The excerpts below are from a speech by John Taylor Gatto after he accepted the New York City Teacher of the Year award. We present his provocative views as the school year begins.
`I'VE noticed a fascinating phenomenon in my 25 years of teaching - that schools and schooling are increasingly irrelevant to the great enterprises of the planet. No one believes anymore that scientists are trained in science classes or politicians in civics classes or poets in English classes. The truth is that schools don't really teach anything except how to obey orders. This is a great mystery to me because thousands of humane, caring people work in schools as teachers and aides and administrators but the abstract logic of the institution overwhelms their individual contributions. Although teachers do care and do work very very hard the institution is psychopathic, it has no conscience. It rings a bell and the young man in the middle of writing a poem must close his notebook and move to a different cell where he must memorize that man and monkeys derive from a common ancestor....
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 school 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 ever to be the same thing.
It's high time we looked backwards to regain an educational philosophy that works. One I like particularly well has been a favorite of the ruling classes of Europe for thousands of years. I use as much of it as I can manage in my own teaching, as much, that is, as I can get away with given the present institution of compulsory schooling. I think it works just as well for poor children as for rich ones.
At the core of this elite system of education is the belief that self-knowledge is the only basis of true knowledge, everywhere in this system, at every age, you will find arrangements that work to place the child alone in an unguided setting with a problem to solve. Sometimes the problem is fraught with great risks, such as the problem of galloping a horse or making it jump, but that, of course, is a problem successfully solved by thousands of elite children before the age of 10. Can you imagine anyone who had mastered such a challenge ever lacking confidence in his ability to do anything? Sometimes the problem is the problem of mastering solitude, as Thoreau did at Walden pond, or Einstein did in the Swiss customs house.
One of my former students, Roland Legiardi-Laura, though both his parents were dead and he had no inheritance, took a bicycle across the United States alone when he was hardly out of boyhood. Is it any wonder then that in manhood when he decided to make a film about Nicaragua, although he had no money and no prior experience with film-making, that it was an international award-winner - even though his regular work was as a carpenter?
Right now we are taking all the time from our children that they need to develop self-knowledge. That has to stop. We have to invent school experiences that give a lot of that time back, we need to trust children from a very early age with independent study, perhaps arranged in school but which takes place away from the institutional setting. We need to invent curriculum where each kid has a chance to develop private uniqueness and self-reliance.
A short time ago I took $70 and sent a 12-year-old girl from my class with her non-English speaking mother on a bus down the New Jersey coast to take the police chief of SeaBright to lunch and apologize for polluting his beach with a discarded Gatorade bottle. In exchange for this public apology I had arranged with the police chief for the girl to have a one-day apprenticeship in small town police procedures. A few days later two more of my 12-year-old kids traveled alone to West 31st Street from Harlem where they began an apprenticeship with a newspaper editor, next week three of my kids will find themselves in the middle of the Jersey swamps at 6 a.m. in the morning studying the mind of a trucking company president as he dispatched 18-wheelers to Dallas, Chicago, and Los Angeles.
Are these ``special'' children in a ``special'' program? Well, in one sense yes, but nobody knows about this program but myself and the kids. They're just nice kids from Central Harlem, bright and alert, but so badly schooled when they came to me that most of them can't add or subtract with any fluency. And not a single one knew the population of New York City or how far it is from New York to California.
Does that worry me? Of course, but I am confident that as they gain self-knowledge they'll also become self-teachers - and only self-teaching has any lasting value.
We've got to give kids independent time right away because that is the key to self-knowledge, and we must reinvolve them with the real world as fast as possible so that the independent time can be spent on something other than more abstraction. This is an emergency, it requires drastic action to correct - our children are dying like flies in schooling, good schooling or bad schooling, it's all the same. Irrelevant.
Independent study, community service, adventures in experience, large doses of privacy and solitude, a thousand different apprenticeships, the one day variety or longer - these are all powerful, cheap and effective ways to start a real reform of schooling. But no large-scale reform is ever going to work to repair our damaged children and our damaged society until we force the idea of ``school'' open - to include family as the main engine of education. The Swedes realized that in 1976 when they effectively abandoned the system of adopting unwanted children and instead spent national time and treasure on reinforcing the original family so that children born to Swedes were wanted. They didn't succeed completely but they did succeed in reducing the number of unwanted Swedish children from 6,000 in 1976 to 15 in 1986. So it can be done. The Swedes just got tired of paying for the social wreckage caused by children not raised by their natural parents so they did something about it. We can too.
Family is the main engine of education. If we use schooling to break children away from parents - and make no mistake that has been the central function of schools since John Cotton announced it as the purpose of the Bay Colony schools in 1650 and Horace Mann announced it as the purpose of Massachusetts schools in 1850 - we're going to continue to have the horror show we have right now.
The Curriculum of family is at the heart of any good life, we've gotten away from that curriculum, time to return to it. The way to sanity in education is for our schools to take the lead in releasing the stranglehold of institutions on family life, to promote during school time confluences of parent and child that will strengthen family bonds. That was my real purpose in sending the girl and her mother down the Jersey coast to meet the police chief.
I have many ideas to make a family curriculum and my guess is that a lot of you will have many ideas, too, once you begin to think about it. Our greatest problem in getting the kind of grass-roots thinking going that could reform schooling is that we have large, vested interests pre-empting all the air time and profiting from schooling just exactly as it is despite rhetoric to the contrary.
We have to demand that new voices and new ideas get a hearing, my ideas and yours. We've all had a bellyful of authorized voices mediated by television and the press - a decade long free-for-all debate is what is called for now, not any more ``expert'' opinions. Experts in education have never been right, their ``solutions'' are expensive, self-serving, and always involve further centralization. Enough.
Time for a return to Democracy, Individuality, and Family.
I've said my piece. Thank you.