Maintaning the Proper Social Order by John Taylor Gatto

4. School As Religion: The Underground History of American Education by John Taylor Gatto from archive.org

School As Religion  

     Nothing about school is what it seems, not even boredom. To show you what I mean is  the burden of this long essay. My book represents a try at arranging my own thoughts in  order to figure out what fifty years of classroom confinement (as student and teacher) add  up to for me. You'll encounter a great deal of speculative history here. This is a personal  investigation of why school is a dangerous place. It's not so much that anyone there sets  out to hurt children; more that all of us associated with the institution are stuck like flies  in the same great web your kids are. We buzz frantically to cover our own panic but have  little power to help smaller flies.   

     Looking backward on a thirty-year teaching career full of rewards and prizes, somehow I  can't completely believe that I spent my time on earth institutionalized; I can't believe  that centralized schooling is allowed to exist at all as a gigantic indoctrination and sorting  machine, robbing people of their children. Did it really happen? Was this my life? God  help me.  

     School is a religion. Without understanding the holy mission aspect you're certain to  misperceive what takes place as a result of human stupidity or venality or even class  warfare. All are present in the equation, it's just that none of these matter very much —  even without them school would move in the same direction. Dewey's Pedagogic Creed  statement of 1 897 gives you a clue to the Zeitgeist:  

     Every teacher should realize he is a social servant set apart for the maintenance of  the proper social order and the securing of the right social growth. In this way the  teacher is always the prophet of the true God and the usherer in of the true kingdom  of heaven.  

     What is "proper" social order? What does "right" social growth look like? If you don't  know you're like me, not like John Dewey who did, or the Rockefellers, his patrons, who  did, too.  

     Somehow out of the industrial confusion which followed the Civil War, powerful men  and dreamers became certain what kind of social order America needed, one very like the  British system we had escaped a hundred years earlier. This realization didn't arise as a  product of public debate as it should have in a democracy, but as a distillation of private     discussion. Their ideas contradicted the original American charter but that didn't disturb  them. They had a stupendous goal in mind — the rationalization of everything. The end of  unpredictable history; its transformation into dependable order.  

     From mid-century onwards certain Utopian schemes to retard maturity in the interests of a  greater good were put into play, following roughly the blueprint Rousseau laid down in  the book Emile. At least rhetorically. The first goal, to be reached in stages, was an  orderly, scientifically managed society, one in which the best people would make the  decisions, unhampered by democratic tradition. After that, human breeding, the  evolutionary destiny of the species, would be in reach. Universal institutionalized formal  forced schooling was the prescription, extending the dependency of the young well into  what had traditionally been early adult life. Individuals would be prevented from taking  up important work until a relatively advanced age. Maturity was to be retarded.  

     During the post-Civil War period, childhood was extended about four years. Later, a  special label was created to describe very old children. It was called adolescence, a  phenomenon hitherto unknown to the human race. The infantilization of young people  didn't stop at the beginning of the twentieth century; child labor laws were extended to  cover more and more kinds of work, the age of school leaving set higher and higher. The  greatest victory for this Utopian project was making school the only avenue to certain  occupations. The intention was ultimately to draw all work into the school net. By the  1950s it wasn't unusual to find graduate students well into their thirties, running errands,  waiting to start their lives.