A tension exists between the goals of social education and the nature of the compulsory school system. Compulsory education was established late in the 19th century as a response to the trend toward an urban industrial society. The industrial world required workers who were punctual, attentive, and quiet; thus, compulsory education was seen as a means by which children could be instilled with those attributes. Modern education continues to promote attitudes which reflect the establishment. Social studies was introduced as a field of instruction early in the 20th century. Ironically, its goals of conceptually-based teaching, inquiry, relevance to students, and valuing processes are rarely achieved in practical classroom situations. The tension between social studies and the educational system exists in their conflicting premises: the educational system stresses patriotic obedience and reliance on the present institutions of government, whereas social studies goals emphasize development of free-thinking individuals who are critical of all forms of statism and believe in flexible, decentralized, democratic forms of government. As a step toward reconciling differences between the two, teachers will have to regard teaching as a positive subversive activity; encourage students to critically examine conventional conceptions of politics, economics, and social issues; and support curricula that promote critical inquiry. (AV)