Counts believes that one of the primary goals of education is to give people a purpose in life, as well as passion (23:11-17,

38:12-15). Counts identifies that

the American Dream has been a powerful vision that Americans have been able to build their society around because it gives people a concrete goal in
life (38:8-10, 38:26-27). At its core, the American Dream is really focused on democracy (39:10-13). Therefore, to create a good education system it is
important to understand what true democracy is.
Counts believes that using political institutions (such as the United States voting system or the United States Constitution) to define democracy misses
the heart of what democracy is (40:22-41:2). Instead democracy should be defined by its key principle: that men are equal (41:2-5). A democratic society
like America, says Counts, should seek to make steps towards achieving that principle within society. These steps should include making sure that the
government strives to keep the common person important, instead of only listening to certain powerful groups of people (41:21-28).
Education is an important way to transform society and move it in the direction of achieving true democracy (3:5-12, 6:10-12). Counts believes that the
best method to educate students is using indoctrination (12:8-13), which means teaching students one and only one perspective, convincing them that it is
the truth, and making sure the students reject every opposing viewpoint. In other words, education has to be biased. However, Counts also claims that
unbiased, or impartial, education is impossible to achieve (19:8-11). Impartial education is impossible because not everything that could be taught can be
taught (19:11-13). Every school has certain teachers that know and believe only certain things; every teacher must select certain material to teach; one
school can only exist in one place (19:13-17). In this, it is clearly seen that education must be partial to a certain extentstudents cant be taught
everything in the world.
Despite that fact that complete impartiality is impossible, Counts does not believe that schools should even attempt to try for the most impartiality that
could be possible. If teachers try to teach multiple perspectiveswithout trying to impose a particular view on studentsthen teachers are essentially
leaving a students worldview up to chance (20:11-16). This method of education is chaotic and creates citizens that change perspectives as easily as the
wind changes directions (26:17-27). If the goal of education is to positively affect students lives and instill the values of true democracy, then teachers
have to make choices to impose a particular and correct worldview (20:16-21). A resilient democratic society needs strong minds that are dedicated to the
ideals of democracy.
Teachers should seek to strengthen democracy by creating curriculum that teaches universal principles of democratic society and seeks to represent the
enduring interests of all people (such as equality and economic freedom), instead of just the interests of a special group of people (29:11-15). Teachers are
in a unique position to particularly affect individuals lives for several reasons. First, since teachers teach all peoplenot just a certain economic class, or a
certain racethey, by nature, represent all people in society, which is not true of all other influential people in society (29:11-16). This universal
representation makes teachers trustworthy of looking out for all citizens, which is a key part of democracy. Second, teachers, as they are a part of the
educational system, have access to information from throughout history and insight from historys smartest men and women (29:17-22). This factor makes
teachers able to teach intelligently and best equip students for positive involvement in society. Third, and finally, teachers are not expected to act selfishly
or make such silly mistakes as politicians, bankers, and business executives might be expected to (29:22-26). With these factors taken into account (their
trustworthiness, their intelligence, and their unselfishness), Counts believes that teachers should actively pursue power in society, because teachers are best
suited to use such power wisely and in such a way that makes society better (28:23-25, 29:26-30:2).
Making a great society means teaching people what a great society is and what a great society is not. If teachers seek to teach a vast multitude of
worldviews, then society risks the chance that schools will create citizens who are unable to think well, make wise decisions, and act responsibly. Society
risks the chance that no real social leaders will ever exist. Society risks the chance that the American Dream becomes just a dream, never anything more.

Countss principle method of education is indoctrination. By this Counts means that teachers should teach one worldview as correct and all other
worldviews as incorrect, or even evil. Any effective indoctrinatory curriculum has three essential components: isolation, demonization, and allure. Isolation
means isolation from all uncontrolled sources of worldviews that would be contrary to the worldview being taught by the indoctrinating teacher.
Demonization means demonizing (or, in other words, making seem evil) all opposing worldviews. Allure means to frame the indoctrinated worldview in
the most positive, alluring light possible. This three-ingredient recipe results in the perfect indoctrinated student.
In order to create the first component, indoctrinatory schools should be boarding schools located in sparsely developed areas of a school district. It is
best that students are educated at a school that is not surrounded by a determined human-created landscape, such as neighborhoods, or certain city districts
(like an industrial district, or an entertainment district, or a financial district). The isolation from the outside world prevents the intrusion of audiovisual
sensations that could result in certain unwanted feelings with a student. For example, the glamour of Wall Street could certainly cause an unwanted allure
for a student of an indoctrinatory anti-capitalism school. Additionally, the characteristics of a boarding school mean that the school administration can
prevent students from obtaining contrary worldviews from sources outside of class-time. Books, movies, television, newspapers, magazines, the radio, and
every other medium of information can be highly regulated so that students are only exposed to information that the school wants them to be exposed to.
This isolation sets the stage for indoctrination, because students will essentially be blank slates for the administration to write on without the frustrations of
erasing undesirable ideas.
Demonization best occurs through regular, controlled field trips and through curricular emphasis on revisionist history. Controlled field trips allow the
school to demonstrate opposing worldviews in the most negative light possible, contrary to the worldview being indoctrinated. If students see, firsthand,
real, or even seemingly real, displays of the evils of opposing worldviews, they will be more readily encouraged to genuinely believe the worldview being
taught. For example, a school teaching the dangers of industrialization or capitalism could take regular field trips to a dark, noisy, and dangerous factory
where students could see the horror of the environment and be more firm in their taught convictions that industry is a negative thing. If a school was
teaching that communist economies were treacherous, but there were no opportunity to see Soviet gulags, the school could hypothetically take students on
field trips to a fake gulag, created by the school, with actors, props, and effects. As long as the students believed the field trip was genuine (and they would
have no reason to doubt its genuineness because their isolation would render them ignorant to all knowledge not taught by the school), the effect is the
same. A curricular emphasis on history is important because people are easily persuaded by evidence of how things have been in the past. (He who
controls the past, controls the future.) Therefore, schools should seek to relentlessly teach histories (whether genuine, or, if need be, revised) that tell of a
time when the opposing worldview reigned and people suffered as a result. If teachers can convince students that the past was terrible because of the wrong
worldview, then that particular worldview is effectively demonized and it becomes all the easier to create the allure of a different worldview.
Creating the allure of a particular worldview can be difficult, but it is best done by associating the worldview with naturally enjoyable activities and
with a sense of importance. As often as possible, education should be comingled (that is intertwined) with fun things. Clearly there are numerous
enjoyments that could be intertwined with indoctrination: delicious food during lecture, entertaining music and films for homework, exciting venues for
class time, and so on. The goal of the school must be to create the maximum number of positive associations with the indoctrinated material. Furthermore,
the indoctrinated worldview ought to be presented in such a light that believing it and adopting it means that students are joining in an instrumental,
historical movement. The indoctrinated worldview must allow students to feel that through the worldview they can make a difference and leave a legacy. A
worldview that does not inspire and capture with its rhetoric will fail to create meaningful, and lasting holds on those taught and will not create allure.
In sum, to effectively indoctrinate, schools must isolate students, demonize opposing views, and create the best allure for the material being indoctrinated.