John Taylor Gatto Quotes

Looking back on a 30-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.

People are less than whole unless they gather themselves voluntarily into groups of souls in harmony. Gathering themselves to pursue individual, family, and community dreams consistent with their private humanity is what makes them whole; only slaves are gathered by others.

The premise upon which mass compulsion schooling is based is dead wrong. It tries to shoehorn every style, culture, and personality into one ugly boot that fits nobody.

Self-knowledge is the only basis of true knowledge.

Schools stifle family originality by appropriating the critical time needed for any sound idea of family to develop - then they blame the family for its failure to be a family.

I teach how to fit into a world I don't want to live in. I just can't do it anymore.

Individuality, family, and community are, by definition, expressions of singular organization, never of "one-right-way" thinking on the grand scale. Children and families need some relief from government surveillance and intimidation if original expressions belonging to THEM are to develop. Without these freedom has no meaning.

Do we really need school? I don't mean education, just forced schooling: six classes a day, five days a week, nine months a year, for twelve years. Is this deadly routine really necessary? And if so, for what? Don't hide behind reading, writing, and arithmetic as a rationale, because 2 million happy homeschoolers have surely put that banal justification to rest.

Whatever an education is, it should make you a unique individual, not a conformist; it should furnish you with an original spirit with which to tackle the big challenges. It should allow you to find values which will be your road map through life; it should make you spiritually rich, a person who loves whatever you are doing, wherever you are, whomever you are with; it should teach you what is important, how to live and how to die.

Shouldn't we also ask ourselves what the consequences are of scrambling to provide the "most" of everything to our children in a world of fast dwindling resources?

A lot of the strings that hold us like puppets are really inventions of our own minds. I'm not saying that there aren't armies and police and various ways to punish deviants, but there isn't any way to punish a large number of deviants. It's too expensive to even try. So, the solution is to colonize the minds of children as they're growing up, so that they become their own police, and to report on others who are deviating.

You either learn your way towards writing your own script in life, or you unwittingly become an actor in someone else's script.

Schools teach exactly what they are intended to teach and they do it well: how to be a good Egyptian and remain in your place in the pyramid.

• As society rapidly changes, individuals will have to be able to function comfortably in a world that is always in flux. Knowledge will continue to increase at a dizzying rate. This means that a content-based curriculum, with a set body of information to be imparted to students, is entirely inappropriate as a means of preparing children for their adult roles.

School is a twelve-year jail sentence where bad habits are the only curriculum truly learned.

The truth is that schools don't really teach anything except how to obey orders. This is a great mystery to me because thousands of humane, caring people work in schools as teachers and aides and administrators, but the abstract logic of the institution overwhelms their individual contributions.

Genius is an exceedingly common human quality, probably natural to most of us.

I feel ashamed that so many of us cannot imagine a better way to do things than locking children up all day in cells instead of letting them grow up knowing their families, mingling with the world, assuming real obligations, striving to be independent and self-reliant and free.

Curiosity has no important place in my work, only conformity.

Although teachers do care and do work very, very hard, the institution is psychopathic-it has no conscience. It rings a bell and the young man in the middle of writing a poem must close his notebook and move to a different cell where he must memorize that humans and monkeys derive from a common ancestor.

Anyone who is more interested in human beings than in the rules is a threat to the system.

You can make your own son or daughter one of a kind if you have the time and will to do so; school can only make them part of a hive, herd or anthill.

I've noticed a fascinating phenomenon in my twenty-five years of teaching - that schools and schooling are increasingly irrelevant to the great enterprises of the planet. No one believes anymore that scientists are trained in science classes or politicians in civics classes or poets in English classes. The truth is that schools don't really teach anything except how to obey orders.

Schools [are]...institutions monopolizing the daytimes of childhood.

You need experience, adventure, and explorations more than you need algebra!

Why are you so docile when you give up your child to a government agent called a schoolteacher?

Schools were designed by Horace Mann and Barnard Sears and Harper of the University of Chicago and Thorndyke of Columbia Teachers College and some other men to be instruments of the scientific management of a mass population. Schools are intended to produce through the application of formulae, formulaic human beings whose behavior can be predicted and controlled.

I urge you to examine in your own mind the assumptions which must lay behind using the police power to insist that once-sovereign spirits have no choice but to submit to being schooled by strangers.

The shocking possibility that dumb people don't exist in sufficient numbers to warrant the millions of careers devoted to tending them will seem incredible to you. Yet that is my central proposition: the mass dumbness which justifies official schooling first had to be dreamed of; it isn't real.

School presents daily exercises in dis-association. It forces unwelcome associations on most of its prisoners. It sets petty, meaningless competitions in motion on a daily basis, pitting potential associates against one another in contests for praise and other worthless prizes.

I taught public school for 26 years, but I just can't do it anymore. For years I asked the school board to let me teach a curriculum that doesn't hurt kids, but they always had other fish to fry. If you hear of a job where I don't have to hurt kids to make a living, let me know. The truth is that schools don't really teach anything, but blind obedience.

Is there an idea more radical in the history of the human race than turning your children over to total strangers whom you know nothing about, and having those strangers work on your child's mind, out of your sight, for a period of twelve years? Could there be a more radical idea than that? Back in Colonial days in America, if you proposed that kind of idea, they'd burn you at the stake, you mad person! It's a mad idea!

It was never factually true that young people learn to read or do arithmetic primarily by being taught these things. These things are learned, but not really taught at all. Over-teaching interferes with learning, although the few who survive it may well come to imagine it was by an act of teaching.

For reasons that are both fair and foul - but mostly for fair reasons - we have come under the domain of a scientific-management system whose ambitions are endless. They want to manage every second of our lives, every expenditure that we make. And the schools are the training ground to create a population that's easy to manage.

Children allowed to take responsibility and given a serious part in the larger world are always superior to those merely permitted to play and be passive.

Our cultural dilemma has nothing to do with children who don't read very well. It lies instead in the difficulty of finding a way to restore meaning and purpose to modern life.

Slowly I began to realize that the bells and the confinement, the crazy sequences, the age-segregation, the lack of privacy, the constant surveillance, and all the rest of the national curriculum of schooling were designed exactly as if someone had set out to prevent children from learning how to think and act, to coax them into addiction and dependent behavior.

As a writer, politician, scientist, and businessman, [Ben] Franklin had few equals among the educated of his day-though he left school at ten. (...)Boys like Andrew Carnegie who begged his mother not to send him to school and was well on his way to immortality and fortune at the age of thirteen, would be referred today for psychological counseling; Thomas Edison would find himself in Special Ed until his peculiar genius had been sufficiently tamed.

Is it any wonder that Socrates was outraged at the accusation he took money to teach? Even then, philosophers saw clearly the inevitable direction the professionalization of teaching would take, that of pre-empting the teaching function, which, in a healthy community, belongs to everyone.

Creative work and critical thought, which produces new knowledge, can't be conditioned; indeed, conditioning prevents these things from ever happening.

What's gotten in the way of education in the United States is a theory of social engineering that says there is ONE RIGHT WAY to proceed with growing up.

Who besides a degraded rabble would voluntarily present itself to be graded and classified like meat? No wonder school is compulsory.

One of the first things a family tries to teach its children is the difference between good and evil, right and wrong. One of the first things our schools do is destroy that distinction.

If you put fleas in a shallow container they jump out. But if you put a lid on the container for just a short time, they hit the lid trying to escape and learn quickly not to jump so high. They give up their quest for freedom. After the lid is removed, the fleas remain imprisond by their own self policing. So it is with life. Most of us let our own fears or the impositions of others imprison us in a world of low expectations.

It only takes about 50 contact hours to transmit basic literacy and math skills well enough that kids can be self-teachers from then on. The cry for 'basic skills' practice is a smokescreen behind which schools pre-empt the time of children for twelve years and teach them the six lessons I've just taught you.

Growth and mastery come only to those who vigorously self-direct. Initiating, creating, doing, reflecting, freely associating, enjoying privacy-these are precisely what the structures of schooling are set up to prevent, on one pretext or another.

...good things happen to the human spirit when it is left alone.

Teaching is a function, not a profession. Anything with something to offer can teach.