The author charges that educators have been unable to determine a national educational policy because they have taken the course of least resistance against bureaucratic rules, legal precedents, and irate taxpayers thereby selling out to expediency and compromising integrity. He examines the elements that adversely affect education, including the need to operate in an increasingly political, legalistic, and bureaucratic government. School litigation cases are especially cited for their demoralizing and wasteful affect on education. The egalitarian educational philosophy is also criticized because it negatively affects admission standards, tracking and grouping, hiring practices, school transportation, school finance, and school discipline. Other elements singled out for criticism include mainstreaming, teacher inservice education, and university off-campus centers. The author asserts that educators must take the total responsibility for curriculum design, techniques and methodology, and administrative duties related to discipline, scheduling, and programming, and unite against the restrictions imposed by the politicians, judges, and bureaucrats. (MA)