107. The End Of Competition: The Underground History of American Education by John Taylor Gatto from archive.org

107. The End Of Competition: The Underground History of American Education by John Taylor Gatto from archive.org

The End Of Competition

   By 1905, industrial corporations employed 71 percent of all wage earners, mining  enterprises 10 percent more. At exactly the moment forced-schooling legislation in  America was being given its bite by the wholesale use of police, social service  investigators, and public exhortation, corporate capitalism boiled up like sulphur in the  Monongahela to color every aspect of national life. Corporate spokesmen and academic  interpreters, often the same people,
frequently explained what was happening as a stage  in the evolution of the race. A Johns Hopkins professor writing in 1900 said that what  was really happening behind the smokescreen of profit-making was "the sifting out of  genius" and "the elimination of the weak."   

     The leading patent attorney in the nation speaking in the same year said nothing,  including the law, could stem the new tide running, the only realistic course was  "acquiescence and adjustment." Charles Willard of Sears & Roebuck was the speaker.  Willard suggested the familiar American competitive system "is not necessarily meant for  all eternity." Business was wisely overthrowing competitive wastefulness which  produced only "panic, overproduction, bad distribution and uncertainty, replacing it with  protected privilege for elected producers." 

      The principles of the business revolution which gave us schooling are still virtually  unknown to the public. Competition was effectively crippled nearly a century ago when,  profoundly influenced by doctrines of positivism and scientific Darwinism, corporate  innovators like Carnegie and Morgan denounced competition's evils, urging the mogul  class to reconstruct America and then the world, in the cooperative corporate image.  "Nothing less than the supremacy of the world lies at our feet," said Carnegie  prophetically. Adam Smith's competitive, self-regulating market would be the death of  the new economy if not suppressed because it encouraged chronic overproduction.  

     Henry Holt, the publisher, speaking in 1908, said there was "too much enterprise." The  only effective plan was to put whole industries under central control; the school industry  was no exception. Excessive overproduction of brains is the root cause of the  overproduction of everything else, he said.  

     James Livingston has written an excellent short account of this rapid social  transformation, cedledOrigins of the Federal Reserve System, from which I've taken some     lessons. Livingston tells us that the very language of proponents of corporate America  underwent a radical change at the start of the century. Business decisions began to be  spoken of almost exclusively as courses of purposeful social action, not mere profit-  seeking. Charles Phillips of the Delaware Trust wrote, for instance, "The banker, the  merchant, the manufacturer, and the agent of transportation must unite to create and  maintain that reasonable distribution of opportunity, of advantage, and of profit, which  alone can forestall revolution." (emphasis added) It hardly requires genius to see how  such a directive would play itself out in forced schooling. 

      In 1900, in his book Corporations and the Public Welfare, James Dill warned that the  most critical social question of the day was figuring out how to get rid of the small  entrepreneur, yet at the same time retain his loyalty "to a system based on private  enterprise." The small entrepreneur had been the heart of the American republican ideal,  the soul of its democratic strength. So the many school training habits which led directly  to small entrepreneurship had to be eliminated.  

     Control of commodity circulation by a few demanded similar control in commodity  production. To this end, immediate sanctions were leveled against older practices: first,  destruction of skilled worker craft unions which, up to the Homestead steel strike in  1892, had regulated the terms of work in a factory. Inside a decade, all such unions were  rendered ineffective with the single exception of the United Mine Workers. Second,  professionalization of mental labor to place it under central control also was speedily  accomplished through school requirements and licensing legislation. 

      In the emerging world of corporate Newspeak, education became schooling and  schooling education. The positive philosophy freed business philosophers like Carnegie  from the tyranny of feeling they had always to hire the best and brightest on their own  independent terms for company operations. Let fools continue to walk that dead-end path.  Science knew that obedient and faithful executives were superior to brilliant ones. Brains  were needed, certainly, but like an excess of capsicum, too much of the mental stuff  would ruin the national digestion. One of the main points of the dramatic shift to mass  production and mass schooling was to turn Americans into a mass population.