Of course education is compulsory. We need an educated work force.
How long has education been compulsory?
You don't know? Research it.
I already know. Apparently YOU don't. You are the one that made the laughable claim, "We need an educated work force." Like you made the assumption that ONLY the government will educate the workforce.
Do people want jobs? Of course they do. So why wouldn't they educate themselves for those jobs?
Up until the dawn of the 20th century, there were no public schools, yet the most prosperous time in the American economy, as far as "JOBS" went, for the American worker, was right after the Civil War. Do you know why that is? Because American families educated their own children. Americans took their own self initiative, and founded their own companies.
Small business and entrepreneurship is the back bone of the country. The whole reason the elites instituted compulsory education, is they DID NOT want the poor and the middle class to be entrepreneurs and creative thinkers. They wanted a mass of predictable workers that they could use in their factors, mills and mines. They wanted CONSUMERS. The same is true today.
Do you even know where the word KINDERGARTEN came from? It's origins? It has everything to do with indoctrination, regimentation and dehumanizing the individual.
The Long Reach Of The Teutonic Knights
The Long Reach Of The Teutonic Knights John Taylor Gatto
In 1839, thirteen years before the first successful school compulsion law was passed in the United States, a perpetual critic of Boston Whig (Mann’s own party) leadership charged that pro-posals to erect German-style teacher seminaries in this country were a thinly disguised attack on local and popular autonomy. The critic Brownson2 allowed that state regulation of teaching licenses was a necessary preliminary only if school were intended to serve as a psychological control mechanism for the state and as a screen for a controlled economy. If that was the game truly afoot, said Brownson, it should be reckoned an act of treason.
“Where the whole tendency of education is to create obedience,” Brownson said, “all teachers must be pliant tools of government. Such a system of education is not inconsistent with the theory of Prussian society but the thing is wholly inadmissible here.” He further argued that “according to our theory the people are wiser than the government. Here the people do not look to the government for light, for instruction, but the government looks to the people. The people give law to the government.” He concluded that “to entrust government with the power of determining education which our children shall receive is entrusting our servant with the power of the master. The fundamental difference between the United States and Prussia has been overlooked by the board of education and its supporters.”3