Separation of School and State

“…to liberate families from servile and therapeutic dependency on government for the education of their children.”

“There are scores of real-life examples of how the government schooling monopoly uses language to its own advantage. For instance, you never hear it refer to itself as a compulsory government-monopoly. More typical is the friendly and familiar invitation to support “our neighborhood public schools.” Nongovernment schools must take their pick from parochial (selfish and narrow), private (elitist, exclusive), and independent (individualistic, superior).”

“Government schools are public the way jails and departments of motor vehicles are public, not the way parks, libraries, or hardware stores are public.”
“Never say “public,” always say “government”—government school, government program, government teacher. It’s not an insult; it’s merely accurate. If someone finds it offensive, ask him if he’s got something against the government doing those things.”

“As an institution, government monopoly schooling, like Communism, has no human face. It is by definition coercive, corrosive, and usurpative. Our goal is not a sensitive and flexible tyranny, but an arrangement for learning that is entirely voluntary, with full authority restored to families, which in turn educate their children not in servility and fear, but in honorable obedience to duty and love.”

“[T]he struggle to regain the rights and burdens of self-governance will be achieved through sacrifice and strife, not happy talk.”

“Only if we can restore the fundamental sovereignty of families in the education of their children can we begin once again to speak of “the family” as having political and moral standing in public life. If families remain weak and servile, no other liberties will long endure. With families restored to full dignity and vitality, all else can be restored.”

http://www.fee.org/the_freeman/detail/how-to-separate-school-and-state-a-primer

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