all the authority . Fro& henceforth i +ill play on a nu&.er of si&ilar the&es one .ein, a reference to those that are poisonin, an% hol%in, .ac# the &a5ority of this +orl%. * +ill call the& the Bslo+&a#ersB.They are part of school an% the syste&. 1ou &ay call the& +hate'er you +ish / .ut they are an a%'ersary to your happiness. They are the o.stacles to .e o'erco&e.

0&$)Y ,$' S.H&&L ,$' /HY ,%) 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,. :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. 9hen 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. Eno+le%,e an% infor&ation are a co&&o%ity/ a thin, to .e .ou,ht an% sol% li#e anythin, else. 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. 9hether 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 1uo$The e0istin, con%ition or state of affairs listen to these 2uotes fro& the +or# of the ,reat econo&ist A%a& :&ith in his .oo# The 9ealth 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. 2#he "olicy of )uro"e occasions a very im"ortant ine1uality 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 e3"ense of education456 in 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 record 476 *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. 9e 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 that particular fiel% an% therefor the .usinesses are a.le to control the cost of +a,es an% the profit fro& pro%ucts they &a#e. They create a controlle% econo&y/ a &onopoly. An% in the secon% instance says that the .usinesses &a%e a la+ of this that can .e enforce%.

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 2
The co&pany itself in%irectly or %irectly create% the la+ for &onopoly *n the ,o'ern&ent. 2Seven 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"oration8s 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 e3"ressions which we commonly meet with in the old charters of ancient towns /hen those "articular incor"oration8s 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 trades456! of which the incor"oration8s were much more ancient ,s to have wrought seven years under a master "ro"erly 1ualified was necessary in order to entitle any "erson to become a master! and to have himself a""renticed in a common trade9 so to have studied seven years under a master "ro"erly 1ualified was necessary to entitle him to become a master! teacher! or doctor 4words anciently synonymous6 in the liberal arts! and to have scholars or a""rentices 4words likewise originally synonymous6 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. 9hat %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. 2 It has been ad;udged! for e3am"le! that a coachmaker can neither himself make nor em"loy ;ourneymen to make his coach-wheels! but must buy them of a master wheelwright9 this latter trade having been e3ercised 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 coaches9 the trade of a coachmaker not being within the statute! because not e3ercised in )ngland at the time when it was made :

2In Scotland there is no general law which regulates universally the duration of a""renticeshi"s #he term is different in different cor"orations /here 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 e3ercise 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 trades9 and in general I know of no country in )uro"e in which cor"oration laws are so little o""ressive : 2#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 an3iety of the lawgiver lest they should em"loy an im"ro"er "erson! is evidently as im"ertinent as it is o""ressive : Here s&ith says the real lo,ic/ that there nee% not .e apprenticeships ie %e,rees an% that it actually oppressi'e. you &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. 2#he institution of long a""renticeshi"s can give no security that insufficient workmanshi" shall not fre1uently be e3"osed to "ublic sale /hen this is done it is generally the effect of fraud! and not of inability9 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 en1uire whether the workman had served a seven years a""renticeshi" 456 He says here that a len,th of ti&e +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+yer 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. 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 usually care if the +or#er has spent ? years at a uni'ersity .All they care a.out is +eather the 5o. is %one +ell. 2#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 e3ertion 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 ac1uire 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#. 9e 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,.

2Long 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 re1uire a long course of instruction @ But when both have been fairly invented and are well understood! to e3"lain to any young man! in the com"letest manner! how to a""ly the instruments and how to construct the machines! cannot well re1uire 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 456 #he de3terity of hand! indeed! even in common trades! cannot be ac1uired without much "ractice and e3"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 e3ecute! and "aying in his turn for the materials which he might sometimes s"oil through awkwardness and ine3"erience476 His education would generally in this way be more effectual! and always less tedious and e3"ensive4B6 #he master! indeed! would be a loser He would lose all the wages of the a""rentice! which he now saves! for seven years together 4C6 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 "resent 456 #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 2 *n the first instance hes sayin, that &ost tra%es ie careers 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. 9hats 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. *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 . Forth/ 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 are the ones +ho pre%o&inately .enefit in all thin,s at the e0pense of the lo+er classes/ the +or#in, class.

*t +ill occur to so&e / an% they &ay say 7.ut thats the +ay it is /so +hat7 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. 9hile e0ploitation has al+ays .een aroun%/ it is al+ays .een a ,roup +ho .enefit fro& 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 o+n fro& another/ then +hat &oral ri,ht has o+n to ha'e their property protecte%D 9hat ri,hts are there that allo+ the oppression of one ,roup of people. * +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. *t 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. 2in 5DBE! thirteen years before the first successful school com"ulsion law was "assed in the *nited States! a "er"etual critic of Boston /hig 40ann8s own "arty6 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 2 ;ohn Gatto *nderground history of education

+rederic $iet<sche>s the /ill to (ower


8iet;scheKs the 9ill to Po+er is an i&portant philosophical i%ea to this +or#. 9hen rea%in, this #eep these i%eas in &in%.

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. 2, "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 e3clusively 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 e3hibits! according to $iet<sche 2#ravis F 'enneson

/ill to "ower and state governmentGschool government


2States 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 e3ternal behavior of the state is that of con1uest 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 e3ecutive "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 ac1uire "ower in an effort to kee" one at the level of the herd :#ravis F 'enneson 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. 9e can see fro& this +ay of thin#in,/ is 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. 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/ it is +orth notin, that ho&e o+ner associations ha'e .een ,rante% near unli&ite% po+er of other people property in there respecte% nei,h.orhoo%s. An% that they can /an% ha'e ta#en/ peoples houses ri,ht fro& un%er their o+ners for s&all 'iolations .Aules +hich the associations the&sel'es set out. 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.

2#hus! the innocence to becoming is the idea that all e3istence 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 4not revengeful or out of resentment6 e3ertion 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 :

/ill 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 +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&. *n fact it is this +ill to po+er +hich has cause% the unhappiness of ,enerations of people. 9hen 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 folley of the youn, stu%ents/ +ho puts there entire li'es future in the han%s of the school 6authorities7 +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. 9hen these stu%ents cease to thin# for the&sel'es /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. 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/ &ore specifically ,ree% for &oney an% * +ill point out ho+ this cannot create a ,reat school.

Sim"le Logic and the ;ob market #his review is fromA #he Schools /e $eedA ,nd /hy /e 'on>t Have #hem 4(a"erback6
2His 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 Hlearning about learningH or teaching Hcritical thinking skillsH 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 2 Bloate% rhetoric of learnin, a.out learnin,. There is / to &y #no+le%,e/ 'ery little if any su.5ect in school +hich teaches this. An% this 7.loate% rhetoric7 of learnin, critical thin#in, s#ills an% learnin, a.out learnin, +oul% /to a less insane person/ .e a.solutely a ,oo% thin,/ to anyone +ho +oul% .e a.le to thin# for the&sel'es. 2 when students don>t have enough facts to think clearly about anything: this state&ent &ust alon, +ith it assu&e that people %o not ha'e innate learnin, a.ilities. This of course is %e&onstra.ly +ron,. Any physiolo,ist +orth their salt coul% tell you that people can learn +ithout e0ternal input. Ta#e youn, chil%ren for e0a&ple/they learn &any thin,s +ithout e'er .ein, tau,ht the& / they are teachin, the&sel'es. 2taught using classical rather than modernist teaching strategies "erform better on standardi<ed tests: :O 9HAT> :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*@A< +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. 9e 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. 2'o tests reflect current knowledge about how students learnI $ot at all /hile 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 4including children6 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 :9hatKs 9ron, 9ith :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. ill sho+ you ho+ school .rin,s %o+n stu%ents to the sa&e lo+ le'el . By controllin, the &eans of school pro%uction/ they .rin, e'eryone %o+n to the sa&e &e%iocrity. 2,ll greatness of character is de"endent on individuality #he man who has no other e3istence than that which he "artakes in common with all around him! will never have any other than an e3istence of mediocrity : Fames coo"er

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 /an% &ore often then not so &uch /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. @on'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 Aoss/ 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%. 9hat they %ont tell you in 9i#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 )3"licitly state% .y people li#e Victor @ousin 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 an% of e0ploitation etc. 2Its a conscience attem"t to create these "roblems: 2 If a conse1uence is com"letely "redictable to a sane "erson! thats evidence for intent $oam .homsky 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. They +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. 9hy 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 really 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 re1uire a skill set Once a,ain 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.

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 > 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 here that the real nature of +hat school is co&e to .ear. 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 / #eep you fro& co&petin, in 5o. &ar#et.. 1ou +ill see that &ost e'en .asic 5o.s re2uire years of e0perience/ e0perience +hich school +ont ,i'e you. 1ou +ill also see that there are &any of the upper class 5o.s +hich re2uire e0perience/or you ha'e to ha'e a respecta.le %e,ree. But there are +ays of ,ettin, e0perience +ithout a %e,ree.

School is very fond of teaching general education


General e%ucation as %efine% .y &eria& +e.ster is $7 a "rogram of education 4as in some liberal-arts colleges and secondary schools6 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. This is a %irect 2uotation . :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. They control +hat you %o/ +here you ,o/ ho+ lon, your there /+hat you thin# a.out /an%

ho+ you feel an% thin# a.out it. They are for&in, stu%ents into +hat they +ant/ for&in, the& into o.e%ient people +ho %o +or# o.e%iently. They control the entire curriculu& therefore %esi,nin, the &in% of the person/ +hether or not this infor&ation is ,oo% or .a% ri,ht or +ron,/the &in%s of the stu%ents are for&e%/an% to the sa&e /confor&ity. 2$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

/) don8t $))' school


)any people +ill critici;e thos. But * +ill .e 'ery careful in &y %efinitions . For 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. 9ell/ 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. 9ithout 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%etns are co&pletely alienate% for& people aroun% the&/ thye %o school stu%ies constantly 5ust to ha'e a chance at a 5o. that +ill #eep the& out of po'erty. @apitalis& 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 &ostly fluff/IIJ of it. 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% 9hat 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.N??OOI?.ht&l 6/ell! 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 1uestion were a road-block to reform in itself #he goal was sim"le ,nswer! in BJ words or less! the 1uestionA /hat is the "ur"ose of "ublic educationI /hen I broke down the common issues listed from the res"onses I received! they tended to fall into the following categoriesA 5 #each the skills for "assionate advocacy 7 (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 e1ual 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 e3"loration L #each the awareness and maturity of self to be one>s own advocate later in life D .reate a civili<ed "o"ulation E (re"are students to contribute to an ever-evolving society 5J +ill a student with a sense of service and belonging 55 +oster "ersonal res"onsibility 57 .reate critical thinkers 5B 'evelo" the ability and confidence to 1uestion 5C $urture the skills necessary to "artici"ate in the e3change of ideas 55 'evelo" students who function autonomously 5K #each social skills 5L Give students the skills to com"ete globally 5D .reate lifelong learners 5E #each students what it takes to achieve their "rofessional goals ,nd only one "erson used their BJ words to s"ecifically to sayA 7J #each them reading! writing! and math 8one of these thin,s %oes school foster/create or teach e0cept &ay.e rea%in, +ritin, an% &ath. 9hats &ore fact is that stu%etn %ont acualy learn these thin,s at all fro& school/they learn these thin,s on their o+n. :chool +as not nee%e%.As you +ill see /school is not

nessesary an% +as institute% for other reasons that +ill .e %iscusse% later.

Mnowledge as $ecessity! "racticality ignored


"ractical defAof/ 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. ,eneral e%ucation 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 EVEA1 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 . 9e %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% 2 +or that for the sake of which a thing is! is its "rinci"le! and the becoming is for the sake of the end9 and the actuality is the end! and it is for the sake of this that the "otentiality is ac1uired +or animals do not see in order that they may have sight! but they have sight that they may see 2 )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&/ the 'ery 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. All &e%ia perpetuates this the&e/ of .ri,htness of illu&ination of happiness.3sho+ pictures4 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> People li'e% for thousan%s of years +ithout 6for&al e%ucation7 you thin# that none of the& +ere happyD An% on a %eeper le'el the 2uestion is / %oes &an really nee% #no+le%,eD An% .y #no+le%,e * &ean #no+le%,e +hich is not innate3 innate &eanin, .orn +ith4 One coul%

say that if all the .asic nee%s of a person are &et then #no+le%,e isn-t nee%e%. <oo# at the ancient hu&anity li'in, in the Ha+aiians/ in the .eautiful islan%s +ith foo% is plentiful / peace is a.un%ant/ surely these people +ere happy an% %i%n-t nee% #no+le%,e. An% perhaps all #no+le%,e is innate. 1es infor&ation is ta#en in/ .ut #no+le%,e is not infor&ation. *ntelli,ence is not infor&ation .y %efinition. Perhaps all #no+le%,e is %ra+n out fro& .eneath the su.conscious an% +e are si&ply a+a#enin, to the #no+le%,e for,otten. :ocrates .elie'e% this sa&e thin, an% the the Bu%%hist .elie'e this as +ell. <oo# up the )eno %ialo,ue if it interests you. *t har% for &e to e0plain +hy learnin, &ay not .e necessary. *t har% to create a feelin, in the listener that +ill out+ei,h the rhetoric of the ,lory of #no+le%,e. * coul% ar,ue that trustin, in your o+n &oral senti&ents an% your o+n interests an% inherent intuition +ill .e plenty enou,h. *f * ha% the space * coul% ar,ue that all #no+le%,e is si&ply %eri'e% fro& these thin,s an% therefore &a#in, schoolin, irrele'ant. * 5ust thin# that the li&itations of +or%s an% the space of this +or# is not sufficient. 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+. But *& here so that there &ay .e so&e other options that +ill help. 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.

,nd what of the o""osite


The flipsi%e 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 furthure later.For no+ let &e saythat school co&pulsion /an% forcin, to %o presci.e% +or# co&pletely %estroys those i%eals in the stu%ent .ecause it %oes not sprin, fro& their o+n +ill.An actor that loo#s as thou,ht they are actin, is a faile% actor.A stu%etn +ho is force% to ha'e a&a;&ent +ill niether ha'e that nor 5oy.Ho+ %o * #no+ thisD Beecause people are not &achines.

#&& 0*.H M$&/L)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&. 9e 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%. 9ithout 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#. This is one of the causes of 6pro.le&7 stu%ents.

: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,. Aote learnin, %ef$ A &e&ori;in, process usin, routine or repetition/ often +ithout full attention or co&prehension$ learn .y rote. )echanical 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. 9hat +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&. 9ithin 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 HO9 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. They nee% to culti'ate ho+ to .e intelli,ent. An% 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 .oo#shelf. A portal of narrow infor&ation.

',%(,
To ,i'e the opposite for& of this i%iocy/ +e can ta#e DAAPA 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. Ho+ coinci%ental is it that the %epart&ent of e%ucation i%oes not ha'e such a cuttin, e%,e/ profita.le syste& . Ho+ coinci%ental that so &uch &oney *s spent on the &ilitary an% school has such a s&aller .u%,et. Flat or,ani;ation$ DAAPA 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/ DAAPA 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$ DAAPA 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$ DAAPA 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. *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. 2 the sur"rise is!while German state management was rigid and regulated with its common citi<ens 4(russian schooling6!it was liberal ad adventurous with its elites ,fter ww7 ,merican elite military "ractice began to follow this German model German elite war doctrine cut straight to the heart of the difference between the trully educated and the merely school : ;ohn 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. 9hen &onarchy-s use% to pre'ail o'er the +orl%. *nfor&ation +as a &uch 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. 8o+ /+e pioneers are steppin, into a ne+ epoch/ the epoch of the infor&ation a,e/ the is 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. 9hat *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 etc 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. @onsi%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. <i'e teachers are a i&portant 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. 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, ,oo,le si,n. Aea%y to help you +hene'er an% +here'er. An% as lon, as they e0ist/it +ill al+ays .e there for you. Auther c clar# 2uote.

waste of time DEF ! 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 Before ,oin, into the other topics ill ,o o'er so&e of the 6si%e &issions7 of schools. For 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 9A: 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, P 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 status 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. As +e'e seen so far/ the lo,ic of +hy an% +hat the stu%ents ha'e to %o in school is co&pletely illo,ical an% unreasona.le. They #no+ this. 61ears of schoolin, in the Cnite% :tates .e,an to increase sharply in the early 20th century. This pheno&enon +as see&in,ly relate% to increasin, &echani;ation %isplacin, chil% la.or. The auto&ate% ,lass .ottle &a#in, &achine is sai% to ha'e %one &ore for e%ucation than chil% la.or la+s/ .ecause .oys +ere no lon,er nee%e% to assist. Ho+e'er/ the nu&.er of .oys e&ploye% in this particular in%ustry +as not that lar,eL it +as &echani;ation in se'eral sectors of the in%ustry that %isplace% chil% la.or to+ar% e%ucation. For &ales in the C.:. .orn 1PPQ!I0/ years of school a'era,e% ?.PQ/ +hile for those .orn fro& 1I2QR30/ years of school a'era,e% 11.OQ7 Two Centuries of American Macroeconomic Growth From Exploration of Resource Abundance to Knowledge Dri en De elopment! pp "" :o +e see .y this/ it +as not so &uch the altruistic notions +hich put chil%ren into schools.*t +as that there la.or +as &a%e o.solete. By &ore pro%ucti'e an% cheaper &achines.it +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....

S.H&&L N &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& @ho&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

+iltered out
obedience def$ Dutifully co&plyin, +ith the co&&an%s/ or%ers/ or instructions of one in authority *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. #H) .Y.L) &+ #H) /&%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%etn to perfor& ar.itrary +or# for there &aster/ the capitalist .oss. Ae,air%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 .But it is clear to &e that this &echanis& +as create% .y school on purpose an% is a psycholo,ical &echanis& +hich ,arners a calculate% response. :o it 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 cause 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/ .ut 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. )e7so 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 %oesnt &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#econtrol of their li'es any+ay7 yeah. Gra%in, is inherently a ne,ati'e action .oth socially/in the case of people .ein, #in%/ an% &entally for the stu%ents. An% ho+ %oes this reflect %i'ision of la.our/ +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 an% +hen they ,et ,oo% ,ra%es they &i,ht start restin, on their laurels/ their acco&plish&ents. 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,.

*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.

1ou see people %on-t reali;e /.ecause +e are li'in, in this status 2uo/ that schoolin, %oesn-t ha'e to .e %one in this particular +ay. 9e assu&e this .ecause the po+ers of authority 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.ei%eance 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%. 2Bruce .uris book building the education state 5DBK-5DL5 documents the intense aversion to schooling which arose across north ,merica may 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 : 2in 5DKB the teacher /illiam young was assaulted to the "oint that mr youngs face! body! head were "ounded ::into ;elly:2 .urtis 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 followsAres"ect for authority!self control!self disci"line!the "ro"erly reformed boy::ac1uires a fi3ed character::!one that can be "lanned in advance by authority in kee"ing with the efficiency needs of business and industry: 2reform meant the total transformation of character! behavior modification a com"lete makeover By 5D5L a few years after stranger-ado"tion was kicked off as a new "olicy of the state! Boutwell could consider foster "arenting 4the old designation for ado"tion6::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. 2in the nineteen twenties "o"ular struggles had considerably e3tended human rights and democracy )ven gaining for working "eo"le the rights that they had achieved decades earlier threw out most of the industrial world the achievement of those rights gave rise very 1uickly to new conflicts as the minority of the o"ulent sought to contain these achievements this 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 ww7 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 story by the 5E5Js about one third of the material in schools were being "rovided by business as straight business "ro"aganda it targeted the churches !schools! university8s! 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 doesn8t 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 2 2median real wages have been in decline since the 5EDJs right until today!for the ma;ority of workers! those without college degrees! real income has declined over 7J "ercent!by 5EDL they were hitting college educated "eo"le most striking has been the decline in entry level wages !that has declined BJ "ercent for males 5D "ercent for females women 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 "arents one effect is the contact time between "arents and children has declined about CJ "ercent in the last generation this 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 : .homsky /ho controls the us government and the ga" between rich and "oor 5EE5

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 P 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%iant 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. 9hich 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 a&uses your ,oin, to .e +or#in, for so&e one else. :o&ethin, +hich/as * +ill also point put +as a necessity create% .y .i, .usiness. 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.. An% 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. 9hat 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. 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 sy&.olic hol%in, of you .ac# /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. :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. Eno+ 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 is so &ista#en that its nearly 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. 2Such 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: .ha" L Fohn 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. 9hen 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

Socialy 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. 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 ma3im 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.

'estroying the love of learning


:chool is not turnin, people into lo'ers of +is%o& ie philosophers. They are %estroyin, philosophers. 9hen 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.

work is arbitrary
The school +or# is &ostly ar.itrary/ as has .een seen +hen they ,i'e you so&ethin, co&pletely outsi%e the sphere of anythin, aca%e&ic or other+ise. 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 . These thin,s &ay soun% harsh .ut re&e&.er the capitalis& syste& that only 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. 9hile 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%. An% no capitalist or for& of ,o'ern&ent is hel% in conte&pt. E%ucation is use% as a front tin or%er to perfor& the in%octrination &etho%s.

Ignoring the students

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/ Aace 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%etns. *& 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%.

#otalitarian Society8s
: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 ceo 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. 9e +ill only focus on the school hierarchy an% not ,o int 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. 9e start off +ith the principle. They are li#e the ceo. 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.

G%&&0I$G of working class and middle class


2man is born free and everywhere he is in chains:

Fean-Fac1ues %ousseau
Pu.lic schools are ,roo&in, #i%s to .e +or#in, class. Gi'in, the youn, .lan% re,ular #no+le%,e only prepares the& to li'e a re,ular life. 9hich 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. But &any / it see&s/ are still .ein, 'eile% .y a co&plicate% an% in%istinct force . )any of the& are e'en in on this sca&. 9here is the lo'e/ if the school lo'e% #i%s it +oul% not see# to funnel the& %o+n the tu.e .ut allo+ the& free%o& to ,ro+. @on'ersely/ the &i%%le class are ,roo&e% to .e &i%%le class. They are sent to pri'ate schools/ especially .usiness schools. Fro& +i#i$ 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 1uality 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+i%e .ut this is really the &a5or factor at +or#.Those &i%%le class fa&ilies especialy the &i%%le &i%%le an% upper &i%%le class sent thir #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> 9hat 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# 1IPO .ut its totalitarian in its o+n ri,ht. *t is not a future occurrence/+e li'e in it to%ay. 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. 9hether 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. 9hether a totalitarian society .e accepte% 6+illfully7 or i&pose% is i&&aterial. The su.stance /the %efinition %oes not chan,e 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. 9hat 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. 2 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 e3"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 fi3ing 'avid .oleman ! runs the college board in control of the S,#S! says 22e3"ect outrage:: Its a "olitical act to manufacture a crisis and then im"lement their own 22solutions:: to usher in new system :Foy (ullmann 0anaging )ditor of School %eform $ews

'oes it follow that I re;ect all authorityI +ar from me such a thought In the matter of boots! I refer to the authority of the bootmaker9 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

0ikhail Bakunin

Slowing you down


:chool is slo+in, you %o+n . *ts slo+in, you %o+n frr& 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. They %o not ha'e ti&e to train you for Q &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 status 2uo of the ,o'ern&ent syste&/ 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. 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.

2kids are not so smart:


#i%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 Eu.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 @loc#+or# Oran,e an% see its sy&.olic an% cle'er story. 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. 9hat 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. 9ell 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. 9hen 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 * ta##e% a.out create the &ental .loc#a,es that stu%etns 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&.. * .elie'e there is a super learnin, &echanis& .urie% .ehin% these issues. 9hy %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 HO9 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&.9hat is they li'e in a 6.ro#en7 ho&eD 9here is there loco parentis thenD 9hat 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 . Ei%s @an 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. 9hat 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. 9hat 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%etn +ith those critical areas of #no+le%,e that +oul% a+a#en the& to truth. A truth +hich the slo+&a#ers +ant to a%% there o+n interests into. *ts as if 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$

2young children are naturally curious about cause and effect! and are naturally motivated to learn all about the 2hows: and 2whys: of the world 2Babies and children are like little scientists #hey gather evidence by observing and e3"eriencing the world!: Mushnir says /hile "laying with dolls! searching through a toy bo3! or banging blocks together in a seemingly ha"ha<ard manner! they8re actually engaging in a 1uite 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$#)%)S#
from the late ,rthur c clark to Sugata 0itra! in regard to his interest in 0itras work of teaching "oor himdi village children with a com"uter and internet SugataA 2he said two interesting things::a teacher that can be re"laced by a machine should be:: and the second things was 2: if children have interest then education ha""ens::
meta"hysical ')+$ 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. 9hen 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 AEA< reason for %oin, la.orious +or# . 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.

Interest 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.But this 5ust sho+s you the le'el of control they +ant an% ha'e o'er your life. 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 @o&&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 9here %o parents thin# this chan,e of &onarchy to free%o& co&es fro&D 9hen %o they thin# it happensD At the ar.itrary a,e of 1P 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 9ell there is one outlet an% that-s the &e%ia 3turn to+ar% t'/ 'i%eo ,a&es4 you &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 his affir&s &y point /that the forces .ehin% school are tryin, to .rea# people of their o+n +ill.

6 , teacher who is attem"ting to teach without ins"iring the "u"il with a desire to learn is hammering cold iron 2 Horace 0ann *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 1P 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 . )ilton Frie%&an 7 freedom is not fairness! fairness means someone has to decide whats fair:4talking about government6 An% that &eans teachers are &a#in, +hats 6fair7 .ut its really not/ its a societal presupposition. 9e presuppose that the youn, %on-t ha'e 6Access7 to real fairness.

Interest is the key note of all studies


9ithout 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:E 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 F/ ho+s that for encoura,e&ent. . * tell you the truth/ if 5ust one ,eneration +ere FAEE<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/ an% the e0ploitation of the +ea# to the ,reatest allo+a.le. %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 1? 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 1? yo the 1?yo +oul% tell the& to fuc# off +ith that ,ar.a,e. Ho+ coinci%ental isn-t it at a.out 1? 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.

2#he only thing that interferes with my learning is my education : ,lbert )instein
2+ind your niches then get the bitches 2
hank hill

$& #I0) #& '& /H,# Y&* /,$#--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/ an% they ha'e create% 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. 9ithout ti&e on a persons han%s/ they cannot really 2uestion +hats ,oin, on in the +orl% or +hats really ,oin, on in school. Plato %escri.e% school as learne% %iscussion. O.'iously +e are far fro& that. 2)ducation is the tendency of one man to make another ;ust like himself )ducation is culture under restraint! culture is free O)ducation isP when the teaching is forced u"on the "u"il! and when then instruction is e3clusive! that is when only those sub;ects are taught which the educator regards as necessary 2 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,.

/H,# /&*L' H,(()$ I+ MI'S ,.*,LLY L),%$)' /H,# #H)Y /,$#I


<ets say your #i%s or you are a fan of a t' series 6 The A+eso&e sho+7 or the 6 @ol.ert Aeport7. 9hat 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 @ol.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. E'en so&ethin, out their li#e the nin5a turtles you coul% teach the& a.out the ori,ins of their na&es an% 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%. 2#he most elementary! the most obvious condition which the school should achieve! is that the children will want to go there.H /illi Schohaus

7 @hil%renKs feelin,s are +ron, or uni&portant7


*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&. 9hen 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. People +ill call &e a heretic for sayin, this. But +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 @hinese 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.

#he good teachers G 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#,roun%.

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 Freu%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. 9hen 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. 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


: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 the slo+&a#ers +ant this/ they +ant you to chase &oney. Eno+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. Ein, :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. 9ithout concrete reasonin, .ehin% learnin, these thin,s its 5ust nonsense/ lu,,a,e you ha'e to carry. 9ithout 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. An% school %oesn-t teach you +hat people ha'en-t fi,ure% out yet. To a chil% they 5ust see a &a;e of stuff +ith ,aps in .et+een that the stu%ent is not e'en fully a+are of/ so this &a#es for confusion. The chil%-s &in% is hun,ry for reasonin,. 9hy 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. Aalph +al%o E&erson naile% this +hen he sai% 2#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. For +hen * starte% +ritin, this +or# * +as e0pellin, &y o+n thou,hts/an% as * #ept stu%yin, * foun% that the ,reat &in%s of the earth +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% slo+&a#ers are a+are that #i%s for,et an% hu&ans for,et/ yet they #eep on %oin, it. 9hyD 9hy 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%. For,ettin, is perfectly natural an% ,oo%. They for,et .ecause +hat you ha'e to teach is useless.

.hea" "roduct
philosopher Fohn :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. There is a sayin, 7you ,et +hat you pay for7.+hat this &eans is that if you pay a s&all price you ,et a poor inferior pro%uct an% +hen you pay ,oo% you ,et a ,oo%/ superior pro%uct. 9ell pu.lic schoolin, is 6free7/ ta0payers &oney/ an% its clear that they are ,i'in, us crap. But +hyD *nfor&ation is the cheapest thin,/ if you as# a thousan% professionals to ,i'e their e0pertise to #i%s an% e'en a%ults they +oul% .e &ore than +illin, to %o so/ as e'i%ent .y the sur,e of free tutorials/ foru&s an% 'i%eos on the net. But the school %oes not %o this. They coul% easily sho+ sho+ so&e 'i%eos fro& the net to teach #i%s. *n the co&&erce +orl% / co&panies separate pro%ucts .y cost an% ,ra%es of pro%uct. They purposely &a#e inferior pro%ucts in or%er to separate the& fro& there .etter pro%ucts. +hat Earl )ar0 calle% consu&er fetishis&3shiny thin,s4 . *f a cor'ette coul% .e .ou,ht for 15000 e'eryone +oul% ha'e one an% they +oul% fall out of Vo,ue. :o here the co&pany of the school has ,i'en an inferior useless pro%uct .ecause it is 6free7.as soon as you ,i'e the& &oney they are &ore li#ely to ,i'e you rele'ant/ .eneficial trainin,. 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. 9hy not spen% the &oney earlyD For so&e si&ple reasons/ first youn, chil%ren %ont ha'e &oney/ +aitin, until they are 1P is .eneficial to those 6apprenticeship uni'ersity-s7 .ecause then they are le,aly 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. 9hat nee%s to .e %one at an early a,e is trainin, the stu%ent ho+ to pay attention .y usin, the +ill. 9hat 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 .9hen * +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& /H,# /&*L' H,(()$ I+ MI'S /)%) $&# I$ S.H&&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 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 slothful .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 socialness .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/ that is a 'ery .a% thin,. *f #i%s +ere not in school/ * .elie'e they +oul% fin% a place to han, out.

, *to"ian Su"er 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/ Eillpatric# / 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. 9here .icycles are fi0e% an% tune% so they can .e ri%%en .y the stu%ents/ +here ,oo%+ill to+ar% others is learne% .y &a#in, foo% an% then ,i'in, it to the poor. 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. 9e &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. 9e &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 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 @apitalis& 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 9hy ha'en-t you sa'e% usD 9here 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,.) &*# SI') S.H&&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. 9e 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 Eent 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&. 9e 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. S.H&&L IS ,$#IS&.I,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. Teachers %on-t li#e you to tal# in class/ they hate it. *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. For 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 BE@AC: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. The only reason school is social is .ecause #i%s .ro#e the rules. 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. 9hat 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% unusual 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.

/H,# IS S.H&&L +&%I ,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 9hat 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 Eelly / ,i'en at the :outh @hina 8or&al Cni'ersity/ a.out the reason for ,eneral e%ucation he sai%. 2the "ur"ose of general education is the re1uirements 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 Eelly speech is a ,oo% e0a&ple of ru..ish that is circulate% . *ts re%un%ancy is nauseatin,. First/ 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 the7%o it .ecause * sai% so7 sayin,. 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. 9hat 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. 9hat the prere2uisites for such success &i,ht .e an% +hat role the colle,e or uni'ersity has in preparin, its ,ra%uates .9ell 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. *ts the illusion of choice / its either co#e or Pepsi or theirs only t+o people you can pic# for presi%ent. :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 @hinese 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. Ae&e&.er no+ that :ean is PAO 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# Finn ,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#. 9e 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 Aea%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% 9ill 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" ne3t to a woman and feel truly ha""y You>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...e3"erience. 9hat people li#e Eelly 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% )OAE 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 .

S.H&&L '&)S $&# 0,M) #H) S#*')$#


The a.ility to learn an% intelli,ence is innate innate defA Possesse% at .irthL in.orn. 7 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 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 parler tric#s of learnin,/the real &etho% of trainin, TO learn is to train the 9ill +hich is the en,ine .ehin% learnin,. An% +ill trainin, is %irectly an% :pecifically lac#in, in all schools. /ill '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. Forcin, it on people is not ,i'in, the& a ri,ht. *ts only ,i'in, the& one option. People &i0 up ri,hts +ith free%o&. 9hich this &an is clearly oppose% to. He is sayin, that its your 6ri,ht7 +hich &eans your force% to ha'e it. *ts 'ery easy to #eep the ri,ht of fee speech +hen e'eryone says the sa&e confor&ist thin,s. Ai,hts are to protect the 'arie% %esires of people/ not the i&posin, of certain ones. :ean clai&s that Ge +ill connect people +ith culture. For one its not real e0perience so there is no real connection as he says/ an% t+o culture is all aroun% us. 9here not ,oin, to &iss out on it/ 9here not ,oin, to loo# thre+ the eyes of the +orl% thre+ the eyes of a .oo# . @ulture 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. 9hat ri,ht %o the schools ha'e to say other+ise.

Y&* /ILL (I.M*( 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.

/H)%) IS /IS'&0 I$ S.H&&LI


Eno+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. 9hen 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. 9is%o& is a ,reat source of ,ro+th for an in%i'i%ual. *t is +is%o& +hich creates character. 9hen 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 .homsky
6Aalph waldo )merson was 1uestioning 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 Fames 0adison 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 : 2david hume he wrote a book claled "rinci"als of governance in it he wondered of the easiness with which the many are governemd by the few and the in"licit submisision with which men resigh ntheir own sentiments and "assions to their rulers whne we en1uire by wehat means this wonder is brought about we shal find that as force is alwasys on the side of the governed the governeors have nothing to su""ort them but o""inon tis therfore only on o"inon that government is founded and this ma3im e3ctents to the most des"oitc and most military government as well as to the most free and "o"ulary and in fact in the more free and "o"ular where force is less available you get the most so"histicated develo"emnt 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. Aenaissance poly&ath <eonar%o %a Vinci is one of historyKs .est #no+n auto%i%acts. 2;onathan rose!the intellectual life of the british working classes rose contrasts the 2"assionate "ursuit of knowledge by "roletarian autodidacts with the "ervasivve "hilistinism of the british aristocracy: in the united states!in the 5E century if ablacksmith 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 wonmen from farms called factory girls!the factory girls had "lenty of condenation of systerm what they were being forced!one of them was their destruction og their high culture they wee used to reading!when they were driven into the mills this ws taken away from them : 2imagry associated with education one image is like ouring weater into an em"ty velssel!a very leaky vesse! the other alternative is that teaching should be like laying out a string where which students can e3"lore and "rogress intherir own way that from wiolhem humbolt ;ohn dewy! said:that it is iliberal and imoral to train children to work not freely and intelligently but for the sake of the work earned in which case there acivity is not free because it is not freely "artici"ated in :

2#he american association for the advancement of science their science ;ournal biochemist bruce albert alternatives to science education but learning in general one a""roach is the enlightenment view 2out goal is to make it much easier for teachers everywhere to "rovide their student s with laboratory e3"eriences that mirror the o"en ended e3"lorations of scientist as o""osed to traditions cookbook labvs where studetns 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 reseources "roduces nothing of lastingf value and worse weve taken the fun out of learning sciencema 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 elinated by the ealy memori<ation of boring dna facts we s"oil the beautiful story for them by teaching it at the wrong time :: for e3am"le an intro biolgy class studetns are often rew1ures to learn the 5J names of en<ymes that o3idi<e suger! an obsetion with such details can obscure any ral understanding of the central issue! leave students with the im"ression that science is im"ossibly full cause s 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 wether the factoids comes from the "eriodic tables or a movie scri"t :

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,.M 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 Aetention/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%. Ei%s +ho are i%entifie% as &ost .ehin% are the ones B&ost li#ely har&e% .y retention.B Aetention 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. Aetaine% 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%. Aetention 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.

#he High .ost G(,YI$G +&% S.H&&L IS ILL&GI.,L


#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 PAOOF 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. *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 . 9hat 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,ree +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. Fe%erally .ac#e% &eans that the ,o'ern&ent hol%s the %e.t. 9hich 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.

#he cycle of controlled economy


1ou see it is 2uite a ti,ht pac#a,e they ha'e put to,ethor &a#in, school the necessary to .e e&ploy&ent. The &a5or/ .ut not the only +ay of %oin, this/ is .y &a#in, it la+ that you ha'e to ,o to school. *f * &a%e it la+ that e'eryone ha% to .uy so&ethin, at a certain set ti&e * coul% not only &a#e a lot of &oney at sellin, so%a .ut ir coul% also influence the entire society aroun% the la+. An% as it is la+ they can ,i'e +hate'er curriculu& they see fit/+ithout any interference fro& parents an% certainly not stu%ents. An% there.y control the #no+le%,e that a person has access to an% +hat they %ont. The ti&e of .ein, in school is also re,ulate% .y creatin, a &ana,e% set of &etho%s to achie'e certain certificates li#e associates .achelors the curriculu& an% set &etho%s can easily .e put into place +hich +oul% further there a,en%a. The &a5ors +hich ha'e the only acual nee%e% infor&ation an% trainin, for the career /un%er the %irection of the uni'ersity/ can fit in all the useless a%%iti'es +hich fatten the sche%ule/ there +allets. Very con'enient since the lo+er schools ha'e a .unch of useless infor&ation/so its 'ery easy for the& to &a#e an ar,u&ent for &ore of the sa&e. Because of &ore crisis/ +hich ha'e .een create% .y the slo+&a#ers the&sel'es/ e0portation of 5o.s/ %estruction of la.or unions/ speculation/ inflation an% collapse 200P 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/ .ecause 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 OF *8TEAE: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. False 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. 9as 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 F*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. Ae&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. 9hen 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. @apitalis& 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%. 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. 1ou

can rise a.o'e it. After the housin, .u..le of 200P +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. Fa.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% Q .illion %ollars stu%yin, the effects of it an% foun% no e'i%ence +hatsoe'er that is %oes anythin, at all.

How to do without it
9hen stu%yin, on your o+n/sa'e your co&plete% pro5ect. 1our reports/ your theory-s/ your si,nificant +ritin,s. Aecor% 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. .ons"iracy def$ an evil! unlawful! treacherous! or surre"titious "lan formulated in secret by two or more "ersons9 "lot B a co&.ination of persons for a secret/ unla+ful/ or e'il purpose

9hen 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 .eco&e the ne+ truth. The fact that it is not a conspiracy %oesnt &a#e it any &ore la+ful or ri,hteous. The cause an% effect * .elie'e is o.'iously %etri&ental. 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,. 9hen 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 . There is such a po+erful coerci'e force in these thin,s. 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. * .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. /e must fulfill our desires in order to be ha""y

#he 'ebt Slavery


Only a.out 3? 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. For 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. 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.

/hy do they struggleI


S OPJ of 25!3O year!ol%s say they-re une&ploye% or un%er!e&ploye%. S 52J %escri.e their financial situation as 5ust fair. S ?0J say it has .eco&e har%er to &a#e en%s &eet o'er the past four years. S O2J of those un%er 35 ha'e &ore than T5000 in personal %e.t that %oes not inclu%e a &ort,a,e. S :tu%ent loans account for the &ost co&&on for& of increasin, %e.t a&on, a,es 1P!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 33?J4 an% cre%it car%s 33?J4. 3:ource$ De&os an% 1oun, *n'inci.les4 There are appro0i&ately 3? &illion stu%ent loan .orro+ers +ith outstan%in, stu%ent loans to%ay .As of Uuarter 1 in 2012/ the a'era,e stu%ent loan .alance for all a,e ,roups is T2O/301. A.out one!2uarter of .orro+ers o+e &ore than T2P/000L 10J of .orro+ers o+e &ore than T5O/000L 3J o+e &ore than T100/000L an% less than 1J/ or 1Q?/000 people/ o+e &ore than T200/000. 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 university8s subsidi<ed by the state may be overA:: #hat8s 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 don8t have many o"tions #he indoctrination is working !its not an economic reason! as a techni1ue of indoctrination ! Its very valuable If a university is not "ublicly su""orted

then how are they going to surviveI #hey don8t "roduce commodities for "rofit! and thats the dominant value under the new s"irit of the age 4greed ca"italism s"irit6 #he funding issue brings u" many troubling issues! these would not arise if fostering inde"endent thought and in1uire were seen as a "ublic good! having an intrinsic value: $oam chomsky

/HY I0 #,LMI$G ,B&*# .,(,#,LIS0 ,$' (&LI#I.S


9hen * +as researchin, a.out the pro.le&s +ith school/ one thin, lea% to another an% e'erythin, that i'e .een sayin, for 1EAA: 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) 8O9 A PH*<O:PHEA / A <OVEA OF 9*:DO)> *8 TH*: 9OAE *: THE :E<F FC<<F*<*8G PAOPHE@1. *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%. 2In former times men who thought outside the creed of their rulers we vilifies as free thinkers but for their free thinking !what troglodytes and monkeys should we now be! if we should have been in e3istence at all- : Horace 0ann

An% then as * ran thre+ the fiel% of there life-s +or# there +ere t+o &en +hos +or# see&e% to personify alot * ha% .een e0plainin, in this te0t. These &en +ere Earl )ar0 an% Fre%eric# En,els

Earl )ar0 = Fre%eric# En,els


The i%eas of Earl )ar0 an% Fre%eric# an,les +ere a ,a&e chan,er for &e. *t +as li#e Earl )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. A * thou,ht a.out &y pro5ect for school an% ho+ it +oul% effect society an% sa+ that the &y +or# an% his +or# ha% 'ery &uch in co&&on +ith there i%eas. This +as a .rea# thre+ an% a turnin, point for &y pro5ect an% thin#in,. I beg you! if you are o""osed to 0ar3ist thought already do not shut me out until I have e3"lained my work in regards to his 0ar3ism is not what they told you it is! the media has s"un the truth as I have been telling you all along +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 &/$ 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 here 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 it $or did he have an idea of what communism would be like 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 /)%) $)Q)% %),LLY S&.I,LIS# 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 nothin,/+hat is the %ifference .et+een this an% the feu%al syste& of .arons an% lor%s an% serfs/of the caste syste&. 8othin, ..ut 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 poc#ets/ such as socialist countrys 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. @o&&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


Earl .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% Earl-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 Ao&e there +ere #ni,hts/ ple.eians /sla'es. *n the &i%%le a,es Feu%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. 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 ha'e .een e0ten%e% 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 @onstitution of the ro&an repu.lic/ the proletarii +as a social class of Ao&an citi;ens o+nin, little or no property . Earl )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% Aicar%o/ (a&es )ill etc 4 an% the French socialists 3especially @lau%e Henri :t. :i&on an% @harles Fourier an% the history of France His continue% stu%y of political econo&y le% )ar0 to the .elief that the ne+ political
econo&ic theory that he +as espousin, R scientific socialis& R 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 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 enemy8s 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 B@o&&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 1PO?/ )ar0 an% En,els .e,an +ritin, +hat +as to .eco&e their &ost fa&ous +or# a pro,ra& of action for the @o&&unist <ea,ue. 9ritten 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& ieL 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 of %estruction of the

A&erican hero. Aussia 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 @ho&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. 2Fac1ues )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 instrument9 if a schoolbook "rints it and a teacher affirms it! who is so bold as to demurI 2 Fohn Gatto

/HYI
But +hy so &uch so &uch propa,an%a/ +hy ha% not the &e%ia e'en touche% on the su.5ect of real socialists intentions an% the real reasons for the +ay thin,s +ent in co&&unist countries. The .est ans+er that i'e .een a.le to co&e up +ith is there afrai%. For one thin, they %ont +ant hi,her +a,es/ they +ant lo+er +a,es. The lo+erin, of profits .y payin, +or#ers &ore. :ocialis& 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/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 contorl pu.lic senti&ent so that they can continue to ,et a+ay +ith attrocities .oth near an% far.

8o+ * #no+ +hat your thin#in,. But let &e e0plain a+ay so&e co&&on fallacies create% .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&ocratic. 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 AEA< co&&unis&. @o&&unis& is not a +elfare state> This is li#e a person +ho tortures people +ho calls the&sel'es a lo'in, person. 1ou #no+ that they arent/ 5ust .ecause they call the&sel'es that %oes not &a#e the& so.

$oam chomsky :state socialism is a contradiction in terms the 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 0ar3ist thought


* .elie'e that so&e of the i%eas +hich * ha'e set forth here are the sa&e as )ar0ist theories. &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.

/ho ,re the BourgeoisieI


The .our,eoisie +ere the re'olutionary force +hich ,re+ out of the failin, feu%al syste&. A%a& s&ith also 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. 9hen 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

2#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 2natural su"eriors:! and has left remaining no other ne3us between man and man than naked self-interest! than callous 2cash "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 e3change value! and in "lace of the numberless indefeasible chartered freedoms! has set u" that single! unconscionable freedom R +ree #rade In one word! for e3"loitation! veiled by religious and "olitical illusions! it has substituted naked! shameless! direct! brutal e3"loitation
2#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 bourgeoisie 7

.ommunist 0anifesto

Bourgeois Society
(a&es )a%ison &a%e the follo+in, co&&ent a.out the :enate A HIn )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 senate4congress6! therefore! ought to be this body9 and to answer these "ur"oses! they ought to have "ermanency and stability H

.ivil 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 .ha"ter I! (art II! LL ,dam Smith /ealth of nation ,s long as "olitics are the shadow cast by big business no shrinking of government will change the material: Fohn 'ewy

the 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/ e'ery inch of ,roun% is un%er the 5uris%iction of pri'ate property or so calle% 6 pu.lic7 property. )oney e0ists as the sin,le 'irtue stron,er than e'er/ all thin,s are %epen%e% on it. 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 They .our,eois ha'e chan,e% in loo#s an% ha.its fro& the ol% %ays of course/ .ut fun%a&entally they are the sa&e. Our so calle% %e&ocratic repu.lic is in actuality &erely a elite 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%. They ha'e turne% this state control into the +or% socialis& +hen the proper ter& is facis&. *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. *t is that false reality +hich * intent to %estroy. An% as )ar0 has sai%7 * %o not pluc# the i&a,inary flo+er fro& your chains so that you &ay .ear the chain +ithout fantasy or co&fort/ .ut so that you &ay thro+ off the chain an% pluc# the li'in, flo+er7

2#he bourgeoisie cannot e3ist without constantly revolutioni<ing the instruments of "roduction! and thereby the relations of "roduction! and with them the whole relations of society conservation of the old modes of "roduction in unaltered form was on the contrary the first condition of e3istence for all earlier industrial classes ....all fi3ed fast fro<en relations with their train of ancient and venerable "re;udices and o"inions are swe"t away all new formed ones became anti1uated before they can ossify!all that is solid melts into air all that is holy is "rofaned and man is at last com"elled to face with sober senses his real conditions of life and his relations with his kind :

2#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 .hinese walls! with which it forces the barbarians8 intensely obstinate hatred of foreigners to ca"itulate It com"els all nations! on "ain of e3tinction! to ado"t the bourgeois mode of "roduction9 it com"els them to introduce what it calls civili<ation into their midst! i e ! to become bourgeois themselves In one word! it creates a world after its own image 2
6we find new wants re1uiring for their satisfaction the "roducts of distant lands and climbs.and as in material so also in intellectual "roduction !the intellectual creations of individual nations become common "ro"erty $ational one sided-ness and narrowmindedness become more and more im"ossible7

/hats so bad about bourgeois society I


#o e3"lain this all you need fo is read the ctriticisms of ca"italism htt"AGGen wiki"edia orgGwikiG.riticismSofSca"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. There are &any ne,ati'e aspects +hich has arisen out of

.our,eois society. 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. +e are seein, a re.ellion to this to%ay +ith ,ro+in, senti&ents to+ar%s &ore natural/ si&pler li'in,. Ho+e'er/ this chan,e +ill .e &et +ith ,reat hostility fro& those +ho .enefit off the current syste&.
2+inally! there seem to be but three /ays for a $ation to ac1uire /ealth #he first is by /ar as the %omans did in "lundering their con1uered $eighbours #his is %obbery #he second by .ommerce which is generally .heating #he third by ,griculture the only honest /ay9 wherein 0an receives a real Increase of the Seed thrown into the Ground! in a kind of continual 0iracle wrought by the Hand of God in his favour! as a %eward for his innocent Life! and virtuous Industry 2 Ben;amin +ranklin! (ositions to be )3amined! ,"ril C! 5LKE 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
2#he need of a constantly e3"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. *f school +as not .ase% upon the sa&e .asic hierarchy as the ,o'ern&ent/ it +oul% not .e allo+e% to e0ist/ .ecause of the reasons * ,a'e. *f the artificial &eans of separation %i% not e0ist in school/ if the +alls of .i,otry ca&e tu&.lin, %o+n/ you +oul% see the &i0in, of classes until you coul% not rea%ily %istin,uish one fro& the other. *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 / that-s a ,oo% thin,. 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. This separation of social classes in the co&&on +orl% has its i%entical counter part in the school syste&. 9hich has separate% stu%ents .y a,e /&ental capacity /area of stu%y etc. 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.

Scientific 0anagement
A 'ery influential &an +ho +rote ho+ &uch a%%itional pro%uction coul% .e e0tracte% fro& close re,ulation of la.or +as Fre%eric# 9inslo+ Taylor. H/hat I demand of the worker!H #aylor said! His not to "roduce any longer by his own initiative! but to e3ecute "unctiliously the orders given down to their minutest details H 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 1PI0s$ $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 Harlo+ Person calle% Taylor-s approach to the si&plest tas#s of +or#in, life Ba &eanin,ful an% fun%a&ental .rea# +ith the past.B :cientific &ana,e&ent/ or Tayloris&/ ha% four characteristics %esi,ne% to &a#e the +or#er Ban interchan,ea.le part of an interchan,ea.le &achine &a#in, interchan,ea.le parts.B :ince each 2uic#ly foun% its analo,ue in scientific schoolin, 14 A &echanically controlle% +or# paceL 24 The repetition of si&ple &otions 34 Tools an% techni2ue selecte% for the +or#er O4 Only superficial attention is as#e% fro& the +or#er/ 5ust enou,h to #eep up +ith the &o'in, line. The connection of all to school proce%ure is apparent.B*n the past/B Taylor +rote/ B)an has .een first. *n the future the syste& &ust .e first.B *t +as not sufficient to ha'e physical &o'e&ents stan%ar%i;e%L the stan%ar%i;e% +or#er B&ust .e happy in his +or#/B too/ therefore his thou,ht processes also &ust .e stan%ar%i;e%. :cientific &ana,e&ent +as applie% +holesale in A&erican in%ustry in the %eca%e after 1I10. *t sprea% 2uic#ly to schools.

6#hey know! better than anyone else that their "ower is based almost entirely on the school O#hey want schoolsP 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 O#heyP have never wanted the u"lift of the individual! but his enslavement9 and it is "erfectly useless to ho"e for anything but the school of to-day 2 +rancisco +errer anarchist

*n the preface to the classic stu%y on the effects of scientific &ana,e&ent on schoolin, in A&erica/ Education and the Cult of Efficienc / Aay&on% @allahan e0plains that +hen he set out to +rite/ his intent +as to e0plore the ori,in an% %e'elop&ent of .usiness 'alues in e%ucational a%&inistration/ an occurrence he trac#s to a.out 1I00. @allahan +ante% to #no+ wh school a%&inistrators ha% a%opte% .usiness practices an% &ana,e&ent para&eters of assess&ent +hen BE%ucation is not a .usiness. The school is not a factory.B As @allahan put it/ B*t %oes not ta#e profoun% #no+le%,e of A&erican e%ucation to #no+ that e%ucators are/ an% ha'e .een/ a relati'ely lo+!status/ lo+!po+er ,roup.B But the %e,ree of intellectual %o&ination shoc#e% hi&$ What was unexpected was the extent, not only of the power of businessindustrial groups, but of the strength of the business ideology...and the extreme weakness and vulnerability of school administrators. I had e3"ected more "rofessional autonomy and I was com"letely un"re"ared for the e3tent 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 Oem"hasis addedP (ohn ,atto un%er,roun% history of e%ucation 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. This &oney +ealth is %eri'e% .y oppression /ie e0ploitation/ of one class fro& another. *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.


The rea%er &ay ha'e .rou,ht up the 2uestion/that these correlations coul% .e 5ust coinci%ence. 9hat 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,. Fro& their real interests in life/ their true purpose . *n the past the elite rule .y force of s+or% an% %eath.in the present they rule .y pu.lic opinon /.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. 6serving 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 con1uered for itself n the modern state !e3clusive "olitical sway #he e3ecutive of the modern state4government6 is nothing but a committee for managing the common affairs of the whole bourgeoisie 6 )ar0

In society
2#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 : mar3 the ol% #in,s 2ueens .aron ha'e .een replace% .y the @EO/ politician/ .an#er etc. 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/ .y +ay of propa,an%a etc. 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 not a one part state is is a one part .usiness state/ 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. @hina 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. 2#he bourgeoisie has through its e3"loitation of the world market given a cosmo"olitan character to "roduction and consum"tion in every country 20ar3 H#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"oration8s H HI ho"e we shall take warning from the e3am"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 country H #homas Fefferson

Marl on education
2&n what foundation is the "resent family! the bourgeois family! basedI &n ca"ital! on "rivate gain In its com"letely develo"ed form! this family e3ists 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 : 2#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 e3"loitation of children by their "arentsI #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!I #he .ommunists have not invented the intervention of society in education9 they do but seek to alter the character of that intervention! and to rescue education from the influence of the ruling class : 2#he bourgeois cla"-tra" about the family and education! about the hallowed corelation of "arents and child! becomes all the more disgusting! the more! by the action of 0odern 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 :

School labor is 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. 9ithout 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. For 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 noticeI
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. 9hat &a#es thin,s e'e n +orse is that the .our,eoisie ha'e corrupte% an% t+iste% &ost &ainstrea& history so that people are una+are of the truth. They purposely use euphe&is&s an% %o+nplay the real forces at +or# in or%er to hi%e real &oti'es. )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.

.*L#*%,L H)')G&0Y
6,lthough social diversity! economic variety! and "olitical freedom a""ear to e3ist R because most "eo"le see different life-circumstances R 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 e3istence of minor! different circumstances that are not always fully "erceived by the men and the women living the culture : 2 which e3"lains 4to himself and to herself6 the small segment of the social order stratum that each e3"eriences as the status quo of life in society9 2the way things are: (ublicly! the emergence of the "erce"tual limitations of "ersonal common sense inhibit the individual "erson8s "erce"tion of the greater nature of the systematic socio-

economic e3"loitation made "ossible by cultural hegemony Because of the discre"ancy in "erceiving the status quo R the socio-economic hierarchy of bourgeois culture R most men and women concern themselves with their immediate 4"rivate6 "ersonal concerns! rather than with distant 4"ublicly6 concerns! and so do not think about and 1uestion 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. 9e 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. 6/hen a man! a woman! or a child "erceives the social structures of bourgeois cultural hegemony! "ersonal common sense "erforms a dual! structural role 4"rivate and "ublic6 whereby the individual "erson a""lies common sense to co"e with daily life/7 "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 peoples &oral senti&ents +hich lea% people to feel if so&ethin, is ,oo% or .a%.

,LI)$,#I&$
Entfremdung 3estran,e&ent4 is Earl )ar0-s an% Fre%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 man8s essential nature! and of having thus created an ob;ect corres"onding to the need of another man8s essential nature &ur "roducts would be so many mirrors in which we saw reflected our essential nature omment 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.5ectifie 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 +ill to +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 in the school tra%ition 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/ let alone 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. 9hen 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 @apitalist 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 . @apitalist ,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 !attungswesen 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 /hatever does not s"ring from a man8s 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 nature9 he does not "erform it with truly human energies! but merely with mechanical e3actness. /ilhelm von Humboldt ,lienation of the worker from himself! as a "roducer R from his #attungswesen 4s"ecies-essence6 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/ species"essence also co&prises all of his an% her innate hu&an potential as a person. @onceptually/ 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. @on'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. 9hereas a person-s !attungswesen 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 Fun%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$ Faute %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 @apitalists 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
@onceptually/ 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 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. Ae,ar%less thou,h/ it is the &ission of school that there .e not real sociali;in,. To the school /socialisin, is +asteful/ 5ust as .our,eois society sees all fun to .e ha% +ith the .uyin, of co&&o%ities/ all fun &ust cost &oney. *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, / +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/

#he family Another results of such a lon, ti&e a+ay fro& fa&ily is the alienation of the stu%ent fro& the fa&ily. The stu%ent also 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%ity 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,. *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.

$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. First / 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. But they so +ant to .rea# people of this re.ellion. *n &any %i'isions of la.our a person sits %o+n or stan%s for lon, perio%s li#e school. :chool &a#es learnin, uncool. Doin, this &a#es sure that they %o not +ant to learn latter on +hen there out of school so that they rise a.o'e the her% le'el of the &asses. That they %oes this is %ifficult to &a#e a case a,ainst school/ since society has hel% school as the li,ht of all success. The 'alue of school in its current for& is not a cut an% %ry state&ent. 2&nce you eliminate the im"ossible! whatever remains! no matter how im"robable! must be the truth : ,rthur .onan 'oyle

(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 FDA supporter. Apparently none of these cri&inal &aster&in%s notice% that their prospecti'e point &an ha% acti'ely stu&pe% for FDA 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 )c@or&ac#!Dic#stein @o&&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 @hase Ban#/ G)/ Goo%year/ :tan%ar% Oil/ the DuPont fa&ily an% :enator Prescott Bush trie% to recruit )arine @orps )a5or General :&e%ley Butler to lea% a &ilitary coup a,ainst Presi%ent FDA 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 9orl% 9ar **. But at least the Cnite% :tates ne'er en%e% up .eco&in, a fascist %ictatorship 3unless you as# Aon Paul supporters4. Aea% &ore$ http$==+++.crac#e%.co&=articleN15I?ON?!insane!conspiracies!that!actually!

happene%.ht&lXi0;;2i,&0*#iO

Bourgeoisie society
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 9here 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 1?00s There +as the a,e of enli,hten&ent no+ there is the infor&ation a,e. 9ith 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. 9e 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$ 2If 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:

9hat 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 BA@E 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. Fro& the .our,eoisie class of people to the proletariat. 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. 9a,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. 2/hen 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 re1uired by a means of "roduction9 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 2:#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 ::

2#he matter takes 1uite 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 e3change for labour-"ower is converted into necessaries! by the consum"tion of which the muscles! nerves! bones! and brains of e3isting labourers are re"roduced! and new labourers are begotten /ithin 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 e3change for labour-"ower! into fresh labour-"ower at the dis"osal of ca"ital for e3"loitation:

You wont ever be rich working for someone else In general


They %i%nt tell you that not e'eryone coul% .e rich 2 +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 2,dam smith

(arado3 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. This is a har% thin, for &any people to co&e to ,rips +ith.

/age 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 9hy 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 your 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:: 9AAFAAE. *n 1PQI &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 2both the ca"italist and his ideological re"resentative! the "olitical economist! consider that "art alone of the labourer8s individual consum"tion to be "roductive! which is re1uisite for the "er"etuation of the class! and which therefore must take "lace in order that the ca"italist may have labour-"ower to consume9 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 labourer8s 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 individual9 it is "roductive to the ca"italist and to the State! since it is the "roduction of the "ower that creates their wealth :

2+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. 2.a"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 e3"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 : 2 .a"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 relation9 on the one side the ca"italist! on the other the wage labourer : *n the capitalist syste& the +or#ers &ust +or# at 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 Q 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<F ,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.

0ilton +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 ta person life inclu%in, schoolin,. He co&es fro& the +or# of A%a& s&ith another free &ar#et econo&ist. )ilton Frie%&an sai% in relation to Free &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 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 Frie%&an +as the yo%a of econo&ics *n a .oo# title% Laisse+ ,aire and the !eneral"-elfare #tate$ :i%ney Fine &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 restrains9 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&erica31P01!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 B@i'il Diso.e%ienceB carrie% in%i'i%ualis& to a point +here it .eca&e al&ost in%istin,uisha.le fro& anarchis&. 9hats 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 tal# a.out. 9hat i& sayin, is that free &ar#et capitalis& an% co&&unis& are 'ery close in i%eolo,y in the en%. Of course people are stin,y an% ,et their 5i&&ies all in a russel on .oth si%es if you associate the t+o. its tautolo,y. )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 Free%o&7 fairI I dont care whats fair! I care about freedom with fairness someone has to decide whats fair! and who does that #he government : *t see&s to &e that )ilton +as often &isun%erstoo% .y other intellectuals. Hes a.solutely ri,ht/i .elie'e/in the .enefit to the &asses of the free &ar#et .But intellectuals are &ista#in, +hat he pro&otes +ith +hat they are co&plainin, a.out. 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 @on,ress &o'e% to punish OPE@ 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 P0 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. :u.si%ies ,i'en to &a5or corporations in the 6hopes7 of #eepin, prices lo+ for consu&ers %oes the e0act opposite an% is pai% for .y the &a5ority of people ie the proletarian /therefore the proletarian pay for it t+ice an% in payin, for it perpetuate their o+n +or# sla'ery. :u.si%ies are not the free &ar#et. Businesses only +ant the free &ar#et +hen it .enefits the& else they %ont +ant it. 9hat this all &eans is the the interests of the .i, .usiness ie .our,eoisie are not in the fa'or of the +or#in, class=They raise prices /not lo+er the&/they consciously %estroy s&all .usinesses an% hol% .ac# thin,s li#e %ru,s etc in or%er to #eep people fro& ha'in, another co&&o%ity outlet fro& their o+n pro%uct &a#in, people sla'es to their pro%ucts at a hi,her price/ %enyin, people access to other ,oo%s an% lo+erin, hu&anity to si&ple alienatin, consu&ption.

#he bourgeois middle class


20ost 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 communityRin short! the "rofessional middle class : Barbara )hrenreich

School controls the economy

1ou &ay ha'e seen chan,es in the stan%ar%s of schoolin, co&in, out. 8ota.ly co&&on core. Part of these ne+ refor&s are to .rin, in &ore practical trainin, for stu%ents to ,o fro& school an% .e rea%y for a 5o. +hen they ,et out. This is %espica.le to &e not .ecause +hat there %oin, .ut .ecause they are the ones +ho first %estroye% the a.ility of the youn, to ,ain s#ills to acualy ha'e a %ecent 5o. or to +or# for the&sel'es/+hich they %ont e'en .other +ith/ an% no+ they +ant to chan,e that a little. But there not chan,in, it for there stu%ents/ no %ouht. There %oin, it .ecause .i,,er .usinesses are losin, &oney to o'erseas co&panies. The Cs acutely has to i&port s&art people for& other countries. There not chan,in, thin,sto help the stu%etns .ut the&sel'es. 1ou see school effecti'ely controls the econo&y .*t %estroys the free &ar#et .y controllin, the infor&ation to the stu%ents or .etter state%/ the lac# of useful #no+le%,e/a stu%ent has. This has the effect of &a#in, &ost of the population at a %isa%'anta,e +ith current .our,eois entrenche%. *t &a#es for a &ore soli%arity an% peace for& co&petition to .oth &i%%le &i%%le class all the +ay to upper class.

@ontra%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. 9hoe'er cheats an% ,ets a+ay +ith it +ins. An% the col% reptilian e&otion &a#es its presence #no+. 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. 9hy +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 4com"anies6 vs the diffuse interests of the lower class 4working class6 : +riedman

2I 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 1uite content with that 4friedman6 my 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 e3"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 Fay economist

0ilton &n )ducation


what he said about ;obs and education in the negro community 2why do we have such a high unem"loyment rate among black teenagersI Its a disgrace !first of all! we give them lousy schooling threw governmental schools!which makes them un1ualified to hold decent ;obs!and second of all! we re1uire 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! ne3t 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 Frie%&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: 0ilton +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.

0ilton +riedman on the subversive government


In relation to government regulation on oil in the LJs 2you have heard a great deal about obscene "rofits4in oil com"anys6 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 itI

I 1uote )dward mitchel about "res carters energy "rogram and I 1uote:: 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 e3"lained in any economic books the answer can be found in "olitical "hiloso"hy ,n even more striking e3am"le of "hiloso"hy is the attitude e3"ressed in so called windfall "roblems i 1uote from carters "lan ::the "roducers have no e1uitable 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 equitable 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 moved what is the real ob;ective! you have to look below the surface!the real ob;ective is "ower and control: 2in the "resent energy bill! its been an enormous source of hay and contributions fro m 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 constituents4big business6 over 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<ed4cor"orate oligarchyGstate ca"italism ie fascism:

+reedom of thought
9ithout Free%o& of Thou,ht there can .e no such Thin, as 9is%o&L an% no such Thin, as Pu.lic <i.erty/ +ithout Free%o& of :peech. #en$amin Fran%lin! writing as &ilence Dogood! 'o( )! *ul+ ,! -.// To ha'e free thou,ht is to .e li#e the chil% .+ho 2uestions all thin,s/ +ho li'es to e0perience. 9hen the hero of his .oo#/ Panta,ruel/ 5ourneys to the BOracle of The Di'3in4e BottleB/ he learns the lesson of life in one si&ple +or%$ .&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. Free%o& of

&in% is &in% itself/ for the e0tension of &ans po+ers +oul% .e that of an ani&al +ithout this. Free thou,ht is the free%o& to choose fro& a 'ariety of sources +ith contrary .eliefs. Free thou,ht is to ha'e no ulti&ate ties +ith the status 2uo/ +ithout .ein, encu&.ere%/ peer pressure to thin# other+ise/ to .e free of la.els an% of un.rea#a.le association 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/ tell 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 them to be not what the social constructors want them to be .:o 2 thin,s are essential 1.lettin, the& stu%y +hat they +ant 2.,ui%e the& to +hat they +ant. The teachers input in this is &erely a &i%%le&an. There less in'ol'e&ent is the tric# to this. 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<F ,ui%e% philosophy of the teachin,s. But there shoul% .e so&e ,ui%ance *f you can fin% it. if you cant then you &ust train yourself. 1ou can ,et so&e out of your parent .ut re&e&.er that they lac# co&plete e0perience the&sel'es an% &ay .e not .e +ell infor&e%. An% it is a co&&on thin, that +hen as#e% a 2uestion the teacher or parent si&ply %oesn-t #no+/ .ut a 2uic# Goo,le search can yiel% the ans+ers to &any thin,s .But parents are an in%efensi.le a%%ition. *f /as * sai%/ they are +illin, an% a.le. One of the &ost o.'ious +ays of pro'in, that free%o& of thou,ht +or#s. +hen a person trys to .e funny they al+ays en% up loo#in, phony an% it ruins the &o&ent of the thin,. Cnless of course your a co&e%ian/ the .est co&e%y co&es +hen people are .ein, honest an% open. +hen there free%o& of thou,ht is at its .est an% fullest 2,nd so! onwards along a "ath of wisdom! with a hearty tread! a hearty confidence however you may be! be your own source of e3"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 Frie%rich 8iet;sche/ 0uman$ )ll &oo 0uman school forces people to li'e +ith the &ista#es of the past/in ,ra%es that they &ust carry aroun% for so lon,.

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. On the for&er the school trys &any ti&es an% in &any +ays to con'ince the stu%ent that those thin,s are +hat the stu%ent the&sel'es %esire. They ,host o'er the reasons .ecause they ha'e no le,iti&ate reasons as i'e sai%. An% the stu%ent has no ti&e to thin# a.out those phony reasons/ no ti&e .ut to %o +or# of course. The set curriculu&/ if you .elie'e thats its %esi,ne% for the stu%ents o+n ,oo%/ +ill al&ost al+ays .e a,ainst the +ill of the stu%ent either consciously or unconsciously. The free +ill an% thou,ht of the stu%ents is not e0tin,uishe% .y the repetition of the 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. @ount <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. 9ithout co&pulsion/ e%ucation +as transfor&e% into culture. 6 H#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 society9 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 e3tinguished 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 write9 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! /hich Have &ccurred! or Been ,ttem"ted! in the *nited States and )lsewhere! 'uring the Last #wo .enturies Foshua .offin

/hy do childrenG"eo"le rebelI


@hil%ren /as +e #no+/ ta#e +hat they see an% &irror it. This can .e e&otions/ actions ten%ensies etc. They see# to filll the&sel'es +ith a catalo, of thin,s +hich creates their character. Free%o& of thou,ht an% action are in the nature of hu&an .ein,s. 9hen a person see#s to in'a%e their +ill upon another person un5ustly/they are .ein, traitorous to their o+n nature. 9hen 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. @haracteristics 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.

/hy the love of money will never create a great love of learning 0I# study
#he animal /&%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 activity H +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 R 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. For 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 R The ur,e to control or %irect our o+n li'es .. )astery R The %esire to ,et .etter an% .etter at so&ethin, that &atters c. Purpose R 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 First/ 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'GuQZAPnuF5(c[snsGe&

Marl 0ar3! was right


9hen +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 TED0Aio%elaPlata. 69e 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$ 9hat &a#es us feel ,oo% a.out our +or# D9hen 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 Ae'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 Earl )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,. 69hen +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 R an% happier R 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$ T3 for the first one/ T2.?0 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 1?1 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 . 0( #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. ( 1( Positive reinforcement about our abilities may increase performance . The Study: 2ndergraduates at 3ar ard 2ni ersit+ ga e speeches and did moc% inter iews with experimenters who were either nodding and smiling or sha%ing their heads! furrowing their e+ebrows! and crossing their arms( ( The Results: The participants in the first group later answered a series of numerical 4uestions more accuratel+ than those in the second group( (

The Upshot: &tressful situations can be manageable5it all depends on how we feel( 6e find oursel es in a 7challenge state8 when we thin% we can handle the tas% 9as the first group did:; when we<re in a 7threat state!8 on the other hand! the difficult+ of the tas% is o erwhelming! and we become discouraged( 6e<re more moti ated and perform better in a challenge state! when we ha e confidence in our abilities( ( .( Images that trigger positive emotions may actually help us focus . The Study: Researchers at 3iroshima 2ni ersit+ had uni ersit+ students perform a dexterit+ tas% before and after loo%ing at pictures of either bab+ or adult animals( ( The Results: =erformance impro ed in both cases! but more so 9-> percent impro ement?: when participants loo%ed at the cute pictures of puppies and %ittens( ( The Upshot: The researchers suggest that 7the cuteness@triggered positi e emotion8 helps us narrow our focus! upping our performance on a tas% that re4uires close attention( Aes! this stud+ ma+ $ust alidate +our bab+ panda obsession( 6hat ha e +ou noticed ma%es +ou wor% harder B and betterC 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. 2, general state education is a mere contrivance for molding "eo"le to be e3actly like one another9 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 e3isting 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 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. They say your thro+in, your life a+ayD HA/ since +hen %i% life .e,in an% en% +ith school> 1ou-'e ,ot P0 years of li'in,> )an#in% has li'e% for thousan%s of years +ithout structure% school an% you +ant to tell &e &y life +ill 5ust fail if * %ont ,o/ i call .ullish. *nstea% they instille% the i%ea that you +ere ,oin, on to .ri,ht happy 5o.s. 9hat they %i% +as only lie/ a lie that &ay ha'e sa'e% a fe+ years of ,rief .ut .rou,ht on another Q0 .ecause life %i%nt en% out of hi,h school.

')G%)) S#,#IS#I.S
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 1P000 +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 9as 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 BE@AC: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.. 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 0illennial Generation/ is the %e&o,raphic cohort follo+in, Generation Z . There are no precise %ates for +hen Generation 1 starts an% en%s. @o&&entators use .e,innin, .irth %ates fro& the early 1IP0s 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+ 9elles Far,o 9F@ !1.Q5 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 can8t guarantee a high-"aying ;ob to hel" "ay off that student debt : #he /ells +argo survey found that LET of millennials think "ersonal finance should be taught in high school9 basic investing! how to save for retirement and how loans work were the to" three to"ics they 2wished: they8d learned more about > *t is &uch &ore li#ely that +ho you +ere .orn fro& an% +ho you #no+ are )C@H 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 .alls3sho+ co&&icaly open eyes4 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. *n the .oo# Aca%e&ically A%rift/ sociolo,y professors Aichar% Aru& an% (osipa Ao#sa say that 3QJ 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.

How the bourgeoisie created an o""ressive school system


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 choosin, 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. 2Sam 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 1uite 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 /all Street Fournal and the +inancial #imes and Business /eek #hey ;ust have to tell the truth #hat>s a contradiction in the mainstream "ress! too #ake! say! the $ew York #imes or the /ashington (ost #hey have dual functions and they>re contradictory &ne function is to subdue the great beast 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 e3ternal constraints are : $oam .homsky little $orth German state of (russia had been described as Han army with a country!H Ha "er"etual armed cam"!H Ha gigantic "enal institution H )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 Ha huge human automatonH 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 e3"erience of collective disci"line R 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 : 2.ubberley "rovides an accurate account of the "ros"ective new .ity on the Hill for which "ublic educationH was to be a "relude! a .ity which rose hurriedly after the failed "o"ulist revolt of 5DEK frightened industrial leaders 2 2 Yale was the most im"ortant command center for the reemergence of oldtime (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 4as they were routinely called6 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 7 ,t the same time those deemed inferior were to be turned into eunuchs! Galtonians advocated the notion of breeding a su"er race : 2#he 5DCJ case 0ercein v (eo"le "roduced a stunning o"inion by .onnecticut>s Fustice (aige R 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 e3"lained Hwith the coming of civil society the father>s sovereign "ower "assed to the chief or government of the nation H , "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 2 In one sense! administrative *to"ias are laboratories for 2e3"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 : 2,nd if degrading teacher status "roved inade1uate!
2 #he

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 te3ts 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 .urtis> book Building the )ducation State 5DBK-5DL5 documents the intense aversion to schooling which arose across $orth ,merica! in ,nglican .anada where leadershi" was uniform! as well as in the *nited States where leadershi" was more divided 0any schools were burned to the ground and teachers run out of town by angry mobs /hen students were ke"t after school! "arents often broke into school to free them

2 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 0aking of the )nglish /orking .lass! is an eye-o"ening introduction to this bittersweet truth about H"roductiveH workforces and national riches /hen a .olorado coalminer testified before authorities in 5DL5 that eight hours underground was long enough for any man because Hhe has no time to im"rove his intellect if he works more!H the coaldigger could hardly have reali<ed his very deficiency was value added to the market e1uation 2

2.olonial and +ederal "eriod economics in ,merica em"hasi<ed the characteristics in children that were needed for inde"endent livelihoods R 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 industrialGfinancial systems as danger signs of inci"ient over"roduction #he very ingenuity and self-reliance that built a strong and uni1ue ,merica came to be seen as its enemy .om"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 e3"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 e3clusion 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 e3isted 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 4of which more later6! one could easily foresee that continuous generations of im"roved machinery 4with never an end6 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 stageI #he most efficient time to do that was ab ovo! dam"ing down those 1ualities 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 e3"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 e3cesses of individualism In such a universe! home education! self-teaching! and teacher-directed local schoolhouses served well 2

2 *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 /e need one world! they say! and that one world should 4reasonably6 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 )3cessive 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 2

2#o mention ;ust a few other radical changes in children>s book content between 5DEJ and 5E7JA school credentials re"lace e3"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 1uickest! most reliable way to human inde"endence R the way taken in fact by .arnegie! %ockefeller! and many others who were now a""arently 1uite an3ious to "ut a sto" to it .hildren 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 5EJJ! but never heard again in children>s books after 5E5K #he universality of this silence is the notable thing! deafening in fact 2

20ost of the anti-intellectual shift in schooling the young was determined by the attitudes and needs of "rominent businessmen #he first e3hibit for your "erusal is the * S Bureau of )ducation>s .ircular of Information for ,"ril 5DL7! which centers around what it calls the H"roblem of educational schooling H /ith whose interests in mind did the bureau view education as a "roblemI #he ama<ing answer isA from a big business "ers"ective By 5DL7! 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 2,ccording to this .ircular of Information! Hinculcating knowledgeH teaches workers to be able to H"erceive and calculate their grievances!H thus making them Hmore redoubtable foesH in labor struggles Indeed! this was one im"ortant reason for #homas Fefferson>s own tentative su""ort of a system of universal schooling! but something had been lost between 0onticello and the .a"ital HSuch an enabling is bound to retard the growth of industry!H continues the .ircular #here is nothing ambiguous about that statement at all! and the writer is correct! of course 2Si3teen years later 45DDD6! we can trace the growth in this attitude from the much more candid language in the %e"ort of the Senate .ommittee on )ducation Its gigantic bulk might be summari<ed in this single sentence taken from "age 5!BD7A /e 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! 1uite 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 Hone of the "rinci"al causes of discontent!H 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 cru3 of the difference between education and schooling R the former turns on inde"endence! knowledge! ability! com"rehension! and integrity9 the latter u"on obedience

In #he )m"ire of Business 45EJ76! ,ndrew .arnegie! author of the Homestead siege which destroyed the steelworkers union! inveighs against Hteachings which serve to imbue OchildrenP with false ideas H +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 .arnegie>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 .arnegie boasts was only a new face on old style greed /hile it did take away liberty and sovereignty! it "ut forth serious intellectual arguments for doing so:

H,n anti-intellectual! a hater of individuals!H is the way %ichard Stites characteri<es #aylor in %evolutionary 'reams! his book on the *to"ian beginning of the Soviet )ra Says Stites! HHis system is the basis for virtually every twisted dysto"ia in our century! from death under the Gas Bell in Uamiatin>s /e for the uns"eakable crime of deviance! to the maintenance of a fictitious state-o"erated underground in &rwell>s 5EDC in order to draw deviants into disclosing who they are H &ddly enough! an actual scheme of dissident entra"ment was the brainchild of F ( 0organ! his uni1ue contribution to the .ecil %hodes-ins"ired H%ound #ableH grou" 0organ 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 .or"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 mi39 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 DJ "ercent of the "o"ulation in advanced industrial state:

2"eo"le shouldnt have to sit at a desk for D horus a a day #he new re"ublic we were driving toward! according to .roly! 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 Qeblen 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 .ecil %hodes> last wills! which established the %hodes Scholarshi"s as a means to that end (olitics was outdated as a governing device /hatever 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 #oc1ueville>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 :

$eIson / ,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 0oneyA H0embershi" 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 Oand a variety of other assetsP H 'irect and indirect domination of the forced schooling mechanism by the "atriciate has never been ade1uately e3"lored! "erha"s owing to its ownershi" of both the tools of research 4in the colleges6 and the tools of dissemination 4in the media6 2#he new ,merican establishment of the twentieth century was organi<ed around the fountains of wealth international cor"orate business "rovides By 5EJJ 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 5E5E! +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 .ity If the matter was relatively minor! the venue would be the 0etro"olitan! the *nion League! or the *niversity9 if it were a middling matter it would be determined at the Mnickerbocker or the %ac1uet9 and if it re1uired the utmost attention of "owerful men! Brook or Links $othing ha""ened in boardrooms or e3ecutive suites where it could be overheard by outlanders )ach city had this "rivate ground where aristocracy met 1uietly out of the reach of "rying eyes or unwelcome attendants In San +rancisco! the (acific *nion9 in /ashington! .osmos or the .hevy .hase .lub9 the Sommerset in Boston9 'u1uesne in (ittsburgh9 the (hiladel"hia .lub in (hiladel"hia9 the .hicago .lub in .hicago &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 2

2 %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 .arnegie>s various "hilanthro"ies R seven curious elements force themselves on the careful readerA 56 #here a""ears a clear intention to mold "eo"le through schooling 76 #here is a clear intention to eliminate tradition and scholarshi" B6 #he net effect of various "ro;ects is to create a strong class system verging on caste C6 #here is a clear intention to reduce mass critical intelligence while su""orting infinite s"eciali<ation 56 #here is clear intention to weaken "arental

influence K6 #here is clear intention to overthrow acce"ted custom L6 #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 e3istence #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 .arnegie +oundation for the ,dvancement of #eaching! (rivate (ower for the (ublic Good! HIn advancing some interests! foundations have inevitably not advanced others Hence their actions must have "olitical conse1uences! 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 story H )dward Berman! in Harvard )ducation %eview! CE 45ELE6! "uts it more brus1uely +ocusing on %ockefeller! .arnegie! and +ord "hilanthro"ies! he concludes that the H"ublic rhetoric of disinterested humanitarianism was little more than a facadeH behind which the interests of the "olitical state 4not necessarily those of society6 Hhave been actively furthered H 2#he rise of foundations to key "ositions in educational "olicy formation amounted to what .larence Marier called Hthe develo"ment of a fourth branch of government! one that effectively re"resented the interests of ,merican cor"orate wealth H 2 #he cor"orate foundation is mainly a twentieth-century "henomenon! growing from twenty-one s"ecimens of the breed in 5EJJ to a""ro3imately fifty thousand by 5EEJ +rom the beginning! foundations aimed s1uarely at educational "olicy formation %ockefeller>s General )ducation Board obtained an incor"orating act from .ongress in 5EJB and immediately began to organi<e schooling in the South! ;oining the older Slater cottonGwoolen 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 Fohn ' %ockefeller Sr s"ecified that his gifts were to be used Hto "romote a com"rehensive system H You might well ask what interests the system was designed to "romote! but you would be asking the wrong 1uestion +rederick Gates! the Ba"tist minister hired to disburse %ockefeller largesse! gave a terse e3"lanation when he said! H#he key word is system H ,merican life was too unsystematic to suit cor"orate genius %ockefeller>s foundation was about systemati<ing us In 5E5B! the Si3ty-Second .ongress created a commission to investigate the role of these new foundations of .arnegie! %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 e3tended 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

e3ercises enormous "ower through direct use of its funds! free of any statutory entanglements so they can be directed "recisely to the levers of a situation9 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 e3ecutives and "ro"rietors! they can assure themselves "ress su""ort! and by engaging "ublic relations counselors can further create good "ublicity ,s %ene /ormser! chief counsel for the second congressional in1uiry into foundation life 45E5D6! "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 e3tends beyond its immediate circle of associations! to those who ho"e to benefit from its bounty :

2 , "ro"hetic article entitled H#he Laboring .lassesH a""eared in #he Boston ?uarterly %eview in 5DCJ at the very moment Horace 0ann>s crowd was beating the drum loudest for com"ulsion schooling Its author! &restes Brownson! charged that Horace 0ann was trying to establish a state church in ,merica like the one )ngland had and to im"ose a merchantGindustrialist worldview as its gos"el H, system of education so constituted may as well be a religion established by law!H said Brownson 0ann>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! 7 said Brownson! and children were far better educated by Hthe general "ursuits! habits! and moral tone of the communityH than by a "rivileged class #he mission of this country! according to Brownson! was Hto raise u" the laboring classes! and make every man really free and inde"endent H /hatever 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>syreeFom 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 5DCJ to reali<ing such a dream of e1uality before forced schooling converted our working classes into Hhuman resourcesH or a HworkforceH for the convenience of the industrial orderI #he

answer is very close! as significant clues testify , century and a half after H#he Laboring .lassesH was "ublished! .ornell labor scholar .hris .lark investigated and corroborated the reality of Brownson>s world In his book %oots of %ural .a"italism! .lark found that the general labor market in the .onnecticut Qalley was highly unde"endable in the 5 DCJs 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 4for farming took "riority6! and work was ada"ted to the homes"un character of rural manufacture in a system we find alive even today among the ,mish /age 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 re1uires 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 Hmudsill theory!H 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 /isconsin ,gricultural Society in Se"tember 5D5E 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 selfserving 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 consent9 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 fi3ed 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! 4em"hasis added6 #his notion was contradicted! said Lincoln! by an inconvenient factA a large ma;ority in the free states were Hneither hirers nor hired!H 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 .ongress in 'ecember 5DK5 Here in the twenty- first century it hardly seems "ossible! this conceit of Lincoln>s

Yet there is the baffling e3am"le of the ,mish e3"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! /isconsin! &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 BudweiserI How many solar cells and methane-gas home generators to bring )33on to its kneesI #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 /hy would anyone who makes a living selling goods or services be enthusiastic about schools that teach Hless is moreHI &r teach that television! even (BS! alters the mind for the worseI /hen 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 R most are no worse than you are or I R but because humanity>s best interests and cor"orate interests cannot really ever be a good fit e3ce"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 e3cess of organi<ation R where the few make decisions for the many R that is choking us to death Strength! ;oy! wisdom are only available to those who "roduce their own lives9 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 i%ea of teachin, the choppe% up tiny portionsthat characteri;e the ,eneral e%ucation is only a ruse tric# un%er the auspices of &a#in, people into so calle%7+ell rea%7 people.The truth is not . 20anagement by ob;ectives! whatever those ob;ectives might be! is a techni1ue of cor"orate subordination! not of education /hat is most dece"tive in trying to fi3 this characteristic conformity is the introduction of an a""arently libertarian note of free choice into the narrative e1uation 0odern 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 destination9 their emotional needs for self-e3"ression are met harmlessly in this way without any risk to social machinery :

H&/ Y&* .,$ G& ,B&*# /I#H &*# S.H&&L


2 I have never let schooling interfere with my educational 2

mark twain

9hen 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. 9hy 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. Fuc# that> 1ou %ont. The only re.ellion you can &a#e a,ainst the& is non in'ol'e&ent @o&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. 9here 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 9ell 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.@oura,e 2.Truth 3.Honor O.Fi%elity 5.Discipline Q.Hospitality ?.:elf Aeliance P.*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 Aeali;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. 9hether 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. @oura,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. Eillin, 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#*')$# @on'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. 9hat 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 5 To &a#e a fir& %ecision a.out. 7 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, . 9hether 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. 9hoe'er has &oney has po+er/ one reason you are in control .y your parents is .ecause they pay for your thin,s. Ae&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 Q0 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 P0,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.

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 10T per &onth fro& net;ero .ut its pretty slo+ an% you only ,et 500 &. of %ata +hich isnt &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 isnt 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 %sl for a.out 30 for the first year. * %ont #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 Aoyal Tennen.au&s

S).*%) , S0,%# (H&$) I+ Y&* .,$ ,++&%' I#


A s&art phone can .e ha% for as a little as 50!P0 .1ou DO8T nee% a Q00 %ollar phone> Plans fro& 'ir,in are as lo+ as 35T &onth for these phones. 9hats ,reat a.out a phone is the a.ility to tal# into the &icrophone an% ,et an instant ,oo,le search. Also the Voice Aea%in, te0t to tal# free app soft+are a'aila.le has .een in%ispensa.le to &y fast learnin,. 9ithout it * +oul% not learn near as &uch as * ha'e this past Q &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 9i#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&* 0*S# S).*%) +%I)$'SHI(S 9ithout frien%s life +ill .e an e&pty an% sa% one/ +ithout frien%s there is little point in torturin, yourself outsi%e of school. One of the ,reat reason * staye% in school is .ecause * +as afrai% of .ein, alone an% +ithout co&panionship. Here /+ith coura,e/ you &ust .e &ore out,oin, in or%er to &a#e sure of you &eetin, people. Try to 5oin after school e'ents e'en thou,h your not a stu%ent/ tal# to the school a.out this. A,ain/ e'erythin, you %o +ill .e a lonely one to start +ith .ecause so &any people 5ust ,o in the sa&e %irection. 1ou +ill .e .ro#en off the .eaten trac# an% ha'e so&e territory +hich is un#no+n an% a .it scary/ .ut fear not for e'eryone +ho e'entually lea'es school ,oes thre+ this process. * ,uarantee you if you ha'e secure% the thin,s * 5ust &entione% then you +ill feel ,reat relief an% a spirit of a%'enture ahea% for no+ you are free> There are %e&ocratic schools an% ho&e schoole% people that ha'e &any ,oo% frien%ships. They are not aliens/they are li#e you an% &e. )eetup.co& has opportunity-s to &eet ne+ people /in safe en'iron&ents /+ho ha'e co&&on interests as you. *f you alrea%y ha'e secure% frien%s / you &ust see# the& out &ore often outsi%e of school to &aintain a fa&iliar feelin, .et+een you an% the& S).*%) #%,$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% P 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. @arry 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. Eeep 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).*%) I$.&0) 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. Fish 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. Ae&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, PAAE8T: %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/.Aather/ 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. 9atch 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.

/H,# #& 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 9ill .y Fran# @hannin, Ha%%oc#. A short story a.out ho+ * ca&e to the .oo#. As a #i% * 'isite% Ohio . * li'e in Flori%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#. 9ill 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%. +%)) &$LI$) .&*%S) There are free courses /'ery si&ilar to colle,e/ online at online @ourses. 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. @heat 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 )C@H 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& > . 9hy 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. @hil%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. 9ho is cheatin, +hoD 9hoe'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. First 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 EE1

L),%$ /IS'&0
+is%o& %ef$ The a.ility to %iscern or 5u%,e +hat is true/ ri,ht/ or lastin,L insi,ht. 7 @o&&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. 9hen ,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. Ae&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.

/H,# #& '& /I#H Y&*% 0&$)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. 9here a unifor& etc. Ae&e&.er if you act li#e a %uc#/ +al# li#e a %uc#/ tal# li#e one /then you AAE 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 :TAAT +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 1Q 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.

H&0)S.H&&LI$G *$')% #H%),#


H)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 roles H
,"-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 @ATO institute stu%y of pu.lic an% pri'ate school per pupil spen%in, in Phoeni0/ <os An,eles/ D.@./ @hica,o/ 8e+ 1or# @ity/ 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, 9i#ipe%ia The Ho&e :chool <e,al Defense Association petitione% that a Ger&an ho&eschoolin, fa&ily/ the Ao&ei#es/ .e ,rante% political asylu& in the Cnite% :tates. C+e an% Hannelore Ao&ei#e fle% their ho&e country after .ein, prosecute% for ho&eschoolin,/ +hich is ille,al in Ger&any. 2$o one can understand why the /hite 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 children 5JJ!JJJ signatures by ,"ril 5D to receive a res"onse #he "etition hit the threshold on ,"ril E and continued to gather

signatures! at one "oint making it the second-most-signed "etition on the website #he /hite House res"onse came 575 days after the "etition reached the re1uired number of signatures 2 On (uly 15/ the :i0th @ircuit @ourt %enie% H:<DA-s petition to rehear the Ao&ei#es- case. H:<DA is appealin, the case to the :upre&e @ourt. Accor%in,ly/ +hen the 9hite House si&ply notes that parents 'alue their o+n free%o&/ it stops %an,erously short in its state&ent. 9here is the rin,in, en%orse&ent that parental free%o& is a fun%a&ental hu&an ri,htD The 9hite House silence on this point says a ,reat %eal/7 Farris sai%. Di% you #no+ ho&eschoolin, is ille,al in &any countriesD @ontrol 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 1I?5 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. 7 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 5 One .oun% in ser'itu%e as the property of a person or househol%. 7 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 State9 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 0ar3

)3"loitation of the young


The Cnite% 8ations 1IPI @on'ention on the Ai,hts of the @hil%/ or @A@/ 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 @o&&ittee on the Ai,hts of the @hil%. 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 @A@ 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 @A@. 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. Ta#e this piece of a letter fro& Das @apital Earl )ar0 2It may! "erha"s! be worthy the attention of the "ublic to consider! whether any manufacture! which! in order to be carried on successfully! re1uires that cottages and workhouses should be ransacked for "oor children9 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 re1uired by the young @ 2the newly-invented machinery was used in large factories built on the sides of streams ca"able of turning the waterwheel #housands of hands were suddenly re1uired in these "laces! remote from towns9 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 re1uest! the custom instantly s"rang u" of "rocuring apprentice s 0any! many thousands of these little! ha"less creatures were sent down into the north! being from the age of L to the age of 5B or 5C 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 1uantity of work that they could e3act .ruelty was! of course! the conse1uence cruelties the most heartrending were "racticed u"on the unoffending and friendless creatures who were thus consigned to the charge of master-manufacturers9 they were harassed to the brink of death by e3cess of labour were flogged! fettered and tortured in the most e31uisite refinement of cruelty9 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 enormous9 but this only whetted the a""etite that it should have satisfied! and therefore the manufacturers had recourse to an e3"edient that seemed to secure to them those "rofits without any "ossibility of limit9 they began the "ractice of what is termed 2night-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 night9 the day-set getting into the beds that the night-set had ;ust 1uit-ted! and in their turn again! the night-set getting into the beds that the day-set 1uitted in the morning It is a common tradition in Lancashire! that the beds never get cold 2 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%. 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/ that 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. H(ower tends to corru"t! and absolute "ower corru"ts absolutely Great men are almost always bad men H Fohn 'alberg-,cton 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 boyGwhy the school will force you always and forever unless you fight
*t +as a refor& school operate% .y the state of Flori%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 Flori%a %epart&ent of la+ enforce&ent in 2010 an% the @i'il Ai,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.

&ne $ation .onservatism

Accor%in, to 9i#ipe%ia our school syste& is .ase% fro& A.A Butlers 6one nation conser'atis&7 +hich calls for paternalis& .y the upper class to+ar% the +or#in, class. The )ducation ,ct 5ECC 3? an% P Geo Q c. 314 chan,e% the e%ucation syste& for secon%ary schools in En,lan% an% 9ales. @alle% the BButler ActB after the @onser'ati'e politician A.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.

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 Fre%ric# the Great. Ein, Fre%eric# create% a syste& that +as en,ineere% to teach o.e%ience an% soli%ify his control. Focusin, 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. @u..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 4children6 are to be sha"ed and fashioned into "roducts to meet the various demands of life : 4.ubberley! 5E5L6 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&ericas 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. 9hile 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. @onse2uently/ our schoolin, syste& is still loc#e% into the Prussian!in%ustrial fra&e+or# of fear/ isolation/ an% &onotony. For .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 31I1P4 in his historic stu%y of the Prussian E%ucational syste&$ 2#he (russian citi<en cannot be free to do and act for himself9 that the (russian is to a large measure enslaved through the medium of his school9 that his learning instead of making him his own master forges the chain by which he is held in servitude9 that the whole scheme of the (russian elementary school education is sha"ed with the e3"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 1PO3$ $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 ac1uiescence 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 1uoted in .ubberley! 5E7J! " CDD

The Prussian *n%ustrial History of Pu.lic :choolin, 1ehu%i )eshchanino'


2#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 arive 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 4German6 )ducational System


Each chil%/B says 9illia& H. :ea+ell/ Bbelongs to the state.B 9hat 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. For 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 Fort 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 1IP1 .y the professor of e%ucation/ uni'ersity of Vir,inia. .y &a5or%o&o

(olitical reasons why the king of (russia used for "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 Ein, +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 @ro+n an% to train youn, &en for the &ilitary an% the .ureaucracy. As the Ger&an philosopher (ohann Gottlie. Fichte/ a #ey influence on the syste&/ sai%/ BIf you want to influence Othe studentP at all! you must do more than merely talk to him9 you must fashion him! and fashion him in such a way that he sim"ly cannot will otherwise than what you wish him to will H But this +as a &isun%erstan%in,/ an% a state&ent +hich the rulers so nicely use% for there o+n %espica.le purposes. Fre%eric# 9illia& .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 1P10/ the &inistry / %ecree% the necessity of :tate e0a&ination an% certification of all teachers. *n 1P12/ 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.

Fre%eric# 9illia& *** continue% the reor,ani;ation after the +ars/ an% stren,thene% the co&pulsory state school syste& in 1P3O .y &a#in, it necessary for youn, entrants into the learne% professions/ as +ell as all can%i%ates for the @i'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. @o&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


Fro& +i#i$ The ruthless an% ascetic Puritans +ho foun%e% the )assachusetts Bay @olony +ere ea,er to a%opt the @al'inist plan of co&pulsory e%ucation in or%er to insure the creation

of ,oo% @al'inists an% the suppression of any possi.le %issent. Only a year after its first set of particular la+s/ the )assachusetts Bay @olony in 1QO2 enacte% a co&pulsory literacy la+ for all chil%ren. Further&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. 0uch like what the state is saying today! that "arents dont have a right over their childrens education *n 1QO?/ 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 @al'inist!Puritan principles. Finally/ the Ae'olutionary 9ar %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 @onstitution of 1?P0 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 1?PI school atten%ance +as &a%e co&pulsory in )assachusetts Finally in 1P52/ )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 1PQ2/ 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 1P25 an% 1P50/ 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. Further&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 1P50/ 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. For e0a&ple/ @al'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 Fre%eric# 9illia& ***/ 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. Aou,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,. 9hat 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. 9hile 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. 9hat 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 e3"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 e3"licit form of effective incentives to the reci"ients .B

The Prussian philosopher (ohann Gottlie. Fichte 31?Q2!1P1O4/ %escri.e% .y &any as a philosopher an% a transcen%ental i%ealist/ +rote 6A%%resses to the Ger&an 8ation7 .et+een 1P0? an% 1P0P/ +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 R &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. 9ith 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 @hil%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 1P1O/ 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 1P50/ )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 Foun%ation4 sa+ to it that after the @i'il 9ar/ the Prussian syste& 3tau,ht in the 8orthern states4 +as inte,rate% into the con2uere% :outh .et+een 1PQ5 an% 1I1P. )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 1??Q/ for e0a&ple/ a.out P5J of the citi;ens +ere reasona.ly e%ucate% an% ha% in%epen%ent li'elihoo%s R they %i%n-t nee% to +or# for anyone. By 1PO0/ the ratio +as still a.out ?0J. 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 9illia& 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 Aoc#efeller fa&ily/ the @arne,ies/ the 9hitney-s an% the Pea.o%y fa&ily. The Cni'ersity of @hica,o +as un%er+ritten .y the Aoc#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 Francis Bacon 31Q2?4. 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 1PO0 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 )3"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 1P?0\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 9ilhel& 9un%t 31P32!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. 9un%t o.taine% his PhD in &e%icine fro& the Cni'ersity of Hei%el.ur, in 1P5Q/ an% e&.ar#e% on the stu%y of sensory perception. His &ost fa&ous +or# +as 6@ontri.utions to the Theory of :ense Perception7 / %one .et+een 1P5P an% 1PQ2. *t is %escri.e% .y ortho%o0y as the first +or# of e0peri&ental psycholo,y. *n 1P?5/ 9un%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 1P?3/ 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. 9un%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 9un%t +ho returne% to the Cnite% :tates .et+een 1PP0 an% 1I10 .eca&e the hea%s of Psycholo,ical Depart&ents at &a5or uni'ersities/ such as Har'ar%/ @ornell/ an% the Cni'ersity of Pennsyl'ania/ to na&e a fe+. 9un%t traine% (a&es @attell/ +ho on his return to the Cnite% :tates traine% o'er 300 PhD-s in the 9un%t +orl% 'ie+. The syste& of 6e%ucational psycholo,y7 e'ol'e% fro& this. Fun%e% .y the @arne,ie an% Aoc#efeller foun%ations/ the 9un%tian syste& ,ains control o'er e%ucational testin, in the Cnite% :tates for sol%iers of 9orl% 9ar *. #he 2)ducational System: )3"ands The +a'e of i&&i,ration +hich .e,an in 1POP/ 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. 9e +oul%n-t +ant those little ty#es to .eco&e reactionaries/ +oul% +eD *n 1PI0/ @arne,ie +rote a series of essays calle% The Gospel of 9rath/ in +hich he clai&e% that the capitalistic free enterprise syste& +as %ea% in the Cnite% :tates. *t really +as/ since @arne,ie/ Aoc#efeller an% )or,an/ .y then/ o+ne% the Cnite% :tates. *t +as a.out 1I1? that a ,reat 6Ae% :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, R 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 @arne,ie-s ho&e to+n of Gary/ *n%iana/ the syste& +as i&ple&ente% .et+een 1I10 an% 1I1Q/ &ostly throu,h the efforts of 9illia& 9irt/ 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 @arne,ie to .rin, the syste& to 8e+ 1or# @ity. *n 1I1?/ 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#. 9illia& 9irt ca&e to super'ise the transition. Cnfortunately for @arne,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 9ars/ +as +ritten .y Diane Aa'itch on the su.5ect. @uriously/ 9illia& 9irt +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 @arne,ie ,roup institute% the concept of 6teacher certification7 R a process controlle% .y the teachin, colle,es un%er @arne,ie an% Aoc#efeller control. 8o one #ne+ that the @o&&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% 1IQ0/ the nu&.er of school .oar%s %roppe% fro& 1O0/000 to 30/000. To%ay there are a.out 15/000 R all controlle% .y e0tensions of the @arne,ie!Aoc#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 1PPI the C.:. @o&&issioner of E%ucation assure% a pro&inent railroa% &an/ @ollis 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 1P0Q an% 1P1I.

/ilhelm von Humboldt


9ilhel& 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&. * ,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 e3istence is to give the fullest "ossible content to the conce"t of humanity in our own "erson O P 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> 9ilhel& &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% 6 always favor one "articular form9 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 0an educated in that way must then ;oin the State and! as it were! 2test the .onstitution 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 "arents8 so that Wparental authority %oes not e0cee% nor&al .oun%s-3G:/ */ p.22Q4 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.10Q4 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+. 2If "u"ils were e3cluded from further courses of education from the outset! the elementary schools would become nothing other than V"eo"le8s schools in the most derogatory meaning of the term8 232uote% .y :pran,er/ 1I10/ p.13P4.:#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 1P1O$ 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 subse1uent education can be built- 3<etters/ p.?35 '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%$ W/hat bias must be the conse1uence of such regulated education forced on to "u"ils from tender childhood to mature youth D- 3<etters/ p.IP4P 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. 9ithout 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 it8 3G:/ Z***/ p.2Q14..lose contact with their teachers should enable students to undertake their own inde"endent scientific work 7 Here a,ain is the the 'alues of li.eral e%ucation. 9ilhel& '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.

Fohann +ichte
As +e ha'e rea%/ Fichte i%eas ha% a #ey influence on the Prussian e%ucation syste&/an% since the A&erican e%ucation syste& is the prussian e%ucaiton syste& in ,eneral then fichte influence% the A&erican e%ucation syste&. *t is also +orth &entionin, ri,ht off/ that his .etter i%eas +eren-t ta#en an% his +or%s errin, to+ar%s control o'er stu%ents +as a.solutely a%opte%. That is +hy he is i&portant to this paper. At an early a,e he sho+e% si,ns of a%'ance% intelli,ence/ consciousness an% stu..ornness. After he rea% #ants philosophy it chan,e% his perspecti'e fore'er/ &o'in, hi& fro&

%eter&inis& to a .elief in &oral free%o& an% the inherent &oral +orth of &an. After you rea% so&e of his nota.le 2uotes here you +ill +on%er at this &an intentions/ .ut * +ill e0plain a+ay thee &isconceptions . 2If you want to influence him 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 you wish him to will:education should aim at destroying free will so that "u"ils are thus schooled they will be inca"able throughout the rest of their lives of thinking or acting otherwise than as their school masters would have wished! when this techni1ue has been "erfected! every government that has been in charge of education for more than one generation will be able to control its sub;ects securely without the need for armies or "olicemen: He +as %escri.e% as a &an of .ol%ness an% ori,inality of spirit. He ha% a intensity an% resoluteness +hich he &aintaine% his &oral con'iction an% his .urnin, acti'ity for acti'ity. He sole&nly %eclare% that he %e'ote% hi&self to truth an% thre+ out his life he &aintaine% that truth +as the sole o.5ect of his in2uiries. He sout first principles +hich +ere in%u.ita.ly certain/ he loathe% lies an% hate% co&pli&ents/ tol% e'eryone the truth to their face he lo'e% li.erty. His honesty +as transparent his #in%ness pro'er.ial he treate% stu%ents as honora.le &en an% un%erstoo% ho+ to appeal to +hat +as .est in the& .He +oul% not ta#e fees fro& poor stu%ents yet he al+ays foun% roo& for the& in his class/he .efrien%e% the %istresse% in spite of the uncertainty of his financial situation an% i&pose% no con%ition on the& sa'e that of a.solute secrecy .His influence o'er the stu%ents +as po+erful a% his frien%ship +as re,ar%e% as an inesti&a.le ,ift. @ertainly you can see that this +as a &an of a pro,ressi'e e%ucation syste& in &in%/&uch %ifferent than +hat +e ha'e to%ay. He inherite% fro& his &other a 'iolent nature i&petuous nature +hich con'erte% his principles into passions an% couple% +ith his lo'e of acti'ity cause% hi& to .e rash an% tactless. He ha% a passion to enno.le his fello+ &an an% thirste% for opportunity to %o ,reat thin,s in the +orl%. He +as i&patient +ith those that %i% not un%erstan% hi&. He al+ays see&s %espotic/unco&pro&isin,/ he +as e,otistical. :o it is i&portant to #eep this in &in% +hen rea%in, his +or#. After Prussia ha% fallen to 8eapolitan he ,a'e the speeches to the ,er&an people/ an% so one &ust re,ar% this +ith +hat he sai% /.ecause of the se'erity of the ti&es. :tein +as influence% .y Fichte/ he a%'ocate% that in the e%ucation syste& .he influence% 9ilhel& Hu&.ol%t +hose i%eas an% plans for Ger&an e%ucation +ere carrie% into effect in 1P0I 2)vil does not become less through ignorance!nor doesn8t increase through knowledge!indeed it is only by the latter that it can be cured : Here a,ain/ it is affir&e% that thre+ #no+le%,e/e'il can .e %estroye%. 2strictly s"eaking the "resent system has been by no means the art of educating men!this indeed it has not boasted of doing!but has very often frankly acknowledged

its im"otence by demanding to be given natural talent or genius as the condition of its success!rather does such as art remain to be discovered and this discovery should be the real task of the new education !what was lacking in the old system !namely an influence "enetrating to the roots of vital im"ulse and action!the new education must su""ly : address to the German nation :ince Fichte i%eas +ere ne'er fully use%/ this ne+ e%ucation * .elie'e /an% * thin# it is o.'ious/ has not yet .een i&ple&ente%.* ha% first .eca&e a+are of fichte in a 'i%eo that sho+e% the %ar# .e,innin,s of our &o%ern school syste& * rea% this 2uote .y hi&. 7#he new education must consist essentially in this! that it com"letely destroys freedom of will in the soil which it undertakes to cultivate! and "roduces on the contrary strict necessity in the decisions of the will! the o""osite being im"ossible Such a will can henceforth be relied on with confidence and certainty : #his 2uote +as paraphrase% into so&ethin, si&ilar .ut e'en &ore %istressin,. +hen * rea% this * thou,ht/&an +hat an asshole. This ,uy %irectly influence &o%ern e%ucation. * ha% to rea% &ore a.out the ,uy. 9hen * %i% * foun% out a lot of positi'e thin,s a.out hi& an% * thin# his 2uotes ha'e .een 'ery &uch &isun%erstoo%/ .ut perhaps not co&pletely.... (ohann Fichte +as one of the foun%in, fathers of the philosophical &o'e&ent #no+n as Ger&an i%ealis&. He contri.ute% ori,inal insi,hts into the nature of self consciousness an% self a+areness. Fichte +as a philosopher /a professor at the uni'ersity of Berlin/ scholar +ho li'e% fro& 1?Q2!1P1O. 9hen you first loo# at the .e,innin, para,raph 2uote he see&s to .e ,i'in, a ne,ati'e 'ie+ of %estroyin, free+ill/+hich is so&ethin, hol% sacre%. But Fichte harshness &ay ha'e ,i'en a sli,htly +ron, i%ea of his &eanin,. For instance the i%ea that school 6%estroys7 a persons free+ill is correct. that is +hat it %oes in a certain point of 'ie+. 1ou coul% use the +or% influence/.ut its clear that the purpose of school is in fact to fashion a person into so&ethin, +hich the school +ants the& to .e/+hether or not this .e for ,oo% or .a%/ is not nee%e% in this i%ea. Fichtes re&ar#s see& totalitarian/ an% perhaps they +ere to an e0tent. 9hen he says that the stu%ents +ill not +ant to +ill other+ise /hes statin, +hat * +as tal#in, a.out/+here the stu%ent actually +ants to .e ,oo% an% to learn fro& self reali;ation/ an% so fro& henceforth the stu%ents can .e left to there o+n %irection +hich is a &a5or ,oal of real e%ucation. *t is also %an,erously clear that such a po+er coul% .e use% for e'il/ an% that propa,an%a an% /fashionin, for ille,iti&ate selfish reasons of the stu%ents/ +ill occur. i use the ter& +ill .ecause of the e&pirical fact that if so&ethin, can .e ta#en a%'anta,e off it +ill .e ta#en a%'anta,e off. Hu&an selfishness an% ,ree% are a &a5or force of capitalis& an% of control fro& ,o'ern&ents. Thre+ out history people ha'e .een ta#en a%'anta,e of an% controlle% for ,ainfull purposes/ this can .e seen in reli,ious control . *nstillin, of certain 'alues .y ,o'ern&ents thre+ la+s an% the patroni;in, of the&. An% this is one reason +hy the thir% riech +as a.le to ,ain such a le'el of fanaticis& o'er the people. This ne+ a,en%a of instillin, nationalist spirit into its chil%ren also .eca&e an essential

ele&ent in pu.lic e%ucation for &any &o%ern nations in a%%ition to Prussia an% later Ger&any . 2Fust as the government>s social reforms made the German "eo"le somewhat com"lacent about their rulers! these nationalist ideas had a similar effect on Germany>s intellectuals +ichte>s educational "ro"osals would translate intellectual ideas into action on a national scale and give the intellectual community a ma;or role in im"lementing these reforms However! it also made the intellectuals a "art of and subordinate to a system that valued action over contem"lation #his "ut "ressure on them to affirm government "olicies with absolute conviction rather than 1uestioning them in the s"irit of ske"ticism needed to kee" an intellectual climate fresh and vibrant #herefore! the intellectuals! along with the German "eo"le in general! were "rone to falling under the sway of "eo"le who would use their "ower for less then benevolent "ur"oses: A,ain the lac# of free thou,ht a&on, the people lea%s to there o+n %estruction. 2Ironically! +ichte! who "ro"osed many of the reforms that would eventually lead to this disaster! was himself an idealistic liberal! the sort of "erson that Hitler would work so hard to eradicate : http$==+++.flo+ofhistory.co&=units=e&e=1Q=F@10?

Fro& 9i#i $ Aca%e&ic stu%ies/ in Fichte-s 'ie+/ are not 5ust preparations for particular professions an% ,ainful careers$ they are e0plorations of the o'er!all &eanin, of learnin, an% hu&an e0istence. FichteKs %eli.erations .rin, a unity an% purpose to hi,her e%ucation that %eeply inspire% his stu%ents at the ti&e/ an% that earne% hi& hi,h praise as a &oti'atin, teacher. 2*"on the "rogress of knowledge the whole "rogress of the human race is immediately de"endentA he who retards that! hinders this also ,nd he who hinders this! Rwhat character does he assume towards his age and "osterityI Louder than with a thousand voices/ by his actions he "roclaims into the deafened ear of the world "resent and to come RH,s long as I live at least! the men around me shall not become wiser or better9 R for in their "rogress I too! notwithstanding all my efforts to the contrary! should be dragged forward in some direction9 and this I detest I will not become more enlightened! R I will not become nobler 'arkness and "erversion are my elements! and I will summon all my "owers together that I may not be dislodged from them H / as translate% .y 9illia& :&ith/ in &he 1opular -orks of 2ohann !ottlieb ,ichte 31PPI4/ Vol. */ <ecture *V/ p. 1PP He is sayin, +hat * +as pointin, out/that hin%rance an% repression of #no+le%,e is a pro&otion of i,norance/an% that is e'il. 2#he correct relationshi" between the higher and lower classes! the a""ro"riate mutual interaction between the two is! as such! the true underlying su""ort on which the im"rovement of the human s"ecies rests #he higher classes constitute the mind of the

single large whole of humanity9 the lower classes constitute its limbs9 the former are the thinking and designing OEntwerfendeP "art! the latter the e3ecutive "art 2 &he # stem of Ethics )ccording to the 1rinciples of the -issenschaftslehre 31?IPL @a&.ri%,e/ 20054/ p. 320 Here is +here fichte a,ain .eco&es 'ery contro'ersial . Ho+e'er fichte is loo#in, at thin,s fro& a 'ery har% reality point of 'ie+. The truth is /as * ha'e sai% / that the upper classes are in control of the rest of society/ +hether this is ri,ht or +ron, is not a factor to this point in this re,ar%. The lo+er classes the +or#in, class are the e0ecuti'e parts. &eanin, they are the .uil%ers an% %oers/they perfor& &anual la.or. Fichte ho+e'er %i% .elie'e that the +or#in, class shoul% ha'e the sa&e le'el of e%ucation as the rich. Fichte +as loo#in, at thin,s fro& non re'olutionary +ay.

Fohn 'ewy School %eform


#he writings of ;ohn dewt )ducation as a $ecessity of Life 9ithin 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. 9ith 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%. 9ith 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 elements3ruling class4. , 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 OsocietyP 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 e3ternally 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 e1uable o""ortunity to receive and to take from others 0embers 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 e3"eriences &therwise! the influences which educate some into masters! educate others into slaves ,nd the e3"erience of each "arty loses in meaning! when the free interchange of varying modes of life-e3"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 e1ually real #heir culture tends to be sterile! to be turned back u"on itself9 their art becomes a showy dis"lay and artificial9 their wealth lu3urious9 their knowledge overs"eciali<ed9 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 9hile ]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. For hi& they fall .y nature into classes/ an% into a 'ery s&all nu&.er of classes at that. The Platonic E%ucational Philosophy @onse2uently 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 classes9 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 1ualities 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 Factor.B /e 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 e3"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 4or to contribute to the whole to which he belongs69 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 ..ne'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%.

0anifestation 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.

+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. For 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//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.

#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'ilian s .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. 9hen 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. Bi, .usiness/ .ein, run un%er a totalitarian syste&/ are un%er this .lin% o.e%ience pro.le&. 9or#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.

2the 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-e3change 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 5KEC #he Bank of )ngland began with lending its money to the Government at DT9 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 other9 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 Bolingbroke8s

0ar3 das ca"ital


HSee 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"aganda H 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 e3"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%. 9e +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. /hy 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. 9ell 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.. For 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

2#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 "rocess9 but only freedom from labour! to an ever-increasing e3tent as science and technology advance "roductivity and automatically reduce the amount of labor time re1uired from the individual 2 Free%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. @apitalis& in its current for& is not fit to lea% .ecause it is inco&pati.le +ith our ,reater hu&an %esires. @o&&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 . HO9EVEA/ 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&.I,L &S#%ISIU,#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.

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$ot knowing why we do things


#ill Gates fixing AmericaDs education crisis cnn report Fareed Ea%aria inter iew #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 %oesnt 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. An% 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

%oesnt see his o+n han%i+or#/he %oesnt see the 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 )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 +ith all there +retche% +ill to po+er an% the selfish arro,ance/ 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. 8o/ 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. The &ini&u& +a,e la+ +asnt create% for the poor +or#ers it +as &a%e .y the union lea%ers +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 Aussia/ En,lan%/ 8a;i ,er&any. 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 %ensest e0it /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&.
*& 2?/ * &a#e 1Q %ollars an hour an% *& .ro#e +ith thousan%s of %ollars in %e.t to uni'ersity of phoeni0 an% to the cre%it car% co&panies. The ,uys * +or# +ith are .ro#e too. :chool an% colle,e %i%n-t help &e out . 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. * feel cheate% .y school an% colle,e/an% * #no+ +hy . 9hen * starte% learnin, for &yself a+ay fro& school * learne% &ore n Q &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. 9hat *& 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. Fuc# 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 FAEE. *n or%er that +e &ay .e free of physical la.or +hich is resentful an% free of the i,norance +hich is sin. An% not only .e these thin,s .ut .e ,reater than that of those +ho oppress you. Dont e'en ,et &e starte% on school lunches.

2%ebel children! I urge you! fight the turgid slick of conformity with which they seek to smother your glory : %ussel Brand 2enlightenment 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! /hat Is )nlightenmentI Mar"e 'iem sei<e the day-

E8D
#H) '),#H &+ S,.%,#)S
:ocrates +as a classical Gree# 3Athenian4 philosopher. @re%ite% as one of the foun%ers of 9estern 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. 9e %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. 0artyr 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. Ae&e&.er A&erica can fall/ as all e&pires .efore it ha'e fallen. :o it is i&portant to thin# for yourself. Ae&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"AGGwww ibe unesco orgG"ublicationsG#hinkers(dfGhumbolde ('+
-( Duncan @a&p.ell 32005!10!1P4. B@ho&s#y is 'ote% +orl%Ks top pu.lic intellectual ` 9orl% ne+sB. The Guar%ian. Aetrie'e% 2013!05!2I. &ilton frie%&an The ro.in hoo% &yth http$==+++.youtu.e.co&=+atchD'G5905P1a*9cU The Purpose of General E%ucation :peech at :outh @hina 8or&al Cni'ersity Guan,;hou/ @hina Dece&.er 1O/ 2010 :ean D. Eelly Aea% &ore$ http$==+++.crac#e%.co&=articleN15I?ON?!insane!conspiracies!that!actually! happene%.ht&lXi0;;2i,l+p&B&

Cn%er,roun% History Of E%ucation (ohn Gatto

+*%#H*%) %),'I$G
Earl )a0 the co&&unist &anifesto Earl )ar0 Das @apital 'ol 1!3 A%a& :&ith The 9ealth of 8ations )ilton Frei%&an Free to @hoose Fre%eric# Haye# The Aoa% to :erf%o&

+*%#H*%) )W(L&%,#I&$
http$==+++.e%ucationre'olution.or,=store= DE)O@AAT*@ :@HOO<: http$==+++.e%ucationre'olution.or,=store= http$==schoolsuc#spro5ect.co&=

%esires an% preferences. Aesearch .y Ta&ar Eushnir in the Depart&ent of Hu&an De'elop&ent at @ornell 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!Eushnir.p%f