“Each citizen of a state promises, in the original compact, that he will promote, as far as lies in his power, all the conditions of the possibility of the state; hence, also, the condition just mentioned. This he can best do by educating children who may grow up to realize various ends of reason. The state has the right to make this education of children a condition of the state-compact, and thus education becomes an external, legal obligation, which the parents owe to the state.”

Source: The Science of Rights 1796, P. 459

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Johann Gottlieb Fichte102

German philosopher 1762–1814

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“The history of mankind can be seen, in the large, as the realization of Nature’s secret plan to bring forth a perfectly constituted state as the only condition in which the capacities of mankind can be fully developed, and also bring forth that external relation among states which is perfectly adequate to this end.”

Immanuel Kant (1724–1804) German philosopher

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“It is a proof that the state is not an arbitrary invention, but is established by nature and reason, when we actually find that, in places where men have lived together for a time and have become educated, states are erected, although the people in the one such place know not that the same thing has been done in other places. Each people, which does not live in a condition of nature, but has a government, no matter how constituted, has a right to compel its recognition from all adjoining states.”

Johann Gottlieb Fichte (1762–1814) German philosopher

Source: The Science of Rights 1796, P. 474, 477

“There is in our political system a government of each of the several States, and a Government of the United States. Each is distinct from the others, and has citizens of its own who owe it allegiance, and whose rights, within its jurisdiction, it must protect. The same person may be at the same time a citizen of the United States and a citizen of a State, but his rights of citizenship under one of those governments will be different from those he has under the other.”

Morrison Waite (1816–1888) American politician

United States v. Cruikshank, 92 U.S. 542 (1875)

“I do further proclaim, declare, and make known that any provision which may be adopted by such State government in relation to the freed people of such State, which shall recognize and declare their permanent freedom, provide for their education, and which may yet be consistent, as a temporary arrangement, with their present condition as a laboring, landless, and homeless class, will not be objected to by the national Executive.”

Abraham Lincoln (1809–1865) 16th President of the United States

1860s, Proclamation of Amnesty and Reconstruction (1863)
Context: And I do further proclaim, declare, and make known that any provision which may be adopted by such State government in relation to the freed people of such State, which shall recognize and declare their permanent freedom, provide for their education, and which may yet be consistent, as a temporary arrangement, with their present condition as a laboring, landless, and homeless class, will not be objected to by the national Executive. And it is suggested as not improper, that, in constructing a loyal State government in any State, the name of the State, the boundary, the subdivisions, the constitution, and the general code of laws, as before the rebellion, be maintained, subject only to the modifications made necessary by the conditions hereinbefore stated, and such others, if any, not contravening said conditions, and which may be deemed expedient by those framing the new State government.

“The education of all children, from the moment that they can get along without a mother's care, shall be in state institutions.”

Karl Marx (1818–1883) German philosopher, economist, sociologist, journalist and revolutionary socialist

“Arbitrary compulsory education is after all a flagrant curtailment of parental rights and at least as "totalitarian" as conscription. Yet practically nobody dared to contradict the sacrifices made to the idol of "education" and few people sensed that compulsory elementary education was a great step in the direction of totalitarianism which in time intervened in every region of human existence. True, the father's right is not violated by compulsory education in so far as a certain degree of education is reasonably deemed necessary by the State for citizenship, to be administered in the school of the father's choice, provided that school is not subversive in its nature. But the supreme rule is that the child belongs to the parent and not to the State.”

Erik von Kuehnelt-Leddihn (1909–1999) Austrian noble and political theorist

Pg 67n
The Menace of the Herd (1943)

“Each state pursues its own interest's, however defined, in ways it judges best. Force is a means of achieving the external ends of states because there exists no consistent, reliable process of reconciling the conflicts of interest that inevitably arise among similar units in a condition of anarchy.”

Kenneth N. Waltz book Man, the State, and War

Source: Man, the State, and War (1959), Chapter VIII, Conclusion, p. 238

“Thus he had a double thought: the one by which he acted as king, the other by which he recognized his true state, and that it was accident alone that had placed him in his present condition.”

Blaise Pascal (1623–1662) French mathematician, physicist, inventor, writer, and Christian philosopher

Discourses on the Condition of the Great

“In these days, it is doubtful that any child may reasonably be expected to succeed in life if he is denied the opportunity of an education. Such an opportunity, where the State has undertaken to provide it, is a right that must be made available to all on equal terms.”

Earl Warren (1891–1974) United States federal judge

Writing for the court, Brown v. Board of Education, 347 U.S. 483 (1954)
1950s

“If the individual is a means to the ends of the State, so too, of course, is his property. Just as he is owned by the State, his property is also owned by the State.”

George Reisman (1937) American economist

“Why Nazism Was Socialism and Why Socialism Is Totalitarian,” lecture delivered at the Mises Institute’s “The Economics of Fascism: Supporters Summit 2005” in Auburn, Alabama (October 8, 2005) https://www.youtube.com/watch?v=XsaG-pJ_4RA&list=PLOCWSOHhjJPUQ9kkhBKV9js9tFJTPp3yC&index=3&t=0s

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Johann Gottlieb Fichte102

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