Public Education Destroys Children

And The Adults They Become

I’M MAD AS HELL!

The more I reflect on the wasted years I spent in the Public Indoctrination System the more disgusted I am about what’s stolen from children in this ‘Land Of The Free’ to be manipulated and indoctrinated.

And this theft continues to go on day after day, month after month and year after year with only slight tweaks to the indoctrination and destruction of the children.

Things are never going to get better until this destructive system is abandoned.

You aren’t compelled to loan your car to anyone who wants it, but you are compelled to surrender your school-age child to strangers who process children for a livelihood, even though one in every nine schoolchildren is terrified of physical harm happening to them in school, terrified with good cause; about thirty-three are murdered there every year. From 1992 through 1999, 262 children were murdered in school in the United States. Your great-great-grandmother didn’t have to surrender her children. What happened?

If I demanded you give up your television to an anonymous, itinerant repairman who needed work you’d think I was crazy; if I came with a policeman who forced you to pay that repairman even after he broke your set, you would be outraged. Why are you so docile when you give up your child to a government agent called a schoolteacher?

One of the ignored aspects of modern schooling is the deterioration it forces in the morality of parenting. You have no say at all in choosing your teachers. You know nothing about their backgrounds or families. And the state knows little more than you do. This is as radical a piece of social engineering as the human imagination can conceive. What does it mean?

One thing you do know is how unlikely it will be for any teacher to understand the personality of your particular child or anything significant about your family, culture, religion, plans, hopes, dreams. In the confusion of school affairs even teachers so disposed don’t have opportunity to know those things. How did this happen?

Before you hire a company to build a house, you would, I expect, insist on detailed plans showing what the finished structure was going to look like. Building a child’s mind and character is what public schools do, their justification for prematurely breaking family and neighborhood learning.

Where is documentary evidence to prove this assumption that trained and certified professionals do it better than people who know and love them can? There isn’t any.

You wouldn’t build a home without some idea what it would look like when finished, but you are compelled to let a corps of perfect strangers tinker with your child’s mind and personality without the foggiest idea what they want to do with it.

Professional interest is served by making what is easy to do seem hard; by subordinating the laity to the priesthood. School is too vital a jobs-project, contract giver and protector of the social order to allow itself to be "re-formed." It has political allies to guard its marches, that’s why reforms come and go without changing much. Even reformers can’t imagine school much different.

Law courts and legislatures have totally absolved school people from liability. You can sue a doctor for malpractice, not a schoolteacher. Every home builder is accountable to customers years after the home is built; not schoolteachers, though. You can’t sue a priest, minister, or rabbi either; that should be a clue.

What exactly is public about public schools? That’s a question to take seriously. If schools were public as libraries, parks, and swimming pools are public, as highways and sidewalks are public, then the public would be satisfied with them most of the time. Instead, a situation of constant dissatisfaction has spanned many decades. Only in Orwell’s Newspeak, as perfected by legendary spin doctors of the twentieth century such as Ed Bernays or Ivy Lee or great advertising combines, is there anything public about public schools.

Government schooling is the most radical adventure in history. It kills the family by monopolizing the best times of childhood and by teaching disrespect for home and parents. The whole blueprint of school procedure is Egyptian, not Greek or Roman. It grows from the theological idea that human value is a scarce thing, represented symbolically by the narrow peak of a pyramid.

That idea passed into American history through the Puritans. It found its "scientific" presentation in the bell curve, along which talent supposedly apportions itself by some Iron Law of Biology. It’s a religious notion, School is its church. Rituals are used to keep heresy at bay. Documentation is created to justify the heavenly pyramid.

Socrates foresaw if teaching became a formal profession, something like this would happen.

David learns to read at age four; Rachel, at age nine: In normal development, when both are 13, you can’t tell which one learned first—the five-year spread means nothing at all. But in school Rachel is labeled "learning disabled" and David is slowed down a bit, too. David is adjusted to depend on his teacher to tell him when to go and stop. He won’t outgrow that dependency. Rachel is identified as discount merchandise, "special education" fodder. She’ll be locked in her place forever.

Like all school categories, these are sacred myths, created by human imagination. They derive from questionable values we never examine because they preserve the temple of schooling.

That’s the secret behind short-answer tests, bells, uniform time blocks, age grading, standardization, and all the rest of the school religion punishing our nation. There isn’t a right way to become educated; there are as many ways as fingerprints. We don’t need state-certified teachers to make education happen—that probably guarantees it won’t.

School is a religion. Without understanding the holy mission aspect you’re certain to misperceive what takes place as a result of human stupidity or venality or even class warfare. All are present in the equation, it’s just that none of these matter very much—even without them school would move in the same direction. Dewey’s Pedagogic Creed statement of 1897 gives you a clue to the zeitgeist:

Every teacher should realize he is a social servant set apart for the maintenance of the proper social order and the securing of the right social growth. In this way the teacher is always the prophet of the true God and the usherer in of the true kingdom of heaven.

What is "proper" social order? What does "right" social growth look like? If you don’t know you’re like me, not like John Dewey who did, or the Rockefellers, his patrons, who did, too.

Out of the industrial confusion which followed the Civil War, powerful men and dreamers became certain what kind of social order America needed, one very like the British system we had escaped a hundred years earlier. This realization didn’t arise as a product of public debate as it should have in a democracy, but as a distillation of private discussion. Their ideas contradicted the original American charter but that didn’t disturb them. They had a stupendous goal in mind—the rationalization of everything. The end of unpredictable history; its transformation into dependable order.

From mid-century onwards certain utopian schemes to retard maturity in the interests of a greater good were put into play, following roughly the blueprint Rousseau laid down in the book Emile. At least rhetorically. The first goal, to be reached in stages, was an orderly, scientifically managed society, one in which the best people would make the decisions, unhampered by democratic tradition. After that, human breeding, the evolutionary destiny of the species, would be in reach.

Universal institutionalized formal forced schooling was the prescription, extending the dependency of the young well into what had traditionally been early adult life. Individuals would be prevented from taking up important work until a relatively advanced age. Maturity was to be retarded.

During the post-Civil War period, childhood was extended about four years. Later, a special label was created to describe very old children. It was called adolescence, a phenomenon hitherto unknown to the human race. The infantilization of young people didn’t stop at the beginning of the twentieth century; child labor laws were extended to cover more and more kinds of work, the age of school leaving set higher and higher. The greatest victory for this utopian project was making school the only avenue to certain occupations. The intention was ultimately to draw all work into the school net. By the 1950s it wasn’t unusual to find graduate students well into their thirties, running errands, waiting to start their lives.

Ordinary people send their children to school to get smart, but what modern schooling teaches is dumbness. It’s a religious idea gone out of control.

Old-fashioned dumbness used to be simple ignorance; now it is transformed from ignorance into permanent mathematical categories of relative stupidity like "gifted and talented," "mainstream," "special ed." Categories in which learning is rationed for the good of a system of order. Dumb people are no longer merely ignorant. Now they are indoctrinated, their minds conditioned with substantial doses of commercially prepared disinformation dispensed for tranquilizing purposes.

The new dumbness is particularly deadly to middle- and upper-middle-class kids already made shallow by multiple pressures to conform imposed by the outside world on their usually lightly rooted parents. When they come of age, they are certain they must know something because their degrees and licenses say they do. They remain so convinced until an unexpectedly brutal divorce, a corporate downsizing in midlife, or panic attacks of meaninglessness upset the precarious balance of their incomplete humanity, their stillborn adult lives.

Jacques Ellul puts it this way:

The individual has no chance to exercise his judgment either on principal questions or on their implication; this leads to the atrophy of a faculty not comfortably exercised under [the best of] conditions...Once personal judgment and critical faculties have disappeared or have atrophied, they will not simply reappear when propaganda is suppressed...years of intellectual and spiritual education would be needed to restore such faculties. The propagandee, if deprived of one propaganda, will immediately adopt another, this will spare him the agony of finding himself vis a vis some event without a ready-made opinion.

Once the best children are broken to such a system, they disintegrate morally, becoming dependent on group approval.

What kids dumbed down by schooling can’t do is to think for themselves or ever be at rest for very long without feeling crazy; stupefied boys and girls reveal dependence in many ways easily exploitable by their knowledgeable elders.

According to all official analysis, dumbness isn’t taught (as I claim), but is innate in a great percentage of what has come to be called "the workforce." Workforce itself is a term that should tell you much about the mind that governs modern society. According to official reports, only a small fraction of the population is capable of what you and I call mental life: creative thought, analytical thought, and judgmental thought.

According to experts, the bulk of the mob is hopelessly dumb, even dangerously so. Perhaps you’re a willing accomplice to this social coup which revived the English class system. Certainly you are if your own child has been rewarded with a "gifted and talented" label by your local school.

This is what Dewey means by "proper" social order.

If you believe nothing can be done for the dumb except kindness, because it’s biology (the bell-curve model); if you believe capitalist oppressors have ruined the dumb because they are bad people (the neo-Marxist model); if you believe dumbness reflects depraved moral fiber (the Calvinist model); or that it’s nature’s way of disqualifying boobies from the reproduction sweepstakes (the Darwinian model); or nature’s way of providing someone to clean your toilet (the pragmatic elitist model); or that it’s evidence of bad karma (the Buddhist model); if you believe any of the various explanations given for the position of the dumb in the social order we have, then you will be forced to concur that a vast bureaucracy is indeed necessary to address the dumb. Otherwise they would murder us in our beds.

The shocking possibility that dumb people don’t exist in sufficient numbers to warrant the careers devoted to tending to them will seem incredible to you. Yet that is my proposition: Mass dumbness first had to be imagined; it isn’t real.

Once the dumb are wished into existence, they serve valuable functions: as a danger to themselves and others they have to be watched, classified, disciplined, trained, medicated, sterilized, ghettoized, cajoled, coerced, jailed. To idealists they represent a challenge, reprobates to be made socially useful. Either way you want it, hundreds of millions of perpetual children require paid attention from millions of adult custodians. An ignorant horde to be schooled one way or another.

School was intended, on this continent, to be as it had been in northern Germany, a fifth column into the burgeoning libertarian condition where disenfranchised and oppressed groups were clamoring for some kind of seat at the bargaining table.

School was to be a surgical incision into which the class‐based management theories of England were to be inserted to interdict the liberty traditions. England’s multi‐layered social class is simply a modern day representation of Julius Caesar’s advice that when you are overwhelmed by the enemy you divide them and conquer them that way by setting them against each other.

The method was to be by infiltration into the minds of children out of sight of their parents. Theorists from Plato to Rousseau to Frederick of Prussia knew and taught explicitly that if children could be kept childish beyond its term in nature, if they could be cloistered in a society of children without any real responsibility except obedience, if their inner lives could be attenuated by removing the insights of history, literature, philosophy, economics, religion, if the imminence of death and the certainty of pain and loss could be removed from daily consciousness, if the profound reflections on one’s own death could be replaced by the trivializing emotions of greed, envy, jealousy and fear, young people would grow older, but they would never grow up, and a great enduring problem of supervision would be solved, for who can argue against the truth that childish and childlike people are much easier to manage than critically trained, self‐reliant, ones.

Following are the six purposes of modern schooling taken directly from Harvard University professor Dr. Alexander Anglis’s book Principles Of Secondary Education :

6 basic functions of school 

1) The adjustive or adaptive function. 

Schools are to establish fixed habits of reaction to authority. This, of course, precludes critical judgment completely. It also pretty much destroys the idea that useful or interesting material should be taught, because you can't test for reflexive obedience until you know whether you can make kids learn, and do, foolish and boring things. Requiring obedience to stupid orders is a much better test of function one than following sensible orders ever could be. You don’t know whether people are reflexibly obedient unless they will march right off the cliff.

2) The integrating function. 

Develop like mindedness, unity in thought and habit.
This should well be called “the conformity function,” because its intention is to make children as alike as possible, the hive mind. People who conform are predictable and follow the herd, this is of great use to those who wish to harness and manipulate a large labour force.

3. The Diagnostic and Directive Function :

Label children to mark them in the class structure.
School is meant to determine each student’s proper social role. This is done by logging evidence mathematically and anecdotally on cumulative records. As in “your permanent record.” Yes, we all have one.

4. The Differentiating Function : Divide and conquer strategy to immobilise in social structure.
Once their social role has been “diagnosed,” children are to be sorted by role and trained only so far as their destination in the social machine merits – teach them not one step further. 

5. The Selective Function : Preservation of the favoured races.(Darwin)
This refers not to human choice at all but to Darwin’s theory of natural selection as applied to what he called “the favoured races.” In short, the idea is to help things along by consciously attempting to improve the breeding stock. Schools are meant to tag the unfit – with poor grades, remedial placement, and other punishments – clearly enough that their peers will accept them as inferior and effectively bar them from the reproductive sweepstakes. That’s what all those little humiliations from year seven onward were intended to do: wash the dirt down the drain.

6. The Propaedeutic Function : Grooming of those in higher classes to manage the lower classes.
The societal system implied by these rules will require an elite group of caretakers. To that end, a small fraction of the children will be taught how to manage and to watch over and control a population deliberately dumbed down, unable to critically think or reason, in order that government authority is unchallenged and corporations might never want for obedient labour.

Mass schooling cannot be altered or reformed because any palliative from its killing religion will only be short-lived as long as the massification machinery it represents remains in place. That’s why all the well-publicized "this-time-we-have-it-right" alternatives to factory schooling fizzle out a decade after launch. Most sooner.

Nothing in human history gives us any reason to be optimistic that powerful social machinery, through its very existence, doesn’t lead to gross forms of oppression. If engines of mass control exist, the wrong hands will find the switches sooner or later. That’s why standing armies, like the enormous one we now maintain, are an invitation to serfdom. They will always, sooner or later, go domestic. The more rationally engineered the machinery, the more certain its eventual corruption; that’s a bitter pill rationalists still haven’t learned to swallow.

We are at one of those great points of choice in the human record where society gets to select from among widely divergent futures. It’s customary to say there will be no turning back from our choice, but that is wrong. It would be more accurate to say that we will not be able to turn back from our next choice without a great and dreadful grief. It is best to heed the Amish counsel not to jump until you know where you’re going to land.

Not jumping at this moment in time means rejecting further centralization of children in government schooling. It means rejecting every attempt to nationalize the religious enterprise of institutional schooling. If centralizers prevail, the connection between schooling and work will become total; if decentralizers prevail it will be diffuse, irregular, and for many kinds of work, as utterly insignificant as it should be. Experts have consistently misdiagnosed and misdefined the problem of schooling. The problem is not that children don’t learn to read, write, and do arithmetic well—the problem is that kids hardly learn at all from the way schools insist on teaching. Schools desperately need a vision of their own purpose. It was never factually true that all young people learn to read or do arithmetic by being "taught" these things—though for many decades that has been the masquerade.

When children are stripped of a primary experience base as confinement schooling must do to justify its existence, the natural sequence of learning is destroyed, a sequence which puts experience first. Only much later, after a long bath in experience, does the thin gruel of abstraction mean very much. We haven’t "forgotten" this; there is just no profit in remembering it for the businesses and people who make their bread and butter from monopoly schooling.

The relentless rationalization of the school world has left the modern student a prisoner of low-grade vocational activities. He lives in a disenchanted world without meaning. Our cultural dilemma here in the United States has little to do with children who don’t read, but lies instead in finding a way to restore meaning and purpose to modern life. Any system of values that accepts the transformation of the world into machinery and the construction of pens for the young called schools, necessarily rejects this search for meaning.

Schools at present are the occupation of children; children have become employees, pensioners of the government at an early age. But government jobs are frequently not really jobs at all—that certainly is the case in the matter of being a schoolchild. There is nothing or very little to do in school, but one thing is demanded—that children must attend, condemned to hours of desperation, pretending to do a job that doesn’t exist. At the end of the day, tired, fed up, full of aggression, their families feel the accumulated tedium of their pinched lives. Government jobs for children have broken the spirit of our people. They don’t know their own history, nor would they care to.

In a short time such a system becomes addictive. Even when efforts are made to find real work for children to do, they often drift back to meaningless busywork. Anyone who has ever tried to lead students into generating lines of meaning in their own lives will have felt the resistance, the hostility even, with which broken children fight to be left alone. They prefer the illness they have become accustomed to. As the school day and year enlarge, students may be seen as people forbidden to leave their offices, as people hemmed in by an invisible fence, complaining but timid.

Schools thus consume most of the people they incarcerate.

School curricula are like unwholesome economies. They don’t deal in basic industries of mind, but instead try to be "popular," dealing in the light stuff in an effort to hold down rebellion. That’s why we can’t read Paine’s Common Sense anymore, often can’t read at all. Only one person in every sixteen reads more than one book a year after graduation from high school. Kids and teachers live day by day. That’s all you can do when you have a runaway inflation of expectations fueled by false promissory notes on the future issued by teachers and television and other mythmakers in our culture. In the inflationary economy of mass schooling—with its "A’s" happy to make it to the weekend.

Once the inflation of dishonesty is perceived, the curriculum can only be imposed by intimidation, by a dizzapie of bells and horns, by confusion. With inflation of the school variety, a gun is held to your head by the State, demanding you acknowledge that school time is valuable; otherwise everyone would leave except the teachers who are being paid.

R.I.P. John Taylor Gatto