“Government to students: ‘You have a human right to a free education whether you like it or not. That human right, however, is satisfied after 12 years. Then, if you want to be a real success in life, you must pay $100,000 plus for college, and we are happy to loan you the money in exchange for which you give us a substantial part of your income in both taxes and repayments for many years following. This is our system and it is wonderful.’”
How about we don’t steal from people or devalue their hard-earned money for either?
While I oppose all war, I also oppose all theft of money regardless of what it is being used for. I also consider state-funded and controlled education to be the worst form of indoctrination and enslavement of our children. It is a prison pipeline for both children and parents.
I have yet to see any evidence that providing everyone with a state-funded and controlled college degree will benefit society in any substantial way. In fact, I think it would be detrimental. Before you give me a rebuttal, compare your vision of what this public higher education would look like with what current public education looks like. Don’t forget to consider the already dangerous bubble of higher education that we can thank the government for.
There is no such thing as “free education”. Someone is always paying the price. In this case, it is everyone living on low, middle, or fixed income who sees inflation rise every year and their own dollar become worth less and less. They are the real losers in the game of free stuff from government.
Not to mention. what’s the point of a higher education degree when there aren’t any jobs for graduates?
And government-backed students loans and grants are one of the primary reasons higher education costs so much. A generation or two ago you could put yourself through a year of college with a summer job. Nowadays you would be lucky to earn enough in the summer to pay off one semester.
Rep. Mary Moore, D-Birmingham, as she was leaving the House chamber threw her hands over her head and shouted, “Welcome to the new confederacy where a bunch of white men are now going to take over black schools.”
“By policy and practice, [the Meridian Police Department] MPD automatically arrests all students referred to MPD by the District. The children arrested by MPD are then sent to the County juvenile justice system, where existing due process protections are illusory and inadequate. The Youth Court places children on probation, and the terms of the probation set by the Youth Court and DYS require children on probation to serve any suspensions from school incarcerated in the juvenile detention center.”
In a bold comparative analysis of TheNarrative of the Life of Frederick Douglass, Jada Williams, a 13-year old eighth grader at School #3 in Rochester, New York, asserted that in her experience, today’s education system is a modern-day version of slavery. According to the Fredrick Douglass Foundation of New York, the schools’ teachers and administrators were so offended by Williams’ essay that they began a campaign of harassment—kicking her out of class and trying to suspend her—that ultimately forced her parents to withdraw her from the school.
In her essay, which was written for a contest, Williams reflected on what Douglass heard his slave master, Mr. Auld, telling his wife after catching her teaching Douglass how to read. “If you teach that nigger (speaking of myself) how to read, there will be no keeping him,” Auld says. “It will forever unfit him to be a slave. He would at once become unmanageable, and of no value to his master.”
Williams wrote that overcrowded, poorly managed classrooms prevent real learning from happening and thus produces the same results as Mr. Auld’s outright ban. She wrote that her white teachers—the vast majority of Rochester students are black and Hispanic, but very few teachers are people of color—are in a “position of power to dictate what I can, cannot, and will learn, only desiring that I may get bored because of the inconsistency and the mismanagement of the classroom.”
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“Nationwide, Public School teachers, are almost twice as likely to choose a Private School for their own children. Those who run the system, well… 37% of Representatives, and 45% of Senators in the 110th District of Congress, sends their kids to Private School, (self-report) Almost 4 times the rate of the general population. Which the number might go higher, but that was them self-reporting. 96% of Democrats who practice school choice voted against voucher program that would give poor family the right to do the same thing.”
The school was called a high school, but like others bearing this name, it included kindergarten to 10th grade. Wajid had 285 children and 13 teachers when I first met him, and he also taught mathematics to the older children. His fees ranged from 60 rupees to 100 rupees per month—$1.33 to $2.22 at the exchange rates then—depending on the children’s grade, the lowest for kindergarten and rising as the children progressed through school.
These fees were affordable to parents, he told me, who were largely day laborers and rickshaw pullers, market traders and mechanics—earning perhaps a dollar a day. Parents, I was told, valued education highly and would scrimp and save to ensure that their children got the best education they could afford.
We all understand how the nationalization of an entire sector can be detrimental to its survival. Yet why do we stand by as our public education system continues to fail despite increasing subsidies and government departments (not to mention staff)? India’s poor are benefitting greatly from the thousands of private school options. How long are we going to tolerate the “one size fits all” standardized education?