The downward progression in thought all begins with the collectivist idea that education is a right to be granted by the State.
The effect of the State’s compulsory schooling laws is not only to repress the growth of specialized, partly individualized, private schools for the needs of various types of children. It also prevents the education of the child by the people who, in many respects, are best qualified ? his parents. The effect is also to force into schools children who have little or no aptitude for instruction at all. It so happens that among the variety of human ability there is a large number of subnormal children, children who are not receptive to instruction, whose reasoning capacity is not too great. To force these children to be exposed to schooling, as the State does almost everywhere, is a criminal offense to their natures. Without the ability to learn systematic subjects, they must either sit and suffer while others learn, or the bright and average students must be held back greatly in their development while these children are pressured to learn. In any case, the instruction has almost no effect on these children, many of whose hours of life are simply wasted because of the State’s decree. If these hours were spent in simple, direct experience which they were better able to absorb, there is no question that they would be healthier children and adults as a result. But to dragoon them into a school for a formative decade of their lives, to force them to attend classes in which they have no interest or ability, is to warp their entire personalities.
-Murray N. Rothbard
exerpt from “Education: Free and Compulsory”