Humanity prospers according
to its ability to produce. If humanity
were so lovingly perfect that they needed no government at all, everybody would
be engaged in some form of productive activity.
All human attitudes would be directed toward organizing production for
the greater good of all humanity.
The monetary system would
develop in much the same manner as the one we now have, except that its flow
would be more spontaneous and voluntary with no governments taking bites out of
the production.
Humanity can, and does, voluntarily organize into all manner of
groupings such as family, church, and school.
America has led the world in voluntary organizations among business
enterprises, in addition to family, church, and school.
Governments are involuntary, and are brought into the
human condition to protect mankind from the predations or certain others of
mankind. It is only when family, church,
school, and business organizations are unable to reconcile all persons to
conventional disciplines, that governments must be established.
The orneryness of one or two
percent of humanity is what necessitates “governing,” Once a government camel gets its head into
the tent, the entire tent of civilization is vulnerable. When humanity must resort to force, it is an
admission of some one’s failure.
Somehow, the ninety-eight percent should remain free from the
involuntary actions that government imposes.
Childhood education is a
case in point. Humanity has turned to
government for the education of its children.
Apparently, this means that family, church, school, and business
organizations are unable to work voluntarily
together to allow their children to grow up in a climate of freedom. By fifth grade in government schools, most
children have set up “defensive mechanisms” to survive the dictates of
government curricula.
Children’s inborn
curiosities are blunted. They become
children of dictatorships. Their teachers must join the dictatorships in order
to be teachers. The “education economy”
expands the tax structure enormously. When a government dollar buys something,
that something costs three times as much as when a private dollar buys
something. How much of the knowledge of a fifteen-year-old comes from the expertise
of a government-paid teacher? Perhaps
fifteen percent? Suppose both the child
and teacher were working in an entirely voluntary
system of childhood education. And suppose that the parent-teacher-child
relationship became more voluntary.
Can education be
quantified? Public educators are
constantly measuring it. Why? Do we know enough about what one needs to
learn in order to take its measure?
Everybody is different.
Government is given “rights” to “educate” children. It is the height of folly. Such resorting to governing is an admission
that no voluntary group can do it as
well. That’s poppycock. What are we
trying to perpetuate, our rich and many sided cultures, or a tyrannical
government bent on standardizing a slave system?
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