The Educational System Was Designed to Keep Us Uneducated and Docile


It’s no secret that the US educational system doesn’t do a very good job. Like clockwork, studies show that America’s schoolkids lag behind their peers in pretty much every industrialized nation. We hear shocking statistics about the percentage of high-school seniors who can’t find the US on an unmarked map of the world or who don’t know who Abraham Lincoln was.

Fingers are pointed at various aspects of the schooling system—overcrowded classrooms, lack of funding, teachers who can’t pass competency exams in their fields, etc. But these are just secondary problems. Even if they were cleared up, schools would still suck. Why? Because they were designed to.

How can I make such a bold statement? How do I know why America’s public school system was designed the way it was (age-segregated, six to eight 50-minute classes in a row announced by Pavlovian bells, emphasis on rote memorization, lorded over by unquestionable authority figures, etc.)? Because the men who designed, funded, and implemented America’s formal educational system in the late 1800s and early 1900s wrote about what they were doing.

Almost all of these books, articles, and reports are out of print and hard to obtain. Luckily for us, John Taylor Gatto tracked them down. Gatto was voted the New York City Teacher of the Year three times and the New York State Teacher of the Year in 1991. But he became disillusioned with schools—the way they enforce conformity, the way they kill the natural creativity, inquisitiveness, and love of learning that every little child has at the beginning. So he began to dig into terra incognita, the roots of America’s educational system.

In 1888, the Senate Committee on Education was getting jittery about the localized, non-standardized, non-mandatory form of education that was actually teaching children to read at advanced levels, to comprehend history, and, egads, to think for themselves. The committee’s report stated, “We believe that education is one of the principal causes of discontent of late years manifesting itself among the laboring classes.”

By the turn of the century, America’s new educrats were pushing a new form of schooling with a new mission (and it wasn’t to teach). The famous philosopher and educator John Dewey wrote in 1897:

Every teacher should realize he is a social servant set apart for the maintenance of the proper social order and the securing of the right social growth.

In his 1905 dissertation for Columbia Teachers College, Elwood Cubberly—the future Dean of Education at Stanford—wrote that schools should be factories “in which raw products, children, are to be shaped and formed into finished products…manufactured like nails, and the specifications for manufacturing will come from government and industry.”

The next year, the Rockefeller Education Board—which funded the creation of numerous public schools—issued a statement which read in part:

In our dreams…people yield themselves with perfect docility to our molding hands. The present educational conventions [intellectual and character education] fade from our minds, and unhampered by tradition we work our own good will upon a grateful and responsive folk. We shall not try to make these people or any of their children into philosophers or men of learning or men of science. We have not to raise up from among them authors, educators, poets or men of letters. We shall not search for embryo great artists, painters, musicians, nor lawyers, doctors, preachers, politicians, statesmen, of whom we have ample supply. The task we set before ourselves is very simple…we will organize children…and teach them to do in a perfect way the things their fathers and mothers are doing in an imperfect way.

At the same time, William Torrey Harris, US Commissioner of Education from 1889 to 1906, wrote:

Ninety-nine [students] out of a hundred are automata, careful to walk in prescribed paths, careful to follow the prescribed custom. This is not an accident but the result of substantial education, which, scientifically defined, is the subsumption of the individual.

In that same book, The Philosophy of Education, Harris also revealed:

The great purpose of school can be realized better in dark, airless, ugly places…. It is to master the physical self, to transcend the beauty of nature. School should develop the power to withdraw from the external world.

Several years later, President Woodrow Wilson would echo these sentiments in a speech to businessmen:

We want one class to have a liberal education. We want another class, a very much larger class of necessity, to forego the privilege of a liberal education and fit themselves to perform specific difficult manual tasks.

Writes Gatto: “Another major architect of standardized testing, H.H. Goddard, said in his book Human Efficiency (1920) that government schooling was about ‘the perfect organization of the hive.'”

While President of Harvard from 1933 to 1953, James Bryant Conant wrote that the change to a forced, rigid, potential-destroying educational system had been demanded by “certain industrialists and the innovative who were altering the nature of the industrial process.”

In other words, the captains of industry and government explicitly wanted an educational system that would maintain social order by teaching us just enough to get by but not enough so that we could think for ourselves, question the sociopolitical order, or communicate articulately. We were to become good worker-drones, with a razor-thin slice of the population—mainly the children of the captains of industry and government—to rise to the level where they could continue running things.

This was the openly admitted blueprint for the public schooling system, a blueprint which remains unchanged to this day. Although the true reasons behind it aren’t often publicly expressed, they’re apparently still known within education circles. Clinical psychologist Bruce E. Levine wrote in 2001:

I once consulted with a teacher of an extremely bright eight-year-old boy labeled with oppositional defiant disorder. I suggested that perhaps the boy didn’t have a disease, but was just bored. His teacher, a pleasant woman, agreed with me. However, she added, “They told us at the state conference that our job is to get them ready for the work world…that the children have to get used to not being stimulated all the time or they will lose their jobs in the real world.”










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15 thoughts on “The Educational System Was Designed to Keep Us Uneducated and Docile”

  1. I plan to write a lot about this sort of stuff in my own blog. Why is it that so many people with great ideas for creating cultural alternatives don’t begin to question (not radically, anyway) our educational systems? Yes, we’re concerned with making sure everybody has a chance to succeed in school, go to college, etc… but why don’t we question the form of education, and think about alternatives more fitting for a democracy? It’s one of the reasons I’ve started this blogging thing: even if I can raise awareness of the importance of deep questioning about education, one person at a time, it’s what I think needs to happen.

    Gatto is great. Chilling stuff…


    1. USA IS A FREAKIN!!! DEMOCRACY!!!!! Man… WAKEEEE UP!!!!!! Founding fathers hated democracy they even said it was 1 of the worst form of goverment!! US Is a republican conistutian… and im not talking about the right wing and left wing crap witch is both funded by wall street (Rockefeller, Rothchilds, Goldman sacks). You dont even freakin hear democracy in the pledge of legiance…. MAN WAKE UP!!!!


  2. Excellent work. I’ve just watched America: Freedom to Fascism last night and although I was already aware of the Zeitgeist and the New World Order, I wasn’t aware of the Federal Income Tax fraud that just about every American is forced to pay. I do not live in America (some would say ‘luckily’) but I do live in a place where tax is unfortunately ample, and it does shock me that a lot of people are unaware of the fraudulent, organised crime of the governments and large corporations.

    And this ties in with the educational system, before I am mistaken for digressing, because it is our inability to question authority that is purposefully imposed from a young age, that the world banks and the world governments are taking away the liberty of the people. I strongly stand by any uprising that will free us from the diabolicals that govern the world today.

    Liked by 1 person

  3. Bravo to John Taylor Gatto for finally exposing the best kept secret since the Hindenbugh blew up – and with an almost equally explosive demolition Gatto bursts the balloon that U.S. education was designed to do anything other than create a race of obedient and conformist zombies. Like well fed but contemptuous Eloi, the American student is “fattened” on MTV, sports and sex fantasies with fast cars and expensive clothes while being readied for the real role – obedient corporate human “resources” ready to perform some idiotic job without intelligence or complaint for 30 years or so and then accept “retirement” to some special community or to some paid off “house” where they can be forgotten as the next generation is readied. Or, failing that, perhaps they can serve as useful cannon fodder, unable and unwilling to question their roles in the numerous wars in odd foreign places of questionable strategical significance to make us “safe”.
    But as always, there are those who catch on to the trick, who won’t conform, who rebel or drop out entirely. There number is growing, and with the genie of freed information released by the Internet, encouraged by early rebels such as the brilliant “Fravia” (seek out his writings they are the stuff of greatness).
    And there are those who will read Gatto and finally realize that their worst suspicions, now enumerated and confirmed with his exacting research, have been verified and that therefore the time may now approach when the greatest upheaval in U.S. education may finally and belatedly occur.


  4. Currency systems are the flaw. It only creates an artificial boundary. There is utterly no reason for education to have any cost other than to prevent people from getting educated.

    Famine, war, and poverty are not products of a stable environment.


  5. They higher-ups are not more or less intelligent that anyone else, they simply inherited a sandbox to which they are having an immense amount of fun with.


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