“To educate the peasantry, three things are needed: schools, schools and schools.”

1920s, The Aims of Education (1929)
Context: The universities are schools of education, and schools of research. But the primary reason for their existence is not to be found either in the mere knowledge conveyed to the students or in the mere opportunities for research afforded to the members of the faculty. Both these functions could be performed at a cheaper rate, apart from these very expensive institutions. Books are cheap, and the system of apprenticeship is well understood. So far as the mere imparting of information is concerned, no university has had any justification for existence since the popularization of printing in the fifteenth century. Yet the chief impetus to the foundation of universities came after that date, and in more recent times has even increased. The justification for a university is that it preserves the connection between knowledge and the zest of life, by uniting the young and the old in the imaginative consideration of learning.

How to Get an Education at Home (1991)

The Little Book Of Vegan Poems (2001)

Source: Fugitive Essays: Selected Writings of Frank Chodorov (1980), p. 246

The Origin and Ideals of the Modern School (1908)

Source: Mission of Gravity (1954), Chapter 14

Source: The Beatles Anthology

“Why I Am Not a Marxist” http://books.google.com/books?id=O4weAQAAMAAJ&amp;q=educated+only+at+school+#search_anchor “Modern Monthly: Volume: 9″ (April 1935); Page: 77-79. <br class="br">Other works

Introduction (November 1970).
Deschooling Society (1971)
Context: Universal education through schooling is not feasible. It would be no more feasible if it were attempted by means of alternative institutions built on the style of present schools. Neither new attitudes of teachers toward their pupils nor the proliferation of educational hardware or software (in classroom or bedroom), nor finally the attempt to expand the pedagogue's responsibility until it engulfs his pupils' lifetimes will deliver universal education. The current search for new educational funnels must be reversed into the search for their institutional inverse: educational webs which heighten the opportunity for each one to transform each moment of his living into one of learning, sharing, and caring. We hope to contribute concepts needed by those who conduct such counterfoil research on education — and also to those who seek alternatives to other established service industries.