My apologies if this is incoherent though I believe it is not.

-Quote from my Hon. English teacher last year: "You're not supposed to think!" in response to a student's confusion over an (in most, including mine, students' opinions) ambiguous and frankly ridiculous assignment.

-Same teacher (a chubby late-middle-aged liberal lady) also pulled up her shirt revealing her stomach and rolled up her sleeves and paraded around the English building to make a point about... proper dress codes, or something. Not sure; was scarred emotionally. She also made another student cry by throwing careless insults at her for no particular reason.

-My current (AP) English teacher thinks that corporations (in the sense of private business, not necessarily gov't-subsidized ones) steal from people but that taxation isn't theft. I couldn't stop laughing. Also muh implicit social contract (being born here -> you owe it to the gov't to pay taxes and follow the rules). Also taxation with representation is a good, Age-of-Reason (aka Enlightenment) ideal and democracy is awesome and apparently the reason people are free to write biographies.

-Other sources of knowledge than reason and observation are legitimate (faith, instinct, emotion) and should be acknowledged / considered equally. [English]

-In a similar vein to the above, pure logic is bad and cold and heartless and good arguing needs to have a lot of emotions and less cold reason.

-9th grade English: efficiency is bad, rote memorization and mindless copying of words/sentences is good.

-Apparently some peers think I'm insane because I don't want to have strict gun control and I also apparently want second graders to have ak47s and shoot each other. [also in English class]. This happened when I was "debating" (more like me asking questions/reasoning and them throwing sob stories and committing just about every logical fallacy in the book) with two sjw-type hyper-liberals (BERNIE!!!11!!1!).

-From one of the sjw's above: "You're like really smart and all but how could you lack so much common sense?" In response to the fact that I have a different opinion than her. She also accused me of being a bully for this horrific crime [of having a differing opinion].

-From a senior: "I want Bernie because I don't want to have to pay for my college. Education should be a human right!" (paraphrasing because I don't remember the exact wording but all claims quoted were made by this person)

-From another senior: many things like environmental protections and education are Public Goods and therefore should be provisioned by the government for the people.

-Other peers think its totally fine to snoop through / scan / analyze your entire internet history and texts and searches and emails because if you have nothing to hide you have nothing to fear, right!? (cue, what are you trying to hide!?!?)

-My entire AP Spanish class (and another period's class, too) turned on me for my totally-ridiculous solution to the immigration problem (dangers of it, dangers that cause them to leave their homes to come to US): end border control (removes dangers crossing) and end the drug war (would help to remove dangers at home caused by corruption and drug cartels). Totally horrible idea; meanwhile, the US should send money to help the poor countries = great idea. FFS.

-in Spanish III last year my teacher would ask for volunteers to do miscellaneous things (write an answer on a board, do an errand, say a response, whatever), and participation was a not insignificant part of our grades. When only ~20% of the class was participating daily he changed the rule to where if he asked for a volunteer everybody had to raise their hands and risk being a "volunteer" or he would yell at them and make them do even more stuff. I don't think he knew the meaning of the word "volunteer"; in any case it's just corrupting the meaning of it in their minds.

-Pretty much everything in my AP US History class; oh, poor John Adams, boo-hoo his presidency sucked; Washington was a great president; a Bank of the United States is awesome and nobody could have possibly thought of doing anything like it without government ie force, and it's also how we got our capitalist system; the Articles of Confederation were literally anarchy because muh taxes; the farmers in the Whiskey Rebellion should have been good citizens and just paid their taxes, and its totally okay to send twelve thousand armed soldiers after them as long as the soldiers didn't actually shoot them. Constitution is for a government by the people and isn't it great.

-In the same class as above, they let me speak for about 30 seconds then spend the next ten minutes bouncing around to people (with practically exactly matching opinions) talking about how wrong I am. I was given no chance to address their criticisms or rebute their faulty logic, and they proceeded to think that they had proven me wrong because I'm just wrong. The topic was whether a government should have the right to restrict freedom of speech in wartime and I said "never" with the backing that liberty of speech is a human right (coming from axiomatic self-ownership but I didn't say anything about that). Apparently because someone might say 'fire' in a theater government should have the right to censor speech (I think it's irrelevant as theaters are private property and visitors would be subject to the rules of the theater-owners as a part of buying a ticket and entering it, but this topic kept coming up). And the rest of the class kept talking in generics - 'some people' might not like some speech, and things you say can have an effect on people, and we need to stay together as a country in hard times, and so on.

-Every Monday over the loudspeaker someone says the pledge of allegiance and essentially everybody stands up and puts their hand over their heart and says it along with the speaker. I refuse; I get made fun of for this. And on Fridays they sing the national anthem, also over the loudspeaker, and again people stand up and "respect our country" by putting their hands over their hearts. I again refuse and again am made fun of for this. Nobody has tried to force me to do it yet, although I've gotten funny looks before from the teacher and fellow students.

-Public education's PE is absolutely ridiculous - it's basically just forced group sports with whoever you get put with and little free choice in what to do. They also would force us in the time window (usually about 5-10 minutes) between redressing in normal clothes and the lunch bell to ring to stand in the sun at an arbitrary barrier supervised by staff security. We couldn't leave to go to our lockers or anything, because they had to make sure the special ed kids got their lunches first, and we couldn't walk around on campus while the classes were going on. Never mind the fact that literally right behind these security supervisors streams of students would be leaving and going to and fro between classes in the minutes before lunch; they chose to only corral us. (I know this is petty and a stupid thing to get upset over in itself, it's just a few minutes of hypocrisy, but added up over the year 5 (min) * ~170 (days) is about 14 hours of lifetime spent doing pretty much nothing. If we tried to leave or go our own way they'd send guards after us with referrals and put us in a room for the rest of the day (that happened to a few people).

-Speaking of time inefficiencies, a lot of the time spent in classes is either for socializing (double entendre ftw) or packing up / unpacking stuff to get ready for a class, probably coming to about 20 minutes wasted per period, or 6 * 20 * ~170 is about 2 weeks of lifetime wasted per year.

-I owe it to my school to give them good results on state standardized tests because I should care about the school and if I don't take it that would be horrible. [from a school admin]. Unfortunately I wasn't quite an integrated ancap yet and the pressure broke me and I aced the damn test in half the time allotted. Felt really guilty about that. Won't give in again.

-When I was in 4th grade my teacher made me do a project with the lowest-performing student (everyone else got to pick partners) because she thought I could "help bring him up to my level". The result? I basically ended up having to do a project on my own. Little-me was not happy.

-In elementary school if some students at a lunch table were being rowdy the entire table would be punished by the supervisors and forced to clean or be dismissed last or whatever punishment was deemed appropriate; we also were not given the choice of which table to sit at, so effectively there were group punishments of the many for the actions of few. I argued with a staff member that it was ridiculous and the response was that we should get mad at the people being bad. It only made little-me mad at the staff member.

-In 8th grade US History (this was 2012) we had to take a political compass test. Questions were deliberately skewed towards democrats and presented very biased false dichotomies; never once was there a "how about neither let's try freedom" answer for any question such as wiretapping, gov't marriage, bailouts and regulation, environment, wars, etc. I qualified as a liberal republican (lol). We also had to write a report on the stances of the presidents on various issues and decide which one we would support, Obama or Romney. I wanted to do Gary Johnson (this was when I was a Libertarian) but that wasn't an acceptable choice so I chose Romney as a lesser of two evils.

-Similarly from history classes in general, for some reason taxation without representation is the end of the world but if it's your neighbors voting away your money everything's totally peachy.

-Also similarly in (AP-level especially) history the curriculum is taught to basically follow social groups throughout discrete time periods (Enlightenment, Age of Whatever, Whatever-Revolution, etc). It's extremely collectivistic (the Women did this, the French were this way, the Capitalists were whatever). States are regarded as people (Germany liked X, Russia didn't like Poland, the US broke up with Great Britain).

-from AP European History last year: apparently Britain had a true laissez-faire free market in the 1800s and it was horrible for the proletariat. [I objected that they didn't have a true free market because of subsidies, trade restrictions, chartered monopolies, etc and was told I was that that was wrong by the teacher].

-I haven't taken the class and would prefer not to but AP Environmental Science, from the homework and experiences of my fellow students, seems to be a bunch of propaganda and fearmongering for state control and regulations and such. (muh carrying capacity and consumerist America! We consume more than an earth of resources annually! Private sector pollution!)

I've noticed a chilling effect that the extreme liberality in my school has produced; for example shortly after the "debate" with the sjws about gun control referenced above a group of three usually-quiet students came to me and told me they agreed with me but didn't want to get into the conflict. Others will tell me they agree with some of my stuff (but of course I am too extreme in views for wholehearted acceptance of ancap) but only in relative privacy.

Considering these experiences and many like them occur in Advanced Placement and honor-level classes I'm rather terrified of what is going on for the "normal" kids. The only decent line of classes in my district is the math department; the calculus teachers are either system-resistant (and too well-regarded to be punished and thus can get past the red tape) or brand-new and from other countries and not very obedient to it.

I've also noticed that most of my peers are obsessed with authority; they love it, would be terrified to do anything to make a teacher or staff unhappy with them, would never consider breaking the rules.

Strangely, many of the people I paraphrase/quote/reference in the above instances are rather intelligent individuals otherwise; it is disappointing how easily they are fed political talking points and obsess on trivial garbage in the political and economic realm.

If you haven't already gathered, I'm in California. Currently in 11th grade, became ancap late 10th, was objectivist-minarchist before and Libertarian before that. Now I am as my flair indicates.

/rant