130 Principles: The Underground History of American Education by John Taylor Gatto from archive.org

 

130 Principles: The Underground History of American Education by John Taylor Gatto from archive.org

Principles

 

Five days a week the town turned its children out in the morning to march up the hill to

Waverly or down to the end of town to high school. There was no school bus. Waverly

was frozen midway between the one-room schoolhouse tradition of transferring

responsibility to children — we fought to fill the inkwells, clean the pen nibs, sweep the

floor, serve in the lunchroom, clean the erasers, help our slower classmates in arithmetic

and reading — and the specialized procedures and curriculum of the slowly dawning

corporate age of schooling. While this latter style had been sold as more "socially

efficient" ever since 1905, the realities of town life were such that nothing passed muster

at Waverly which didn't first pass muster with parents and the elders of the town.

 

School was something you took like medicine. You did it because your mother had done

it and your grandmother. It was supposed to be good for you. Nobody believed it was

decisively so. Looking back, I might agree this daily exercise with neighbors suddenly

transformed into grammarians, historians, and mathematicians might well have been, as

Mother said, "good for me." One thing is certain, these part-time specialists cared a great

deal about Mother's opinion of what they were doing, just as she cared about theirs in

regard to her parenting.

 

 

 

The schoolteachers I remember are few but bear noting: Peg Hill who spoke to me

exactly the way she did to the principal and won my heart for treating me as a peer; Miss

Wible who taught me to sing and memorize song lyrics so ferociously, that my

vocabulary and dramatic repertoire increased geometrically (even if we did whisper to

each other that she was reading "love books" at her desk as we copied the day's words);

old Miss McCullough, who played "American Patrol" every single day for an entire

school year on a hand-cranked phonograph: "You must be vigilant, you must be diligent,

American Patrol!" Her expressionless face and brutally stark manner stifled any

inclination to satire. If we have to have schoolteachers, let some of them be this kind of

teacher.

 

At Waverly I learned about principle when Miss Hill read from Gibbon's Decline and

Fall of the Roman Empire. She read of the courageous death of Blandina the slave, a

teenage convert to Christianity who was offered her life to repudiate her faith and a cruel

death if she refused. She refused. I learned that all the management savvy of the most

powerful empire in history couldn't overwhelm the principles of a teenage slave.

 

Principles were a daily part of every study at Waverly. In latter days, schools replaced

principles with an advanced form of pragmatism called "situational ethics," where

principles were shown to be variable according to the demands of the moment. During

the 1970s, forcing this study on children became an important part of the school religion.

People with flexible principles reserve the right to betray their covenants. It's that simple.

The misery of modern life can be graphed in the rising incidence of people who exercise

the right to betray each other, whether business associates, friends, or even family.

Pragmatists like to keep their options open. When you live by principles, whatever

semantic ambiguity they involve you in, there are clear boundaries to what you will

allow, even when nobody is watching.

 

Frances "Bootie" Zimmer