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Why Shouldn’t the Government be Involved in Education


For a multitude of reasons, many people—possibly even most people—believe or assume that government control over education is crucial. It is unquestionably true that many of the architects and supporters of public education had these considerations in mind when they lobbied lawmakers to create legislation requiring it and to impose taxes to fund it. Horace Mann, who is sometimes referred to as the “founder of public education,” and other individuals had a dream, and they had no qualms about using force to impose that ideal on a people that was, for the most part, unaware of it. Most individuals are unaware of the specifics of this new dream. Yes, the reformers supported universal education up to a certain degree. To the point of becoming helpful as citizens and employees of the state and business, but not so far as to become uncontrollably autonomous. Here are some of their remarks about it.

Science has gone into the planning of our schools to avoid overeducation. The typical American [should be] happy with their modest position in life… – American Commissioner of Education William T. Harris in the late 1800s

The future communal society, on which everyone would be reliant, is ruined by youngsters who can think for themselves.

– Every teacher should be aware that he or she is a social worker designated to uphold the correct social order. According to John Dewey, a philosopher and education reformer active in the late 1800s and early 1900s, the teacher is always the prophet of the genuine God and the bringer of the true Kingdom of God. The only system of schools that may be free to teach whatever the needs of the Governmental may be is under state control. – Ellwood P. Cubberley, a former school chief in San Diego and the dean of the department of education at Stanford University

“Parent choice” stems from the idea that education should be geared toward educating specific kids. In actuality, teaching the person is only a means to the fundamental goal of education, which is to establish a workable social structure that allows for individual contribution and provides for individual sustenance. California School Administrators Association

For more information about the reason why FG won’t pay ASUU

We have the right to see all parents as having offered their children as hostages to the noble cause of education And this is just a tiny sample of the many pioneers and reformers of the field of education who have expressed similar views. Horace Mann, though, may have put it best when he remarked that he considered his cause to be holy and hence had the right to compel others to join. Not all parents gladly gave up custody of their children, particularly in Massachusetts, where parents who disobeyed mandatory attendance regulations ended themselves on the receiving end of state military bayonets. The state would enact Mr. Mann’s policies for the future of all residents, fulfilling his ambition. But for families and society as a whole, the ideal has become a nightmare. Even Mr. Mann may be surprised by the outcomes of his victory for mandatory state education. People, and Americans in particular, don’t take to coercion very well when things go tough. They reject the notion that one man or a select group of men can make decisions that are in everyone’s best interests. And they certainly don’t think he has the authority to impose his ideas on others via the state’s police power. However, politicians and reformers are often occupied fighting against the people while people are busy working, living, and supporting the state, while people are busy building a prosperous economy. It is already too late when the populace realizes what has transpired. When the initial shock of being at the state’s mercy wears off, the state may have dug in, making it more difficult to reverse the loss of freedom. People often lack the time or money to fight back because they are so busy with their daily lives. That is until they can no longer take it. Best expressed by Thomas Jefferson in the Declaration of Independence:

All experience has shown that people are more likely to endure while injustices exist than to make things right by doing away with how they have been accustomed. But when a lengthy line of wrongdoings and usurpations, all aimed at the same goal, reveal a desire to subjugate people under total despotism, it is their right and duty to overthrow the such government.

Naturally, Thomas Jefferson was referring especially to the British. He was, however, also making a general point about the unfair conduct of the government. For a while, but not indefinitely, people will put up with it. People will rebel and reclaim their liberty when it eventually gets to the point where it is intolerable. And when confronted with a loss of power, all other kinds and levels of government will fight ferociously to maintain their grip, just as the British did. The shift away from government education has already started and is gathering momentum. Over eight million parents of pupils currently homeschool or send their kids to private schools. Many more pay tutors $25 to $80 per hour to complement or make up for their kids’ public school experience. But the issue of why the government shouldn’t oversee education still stands. Here are a few more compelling arguments to support the ones we previously provided in our “Short Answer” above (some merely elaborate on the points above). Most likely, you can think of some more of your own.

Another factor that has to be considered is the well-known (or notorious) issue of government support for religion.

Think about the following:

So what religious teachings are taught to pupils in public schools? In contrast to whatever teachings they are given in the classroom, students learn the following more often as a result of omission.

All of the aforementioned is taught to nonreligious pupils, despite some of it not immediately relating to them. Additionally, they discover that:

Nine or ten months out of the year, religious students spend most of their weekdays seeing the marginalization or outright rejection of their religious convictions. Non-religious students may avoid falling into this trap, but they are urged to dismiss religion as a frivolous hobby rather than having a polite conversation about the one thing that has had the greatest impact on human history. The only option for parents who want their kids to have a solid worldview that represents their values is to choose a kind of education that is in line with their religious convictions. Private and home schools are the only settings where all religions may be openly and freely addressed, as well as the influence of religion on culture and the purpose of life. The major issues of life—questions about meaning and purpose, questions about the place of religion in history—will matter to you whether or not you identify as religious, and you will want those questions to be answered in a manner that will allow your children to adopt your values and beliefs. It is one additional reason among many for choosing private schools over public ones.



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