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Archive for public schools

By John Taylor Gatto, originally published in Harpers, September 2003.

How public education cripples our kids, and why

Public School Assembly LineI taught for thirty years in some of the worst schools in Manhattan, and in some of the best, and during that time I became an expert in boredom. Boredom was everywhere in my world, and if you asked the kids, as I often did, why they felt so bored, they always gave the same answers: They said the work was stupid, that it made no sense, that they already knew it. They said they wanted to be doing something real, not just sitting around. They said teachers didn’t seem to know much about their subjects and clearly weren’t interested in learning more. And the kids were right: their teachers were every bit as bored as they were.

Boredom is the common condition of schoolteachers, and anyone who has spent time in a teachers’ lounge can vouch for the low energy, the whining, the dispirited attitudes, to be found there. When asked why they feel bored, the teachers tend to blame the kids, as you might expect. Who wouldn’t get bored teaching students who are rude and interested only in grades? If even that. Of course, teachers are themselves products of the same twelve-year compulsory school programs that so thoroughly bore their students, and as school personnel they are trapped inside structures even more rigid than those imposed upon the children. Who, then, is to blame? Read More→

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Jun
12

Teensploitation

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This entry is part 20 of 22 in the series Great Libertarian Memes

This article is #20 of a weekly series highlighting the former memes of Bureaucrash, an organization once headed by my friends Pete Eyre and Jason Talley of the Motorhome Diaries. The memes were originally authored by Pete Eyre and Anja Hartleb-Parson, and were intended as means of communicating ideas about liberty in catchy and succinct ways.

Far from being environments conducive to learning, schools across the world coerce students to conform to the whims of politicians and bureaucrats. Billed as bastions of free expression, intellectual honesty and rigor, administrators have turned schools into prisons for the mind, where one-size-fits-all policies are forced upon youth and where independent thoughts are discarded. It’s a world in which the government will tell a student what they can and can’t think, wear, say, or do. It’s a world that crushes the individual for the benefit of those in power — a practice we’ve dubbed “Teensploitation.”

Teensploitation is intellectual slavery. Government schools, while alleging to perpetuate diversity, are centers of statist thought. Today, in virtually every class, students are taught to turn to the government when confronted with a problem, rather than to think for themselves, take their own initiative and bear the accompanying responsibility. Students are told that it is their duty to pay their taxes, to vote, and to accept regulations as good things, and that government is needed to protect the less-fortunate from the onslaught of capitalism. Students are rewarded not for documenting how entrepreneurs and voluntary transactions create wealth and thus lift people from poverty, but for proposing ever-more-invasive government programs under vague notions of “social justice.” Teachers parrot socialist ideas: that market failure rather than government policies caused and exacerbated the Great Depression; that redistribution is “just”; that students should listen to them and others in government because they “know what is good for them.” And like socialism, this one-size-fits-all education means that all students are treated the same — at the lowest common denominator so that none are left behind. Ever wonder why the brightest students are often bored? As H.L. Mencken stated, “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.”

Government schools elevate the good of the collective at the expense of the individual. Teachers tell students that the good of society, or a whole race or ethnicity ranks above that of an individual. That minority rights must be protected at the expense of individual rights. But isn’t the smallest minority the individual? Further, forcing diversity on students through programs such as affirmative action only reinforces prejudices that categorize people based on a factor outside of their control (i.e. their race/ethnicity). Using race to sort people is racist by definition. To escape the epidemic of racial conflict students need only grasp that civil society and free markets are the great equalizers, not the state, as is preached in government schools. For example, a business owner does not need the government to tell her who to hire. If she wants to stay competitive she’ll hire the most qualified person, regardless of their skin color or gender. If she doesn’t, her competitor will, placing her at a disadvantage. The same is true of whom they choose to sell to. If a business owner is racist and he refuses to sell to a certain group of people, he’ll lose business while his competitor, who sees the money to be gained, readily sells to them. But, are students taught this in school? That the market is the great equalizer? That the market, not any government program or mandate, creates the most opportunities? No? And why is that? So bureaucrats can keep their jobs?

Mandatory community service is slavery. Through programs such as Zero Tolerance and mandatory community service, government schools teach individuals to be subservient to the State, to surrender their rights without protest. Government schools are merely a bureaucratic tool—controlling what students learn, blocking diversity of thought, transforming youth into unquestioning supporters of an invasive government that controls their personal and economic decisions. As Benjamin Disraeli stated in 1874, “Whenever is found what is called a paternal government, there is found state education. It has been discovered that the best way to ensure implicit obedience is to commence tyranny in the nursery.”

Mandatory attendance violates individual rights. Though it varies by jurisdiction, governments decree by law that youth must attend school when they reach a specific age for a certain number of years, akin to a prison sentence. Failure to do so can result in fines (for their parents, whose money is already being stolen to pay for government schools) and if continued, jail. As the great hero of human rights Joseph Stalin once wrote, “Education is a weapon, whose effect depends on who holds it in his hands and at whom it is aimed.” Any wonder why it’s mandatory?

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This entry is part 14 of 22 in the series Great Libertarian Memes

This article is #14 of a weekly series highlighting the former memes of Bureaucrash, an organization once headed by my friends Pete Eyre and Jason Talley of the Motorhome Diaries. The memes were originally authored by Pete Eyre and Anja Hartleb-Parson, and were intended as means of communicating ideas about liberty in catchy and succinct ways.

“Progress” is an abused word these days, especially by bureaucrats and the special interest groups that cater to them. Yet such groups, in the name of progress and social justice, support government intervention through intervention in the market, minimum or living wages, and universal healthcare. We find neither progress nor justice in government actions that advance one group at the expense of another. Don’t get us wrong: we are for progress — for economic growth, wealth creation, and the elimination of poverty — but we understand that progress grows from voluntary interactions and respect of individual rights. That which violates the rights of individuals cannot be progress.

Read More→

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Though I think it is misguided to believe that electoral politics is the primary means of effecting change for the cause of liberty (especially at a national level), local activism is still a valuable tool for gaining visibility and spreading the libertarian message. For the first time ever, I’m running as a Libertarian for State Representative in District 49 in Austin, TX. Today I had the opportunity to submit a questionnaire to the League of Women Voters in their pre-primary/convention issue. I was pretty thrilled considering I know quite a bit about each of the issues in the questionnaire. By golly, they even asked about one of my specialties: transportation pollution!

Just the act of answering questions like this means that somebody, somewhere is probably going to hear the libertarian perspective, perhaps even for the first time. Here is the questionnaire and my answers. See what you think and comment about what you would have said. You can help me improve for next time!

Q1: Since the State financial support for education has decreased over the past two decades, what measures would you support to provide our public schools with adequate funding? (75 words)

A: Public school funding is not a sufficient metric for successful education efforts. Many private schools and homeschooling families operate on extremely low budgets yet educate children at a disproportionately high level relative to public schools. Rather than focus on increasing funding, I would support measures that give back control of educational resources to teachers and parents first. Eliminating systemic problems caused by political control of education should always take precedence over funding.

Q2: Texas is recognized as the highest carbon dioxide polluter among the 50 states. What would you propose to reduce carbon dioxide emissions in Texas? (75 words)

A: Carbon dioxide emissions can be reduced using many methods that do not resort to increasing the government’s control over the economy. Clean vehicle purchases can be encouraged by repealing all taxes and tariffs upon high-efficiency vehicles. Tax deductions should exist for efficiency improvements, upgrades, and repairs on older vehicles, and those purchases should be tax-free. Alternative energy subsidies should be eliminated; the free market will determine how to allocate energy resources most efficiently.

Q3: How would you address the major transportation problems in Texas? (75 words)

A: The Trans-Texas Corridor scheme proposed by Rick Perry is a scam, and the government’s general effort to manage transportation in Texas is a failure. If an effective, inexpensive solution is sought, the government should reduce its role in managing the system. By allowing private roads to develop freely and competitively upon the market (not like the pseudo-public-private toll roads that TXDOT has built), transportation problems will invariably begin to solve themselves.

Q4: How should Texas solve the depletion of the unemployment fund? (75 words)

A: Ultimately, the unemployment fund can have no other effect than the perpetuation of unemployment since financial resources are used to allow idleness rather than productive activity. Instead of worrying about the depletion of the unemployment fund, the government should work in every way to reduce its own spending, thereby allowing the free market to adjust resources and capital toward creating new jobs without interference by the government.

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