Examined in this paper is some of the social history underlying the relationship between the public and private sectors of elementary and secondary education in the United States. Of particular concern are traditional motivations and rationales for resisting public authority in education. The analysis also touches on the evolution of special enclaves of privilege in which the equalizing goals of the public sector do not apply. Then it is asked why public authority, once it had become the dominant pattern in schooling, was not able to eradicate the private sector altogether from this nation's educational system. The paper suggests a historical perspective for looking at fundamental issues of authority, equity, and democratic purpose in education, whether public or private. (Author)