School Abolition

  Mandatory school, as opposed to voluntary centers of learning, has been used as a weapon of war since at least the attack on Hypatia of Theon - it's a basic tool of psychopathy to kidnap other peoples' children and strip them of their skills and competence.

  After destroying most of the civilizations of the world, this force was then turned on the so-called "acceptable" light-skinned, colonial population (along with forced sterilization), with known effect.

 • The literacy rate went from the 90% literacy rate prior to the introduction of state schooling to the 2/3rds illiteracy rate we see today.

 • All crafts and knowledge in the community were lost, and knowledge of biodiversity disappeared along with said biodiversity.

 • The suicide rate went up, and in fact Helen Todd's survey of child sweatshop workers (Helen Todd, "Why Children Work : the Childrens' Answer") found that a little over 80% of them would rather be a factory slave in a sweatshop prior to the labor movement than to be in school.

 • Children who do not attend school score in the 85th-90th percentile on average across all subjects. (Roy, 2010, 'Academic Achievement and Demographic Traits of Homeschool Students: A Nationwide Study,' table 11)

  Perhaps the most damning is the Perry Preschool project. A selection of 3 year olds were randomly assigned to a play-based daycare or a traditional-school style daycare. They were then studied for the next 40 years. The findings...

 • School exposure increased the rate of arrest for violent crime by 16%

 • School exposure increased the rate of property crime by 22%

 • School exposure increased the rates of arrest for drug-related crimes by 20%, and 26% increase in drug-related arrests before early adulthood

 • Despite being randomly assigned, over 2/3rds of the no-school group (67%) tested with an IQ of 90 or higher the next year, compared to less than a third (28%) of those assigned to traditional schooling.

  ...and so on. It's a giant, bleeding hole. Also, the people who used to occupy earth and all their knowledge, science and culture were destroyed with nothing to replace it. Meanwhile, its only occurence in European history involves Locke and Rousseau suggesting that if you do this to a child, you will destroy that child - children who do not attend public or private school tend to test in the 90th percentile because creating an aversion to the natural curiosity that is the impulse to learn is what they are designed to do.

  Obviously, if we cannot do something to prevent the damage to children, we must at least do something to prevent the damage to knowledge and learning.

  We must undertake great effort to create actual institutions of learning to counterbalance the deadweight loss created by school.








 • Back to the Resources Vault