56.
Intimidation: The Underground HIstory of American Education by John Taylor
Gatto from archive.org
Intimidation
New teachers and even beleaguered veterans are hardly
in any position to stand back far
enough to see clearly the bad effect the dramatic setting of the
building — its rules,
personalities, and hidden dynamics — has on their own outlook and on
children's lives. About one kid in five in my experience is in
acute torment
from the intimidation of peers,
maybe more are driven to despair by the indifference of official
machinery. What the hounded souls
can't possibly see is that from a system standpoint, they are the problem with their infernal whining, not their
persecutors.
And for every one broken by
intimidation, another breaks himself just to get through the days, months, and years ahead. This
huge silent mass levels a moral accusation lowly teachers become conscious of only at their peril because
there is neither law nor
institutional custom to stop the transgressions. Young, idealistic
teachers burn out in the first
three years because they can't solve administrative and collegial indifference,
often concluding mistakenly that consciously
willed policies of actual human beings — a principal here, a department head or union leader there —
are causing the harm, when
indifference is a system imperative; it would collapse from its
contradictions if too much
sensitivity entered the operating formula.
I would have been
odds-on to become one of these martyrs to inadequate understanding of the teaching situation but for a
fortunate accident. By the late 1960s I had exhausted my imagination inside the conventional classroom when all of
a sudden a period of phenomenal
turbulence descended upon urban schoolteaching everywhere. I'll tell you more about this in a while, but for the
moment, suffice it to say that supervisory personnel were torn loose from their moorings, superintendents,
principals and all the rest flung
to the wolves by those who actually direct American schooling. In this dark
time, local management cowered.
During one three-year stretch I can remember, we had four principals and three superintendents.
The net effect of this ideological bombardment, which lasted about five years in its most visible
manifestation, was to utterly destroy the
utility of urban schools. From my own perspective all this was a
godsend. Surveillance of teachers
and administrative routines lost their bite as school administrators scurried
like rats to escape the wrath of
their unseen masters, while I suddenly found myself in possession of a blank check to run my
classes as I pleased as long as I could secure the support of key parents.
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