At the start of WWII millions of men showed up at registration offices to take low-level academic tests before being inducted. The years of maximum mobilization were 1942 to1944; the fighting force had been mostly schooled in the 1930s, both those inducted and those turned away. Of the 18 million men were tested, 17,280,000 of them were judged to have the minimum competence in reading required to be a soldier, a 96 percent literacy rate. Although this was a 2 percent fall-off from the 98 percent rate among voluntary military applicants ten years earlier, the dip was so small it didn’t worry anybody.WWII was over in 1945. Six years later another war began in Korea. Several million men were tested for military service but this time 600,000 were rejected. Literacy in the draft pool had dropped to 81 percent, even though all that was needed to classify a soldier as literate was fourth- grade reading proficiency. In the few short years from the beginning of WWII to Korea, a terrifying problem of adult illiteracy had appeared. The Korean War group received most of its schooling in the 1940s, and it had more years in school with more professionally trained personnel and more scientifically selected textbooks than the WWII men, yet it could not read, write, count, speak, or think as well as the earlier, less-schooled contingent.
A third American war began in the mid-1960s. By its end in 1973 the number of men found noninductible by reason of inability to read safety instructions, interpret road signs, decipher orders, and so on—in other words, the number found illiterate—had reached 27 percent of the total pool. Vietnam-era young men had been schooled in the 1950s and the 1960s—much better schooled than either of the two earlier groups—but the 4 percent illiteracy of 1941 which had transmuted into the 19 percent illiteracy of 1952 had now had grown into the 27 percent illiteracy of 1970. Not only had the fraction of competent readers dropped to 73 percent but a substantial chunk of even those were only barely adequate; they could not keep abreast of developments by reading a newspaper, they could not read for pleasure, they could not sustain a thought or an argument, they could not write well enough to manage their own affairs without assistance.
Consider how much more compelling this steady progression of intellectual blindness is when we track it through army admissions tests rather than college admissions scores and standardized reading tests, which inflate apparent proficiency by frequently changing the way the tests are scored.
Looking back, abundant data exist from states like Connecticut and Massachusetts to show that by 1840 the incidence of complex literacy in the United States was between 93 and 100 percent wherever such a thing mattered. According to the Connecticut census of 1840, only one citizen out of every 579 was illiterate and you probably don’t want to know, not really, what people in those days considered literate; it’s too embarrassing. Popular novels of the period give a clue: Last of the Mohicans, published in 1826, sold so well that a contemporary equivalent would have to move 10 million copies to match it. If you pick up an uncut version you find yourself in a dense thicket of philosophy, history, culture, manners, politics, geography, analysis of human motives and actions, all conveyed in data-rich periodic sentences so formidable only a determined and well-educated reader can handle it nowadays.
Tag: QotD
Quote of the Day – John Taylor Gatto (Pt. 9)
In 1973, Catherine Barrett, president of the National Education Association, said, “Dramatic changes in the way we raise our children are indicated, particularly in terms of schooling…we will be agents of change.” By 1989, a senior director of the Mid-Continent Regional Educational Laboratory told the fifty governors of American states that year assembled to discuss government schooling. “What we’re into is total restructuring of society.” It doesn’t get much plainer than that. There is no record of a single governor objecting.Two years later Gerald Bracey, a leading professional promoter of government schooling, wrote in his annual report to clients: “We must continue to produce an uneducated social class.” Overproduction was the bogey of industrialists in 1900; a century later underproduction made possible by dumbed-down schooling had still to keep that disease in check.
And from A Nation at Risk (1983):
If an unfriendly foreign power had attempted to impose on America the mediocre educational performance that exists today, we might well have viewed it as an act of war. As it stands, we have allowed this to happen to ourselves.
Quote of the Day – John Taylor Gatto (Pt. 8)
Between 1896 and 1920, a small group of industrialists and financiers, together with their private charitable foundations, subsidized university chairs, university researchers, and school administrators, spent more money on forced schooling than the government itself did. Carnegie and Rockefeller, as late as 1915, were spending more themselves. In this laissez-faire fashion a system of modern schooling was constructed without public participation. The motives for this are undoubtedly mixed, but it will be useful for you to hear a few excerpts from the first mission statement of Rockefeller’s General Education Board as they occur in a document called Occasional Letter Number One (1906):In our dreams…people yield themselves with perfect docility to our molding hands. The present educational conventions [intellectual and character education] fade from our minds, and unhampered by tradition we work our own good will upon a grateful and responsive folk. We shall not try to make these people or any of their children into philosophers or men of learning or men of science. We have not to raise up from among them authors, educators, poets or men of letters. We shall not search for embryo great artists, painters, musicians, nor lawyers, doctors, preachers, politicians, statesmen, of whom we have ample supply. The task we set before ourselves is very simple…we will organize children…and teach them to do in a perfect way the things their fathers and mothers are doing in an imperfect way.
This mission statement will reward multiple rereadings.
And I will now quote Henry Louis Mencken from the early 1930’s on the subject of public education:
That erroneous assumption is to the effort that the aim of public education is to fill the young of the species with knowledge and awaken their intelligence….Nothing could be further from the truth. The aim of public education is not to spread enlightenment at all; it is simply to reduce as many individuals as possible to the same safe level, to breed and train a standardized citizenry, to put down dissent and originality. That is its aim in the United States, whatever the pretensions of politicians, pedagogues, and other such mountebanks, and that is its aim everywhere else.—
And what is a good citizen? Simply one who never says, does or thinks anything that is unusual. Schools are maintained in order to bring this uniformity up to the highest possible point. A school is a hopper into which children are heaved while they are still young and tender; therein they are pressed into certain standard shapes and covered from head to heels with official rubber-stamps.
Quote of the Day – John Taylor Gatto (Pt. 7)
The secret of American schooling is that it doesn’t teach the way children learn, and it isn’t supposed to; school was engineered to serve a concealed command economy and a deliberately re-stratified social order. It wasn’t made for the benefit of kids and families as those individuals and institutions would define their own needs. School is the first impression children get of organized society; like most first impressions, it is the lasting one. Life according to school is dull and stupid, only consumption promises relief: Coke, Big Macs, fashion jeans, that’s where real meaning is found, that is the classroom’s lesson, however indirectly delivered.
The decisive dynamics which make forced schooling poisonous to healthy human development aren’t hard to spot. Work in classrooms isn’t significant work; it fails to satisfy real needs pressing on the individual; it doesn’t answer real questions experience raises in the young mind; it doesn’t contribute to solving any problem encountered in actual life. The net effect of making all schoolwork external to individual longings, experiences, questions, and problems is to render the victim listless. This phenomenon has been well-understood at least since the time of the British enclosure movement which forced small farmers off their land into factory work. Growth and mastery come only to those who vigorously self-direct. Initiating, creating, doing, reflecting, freely associating, enjoying privacy—these are precisely what the structures of schooling are set up to prevent, on one pretext or another.
As I watched it happen, it took about three years to break most kids, three years confined to environments of emotional neediness with nothing real to do.
Quote of the Day – John Taylor Gatto (Pt. 6)
…between 1967 and 1974, teacher training in the United States was covertly revamped through coordinated efforts of a small number of private foundations, select universities, global corporations, think tanks, and government agencies, all coordinated through the U.S. Office of Education and through key state education departments like those in California, Texas, Michigan, Pennsylvania, and New York.
Important milestones of the transformation were: 1) an extensive government exercise in futurology called Designing Education for the Future, 2) the Behavioral Science Teacher Education Project, and 3) Benjamin Bloom’s multivolume Taxonomy of Educational Objectives, an enormous manual of over a thousand pages which, in time, impacted every school in America. While other documents exist, these three are appropriate touchstones of the whole, serving to make clear the nature of the project underway.
Take them one by one and savor each. Designing Education, produced by the Education Department, redefined the term “education” after the Prussian fashion as “a means to achieve important economic and social goals of a national character.” State education agencies would henceforth act as on-site federal enforcers, ensuring the compliance of local schools with central directives. Each state education department was assigned the task of becoming “an agent of change” and advised to “lose its independent identity as well as its authority,” in order to “form a partnership with the federal government.”
The second document, the gigantic Behavioral Science Teacher Education Project, outlined teaching reforms to be forced on the country after 1967. If you ever want to hunt this thing down, it bears the U.S. Office of Education Contract Number OEC-0-9-320424-4042 (B10). The document sets out clearly the intentions of its creators — nothing less than “impersonal manipulation” through schooling of a future America in which “few will be able to maintain control over their opinions,” an America in which “each individual receives at birth a multi-purpose identification number” which enables employers and other controllers to keep track of underlings and to expose them to direct or subliminal influence when necessary. Readers learned that “chemical experimentation” on minors would be normal procedure in this post-1967 world, a pointed foreshadowing of the massive Ritalin interventions which now accompany the practice of forced schooling.
The Behavioral Science Teacher Education Project identified the future as one “in which a small elite” will control all important matters, one where participatory democracy will largely disappear. Children are made to see, through school experiences, that their classmates are so cruel and irresponsible, so inadequate to the task of self-discipline, and so ignorant they need to be controlled and regulated for society’s good. Under such a logical regime, school terror can only be regarded as good advertising. It is sobering to think of mass schooling as a vast demonstration project of human inadequacy, but that is at least one of its functions.
Quote of the Day – Belmont Club Edition
A short break from excerpts of John Taylor Gatto’s The Underground History of American Education, today’s QotD comes from Wretchard, and this weekend’s Who Will Bell the Cat?
Let’s spell out it again for emphasis. “The Obama administration can’t do a damn thing.” So too bad about the Syrian people. Too bad about the real and dire consequences of Syria falling apart, watching its WMDs (are you sure? Where did they come from?) fall into the wrong hands, become a locus for regional instability. Too bad about everything. Because “the Obama administration can’t do a damn thing.”And that’s all she wrote.
All these years the Euroleft has wanted to see a chastened America. One incapable of acting. An America that was just another country; a hamstrung giant. Well they have it now. So they must like it. Someone once said, be careful what you wish for, because you might get it.
Quote of the Day – John Taylor Gatto (Pt. 5)
From the beginning, there was purpose behind forced schooling, purpose which had nothing to do with what parents, kids, or communities wanted. Instead, this grand purpose was forged out of what a highly centralized corporate economy and system of finance bent on internationalizing itself was thought to need; that, and what a strong, centralized political state needed, too. School was looked upon from the first decade of the twentieth century as a branch of industry and a tool of governance. For a considerable time, probably provoked by a climate of official anger and contempt directed against immigrants in the greatest displacement of people in history, social managers of schooling were remarkably candid about what they were doing. In a speech he gave before businessmen prior to the First World War, Woodrow Wilson made this unabashed disclosure:We want one class to have a liberal education. We want another class, a very much larger class of necessity, to forgo the privilege of a liberal education and fit themselves to perform specific difficult manual tasks.
—
I know how difficult it is for most of us who mow our lawns and walk our dogs to comprehend that long-range social engineering even exists, let alone that it began to dominate compulsion schooling nearly a century ago. Yet the 1934 edition of Ellwood P. Cubberley’s Public Education in the United States is explicit about what happened and why. As Cubberley puts it:
It has come to be desirable that children should not engage in productive labor. On the contrary, all recent thinking…[is] opposed to their doing so. Both the interests of organized labor and the interests of the nation have set against child labor.
The statement occurs in a section of Public Education called “A New Lengthening of the Period of Dependence,” in which Cubberley explains that “the coming of the factory system” has made extended childhood necessary by depriving children of the training and education that farm and village life once gave. With the breakdown of home and village industries, the passing of chores, and the extinction of the apprenticeship system by large-scale production with its extreme division of labor (and the “all conquering march of machinery”), an army of workers has arisen, said Cubberley, who know nothing.
Furthermore, modern industry needs such workers. Sentimentality could not be allowed to stand in the way of progress. According to Cubberley, with “much ridicule from the public press” the old book-subject curriculum was set aside, replaced by a change in purpose and “a new psychology of instruction which came to us from abroad.” That last mysterious reference to a new psychology is to practices of dumbed-down schooling common to England, Germany, and France, the three major world coal-powers (other than the United States), each of which had already converted its common population into an industrial proletariat.
Arthur Calhoun’s 1919 Social History of the Family notified the nation’s academics what was happening. Calhoun declared that the fondest wish of utopian writers was coming true, the child was passing from its family “into the custody of community experts.” He offered a significant forecast, that in time we could expect to see public education “designed to check the mating of the unfit.” Three years later, Mayor John F. Hylan of New York said in a public speech that the schools had been seized as an octopus would seize prey, by “an invisible government.” He was referring specifically to certain actions of the Rockefeller Foundation and other corporate interests in New York City which preceded the school riots of 1917.
The 1920s were a boom period for forced schooling as well as for the stock market. In 1928, a well-regarded volume called A Sociological Philosophy of Education claimed, “It is the business of teachers to run not merely schools but the world.”
Quote of the Day – John Taylor Gatto (Pt. 4)
Sometimes the best hiding place is right in the open. It took seven years of reading and reflection for me to finally figure out that mass schooling of the young by force was a creation of the four great coal powers of the nineteenth century. It was under my nose, of course, but for years I avoided seeing what was there because no one else seemed to notice. Forced schooling arose from the new logic of the Industrial Age—the logic imposed on flesh and blood by fossil fuel and high-speed machinery.This simple reality is hidden from view by early philosophical and theological anticipations of mass schooling in various writings about social order and human nature. But you shouldn’t be fooled any more than Charles Francis Adams was fooled when he observed in 1880 that what was being cooked up for kids unlucky enough to be snared by the newly proposed institutional school net combined characteristics of the cotton mill and the railroad with those of a state prison.
After the Civil War, utopian speculative analysis regarding isolation of children in custodial compounds where they could be subjected to deliberate molding routines, began to be discussed seriously by the Northeastern policy elites of business, government, and university life. These discussions were inspired by a growing realization that the productive potential of machinery driven by coal was limitless. Railroad development made possible by coal and startling new inventions like the telegraph, seemed suddenly to make village life and local dreams irrelevant. A new governing mind was emerging in harmony with the new reality.
The principal motivation for this revolution in family and community life might seem to be greed, but this surface appearance conceals philosophical visions approaching religious exaltation in intensity—that effective early indoctrination of all children would lead to an orderly scientific society, one controlled by the best people, now freed from the obsolete straitjacket of democratic traditions and historic American libertarian attitudes.
Forced schooling was the medicine to bring the whole continental population into conformity with these plans so that it might be regarded as a “human resource” and managed as a “workforce.” No more Ben Franklins or Tom Edisons could be allowed; they set a bad example. One way to manage this was to see to it that individuals were prevented from taking up their working lives until an advanced age when the ardor of youth and its insufferable self-confidence had cooled.
Quote of the Day – John Taylor Gatto (Pt. 3)
Another excerpt from The Underground History of American Education:
By standards of the time, America was utopia already. No grinding poverty, no dangerous national enemies, no indigenous tradition beyond a general spirit of exuberant optimism, a belief the land had been touched by destiny, a conviction Americans could accomplish anything. John Jay wrote to Jefferson in 1787, “The enterprise of our country is inconceivable”—inconceivable, that is, to the British, Germans, and French, who were accustomed to keeping the common population on a leash. Our colonial government was the creation of the Crown, of course, but soon a fantastic idea began to circulate, a belief that people might create or destroy governments at their will.
The empty slate of the new republic made it vulnerable to advanced utopian thinking. While in England and Germany, temptation was great to develop and use Oriental social machinery to bend mass population into an instrument of elite will, in America there was no hereditary order or traditional direction. We were a nation awash in literate, self-reliant men and women, the vast majority with an independent livelihood or ambitions toward getting one. Americans were inventors and technicians without precedent, entrepreneurs unlocked from traditional controls, dreamers, confidence men, flim-flam artists. There never was a social stew quite like it.
The practical difficulties these circumstances posed to utopian governing would have been insuperable except for one seemingly strange source of enthusiasm for such an endeavor in the business community. That puzzle can be solved by considering how the promise of democracy was a frightening terra incognita to men of substance. To look to men like Sam Adams or Tom Paine as directors of the future was like looking down the barrel of a loaded gun, at least to people of means. So the men who had begun the Revolution were eased out by the men who ended it.
Quote of the Day – John Taylor Gatto (Pt. 2)
From his Underground History of American Education:
The official use of common schooling was invented by Plato; after him the idea languished, its single torchbearer the Church. Educational offerings from the Church were intended for, though not completely limited to, those young whose parentage qualified them as a potential Guardian class. You would hardly know this from reading any standard histories of Western schooling intended for the clientele of teacher colleges.Intense development of the Platonic ideal of comprehensive social control through schooling suddenly reappeared two-thousand years later in eighteenth-century France at the hands of a philosophical cultus known to history as philosophes, enthusiastic promoters of the bizarre idea of mass forced schooling. Most prominent among them, a self-willed man named Jean Jacques Rousseau. To add piquancy to Rousseau’s thought, you need to know that when they were born, he chose to give away his own five offspring to strangers at birth. If any man captures the essence of enlightenment transformation, it is Rousseau.
The Enlightenment “project” was conceived as a series of stages, each further leveling mankind, collectivizing ordinary humanity into a colonial organism like a volvox.
—
The ideal of a leveling Oriental pedagogy expressed through government schooling was promoted by Jacobin orators of the French National Convention in the early 1790s, the commencement years of our own republic. The notion of forced schooling was irresistible to French radicals, an enthusiasm whose foundation had been laid in preceding centuries by utopian writers like Harrington (Oceania), More (Utopia), Bacon (New Atlantis), Campanella (City of the Sun), and in other speculative fantasy embracing the fate of children. Cultivating a collective social organism was considered the ingredient missing from feudal society, an ingredient which would allow the West the harmony and stability of the East.
Utopian schooling (was) never about learning in the traditional sense; it’s about the transformation of human nature.
(My emphasis.)