In Report #03: How to Improve Your Information, the Semmelweis-reflex is described. In summary, the Semmelweis-reflex is the automatic rejection of the obvious, without thought, inspection, or experiment.
You may think that in the supposedly enlightened age of the 1990's, humans no longer suffer from the Semmelweis-reflex. This view is mistaken. During the past twenty-five years numerous authors have written several dozen books - published by "mainstream" publishers - on why "compulsory education" should be abolished. The results of this cruel form of mind destruction are disastrous. Yet most people, when confronted with the suggestion that "compulsory education" be abolished, will summarily reject the suggestion without examination. The Semmelweis-reflex in action.
The desired end result of an education system might be described as people who:
People generally believe that children have to go to school to be educated. However, many authors demonstrate that the state-"education" system is worse than useless - children would be better off if state-"education" were abolished altogether. Parents should be free to educate their children as necessary. If schools are necessary, parents or businesses will pay entrepreneurs to create such schools.
"Compulsory education" is a hoax because - rather than focusing on teaching reading, writing, and the ability to think creatively, critically, and independently - the emphasis in state-"schools" is on producing obedient conformists who can't think. In reality "compulsory education" is a form of mind destruction.
THE CONSEQUENCES OF "EDUCATIONAL" MIND DESTRUCTION
A report in The Arizona Republic of September 16, 1992 reflects the extent of the mind destruction wreaked by our "educators." A study found that 64 percent of elementary-school teachers say that the health of pupils is declining, while only 5 percent see it as improving. And "92 percent of the teachers listed psychological and emotional difficulties as the most common health problem. Researchers said those resulted mainly from divorce, neglect, low self-esteem and separation of family."
The report didn't say anything about the fact that most of the parents of the pupils had themselves been incarcerated in concentration campuses for mind destruction - most of the teachers had of course suffered the same fate.
The extent of the mind destruction of our youth is also reflected in increased rates of mental illness, suicide, violent crime, and further child abuse.
In their book Teaching as a Subversive Activity Neil Postman and Charles Weingartner report as follows:
"...[T]he number one health problem in the United States is mental illness: there are more Americans suffering from mental illness than from all other forms of illness combined. Of almost equal magnitude is the crime problem. It is advancing rapidly on many fronts, from delinquency among affluent adolescents to frauds perpetrated by some of our richest corporations. Another is the suicide problem. Are you aware that suicide is the second most common cause of death among adolescents? Or how about the problem of 'damaged' children? The most common cause of infant mortality in the United States is parental beating."
THE NATURE OF THE MIND DESTRUCTION
"One had to cram all this stuff into one's mind, whether one liked it or not. This coercion had such a deterring effect that, after I had passed the final examination, I found the consideration of any scientific problems distasteful to me for an entire year... It is in fact nothing short of a miracle that the modern methods of instruction have not yet entirely strangled the holy curiosity of inquiry; for this delicate little plant, aside from stimulation, stands mainly in need of freedom; without this it goes to wrack and ruin without fail. It is a very grave mistake to think that the enjoyment of seeing and searching can be promoted by means of coercion and a sense of duty."
- Albert Einstein
"Some day, maybe, there will exist a well-informed, well-considered, and yet fervent public conviction that the most deadly of all possible sins is the mutilation of a child's spirit; for such mutilation undercuts the life principle of trust, without which every human act, may it feel ever so good and seem ever so right, is prone to perversion by destructive forms of conscientiousness."
- Erik Erikson
Jonathan Kozol is a teacher. In 1967 he wrote Death At An Early Age: The Destruction of the Hearts and Minds of Negro Children in the Boston Public Schools, for which he won the National Book Award.
Kozol taught for a year in a Boston school. Two weeks before the end of the year he was fired for reading a poem by a widely-recognized black poet whose work was not part of the compulsory curriculum. Kozol recounts how some teachers spoke of their black students as "animals" and referred to the school as a "zoo." He tells of the many beatings using bamboo whips. He provides extensive details of "pedagogic brainwashing" - for example, children are taught that "true obedience is true liberty." He quotes 15 such slogans.
"Well, that was 25 years ago," you might say, "Things have changed dramatically since." In a recent article (The Arizona Republic, September 3, 1992), columnist Walter Williams wrote, "The education that most kids receive is nothing to write home about; however, that received by black youngsters is criminal... 46 percent of white - and 54 percent of black - Chicago public school teachers have their own children in private schools." Williams also cites statistics that indicate that the more money is spent on education, the worse are the results.
Kozol is also the author of Illiterate America, which claims that one-third of adult Americans are illiterate. Among blacks, 44 percent of adults are illterate. That was in 1985. The situation today is probably even worse.
On April 2, 1992 a letter from a concerned parent appeared in The Arizona Republic under the heading, "What is my son learning in kindergarten? Violence." Some extracts from the letter:
"Guess what my son learned at school this year. He learned aggression. He learned how to tell others: "I'm going to kill you. I'm going to break your arm."
I don't think he should have learned that in kindergarten...
I ate lunch with my son, and I found out the reason he had come home with so many bruises, abrasions and complaints of children abusing him. Another child had forced him to stay in a corner for the whole recess or get beaten up. (The playground teacher didn't see anything.) He was devastated.
Another time, four months after school had begun, he came home so pleased: "Mommy! Guess what! Today was the first time I got to play on the swings." Now it was my turn to be devastated."
According to Alvin Toffler in his far-reaching book, The Third Wave, compulsory public school systems were designed to produce obedient factory workers who are used to performing repetitive tasks. They are based on ideas that children have to be coerced to learn, and that all should learn the same politically-decided dogma. Students are not taught to think critically, but rather to obey rules; not to express themselves, but to be quiet, and to suppress their creative talents.
John Taylor Gatto was a public school teacher in Manhattan for 26 years. Each year from 1989 to 1991 he was named New York City Teacher Of The Year. In 1991 the New York Senate named him State Teacher Of The Year. The following excerpts are from his book, Dumbing Us Down:
"Was it possible I had been hired not to enlarge children's power, but to diminish it? That seemed crazy on the face of it, but slowly I began to realize that the bells and the confinement, the crazy sequences, the age-segregation, the lack of privacy, the constant surveillance, and all the rest of the national curriculum of schooling were designed exactly as if someone had set out to prevent children from learning how to think and act, to coax them into addiction and dependent behavior.
"...the truth is that reading, writing and arithmetic only take about one hundred hours to transmit as long as the audience is eager and willing to learn.
"...Institutional schoolteaching is destructive to children. ...[T]he massive rethinking the schools require would cost so much less than we are spending now that powerful interests cannot afford to let it happen.
"The lesson of my teaching life is that both the theory and structure of mass-education are fatally flawed; ...Mass education cannot work to produce a fair society because its daily practice is practice in rigged competition, suppresion, and intimidation. The schools we've allowed to develop can't work to teach nonmaterial values, the values which give meaning to everyone's life, rich or poor, because the structure of schooling is held together by a Byzantine tapestry of reward and threat, of carrots and sticks. Working for official favor, grades, or other trinkets of subordination; these have no connection with education - they are the paraphernalia of servitude, not freedom.
"Break up these institutional schools, decertify teaching. Let anyone who has a mind to teach bid for customers, privatize the whole business - trust the free market system. I know it's easier to say than do, but what other choice do we have? We need lees school, not more."
According to an article by John Taylor Gatto published in the Las Vegas Review-Journal on June 13, 1993 under the title "The Public School Nightmare," the American state education system [infact, all "compulsory education" systems of other countries also] was copied from the Prussian 19th century system with the objective to produce:
"1) Obedient soldiers to the army;
2) Obedient workers to the mines;
3) Well subordinated civil servants to government;
4) Well subordinated clerks to industry;
5) Citizens who thought alike about major issues.
...You need to know this because over the first 50 years of our school institution Prussian purpose - which was to create a form of state socialism - gradually forced out traditional American purpose, which in most minds was to prepare the individual to be self-reliant.
...Well-schooled children cannot think critically, cannot argue effectively.
One of the most interesting byproducts of Prussian schooling turned out to be the two most devastating wars of modern history. Erich Maria Remarque, in his classic "All Quiet on the Western Front" tells us that the First World War was caused by the tricks of schoolmasters, and the famous Protestant theologian Dietrich Bonhoeffer said that the Second World War was the inevitable product of good schooling.
It's important to underline that Bonhoeffer meant that literally, not metaphorically - schooling after the Prussian fashion removes the ability of the mind to think for itself. It teaches people to wait for a teacher to tell them what to do and if what they have done is good or bad. Prussian teaching paralyzes the moral will as well as the intellect. It's true that sometimes well-schooled students sound smart, because they memorize many opinions of great thinkers, but they actually are badly damaged because their own ability to think is left rudimentary and undeveloped.
...[C]ompulsion schooling, a bad idea that had been around at least since Plato's "Republic," a bad idea that New England had tried to enforce in 1650 without any success, was finally rammed through the Massachusetts legislature in 1852. It was, of course, the famous "Know-Nothing" legislature that passed this law, a legislature that was the leading edge of a famous secret society which flourished at that time known as "The Order of the Star Spangled Banner," whose password was the simple sentence, "I know nothing" - hence the popular label attached to the secret society's political arm, "The American Party."
Over the next 50 years state after state followed suit, ending schools of choice and ceding the field to a new government monopoly. There was one powerful exception to this - the children who could afford to be privately educated.
It's important to note that the underlying premise of Prussian schooling is that the government is the true parent of children - the State is sovereign over the family. At the most extreme pole of this notion is the idea that biological parents are really the enemies of their own children, not to be trusted. You can see this philosophy at work in court decisions which rule that parents need not be told when schools dispense condoms to their children, or consulted when daughters seek abortion.
How did a Prussian system of dumbing children down take hold in American schools? ...Virtually every single one of the founders of American schooling had made the pilgrimage to Germany, and many of these men wrote widely circulated reports praising the Teutonic methods. Horace Mann's famous "7th Report" of 1844, still available in large libraries, was perhaps the most important of these.
By 1889, a little more than 100 years ago, the crop was ready for harvest. In that year the U.S. Commissioner of Education, William Torrey Harris, assured a railroad magnate, Collis Huntington, that American schools were "scientifically designed" to prevent "over-education" from happening. The average American would be content with his humble role in life, said the commissioner, because he would not be tempted to think about any other role. My guess is that Harris meant he would not be able to think about any other role.
In 1896 the famous John Dewey, then at the University of Chicago, said that independent, self-reliant people were a counter-productive anachronism in the collective society of the future. In modern society, said Dewey, people would be defined by their associations - the groups they belonged to - not by their own individual accomplishments. In such a world people who read too well or too early are dangerous because they become privately empowered, they know too much, and know how to find out what they don't know by themselves, without consulting experts.
Dewey said the great mistake of traditional pedagogy was to make reading and writing constitute the bulk of early schoolwork. He advocated that the phonics method of teaching reading be abandoned and replaced by the whole word method, not because the latter was more efficient (he admitted it was less efficient) but because independent thinkers are produced by hard books, thinkers who cannot be socialized very easily. By socialization Dewey meant a program of social objectives administered by the best social thinkers in government. This was a giant step on the road to state socialism, the form pioneered in Prussia, and it is a vision radically disconnected from the American past, its historic hopes and dreams.
Dewey's former professor and close friend, G. Stanley Hall, said this at about the same time. "Reading should no longer be a fetish. Little attention should be paid to reading." Hall was one of the three men most responsible for building a gigantic administrative infrastructure over the classroom. How enormous that structure really became can only be understood by comparisons: New York State, for instance, employs more school administrators than all of the European Economic Community nations combined.
...Bertrand Russell once observed that American schooling was among the most radical experiments in human history, that America was deliberately denying its children the tools of critical thinking. When you want to teach children to think, you begin by treating them seriously when they are little, giving them responsibilities, talking to them candidly, providing privacy and solitude for them, making them readers and thinkers of significant thoughts from the beginning. There is no evidence that has been a State purpose since the start of compulsion schooling.
When Fredrich Froebel, the inventor of kindergarten in 19th century Germany, fashioned his idea he did not have a "garden for children" in mind, but a metaphor of teachers as gardeners and children as the vegetables. Kindergarten was created to be a way to break the influence of mothers on their children.
...A movement as visibly destructive to individuality, family and community as government-system schooling has been might be expected to collapse in the face of its dismal record, coupled with an increasingly aggressive shakedown of the taxpayer, but this has not happened. The explanation is largely found in the transformation of schooling from a simple service to families and towns to an enormous, centralized corporate enterprise.
While this development has had a markedly adverse effect on people, and on our democratic traditions, it has made schooling the single largest employer in the United States, and the largest grantor of contracts, next to the Defense Department. Both of these low-visibility phenomena provide monopoly schooling with powerful political friends, publicists, advocates and other useful allies. This is large part of the explanation why no amount of failure ever changes things in schools. School people are in a position to outlast any storm and to keep short-attention-span public scrutiny thoroughly confused.
An overview of the short history of this institution reveals a pattern marked by intervals of public outrage, followed by enlargement of the monopoly in every case.
After nearly 30 years spent inside a number of public schools, some considered good and some bad, I [Gatto] feel certain that management cannot clean its own house.
...Violence, narcotic addictions, divorce, alcoholism, loneliness... all these are but tangible measures of a poverty in education. Surely schools, as the institutions monopolizing the daytimes of childhood, can be called to account for this." [emphasis added]
In another article Gatto confesses to being "the 7-lesson schoolteacher." To keep his job as a teacher he is compelled to teach the seven lessons:
According to Gatto, these are the consequences of the seven lessons:
Gatto says it takes about 100 hours for most children to learn the three Rs (reading, writing, and arithmetic). He also says:
"After years of wrestling with the obstacles that stand between children and education I came to believe that government monopoly schools, compulsion and all, are structurally unreformable. They cannot function if their central myths are abandoned, so no amount of tinkering will correct what is wrong, although the danger is that tinkering can make these places more cosmetic. They are corrupt: like a rotten pear they have lost integrity and cannot be made whole."
(John Taylor Gatto's two books, The Exhausted School and Dumbing Us Down, are available via mail-order, postpaid at $12.50 each, by writing to 235 W. 76th Street, New York, NY 10023, USA.)
John Holt is the author of Instead of Education. He suggests that we learn best from "doing - self-directed, purposeful, meaningful life and work." He advocates the abolition of "education" - which he describes as "learning cut off from active life and done under pressure of bribe or threat, greed and fear." He says:
"Next to the right to life itself, the most fundamental of all human rights is the right to control our own minds and thoughts... Whoever takes that right away from us, by trying to 'educate' us, attacks the very center of our being and does us a most profound and lasting injury. He tells us, in effect, that we cannot be trusted even to think...
Education... seems to me perhaps the most authoritarian and dangerous of all the social inventions of mankind. It is the deepest foundation of the modern and worldwide slave state... My concern is not to improve 'education' but to do away with it, to end the ugly and antihuman business of people-shaping and to allow and help people to shape themselves."
Phyllis Schlafly is author of the book Child Abuse in the Classroom. She writes:
"A remarkable real-life drama took place in seven American cities during March 1984. Hundreds of parents traveled to one of seven locations to testify at U.S. Department of Education Hearings on proposed regulations for the Protection of Pupil Rights Amendment.
More than 1,300 pages of testimony were recorded by court reporters as parents, public school teachers, and interested citizens spelled out their eye-witness accounts of the psychological abuse of children in the public schools. They related how classroom courses have confused schoolchildren about life, about standards of behavior, about moral choices, about religious loyalties, and about relationships with parents and with peers.
These Hearings explain why we have 23 million adult illiterates who graduated from public schools, and why young people are experiencing high rates of teenage suicide, loneliness, premarital sex, and pregnancies.
These Hearings explain how schools have alienated children from their parents, from traditional morality such as the Ten Commandments, and from our American heritage. These Hearings explain why children are emotionally and morally confused and why, in the apt colloquialism, they need need to "search for their identity."
These Hearings explain what children have been doing in their classrooms instead of learning to read, write, spell, add, subtract, and the essentials of history, geography, and civics. These Hearings explain how children learn in school to be "sexually active," take illegal drugs, repudiate their parents, and rationalize immoral and anti-social conduct when it "feels" good in a particular "situation."
These Hearings speak with the thunderous voice of hundreds of parents who are angry at how their children have been emotionally, morally, and intellectually abused by psychological and behavioral experiments during classroom hours when the parents thought their chidren were being taught basic knowledge and skills. Parents are indignant at the way that educator "change agents," spending federal tax dollars, have used children as guinea pigs for fads and experiments that have been substituted for real learning."
Schlafly draws attention to Senator S.I. Hayakawa's warning in 1978 that U.S. public schools had rejected the notion of education as the acquisition of knowledge and skills. Instead they practiced education as "therapy." Schools had replaced "cognitive education (which addresses the child's intellect, and teaches knowledge and skills) with affective education (which addresses the child's feelings and attitudes, and spends classroom time on psychological games and probing personal questionnaires)." Schlafy continues:
""Therapy" techniques used in the classroom include violent and disturbing books and films; materials dealing with parental conflict, death, drugs, mental illness, despair, and anger; literature that is mostly negative and depressing; requiring the child to engage in the role-playing of death, pregnancy, abortion, divorce, hate, anger and suicide; personal attitude surveys and games (such as Magic Circle) which invade the private thoughts of the child and his family; psychological games which force the child to decide who should be killed (such as the Survival Game); explicit and pornographic instruction in sex acts (legal and illegal, moral and immoral); and a deliberate attempt to make the child reject the values of his parents and his religion...
The originators of "therapy" education began peddling their notions in the 1930s at about the same time that the teaching of reading started its steep decline. This psychological experimentation only existed in spots here and there around the country until 1965 when federal funding through the Elementary and Secondary Education Act began to finance curriculum and teacher training for the entire country...
The reader might also wonder, why was there no media coverage of these seven days of Hearings involving intensely controversial issues, dramatic presentations by hundreds of concerned parents, and documented accounts of child abuse in the classroom?
...To our knowledge, there was no television coverage at all and fewer than half a dozen newspaper articles in the entire country. Why the silence about such an important and dramatic event...?
The testimonies at these Hearings were given by men and women who were, for the most part, total strangers to each other. Yet the message was the same from every part of the country. It came through loud and clear that child abuse in the classroom is a national disease carried to every state by the Typhoid Marys of federal funding."
Stewart Emery is author of the book Actualizations: You Don't Have to Rehearse to Be Yourself. He says:
"In our society, when we talk about raising children, we are really talking about driving them crazy. What education is about is conditioning people to be irresponsible and stupid. It teaches them to be skillful technologists and useless people... At the end of the "educational" process we have become technically semi-competent human machines, and as creative human beings we have turned into morons."
Ayn Rand was a novelist and philosopher, best known for her books, Atlas Shrugged and The Fountainhead. Among other books, she also wrote The New Left: The Anti-Industrial Revolution, with a chapter, "The Comprachicos."
Comprachico is a Spanish word meaning "child-buyer." The comprachicos were a nomadic association, notorious in the seventeenth century. They bought and sold children - special children, children turned into deformed freaks, used in freak shows to amuse the public. At an early age they placed a young child in a porcelain pot with a grotesque form. As the child's body grew, it had to assume the shape of the pot. The result was a deformed freak for people to laugh at.
Rand uses the practice of the comprachicos as an analogy to describe compulsory "education." She refers to our "educators" as "the comprachicos of the mind." Children's minds are forced to assume the shape of a grotesque "intellectual pot." Rand describes the result:
"The students' development is arrested, their minds are set to respond to slogans, as animals respond to to a trainer's whistle, their brains are embalmed in the syrup of altruism as an automatic substitute for self-esteem... They would obey anyone, they need a master, they need to be told what to do. They are ready now to be used as cannon fodder - to attack, to bomb, to burn, to murder, to fight in the streets and die in the gutters. They are a trained pack of miserably impotent freaks, ready to be unleashed against anyone."
COMPULSORY EDUCATION IS UNCONSTITUTIONAL,
COMMUNISTIC, AND CRIMINAL
The U.S. Constitution makes no mention of education. Most of our Founding Fathers took it for granted that education was a private matter. (At the time of the American Revolution (1776), almost certainly, there was a higher rate of literacy than we now have.) The U.S. Constitution (in the Bill of Rights and later amendments) says:
In my opinion, compulsory state education violates Amendment Eight, in that it is a "cruel and unusual punishment," and Amendment Thirteen, in that it constitutes "involuntary servitude."
In The Communist Manifesto Marx and Engels advocated ten steps necessary for a communist takeover. Step 10 is "Free education for all children in public schools." Readers interested in further perusing the link between communism and compulsory state education may want to read Is Public Education Necessary? by Samuel L. Blumenfeld. For additional background material, including an annotated bibliography, consult The Twelve Year Sentence edited by William F. Rickenbacker.
Compulsory state education is coercive power at its worst. Innocent children are herded into concentration campuses where they are effectively stripped of individual power. They are brainwashed to be powerless individuals, owned and cared for by omnipotent big-daddy government.
Among other books, Paul Goodman wrote Compulsory Miseducation and Growing Up Absurd. He contends that the idea that children can be educated through compulsory state education is a mass superstition:
"When, at a meeting, I offer that perhaps we already have too much formal schooling and that, under present conditions, the more we get the less education we will get, the others look at me oddly and proceed to discuss how to get more money for schools and how to upgrade the schools. I realize suddenly that I am confronting a mass superstition."
Ivan Illich is the author of Deschooling Society. He says that most learning does not occur in school, but happens casually - "Normal children learn their first language casually, although faster if their parents pay attention to them." In contrast, he says that, "All over the world the school has an anti-educational effect on society... The escalation of the schools is as destructive as the escalation of weapons but less visibly so." Illich also writes that, "the institutionalization of values leads inevitably to physical pollution, social polarization and psychological impotence." Illich advocates that we disestablish schools.
The solution for the individual family is: Don't let your children go anywhere near a government "school". You may prefer to send them to a private school if a suitable one is available, or you could hire a tutor; but generally, the best solution is for parents to teach their own children at home.
In about 100 hours you can teach them the three Rs. Then you show them how to use a library. You may also want to show them how to use a computer. Above all, teach your children how to learn. The Annotated Bibliography at the end of this article provides some references regarding home schooling. Ultimately, it is the individual who is teaching him or herself. Self-teaching (which may start out as a hobby) is the most empowering - as the individual focuses on his or her own interests and excells rapidly.
If you currently can't afford any alternative to "free compulsory education", or you're worried about what (terrorist) bureaucrats might do if you refuse to have your children "educated" by their "teachers", then study the other reports and books available here - such as the Tax Reports, learn about Freedom Technology, etc. Practically all solutions in this area are already available for those who are willing to implement them.
"Compulsory education" is a formula for the collapse of civilization. It must be abolished.
Broad, William & Wade, Nicholas: Betrayers of Truth: Fraud and Deceit in the Halls of Science (Simon & Schuster, NY; 1982). Corruption in science. Includes the Semmelweis story.
Cutler Anne & McShane, Rudolph: The Trachtenburg Speed System of Basic Mathematics (Pan Books, London; 1962). How to do complex arithmetic in your head. Developed by Jakow Trachtenberg in Nazi concentration camps. A superb example of how a man, through the the power of his choices not only survived but designed vastly more efficient ways for addition, multiplication, division, etc. than those commonly used.
Goodman, Paul: Compulsory Miseducation (Penguin Books, England; 1971). Argues that the idea that formal education is necessary is a mass superstition. Also the author of Growing Up Absurd.
Hainstock, Elizabeth G.: The Essential Montessori (New American Library, NY; 1978). Introduction to Montessori's ideas on education. Resource directory.
Holt, John: Instead of Education: Ways to Help People Do Things Better (Penguin Books, England; 1976). Important for anyone seeking to understand education and finding alternatives.
Illich, Ivan: Deschooling Society (Penguin Books, England; 1973). The destructiveness of compulsory state education and why schools need to be disestablished.
Kendall, Frances: Super Parents Super Children (Delta Books, Johannesburg; 1983). Profound advice for rearing children. Based on practical experience. Highly recommended.
Kozol, Jonathan: Death at an Early Age: The Destruction of the Hearts and Minds of Negro Children in the Boston Public Schools (Houghton Mifflin, Boston; 1967). Specific details of "educational" brainwashing and mind destruction.
Kozol, Jonathan: Illiterate America (New American Library, NY; 1985). The extent and cost of illiteracy in America. Important for anyone who wants to teach the illiterate.
Liedloff, Jean: The Continuum Concept (Warner Books, NY; 1977). The most important book on child raising I know of. Highly recommended.
Ostrander, Sheila & Schroeder, Lynn: Superlearning (Sphere Books, London; 1981). Accelerate your rate of learning.
Pearce, Joseph Chilton: Magical Child: Rediscovering Nature's Plan for Our Children (Bantam Books, NY; 1980). An excellent book on raising children.
Postman, Neil & Weingartner, Charles: Teaching as a Subversive Activity (Penguin Books, England; 1975). Advocate that teachers perform the 'subversive' role of an "anti-bureaucracy bureaucracy." Highly recommended.
Pride, Mary: The Big Book of Home Learning - Volume One: Getting Started (Good News Publishers, Westchester, IL.; 1990). Home Schooling Manual. Comprehensive directory of home school organizations worldwide. Index of suppliers of materials for home schooling, American and foreign.
Rand, Ayn: The New Left: The Anti-Industrial Revolution (New American Library, NJ; 1971). Contains the article on education, "The Comprachicos."
Rickenbacker, William F., Editor: The Twelve Year Sentence: Radical Views of Compulsory Schooling (Dell Publishing, NY; 1974). Historical, legal, and political aspects of compulsory schooling. Annotated bibliography of works on educational liberty. Highly recommended.
Rogers, Carl R., Ph.D.: Carl Rogers on Personal Power (Constable, London; 1978). Important guidelines for personal growth. Critiques traditional education. Advocates "person-centered" education. Highly recommended.
Schlaffly, Phyllis, Editor: Child Abuse in the Classroom (Pere Marquette Press, IL; 1984). Specific examples of child abuse from U.S. Department of Education Hearings.
Spring, Joel: A Primer
of Libertarian Education (Free Life Editions, NY; 1975).
Analysis of libertarian theories of education. The
importance of self-ownership. Highly recommended.
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