Deschooling Society (Education)

We permit the state to ascertain the universal educational deficiencies of its citizens and establish one specialized agency to treat them.

Under the authoritative eye of the teacher, several orders of value collapse into one. The distinctions between morality, legality, and personal worth are blurred and eventually eliminated. Each transgression is made to be felt as a multiple offense. The offender is expected to feel that he has broken a rule, that he has behaved immorally, and that

People who have been schooled down to size let unmeasured experience slip out of their hands. To them, what cannot be measured becomes secondary, threatening.

Universal education through schooling is not feasible.

Education did not compete for time with either work or leisure. Almost all education was complex, lifelong, and unplanned.

But if schools are the wrong places for learning a skill, they are even worse places for getting an education. School does both tasks badly, partly because it does not distinguish between them. School is inefficient in skill instruction especially because it is curricular. In most schools a program which is meant to improve one skill is chained alw

School is an institution built on the axiom that learning is the result of teaching. And institutional wisdom continues to accept this axiom, despite overwhelming evidence to the contrary.

They are making the discovery that no amount of dollars can remove the inherent destructiveness of welfare institutions, once the professional hierarchies of these institutions have convinced society that their ministrations are morally necessary.

The poor need funds to enable them to learn, not to get certified for the treatment of their alleged disproportionate deficiencies.