Views
11 months ago

gat

In thirty years of

In thirty years of operation, Sudbury has never had a single kid who didn’t learn to read. All this is aided by a magnificent school library on open shelves where books are borrowed and returned on the honor system. About 65 percent of Sudbury kids go on to good colleges. The place has never seen a case of dyslexia. (That’s not to say some kids don’t reverse letters and such from time to time, but such conditions are temporary and self-correcting unless institutionalized into a disease.) So Sudbury doesn’t even teach reading yet all its kids learn to read and even like reading. What could be going on there that we don’t understand? Bootie Zimmer The miracle woman who taught me to read was my mother, Bootie. Bootie never got a college degree, but nobody despaired about that because daily life went right along then without too many college graduates. Here was Bootie’s scientific method: she would hold me on her lap and read to me while she ran her finger under the words. That was it, except to read always with a lively expression in her voice and eyes, to answer my questions, and from time to time to give me some practice with different letter sounds. One thing more is important. For a long time we would sing, "A, B, C, D, E, F, G,.......H, I, J, K, LMNOP..." and so on, every single day. We learned to love each letter. She would read tough stories as well as easy ones. Truth is, I don’t think she could readily tell the difference any more than I could. The books had some pictures but only a few; words made up the center of attention. Pictures have nothing at all to do with learning to love reading, except too many of them will pretty much guarantee that it never happens. Over fifty years ago my mother Bootie Zimmer chose to teach me to read well. She had no degrees, no government salary, no outside encouragement, yet her private choice to make me a reader was my passport to a good and adventurous life. Bootie, the daughter of a Bavarian printer, said "Nuts!" to the Prussian system. She voted for her own right to decide, and for that I will always be in her debt. She gave me a love of language and it didn’t cost much. Anybody could have the same, if schooling hadn’t abandoned its duty so flagrantly. False Premises The religious purpose of modern schooling was announced clearly by the legendary University of Wisconsin sociologist Edward A. Ross in 1901 in his famous book, Social Control. Your librarian should be able to locate a copy for you without much trouble. In it Ed Ross wrote these words for his prominent following: "Plans are underway to replace community, family, and church with propaganda, education, and mass media....the State shakes loose from Church, reaches out to School.... People are only little plastic lumps of human dough." Social Control revolutionized the discipline of sociology and had powerful effects on the other human sciences: in social science it guided the direction of political science, economics, and psychology; in biology it influenced genetics, eugenics, and psychobiology. It played a critical role in the conception and design of Table of Contents Page 82

molecular biology. There you have it in a nutshell. The whole problem with modern schooling. It rests on a nest of false premises. People are not little plastic lumps of dough. They are not blank tablets as John Locke said they were, they are not machines as de La Mettrie hoped, not vegetables as Friedrich Froebel, inventor of kindergartens, hypothesized, not organic mechanisms as Wilhelm Wundt taught every psychology department in America at the turn of the century, nor are they repertoires of behaviors as Watson and Skinner wanted. They are not, as the new crop of systems thinkers would have it, mystically harmonious microsystems interlocking with grand macrosystems in a dance of atomic forces. I don’t want to be crazy about this; locked in a lecture hall or a bull session there’s probably no more harm in these theories than reading too many Italian sonnets all at one sitting. But when each of these suppositions is sprung free to serve as a foundation for school experiments, it leads to frightfully oppressive practices. One of the ideas that empty-child thinking led directly to was the notion that human breeding could be enhanced or retarded as plant and animal breeding was—by scientific gardeners and husbandmen. Of course, the time scale over which this was plotted to happen was quite long. Nobody expected it to be like breeding fruit flies, but it was a major academic, governmental, and even military item generously funded until Hitler’s proactive program (following America’s lead) grew so embarrassing by 1939 that our own projects and plans were made more circumspect. Back at the beginning of the twentieth century, the monstrously influential Edward Thorndike of Columbia Teachers College said that school would establish conditions for "selective breeding before the masses take things into their own hands." The religious purpose of modern schooling was embarrassingly evident back when Ross and Thorndike were on center stage, but they were surrounded by many like-minded friends. Another major architect of standardized testing, H.H. Goddard, said in his book Human Efficiency (1920) that government schooling was about "the perfect organization of the hive." He said standardized testing was a way to make lower classes recognize their own inferiority. Like wearing a dunce cap, it would discourage them from breeding and having ambition. Goddard was head of the Psychology Department at Princeton, so imagine the effect he had on the minds of the doctoral candidates he coached, and there were hundreds. We didn’t leave the religious purpose of modern schooling back in the early years of the century. In April of 1996, Al Shanker of the AFT said in his regular New York Times split-page advertisement that every teacher was really a priest. A System Of State Propaganda Something strange is going on in schools and has been going on for quite some time. Whatever it is does not arise from the main American traditions. As closely as I can track the thing through the attitudes, practices, and stated goals of the shadowy crew who make a good living skulking around educational "laboratories," think tanks, and foundations, we are experiencing an attempt, successful so far, to reimpose the strong-state, strong social class attitudes of England and Table of Contents Page 83

  • Page 1 and 2:

    An Underground History of American

  • Page 3 and 4:

    Change Agents Infiltrate ..........

  • Page 5 and 6:

    The Ford System And The Kronstadt C

  • Page 7 and 8:

    Pathology As A Natural Byproduct ..

  • Page 9 and 10:

    Bianca, You Animal, Shut Up! Prolog

  • Page 11 and 12:

    combines, is there anything public

  • Page 13 and 14:

    As I traveled, I discovered a unive

  • Page 15 and 16:

    He drew... the things inside that n

  • Page 17 and 18:

    questions or on their implication;

  • Page 19 and 20:

    and I, in a dark time when all offi

  • Page 21 and 22:

    history, embedded in a personal ess

  • Page 23 and 24:

    Then, too, many Americans came out

  • Page 25 and 26:

    difference between Americans and ev

  • Page 27 and 28:

    war. [House was nine at the time.]

  • Page 29 and 30:

    fine-tuned judgments every day they

  • Page 31 and 32: 2nd Rule—Unceasing kindness in to
  • Page 33 and 34: the philosophical split which infor
  • Page 35 and 36: scientific form became the main ecc
  • Page 37 and 38: inventors and technicians without p
  • Page 39 and 40: How Hindu Schooling Came To America
  • Page 41 and 42: way to awaken intellect in the lowe
  • Page 43 and 44: Custer’s Last Stand in Montana ha
  • Page 45 and 46: liberty. Farragut When I was a scho
  • Page 47 and 48: Ben Franklin Ben Franklin was born
  • Page 49 and 50: prudential matters, both private an
  • Page 51 and 52: discovered some of my faults, and c
  • Page 53 and 54: friend, described Washington as a y
  • Page 55 and 56: school and was well on his way to i
  • Page 57 and 58: teaching "why it was unworthy of hi
  • Page 59 and 60: more Ben Franklins or Tom Edisons c
  • Page 61 and 62: 1 This is the same Ellwood P. Cubbe
  • Page 63 and 64: mimic the "due process" practice of
  • Page 65 and 66: An Enclosure Movement For Children
  • Page 67 and 68: superintendents were wise to the fa
  • Page 69 and 70: state, but that was a radical contr
  • Page 71 and 72: oth parents from home and deposited
  • Page 73 and 74: and file of homeschoolers actually
  • Page 75 and 76: mental reflection in a way schoolbo
  • Page 77 and 78: Department, 80 percent of the incar
  • Page 79 and 80: scores then creates the illusion th
  • Page 81: spiritual longings of ordinary peop
  • Page 85 and 86: The Ideology Of The Text Looking ba
  • Page 87 and 88: to represent sounds of their langua
  • Page 89 and 90: arose to satisfy demand for a popul
  • Page 91 and 92: 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
  • Page 97 and 98: some bit of data. The sheer luxury
  • Page 99 and 100: the total victory of whole-word rea
  • Page 101 and 102: 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
  • Page 107 and 108: Hector Of The Feeble-Mind See thirt
  • Page 109 and 110: Hector Isn't The Problem The countr
  • Page 111 and 112: "The only way you can squeak throug
  • Page 113 and 114: documents were destroyed at the dis
  • Page 115 and 116: Think of this thing for the moment
  • Page 117 and 118: My own school fell victim to a poli
  • Page 119 and 120: Chapter 5 True Believers and The Un
  • Page 121 and 122: Because of the predictable greed em
  • Page 123 and 124: neighbor to the community for the f
  • Page 125 and 126: and counting sticks (much as the Ar
  • Page 127 and 128: last quarter of the nineteenth cent
  • Page 129 and 130: too seriously. From it poured an ab
  • Page 131 and 132: attitude.... Much new educational l
  • Page 133 and 134:

    Carnegie’s "Gospel of Wealth" ide

  • Page 135 and 136:

    Books give children "false ideals o

  • Page 137 and 138:

    other of novelist Henry James. Jame

  • Page 139 and 140:

    Tent-Chautauqua did a great deal to

  • Page 141 and 142:

    church sociables and teachers’ co

  • Page 143 and 144:

    Chapter 6 The Lure Of Utopia Every

  • Page 145 and 146:

    flagrant opposition to the dominant

  • Page 147 and 148:

    Producing Artificial Wants Beginnin

  • Page 149 and 150:

    compulsion law intended to put chil

  • Page 151 and 152:

    extraordinary vision of the learned

  • Page 153 and 154:

    Between 1840 and 1860, male schoolt

  • Page 155 and 156:

    Evil, only bad attitudes, and those

  • Page 157 and 158:

    Rainey Harper, president of the Uni

  • Page 159 and 160:

    teacher can just put stuff in the s

  • Page 161 and 162:

    Chapter 7 The Prussian Connection P

  • Page 163 and 164:

    Germany, after a thousand years as

  • Page 165 and 166:

    Revolution, its social controls bei

  • Page 167 and 168:

    Under Frederick William II, Frederi

  • Page 169 and 170:

    lectures given by Robert Owen’s s

  • Page 171 and 172:

    where teaching and learning were al

  • Page 173 and 174:

    to create that abundance it became

  • Page 175 and 176:

    portraits, tapestries, giant gold-f

  • Page 177 and 178:

    of argument, now the Prussian conne

  • Page 179 and 180:

    slits in the grate like an armored

  • Page 181 and 182:

    would recognize the new opportunity

  • Page 183 and 184:

    This contradiction is not unknown a

  • Page 185 and 186:

    independence, knowledge, ability, c

  • Page 187 and 188:

    utilization—is more than offset b

  • Page 189 and 190:

    dangerous sciences was mostly limit

  • Page 191 and 192:

    The abundance of wood in the United

  • Page 193 and 194:

    industrialization and the demands o

  • Page 195 and 196:

    fort in 1832, was by 1838 a flouris

  • Page 197 and 198:

    chemical processes—is collected.

  • Page 199 and 200:

    The confinement of American childre

  • Page 201 and 202:

    Yet America had to be massified, an

  • Page 203 and 204:

    students with serious literature, p

  • Page 205 and 206:

    4. A fixation on maximum output. 5.

  • Page 207 and 208:

    usiness-industrial groups, but of t

  • Page 209 and 210:

    followed: by 1917 a bibliography of

  • Page 211 and 212:

    The National Press Attack On Academ

  • Page 213 and 214:

    himself is the prototypical social

  • Page 215 and 216:

    This dinner and its implications se

  • Page 217 and 218:

    monopolization of first the nation

  • Page 219 and 220:

    An Everlasting Faith Fabianism was

  • Page 221 and 222:

    These "educational missionaries" sp

  • Page 223 and 224:

    Bobbit said Gary schools were the w

  • Page 225 and 226:

    campaign can colonize your mind. Ev

  • Page 227 and 228:

    contracts for materials and service

  • Page 229 and 230:

    ole models. Old-fashioned teachers

  • Page 231 and 232:

    Chapter 10 My Green River Each pers

  • Page 233 and 234:

    was three. The carolers stood on a

  • Page 235 and 236:

    An incredible vision, these things,

  • Page 237 and 238:

    the physical presence of my town ne

  • Page 239 and 240:

    Monongahela, but there was not a si

  • Page 241 and 242:

    has also ruined its share of victim

  • Page 243 and 244:

    they were arguing over an abortion

  • Page 245 and 246:

    The spirit that came over Mother wh

  • Page 247 and 248:

    "And could you now face the back of

  • Page 249 and 250:

    every single day for an entire scho

  • Page 251 and 252:

    who commissioned stone sculptures f

  • Page 253 and 254:

    the steps into his subterranean wor

  • Page 255 and 256:

    Chapter 11 The Church The thesis I

  • Page 257 and 258:

    inferiors is a veritable manufactor

  • Page 259 and 260:

    It was nothing short of marvelous t

  • Page 261 and 262:

    Into the center of this racial exci

  • Page 263 and 264:

    altered the path of sexual selectio

  • Page 265 and 266:

    were seen to be clay, radical socia

  • Page 267 and 268:

    people. It was a genuine secret soc

  • Page 269 and 270:

    Her first muckraking book, Out of W

  • Page 271 and 272:

    actively seek assistance from busin

  • Page 273 and 274:

    Chapter 12 Daughters of the Barons

  • Page 275 and 276:

    The episcopal rule of British Ameri

  • Page 277 and 278:

    Peter Cookson and Caroline Persell

  • Page 279 and 280:

    The Order of the Three Crusades, 10

  • Page 281 and 282:

    monarchs of great Aryan houses. Abe

  • Page 283 and 284:

    followed were to call it: The right

  • Page 285 and 286:

    Unpopular Government Maine built a

  • Page 287 and 288:

    them to be bankers, financiers, par

  • Page 289 and 290:

    Francisco, the Pacific Union; in Wa

  • Page 291 and 292:

    eyond its immediate circle of assoc

  • Page 293 and 294:

    gigantic aggregate of capital and i

  • Page 295 and 296:

    creation of Fabian socialism and th

  • Page 297 and 298:

    consultancies were beginning to be

  • Page 299 and 300:

    Like much that passes for wisdom on

  • Page 301 and 302:

    ecome any type of specialist I migh

  • Page 303 and 304:

    This had immense influence on the s

  • Page 305 and 306:

    4 For instance, the serious problem

  • Page 307 and 308:

    of respect for the pedagogical ente

  • Page 309 and 310:

    Thus is the student victim led to t

  • Page 311 and 312:

    going on, selected tendrils from th

  • Page 313 and 314:

    Children were to be "loved into sub

  • Page 315 and 316:

    "New Thought Tide." Because many fe

  • Page 317 and 318:

    Margaret Sanger wrote, "the most me

  • Page 319 and 320:

    Napoleon Of Mind Science William Ja

  • Page 321 and 322:

    disciplines from child development

  • Page 323 and 324:

    Bending The Student To Reality Twic

  • Page 325 and 326:

    efore as the marching orders of the

  • Page 327 and 328:

    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 and 380:

    some topical. Nominally children, t

  • Page 381 and 382:

    2) Teacher training colleges 3) Res

  • 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

  • Page 431 and 432:

    Nothing in human history gives us a

  • Page 433 and 434:

    Don’t let a world of funny animal

  • Page 435 and 436:

    children free, we should understand

  • Page 437 and 438:

    anything. Anyway, whatever is chose

  • Page 439 and 440:

    Epilogue Only one nation refused to

Scientifically-Based Evidence - Fisher Scientific
hist2330 medieval europe, 1050 to the reformation - Memorial ...
Guidelines for Co-Teaching in Texas - Region 17
john-taylor-gatto-weapons-of-mass-instruction
Science, Engineering, and Technology (SET) - 4-H
Download this issue - Teachers College Columbia University
bok%3A978-0-387-09446-5.pdf?auth66=1407313800_9332ae3fadfe419abfa5406962b08ef0&ext=
DPC.statement.web
Academy of Distinguished Medical Educators - Pritzker School of ...
Contents of this book - WSEAS
Supporting future-oriented learning & teaching - Western Springs ...
Voices of young people experiencing educational disadvantage
Improving High School Computer Science Education
Keystone - Home Education Foundation
Science Content Standards - Curriculum Frameworks (CA ... - scwibles
School & Teacher 2012-2013 Catalogue (PDF) - Newark Museum
Reading in the Disciplines - Carnegie Corporation of New York
Contents of this book - WSEAS
Managing Hurricane Relief - Center for Digital Education
Computer Games and Learning where next finalv2 - University of ...
National Education Standards - ETS
Download Document - Office for Learning and Teaching