“Beware of those who come pretending to help education when they are trying to seize control of education. Socialist and Communist planners have ambitions to eliminate all local control - which means the teachers themselves would lose control.”

From an interview https://www.facebook.com/Redfishstream/videos/184844339473961/.

Source: Government trying to play God with proposed medical research law, Bishop warns https://www.catholicnewsagency.com/news/7999/government-trying-to-play-god-with-proposed-medical-research-law-bishop-warns (6 November 2006)

Source: 1984

As quoted in Faith in Freedom : Libertarian Principles and Psychiatric Practices (2004) by Thomas Stephen Szasz, p. 10. Selected Writings of Lord Acton, ed. J. Rufus Fears, 3 vols. (Indianapolis: Liberty Fund, 1985-88), 3:490

L'éducation est une monstruosité lorsqu'elle est inégale, lorsqu'elle est le patrimoine exclusif d'une portion de l'association; puisqu'alors elle devient la main de cette portion, un amas de machines, une provisions d'armes de toutes sortes, à l'aide desquelles cette première portion combat l'autre qui est désarmé.
[in Gracchus Babeuf avec les Egaux, Jean-Marc Shiappa, Les éditions ouvrières, 1991, 49, 27082 2892-7, Manifeste des Plébéien]
On education

In reality the two are twins.
The Naked Communist (1958)

Reference quote http://www.jerrypournelle.com/archives2/archives2view/view408.html#Iron in Chaos Manor View 408, April 3-9, 2006
Assorted

Progress, Coexistence and Intellectual Freedom (1968), Dangers, The Threat to Intellectual Freedom
Context: A system of education under government control, separation of school and church, universal free education — all these are great achievements of social progress. But everything has a reverse side. In this case it is excessive standardization, extending to the teaching process itself, to the curriculum, especially in literature, history, civics, geography, and to the system of examinations.
One cannot but see a danger in excessive reference to authority and in the limitation of discussion and intellectual boldness at an age when personal convictions are beginning to be formed. In the old China, the systems of examinations for official positions led to mental stagnation and to the canonizing of the reactionary aspects of Confucianism. It is highly undesirable to have anything like that in a modern society.