'We have not been referred to any minutes of the Board of Education prescribing that children of a certain minimum age are to receive any particular standard of education. Counsel  for the appellant have not been able to refer us to any such document or to any standard of efficiency provided by the Board of Education, nor have we been referred to any authority containing any definition of "efficiency." In these circumstances we decide that it is an answer to a summons for the non-attendance of the child at the authority's school that the child was being properly educated, and that the justices were entitled to find that the education this child was receiving was efficient. The decision of the justices was not wrong because they refused to set up a hypothetical standard of education.' Nor have they been able to set up a standard of education even to this day, 100 years later!  And yet, they are still authorized to carry on failing the children in their care.

The function and intent of State educators has been the imposition of their own will and ideology against the written Word and Will of God, and against the God-given obligations of parents to whom His regulations and Spirit Law have been given for the development of respectable loving families, their happiness and good order.  One may ask, what is the alternative for our children's education other than what the State provides?  The answer is the education we as parents provide.  State educators are the alternative,  the 'or otherwise',  not parents.

The following is quoted from the book, 'I'm a Stranger Here Myself' by John Seymour: 'To a child such as I was, and such as the O'Connor children were, it is hell on earth     one long ordeal by boredom, and all the time that such children spend hunched over dreary books is time wasted     time that should be the most vital and important of a child's development, when he or she should be learning the real business of life; the business of producing food, caring for the land, producing good artifacts, enriching life for all people on earth, and, in fact, all life itself.'

He goes on to say: 'The present school system is a huge, self-perpetuating, self-enlarging creation of the National Union of Teachers. It is being run by the N.U.T. for the N.U.T. and not for the children, or the world of the future, at all. We must 'de-school' society (as Professor Illich urges us to) very urgently otherwise we shall have a whole nation of clerks and scientists and people on the dole and we shall starve to death.'

'To force children like the O'Connor children to stay at what is to them a prison of a school until they are sixteen, when they have learnt everything they wish to from school by the age of ten, is monstrous.'

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