Public Schools and the Destruction of Unseen Achievements

March 7th, 2014   Submitted by Danilo Cuellar

WallChildren who are accidentally born in the artificially segregated region known as “The United States of America” are forced to attend an institution against their will for 12 years of the most impressionable part of their young lives. This alone is a glaring violation of the Non-Aggression Principle. It matters not whether one thinks it is in the best interests of a child to attend school. The basic principle is that we must allow children to make their own decisions as to what they want to pursue and learn. To interrupt this most natural progression of ideas is to invite intellectual disharmony and a lack of self-confidence in one’s own deep inclinations. The sooner we treat children as rational human beings with valid desires, the sooner we can have a just and peaceful world. Not even President Barack Obama is willing to send his two girls to public school. Isn’t that an indication of the quality of education that is acquired at such institutions?

Instead, instruct your kids to spend their free time learning real skills they can teach others, contribute to society, and make a business out of. How many subjects could be mastered in 12 years by a person left up to their own devices and curiosity? It is most tragic to imagine the amount of unseen waste of intellectual potential that occurs in stifling this beautiful process. Some people tell me “You went to public school and you turned out ok!” This is a common argument easily refuted by the economic principles of the seen and the unseen. These people only see me in the present time with all the achievements I have hitherto made. However they utterly fail to imagine what other wonders I may have discovered or fields I may have mastered or businesses I may have started had I not wasted those 12 years memorizing what other people thought it necessary for me to memorize. The unseen loss is seldom appreciated by anyone. This logic can also be applied to those unfortunate souls who believe that “government” creates jobs using the stolen money of the people to erect buildings that are both indifferent to the desires of the consumer and detrimental to human society as a whole. The “jobs” created are of an inferior quality and a lesser quantity than what could have been created if they spontaneously arose out of the peaceful and voluntary interaction of free individuals.

Government schools destroy and squash the beauty of human creativity out of existence. Our task is simply to allow it to flourish. There need be no strenuous effort on the part of parents or “teachers”. Just like it is fundamentally absurd to teach a plant to grow a tomato, it also fundamentally absurd to attempt to teach a child anything that he/she is not interested in learning. Through such futile attempts one will only succeed in alienating genuine emotion, suppressing true intellect, killing creativity, and destroying the desire to learn.

It seems the more I speak of the ills of public school with other parents, the more they take it as a direct affront to their method of raising their children. This is truly an unfortunate state of affairs. Are we all condemned to be carbon copies of our parents!? Some parents do not understand the absurdity of this notion. Some parents try to convince me that public school is a wonderful place for children to mingle together with a variety of other children. I tell them, “Yes a wonderful place where you have to sit down, shut up, and listen to a teacher who aggressively shoves useless bits of information down everyone’s throats by the threat that if you do not regurgitate it on command you will fail the class, get left back, and fall from society’s good graces.” They respond, “You oversimplify things. It’s not just about force. Sometimes you have to do things in life that are uncomfortable. You don’t like changing your daughter’s cloth diaper. Does that mean you will stop doing it!?” Yes because wasting 12 years of your life in a government indoctrination camp is equivalent to changing my daughter’s dirty cloth diaper.

A piece of information may be wonderful to some, and uselessly boring to others. Just like State healthcare claims ownership over our bodies; government schools claim ownership over our minds. A mind, once molded by propaganda from its most tender years, is painstakingly difficult to revive from corruption. It is the intellectual virus that infects our deductive capacities at their most basic levels. How is an indoctrinated mind able to awaken from its stupor to recognize the weight of its own ineptitude? Overcoming this initial hurdle is the first crucial step to one’s intellectual liberation.

“Formal education will make you a living; self education will make you a fortune.” Jim Rohn

If we do not question accepted norms then we might as well swallow all the government propaganda thrown at us with mouths and legs open! This is not a mark of higher brained life forms. The ability to discern and critically analyze is what separates us from the hierarchy and hive mentality of bees and ants. We may have descended from beasts, and we may contain many remnants of their DNA latent in our own, but we are not beasts! We are humans with the capacity for self-reflection and higher brain deduction. Let us utilize these faculties lest they atrophy on their way towards evolutionary deletion.

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24 Responses to “Public Schools and the Destruction of Unseen Achievements”

  1. jesse porterNo Gravatar says:

    Before approximately a hundred years ago it was common knowledge that only about ten percent of the population is capable of mastering academic learning; that is, a comprehensive mastery of a broad field of knowledge. That knowledge was denied by “progressives”, who sought to provide education to everyone. That is not to say that an education ought to be denied to anyone. Indeed, if education were available to everyone, the true percentage of the academically capable may very possibly exceed ten percent. But the forcible inclusion of the obviously incapable most certainly has caused a violent revolution, and in many marginally capable a revulsion, against the rigor necessary to academic success. That, in turn, has carried over into a rejection of the rigor needed for success in nonacademic pursuits. Science, the unhampered pursuit of the true, is thus hampered by a sentimental desire that no child be left behind. Instead all children are left behind to at least some extent.

    • HReardenNo Gravatar says:

      Common knowledge? I am skeptical of the claim that only ten percent of the population is capable of mastering academic learning. I seriously doubt that.

      • Chris BeamisNo Gravatar says:

        John Taylor Gatto backs you up:

        http://www.johntaylorgatto.com/underground/toc1.htm

        “The shocking possibility that dumb people don’t exist in sufficient numbers to warrant the millions of careers devoted to tending them will seem incredible to you. Yet that is my central proposition: the mass dumbness which justifies official schooling first had to be dreamed of; it isn’t real.”

  2. HReardenNo Gravatar says:

    Government schools operate via force. Property owners are forced to pay for the cost of the government schools under threat of their property being taken from them. Another thing is that teacher’s unions run the government schools more so than elected school boards and the federal government is involved in education. Also in terms of the education itself, a one size fits all solution is not a real solution. People are deferent and one method of education is not best for all students. There are some students who function best in a structured environment and for them an authoritarian type method works for them. Other students function best when they can exercise creativity and work at their own pace. what is needed is a variety of different schools using different methods of education such as: the Sudbury method, unschooling, specialized schooling, home schooling, etc…

    • Well said! I have a 3 ½ year old boy and a 1 ½ year old girl. I plan to homeschool or unschool as I have read much encouraging literature on the subjects. I have also thoroughly researched the Sudbury method. That is awesome as well! All adults have different desires, propensities, and styles of learning. I don’t believe many adults would appreciate being forced to conform to one style against their will. Why is this same logic not applied to children as well?

  3. jesse porterNo Gravatar says:

    Even the current consensus is that “Gifted individuals are those who demonstrate outstanding levels of aptitude (defined as an exceptional ability to reason and learn) or competence (documented performance or achievement in top 10% or rarer) in one or more domains. Domains include any structured area of activity with its own symbol system (e.g., mathematics, music, language) and/or set of sensorimotor skills (e.g., painting, dance, sports).” From The National Association For Gifted Children of The United States. Note that this percentage includes those who have specialized skills. A person who is skilled in music may not be academically able in language and science.

    I do not have statistics in hand to substantiate my historical claim. All I can assert is that I have seen that number referred to more than once. I will also submit that there is a widespread feeling that “education” has been significantly dumbed down since more people have been forced into education.

    • HReardenNo Gravatar says:

      There is a lot of wrong information that is repeated that people accept as fact. Just because something is referred to more than once does mean that it is true. I am not convinced of the claim that you have made. There is in fact evidence that given the right method of education a great many children can become educated in a broad field of knowledge. Have you heard of Marva Collins? Check your premise.

  4. Michael HendricksNo Gravatar says:

    Jesse I think you are seriously underestimating folk.

  5. jesse porterNo Gravatar says:

    I earned a BA in English and certification to teach secondary English (1990, Bluffton College) in Ohio. Marva Collins (and many other educators) was discussed. The results she experienced continue to shock many, if not most, educators as well as astute observers of the educational world. On at least one of Ms. Collens’ premises, I am in general agreement, “I have discovered few learning disabled students in my three decades of teaching. I have, however, discovered many, many victims of teaching inabilities.” That poor teachers discourage more learning than lack of abilities I have little doubt. That said, I have known of many who have thrived academically with little assistance. The evidence for my origional thesis maintains, though.

    As further evidence, consider that even the redoubtable Thomas Dewey turned to vocational education to accomodate the additional students he forced into the system in the 1910′s. As well as he argued for the inclussion of more children in continuing schooling, I submit his turning away from academics betray his acknowlegement of limits to educability.

    As a sidenote, psychology has proven as helpless to education as it is to mental health.

    • HReardenNo Gravatar says:

      You have not provided conclusive evidence that your ten percent claim is accurate. Your anecdotal observations is not evidence that your ten percent claim is true. Neither is Dewey’s anecdotal observations. Certainly there are people who are not capable of mastering academic learning. I have a serious doubt that only ten percent of the population are capable. Also I am skeptical of statements about something being common knowledge. Often so called “common knowledge” is false. At the turn of the 18th century it was “common knowledge” among Europeans and Americans of European ancestry that Black people were not capable of being as intelligent as White people. In National Socialist Germany it became “common knowledge” that Jews and other races of people were genetically inferior to other races of people. In both cases the “common knowledge” was false.

  6. jesse porterNo Gravatar says:

    Yes I know that I do not have scientific, nor even scholarly, evidence for my claims. In my statements I was merely merely noting that many believed then that it was true. I will also now state that anecdotal evidence seems to be all that there is; no scientific proof exists for any observation about the status of the general, and precious little about segments of, population.

    Certainly, much harm has come to segments of the population as a result of “knowledge” about specific characteristics of those segments. What I was trying to point out is that harm has been and is being done to many as the result of acting on “knowledge” about the capabilities of the whole of humanity. I might very well be underestimating the capabilities of the general population. Indeed, I hope that I have. But it is obvious that in trying to be all-inclusive, the most able are harmed at least as much as the less able.

    • HReardenNo Gravatar says:

      Indeed. You could have made your point without making that claim about ten percent of the population. If fact imo your point would have been credible had you not made that ten percent claim. To give an analogy there are many bad things that were done to people in camps in the name of National Socialism that was documented and their is evidence and proof of. Despite that there are lies or claims that there is not evidence of that have circulated. i.e. The National Socialist made lamp shades out of human skin. There is no evidence of that particular claim. Maybe that happened but there is no evidence of it.

  7. jesse porterNo Gravatar says:

    There are approximately 21.6 million 15-19 year old in the US now. (7.2% of 313 million). Approximately 16.5 million of those are expected to graduate from high school. About 10 million will achieve a bachelors degree. Not quite one million will get a doctors degree. The doctors degrees as a percent very closely approximates with the number of those whose IQ tests measured over 130 (<5%). The bachelors degrees correspond to those who measured about 103 on IQ tests (~40%).

    These measurements and percentages can be (and are) debated and questioned on every level imaginable. No doubt many with an IQ over 130 don't get doctors degrees, and many who do have IQ's of 100 or less. Further, I do not doubt that many who get lower level degrees have measured IQ's of well under 100. Some even argue that standard tests don't and maybe can't even measure intelligence. Sometimes I am among these.

    Until there are more Marva Collins, I think coerced education does more harm than good. And until I find evidence to the contrary I will retain my belief that the percentage of those capable of comprehensive academic achievement is closer to ten percent than to 95 percent. At least tossing out that number creates good discussion.

  8. HReardenNo Gravatar says:

    I want to know what is true. I don’t care for numbers and percentages being tossed around. Believing something that is not proven until you find evidence to the contrary is unscientific and absurd. I believe in the scientific method. I am not one who believes in something based on faith or what may sound right. I start with something I know based on evidence is true or likely true and believe that it is true until their is evidence to the contrary. There is no reason for me to believe that only 10 percent of the population are capable of mastering academic learning.

    • jesse porterNo Gravatar says:

      I want to know what is true, also. However, there remains the truth that that we must proceed on the assumption of true to the best of my knowledge. Even such a simple thing as sitting in a chair indicates that we “know” that it will not collapse. We can safely sit on it because we have sat on it many times before and it safely supported us. And we assume that if it were to collapse, we would almost surely survive if it were to collapse.

      I point out your argument against my assertion is that “There is no reason for me to believe that only 10 percent ,,,” is as much an assertion as is mine. I have no reason to believe that more 10 percent, etc. The “true” number might be 80 percent, or it might be 8.3 percent. As far as I can ascertain, no attempt has been made, and I lack the means and ability, to scientifically pin it down. It, I believe, is much closer to 0 than to 100. It is almost certainly not 0 or 100. If, indeed, it is 0, there is no reason to make any attempt. If it is any number less than 100, then it is necessary that we acknowledge that we must, until we learn otherwise, be open to at least leaving one child behind.

      I also believe that it is more realistic–and kinder–to act such that we allow those who are less able, and at least at some point unwilling, to succeed to opt out, or to proceed at a slower pace, and those able and willing to proceed at a faster pace or opt for a different approach altogether. It is certain to me that it is wrong–factually, ethically and morally–to continue acting as though it were true that some large portion of the population have the same needs and desires for education.

      I know that it goes against the mainstream, but we are individuals, not masses.

  9. DaveNo Gravatar says:

    Public education was never about education. It was always about keeping youths from taking jobs (especially from Union members), providing “free” child care, and indoctrinating young people to love the state. Now, it’s also about public school employees keeping their benefits, too.
    So sad, really, if you think about it….

    • Well said Dave! A better name for it is government indoctrination camps as that is the basic purpose of its existence besides filling their heads with thoroughly useless information, the future extrication of which will prove to be painfully difficult when the time comes to learn information of any value to their daily lives. Yes unfortunately many people view these indoctrination camps as “free” childcare. These people need to really starting questioning what the word “free” really means, especially when it is used in the context of the State. The State never gives anything for “free” without significant financial, social, physical, or mental cost. Check this awesome video on the frightening similarities between our government schools and prisons. Don’t send your child to prison for half every day!
      https://www.youtube.com/watch?v=CMhURei8N6Q

  10. Michael HendricksNo Gravatar says:

    Because diplomas make people smart?

    • But without diplomas to frame and put on our walls what evidence would we have to prove our unflinching loyalty to swallow without question any information that is thrown at us by people reading from books who are, for the most part, simply seeking tenure?

  11. Janos SzaboNo Gravatar says:

    Once a cause is targeted by master planners, it must be redefined in narrow managerial and even military-like terms that lend themselves to a master plan.

    Maybe that explains the peculiar emphasis on book learning and language control.

  12. not youNo Gravatar says:

    One thing, and I think it is a significant one, that never gets mentioned when discussing the State’s child indoctrination day prison camps is that they violate the right to free association.

    The right to associate is also the right not to.

    • Excellent point! Any “freedom” outside the curriculum of these government indoctrination camps, which by definition not a freedom at all, is viciously suppressed and thoroughly destroyed. Do not condemn your children to the intolerances of such an institution of oppression.

  13. Tyler YasakaNo Gravatar says:

    Nice article, Danilo!

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