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Shouldn't we also ask ourselves what the consequences are of scrambling to provide the 'most' of everything to our children in a world of fast dwindling resources?
John Taylor Gatto
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Although teachers do care and do work very, very hard, the institution is psychopathic-it has no conscience. It rings a bell and the young man in the middle of writing a poem must close his notebook and move to a different cell where he must memorize that humans and monkeys derive from a common ancestor.
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I urge you to examine in your own mind the assumptions which must lay behind using the police power to insist that once-sovereign spirits have no choice but to submit to being schooled by strangers.
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I've noticed a facinating phenomenon in my thiry years of teaching: schools and schooling are increasingly irrelvant to the great enterprises of the planet. No one believes anymore that scientists are trained in science classes or politicians in civics classes or poets in English classes. The truth is that schools don't really teach anyting except how to obey orders. This is a great mystery to me because thousands of humane, caring people work in schools as teachers and aides and administrators, but the abstract logic of the instituion overwhelms their individual contributions. Although teachers to care and do work very, very hard, the institution is psychopathic, it has no conscience. It rings a bell and the young man in the middle of writing a poem must close his notebook and move to a different cell where he must memorize that humans and monkeys derive from a common ancestor.
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When you take the free will out of education, that turns it into schooling.
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By preventing a free market in education, a handful of social engineers - backed by the industries that profit from compulsory schooling: teacher colleges, textbook publishers, materials suppliers, et al. - has ensured that most of our children will not have an education, even though they may be thoroughly schooled.
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Whatever an education is, it should make you a unique individual, not a conformist; it should furnish you with an original spirit with which to tackle the big challenges; it should allow you to find values which will be your road map through life; it should make you spiritually rich, a person who loves whatever you are doing, wherever you are, whomever you are with; it should teach you what is important, how to live and how to die.
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Its absurd and anti-life to be part of a system that compels you to sit in confinement with people of exactly the same age and social class. That system effectively cuts you off from the immense diversity of life and the synergy of variety; indeed it cuts you off from your own past and future, sealing you in a continuous present much the same way television does...
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How will they learn to read? you ask, and my answer is Remember the lessons of Massachusetts. When children are given whole lives instead of age-graded ones in cellblocks, they learn to read, write, and do arithmetic with ease, if those things make sense in the kind of life that unfolds around them."
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I've come to believe that genius is an exceedingly common human quality, probably natural to most of us... I began to wonder, reluctantly, whether it was possible that being in school itself was what was dumbing them down. Was it possible I had been hired not to enlarge children's power, but to diminish it? That seemed crazy on the face of it, but slowly I began to realize that the bells and the confinement, the crazy sequences, the age-segregation, the lack of privacy, the constant surveillance, and all the rest of national curriculum of schooling were designed exactly as if someone had set out to prevent children from learning how to think and act, to coax them into addiction and dependent behavior.
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