The real purpose of schooling, often disguised under the guise of education and personal development, can be argued to be the production of wage slaves. This perspective suggests that the educational system is designed to condition individuals to conform to societal norms, obey authority, and accept their roles within a hierarchical structure. By emphasizing rote memorization, standardized testing, and adherence to a rigid curriculum, schools may prioritize compliance and obedience over critical thinking and creativity. This approach ensures a steady supply of workers who are trained to fit seamlessly into the workforce, ready to accept low wages and perform repetitive tasks without question. In essence, the schooling system can be seen as a mechanism to prepare individuals for a lifetime of labour, serving the interests of those who benefit from maintaining the status quo in the socioeconomic hierarchy.
The industrial revolution
Prior to the Industrial Revolution, the majority of the population in Europe and the Americas lived in rural areas, engaging primarily in agriculture and small-scale farming. Villages and countryside settlements were the norm, with communities relying on subsistence farming, animal husbandry, and local trade to sustain their livelihoods. The agrarian lifestyle fostered close-knit communities where families worked the land, passed down skills through generations, and maintained a deep connection to the natural environment. The economy was predominantly agrarian, with most people producing their own food and goods or trading within their localities. Urban centres existed but were relatively small and sparse, serving mainly as hubs for trade, administration, and limited industrial activity. The rural way of life dictated a slower, more self-sufficient existence, starkly contrasting the rapid urbanisation and industrialisation that would later reshape societal structures and economic practices during the Industrial Revolution.
Factories
The lure of a regular wage offered by factory jobs during the Industrial Revolution significantly emptied the countryside and led to the birth of suburbs. As factories sprang up in urban centres, promising steady employment and the prospect of financial stability, rural inhabitants were drawn away from their agricultural lifestyles. The allure of predictable income, despite often gruelling working conditions, attracted a massive influx of workers into the cities. This migration fuelled rapid urban expansion, leading to overcrowded and unsanitary living conditions. In response to the burgeoning urban population, the concept of suburbs emerged as a solution. These residential areas, located on the outskirts of cities, provided a compromise for factory workers and their families—offering proximity to industrial employment while allowing for more spacious and healthier living environments than the cramped inner-city conditions. The development of suburbs marked a significant shift in living patterns, reflecting the transformative impact of industrialisation on society.
Compulsory schooling
Compulsory schooling was introduced as a strategic means to indoctrinate and prepare new wage slaves for factories and administrative jobs, aligning with the needs of an industrialised society. This system was designed to instill discipline, punctuality, and a basic level of literacy and numeracy, essential skills for the efficient functioning of industrial and bureaucratic operations. By mandating attendance and standardizing education, governments ensured a uniform workforce capable of following instructions and performing repetitive tasks with minimal deviation. The school environment mimicked the factory setting, with its rigid schedules, hierarchical structure, and emphasis on obedience, subtly conditioning children to accept their future roles within the industrial economy. This educational model aimed to produce a compliant and reliable labour force, equipped not only with the necessary technical skills but also with the mindset conducive to maintaining the established socioeconomic order.
The mortgage
The lure of home ownership, introduced as a symbol of stability and success, came with the significant commitment of a mortgage, which required consistent work to pay off. This financial obligation ensured that adults remained tied to their jobs, fueling the need for a steady income. As families prioritized securing and maintaining their homes, parents found themselves increasingly reliant on the education system to care for their children during the workday. The promise of home ownership thus indirectly supported the widespread acceptance of compulsory schooling, as it provided a convenient solution for working parents. By entrusting their children to the school system for six hours a day, parents could focus on their employment, secure in the knowledge that their children were being supervised and prepared for future labor roles. This arrangement reinforced the cycle of work and education, further embedding the concept of wage labour and financial dependency within society.
The student loan
In recent times, the invention of the student loan has further entangled young people in the wage slave system by leveraging the allure of higher education and the promise of higher wages. As the job market increasingly values advanced degrees, many young individuals feel compelled to pursue college and university education to secure better employment opportunities. However, the rising cost of tuition has made this pursuit financially burdensome, leading many to take out substantial student loans. These loans create a significant debt burden that must be repaid over many years, effectively binding graduates to the workforce in order to meet their financial obligations. The promise of higher wages often falls short of expectations, as many graduates find themselves in jobs that barely cover their living expenses and loan repayments. This debt-driven model perpetuates a cycle of dependency on employment, limiting financial freedom and reinforcing the wage slave system under the guise of career advancement and economic mobility.
Homework
The real purpose of homework for students can be argued to be the occupation of their free time, strategically designed to eliminate opportunities for independent, critical thought. By inundating students with assignments to be completed outside of school hours, the education system ensures that their minds remain constantly engaged with prescribed tasks, leaving little room for personal reflection or the exploration of alternative ideas. This practice not only reinforces the lessons and values imparted during the school day but also extends the institution’s influence into the home environment. As students focus on completing their homework, they are less likely to question the underlying structures and motives of the educational system, thereby maintaining a controlled and compliant populace. The emphasis on continuous academic work serves to mold individuals into efficient, obedient members of society, whose capacity for critical thinking and dissent is systematically diminished.
Skills
Even if this form of education were a good idea, much of what is taught in schools is neither retained nor necessary for most students’ everyday lives. Essential skills such as reading, writing, and basic arithmetic can be effectively learned in a relatively short period, yet the current educational system extends this process over many years, often filled with superfluous content. Despite this prolonged exposure, many children ironically leave school without mastering these foundational skills. The curriculum’s excessive breadth and the focus on standardised testing contribute to a superficial understanding, where students memorise information temporarily rather than gaining a deep, lasting comprehension. Consequently, the prolonged schooling period does not necessarily translate into practical competency, highlighting a fundamental flaw in the educational approach.
Workers not thinkers
The sentiment that education should produce a compliant workforce rather than independent thinkers is often linked to John D. Rockefeller and his close associate, Frederick T. Gates, who played significant roles in shaping the American school system in the early 20th century. Through the establishment of the General Education Board (GEB) in 1902, funded by Rockefeller’s vast wealth, they sought to reform and standardise education across the United States. Gates, in particular, believed that the traditional, classical education model was outdated and that a new system was needed to meet the demands of an industrialised society. The GEB promoted a curriculum focused on basic skills, punctuality, and obedience, which critics argue was designed to produce reliable workers for the burgeoning industrial economy. This approach de-emphasised critical thinking and intellectual exploration, aligning with the industrialists’ need for a disciplined labour force. While the intentions behind these reforms can be debated, their influence on the American education system is undeniable, shaping it into a model that prioritised the needs of industry over the development of independent, critical minds.
In summary
In summary, the real purpose of schools, as argued by critics, was not to empower through education and skills, but to systematically destroy freewill and create continuing generations of wage slaves serving a small elite. Through a rigid curriculum focused on rote learning and compliance, the education system was designed to condition students to accept authority and fit into predetermined roles within the industrial and administrative workforce. By occupying their time with structured tasks and suppressing critical thinking, schools ensured that individuals remained docile and productive, perpetuating a socioeconomic hierarchy that benefited a privileged few. This deliberate shaping of young minds secured a steady supply of labour, ensuring that the power and wealth of the elite remained unchallenged. The promise of stability through education masked the true intent, to maintain control and sustain a cycle of dependency and subordination.