A letter-writer recently objected that I used great libertarian Rose Wilder Lane as a “sole source” for the fact that American schooling was taken over, in the late 19th century, by statists enamored of the Prussian compulsion model, aiming to create a docile peasant class by crippling the American intellect — making reading seem real hard, for starters, by replacing the old system in which delighted kids learned to combine the sounds of the Roman letters, with a perverted “whole word” method better suited to decoding hieroglyphics.
In July of 1991, John Taylor Gatto, New York’s Teacher of the Year, quit, saying he was tired of working for an institution that crippled the ability of children to learn. He explained why in an essay published that month in The Wall Street Journal.
Let’s look at that essay, and see if we can find our “second source”:
“Government schooling is the most radical adventure in history,” Mr. Gatto begins. “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. 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. …
“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. …”
These are not the words of some sour-grapes loser who “couldn’t make it” as a teacher. Testimonials from Gatto’s former students fill a whole book.
“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,” Gatto continues. “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. …
“Good schools don’t need more money or a longer year; they need real free-market choices. … 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. …”
Over the next nine years, Mr. Gatto was invited to give 750 talks “in fifty states and seven foreign countries. I had no agent and never advertised, but a lot of people made an effort to find me. It was as if parents were starving for someone to tell them the truth.” More »