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Written by Abdun Nur   

Version 3 – 13th June 2013

“Children are human beings to whom respect is due, superior to us by reason of their innocence and of the greater possibilities of their future.” Maria Montessori

The Education Assurance Bond


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Education for a child is in the fundamentals, most importantly developing the powers of reasoning, judgment and imagination, to prepare them for an intellectually mature adult life.

“He who will not reason is a bigot; he who cannot is a fool; and he who dares not is a slave.” William Drummond

This begins with learning the basics of spoken language, then written language, mathematical language, the language of consciousness (meditation), and the trivium and equitable manners of conduct, all grounded upon inherent power. (See: The Trivium)

“Schooling is the advertising agency which makes you believe that you need society as it is.” Ivan Illich

Once the basics are in place the child has the tools to learn directly, researching and gaining knowledge through self-teaching within a scholastic environment.

Education begins with the parents, this never alters, and the parents are always the primary educators, in the wider community a scholastic environment is fostered, not the formal memorisation and regurgitation of the Prussian school of indoctrination, based on authoritative truths memorised without full comprehension, but on a foundational root approach to understanding.

In the Prussian school method, the memory is the primary gauge of educational achievement, the memory is tested and graded, and regurgitation of authoritative truth, which must be accepted blindly as fact, is then rewarded with certification. Memorisation for its own sake is drudgery and drains motivation, removes passion and destroys imagination.

“The whole educational and professional training system is a very elaborate filter, which just weeds out people who are too independent, and who think for themselves, and who don’t know how to be submissive, and so on – because they’re dysfunctional to the institutions.” Noam Chomsky

This attack on intelligence is further imposed through the reversal of the innate for the unnatural, the State institutions teach narcissism and the mechanics of sex, instead of the tenderness of love in its many forms, and the mechanics of how to form bonds in relationships; they teach competition and hierarchy, instead of cooperation and equitable conduct founded upon the innate inherent power each possess; they teach authoritative truth unquestioned or examined, instead of proven truth scrutinized from its root; they teach in confinement instead of within a free environment; they teach repetition and  memorisation instead of contemplation; and they impose a factory structure of logging in and a strict timetable of commercial organisation with little worthwhile content instead of an organic structure integrated within a community setting.

They compound this further by attacking the individual personality of the child which is washed from the classroom, so too, they reduce all differences of gender, culture, and disposition, exchanged for the contrived political correctness of homogenisation, and so convince children that boys and girls are just the same.

“It’s not that I think school is a good idea gone wrong; but a wrong idea from the word go. It’s a nutty notion that we can have a place where nothing but learning happens, cut off from the rest of life.” John Holt


The true gauge of education is primarily in imagination, meaning the creative capacity of the child is the key to the root of learning, it motivates, it impassions, and it infuses enthusiasm.

The State education system is not alone in the intentional assault upon the mental capacities of children; the media plays a powerful role, TV, movies, video games, as does the introduced poisons of diet and environment, and pharmaceutical drugs and vaccines.

In a 2010 study of about 300,000 creativity tests going back to the 1970s, Kyung Hee Kim, a creativity researcher at the College of William and Mary, found creativity has decreased among American children in recent years. Since 1990, children have become less able to produce unique and unusual ideas. They are also less humorous, less imaginative and less able to elaborate on ideas, Kim said.

“The biggest atrocity of all is to indoctrinate our children into a system that does not value their creative expression, nor encourage their unique abilities.” Benjamin Greene

The purposes of these methods of suppressing imagination are to remove critical reasoning and original thinking when the child develops into an adult, as these are a danger to the authority of the state, the wealthy and the status quo. Research shows that if creative personalities don't adjust to the school system, they become underachievers and can even drop out of school completely.

“People learn by playing, thinking and amazing themselves. They learn while they’re wondering ‘what the heck is this?’” Sandra Dodd

The Root

To understand the root means what is built upon it is appreciated, for example it is common for children to refuse to eat vegetables, even fruit when they are young; forcing them does not work, and can even increase their aversion, reasoning has no impact upon their perspective.

The solution is to go to the root, the foundation of the issue.

Teach the child to prepare the ground, select and plant the seeds, tend the plot, making them solely responsible for that project, and the vegetables that are created after their labours, the child will eat with enthusiasm.

This is the same with all things, go to the root and you build upon the foundation, taking the fruits of others without effort, understanding or responsibility results in no appreciation for those fruits, and a refusal to digest them.

Education must be rooted in 'real life', when a child is starting out in life lessons are best built around real activities such as cooking, book-keeping, organising a party, making a shopping list, etc., learning their own family history, visiting real places, such as museums, ancient sites of historical interest, learning about the plants, insects and creatures within a garden, wood or farm, interacting with other children of a similar age in activities of play and socialisation, etc.

Additionally children can learn with diverse age ranges in the same group, the older children helping the younger ones, this aid’s in both socialising and nurturing abilities.

By keeping learning fresh and interesting and rooted in reality it develops in a child a deep curiosity and desire to know and understand the world around them. This is the root, from this root true intelligence, imagination and reasoning ability grows.

“When you take the free will out of education it turns into schooling.” John Taylor Gatto

The Framework: Parent Training

Within the bond of education the parents need to be trained in the trivium method of education, and in the basic techniques of teaching children in order to nurture imagination and develop reasoning ability, this parent training is the job of the qualified teacher. For those parents that lack the intellectual ability to teach, less taxing roles can be determined for them, teaching younger children or helping in other ways, for example as auxiliaries to others teaching.

·        The assurance bond contains a signed declaration from each participating parent outlining their manners of conduct and the relief they will have to provide if they breach the bond.

·        Where children other than those of the parent are being taught two unrelated parents must work together to protect the children from the possibility of abuse.

·        Class sizes ideally should be no larger than 10 children, unless on a multi group excursion, this allows one adult per 5 children for providing attention and full inclusion of all souls.

·        The goal of the preliminary teaching for the child is in making them a self-teacher, able to advance in any subject with minimal supervision, with the ability to determine truth from falsehood through the trivium method, through establishing the root and weighing the evidence, and never taking authority as truth.

·        The education cooperative linked with the assurance bond should provide an extensive reference library, computer and internet access, as basic aids to learning through self-teaching, with study rooms.

“Libraries are innately subversive institutions, born of the notion that every single member of society deserves free, high quality access to knowledge and culture.” Dr Matt Finch

·        In larger bonds or where resources allow the education cooperative could have lecture theatres, specialised labs, such as chemistry, biology, physics, engineering, etc. and many other features to aid learning; these facilities can also be networked between local bond groups allowing wider utilization.

·        The assurance bond can also be connected to any local technological cooperative hub with those students who excel in areas the hub is investigating, developing or replicating getting involved. (See: The Concept and Structure of Polycentric community)

“Self-education is, I firmly believe, the only kind of education there is.” Isaac Asimov (1920-1992)

The concepts of true learning are:

·        Showing children that learning is not boring, but exciting within their home, play and social interactions.

·        Tailor teaching to fit each child’s dominant learning flairs, through teach more effectively by interacting with the children 1-on-1 or in intimate groups.

·        Give children in-depth, personal attention in any subject with which they struggle or excel, so nurture the children's natural (musical, artistic, mathematic) talents so they thrive and grow.

·        Create a weekly flexible outline that fits each child and parents needs and allows them to do things without the constraint of a traditional classroom schedule.

·        Transfer values and beliefs to the children taking truth as the authority, never just an authority as the truth, and address their questions when they have them through determining an understanding from the root.

·        Protect the children from the negative influences they may encounter outside the home, which the media create through social engineering such as peer pressure, bullying, sexualisation of children, etc., which are endemic within the state education institutions.


The State School Costs

The State schools in the UK in 2012, calculated the average annual cost per primary pupil was £2,042, a secondary pupil cost £3,098.

The average State teacher is paid approx. £23,000 per year, from that the State steals back a minimum of 76% in taxation direct and indirect; dependent upon your lifestyle this can increase considerably.

So in real terms they earn £5520 a year, in some areas teachers are paid more, very experienced teachers can earn £64000 a year, in real terms £15360.

The cost in a State school to educate 30 children, the official maximum class size, but this is often exceeded, is between £61,200 and £92,940 a year, if the average cost of the teacher of £23,000 is removed then the remainder must be the overheads, such as consumables, equipment, building maintenance, administrators, and the bureaucracy and hierarchy of any State institution, £38200 - £69,940

The administrators of the State have increased the size of schools to reduce overheads, now schools are huge, many servicing 2 or 3 thousand children in factory style prisons, with surveillance cameras, even body scanners in some schools.

The evidence between class size and attainment, taken as a whole, finds that a smaller class size has a positive impact on attainment and behaviour in the early years of school, but this improvement tends to diminishes after a few years of exposure to the tedium and insipid repetition of State indoctrination.

“Youths are passed through schools that don’t teach, then forced to search for jobs that don’t exist and finally left stranded in the street to stare at the glamorous lives advertised around them.” Huey P Newton

Bonded Assurance Costs

Taxation is the greatest burden on the individual taking at least 76% of the earnings of the common soul in the UK, if taxation is removed, then costs are reduced drastically; so shedding the chains of the citizen is the first step to that reality.

Taxation is extracted by force or the threat of force under the imposed monopoly of government services, education being one of them, the time has arrived to refuse that monopoly, and extract yourself, and those you love from that economic slavery.

The main costs of State education are in administration; in all hierarchical systems, such as any State institutions, administration is always the main cost, there is no hierarchy in a bonded collective, all decisions are made through full consensus of the bonded members, a bond is always local, and always limited in scale

Bonded Education Assurance

There are some advantages to group learning and some advantages to the methods of home schooling, it is combining the advantages and removing the disadvantages that a hybrid education model combining these advantages can be created.

There are three elements to funding a bond, a refundable deposit, an annual facility cost and time contributed individually by at least one parent of each child, of course the parents of a child could share the time commitment of the bond.

For some parents home schooling is impossible as they have too many commitments to devote the time home schooling demands, a bonded assurance method solves this problem.

A teaching bonded cooperative is formed; this can be just a single qualified teacher initially if only a small number of children are involved.

To explain the structure here is an example, I am using fiat pounds for familiarity in the example but in a real bond only substantive mediums of exchange would be applied, such as silver or a repository labour exchange, as fiat pounds are not a true medium of exchange, as their value depreciates over time due to their source, the usury system. The numbers used below are just for illustration:

100 local children are part of the assurance bond, each child has a refundable deposit paid, in this example £500, at any point the parents who wish to end the assurance are refunded their deposit along with any portion of the annual contribution already paid.

This provides a working capital of £50,000 administered through the repository, if in place (See ‘The Repository’)

The first annual payment for the running costs would likely be the only time the full initial amount would  be paid, as only an annual top up, back to the initial value is required after that, and the portion of that top up would be proportionate to the contribution of the parents, in the time invested within the assurance cooperative.

For example £750 is the initial annual cost; combined with the deposits this gives an initial working capital of £125,000.

From this base a qualified teacher or teachers for larger assurance schemes are selected by the parents, they form the basis of the bonded education cooperative, that cooperative services the bonded assurance created by the parents. (See ‘Bonded Cooperative Business System’)

With the capital a local building is bought or one is constructed, equipped and renovated with the help of any parents who wish to donate their time.

 “If you have a garden and a library, you have everything you need.” Cicero

In home schooling the parents are the main educators, this is extended, working with the teacher/s of the bonded cooperative they are organised in their efforts, so along with their own children they teach others, keeping groups small, and free of formalised timetables an organic approach to education is applied.

For each child the parents must invest a predetermined number of hours per year, this time obligation is within the assurance bond as agreed through the consensus of the founding assurance members, if this is not possible for working parents; then those parents investing more time than they are designated to fulfil have their costs reduced; done as an hourly calculation in determining their annual assurance bond top up, once they have worked off, so covered their top up, then for additional hours they are paid directly from the capital of the annual assurance bond, which is recovered  through those parents who do not fulfil their quota of hours for the year.

In this system there is no set holidays the dynamic allows an open learning schedule, even taking in weekends if that suits the situation, the child must accumulate a combined annual total of hours within the bond, the State school year is 190 days, at 6 hours teaching a day that’s 1140 hours a year, the child records their hours which are signed off. The majority of the time in State school institutions is wasted, as it focuses on memorisation and regurgitation of authoritative knowledge without the root of substance. Modern State education creates people who are smart enough to accurately repeat what they’re told and follow orders, and dumb enough to think this makes them smarter than everyone else.

“Knowledge is real only when it is acquired by the efforts of your intellect, not by memory.

Only when we forget what we were taught do we start to have real knowledge.” Henry David Thoreau

The purpose of education after the basics of speech, writing, and mathematics is to teach the child how to reason, how to research independently, how to self-motivate, how to establish the root and conclude the truth of all things.

Beyond the refundable bond and the annual cost for each child, donations can be gifted to the bond by anyone who wishes to help in the education of the children at large.

“By preventing a free market in education, a handful of social engineers – backed by the industries that profit from compulsory schooling: – has ensured that most of our children will not have an education, even though they may be thoroughly schooled.” John Taylor Gatto


“We’ve bought into the idea that education is about training and ‘success’, defined monetarily, rather than learning to think critically and to challenge. We should not forget that the true purpose of education is to make minds, not careers. A culture that does not grasp the vital interplay between morality and power, which mistakes management techniques for wisdom, which fails to understand that the measure of a civilization is in its compassion, not its speed or ability to consume, condemns itself to death.” Chris Hedges Active Image

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