August 13, 2010

...a society's childrearing practices are not just one item in a list of cultural traits but are the very condition for the transmission and development of all cultural elements. Childrearing therefore is crucial because it organizes the emotional structure that determines the transmission of all culture and places definite limits on what can be achieved by society. ^^w


Getting Ready for School
Random Bulletin Board Flier

"[Principal Ted] Usted discovered that behavior problems were so bad, [Bronx grade school] students couldn't even handle a new recess period." [Usted:] "The injury rate in our clinic -- in our health clinic at lunch time went through the roof because kids weren't used to that space and weren't used to getting out and just running and playing." ...There was a turn-around and now 49% of students can meet state reading standards, up 13% from last year. --An Alternative Fix For Failing Schools by Beth Fertig
It is easier to build strong children than to repair broken men. --Frederick Douglass
From the beginning, there was purpose behind forced schooling, purpose which had nothing to do with what parents, kids, or communities wanted. Instead, this grand purpose was forged out of what a highly centralized corporate economy and system of finance bent on internationalizing itself was thought to need; that, and what a strong, centralized political state needed, too. School was looked upon from the first decade of the twentieth century as a branch of industry and a tool of governance. --Twice New York State 'Teacher of the Year' John Taylor Gatto
Summerhill: An 80 Year Old Alternative
Education rears disciples, imitators, and routinists, not pioneers of new ideas and creative geniuses. The schools are not nurseries of progress and improvement, but conservatories of tradition and unvarying modes of thought. --Ludwig von Mises
"And what is a good citizen? Simply one who never says, does or thinks anything that is unusual. Schools are maintained in order to bring this uniformity up to the highest possible point. A school is a hopper into which children are heaved while they are still young and tender; therein they are pressed into certain standard shapes and covered from head to heels with official rubber-stamps." --H.L. Mencken

^^w

My several years of teaching in a public high school left me amazed at the prison-like atmosphere, minute-by-minute demands for submission and conformity, and an underlying sense of institutional threat. That experience confirmed to me that public school is not, and was never, about creating learners or thinkers, but instead an attempt to develop automatons unpracticed in independence, and consequently unable to effectively question authority. {What was interesting in this 2009 report was the underlying theme that chronic troublemakers in school should be removed into -- dare I say -- some sort of educational internment camps....} --Is There a Natural Anti-Liberty Mindset?, by Karen Kwiatkowski

[11:50:35 AM | Edited 11:50:59 AM] jomama581: The REAL New Math... "One man is a significant entity. A partnership halves that value. Three or more men, working together, diminish themselves to zero. Team effort is the stagnation of the race." --John D. MacDonald, best selling novelist.

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? --John Taylor Gatto, The Underground History of American Education (New York, New York: The Odysseus Group 2001) [ISBN 0-945-70004-0] Prologue p.1

"By the end of 1999," Gatto says, "75.5 million people out of a total population of 275 million were involved directly in providing and receiving what has come to be called education. In other words, the primary organizing discipline of about 29% of the entire U.S. population consists of obedience to the routines and requests of an abstract social machine called school." --Public schooling's sad history [a book review], by Rachel Baxter, FREELANCE WRITER
And despite hundreds of millions of dollars spent in public schools over the past decade to boost literacy rates, functional illiteracy levels have remained flat ...
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The last available national study was conducted in 1992 by the National Adult Literacy Survey, which found that 48 percent of the nation's working-age population was functionally illiterate.
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"This is a ticking time bomb, a dirty secret we don't want to talk about. We are losing the battle," said Mark Drummond, chancellor of California's community college system. --Illiteracy shockingly high in L.A., Half of workers unable to read, By Rachel Uranga
On Feb. 1, 15 German police officers forced their way into the home of the Busekros family in the Bavarian town of Erlangen. They hauled off 16-year-old Melissa, the eldest of the six Busekros children, to a psychiatric ward in nearby Nuremberg. Last week, a court affirmed that Melissa has to remain in the Child Psychiatry Unit because she is suffering from "school phobia." Home-schooling has been illegal in Germany since Adolf Hitler outlawed it in 1938 and ordered all children to be sent to state schools. The home-schooling community in Germany is tiny. As Hitler knew, Germans tend to obey orders unquestioningly. Only some 500 children are being home-schooled in a country of 80 million.
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Home-schooling families are prosecuted without mercy. --2007 German horror tale - Teen locked in psych hospital for being Home-schooled
--Against School, by John Taylor Gatto

Schooling: Liberation or Mind Control? c:\USR\Rattler & Rick\HOME SCHOOLING\! Schooling Liberation or Mind Control!!!!!!!.TXt

TEDTalks: Sir Ken Robinson on future education EXCELLENT, entertaining, but ~15 minutes

The SUBTOPICS:

Summary

{Homeschoolers' setback sends shock waves through state!!!!!!.Txt>} {Gov Arnold blasts homeschool ruling!!!!!!.TXt>}Schwarzenegger blasts homeschool ruling

[GATTO & Whiskey Rebellion guy -- literacy in 18th century U.S. was high -- and that was a surprise. Tell story of first hearing Gatto, then hearing Whiskey Rebellion guy at the Castle.]

-ADD: George Washington didn't learn to read and write till he was eleven and decided to start surveying business.

-ADD: Home schooling family from Donahue who's adopted son didn't learn to read till he became interested in sea life and was then sought and finally recruited by Wood's Hole.

What kind of "socialzation" do kids get in schools as compared to what they would get at home in 1700s. Home schoolers as a mode. Home schoolers are generally polite, self-contained, and confident. It's one of those strange characteristics that people notice but don't know where they come from. REASON: They're raised among a cross section of "society," including not only older and younger kids, but adults who set the tone for effective and useful co-operative interactions. Compare this with government schools, where kids spend most of their time segregated into age groups. Remember what that was like. I always looked-up to the kids a year or more ahead of me as if they were "above" and I was "below" without even thinking about it. It was considered odd to fraternize outside your particular grade. Is that normal "socialization?" I don't think so. What are the effects?

Like any business, schools are run for the staff, and for the kids at all, if they're lucky, only as an after thought. "Teaching would be great if it weren't for the kids." But government schools are bad businesses -- they're memetic machines, funded by taxes and are thus largely impervious to control by their customers thru direct financial means.

In the modern world, "socialization" = homogenization. Compare the "socialization" of the streets when I was a kid -- playing release the Belgian, soft ball, going on hikes, catching frogs, building shacks, playing basketball, etc. You circulate around, finding people you like and get along with, neutral folks -- and people to avoid. Your companions vary depending on what they like and what you like at the moment. Some will always go on a hike. Some will always play basketball. Some will sometimes and some never will. etc. Compare this to the "homogenization" in government schools where there are always relatively large numbers of un-chosen fellow "students" applying social pressure to you to conform to the "norms" established by "society," teachers, "the system," etc. Where native American parents allowed their children to do things that we might consider dangerous just so they would learn to be their own persons, we impose norms. Rather than self development and self-actualization, government mass schooling trains obedience and conformity.

1. America's "new" personality: Do what I say or I'll kick your butt.

2. External motivation replaces internal self motivation: i.e. someone else's priorities or ideas replace the individual's.

3. The short term results, i.e. you see someone else doing what you say -- as long as you're watahing them and as long as they're cowed. BUT you cut-off any innovations and improvements that might result by giving others their head and thus re- enabling spontaneous order. AND, appropriately, what you get in return is covert hostility and/or passive resistance.

4. You create rebellion in many of your victims, or at best, apathy, self-doubt and incompetence.

5. The main institution that substitutes external motivation for self motivation is government schools. They began to be seriously instituted around 1920 with the advent of Roosevelt's "brain trusters."

6. Alternatives like non-graded schools (Cox-Donahey, etc.) aren't acceptable because they aren't hierarchical and don't rank students -- as we've now been conditioned to expect.

The BEHAVIORAL TEACHER EDUCATIONAL PROJECT outlines specific teaching reforms to be forced on the country, unwillingly of course, after 1967. It also sets out, in clear language, the outlook and intent of its invisible creators. Nothing less than quoting again "the impersonal manipulation through schooling of a future America in which few will be able to maintain control over their own opinions", an America in which (quoting again) "each individual receives at birth, a multipurpose identification number which enables employers and other controllers to keep track of their [underlings]", (underlings is my interpretation, everything else came out of the document), "and to expose them to the directors subliminal influence of the state education department and the federal department acting through those whenever necessary". John Taylor Gatto Speech to the Vermont Homeschooling Conference

To Train Up A Child, which according to Cindy Kovaras, claims that ~"No School is good for kids."

      It goes without saying that if a person can be successfully ordered to kill by someone perceived to be an "Authority," as is done on the battle field -- and in Milgram's early 1960s experiments -- clearly they can also be ordered to do lesser things by an "Authority." Perhaps even stand in church. Just as clearly, this is at odds with most of our "inner natures" as revealed by those studies of independent anti-authoritarian egalitarians -- and the psychological reactions of us "moderns" to Milgram's experiments.

Illiteracy shockingly high in L.A.>

John Gatto & how the Prussian model, developed "because Prussian troops wouldn't follow orders."

Gatto In fact, according to twice New York Teacher of the Year John Gatto, it may have well been this reluctance to kill and follow orders that spawned the institution that finally set the stage for converting us en masse, particularly since WWII, perhaps not directly into killers on demand, but into docile sheeple who can be easily manipulated by "Authorities." And not just to stand in church on command either!

Gatto traces the origin of this ubiquitous institution to a battle lost by the Prussians several centuries ago -- and blamed on the independence of Prussian soldiers, who wouldn't take orders. What was the Prussian elite solution? An institution that would compartmentalize thinking, {Gatto's list here} Business Roundtable claims that the U.S. highschool dropout rate is as much as three times the 11% reported by the government because government statistics don't count those kids in prison and count a GED diploma as equivalent to finishing high school. A government expert admits that the actual drop-out rate is about 25%. -PGH Channel 4 News, October 24, 2003, 17:42:34

In a keynote speech hardwired to be provocative, Bill Gates told the nation's governors that "America's high schools are obsolete." Some data points: The US has one of the highest high school dropout rates in the industrialized world. Only 68 out of every 100 ninth-graders graduate from high school on time, and most need extensive remediation after that. Only 28 of the original ninth-graders make it to their sophomore year in college. Governors take aim at high school, By Gail Russell Chaddock WASHINGTON, Christian Science Monitor, Feb. 28, 2005
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 I label Rachel "learning disabled" and slow David down a bit, too. For a paycheck, I adjust David to depend on me to tell him when to go and stop. He won't outgrow that dependency. I identify Rachel as discount merchandise, "special education" fodder. She'll be locked in her place forever.

In 30 years of teaching kids rich and poor I almost never met a learning disabled child; hardly ever met a gifted and talented one either. 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.

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. ....Socrates foresaw if teaching became a formal profession, something like this would happen. Professional interest is served by making what is easy to do seem hard; by subordinating the laity to the priesthood. .... 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. + How much more evidence is necessary? Good schools don't need more money or a longer year; they need real free-market choices, variety that speaks to every need and runs risks. We don't need a national curriculum or national testing either. Both initiatives arise from ignorance of how people learn or deliberate indifference to it. I can't teach this way any longer. If you hear of a job where I don't have to hurt kids to make a living, let me know. Come fall I'll be looking for work. Gatto: I Quit, I Think We asked earlier, "What happened ... to convert the average human from a strong independent individual ... into a snivling lemming who will ... kill innocent fellows at the command of ... an Authority?" We observed that the kind of behavior documented by Milgram may not have taken firm root until during or after WWII. Assuming we Americans were still strong and independent as late as 1940 -- and that any changes so radically opposed to most of our genetic nature must have somehow begun affecting us in early childhood to have any chance of taking root, that means something must have begun happening about twenty years before WWII, or approximately, somewhere around 1920. But what could that have been?

By 1917, the major administrative jobs in American schooling were under the control of a group referred to in the press of that day as "the Education Trust." The first meeting of this trust included representatives of Rockefeller, Carnegie, Harvard, Stanford, the University of Chicago, and the National Education Association. The chief end, wrote Benjamin Kidd, the British evolutionist, in 1918, was to "impose on the young the ideal of subordination."
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At first, the primary target was the tradition of independent livelihoods in America. Unless Yankee entrepreneurialism could be extinguished, at least among the common population, the immense capital investments that mass production industry required for equipment weren't conceivably justifiable. Students were to learn to think of themselves as employees competing for the favor of management. Not as Franklin or Edison had once regarded themselves, as self-determined, free agents. -John Taylor Gatto, Underground History of American Education, http://www.johntaylorgatto.com/chapters/2b.htm
In 1896 the famous John Dewey, then at the University of Chicago, said that independent, self-reliant people were a counter-productive anachronism in the collective society of the future. In modern society, said Dewey, people would be defined by their associations-not by their own individual accomplishments. In such a world people who read too well or too early are dangerous because they become privately empowered, they know too much, and know how to find out what they don't know by themselves, without consulting experts. -Kurt Johmann How U.S. Schools Create Sheeple Why Most Americans Are Unable To Perceive And Protest America's Slide Into Fascism By John Kaminski skylax@comcast.net
|cm: Korzybski on the Structural Differential |fn: from

Shortly after Manhood of Humanity was published, I was invited for a symposium before the New School for Social Research in New York. To me the school was rather important because there were a lot of serious people there, educated, who took life seriously, and scientific research seriously. The school was then dominated by John Dewey and John Watson, the behaviorist. Both of those men heard something about my Manhood of Humanity, in which I claimed that man is not an animal, but in a category by himself. They followed the linguistic implication of the old theories; namely, that man is an animal, and so to them (about twenty-five years ago) it was all 'bunk'. They followed the old map and they simply would not revise their old opinion.

      In the meantime, as that group in the New School was so important and so intelligent, I was very eager to make good to that particular class in spite of Dewey and Watson, and I was eager to convey the difference between the reaction of man and dogs, cats, and so on, what are usually called 'animals'. I was struggling with myself how to convey that fundamental difference, and somehow under that stress, pressure, of necessity - I would even use the word 'emotional stress' - of conveying what I wanted to convey, as a flash, a diagram occurred to me, the diagram which today is known as and called the 'Structural Differential'. Institute of General Semantics: AK on the Structural Differential, Historical Note on the Structural Differential, Alfred Korzybski

CHECK OUT EUSTACE MULLINS According to twice New York State Teacher of the Year John Taylor Gatto, "The system of public education is doing precisely what it was intended to do. It creates children who are angry, fearful, insecure, petty, dependent, materialistic, and contemptuous. From the millions who have been coerced into the system, it has stolen the awesome, insatiable spirit for the love of learning, the joy of self-discovery, and the very real sense of power and excitement that comes from thinking and acting independently."

      "School can't be that bad, you say. You survived, didn't you?" Gatto writes. "Or did you? Has it made a crucial difference for good in your life? [1]

It would seem that some other well-known folks agree - - -

"One had to cram all this stuff into one's mind, whether one liked it or not. This coercion had such a deterring effect that, after I had passed the final examination, I found the consideration of any scientific problems distasteful to me for an entire year... It is in fact nothing short of a miracle that the modern methods of instruction have not yet entirely strangled the holy curiosity of inquiry; for this delicate little plant, aside from stimulation, stands mainly in need of freedom; without this it goes to wrack and ruin without fail. It is a very grave mistake to think that the enjoyment of seeing and searching can be promoted by means of coercion and a sense of duty." -Albert Einstein
^^w [Bertrand] Russell traced the habit of submission in part to coercive educational practices. His views are reminiscent of 17th and 18th century thinkers who held that the mind is not to be filled with knowledge "from without, like a vessel," but "to be kindled and awaked." "The growth of knowledge [resembles] the growth of Fruit; however external causes may in some degree cooperate, it is the internal vigour, and virtue of the tree, that must ripen the juices to their just maturity." Similar conceptions underlie Enlightenment thought on political and intellectual freedom, and on alienated labor, which turns the worker into an instrument for other ends instead of a human being fulfilling inner needs --a fundamental principle of classical liberal thought, though long forgotten, because of its revolutionary implications. These ideas and values retain their power and their pertinence, though they are very remote from realization, anywhere. As long as this is so, the libertarian revolutions of the 18th century remain far from consummated, a vision for the future.87 ... South End Press Deterring Democracy Copyright 1991, 1992 by Noam Chomsky. Published by South End Press. Chapter 12: Force and Opinion Segment 19/20, 6. The Untamed Rabble
      The Indian pattern of talking things over and striving for unanimous agreement is one which the outsider be he social worker, teacher, or Indian Bureau land operations officer must keep in mind. ... Indian parents often will not make decisions for their children until they have determined what the children want. Sometimes they will permit youngsters to do things which they know are not good for them simply because they believe in allowing children to make decisions for themselves. -Journal of American Indian Education, Volume 3 Number 1, October 1963, INFORMAL POWER STRUCTURES WITHIN, INDIAN COMMUNITIES, James E. Officer
After 30 years of teaching in public schools and being named New York State Teacher of the Year in 1991, John Gatto quit -- not willing or able to tolerate the horrific effects forced government schooling had upon kids any longer. ... Through extensive historical research, he has isolated the responsible individuals and special interests ... Gatto explains with detailed clarity the origins and subsequent colossal expansion of forced schooling. The ideas of Prussian philosopher Hegel (who believed that children were property of the state) and the militaristic Prussian model of forced schooling advocating obedience, national uniformity, and working for the state as "the greatest freedom of all," were adopted ... Mass schooling was instigated to alienate children from their parents and themselves, turning them into working robots, dependent upon superiors for the purpose of maintaining a centralized economy. Gatto quotes from The Philosophy of Education, by William Torrey Harris, U.S. Commissioner of Education from 1889 to 1906: "Ninety-nine [students] out of a hundred are automata, careful to walk in proscribed paths, careful to follow proscribed custom. This is not an accident but the result of substantial education - Rachel Baxter, ibid.

      So what's Gatto's remedy for the monopoly of government schooling?

      "It has to be broken up," he writes.

Fairfax County middle school student Hal Beaulieu hopped up from his lunch table one day a few months ago, sat next to his girlfriend and slipped his arm around her shoulder. That landed him a trip to the school office.
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Among his crimes: hugging.
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All touching -- not only fighting or inappropriate touching -- is against the rules at Kilmer Middle School in Vienna. Hand-holding, handshakes and high-fives? Banned. The rule has been conveyed to students this way: "NO PHYSICAL CONTACT!!!!!"
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School officials say the rule helps keep crowded hallways and lunchrooms safe and orderly, and ensures that all students are comfortable. But Hal, 13, and his parents think the school's hands-off approach goes too far, and they are lobbying for a change.
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"I think hugging is a good thing," said Hal, a seventh-grader, a few days before the end of the school year. "I put my arm around her. It was like for 15 seconds. I didn't think it would be a big deal."
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...It isn't as if hug police patrol the Kilmer hallways, Hernandez said. Usually an askance look from a teacher or a reminder to move along is enough to stop girls who are holding hands and giggling in a huddle or a boy who pats a buddy on the back. Students won't get busted if they high-five in class after answering a difficult math problem. Va. School's No-Contact Rule Is a Touchy Subject, By Maria Glod, Washington Post Staff Writer, Monday, June 18, 2007; B01

Your permanent record:

In Harris County, Texas, on the edge of Houston, court is in session. On a recent day, a couple hundred people wait in the administrative building to pay fines for traffic violations or other minor offenses. Some of them aren't even old enough to drive. Every week, dozens of school children show up to resolve class-C misdemeanor citations: They get tickets for acting out in class.
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Antoinette Jones is in the building because her son and daughter received a string of citations after the family fled Hurricane Katrina, and Houston kids started teasing them.
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According to Jones, school rules dictate that whenever two students get in a fight, both of them will be ticketed. Somehow, the other students always seem to get away, while her children get caught, she says. Things have settled down in recent months, but she keeps having to return to court because of tickets that are more than a year old.
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Nearby in the crowded hallway, public-interest attorney Dustin Rhynders works out a plea agreement for a 15-year-old client. It's a scene repeated over and over in courthouses around the state: Students who violate their school's code of conduct must show up in court. Rhynders says hauling students into court leaves a permanent mark on their futures.
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"One unfortunate effect is that it does establish a criminal record that they would have to reveal later in life when applying for schools and applying for jobs," Rhynders says. Disciplinary Policy in Texas Schools Raises Concerns {}

SUMPS OF INFECTION: SEE FF links, Ref | GOVERNMENT SCHOOLS | SUMPS OF INFECTION, also there's a ScribeFire note with five excerpted examples and a Google news search link.


Summary


NOTES:

[1] From Public schooling's sad history By Rachel Baxter a book review of The Underground History of American Education: A Schoolteacher's Intimate Investigation into the Problem of Modern Schooling, by John Taylor Gatto. The Oxford Village Press. 412 pages. ^^w$ To order An Underground History, call toll-free (888) 211-7164. Or visit: www.johntaylorgatto.com. return

My teacher friends: "This would be a great job. If it weren't for the kids." Perhaps they were, like folks who become nurses to help people but have to hurt them sometimes, recoiling from the damage they knew, at least subliminally, they were doing to their students.

Compare this with the Cox-Donahey "non-graded" scheme, beloved by everyone including the janitors. The results of "non-graded" education were students who all acquired all the skills the school wanted to teach them. What about grades makes a "graded" education desirable?

But what happened? It disappeared because 1. The kids were "behavior problems" when they went on to normal government schools, [ritalin as establishment "answer"] and 2. The parents didn't have grades to prove their kids were better than other kids.

How to change a death camp a-la Tom Matsko changing the system. First you get the credentials, then you work your way up in the system to get into a position of power/influence, then you begin to change things. Tom said it took him most of his life to reach the position where he could change things.

Now imagine yourself in a death camp. You start at the bottom. You want to make things better for the poor inmates. So, when you finally get into a position of power, you increase their rations so they're not suffering from hunger, etc. Then you improve the "ovens" so the inmates don't suffer so much when they're being gassed.


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