The compulsory free education provided by the state was conceived as an idea in the late XVIIIth century and started coming into existence, painfully and slowly, throughout the XIXth century. It was created by the Enlightened thinkers of Europe and the Americas who were trying to come up with ways to solidify the nation-state model.
What is a nation-state? It is a myth, a fantasy that “we”, the imagined community of people residing within these completely arbitrary borders, have something in common. According to the myth, “we” have resided here since times immemorial and that history gives us a claim to the land*. The borders that separate us from the “not we” are not arbitrary lines drawn in the sand but meaningful divisions that always existed. They are so meaningful that “we” should be ready to defend them to the last drop of our blood.
“We” share some innate characteristics that unite us in the face of the enemy (an external and internal one). “We” owe more (actually, we owe our lives) to the defense of this sacred communion with other members of the nation residing on our sacred land. Our union has the blessing of “our” great artists, philosophers, and sacred figures produced by our land. If “we” weren’t great, would “we” have produced such greatness? Our great artists and thinkers all knew that they were part of the “we” (even though the “we” was created five minutes ago and the artists lived 600 years ago.) But they knew about the “we” because our “we” is eternal.
This is obviously a bunch of complete and utter baloney.
Trying to sell the baloney to people requires quite an effort. Especially when you are expecting said people to go die in enormous numbers for the baloney.
History books have to be rewritten, archives have to be sifted through and tightly controlled, works of art need explanations attached to them that will serve the process of this myth-making**. And then all of these bizarro-land ideas have to be communicated to every member of the “we.”
And how can that be done?
Easy-peasy. Get them at a young age when they are still likely to believe in such fairy-tales, put them together in a room, and fill their heads will all of this day after day after day. Teach them to read so that they can access the newspapers delivering the same message on their own.*** Make sure that they are instructed in the language of the nation and not in the funny and strange “dialects” they might speak at home. The “we” need to be united by language as well.****
Has anybody ever wandered where the idea comes from that small children need to recite the Pledge of Allegiance at school every day? Why at school and not the gym, the picnic, the street, etc.? Because that was the whole point of having everybody in a school.
* Remember the ridiculous debates as to who lived first in Israel? That’s exactly what nation-building does.
** How and when do you think literary criticism came about? And why do you think a literary critic (me) is so obsessed with the subject?
*** The massive appearance of newspapers and magazines in the XVIIIth century is also part of the whole process of nation-building.
**** This was not always entirely successful but the nation-state’s battle on language has always been and still is fierce. Why do you think Quebec is preventing the children of immigrants from attending schools in English and has even floated the possibility to control the language in which school-children conduct their private conversations?