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7) Federal Department of Education 8) Other government agencies (National Science Foundation, National Training Laboratories, Defense Department, HUD, Labor Department, Health and Human Services, and many more) SECOND CATEGORY: Active Special Interests 1) Key private foundations. 2 About a dozen of these curious entities have been the most important shapers of national education policy in this century, particularly those of Carnegie, Ford, and Rockefeller. 2) Giant corporations, acting through a private association called the Business Roundtable (BR), latest manifestation of a series of such associations dating back to the turn of the century. Some evidence of the centrality of business in the school mix was the composition of the New American Schools Development Corporation. Its makeup of eighteen members (which the uninitiated might assume would be drawn from a representative cross-section of parties interested in the shape of American schooling) was heavily weighted as follows: CEO, RJR Nabisco; CEO, Boeing; President, Exxon; CEO, AT&T; CEO, Ashland Oil; CEO, Martin Marietta; CEO, AMEX; CEO, Eastman Kodak; CEO, WARNACO; CEO, Honeywell; CEO, Ralston; CEO, Arvin; Chairman, BF Goodrich; two ex-governors, two publishers, a TV producer. 3) The United Nations through UNESCO, the World Health Organization, UNICEF, etc. 4) Other private associations, National Association of Manufacturers, Council on Economic Development, the Advertising Council, Council on Foreign Relations, Foreign Policy Association, etc. 5) Professional unions, National Education Association, American Federation of Teachers, Council of Supervisory Associations, etc. 6) Private educational interest groups, Council on Basic Education, Progressive Education Association, etc. 7) Single-interest groups: abortion activists, pro and con; other advocates for specific interests. THIRD CATEGORY: The "Knowledge" Industry 1) Colleges and universities Table of Contents Page 380
2) Teacher training colleges 3) Researchers 4) Testing organizations 5) Materials producers (other than print) 6) Text publishers 7) "Knowledge" brokers, subsystem designers Control of the educational enterprise is distributed among at least these twenty-two players, each of which can be subdivided into in-house warring factions which further remove the decision-making process from simple accessibility. The financial interests of these associational voices are served whether children learn to read or not. There is little accountability. No matter how many assertions are made to the contrary, few penalties exist past a certain level on the organizational chart—unless a culprit runs afoul of the media—an explanation for the bitter truth whistle-blowers regularly discover when they tell all. Which explains why precious few experienced hands care to ruin themselves to act the hero. This is not to say sensitive, intelligent, moral, and concerned individuals aren’t distributed through each of the twenty-two categories, but the conflict of interest is so glaring between serving a system loyally and serving the public that it is finally overwhelming. Indeed, it isn’t hard to see that in strictly economic terms this edifice of competing and conflicting interests is better served by badly performing schools than by successful ones. On economic grounds alone a disincentive exists to improve schools. When schools are bad, demands for increased funding and personnel, and professional control removed from public oversight, can be pressed by simply pointing to the perilous state of the enterprise. But when things go well, getting an extra buck is like pulling teeth. Some of this political impasse grew naturally from a maze of competing interests, some grew from more cynical calculations with exactly the end in mind we see, but whatever the formative motives, the net result is virtually impervious to democratically generated change. No large change can occur in-system without a complicated coalition of separate interests backing it, not one of which can actually be a primary advocate for children and parents. 2 Ellen Condliffe Lagemann’s Private Power for the Public Good (Wesleyan, 1986) is an excellent place to start to experience what Bernard Bailyn meant when he said that twentieth-century schooling troubled many high-minded people. Miss Lagemann is a high-minded woman, obviously troubled by what she discovered poking around one of the Carnegie endowments, and director of Harvard’s Graduate Education School. The pages devoted to Rockefeller’s General Education Board in Collier and Horowitz’s The Rockefellers: An American Dynasty make a good simple introduction to another private endowment which ultimately will repay a Table of Contents Page 381
Page 1 and 2:
An Underground History of American
Page 3 and 4:
Change Agents Infiltrate ..........
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The Ford System And The Kronstadt C
Page 7 and 8:
Pathology As A Natural Byproduct ..
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Bianca, You Animal, Shut Up! Prolog
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combines, is there anything public
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As I traveled, I discovered a unive
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He drew... the things inside that n
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questions or on their implication;
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and I, in a dark time when all offi
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history, embedded in a personal ess
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Then, too, many Americans came out
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difference between Americans and ev
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war. [House was nine at the time.]
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fine-tuned judgments every day they
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2nd Rule—Unceasing kindness in to
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the philosophical split which infor
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scientific form became the main ecc
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inventors and technicians without p
Page 39 and 40:
How Hindu Schooling Came To America
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way to awaken intellect in the lowe
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Custer’s Last Stand in Montana ha
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liberty. Farragut When I was a scho
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Ben Franklin Ben Franklin was born
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prudential matters, both private an
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discovered some of my faults, and c
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friend, described Washington as a y
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school and was well on his way to i
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teaching "why it was unworthy of hi
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more Ben Franklins or Tom Edisons c
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1 This is the same Ellwood P. Cubbe
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mimic the "due process" practice of
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An Enclosure Movement For Children
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superintendents were wise to the fa
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state, but that was a radical contr
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oth parents from home and deposited
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and file of homeschoolers actually
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mental reflection in a way schoolbo
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Department, 80 percent of the incar
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scores then creates the illusion th
Page 81 and 82:
spiritual longings of ordinary peop
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molecular biology. There you have i
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The Ideology Of The Text Looking ba
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to represent sounds of their langua
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arose to satisfy demand for a popul
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point of a sharpened pencil into th
Page 93 and 94:
learning to read it was not necessa
Page 95 and 96:
The Pedagogy Of Literacy Between Ma
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some bit of data. The sheer luxury
Page 99 and 100:
the total victory of whole-word rea
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My own motive in being there was a
Page 103 and 104:
Such behavior provides the best exc
Page 105 and 106:
inventor of a reading system based
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Hector Of The Feeble-Mind See thirt
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Hector Isn't The Problem The countr
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"The only way you can squeak throug
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documents were destroyed at the dis
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Think of this thing for the moment
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My own school fell victim to a poli
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Chapter 5 True Believers and The Un
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Because of the predictable greed em
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neighbor to the community for the f
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and counting sticks (much as the Ar
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last quarter of the nineteenth cent
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too seriously. From it poured an ab
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attitude.... Much new educational l
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Carnegie’s "Gospel of Wealth" ide
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Books give children "false ideals o
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other of novelist Henry James. Jame
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Tent-Chautauqua did a great deal to
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church sociables and teachers’ co
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Chapter 6 The Lure Of Utopia Every
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flagrant opposition to the dominant
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Producing Artificial Wants Beginnin
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compulsion law intended to put chil
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extraordinary vision of the learned
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Between 1840 and 1860, male schoolt
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Evil, only bad attitudes, and those
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Rainey Harper, president of the Uni
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teacher can just put stuff in the s
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Chapter 7 The Prussian Connection P
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Germany, after a thousand years as
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Revolution, its social controls bei
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Under Frederick William II, Frederi
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lectures given by Robert Owen’s s
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where teaching and learning were al
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to create that abundance it became
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portraits, tapestries, giant gold-f
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of argument, now the Prussian conne
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slits in the grate like an armored
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would recognize the new opportunity
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This contradiction is not unknown a
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independence, knowledge, ability, c
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utilization—is more than offset b
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dangerous sciences was mostly limit
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The abundance of wood in the United
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industrialization and the demands o
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fort in 1832, was by 1838 a flouris
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chemical processes—is collected.
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The confinement of American childre
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Yet America had to be massified, an
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students with serious literature, p
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4. A fixation on maximum output. 5.
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usiness-industrial groups, but of t
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followed: by 1917 a bibliography of
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The National Press Attack On Academ
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himself is the prototypical social
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This dinner and its implications se
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monopolization of first the nation
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An Everlasting Faith Fabianism was
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These "educational missionaries" sp
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Bobbit said Gary schools were the w
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campaign can colonize your mind. Ev
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contracts for materials and service
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ole models. Old-fashioned teachers
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Chapter 10 My Green River Each pers
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was three. The carolers stood on a
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An incredible vision, these things,
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the physical presence of my town ne
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Monongahela, but there was not a si
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has also ruined its share of victim
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they were arguing over an abortion
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The spirit that came over Mother wh
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"And could you now face the back of
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every single day for an entire scho
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who commissioned stone sculptures f
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the steps into his subterranean wor
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Chapter 11 The Church The thesis I
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inferiors is a veritable manufactor
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It was nothing short of marvelous t
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Into the center of this racial exci
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altered the path of sexual selectio
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were seen to be clay, radical socia
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people. It was a genuine secret soc
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Her first muckraking book, Out of W
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actively seek assistance from busin
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Chapter 12 Daughters of the Barons
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The episcopal rule of British Ameri
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Peter Cookson and Caroline Persell
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The Order of the Three Crusades, 10
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monarchs of great Aryan houses. Abe
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followed were to call it: The right
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Unpopular Government Maine built a
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them to be bankers, financiers, par
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Francisco, the Pacific Union; in Wa
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eyond its immediate circle of assoc
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gigantic aggregate of capital and i
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creation of Fabian socialism and th
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consultancies were beginning to be
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Like much that passes for wisdom on
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ecome any type of specialist I migh
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This had immense influence on the s
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4 For instance, the serious problem
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of respect for the pedagogical ente
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Thus is the student victim led to t
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going on, selected tendrils from th
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Children were to be "loved into sub
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"New Thought Tide." Because many fe
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Margaret Sanger wrote, "the most me
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Napoleon Of Mind Science William Ja
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disciplines from child development
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Bending The Student To Reality Twic
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efore as the marching orders of the
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qualified to give expert opinion on
Page 329 and 330: people’s lives, became the most i
Page 331 and 332: coming out of the Decalogue, of Jud
Page 333 and 334: day-to-day meaning to compete again
Page 335 and 336: Everson v. Board Of Education (1947
Page 337 and 338: Judaism Religion is a school of its
Page 339 and 340: The neglected genius of American Ch
Page 341 and 342: Religion And Rationality The Suprem
Page 343 and 344: mathematical value so that citizens
Page 345 and 346: physical beauty or your wealth, you
Page 347 and 348: Chapter 15 The Psychopathology Of E
Page 349 and 350: guilty, once explained at a public
Page 351 and 352: from the assault on common sense. S
Page 353 and 354: What Really Goes On School wreaks h
Page 355 and 356: Ford. The role of grades, report ca
Page 357 and 358: cause to congratulate ourselves. (e
Page 359 and 360: ehavior. Now she laughs again. I ha
Page 361 and 362: Chapter 16 The Conspiracy Against O
Page 363 and 364: conspiracy against growing up, sad
Page 365 and 366: Published in 1918 near the end of t
Page 367 and 368: short-circuit entrepreneurial energ
Page 369 and 370: managed to survive and set the Nige
Page 371 and 372: Serving The Imperial Virus Toynbee
Page 373 and 374: intelligentsia is hated and despise
Page 375 and 376: The Release From Tutelage What kind
Page 377 and 378: close watch on three well-dispersed
Page 379: some topical. Nominally children, t
Page 383 and 384: middle-class American incomes is wo
Page 385 and 386: to divide school politics into a ma
Page 387 and 388: offered for selection as a Republic
Page 389 and 390: A Quality Education The mantra of "
Page 391 and 392: its purpose. We are left to assume
Page 393 and 394: After inspection, my architect pron
Page 395 and 396: There is no rival hypothesis to evo
Page 397 and 398: the decimal. Objections were overri
Page 399 and 400: in metaphor.) The rarely encountere
Page 401 and 402: particular culture it touches is de
Page 403 and 404: Magic At Work Magic in one form or
Page 405 and 406: There is perhaps no more naked stat
Page 407 and 408: What fascinates me most is the cold
Page 409 and 410: change. I learned that from Adam Sm
Page 411 and 412: Information technology people seek
Page 413 and 414: Later we chatted with the lady in a
Page 415 and 416: compensation for those whose busine
Page 417 and 418: social insecurity is the direct leg
Page 419 and 420: assumption that is found throughout
Page 421 and 422: away. It was late, I was tired. To
Page 423 and 424: twenty-six-foot boat and no nautica
Page 425 and 426: Roland’s unique creation—a live
Page 427 and 428: General Braddock and British tradit
Page 429 and 430: Braddock’s invincible army. Their
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Nothing in human history gives us a
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Don’t let a world of funny animal
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children free, we should understand
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anything. Anyway, whatever is chose
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Epilogue Only one nation refused to
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