104. Global Associations Of Technique: The
Underground History of American Education by John Taylor Gatto from archive.org
Global
Associations Of Technique
In 1700 it took nineteen farmers to feed
one nonfarmer, a guarantee that people who minded other people's business would only be an accent note
in general society. One hundred
years later England had driven its yeoman farmers almost out of existence, converting a few into an agricultural
proletariat to take advantage of machine-age farming practices only sensible in large holdings. By 1900,
one farmer could feed nineteen,
releasing eighteen men and women for disposal otherwise. Schools during
this period, however, remained
trapped in the way things used to be, unable to deliver on their inherent potential as massifiers.
Between 1830 and
1840, the decade in which the Boston School Committee came into existence, a fantastic transformation
built out of steam and coal became visible. When the decade began, the surface aspect of the nation was
consistent with the familiar life of
colonial times, the same relationships, the same values. By its end,
modern American
history begins. Chicago, a frontier fort in 1832, was by 1838 a
flourishing city with eight daily
steamboat connections to Buffalo, the Paris of Lake Erie.
But something to
rival steam-driven transport in importance appeared at almost the same time: cheap steel. The embryonic steel
industry which had come into existence in the eighteenth century revolutionized itself in the nineteenth
when the secret of producing steel
cheaply was revealed. Formerly steel had been bought dearly in small quantities
by smelting iron ore with coke,
converting the resulting iron pigs into wrought iron by puddling. This was followed by rolling
and then by processing fine wrought iron through a further step called cementation. Steel made this way could
only be used for high-grade
articles like watch springs, knives, tools, and shoe buckles.
The first part of the new steel
revolution followed from discovery of the Bessemer process in 1856. Now steel could be made directly from pig
iron. In 1865 the Siemens- Martin
open hearth technique gave a similar product of even more uniform quality
than Bessemer steel. The next advance
occurred in 1879 when Thomas and Gilchrist discovered how to use formerly unsuitable phosphoric iron
ore (more common than
nonphosphoric) in steelmaking, yielding as its byproduct valuable
artificial fertilizer for
agriculture. These two transformations made possible the substitution of
steel for wrought iron and opened
hundreds of new uses. Steel rails gave a huge push to railway construction, and structural steelwork
marked a stupendous advance in engineering possibilities, allowing a radical reconception of human
society. Capital began to build for
itself truly global associations which made national sovereignty
irrelevant for a small class of
leaders as long as a century ago. 3 And that fact alone had great relevance for
the future of schooling. As steel
articulated itself rationally, vertical integration became the order of the day. Iron and steel
reached backwards to control coalmines and coking plants and forward to acquire rolling mills,
plant mills, wire-drawing facilities, galvanized iron and tin plate establishments, rod mills, etc. Small
under-takings were sucked inexorably
into large trusts.
Every one of the most
modern developments in technique and organization pioneered by steel was echoed in the new factory
schools: increase in the size of the plant; integration of formerly independent educational
factors like family, church, library, and recreational facility into a coalition dominated by
professional schooling; the specialization of all pedagogical labor; and the standardization of curriculum,
testing, and acceptable
educational behavior. What confused the issue for the participant
population is that parents and
students still believed that efficiency in the development of various
literacies was the goal of the school
exercise. Indeed, they still do. But that had ceased to be the purpose in big cities as early as 1905.
Schooling was about efficiency. Social efficiency meant standardizing human units.
Surprisingly enough to those who expect
that institutional thinking will reflect their own thought only on a larger scale, what is an asset to a mass
production economy is frequently a
liability to an individual or a family. Creating value in children for a
mass production workplace through
schooling meant degrading their intellectual growth and discouraging any premature utility to
the larger society. Ellwood P. Cubberley inadvertently spilled the beans in his
classic Public Education in the United States when he admitted compulsion schooling would not work as long as
children were allowed to be useful
to the real world. Ending that usefulness demanded legislation, inspectors,
stiff penalties, and managed public
opinion.
New York,
Massachusetts, Connecticut, Ohio, Pennsylvania, Indiana, North Carolina, Michigan, Wisconsin, and Rhode Island
led the charge to seal off the escape route of useful work for children, just as they once led the drive
for compulsion schooling in the
first place. The child labor rhetoric of the day was impressively passionate,
some of it genuinely felt and
needed, but the cynical aspect can be detected in a loophole created for show business children —
"professional children" as they are called in the argot. Whether the "work" of an actor-child
is less degrading than any other kind of work is a question not difficult for most people to
answer.
3 This is the simplest
explanation for events which would otherwise fall beyond the reach of the mind
to understand — such as the well-
documented fact that legendary German armaments maker Krupp sold its
cannon to France during World War I, shipping them to the enemy by a circuitous route clouded by clerical
thaumaturgy, or that the Ford Motor Company built tanks and other armaments for
the Nazi government during WWII,
collecting its profits through middle men in neutral Spain. Ford petitioned the
American government for compensation of
damages suffered by its plants in wartime bombing raids, compensation it
received by Act of CongTess with hardly a dissenting vote. Nor were Krupp and Ford more than emblems of
fairly common practice, even if one unknown to the common citizenry of
combatant nations.
Labor
Becomes Expendable
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