chapter  5
17 Pages

Compulsory education: a moral critique

ByLeonard I. Krimerman

The ironies of Jake’s position are endless. His keepers are neither cruel nor despotic: they rarely punish his rebellions, and attempt to understand them as symptoms of ‘senility’ or of ‘a disturbed marriage.’ He winds up repelled by sports such as volleyball and tennis that, prior to CR, were sources of spontaneous pleasure. His ‘game-mates’ are not concerned by the loss of a decade of free time. They are puzzled by Jake’s opposition to what they regard as no less natural than ‘heat in the summer, ice in the winter.’ They expect to be stronger and healthier at the end of their induction into CR than when they turned 50. Jake’s conviction that they are all slaves, strikes everyone else as unintelligible: ‘How can CR be slavery if we all are required to spend the same amount and period of our lives in it?’ ‘What promotes such goods as physical vitality and longer life cannot be slavery!’