Skinner’s infant daughter Deborah, who wasn’t allowed to be touched, was the first experimental subject decades before computers confined your child’s mind in a portable Skinner box. 
Fascinating self-education in the library corner of the One-Room Schoolhouse: “…the older students sometimes helping the younger with their lessons; the younger overhearing the lessons of their elders and learning them almost before they [the senior students] learned them…Two of the lessons stand out in my mind. Each took up a single sheet of paper. One of them was headed by a couple of verses of devotional poetry. Beneath the verses, the student had parsed every word in the verses, describing what part of speech it was, what grammatical form it bore (case, number, and gender for nouns and adjectives; person, number, tense, mood, and voice for verbs), what function it served in its clause, and what relation it bore to other words. The student’s performance was entirely correct. The other lesson was obviously an introductory one: the student wrote a noun in its singular and plural forms, in the nominative, genitive, dative, and accusative cases. This second student was clearly one of the younger children, as you could tell from an occasional roughness in his printing. The word in question was doulos (δοῦλος): Greek for “servant.” The children were evidently studying koine Greek, so as to be able to read the New Testament in the original tongue.” – Anthony Esolen, Out of the Ashes: The Rebuilding of American Culture. Recollections of the “Anne of Green Gables” One-Room Schoolhouse in Orwell Corner, Prince Edward Island by Nova Scotia, where there was no upper-limit on what children could learn.John Taylor Gatto notes how a vast economic system irrevocably committed to the current schooling tyranny has an unreleasable deathlock on our children’s future. The arbitrary, capricious schooling policies come down from a vertical pipeline with such ingrained anonymity that school administrators have not the slightest idea from where they originate. School unions, part of the centralized master planning from the turn of the 19th century, constantly diminish the interests of teachers as ever increasing numbers of non-instructional classified personnel, who exercise no direct educational function for students’ benefit, are continually hired, padding school-district employment rolls so that the expense per student continually rises with continually diminishing educational effectiveness, each new hire contributing union dues with no bargaining or interest advantage to the teachers who actually manage children, resulting in continually diminishing compensation. Mr. Gatto calls schooling the largest public works project in history, the largest business in America and probably in the world. Textbook companies, testing companies, schooling paraphernalia and school-lunch suppliers–to diminish the autonomy of families and make the isolated individual dependent on government–educationist universities and the federal government, a gobsmacking breadth of interlocking economic and political interest-sectors, together constitute an immovable, self-interested institutional block to improving the prospects for children. The corporate consumerist and human resources management stakes in schooling have the effect that if children were ever to be taught self-reliance, autonomy and free thinking–public schools and colleges are far more rigidly doctrinaire than parochial-religious schools–if young people were ever to attain independence from the constant requirement of being taught what to think and minute oversight of what they do at all times, in schooling and employment, there would be a terrible crash in the existing, dependency-based economy. Charlotte Thomson Iserbyt asserts that if your children are undergoing standardized testing, whether in public, private, charter schools or even home-schools, they are under the system’s control. The only escape would be to go off the grid, something that is largely impossible under a worldwide control hierarchy that has turned away from enforcing its mandates through conflict to finessing its dictates in the most subtle social control system in human history, by fostering addictive divertissments to keep perpetual children of all ages constantly distracted, the calculated addiction-fostering of the social-media interface now seamlessly integrated with Skinnerian operant conditioning for lifelong cognitive tyranny, delivered with “wrap-around”/”pipeline services” in The Community School.