John Taylor Gatto School Quotations

School reform is not enough. The notion of schooling itself must be challenged.

In our secular society, school has become the replacement for church, and like church it requires that its teachings must be taken on faith.

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.

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

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.

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

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.

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.

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

In a home school, the kid does 95% of the work. But in a school system, since it's an indoctrination system, a teacher has to do 95% of the work.

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.

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.

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 don’t think we’ll get rid of schools any time soon, certainly not in my lifetime, but if we’re going to change what’s rapidly becoming a disaster of ignorance, we need to realize that the institution “schools” very well, but it does not “educate”; that’s inherent in the design of the thing. It’s not the fault of bad teachers or too little money spent. It’s just impossible for education and schooling to be the same thing.

School is about learning to wait your turn, however long it takes to come, if ever. And how to submit with a show of enthusiasm to the judgment of strangers, even if they are wrong, even if your enthusiasm is phony.

The truth is that schools don't really teach anything except how to obey orders.

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.

We have been taught (that is, schooled) in this country to think of 'success' as synonymous with, or at least dependent upon, 'schooling,' but historically that isn’t true in either an intellectual or a financial sense. And plenty of people throughout the world today find a way to educate themselves without resorting to a system of compulsory secondary schools that all too often resemble prison.

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.

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.

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

By bells and many other similar techniques they (schools) teach that nothing is worth finishing. The gross error of this is progressive: if nothing is worth finishing then by extension nothing is worth starting either. Few children are so thick-skulled they miss the point.

School is the first impression children get of organized society. Like most first impressions it is the lasting one. Life is dull and stupid, only Coke provides relief. And other products, too, of course.

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.

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.

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.

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.

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.