John Taylor Gatto Quotes

God was pitched out of forced schooling on his ear after WWII. This wasn't because of any constitutional proscription-there was none that anyone had been able to find in over a century and a half-but because the political state and corporate economy considered the Western spiritual tradition too dangerous a competitor. And it is.

People are less than whole unless they gather themselves voluntarily into groups of souls in harmony. Gathering themselves to pursue individual, family, and community dreams consistent with their private humanity is what makes them whole; only slaves are gathered by others.

A large fraction of our total economy has grown up around providing service and counseling to inadequate people
and inadequate people are the main product of government compulsion schools.

In our secular society, school has become the replacement for church, and like church it requires that its teachings must be taken on faith.

Work in classrooms isn't significant work; it fails to satisfy real needs pressing on the individual; it doesn't answer real questions experience raises in the young mind; it doesn't contribute to solving any problem encountered in actual life. The net effect of making all schoolwork external to individual longings, experiences, questions, and problems is to render the victim listless.

Growth and mastery come only to those who vigorously self-direct. Initiating, creating, doing, reflecting, freely associating, enjoying privacy-these are precisely what the structures of schooling are set up to prevent, on one pretext or another.

The lesson of report cards, grades, and tests is that children should not trust themselves or their parents but should instead rely on the evaluation of certified officials. People need to be told what they are worth.

You can make your own son or daughter one of a kind if you have the time and will to do so; school can only make them part of a hive, herd or anthill.

Children allowed to take responsibility and given a serious part in the larger world are always superior to those merely permitted to play and be passive.

By allowing the imposition of direction from centers far beyond our control, we have time and again missed the lesson of the Congregational principle: people are less than whole unless they gather themselves voluntarily into groups of souls in harmony. Gathering themselves to pursue individual, family, and community dreams consistent with their private humanity is what makes them whole; only slaves are gathered by others. And these dreams must be written locally because to exercise any larger ambition without such a base is to lose touch with the things which give life meaning: self, family, friends, work, and intimate community.

Children learn what they live. Put kids in a class and they will live out their lives in an invisible cage, isolated from their chance at community; interrupt kids with bells and horns all the time and they will learn that nothing is important or worth finishing; ridicule them and they will retreat from human association; shame them and they will find a hundred ways to get even. The habits taught in large-scale organizations are deadly.

Think of the things killing us as a nation: narcotic drugs, brainless competition, dishonesty, greed, recreational sex, the pornography of violence, gambling, alcohol, and the worst pornography of all
lives devoted to buying things, accumulation as a philosophy
all of these are addictions of dependent personalities. That is what our brand of schooling must inevitably produce.

People who read too many books get quirky. We can't have too much eccentricity or it would bankrupt us. Market research depends on people behaving as if they were all alike.

Teaching is a function, not a profession. Anything with something to offer can teach.

Our form of compulsory schooling is an invention of the State of Massachusetts around 1850. It was resisted - sometimes with guns - by an estimated eighty percent of the Massachusetts population, the last outpost in Barnstable on Cape Cod not surrendering its children until the 1880s, when the area was seized by militia and children marched to school under guard.

Provides American business with the only reliable domestic market in the world.
Schools train individuals to respond as a mass. Boys and girls are drilled in being bored, frightened, envious, emotionally needy, generally incomplete. A successful mass production economy requires such a clientele. A small business, small farm economy like that of the Amish requires individual competence, thoughtfulness, compassion, and universal participation; our own requires a managed mass of leveled, spiritless, anxious, familyless, friendless, godless, and obedient people who believe the difference between Cheers and Seinfeld is a subject worth arguing about.

School is the first impression children get of organized society. Like most first impressions it is the lasting one. Life is dull and stupid, only Coke provides relief. And other products, too, of course.

You need experience, adventure, and explorations more than you need algebra!

Limiting the power of government, in order to liberate the individual, was the great American revolutionary insight. Too much cooperation, avoiding conflict from ordinary people, these things aren't acceptable in America although they may suit China, Indonesia, Britain, or Germany just fine. In America the absence of conflict is a sign of regression toward a global mean, hardly progress by our lights if you've seen much of the governance of the rest of the world where common people are crushed like annoying insects if they argue.

If you put fleas in a shallow container they jump out. But if you put a lid on the container for just a short time, they hit the lid trying to escape and learn quickly not to jump so high. They give up their quest for freedom. After the lid is removed, the fleas remain imprisond by their own self policing. So it is with life. Most of us let our own fears or the impositions of others imprison us in a world of low expectations.

Average men and women don't really exist except as a statistical conceit.

Self-knowledge is the only basis of true knowledge.

imitation of notable models as an effective spring of learning;
was the most ancient and effective motivation to learn - to become like someone admirable - put to death deliberately by institutional pedagogy.

As a writer, politician, scientist, and businessman, [Ben] Franklin had few equals among the educated of his day-though he left school at ten. ( ... )Boys like Andrew Carnegie who begged his mother not to send him to school and was well on his way to immortality and fortune at the age of thirteen, would be referred today for psychological counseling; Thomas Edison would find himself in Special Ed until his peculiar genius had been sufficiently tamed.

The shocking possibility that dumb people don't exist in sufficient numbers to warrant the millions of careers devoted to tending them will seem incredible to you.

Who besides a degraded rabble would voluntarily present itself to be graded and classified like meat? No wonder school is compulsory.

Genius is an exceedingly common human quality, probably natural to most of us.

Pick up a fifth-grade math or rhetoric textbook from 1850 and you'll see that the texts were pitched then on what would today be considered college level. The continuing cry for "basic skills" practice is a smoke screen

One of the first things a family tries to teach its children is the difference between good and evil, right and wrong. One of the first things our schools do is destroy that distinction.

By bells and many other similar techniques they (schools) teach that
nothing is worth finishing. The gross error of this is progressive: if
nothing is worth finishing then by extension nothing is worth starting
either. Few children are so thick-skulled they miss the point.

Anyone who is more interested in human beings than in the rules is a threat to the system.

I taught public school for 26 years, but I just can't do it anymore. For years I asked the school board to let me teach a curriculum that doesn't hurt kids, but they always had other fish to fry. If you hear of a job where I don't have to hurt kids to make a living, let me know. The truth is that schools don't really teach anything, but blind obedience.

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 the 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.

The lesson of bells is that no work is worth finishing, so why care too deeply about anything? Years of bells will condition all but the strongest to a world that no longer offer important work to do.
Bells destroy the past and future, rendering every interval the same as any other, as the abstraction of a map renders every living mountain and river the same, even though they are not. Bells inoculate each undertaking with significance.

It's been a horrifying academic secret for decades that the children who walk away with the highest formal honors, the valedictorians and National Merit Scholars, have a horrendous performance record in later life.

May occasionally pay lip-service to their value, but it ultimately has no real use for artists, dancers, poets, self-sufficient farmers, tree lovers, devoted followers of what it views as non-materialist cults - Christian or otherwise - handicraft workers, makers of their own beer, or, for that matter, stay-at-home moms and dads, all of whom, when they endure at all, do so at the margins and on the periphery of the social economy.

Grades don't measure anything other than your relevant obedience to a manager.

The home-schooling movement has quietly grown to a size where one and half million young people are being educated entirely by their own parents; last month the education press reported the amazing news that, in their ability to think, children schooled at home seem to be five or even ten years ahead of their formally trained peers.

Looking back on a 30-year teaching career full of rewards and prizes, somehow I can't completely believe that I spent my time on earth institutionalized; I can't believe that centralized schooling is allowed to exist at all as a gigantic indoctrination and sorting machine, robbing people of their children. Did it really happen? Was this my life? God help me.

School is about learning to wait your turn, however long it takes to come, if ever. And how to submit with a show of enthusiasm to the judgment of strangers, even if they are wrong, even if your enthusiasm is phony.

I've come to believe that genius is an exceedingly common human quality, probably natural to most of us. I didn't want to accept that notion - far from it: my own training in two elite universities taught me that intelligence and talent distributed themselves economically over a bell curve and that human destiny, because of those mathematical, seemingly irrefutable scientific facts, was as rigorously determined as John Calvin contended.

Government schooling made people dumber, not brighter; made families weaker; ruined formal religion with its hard-sell exclusion of God; set the class structure in stone by dividing children into classes and setting them against one another; and has been midwife to an alarming concentration of wealth and power in the hands of a fraction of the national community.

Child labor becomes a label of condemnation in spite of its ancient function as the quickest, most reliable way to human independence -

Children do not learn in school; they are babysat. It takes maybe 50 hours to teach reading, writing, and arithmetic. After that, students can teach themselves. Mainly what school does is to keep the children off the streets and out of the job market.

The old system where every child was locked away and set into nonstop, daily cut throat competition with every other child for silly prizes called grades is broken beyond repair. If it could be fixed it could have been fixed by now. Good riddance.

The truth is that schools don't really teach anything except how to obey orders.

I feel ashamed that so many of us cannot imagine a better way to do things than locking children up all day in cells instead of letting them grow up knowing their families, mingling with the world, assuming real obligations, striving to be independent and self-reliant and free.

The economy schoolchildren currently expect to live under and serve would not survive a generation of young people trained to think critically.

The premise upon which mass compulsion schooling is based is dead wrong. It tries to shoehorn every style, culture, and personality into one ugly boot that fits nobody.

Good students wait for a teacher to tell them what to do. This is the most important lesson of them all: we must wait for other people, better trained than ourselves, to make the meanings of our lives. The expert makes all the important choices; only I, the teacher, can determine what my kids must study, or rather, only the people who pay me can make those decisions, which I then enforce.

It is absurd and anti-life to be a part of a system that compels you to listen to a stranger reading poetry when you want to learn to construct buildings, or to sit with a stranger discussing the construction of buildings when you want to read poetry.

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.

Curiosity has no important place in my work, only conformity.

Schools stifle family originality by appropriating the critical time needed for any sound idea of family to develop - then they blame the family for its failure to be a family.

If you live in a material universe where acquiring things is very important to you, then family is an absolute deterrent to maintaining that sort of a world, because family involves values like affection, and sympathy, and passion, and types of pleasure that lead nowhere in a material sense.

Meaning where meaning is genuinely to be found - in families, in friends, in the passage of seasons, in nature, in simple ceremonies and rituals, in curiosity, generosity, compassion, and service to others, in a decent independence and privacy, in all the free and inexpensive things out of which real families, real friends, and real communities are built

Few institutions are considered so universally to have failed as our schools, yet in spite of this dreary record a prescription of increased dosage is making its way to the national agenda. The specifics of this proposal: a) Schools should be open year-round, avoiding long summer holidays for children. b) Schools should extend from 9 to 5, not dismissing students in mid-afternoon as is currently the case. c) Schools should provide recreation, evening meals, and a variety of family services so that working-class parents will be free of the "burden" of their own children. The bottom line of these proposals is reduction of the damaging effects of "freedom" and "family" on a subject population.

Schools teach exactly what they are intended to teach and they do it well: how to be a good Egyptian and remain in your place in the pyramid.

A lot of the strings that hold us like puppets are really inventions of our own minds. I'm not saying that there aren't armies and police and various ways to punish deviants, but there isn't any way to punish a large number of deviants. It's too expensive to even try. So, the solution is to colonize the minds of children as they're growing up, so that they become their own police, and to report on others who are deviating.

At the heart of the durability of mass schooling is a brilliantly designed power fragmentation system which distributes decision-making so widely among so many different warring interests that large-scale change is impossible to those without a codebook.

Is it any wonder that Socrates was outraged at the accusation he took money to teach? Even then, philosophers saw clearly the inevitable direction the professionalization of teaching would take, that of pre-empting the teaching function, which, in a healthy community, belongs to everyone.

Is there an idea more radical in the history of the human race than turning your children over to total strangers whom you know nothing about, and having those strangers work on your child's mind, out of your sight, for a period of twelve years? Could there be a more radical idea than that? Back in Colonial days in America, if you proposed that kind of idea, they'd burn you at the stake, you mad person! It's a mad idea!

I've concluded that genius is as common as dirt. We suppress genius because we haven't yet figured out how to manage a population of educated men and women. The solution, I think, is simple and glorious. Let them manage themselves.

School is a twelve-year jail sentence where bad habits are the only curriculum truly learned. I teach school and win awards doing it. I should know.

Real books, unlike schoolbooks, can't be standardized. They are eccentric; no book fits everyone.

Trust in families and in neighborhoods and individuals to make sense of the important question, 'What is education for?' If some of them answer differently from what you might prefer, that's really not your business, and it shouldn't be your problem. Our type of schooling has deliberately concealed the fact that such a question must be framed and not taken for granted if anything beyond a mockery of democracy is to be nurtured. It is illegitimate to have an expert answer that question for you.

We have been taught (that is, schooled) in this country to think of 'success' as synonymous with, or at least dependent upon, 'schooling,' but historically that isn't true in either an intellectual or a financial sense. And plenty of people throughout the world today find a way to educate themselves without resorting to a system of compulsory secondary schools that all too often resemble prison.

I don't think we'll get rid of schools any time soon, certainly not in my lifetime, but if we're going to change what's rapidly becoming a disaster of ignorance, we need to realize that the institution "schools" very well, but it does not "educate"; that's inherent in the design of the thing. It's not the fault of bad teachers or too little money spent. It's just impossible for education and schooling to be the same thing.

Regimentation, methodization, systematization, standardization, organization, coordination, disciplined arrangements, conformity
these things are at the very heart of our national state policies, and are the poison that has killed our families and left individual survivors in a numbed, angry, nearly hysterical condition.