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NOTE 7. Education

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Chapter 7. Education. Public and Compulsory Schooling.

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Until the last few years, there were few institutions in America that were held more sacred, especially by liberals, than the public school.

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Devotion to the public school had seized even those early Americans, such as Jeffersonians and Jacksonians, who were libertarian in most other respects.

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In recent years, the public school was supposed to be a crucial ingredient of democracy, the

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fount of brotherhood, and the enemy of elitism and separateness in American life.

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The public school was the embodiment of the alleged right of every child to an education,

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and it was upheld as a crucible of understanding and harmony between men of all occupations

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and Social Classes, who would rub elbows from an early age with all their neighbors.

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Going hand in hand with the spread of public education have been compulsory attendance

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laws which have forced all children up to a high and continually increasing minimum

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age to attend either a public school or a private school certified as suitable by the

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state apparatus.

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In contrast to earlier decades, when a relatively small proportion of the population went to

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school in the higher grades, the entire mass of the population has thus been coerced by

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the government into spending a large portion of the most impressionable years of their

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lives in public institutions.

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We could easily have analyzed compulsory attendance laws in our chapter on involuntary servitude,

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For what institution is more evidently a vast system of incarceration?

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In recent years, Paul Goodman and other critics of education have trenchantly exposed the

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nation's public schools, and to a lesser extent their private appendages, as a vast

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prison system for the nation's youth, dragooning countless millions of unwilling and unadaptable

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children into the schooling structure.

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The new left tactic of breaking into the high school shouting jailbreak may have been absurd

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and ineffective, but it certainly expressed a great truth about the school system.

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For if we are to dragoon the entire youth population into vast prisons in the guise

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of education, with teachers and administrators serving as surrogate wardens and guards, why

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Why should we not expect vast unhappiness, discontent, alienation and rebellion on the

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part of the nation's youth?

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The only surprise should be that the rebellion was so long in coming.

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But now it is increasingly acknowledged that something is terribly wrong with America's

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proudest institution.

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That, especially in urban areas, the public schools have become cesspools of crime, petty

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Money, Theft and Drug Addiction, and that little or no genuine education takes place

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amidst the warping of the minds and souls of the children.

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Part of the reason for this tyranny over the nation's youth is misplaced altruism on the

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part of the educated middle class.

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The workers, or the lower classes, they felt, should have the opportunity to enjoy the schooling

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the middle classes value so highly.

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And if the parents or the children of the masses should be so benighted as to balk

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at this glorious opportunity set before them, well then a little coercion must be applied

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– for their own good, of course.

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A crucial fallacy of the middle-class school worshipers is confusion between formal schooling

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and education in general.

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Education is a lifelong process of learning, and learning takes place not only in school

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but in all areas of life. When the child plays or listens to parents or friends or reads

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a newspaper or works at a job, he or she is becoming educated. Formal schooling is only

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a small part of the educational process and is really only suitable for formal subjects

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of instruction, particularly in the more advanced and systematic subjects. The elementary subjects

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Research, reading, writing, arithmetic and their corollaries can easily be learned at

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home and outside the school.

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Furthermore, one of the great glories of mankind is its diversity, the fact that each individual

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is unique, with unique abilities, interests and aptitudes.

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To coerce into formal schooling, children who have neither the ability nor the interest

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in this area is a criminal warping of the soul and mind of the child.

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Paul Goodman has raised the cry that most children would be far better off if they were

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allowed to work at an early age, learn a trade, and begin to do that which they are most suited

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for.

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America was built by citizens and leaders, many of whom received little or no formal

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schooling.

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And the idea that one must have a high school diploma, or nowadays an AB degree, before

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Before he can begin to work and to live in the world is an absurdity of the current age.

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Abolish compulsory attendance laws and give children their head, and we will return to

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a nation of people far more productive, interested, creative, and happy.

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Many thoughtful opponents of the New Left and the youth rebellion have pointed out that

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much of the discontent of youth and their divorce from reality is due to the ever-longer

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A period in which youth must remain at school, wrapped in a cocoon of dependence and irresponsibility.

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Well and good, but what is the main reason for this ever-lengthening cocoon?

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Clearly the whole system, and in particular the compulsory attendance laws, which preach

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that everyone must go perpetually to school.

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First to high school, now to college, and soon perhaps for a Ph.D. degree.

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It is the compulsion toward mass schooling that creates both the discontent and the ever-continuing

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shelter from the real world.

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In no other nation and in no other age has this mania for mass schooling so taken hold.

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It is remarkable that the old libertarian right and the new left, from very different

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perspectives and using very different rhetoric, came to a similar perception of the despotic

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Nature of Mass Schooling.

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Thus, Albert J. Nock, the great individualist theorist of the 1920s and 30s, denounced the

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educational system for forcing the ineducable masses into the schools out of a vain egalitarian

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belief in the equal educability of every child.

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Instead of allowing those children with the needed aptitude and ability to go to school,

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All children are being coerced into schools for their own supposed good, and the result

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is a distortion of the lives of those not suited for school and the wrecking of proper

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schooling for the truly educable.

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Nock also perceptively criticized the conservatives who attacked progressive education for diluting

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educational standards by giving courses in automobile driving, basket weaving, or choosing

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a dentist.

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Hart pointed out that if you force a whole host of children who cannot absorb classical

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education into school, then you have to shift education in the direction of vocational training,

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suitable for the lowest common denominator.

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The fatal flaw is not progressive education, but the drive toward universal schooling to

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which progressivism was a makeshift response.

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Such New Left critics as John McDermott and Paul Goodman charge, for their part, that

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the middle class has been forcing working-class children, many of them with completely different

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values and aptitudes, into a public school system designed to force these children into

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a middle-class mold.

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It should be clear that whether one favors one class or the other, one ideal of schooling

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or another, the substance of the criticism is very much the same, that a whole mass of

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children are being dragooned into an institution for which they have little interest or aptitude.

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Indeed, if we look into the history of the drive for public schooling and compulsory

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attendance in this and other countries, we find at the root not so much misguided altruism

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as a conscious scheme to coerce the mass of the population into a mold desired by the

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establishment.

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Recalcitrant minorities were to be forced into a majority mold.

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All citizens were to be inculcated in the civic virtues, notably and always including

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obedience to the state apparatus.

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Indeed, if the mass of the populace is to be educated in government schools, how could

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Did these schools NOT become a mighty instrument for the inculcation of obedience to the state

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authorities?

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Martin Luther, a leader in the first modern drive for compulsory state education, phrased

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the plea typically in his famous letter of 1524 to the rulers of Germany,

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Dear rulers, I maintain that the civil authorities are under obligation to compel the people

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to send their children to school.

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If the government can compel such citizens as are fit for military service to bear spear

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and rifle, to mount ramparts and perform other martial duties in time of war, how much more

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has it a right to the people to send their children to school?

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Because in this case, we are warring with the devil, whose object it is secretly to

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exhaust our cities and principalities.

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Thus, for Luther, the state schools were to be an indispensable part of the war with the

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devil, that is, with Catholics, Jews, infidels, and competing Protestant sects.

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A modern admirer of Luther and of compulsory education was to remark that the permanent

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and positive value of Luther's pronouncement of 1524 lies in the hallowed associations

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which it established for Protestant Germany between the national religion and the educational

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duties of the individual and the state.

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Thus Doubtless was created that healthy public opinion which rendered the principle of compulsory

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school attendance easy of acceptance in Prussia at a much earlier date than in England.

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The other great Protestant founder John Calvin was no less zealous in promoting mass public

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Schooling and for similar reasons.

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It is therefore not surprising that the earliest compulsory schooling in America was established

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by the Calvinist Puritans in Massachusetts Bay, those men who were so eager to plant

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an absolutist Calvinist theocracy in the New World.

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In June 1642, only a year after the Massachusetts Bay Colony enacted its first set of laws,

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The colony established the first system of compulsory education in the English-speaking

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world.

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The law declared, For as much as the good education of children is of singular behoof

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and benefit to any commonwealth, and whereas many parents and masters are too indulgent

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and negligent of their duty of that kind, it is ordered that the select men of every

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town shall have a vigilant eye over their neighbors, to see first that none of them

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System shall suffer so much barbarism in any of their families as not to endeavor to teach

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by themselves or others their children and apprentices.

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Five years later, Massachusetts Bay followed up this law with the establishment of public

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schools.

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Thus, from the beginning of American history, the desire to mold, instruct, and render obedient

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the Mass of the Population was the major impetus behind the drive toward public schooling.

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In colonial days, public schooling was used as a device to suppress religious dissent,

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as well as to imbue unruly servants with the virtues of obedience to the state.

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It is typical, for example, that in the course of their suppression of the Quakers, Massachusetts

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and Connecticut forbade that despised sect from establishing their own schools.

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and Connecticut in a vain attempt to suppress the New Light Movement in 1742 forbad that

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sect from establishing any of their own schools.

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Otherwise, the Connecticut authorities reasoned, the New Lights may tend to train youth in

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ill principles and practices and introduce such disorders as may be of fatal consequences

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to the public peace and will of this colony.

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It is hardly a coincidence that the only truly free colony in New England, Rhode Island,

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was also the one colony in the area devoid of public schooling.

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The motivation for public and compulsory schooling after independence scarcely differed in essentials.

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Thus Archibald D. Murphy, the father of the public school system in North Carolina, called

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for such schools as follows.

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All the children will be taught in them.

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In these schools, the precepts of morality and religion should be inculcated, and habits

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of subordination and obedience be formed.

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Their parents know not how to instruct them.

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The state, in the warmth of her affection and solicitude for their welfare, must take

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charge of those children and place them in school where their minds can be enlightened

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and their hearts can be trained to virtue.

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One of the most common uses of compulsory public schooling has been to oppress and cripple

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national ethnic and linguistic minorities or colonized peoples, to force them to abandon

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their own language and culture on behalf of the language and culture of the ruling groups.

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The English in Ireland and Quebec, and nations throughout Central and Eastern Europe and

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and in Asia, all dragooned their national minorities into the public schools run by

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their masters.

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One of the most potent stimuli for discontent and rebellion by these oppressed peoples was

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the desire to rescue their language and heritage from the weapon of public schools wielded

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by their oppressors.

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Thus, the laissez-faire liberal Ludwig von Mises has written that in linguistically

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in the Mixed Countries, continued adherence to a policy of compulsory education is utterly

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incompatible with efforts to establish lasting peace.

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The question of which language is to be made the basis of instruction assumes crucial importance.

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A decision, one way or the other, can, over the years, determine the nationality of a

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whole area.

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The school can alienate children from the nationality to which their parents belong

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and can be used as a means of oppressing whole nationalities.

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Whoever controls the schools has the power to injure other nationalities and to benefit

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his own.

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Furthermore, Mises points out, the coercion inherent in rule by one nationality makes

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it impossible to solve the problem by formally allowing each parent to send his child to

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a school using a language of his own nationality.

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It is often not possible for an individual, out of regard for his means of livelihood,

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to declare himself openly for one or another nationality.

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Under a system of interventionism, it could cost him the patronage of customers belonging

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to other nationalities, or a job with an entrepreneur of a different nationality.

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If one leaves to the parents the choice of the school to which they wish to send their

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for Children, then one exposes them to every conceivable form of political coercion.

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In all areas of mixed nationality, the school is a political prize of the highest importance.

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It cannot be deprived of its political character so long as it remains a public and compulsory

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institution.

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There is, in fact, only one solution.

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The state, the government, the laws must not in any way concern themselves with schooling

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or education.

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Public funds must not be used for such purposes.

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The rearing and instruction of youth must be left entirely to parents and to private

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associations and institutions.

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In fact, one of the major motivations of the Legion of Mid-19th Century American Educational

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Educational reformers, who established the modern public school system, was precisely

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to use it to cripple the cultural and linguistic life of the waves of immigrants into America,

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and to mold them, as educational reformer Samuel Lewis stated, into one people.

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It was the desire of the Anglo-Saxon majority to tame, channel, and restructure the immigrants,

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and in particular to smash the parochial school system of the Catholics that formed the major

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impetus for educational reform.

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The New Left critics, who perceive the role of the public schools of today in crippling

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and molding the minds of ghetto children, are only grasping the current embodiment of

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a long-cherished goal held by the public school establishment, by the Horace Manns and the

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Henry Barnards and the Calvin Stoves.

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It was Mann and Barnard, for example, who urged the use of the schools for indoctrination

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against the mobocracy of the Jacksonian movement.

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And it was Stowe, author of an admiring tract on the Prussian compulsory school system,

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originally inspired by Martin Luther, who wrote of the schools in unmistakably Lutheran

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and military terms.

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If a regard to the public safety makes it right for a government to compel the citizens

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A man has no more right to endanger the state by throwing upon it a family of ignorant and vicious children than he has to give admission to the spies of an invading army.

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Forty years later, Newton Bateman, a leading educator, spoke of the state's right of eminent domain over the mind of its children.

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40 years later, Newton Bateman, a leading educator, spoke of the state's right of eminent domain over the minds and souls and bodies of the nation's children.

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Education, he asserted, cannot be left to the caprices and contingencies of individuals.

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The most ambitious attempt by the public school partisans to maximize their control over the nation's children

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came in Oregon during the early 1920s. The state of Oregon, unhappy even with

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allowing private schools certified by the state, passed a law on November 7th, 1922

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outlawing private schools and compelling all children to attend public school.

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Here was the culmination of the educationists dream. At last, all children

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were to be forced into the democratizing mold of uniform education by the state authorities.

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The law, happily, was declared unconstitutional by the Supreme Court of the United States

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in 1925, Pierce v. Society of Sisters, June 1, 1925.

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The Supreme Court declared that the child is not the mere creature of the state, and

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asserted that the Oregon law clashed with the fundamental theory of liberty upon which

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all governments in this union repose.

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The public school fanatics never tried to go that far again, but it is instructive to

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realize what the forces were that attempted to outlaw all competing private education

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in the state of Oregon.

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For the spearheads of the law were not, as we might expect, liberal or progressive educators

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The spearhead was the Ku Klux Klan, then strong in the northern states, which was eager to

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crush the Catholic parochial school system and to force all Catholic and immigrant children

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into the neo-Protestantizing and Americanizing force of the public school.

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The Klan, it is interesting to note, opined that such a law was necessary for the preservation

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of free institutions.

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It is well to ponder that the much-vaunted progressive and democratic public school system

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had its most ardent supporters in the most bigoted byways of American life, among people

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anxious to stamp out diversity and variety in America.

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Uniformity or Diversity

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While current educationists do not go as far as the Ku Klux Klan, it is important to realize

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is that the very nature of the public school requires the imposition of uniformity and

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the stamping out of diversity and individuality in education.

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For it is in the nature of any governmental bureaucracy to live by a set of rules and

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to impose those rules in a uniform and heavy-handed manner.

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If it did not do so and the bureaucrat were to decide individual cases ad hoc, he would

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would then be accused, and properly so, of not treating each taxpayer and citizen in an

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equal and uniform manner.

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He would be accused of discrimination and of fostering special privilege.

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Furthermore, it is administratively more convenient for the bureaucrat to establish uniform rules

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throughout his jurisdiction.

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In contrast to the private profit-making business, the government bureaucrat is neither interested

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in Efficiency nor in serving his customers to the best of his ability.

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Having no need to make profits and sheltered from the possibility of suffering losses,

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the bureaucrat can and does disregard the desires and demands of his consumer customers.

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His major interest is in not making waves, and this he accomplishes by even-handedly

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applying a uniform set of rules regardless of how inapplicable they may be in any given

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and Case.

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The public school bureaucrat, for his part, is faced with a host of crucial and controversial

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decisions in deciding on the pattern of formal schooling in his area.

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He must decide, should schooling be traditional or progressive, free enterprise or socialistic,

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competitive or egalitarian, liberal arts or vocational, segregated or integrated, sex

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Mix education or not, religious or secular, or various shades between these poles.

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The point is that whatever he decides, and even if he decides according to the wishes

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of the majority of the public, there will always be a substantial number of parents

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and children who will be totally deprived of the kind of education they desire.

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If the decision is for traditional discipline in the schools, then the more progressive

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The more that education becomes public, the more will parents and children be deprived

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of the education they feel they need.

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The more that education becomes public, the more will heavy-handed uniformity stamp out

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the needs and desires of individuals and minorities.

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Consequently, the greater the sphere of public as opposed to private education, the greater

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the scope and intensity of conflict in social life.

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For if one agency is going to make the decision, sex education or no, traditional or progressive,

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integrated or segregated, etc., then it becomes particularly important to gain control of

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of the Government and to prevent one's adversaries from taking power themselves.

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Hence in education, as well as in all other activities, the more that government decisions

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replace private decision-making, the more various groups will be at each other's throats

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in a desperate race to see to it that the one and only decision in each vital area goes

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its own way.

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The Deprivation and Intense Social Conflict Inherent in Government Decision-Making with

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the State of Affairs on the Free Market.

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If education were strictly private, then each and every group of parents could and would

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patronize its own kind of school.

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A host of diverse schools would spring up to meet the varied structure of educational

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demands by parents and children.

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Some schools would be traditional, others progressive.

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Some schools would range through the full traditional progressive scale.

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Some schools would experiment with egalitarian and grade-less education.

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Others would stress the rigorous learning of subjects and competitive grading.

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Some schools would be secular.

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Others would emphasize various religious creeds.

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Some schools would be libertarian and stress the virtues of free enterprise.

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Others would preach various kinds of socialism.

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Let us consider, for example, the structure of the magazine or book publishing industry

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today, remembering, too, that magazines and books are themselves an extremely important

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form of education.

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The magazine market, being roughly free, contains all manner of magazines to suit a wide variety

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of tastes and demands by consumers.

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There are nationwide all-purpose magazines, there are liberal, conservative and all manner

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In the manner of ideological journals, there are specialized scholarly publications, and there are a myriad of magazines devoted to special interests and hobbies like Bridge, Chess, Hi-Fi, etc.

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A similar structure appears in the free book market. There are wide circulation books, books appealing to specialized markets, books of all ideological persuasions.

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British public schools and the free, varied and diverse magazine and book markets would

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be paralleled by a similar kind of school market.

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In contrast, if there were only one magazine for each city or state, think of the battles

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and conflicts that would rage.

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Should the magazine be conservative, liberal or socialist?

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How much space should it devote to fiction or bridge, etc.?

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The pressures and conflicts would be intense and no resolution would be satisfactory, for

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any decision would deprive countless numbers of people of what they want and require.

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What the libertarian is calling for, then, is not as outre as it might at first appear.

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What he is calling for is a school system as free and varied as most other educational

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media are today.

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To focus again on other educational media, what then would we think of a proposal for

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the government, federal or state, to use the taxpayers' money to set up a nationwide chain

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of public magazines or newspapers, and then to compel all people or all children to read

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them?

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Further, what would we think of the government outlawing all other newspapers and magazines,

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Or at the very least, outlawing all newspapers or magazines that do not come up to certain

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standards of what a government commission thinks children ought to read.

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Such a proposal would surely be regarded with horror throughout the country, yet this is

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precisely the sort of regime that government has established in the schools.

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A compulsory public press would rightly be considered an invasion of the basic freedom

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of the press.

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Is not scholastic freedom at least as important as press freedom?

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Aren't both vital media for public information and education, for free inquiry and search

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for the truth?

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In fact, the suppression of free schooling should be regarded with even greater horror

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than the suppression of a free press.

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Since here, the tender and unformed minds of children are more directly involved.

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It is intriguing that at least some public school advocates have recognized the analogy

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between schooling and the press and have pursued their logic to the latter area.

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Thus prominent in Boston politics in the 1780s and 1790s was the arch-federalist Essex Junto,

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a group of leading merchants and lawyers originally hailing from Essex County, Massachusetts.

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The Essex men were particularly anxious for an extensive public school system in order

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to have the youth taught the proper subordination.

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Essex man Stephen Higginson frankly declared that the people must be taught to confide

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in and revere their rulers.

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And seeing with firm consistency that newspapers were as important a form of education as formal

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schooling, another leading Essex merchant and theoretician, Jonathan Jackson, denounced

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Professor E.G. West has also offered an instructive analogy between the provision of schooling

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and of food, surely an industry of at least an equal importance for children as well as

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adults.

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The U.S. writes,

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It is still more difficult to imagine that most people would unquestioningly accept this system, especially where it had developed to the stage that for administrative reasons, parents were allocated to those shops which happened to be nearest their homes.

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Yet strange as such hypothetical measures may appear when applied to the provision of food and clothing, they are nevertheless typical of state education.

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Several libertarian thinkers from left and right-wing ends of the libertarian spectrum have delivered trenchant critiques of the totalitarian nature of compulsory public schooling.

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Thus left-libertarian British critic Herbert Reed,

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Mankind is naturally differentiated into many types, and to press all these types into the same mold must inevitably lead to distortions and repressions.

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Schools should be of many kinds, following different methods and catering for different dispositions.

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It might be argued that even a totalitarian state must recognize this principle.

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But the truth is that differentiation is an organic process, the spontaneous and roving associations of individuals for particular purposes.

359
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The whole structure of education as the natural process we have envisaged falls to pieces if we attempt to make that structure artificial.

360
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And the great late 19th century individualist English philosopher Herbert Spencer asked,

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For what is meant by saying that a government ought to educate the people?

362
00:33:15.280 --> 00:33:16.920
Why should they be educated?

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What is the education for?

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Clearly, to fit the people for social life, to make them good citizens?

365
00:33:24.080 --> 00:33:27.000
And who is to say what are good citizens?

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The government, there is no other judge.

367
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And who is to say how these good citizens may be made?

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The government, there is no other judge.

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Since the proposition is convertible into this, a government ought to mold children

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into good citizens.

371
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It must first form for itself a definite conception of a patterned citizen, and having done this,

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must elaborate such system of discipline as seems best calculated to produce citizens

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after that pattern.

374
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This system of discipline it is bound to enforce to the uttermost, for if it does otherwise,

375
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that allows men to become different from what in its judgment they should become, and therefore

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fails in that duty it is charged to fulfill.

377
00:34:14.820 --> 00:34:21.220
And the 20th century American individualist writer Isabel Patterson declared,

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Educational texts are necessarily selective in subject matter, language and point of view.

379
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Where teaching is conducted by private schools, there will be a considerable variation in

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different schools.

381
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The parents must judge what they want their children taught by the curriculum offered.

382
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Nowhere will there be any inducement to teach the supremacy of the state as a compulsory

383
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philosophy.

384
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But every politically controlled educational system will inculcate the doctrine of state

385
00:34:51.880 --> 00:34:57.640
supremacy sooner or later, whether as the divine right of kings or the will of the people

386
00:34:57.640 --> 00:34:59.800
in democracy.

387
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Once that doctrine has been accepted, it becomes an almost superhuman task to break the stranglehold

388
00:35:06.160 --> 00:35:09.760
of the political power over the life of the citizen.

389
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It has had his body, property and mind in its clutches from infancy.

390
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An octopus would sooner release its prey.

391
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A tax-supported compulsory educational system is the complete model of the totalitarian

392
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state.

393
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As E.G. West indicated, bureaucratic convenience has invariably led the states to prescribe

394
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geographical public school districts, to place one school in each district, and then to force

395
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each public school child to attend school in the district closest to his residence.

396
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While in a free private school market, most children would undoubtedly attend schools

397
00:35:50.700 --> 00:35:52.320
near their homes.

398
00:35:52.320 --> 00:35:59.200
The present system compels a monopoly of one school per district and thereby coerces uniformity

399
00:35:59.200 --> 00:36:01.600
throughout each area.

400
00:36:01.600 --> 00:36:06.600
Children who, for whatever reason, would prefer to attend a school in another district are

401
00:36:06.600 --> 00:36:09.080
prohibited from doing so.

402
00:36:09.080 --> 00:36:15.100
The result is enforced geographic homogeneity, and it also means that the character of each

403
00:36:15.100 --> 00:36:19.920
school is completely dependent on its residential neighborhood.

404
00:36:19.920 --> 00:36:25.400
It is then inevitable that public schools, instead of being totally uniform, will be

405
00:36:25.400 --> 00:36:32.160
uniform within each district, and the composition of pupils, the financing of each school, and

406
00:36:32.160 --> 00:36:38.240
the quality of education will come to depend upon the values, the wealth, and the tax base

407
00:36:38.240 --> 00:36:41.180
of each geographical area.

408
00:36:41.180 --> 00:36:46.360
The fact that wealthy school districts will have costlier and higher quality teaching,

409
00:36:46.360 --> 00:36:51.140
Higher Teaching Salaries and Better Working Conditions than the Poorer Districts then

410
00:36:51.140 --> 00:36:53.840
becomes inevitable.

411
00:36:53.840 --> 00:36:58.400
Teachers will regard the better schools as the superior teaching posts, and the better

412
00:36:58.400 --> 00:37:03.640
teachers will gravitate to the better school districts, while the poorer ones must remain

413
00:37:03.640 --> 00:37:06.480
in the lower income areas.

414
00:37:06.480 --> 00:37:11.640
Hence the operation of district public schools inevitably results in the negation of the

415
00:37:11.640 --> 00:37:19.640
and the very egalitarian goal which is supposed to be a major aim of the public school system in the first place.

416
00:37:19.640 --> 00:37:25.640
Moreover, if the residential areas are racially segregated, as they often tend to be,

417
00:37:25.640 --> 00:37:33.640
the result of a compulsory geographical monopoly is the compulsory racial segregation of the public schools.

418
00:37:33.640 --> 00:37:40.640
Those parents who prefer integrated schooling have to come up against the geographical monopoly system.

419
00:37:40.640 --> 00:37:47.560
Furthermore, just as some wag has said that nowadays whatever isn't prohibited is compulsory,

420
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the recent tendency of the public school bureaucrats has not been to institute voluntary busing

421
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of children to widen parental discretion, but to swing in the opposite direction and

422
00:37:59.080 --> 00:38:05.760
institute compulsory busing and compulsory racial integration of the schools, often resulting

423
00:38:05.760 --> 00:38:10.640
Living in a grotesque transfer of children far from their homes.

424
00:38:10.640 --> 00:38:16.960
Once again, the typical government pattern, either compulsory segregation or compulsory

425
00:38:16.960 --> 00:38:23.600
integration, the voluntary way, leaving the decisions up to the individual parents involved,

426
00:38:23.600 --> 00:38:28.320
cuts across the grain of any state bureaucracy.

427
00:38:28.320 --> 00:38:33.680
It is curious that recent movements for local parental control of public education have

428
00:38:33.680 --> 00:38:39.880
have sometimes been called extreme right wing, and at other times, extreme left wing, when

429
00:38:39.880 --> 00:38:44.880
the libertarian motivation has been precisely the same in either case.

430
00:38:44.880 --> 00:38:50.960
Thus, when parents have opposed the compulsory busing of their children to distant schools,

431
00:38:50.960 --> 00:38:57.280
the educational establishment has condemned these movements as bigoted and right wing.

432
00:38:57.280 --> 00:39:02.340
But when, similarly, Negro parents, as in the case of Ocean Hill Brownsville in New

433
00:39:02.340 --> 00:39:07.700
New York City have demanded local parental control of the school system.

434
00:39:07.700 --> 00:39:14.160
This drive, in its turn, has been condemned as extreme left-wing and nihilistic.

435
00:39:14.160 --> 00:39:19.220
The most curious part of the affair is that the parents in both cases have failed to recognize

436
00:39:19.220 --> 00:39:25.460
their common desire for local parental control and have themselves condemned the bigots or

437
00:39:25.460 --> 00:39:28.060
militants in the other group.

438
00:39:28.060 --> 00:39:33.940
Tragically, neither the local white nor black groups have recognized their common cause

439
00:39:33.940 --> 00:39:40.420
against the educational establishment, against dictatorial control of their children's education

440
00:39:40.420 --> 00:39:46.380
by an educational bureaucracy which is trying to ram down their throats a form of schooling

441
00:39:46.380 --> 00:39:51.500
which it believes must be imposed upon the recalcitrant masses.

442
00:39:51.500 --> 00:39:57.620
One crucial task of libertarians is to highlight the common cause of all groups of parents

443
00:39:57.620 --> 00:40:01.180
Against the State's Educational Tyranny.

444
00:40:01.180 --> 00:40:05.940
Of course it must also be pointed out that parents can never get the state off their

445
00:40:05.940 --> 00:40:11.880
educational backs until the public school system is totally abolished and schooling

446
00:40:11.880 --> 00:40:15.280
becomes free once more.

447
00:40:15.280 --> 00:40:20.440
The geographical nature of the public school system has also led to a coerced pattern of

448
00:40:20.440 --> 00:40:27.460
residential segregation in income and consequently in race throughout the country and particularly

449
00:40:27.460 --> 00:40:29.420
in the Suburbs.

450
00:40:29.420 --> 00:40:35.940
As everyone knows, the United States since World War II has seen an expansion of population,

451
00:40:35.940 --> 00:40:40.900
not in the inner central cities, but in the surrounding suburban areas.

452
00:40:40.900 --> 00:40:46.100
As new and younger families have moved to the suburbs, by far the largest and growing

453
00:40:46.100 --> 00:40:51.660
burden of local budgets has been to pay for the public schools, which have to accommodate

454
00:40:51.660 --> 00:40:57.660
a young population with a relatively high proportion of children per capita.

455
00:40:57.660 --> 00:41:03.040
These schools invariably have been financed from growing property taxation, which largely

456
00:41:03.040 --> 00:41:06.220
falls on the suburban residences.

457
00:41:06.220 --> 00:41:11.020
This means that the wealthier the suburban family and the more expensive its home, the

458
00:41:11.020 --> 00:41:14.980
greater will be its tax contribution for the local school.

459
00:41:14.980 --> 00:41:21.380
Hence, as the burden of school taxes increases steadily, the suburbanites try desperately

460
00:41:21.380 --> 00:41:27.460
to encourage an inflow of wealthy residents and expensive homes, and to discourage an

461
00:41:27.460 --> 00:41:30.500
inflow of poorer citizens.

462
00:41:30.500 --> 00:41:36.320
There is, in short, a break-even point of the price of a house beyond which a new family

463
00:41:36.320 --> 00:41:43.460
in a new house will more than pay for its children's education in its property taxes.

464
00:41:43.460 --> 00:41:48.920
Families in homes below that cost level will not pay enough in property taxes to finance

465
00:41:48.920 --> 00:41:54.120
their children's education, and hence will throw a greater tax burden on the existing

466
00:41:54.120 --> 00:41:56.920
population of the suburb.

467
00:41:56.920 --> 00:42:03.040
Realizing this, suburbs have generally adopted rigorous zoning laws, which prohibit the erection

468
00:42:03.040 --> 00:42:11.080
of housing below a minimum cost level, and thereby freeze out any inflow of poorer citizens.

469
00:42:11.080 --> 00:42:16.120
Since the proportion of Negro poor is far greater than white poor, this effectively

470
00:42:16.120 --> 00:42:20.680
The Theory also bars Negroes from joining the move to the suburbs.

471
00:42:20.680 --> 00:42:25.800
And since in recent years there has been an increasing shift of jobs and industry from

472
00:42:25.800 --> 00:42:31.880
the central city to the suburbs as well, the result is an increasing pressure of unemployment

473
00:42:31.880 --> 00:42:38.680
on the Negroes, a pressure which is bound to intensify as the job shift accelerates.

474
00:42:38.680 --> 00:42:44.720
The abolition of the public schools and therefore of the school burden property tax linkage

475
00:42:44.720 --> 00:42:50.980
would go a long way toward removing zoning restrictions and ending the suburb as an upper-middle-class

476
00:42:50.980 --> 00:42:55.200
white preserve.

477
00:42:55.200 --> 00:42:58.400
Burdens and Subsidies

478
00:42:58.400 --> 00:43:03.880
The very existence of the public school system, furthermore, involves a complex network of

479
00:43:03.880 --> 00:43:10.400
coerced levies and subsidies, all of which are difficult to justify on any ethical grounds

480
00:43:10.400 --> 00:43:11.960
whatever.

481
00:43:11.960 --> 00:43:16.560
In the first place, public schools force those parents who wish to send their children to

482
00:43:16.560 --> 00:43:20.240
private schools to shoulder a double burden.

483
00:43:20.240 --> 00:43:25.260
They are coerced into subsidizing public school children, and they also have to pay for their

484
00:43:25.260 --> 00:43:28.000
own children's education.

485
00:43:28.000 --> 00:43:33.200
Only the evident breakdown of public education in the large cities has maintained a flourishing

486
00:43:33.200 --> 00:43:36.040
private school system there.

487
00:43:36.040 --> 00:43:41.640
In higher education, where the breakdown has not been as stark, private colleges are rapidly

488
00:43:41.640 --> 00:43:48.200
be put out of business by the competition from tax-subsidized free tuition and tax-financed

489
00:43:48.200 --> 00:43:50.040
higher salaries.

490
00:43:50.040 --> 00:43:57.280
Similarly, since public schools must constitutionally be secular, this means that religious parents

491
00:43:57.280 --> 00:44:02.200
must be forced to subsidize the secular public schools.

492
00:44:02.200 --> 00:44:07.620
While separation of church and state is a noble principle, and a subset of the libertarian

493
00:44:07.620 --> 00:44:11.280
principle of separating everything from the state.

494
00:44:11.280 --> 00:44:17.680
It is surely going too far in the other direction to force the religious to subsidize the non-religious

495
00:44:17.680 --> 00:44:20.520
through state coercion.

496
00:44:20.520 --> 00:44:26.240
The existence of the public school also means that unmarried and childless couples are coerced

497
00:44:26.240 --> 00:44:29.700
into subsidizing families with children.

498
00:44:29.700 --> 00:44:32.560
What is the ethical principle here?

499
00:44:32.560 --> 00:44:38.240
And now that population growth is no longer fashionable, consider the anomaly of liberal

500
00:44:38.240 --> 00:44:44.640
Anti-populationists advocating a public school system that not only subsidizes families with

501
00:44:44.640 --> 00:44:51.040
children but subsidizes them in proportion to the number of children they have.

502
00:44:51.040 --> 00:44:56.420
We need not subscribe to the full dimensions of the current anti-population hysteria to

503
00:44:56.420 --> 00:45:02.200
question the wisdom of deliberately subsidizing the number of children per family by government

504
00:45:02.200 --> 00:45:04.040
action.

505
00:45:04.040 --> 00:45:10.140
This means, too, that poor single people and poor childless couples are forced to subsidize

506
00:45:10.140 --> 00:45:13.020
wealthy families with children.

507
00:45:13.020 --> 00:45:17.040
Does this make any ethical sense at all?

508
00:45:17.040 --> 00:45:21.900
In recent years, the public school forces have promulgated the doctrine that every child

509
00:45:21.900 --> 00:45:27.460
has a right to an education, and therefore that the taxpayers should be coerced into

510
00:45:27.460 --> 00:45:29.840
granting that right.

511
00:45:29.840 --> 00:45:34.240
But this concept totally misconstrues the concept of right.

512
00:45:34.240 --> 00:45:41.040
A right, philosophically, must be something embedded in the nature of man and reality,

513
00:45:41.040 --> 00:45:46.800
something that can be preserved and maintained at any time and in any age.

514
00:45:46.800 --> 00:45:51.840
The right of self-ownership, of defending one's life and property, is clearly that

515
00:45:51.840 --> 00:45:53.400
sort of right.

516
00:45:53.400 --> 00:46:00.440
can apply to Neanderthal cavemen in modern Calcutta or in the contemporary United States.

517
00:46:00.440 --> 00:46:04.460
Such a right is independent of time or place.

518
00:46:04.460 --> 00:46:13.400
But a right to a job or to three meals a day or to 12 years of schooling cannot be so guaranteed.

519
00:46:13.400 --> 00:46:21.080
Suppose that such things cannot exist as was true in Neanderthal days or in modern Calcutta.

520
00:46:21.080 --> 00:46:27.080
To speak of a right as something which can only be fulfilled in modern industrial conditions

521
00:46:27.080 --> 00:46:31.240
is not to speak of a human natural right at all.

522
00:46:31.240 --> 00:46:37.880
Furthermore, the libertarian right of self-ownership does not require the coercion of one set of

523
00:46:37.880 --> 00:46:42.400
people to provide such a right for another set.

524
00:46:42.400 --> 00:46:48.800
Every man can enjoy the right of self-ownership without special coercion upon anyone.

525
00:46:48.800 --> 00:46:54.600
But in the case of a right to schooling, this can only be provided if other people are coerced

526
00:46:54.600 --> 00:46:56.800
into fulfilling it.

527
00:46:56.800 --> 00:47:03.920
The right to schooling, to a job, three meals, etc., is then not embedded in the nature of

528
00:47:03.920 --> 00:47:09.640
man, but requires for its fulfillment the existence of a group of exploited people who

529
00:47:09.640 --> 00:47:13.680
are coerced into providing such a right.

530
00:47:13.680 --> 00:47:19.760
Furthermore, the entire concept of a right to education should always be placed in the

531
00:47:19.760 --> 00:47:27.440
context that formal schooling is only a small fraction of any person's education in life.

532
00:47:27.440 --> 00:47:33.440
If every child really has a right to education, then why not a right to reading newspapers

533
00:47:33.440 --> 00:47:35.120
and magazines?

534
00:47:35.120 --> 00:47:40.440
And then why should not the government tax everyone to provide free public magazines

535
00:47:40.440 --> 00:47:44.120
for Everyone Who Wishes to Obtain Them.

536
00:47:44.120 --> 00:47:49.000
Professor Milton Friedman, an economist at the University of Chicago, has performed an

537
00:47:49.000 --> 00:47:55.200
important service in separating out money sums from various aspects of government subsidy

538
00:47:55.200 --> 00:47:59.000
in education as well as in other areas.

539
00:47:59.000 --> 00:48:03.800
While Friedman unfortunately accepts the view that every child should have his schooling

540
00:48:03.800 --> 00:48:09.640
provided by the taxpayers, he points out the non sequitur in using this as an argument

541
00:48:09.640 --> 00:48:11.760
for Public Schools.

542
00:48:11.760 --> 00:48:17.520
It is quite feasible for the taxpayer to subsidize every child's education without having any

543
00:48:17.520 --> 00:48:20.320
public schools whatsoever.

544
00:48:20.320 --> 00:48:26.200
In Friedman's now famous Voucher Plan, the government would give to every parent a voucher,

545
00:48:26.200 --> 00:48:32.600
entitling him to pay a certain amount of tuition for each child in any school of the parent's

546
00:48:32.600 --> 00:48:33.600
choice.

547
00:48:33.600 --> 00:48:39.440
The voucher plan would continue the tax-financed provision of education for every child, yet

548
00:48:39.440 --> 00:48:47.460
enable the abolition of the vast, monopolistic, inefficient, dictatorial public school bureaucracy.

549
00:48:47.460 --> 00:48:52.640
The parent could then send his child to any sort of private school that he wished, and

550
00:48:52.640 --> 00:48:58.160
the range of choice for every parent and child would then be maximized.

551
00:48:58.160 --> 00:49:04.880
The child could then go to any type of school, progressive or traditional, religious or secular,

552
00:49:04.880 --> 00:49:08.980
free enterprise or socialistic, the parent desired.

553
00:49:08.980 --> 00:49:14.100
The monetary subsidy would then be totally separated from the government's actual provision

554
00:49:14.100 --> 00:49:18.660
of schooling through a public school system.

555
00:49:18.660 --> 00:49:23.860
While the Friedman Plan would be a great improvement over the present system in permitting a wider

556
00:49:23.860 --> 00:49:29.380
range of parental choice and enabling the abolition of the public school system, the

557
00:49:29.380 --> 00:49:33.740
libertarian finds many grave problems yet remaining.

558
00:49:33.740 --> 00:49:39.060
In the first place, the immorality of coerced subsidy for schooling would still continue

559
00:49:39.060 --> 00:49:40.380
in force.

560
00:49:40.380 --> 00:49:46.680
Secondly, it is inevitable that the power to subsidize brings with it the power to regulate

561
00:49:46.680 --> 00:49:48.580
and control.

562
00:49:48.580 --> 00:49:54.300
The government is not about to hand out vouchers for any kind of schooling, whatever.

563
00:49:54.300 --> 00:49:59.560
Clearly then, the government would only pay vouchers for private schools certified as

564
00:49:59.560 --> 00:50:05.480
is fitting and proper by the state, which means detailed control of the private schools

565
00:50:05.480 --> 00:50:12.240
by the government, control over their curriculum, methods, form of financing, etc.

566
00:50:12.240 --> 00:50:17.840
The power of the state over private schools, through its power to certify or not to certify

567
00:50:17.840 --> 00:50:23.080
for vouchers, will be even greater than it is now.

568
00:50:23.080 --> 00:50:29.320
Since the Oregon case, the public school advocates have never gone so far as to abolish private

569
00:50:29.320 --> 00:50:35.600
Schools, but these schools remain regulated and confined in numerous ways.

570
00:50:35.600 --> 00:50:42.040
Each state, for example, provides that every child must be educated in schools it certifies,

571
00:50:42.040 --> 00:50:48.600
which again coerces the schools into a curricular mold desired by the government.

572
00:50:48.600 --> 00:50:55.000
In order to qualify as certified private schools, all sorts of pointless and costly regulations

573
00:50:55.000 --> 00:51:00.580
have to be fulfilled by the school as well as by the teacher, who must often take a host

574
00:51:00.580 --> 00:51:06.680
of meaningless education courses in order to be deemed qualified to teach.

575
00:51:06.680 --> 00:51:12.000
Many fine private schools are now operating technically illegally because they refuse

576
00:51:12.000 --> 00:51:16.800
to conform to the often stultifying government requirements.

577
00:51:16.800 --> 00:51:22.200
Perhaps the gravest injustice is that in most states, parents are prohibited from teaching

578
00:51:22.200 --> 00:51:37.200
There are a vast number of parents who are more than qualified to teach their children themselves, particularly the elementary grades.

579
00:51:37.200 --> 00:51:51.200
Furthermore, they are more qualified than any outside party to judge the abilities and the required pacing of each child, and to gear education to the individual needs and abilities of each child.

580
00:51:51.200 --> 00:51:58.200
No formal school, confined to uniform classrooms, can perform that sort of service.

581
00:51:58.200 --> 00:52:06.200
Free schools, whether current public schools or future vouchered schools, are of course not really free.

582
00:52:06.200 --> 00:52:13.200
Someone, that is, the taxpayers, must pay for the educational services involved.

583
00:52:13.200 --> 00:52:19.200
But with service severed from payment, there tends to be an oversupply of children into the schools,

584
00:52:19.200 --> 00:52:24.880
schools, apart from the compulsory attendance laws which have the same effect, and a lack

585
00:52:24.880 --> 00:52:29.940
of interest by the child in the educational service for which his family does not have

586
00:52:29.940 --> 00:52:31.660
to pay.

587
00:52:31.660 --> 00:52:37.900
As a result, a large number of children unsuitable for or uninterested in school, who would be

588
00:52:37.900 --> 00:52:43.900
better off either at home or working, are dragooned into going to school and into staying

589
00:52:43.900 --> 00:52:47.060
there far longer than they should.

590
00:52:47.060 --> 00:52:52.620
The resulting mania for mass schooling has led to a mass of discontented and imprisoned

591
00:52:52.620 --> 00:52:58.540
children, along with the general view that everyone has to finish high school or even

592
00:52:58.540 --> 00:53:02.020
college to be worthy of being employed.

593
00:53:02.020 --> 00:53:07.460
Adding to this pressure has been the hysterical growth of anti-dropout propaganda in the mass

594
00:53:07.460 --> 00:53:09.020
media.

595
00:53:09.020 --> 00:53:14.020
Part of this development is the fault of business, for employers are quite happy to have their

596
00:53:14.020 --> 00:53:21.020
by the taxpayer labor force trained, not by the employers or on the job, but at the expense of the hapless taxpayer.

597
00:53:21.020 --> 00:53:32.020
How much of the burgeoning of mass public schooling is a means by which employers foist the cost of training their workers upon the taxpayers at large?

598
00:53:32.020 --> 00:53:41.020
One would expect that this training, being without cost to employers, will be highly expensive, inefficient, and far too lengthy.

599
00:53:41.020 --> 00:53:49.020
There is, in fact, increasing evidence that a vast amount of current schooling is not needed for productive employment.

600
00:53:49.020 --> 00:54:00.020
As Arthur Stinchcombe asks, is there anything that a high school can teach which employers of manual labor would be willing to pay for, if it were learned well?

601
00:54:00.020 --> 00:54:12.020
In general, the answer is no. Neither physical abilities nor reliability, the two main variables of interest in employers of manual labor, are much influenced by schooling.

602
00:54:13.020 --> 00:54:20.020
Employers concerned with securing reliable workers may require high school diplomas as evidence of good discipline.

603
00:54:21.020 --> 00:54:26.020
Otherwise, they can train workers better and cheaper than a high school can on the job.

604
00:54:26.020 --> 00:54:33.220
And, as Professor Banfield points out, most job skills are learned on the job anyway.

605
00:54:33.220 --> 00:54:40.660
The relative uselessness of the public school system for training manual labor is demonstrated

606
00:54:40.660 --> 00:54:48.220
by the fascinating work of MIND, a private educational service now operated by the Corn

607
00:54:48.220 --> 00:54:55.220
Products Refining Company of Greenwich, Connecticut. MIND deliberately chose high school dropouts who

608
00:54:55.220 --> 00:55:09.220
were unskilled for manual jobs, and in a few short weeks, using intensive training and teaching machines, was able to teach these dropouts basic skills and typing and place them in corporate jobs.

609
00:55:09.220 --> 00:55:18.220
Ten years of public schooling had taught these youngsters less than a few weeks of private, job-oriented training.

610
00:55:18.220 --> 00:55:32.220
Allowing youngsters to drop out from enforced dependency into becoming independent and self-supporting could only have immeasurable benefits for the youngsters themselves and for the rest of society.

611
00:55:32.220 --> 00:55:43.220
There is considerable evidence linking compulsory attendance laws with the growing problem of juvenile delinquency, particularly in frustrated older children.

612
00:55:43.220 --> 00:55:51.220
Thus, Stinchcombe found that rebellious and delinquent behavior is largely a reaction to the school itself.

613
00:55:51.220 --> 00:56:01.220
And the British Crowther Committee found that when in 1947 the minimum school leaving age was raised by the government from 14 to 15,

614
00:56:01.220 --> 00:56:10.220
there was an immediate and sharp increase in the delinquencies committed by the newly incarcerated 14-year-olds.

615
00:56:10.220 --> 00:56:15.980
Part of the blame for compulsory attendance and mass public schooling must also be laid

616
00:56:15.980 --> 00:56:21.780
at the door of the labor unions, which, in order to reduce competition from young adolescent

617
00:56:21.780 --> 00:56:27.580
workers, try to force the youth out of the labor market and into educational institutions

618
00:56:27.580 --> 00:56:30.100
for as long a time as possible.

619
00:56:30.100 --> 00:56:37.140
Thus, both labor unions and employers exert powerful pressure for compulsory schooling,

620
00:56:37.140 --> 00:56:43.940
and therefore for the non-employment of most of the nation's youth.

621
00:56:43.940 --> 00:56:49.020
Higher Education With the exception of the effects of compulsory

622
00:56:49.020 --> 00:56:54.200
attendance laws, the same strictures we have leveled against public schools can also be

623
00:56:54.200 --> 00:57:00.220
directed against public higher education, with one noteworthy addition.

624
00:57:00.220 --> 00:57:05.700
There is increasing evidence that, certainly in the case of public higher education, the

625
00:57:05.700 --> 00:57:11.620
Coerced subsidy is largely in the direction of forcing poorer citizens to subsidize the

626
00:57:11.620 --> 00:57:14.780
education of the wealthier.

627
00:57:14.780 --> 00:57:17.140
There are three basic reasons.

628
00:57:17.140 --> 00:57:21.460
The tax structure for schools is not particularly progressive.

629
00:57:21.460 --> 00:57:25.900
That is, does not tax the wealthier in greater proportion.

630
00:57:25.900 --> 00:57:31.860
The kids going to college generally have wealthier parents than the kids who do not.

631
00:57:31.860 --> 00:57:39.860
Most of the kids going to college will, as a result, acquire a higher lifetime working income than those who do not go.

632
00:57:39.860 --> 00:57:46.860
Hence a net redistribution of income from the poorer to the richer via the public college.

633
00:57:46.860 --> 00:57:51.860
Where is the ethical justification here?

634
00:57:51.860 --> 00:58:00.860
Professors Weisbrod and Hansen have already demonstrated this redistribution effect in their studies of public higher education in Wisconsin and California.

635
00:58:00.860 --> 00:58:06.380
in California. They found, for example, that the average family income of Wisconsinites

636
00:58:06.380 --> 00:58:16.380
without children in Wisconsin state universities was $6,500 in 1964-1965, while the average

637
00:58:16.380 --> 00:58:24.300
family income of families with children at the University of Wisconsin was $9,700. In

638
00:58:24.300 --> 00:58:32.220
In California, the respective figures were $7,900 and $12,000, and the subsidy disparity

639
00:58:32.220 --> 00:58:39.580
was even greater because the tax structure was much less progressive in the latter state.

640
00:58:39.580 --> 00:58:44.420
Douglas Windham found a similar redistribution effect from poorer to wealthier in the state

641
00:58:44.420 --> 00:58:46.480
of Florida.

642
00:58:46.480 --> 00:58:50.100
Hanson and Weisbrot concluded from their California study,

643
00:58:50.100 --> 00:59:14.100
On the whole, the effect of these subsidies is to promote greater rather than less inequality among people of various social and economic backgrounds by making available substantial subsidies that lower-income families are either not eligible for or cannot make use of because of other conditions and constraints associated with their income position.

644
00:59:14.100 --> 00:59:27.100
What we have found true in California, an exceedingly unequal distribution of subsidies provided through public higher education, quite probably is even more true for other states.

645
00:59:27.100 --> 00:59:41.100
No state has such an extensive system of local junior colleges, as does California, and for this reason, no state has such a large percentage of its high school graduates going on to public higher education.

646
00:59:41.100 --> 00:59:52.100
As a result, we can be rather confident that California has a smaller percentage of its young people receiving a zero subsidy than do other states.

647
00:59:52.100 --> 01:00:08.100
Furthermore, the states, in addition to putting private colleges into financial jeopardy by their unfair tax-subsidized competition, enforce strict controls on private higher education through various regulations.

648
01:00:08.100 --> 01:00:15.220
Thus, in New York State, no one can establish any institution called a college or university

649
01:00:15.220 --> 01:00:20.660
unless he posts a $500,000 bond with the state of New York.

650
01:00:20.660 --> 01:00:27.200
Clearly, this severely discriminates against small, poorer educational institutions and

651
01:00:27.200 --> 01:00:30.500
effectively keeps them out of higher education.

652
01:00:30.500 --> 01:00:36.700
Also, the regional association of colleges, through their power of accreditation, can

653
01:00:36.700 --> 01:00:42.260
can effectively put any college that does not conform to establishment canons of curriculum

654
01:00:42.260 --> 01:00:45.220
or financing out of business.

655
01:00:45.220 --> 01:00:51.780
For example, these associations strictly refuse to accredit any college, no matter how excellent

656
01:00:51.780 --> 01:00:58.580
its instruction, that is proprietary or profit-making, rather than trustee-governed.

657
01:00:58.580 --> 01:01:03.860
Since proprietary colleges, having a far greater incentive to be efficient and to serve the

658
01:01:03.860 --> 01:01:08.160
of the Consumer, will tend to be more successful financially.

659
01:01:08.160 --> 01:01:14.680
This discrimination places another heavy economic burden on private higher education.

660
01:01:14.680 --> 01:01:20.680
In recent years, the successful Marjory Webster Junior College in Washington, D.C. was almost

661
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put out of business by the refusal of its regional association to grant it accreditation.

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While one might say that the regional associations are private and not public, they work hand

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in Hand with the Federal Government, which, for example, refuses to provide the usual

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scholarships or GI benefits to unaccredited colleges.

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Governmental discrimination against proprietary colleges and other institutions as well does

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not stop at accreditation and scholarships.

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The entire income tax structure discriminates against them even more severely.

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By exempting trustee-run organizations from income taxes and by levying heavy taxes on

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profit-making institutions, the federal and state governments cripple and repress what

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could be the most efficient and solvent form of private education.

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The libertarian solution to this inequity, of course, is not to place equal burdens on

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the trustee colleges, but to remove the tax burdens on the proprietary schools.

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The libertarian ethic is not to impose equal slavery on everyone, but to arrive at equal

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freedom.

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Trustee governance is, in general, a poor way to run any institution.

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In the first place, in contrast to profit-making firms, partnerships or corporations, the

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trustee-run firm is not fully owned by anyone.

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The trustees cannot make profits from successful operation of the organization, so there is

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no incentive to be efficient, or to serve the firm's customers properly.

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As long as the college or other organization does not suffer excessive deficits, it can

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peg along at a low level of performance.

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Since the trustees cannot make profits by bettering their service to customers, they

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tend to be lax in their operations.

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Furthermore, they are hobbled in financial efficiency by the terms of their charters.

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For example, the trustees of a college are forbidden from saving their institution by

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converting part of the campus into a commercial enterprise, say, a profit-making parking lot.

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The short-changing of the customers is aggravated in the case of current trustee colleges where

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the students pay only a small fraction of the cost of their education.

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The major part being financed by subsidy or endowment.

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The usual market situation, where the producers sell the product and the consumers pay the

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full amount, is gone, and the disjunction between service and payment leads to an unsatisfactory

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state of affairs for everyone.

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The consumers, for example, feel that the managers are calling the tune.

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In contrast, as one libertarian remarked at the height of the student riots of the late

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In the 1960s, nobody sits in at Berlitz. Furthermore, the fact that the consumers are really the

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governments, foundations or alumni who pay the largest share of the bill means that higher

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education inevitably gets skewed in the direction of their demands rather than toward the education

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of students. As Professors Buchanan and Devletoglu state, the interposition of the government

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between the universities and their student consumers has created a situation in which

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universities cannot meet demand and tap directly resources for satisfying student consumer preferences.

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In order to get resources, universities have to compete with other tax-financed activities

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– armed forces, lower schools, welfare programs, and so forth.

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In the process, student-consumer demand is neglected, and the resulting student unrest

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provides the ingredients for the chaos we observe.

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The mounting dependence on governmental financial support, as this has been translated into

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the institution of free tuition, may itself be one significant source of current unrest.

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The libertarian prescription for our educational mess can then be summed up simply.

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Let the government out of the educational process.

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The government has attempted to indoctrinate and mold the nation's youth through the

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public school system, and to mold the future leaders through state operation and control

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of higher education.

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Abolition of compulsory attendance laws would end the school's role as prison custodians

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of the nation's youth, and would free all those better off outside the schools for independence

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and for Productive Work.

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The abolition of the public schools would end the crippling property tax burden and

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provide a vast range of education to satisfy all the freely exercised needs and demands

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of our diverse and varied population.

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The abolition of government schooling would end the unjust coerced subsidy granted to

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large families and often toward the upper classes and against the poor.

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The miasma of government, of molding the youth of America in the direction desired by the

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state, would be replaced by freely chosen and voluntary actions, in short, by a genuine

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and truly free education, both in and out of formal schools.