Liberty is an inherently offensive lifestyle. Living in a free society guarantees that each one of us will see our most cherished principles and beliefs questioned and in some cases mocked. That psychic discomfort is the price we pay for basic civic peace. It's worth it. It's a pragmatic principle. Defend everyone else's rights, because if you don't there is no one to defend yours. -- MaxedOutMama

I don't just want gun rights... I want individual liberty, a culture of self-reliance....I want the whole bloody thing. -- Kim du Toit

The most glaring example of the cognitive dissonance on the left is the concept that human beings are inherently good, yet at the same time cannot be trusted with any kind of weapon, unless the magic fairy dust of government authority gets sprinkled upon them.-- Moshe Ben-David

The cult of the left believes that it is engaged in a great apocalyptic battle with corporations and industrialists for the ownership of the unthinking masses. Its acolytes see themselves as the individuals who have been "liberated" to think for themselves. They make choices. You however are just a member of the unthinking masses. You are not really a person, but only respond to the agendas of your corporate overlords. If you eat too much, it's because corporations make you eat. If you kill, it's because corporations encourage you to buy guns. You are not an individual. You are a social problem. -- Sultan Knish

All politics in this country now is just dress rehearsal for civil war. -- Billy Beck

Tuesday, June 05, 2012

Quote of the Day - John Taylor Gatto

His short essay "I Quit, I Think" published in The Wall Street Journal after thirtieth year as a school teacher in Community School District 3, Manhattan, after teaching in all five secondary schools in the district, crossing swords with one professional administration after another as they strove to rid themselves of me, after having my license suspended twice for insubordination and terminated covertly once while I was on medical leave of absence, after the City University of New York borrowed me for a five-year stint as a lecturer in the Education Department (and the faculty rating handbook published by the Student Council gave me the highest ratings in the department my last three years), after planning and bringing about the most successful permanent school fund-raiser in New York City history, after placing a single eighth-grade class into 30,000 hours of volunteer community service, after organizing and financing a student-run food cooperative, after securing over a thousand apprenticeships, directing the collection of tens of thousands of books for the construction of private student libraries, after producing four talking job dictionaries for the blind, writing two original student musicals, and launching an armada of other initiatives to reintegrate students within a larger human reality....
and after being named New York State Teacher of the Year:
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. I offer rituals to keep heresy at bay. I provide documentation to justify the heavenly pyramid.

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. Even reformers can’t imagine school much different.

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.

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.
If you have not read his book The Underground History of American Education and you have children or grandchildren, I strongly recommend you do so.  It's available in its entirety online.

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