It’s a choice between regulation by legislators or by consumers A big economic problem the world faces is semantic. That is, “regulation” has come to mean “government regulation.” We don’t seem to be aware of the alternative: regulation by market forces. That’s a problem because it leads us to accept so much government meddling that
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Choice is integral to a functioning market economy, but when it comes to a child’s education, choice is virtually absent. Efforts to increase schooling options are condemned by individuals and organizations who believe that public education is so outstanding that it must be protected from competition. Take for example, the United Students Against Sweatshops (USAS),
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It is a shocking reality that the vast majority of “teachers” have no idea what it means to be an “educated” human being. If this is true, and indeed it is demonstrable, then it should not be a surprise to learn that most Americans have no idea what it means to be a good teacher.
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Some of you may remember the 1908 curriculum manual I dug up in the Minnesota Historical Society archives a few months ago. When compared with a current public school reading list, it demonstrated that today’s schools are offering a more narrow view of western civilization and a simplified level of reading material. I thought of this manual
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If you want to gauge the future of the American education system, you have to understand its beginnings. When it comes to education, Americans are all Massachusettsans at heart. In the 1830s, the state of Massachusetts led the charge for the Common School Movement that was to sweep across America. Borrowing from recently created systems
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It was a news item that came and went with barely a ripple. And yet, it should have set off sirens and red-light alarms all across the country. “America’s top liberal arts schools skip U.S. history,” the headline read. “Of the 29 top-ranked liberal arts colleges,” reported Fox News, “only the United States Air Force
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