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The recent school shooting in Uvalde, Texas has led brain-dead Biden and his cohorts to try to take away our guns. It has also led to proposed legislation to investigate and take action against “right-wing terrorism” and white supremacy, even though not even the lefties claim that the Uvalde shooting had anything to do with such things.
It’s worth pointing out that the Uvalde shooting leaves many questions unanswered. As L. Todd Wood points out, “From an outsider looking into the situation surrounding the Texas school shooting, there is much confusion and many curious facts.
We know the World Economic Forum and the Chinese Communist Party are pushing for tyrannical control of humanity. Just this week the WEF was looking to pass ‘health amendments’ to give the WHO sovereignty over America, enabled by the Biden regime.
The only thing standing in the way of this in North America is your personal weapons. The Second Amendment was not just for self-defense, it was designed mainly as a bulwark against a tyrannical government, that our Founders gave us.
Hence my question about the criminal acts in Uvalde…
The school shootings largely went away under Trump. Now they are back with a vengeance. Why is that?
Now let’s talk about Uvalde itself.
It is also reported that Federal Marshalls were the law enforcement personnel that were ‘handcuffing and tasing’ parents who were desperate to go into the Uvalde school to save their children as cops waiting outside for an hour.
How does this make sense?
At the very least, the American people deserve an investigation and answers.”
But if you want to end school shootings, there is one simple thing we can do. Get rid of public schools. They are standing targets and consist of hordes of disgruntled youth who don’t want to be there. It isn’t surprising that the situation will get some of them so mad that they decide to go out in spectacular fashion, taking others with them.
Fred Reed puts the case against public schools in a nutshell: “I wonder what purpose the public schools serve, other than to warehouse children while their parents work or watch television. They certainly don’t teach much, as survey after survey shows. Is there any particular reason for having them? Apart from their baby-sitting function, I mean.
Schooling, sez me, should be adapted to the needs and capacities of those being schooled. For unintelligent children, the study of anything beyond minimal reading is a waste of time, since they will learn little or nothing more. For the intelligent, a public schooling is equivalent to tying an anchor to a student swimmer. The schools are an impediment to learning, a torture of the bright, and a form of negligent homicide against a country that needs trained minds in a competitive world.
Let us start with the truly stupid. Millions of children graduate – ‘graduate’ – from high school – ‘high school’ – unable to read. Why inflict twelve years of misery on them? It is not reasonable to blame them for being witless, but neither does it make sense to pretend that they are not. For them school is custodial, nothing more. Since there is little they can do in a technological society, they will remain in custody all their lives. This happens, and must happen, however we disguise it.
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For those of reasonably average acuity, it little profits to go beyond learning to read, which they can do quite well, and to use a calculator. Upon their leaving high school, question them and you find that they know almost nothing. They could learn more, average not being stupid, but modest intelligence implies no interest in study. This is true only of academic subjects such as history, literature, and physics. They will study things that seem practical to them. Far better to teach the modestly acute such things as will allow them to earn a living, be they typing, carpentry, or diesel repair. Society depends on such people. But why inflict upon them the geography of Southeast Asia, the plays of Shakespeare, or the history of the nineteenth century? Demonstrably they remember none of it.
Some who favor the public schools assert that an informed public is necessary to a functioning democracy. True, and beyond doubt. But we do not have an informed public, never have had one, and never will. Nor, really, do we have a functioning democracy.
Any survey will reveal that most people have no grasp of geography, history, law, government, finance, international relations, or politics. And most people have neither the intelligence nor the interest to learn these things. If schools were not the disasters they are, they still couldn’t produce a public able to govern a nation.
But it is for the intelligent that the public schools – ‘schools’– are most baneful. It is hideous for the bright, especially bright boys, to sit year after year in an inescapable miasma of appalling dronedom while some low-voltage mental drab wanders on about banalities that would depress a garden slug. The public schools are worse than no schools for the quick. A sharp kid often arrives at school already reading. Very quickly he (or, most assuredly, she) reads four years ahead of grade. These children teach themselves. They read indiscriminately, without judgment – at first anyway – and pick up ideas, facts, and vocabulary. They also begin to think.
In school, bored to desperation, they invent subterfuges so as not to lapse into screaming insanity. In my day the tops of desks opened to reveal a space for storing crayons and such. The bright would keep the top open enough so that they could read their astronomy books while the teacher – ‘teacher’ – talked about some family of cute beavers, and how Little Baby Beaver….
I ask you: How much did you learn in school, and how much have you learned on your own? Asking myself the same question, I come up with typing, and two years of algebra.
The bright should go to school, but it is well to distinguish between a school and a penitentiary. They need schools at their level, taught by teachers at their level. It is not hard to get intelligent children to learn things, and indeed today a whole system of day-care centers only partly succeeds in keeping them from doing it. They like learning things, if only you keep those wretched beavers out of the classroom. When I was in grade school in the early Fifties, bright kids read, shrew-like, four times their body weight in books every fifteen minutes – or close, anyway. In third grade or so, they had microscopes (Gilbert for hoi polloi, but mine was a fifteen-dollar upscale model from Edmund Scientific) and knew about rotifers and Canada balsam and well slides and planaria. These young, out of human decency, for the benefit of the country, should not be subjected to public education – ‘education.’ Where do we think high-bypass turbofans come from? Are they invented by heartwarming morons?
To a remarkable extent, dumb-ass public schools are simply not necessary. I asked my (Mexican) wife Violeta how she learned to read. It was through a Head Start program, I learned, called ‘mi padre.’ Her father, himself largely self-taught, sat her down with a book and said, see these little squiggles? They are called ‘letters,’ and they make sounds, and you can put them together….. Vi contemplated the idea. Yes, it made sense. Actually, she decided, it was no end of fun, give me that book…Bingo.
The absorptive capacity of smart kids is large if you just stay out of their way. A bright boy of eleven can quickly master a collegiate text of physiology, for example. This is less astonishing than perhaps it sounds. The human body consists of comprehensible parts that do comprehensible things. If he is interested, which is the key, he will learn them, while apparently being unable to learn state capitals, which don’t interest him.
What is the point of pretending to teach the unteachable while, to all appearances, trying not to teach the easily teachable? The answer of course is that we have achieved communism, the rule of the proletariat, and the proletariat doesn’t want to strain itself, or to admit that there are things it can’t do.
In schooling, perhaps ‘from each according to his abilities, to each according to his needs” isn’t a bad idea. If a child has a substantial IQ, expect him to use it for the good of society, and give him schools to let him do it. If a child needs a vocation so as to live, give him the training he needs. But don’t subject either to enstupidated, unbearably tedious, pointless, one-size-fits-nobody pseudo-schools to hide the inescapable fact that we are not all equal.” See this.
You might think that it’s impossible to get rid of public schools. But it can be done. In American culture, public schools are praised in public and criticized in private, which is roughly the opposite of how we tend to treat large-scale enterprises like Wal-Mart. In public, everyone says that Wal-Mart is awful, filled with shoddy foreign products and exploiting workers. But in private, we buy the well-priced, quality goods, and long lines of people hope to be hired.
Why is this? It has something to do with the fact that public schools are part of our civic religion, the primary evidence that people cite to show that local government serves us. And there is a psychological element. Most of us turn our kids over to them, so surely they must have our best interest at heart!
But do they? Murray N. Rothbard’s Education: Free and Compulsory explains that the true origin and purpose of public education is not so much education as we think of it, but indoctrination in the civic religion. This explains why the civic elite is so suspicious of homeschooling and private schooling: it’s not fear of low test scores that is driving this, but the worry that these kids aren’t learning the values that the state considers important.
Let me just deal with economics. All studies have shown that average cost per pupil for public schools is twice that of private schools (here is a sample study).
This runs contrary to intuition, since people think of public schools as free and private schools as expensive. But once you consider the source of funding (tax dollars vs. market tuition or donation), the private alternative is much cheaper. In fact, the public schools cost as much as the most expensive and elite private schools in the country. The difference is that the cost of public schooling is spread out over the entire population, whereas the private school cost is borne only by the families with students who attend them.
In short, if we could abolish public schools and compulsory schooling laws, and replace it all with market-provided education, we would have better schools at half the price, and be freer too. We would also be a more just society, with only the customers of education bearing the costs.
What’s not to like? Well, there is the problem of the transition. There are obvious and grave political difficulties. We might say that public education enjoys a political advantage here due to network effects. A significant number of “subscriptions,” etc. have been piled up in the status quo, and it is very difficult to change those.
But let’s pretend. Let’s say that a single town decided that the costs of public schooling are too vast relative to private schooling, and the city council decided to abolish public schools outright. The first thing to notice is that this would be illegal, since every state requires localities to provide education on a public basis. I don’t know what would happen to the city council. Would they be jailed? Who knows? Certainly they would be sued.
But let’s say we somehow get past that problem, thanks to, say, a special amendment in the state constitution, that exempts certain localities if the city council approves. Then there is the problem of federal legislation and regulation. I am purely speculating since I don’t know the relevant laws, but we can guess that the Department of Education would take notice, and a national hysteria of some sort would follow. But let’s say we miraculously get past that problem too, and the federal government lets this locality go its own way.
There will be two stages to the transition. In the first stage, many seemingly bad things will happen. How are the physical buildings handled in our example? They are sold to the highest bidder, whether that be to new school owners, businesses, or housing developers. And the teachers and administrators? All let go. You can imagine the outcry.
With property taxes abolished, people with kids in public schools might move away. There will be no premium for houses in school districts that are considered good. There will be anger about this. For the parents that remain, there is a major problem of what to do with the kids during the day.
With property taxes gone, there is extra money to pay for schools, but their assets have just fallen in market value (even without the Fed), which is a serious problem when it comes to shelling out for school tuition. There will, of course, be widespread hysteria about the poor too, who will find themselves without any schooling choices other than homeschool.
Now, all that sounds pretty catastrophic, doesn’t it? Indeed. But it is only phase one. If we can somehow make it to phase two, something completely different will emerge. The existing private schools will be filled to capacity and there will be a crying need for new ones. Entrepreneurs will quickly flood into the area to provide schools on a competitive basis. Churches and other civic institutions will gather the money to provide education.
At first, the new schools will be modeled on the public school idea. Kids will be there from 8 to 4 or 5, and all classes will be covered. But in short order, new alternatives will appear. There will be schools for half-day classes. There will be large, medium, and small schools. Some will have 40 kids per class, and others 4 or 1. Private tutoring will boom. Sectarian schools of all kinds will appear. Micro-schools will open to serve niche interests: science, classics, music, theater, computers, agriculture, etc. There will be single sex schools. Whether sports would be part of school or something completely independent is for the market to decide.
And no longer will the “elementary, middle school, high school” model be the only one. Classes will not necessarily be grouped by age alone. Some will be based on ability and level of advancement too. Tuition would range from free to super expensive. The key thing is that the customer would be in charge.
Transportation services would spring up to replace the old school-bus system. People would be able to make money by buying vans and providing transportation. In all areas related to education, profit opportunities would abound.
In short, the market for education would operate the same as any other market. Groceries, for example. Where there is a demand, and obviously people demand education for their kids, there is supply. There are large grocery stores, small ones, discount ones, premium ones, and stores for groceries on the run. It is the same for other goods, and it would be the same for education. Again, the customer would rule. In the end, what would emerge is not entirely predictable — the market never is — but whatever happened would be in accord with the wishes of the public.
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After this phase two, this town would emerge as one of the most desirable in the country. Educational alternatives would be unlimited. It would be the source of enormous progress, and a model for the nation. It could cause the entire country to rethink education. And then those who moved away would move back to enjoy the best schools in the country at half the price of the public schools, and those without children in the house wouldn’t have to pay a dime for education. Talk about attractive!
Llewellyn H. Rockwell, Jr. [send him mail], former editorial assistant to Ludwig von Mises and congressional chief of staff to Ron Paul, is founder and chairman of the Mises Institute, executor for the estate of Murray N. Rothbard, and editor of LewRockwell.com. He is the author of Against the State and . Follow him on Facebook and Twitter.
Article cross-posted from Lew’s blog.