The scariest thing you'll ever read...

I've been continuing the process of uploading old notes and response papers, in hopes of creating a general archive of my work and the process of learning about teaching (if you're interested check out the archive links--right column, click on a month, such as February 2003).

In the process I was reminded of one of the most important things I read at the beginning of the teacher ed program: Chapter 7 of John Taylor Gatto's book, The Underground History of American Education.

I posted what I wrote at the time back in January 2003, but I wanted to write a bit more about it from my perspective now (not sure it's changed much, but still). I definitely recommend going to read the article yourself--it's all online, and completely fascinating--a real page-turner despite the florid style.

Briefly, the article explains that the first state to institute compulsory schooling (in the early 1800's) was Prussia, a heavily militarized state (in what is now Northern Germany) that can justifiably be described as the cradle of 20th century German fascism. Gatto provides convincing evidence that the Prussian model of schooling, with its primary emphasis on creating an obedient, gullible populace, was intentionally adopted by US politicians (in the late 1800's) with the same goals in mind.

It all started to fit together when I later figured out that the adoption of compulsory schooling in the US occurred at a time of massive unrest--in the West, the active bloody genocide of remaining Native American nations; in the urban centers, an influx of activist socialists and anarchists driven out of European countries, daily labor riots and regular disturbances on a broader scale (such as the fourteen-city railroad strike in 1877); in the South, the end of reconstruction & the rise of the Klan--in short, a time when it is hardly surprising that those in power would be seeking a way to bring order from chaos and get a stronger grip on their control over the country.

Here is one of the more chilling excerpts from the article (again, I urge you to check it out in full):

"The Prussian mind...held a clear idea of what centralized schooling should deliver:

1. Obedient soldiers to the army
   
2. Obedient workers for mines, factories, and farms
   
3. Well-subordinated civil servants, trained in their function
   
4. Well-subordinated clerks for industry
   
5. Citizens who thought alike on most issues
   
6. National uniformity in thought, word, and deed.
   

"The area of individual volition for commoners was severely foreclosed by Prussian psychological training procedures drawn from the experience of animal husbandry and equestrian training, and also taken from past military experience.

"Prussian schools delivered everything they promised. Every important matter could now be confidently worked out in advance by leading families and institutional heads because well-schooled masses would concur with a minimum of opposition."

--John Taylor Gatto
"The Underground History of American Education"
Chapter Seven

When I first read this, it finally answered a question that had been bugging me for a long time... The question was, since most teachers really are kind, compassionate, caring, and genuinely want to teach well--at least we start out that way--why is it that schools are such degrading, demoralizing, depressing, and dehumanizing places? This article explained that schools are that way because they were structured that way intentionally (based on horse training, no less!).

Ohhhhhhh.... so it's NOT that schools are mysteriously ineffective at their oft-stated purpose of fostering the personal growth of students into creative, critically-thinking, intellectually capable, confident, and let's not forget, well-informed adults! No, instead, schools are VERY effective at producing exactly what they were designed to produce, as described in the six points listed above!

It's a really intense portrayal of how powerful institutions really are, in overpowering the individual intentions of those who operate within them.

It is a constant struggle to try to be effective as a teacher and yet not be effective in the goals for which the institution of schooling was so effectively designed. But at least, knowing what those goals are can help us operate more effectively in advancing our own goals, which we know are the goals of most parents and most of the community.