Nearly forty years ago, Jonathan Kozol wrote on the perennial question posed by children: "Why do I have to go to school?" Rightfully, in David Gabbard and Lori Flint's view, he admonishes those who would "act as though it were a foolish question." The authors of this article take issue, however, with his characterization of the canned response: "It is for your own good." Kozol treats this as an act of dishonesty. If they were honest, he says, they would tell children that "they go to school for something that is called 'their nation's good.'" This presumes, of course, that adults know any more than children do about the origins of compulsory schooling, its history, and the ideas that have shaped its practices and defined its purposes, let alone how those practices and purposes are linked to Kozol's treatment of "something that is called 'their nation's good.'" In fact, however, most people know nothing about the Foundations of schooling, and that includes a growing percentage of the people who work in schools and teacher education programs. Over the course of the past twenty years, those college and university programs responsible for certification and licensure of school professionals have trended toward dropping coursework in educational Foundations from their required curricula. Gabbard and Flint's analysis leads them to conclude that contemporary conditions will soon drive Educational Foundations into academic extinction. Gabbard and Flint write that while they, as scholars working in that field, take no gratification from their conclusions, they find themselves incapable of expressing any shock or surprise over anything other than the fact that it's taken the teacher education establishment so long to throw Foundations under the proverbial bus. A bibliography is included.