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Denver School for New Kids Re: Gatto on the Tragedy of Compulsory Schooling.

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  • Karen Eck
    Indigo-news & schools & children list people reply to vikki_kids@hotmail.com for more info not to indigo-news owner. I m just passing on the info I received.
    Message 1 of 1 , Dec 17, 2002
      Indigo-news & schools & children list people reply to
      vikki_kids@... for more info
      not to indigo-news owner. I'm just passing on the info I received.
      Karen :o)

      At 07:21 PM 12-17-02 +0000, you wrote:

      >I was recently pointed to Gatto's book "The Exhausted School" and it
      >bowled me over! Good that other people are talking about him and his
      >views.
      >
      >ok... so... hi! I'm just joining this group because I'm the single
      >parent of a 6 yr old indigo boy. Because of him, I'm opening up a
      >school for these wonderful kids of today, and would love any input
      >YOU can give on educating these kids. Let's not teach them how to
      >obey orders.. rather, help them remember how to THINK and BE.
      >
      >Our first weekend workshops for kids begin this weekend
      >(Denver... "Awareness"). We expect to open for weekday classes mid
      >2003, and I'm writing a book to go along with this. Your ideas and
      >thoughts?
      >
      >Vikki (www.earth2spirit.org/mountaingardens)
      >
      >--- In indigo-parents@yahoogroups.com, Karen Eck <kareneck@e...>
      >wrote:
      > > If you have time to read a two-page article, skip down to the web
      >page
      > > link, and read it in sequence.
      > > If not, here's few diamonds from the first half of the article and
      >the ending.
      > > Karen
      > >
      > > The following is the text of a speech by John Taylor Gatto . . .
      > >
      > > I've noticed a fascinating phenomenon in my 25 years of teaching --
      >that
      > > schools and schooling are increasingly irrelevant to the great
      >enterprises
      > > of the planet.
      > >
      > > The truth is that schools don't really teach anything except how to
      >obey
      > > orders.
      > >
      > > . . . prior to compulsory education the state literacy rate was
      >98% and
      > > after it the figure never again reached above 91% where it stands
      >in 1990.
      > >
      > > The homeschooling movement has quietly grown to a size where one
      >and a half
      > > million young people are being educated entirely by their own
      >parents, last
      > > month the education press reported the amazing news that children
      >schooled
      > > at home seem to be five or even 10 years ahead of their formally
      >trained
      > > peers in their ability to think.
      > >
      > > Schools are intended to produce through the application of
      >formulae,
      > > formulaic human beings whose behavior can be predicted and
      >controlled.
      > >
      > > . . . in a national order in which only humanly successful people
      >are
      > > independent, self-reliant, confident, and individualistic (because
      > > community life which protects the dependent and weak is dead and
      >only
      > > networks remain), the products of schooling are, as I've said,
      >irrelevant.
      > >
      > > It is absurd and anti-life to move from cell to cell at the sound
      >of a gong
      > > for every day of your natural youth in an institution that allows
      >you no
      > > privacy and even follows you into the sanctuary of your home
      >demanding that
      > > you do its "homework".
      > >
      > > Two institutions at present control our children's lives --
      >television and
      > > schooling, in that order.
      > >
      > > FAMILY is the main engine of education. If we use schooling to
      >break
      > > children away from parents -- and make no mistake, that has been
      >the
      > > central function of schools since John Cotton announced it as the
      >purpose
      > > of the Bay Colony schools in 1650 and Horace Mann announced it as
      >the
      > > purpose of Massachusetts schools in 1850 -- we're going to continue
      >to have
      > > the horror show we have right now. THE CURRICULUM OF FAMILY is at
      >the heart
      > > of any good life, we've gotten away from that curriculum, time to
      >return to
      > > it. The way to sanity in education is for our schools to take the
      >lead in
      > > releasing the stranglehold of institutions on family life, to
      >promote
      > > during school time confluences of parent and child that will
      >strengthen
      > > family bonds. That was my real purpose in sending the girl and her
      >mother
      > > down the Jersey coast to meet the police chief. I have many ideas
      >to make a
      > > family curriculum and my guess is that a lot of you will have many
      >ideas,
      > > too, once you begin to think about it. Our greatest problem in
      >getting the
      > > kind of grass-roots thinking going that could reform schooling is
      >that we
      > > have large vested interests pre-emptying all the air time and
      >profiting
      > > from schooling just exactly as it is despite rhetoric to the
      >contrary. We
      > > have to demand that new voices and new ideas get a hearing, my
      >ideas and
      > > yours. We've all had a bellyful of authorized voices mediated by
      >television
      > > and the press -- a decade long free-for-all debate is what is
      >called for
      > > now, not any more "expert" opinions. Experts in education have
      >never been
      > > right, their "solutions" are expensive, self-serving, and always
      >involve
      > > further centralization. Enough. Time for a return to Democracy,
      > > Individuality, and Family. I've said my piece. Thank you.
      > >
      > > http://www.afhe.org/gatto2.htm
      > >
      > > The following is the text of a speech by John Taylor Gatto
      >accepting the
      > > New York City Teacher of the Year Award on January 31, 1990. It is
      > > reprinted from the Iowa State Newsletter.
      > > I accept this award on behalf of all the fine teachers I've known
      >over the
      > > years who've struggled to make their transactions with children
      >honorable
      > > ones, men and women who are never complacent, always questioning,
      >always
      > > wrestling to define and redefine endlessly what the
      >word "education" should
      > > mean. A Teacher of the Year is not the best teacher around, those
      >people
      > > are too quiet to be easily uncovered, but he is a standard-bearer,
      >symbolic
      > > of these private people who spend their lives gladly in the service
      >of
      > > children. This is their award as well as mine.
      > > We live in a time of great school crisis. We rank at the bottom of
      >19
      > > industrial nations in reading, writing and arithmetic. At the very
      >bottom.
      > > The world's narcotic economy is based upon our own consumption of
      >the
      > > commodity, if we didn't buy so many powdered dreams the business
      >would
      > > collapse -- and schools are an important sales outlet. Our teenage
      >suicide
      > > rate is the highest in the world and suicidal kids are rich kids
      >for the
      > > most part, not the poor. In Manhattan 50% of all new marriages last
      >less
      > > than five years. So something is wrong for sure.
      > > This is a time of great school crisis and that crisis is
      >interlinked with a
      > > greater social crisis in the general community. We seem to have
      >lost our
      > > identity. Children and old people are penned up and locked away
      >from the
      > > business of the world to a degree without precedent -- nobody talks
      >to them
      > > anymore and without children and old people mixing in daily life a
      > > community has no future and no past, only a continuous present. In
      >fact,
      > > the name "community" hardly applies to the way we interact with
      >each other.
      > > We live in networks, not communities, and everyone I know is lonely
      >because
      > > of that. In some strange way school is a major actor in this
      >tragedy just
      > > as it is a major actor in the widening guilt among social classes.
      >Using
      > > school as a sorting mechanism we appear to be on the way to
      >creating a
      > > caste system, complete with untouchables who wander through subway
      >trains
      > > begging and sleep on the streets.
      > > I've noticed a fascinating phenomenon in my 25 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. This is a great mystery to me because thousands of
      >humane,
      > > caring people work in schools as teachers and aids and
      >administrators but
      > > the abstract logic of the institution overwhelms their individual
      > > contributions. Although teachers do care and do work 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 different cell where he must memorize that man and monkeys
      >derive from a
      > > common ancestor.
      > > Our form of compulsory schooling is an invention of the state of
      > > Massachusetts around 1850. It was resisted -- sometimes with guns --
      > by an
      > > estimated 80% of the Massachusetts population, the last outpost in
      > > Barnstable on Cape Cod not surrendering its children until the
      >1880's when
      > > the area was seized by militia and children marched to school under
      >guard.
      > > Now here is a curious idea to ponder. Senator Ted Kennedy's office
      >released
      > > a paper not too long ago claiming that prior to compulsory
      >education the
      > > state literacy rate was 98% and after it the figure never again
      >reached
      > > above 91% where it stands in 1990. I hope that interests you.
      > > Here is another curiosity to think about. The homeschooling
      >movement has
      > > quietly grown to a size where one and a half million young people
      >are being
      > > educated entirely by their own parents, last month the education
      >press
      > > reported the amazing news that children schooled at home seem to be
      >five or
      > > even 10 years ahead of their formally trained peers in their
      >ability to think.
      > > I don't think we'll get rid of schools anytime 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 school
      >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 ever to be the same
      >thing.
      > > 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.
      > > To a very great extent schools succeed in doing this, but in a
      >national
      > > order increasingly disintegrated, in a national order in which only
      >humanly
      > > successful people are independent, self-reliant, confident, and
      > > individualistic (because community life which protects the
      >dependent and
      > > weak is dead and only networks remain), the products of schooling
      >are, as
      > > I've said, irrelevant. Well-schooled people are irrelevant. They
      >can sell
      > > film and razor blades, push paper and talk on the telephones, or
      >sit
      > > mindlessly before a flickering computer terminal but as human
      >beings they
      > > are useless. Useless to others and useless to themselves.
      > > The daily misery around us is, I think in large measure caused by
      >the fact
      > > that -- as Paul Goodman put it 30 years ago -- we force children to
      >grow up
      > > absurd. Any reform in schooling has to deal with its absurdities.
      > > It is absurd and anti-life to be part of a system that compels you
      >to sit
      > > in confinement with people of exactly the same age and social
      >class. That
      > > system effectively cuts you off from the immense diversity of life
      >and the
      > > synergy of variety, indeed it cuts you off from your own part and
      >future,
      > > scaling you to a continuous present much the same way television
      >does.
      > > It is absurd and anti-life to be part of a system that compels you
      >to
      > > listen to a stranger reading poetry when you want to learn to
      >construct
      > > buildings, or to sit with a stranger discussing the construction of
      > > buildings when you want to read poetry.
      > > It is absurd and anti-life to move from cell to cell at the sound
      >of a gong
      > > for every day of your natural youth in an institution that allows
      >you no
      > > privacy and even follows you into the sanctuary of your home
      >demanding that
      > > you do its "homework".
      > > "How will they learn to read?!" you say and my answer is "Remember
      >the
      > > lessons of Massachusetts." When children are given whole lives
      >instead of
      > > age-graded ones in cellblocks they learn to read, write, and do
      >arithmetic
      > > with ease if those things make sense in the kind of life that
      >unfolds
      > > around them.
      > > But keep in mind that in the United States almost nobody who reads,
      >writes
      > > or does arithmetic gets much respect. We are a land of talkers, we
      >pay
      > > talkers the most and admire talkers the most and so our children
      >talk
      > > constantly, following the public models of television and school
      >teachers.
      > > It is very difficult to teach the "basics" anymore because they
      >really
      > > aren't basic to the society we've made.
      > > Two institutions at present control our children's lives --
      >television and
      > > schooling, in that order. Both of these reduce the real world of
      >wisdom,
      > > fortitude, temperance, and justice to a never-ending, non-stopping
      > > abstraction. In centuries past the time of a child and adolescent
      >would be
      > > occupied in real work, real charity, real adventures, and the
      >realistic
      > > search for mentors who might teach what you really wanted to learn.
      >A great
      > > deal of time was spent in community pursuits, practicing affection,
      >meeting
      > > and studying every level of the community, learning how to make a
      >home, and
      > > dozens of other tasks necessary to become a whole man or woman.
      > > But here is the calculus of time the children I teach must deal
      >with:
      > > -- Out of 168 hours in each week my children sleep 56. That leaves
      >them 112
      > > hours a week out of which to fashion a self.
      > > -- My children watch 55 hours of television a week according to
      >recent
      > > reports. That leaves them 57 hours a week in which to grow up.
      > > -- My children attend school 30 hours a week, use about 6 hours
      >getting
      > > ready, going and coming home, and spend an average of 7 hours a
      >week in
      > > homework -- a total of 45 hours. During that time they are under
      >constant
      > > surveillance, have no private time or private space, and are
      >disciplined if
      > > they try to assert individuality in the use of time or space. That
      >leaves
      > > 12 hours a week out of which to create a unique consciousness. Of
      >course,
      > > my kids eat, and that takes some time--not much because they've
      >lost the
      > > tradition of family dining, but if we allot 3 hours a week to
      >evening meals
      > > we arrive at a net amount of private time for each child of 9 hours.
      > > It's not enough. It's not enough, is it? The richer the kid, or
      >course, the
      > > less television he watches but the rich kid's time is just as
      >narrowly
      > > proscribed by a somewhat broader catalog of commercial
      >entertainments and
      > > his inevitable assignment to a series of private lessons in areas
      >seldom of
      > > his actual choice.
      > > And these things are oddly enough just a more cosmetic way to
      >create
      > > dependent human beings, unable to fill their own hours, unable to
      >initiate
      > > lines of meaning to give substance and pleasure to their existence.
      >It's a
      > > national disease, this dependency, and aimlessness, and I think
      >schooling
      > > and television and lessons -- the entire Chautauqua idea -- has a
      >lot to do
      > > with it.
      > > Think of the things that are killing us as a nation -- narcotic
      >drugs,
      > > brainless competition, recreational sex, the pornography of
      >violence,
      > > gambling, alcohol, and the worst pornography of all -- lives
      >devoted to
      > > buying things, accumulation as a philosophy, all of them are
      >additions of
      > > dependent personalities and that is what our brand of schooling
      >must
      > > inevitably produce.
      > > I want to tell you what the effect is on children of taking all
      >their time
      > > from them -- time they need to grow up -- and forcing them to spend
      >it on
      > > abstractions. You need to hear this because no reform that doesn't
      >attack
      > > these specific pathologies will be anything more than a facade.
      > > 1. The children I teach are indifferent to the adult world. This
      >defies the
      > > experience of thousands of years. A close study of what big people
      >were up
      > > to was always the most exciting occupation of youth, but nobody
      >wants to
      > > grow up these days and who can blame them? Toys are us.
      > > 2. The children I teach have almost no curiosity and what they do
      >have is
      > > transitory; they cannot concentrate for very long, even on things
      >they
      > > choose to do. Can you see a connection between the bells ringing
      >again and
      > > again to change classes and this phenomenon of evanescent attention?
      > > 3. The children I teach have a poor sense of the future, of how
      >tomorrow is
      > > inextricably linked to today. As I said before, they have a
      >continuous
      > > present, the exact moment they are at is the boundary of their
      >consciousness.
      > > 4. The children I teach are ahistorical, they have no sense of how
      >past has
      > > predestined their own present, limiting their choices, shaping
      >their values
      > > and lives.
      > > 5. The children I teach are cruel to each other, they lack
      >compassion for
      > > misfortune, they laugh at weakness, they have contempt for people
      >whose
      > > need for help shows too plainly.
      > > 6. The children I teach are uneasy with intimacy or candor. My
      >guess is
      > > that they are like many adopted people I've known in this respect --
      > they
      > > cannot deal with genuine intimacy because of a lifelong habit of
      >preserving
      > > a secret inner self inside a larger outer personality made up of
      >artificial
      > > bits and pieces of behavior borrowed from television or acquired to
      > > manipulate teachers. Because they are not who they represent
      >themselves to
      > > be the disguise wears thin in the presence of intimacy so intimate
      > > relationships have to be avoided.
      > > 7. The children I teach are materialistic, following the lead of
      >school
      > > teachers who materialistically "grade" everything -- and television
      >mentors
      > > who offer everything in the world for free.
      > > 8. The children I teach are dependent, passive, and timid in the
      >presence
      > > of new challenges. This is frequently masked by surface bravado, or
      >by
      > > anger or aggressiveness but underneath is a vacuum without
      >fortitude.
      > > I could name a few other conditions that school reform would have
      >to tackle
      > > if our national decline is to be arrested, but by now you will have
      >grasped
      > > my thesis, whether you agree with it or not. Either schools have
      >caused
      > > these pathologies or television or both. It's a simple matter [of]
      > > arithmetic, between schooling and television all the time the
      >children have
      > > is eaten away. That's what has destroyed the American family, it is
      >no
      > > longer a factor in the education of its own children. Television
      >and
      > > schooling, in those things the fault must lie.
      > > What can be done? First we need a ferocious national debate that
      >doesn't
      > > quit, day after day, year after year. We need to scream and argue
      >about
      > > this school thing until it is fixed or broken beyond repair, one or
      >the
      > > other. If we can fix it, fine; if we cannot then the success of
      > > homeschooling shows a different road to take that has great
      >promise.
      > > Pouring the money we now pour into family education might kill two
      >birds
      > > with one stone, repairing families as it repairs children.
      > > Genuine reform is possible but it shouldn't cost anything. We need
      >to
      > > rethink the fundamental premises of schooling and decide what it is
      >we want
      > > all children to learn and why. For 140 years this nation has tried
      >to
      > > impose objectives downward from the lofty command center made up of
      > > "experts", a central elite of social engineers. It hasn't worked.
      >It won't
      > > work. And it is a gross betrayal of the democratic promise that
      >once made
      > > this nation a noble experiment. the Russian attempt to create
      >Plato's
      > > republic in Eastern Europe has exploded before [our] eyes, our own
      >attempt
      > > to impose the same sort of central orthodoxy using the schools as
      >an
      > > instrument is also coming apart at the seams, albeit more slowly
      >and
      > > painfully. It doesn't work because it's fundamental premises are
      > > mechanical, anti-human, and hostile to family life. Lives can be
      >controlled
      > > by machine education but they will always fight back with weapons
      >of social
      > > pathology -- drugs, violence, self-destruction, indifference, and
      >the
      > > symptoms I see in the children I teach.
      > > It's high time we looked backwards to regain an educational
      >philosophy that
      > > works. One I like particularly well has been a favorite of the
      >ruling
      > > classes of Europe for thousands of years. I use as much of it as I
      >can
      > > manage in my own teaching, as much, that is, as I can get away with
      >given
      > > the present institution of compulsory schooling. I think it works
      >just as
      > > well for poor children as for rich ones.
      > > At the core of this elite system of education is the belief that
      > > self-knowledge is the only basis of true knowledge. Everywhere in
      >this
      > > system, at every age, you will find arrangements to place the child
      >alone
      > > in an unguided setting with a problem to solve. Sometimes the
      >problem is
      > > fraught with great risks, such as the problem of galloping a horse
      >or
      > > making it jump, but that, of course, is a problem successfully
      >solved by
      > > thousands of elite children before the age of ten. Can you imagine
      >anyone
      > > who had mastered such a challenge ever lacking confidence in his
      >ability to
      > > do anything? Sometimes the problem is the problem of mastering
      >solitude, as
      > > Thoreau did at Walden pond, or Einstein did in the Swiss customs
      >house.
      > > One of my former students, Roland Legiardi-Lura, though both his
      >parents
      > > were dead and he had no inheritance, took a bicycle across the
      >United
      > > States alone when he was hardly out of boyhood. Is it any wonder
      >then that
      > > in manhood when he decided to make a film about Nicaragua, although
      >he had
      > > no money and no prior experience with film-making, that it was an
      > > international award-winner -- even though his regular work was as a
      >carpenter.
      > > Right now we are taking all the time from our children that they
      >need to
      > > develop self-knowledge. That has to stop. We have to invent school
      > > experiences that give a lot of that time back, we need to trust
      >children
      > > from a very early age with independent study, perhaps arranged in
      >school
      > > but which takes place away from the institutional setting. We need
      >to
      > > invent curriculum where each kid has a chance to develop private
      >uniqueness
      > > and self-reliance.
      > > A short time ago I took $70 and sent a 12-year-old girl from my
      >class with
      > > her non-English speaking mother on a bus down the New Jersey coast
      >to take
      > > the police chief of Sea Bright to lunch and apologize for polluting
      >[his]
      > > beach with a discarded Gatorade bottle. In exchange for this public
      >apology
      > > I had arranged with the police chief for the girl to have a one-day
      > > apprenticeship in a small town police procedures. A few days later
      >two more
      > > of my 12-year-old kids traveled alone to West First Street from
      >Harlem
      > > where they began an apprenticeship with a newspaper editor, next
      >week three
      > > of my kids will find themselves in the middle of the Jersey swamps
      >at 6
      > > A.M. in the morning studying the mind of a trucking company
      >president as he
      > > dispatches 18-wheelers to Dallas, Chicago, and Los Angeles.
      > > Are these "special" children in a "special" program? Well, in one
      >sense,
      > > yes, but nobody knows about this program but myself and the kids.
      >They're
      > > just nice kids from Central Harlem, bright and alert, but so badly
      >schooled
      > > when they came to me that most of them can't add or subtract with
      >any
      > > fluency. And not a single one knew the population of New York City
      >or how
      > > far it is from New York to California.
      > > Does that worry me? Of course, but I am confident that as they gain
      > > self-knowledge they'll also become self-teachers -- and only self-
      >teaching
      > > has any lasting value.
      > > We've got to give kids independent time right away because that is
      >the key
      > > to self-knowledge, and we must re-involve them with the real world
      >as fast
      > > as possible so that the independent time can be spent on something
      >other
      > > than more abstraction. This is an emergency, it requires drastic
      >action to
      > > correct -- our children are dying like flies in schooling, good
      >schooling
      > > or bad schooling, it's all the same. Irrelevant.
      > > What else does a restructured school system need? It needs to stop
      >being a
      > > parasite on the working community. Of all the pages in the human
      >ledger,
      > > only our tortured entry has warehoused children and asked nothing
      >of them
      > > in service to the general good. For a while I think we need to make
      > > community service a required part of schooling. Besides the
      >experience in
      > > acting unselfishly that will teach, it is the quickest way to give
      >young
      > > children real responsibility in the mainstream of life.
      > > For five years I ran a guerilla program where I had every kid, rich
      >and
      > > poor, smart and dipsy, give 320 hours a year of hard community
      >service.
      > > Dozens of those kids came back to me years later, grown up, and
      >told me
      > > that one experience of helping someone else changed their lives. It
      >taught
      > > them to see in new ways, to rethink goals and values. It happened
      >when they
      > > were 13, in my Lab School program -- only made possible because my
      >rich
      > > school district was in chaos. When "stability" returned the Lab was
      >closed.
      > > It was too successful with a wildly mixed group of kids, at too
      >small of a
      > > cost, to be allowed to continue. We made the expensive elite
      >programs look
      > > bad.
      > > There is no shortage of real problems in the city. Kids can be
      >asked to
      > > help solve them in exchange for the respect and attention of the
      >total
      > > adult world. Good for kids, good for all the rest of us. That's
      >curriculum
      > > that teaches Justice, one of the four cardinal virtues in every
      >system of
      > > elite education. What's sauce for the rich and powerful is surely
      >sauce for
      > > the rest of us -- what is more, the idea is absolutely free as are
      >all
      > > other genuine reform ideas in education. Extra money and extra
      >people put
      > > into this sick institution will only make it sicker.
      > > Independent study, community service, adventures in experience,
      >large doses
      > > of privacy and solitude, a thousand different apprenticeships, the
      >one day
      > > variety or longer -- these are all powerful, cheap and effective
      >ways to
      > > start a real reform of schooling. But no large-scale reform is ever
      >going
      > > to work to repair our damaged children and our damaged society
      >until we
      > > force the idea of "school" open -- to include FAMILY as the main
      >engine of
      > > education. The Swedes realized that in 1976 when they effectively
      >abandoned
      > > the system of adopting unwanted children and instead spent national
      >time
      > > and treasure on reinforcing the original family so that children
      >born to
      > > Swedes were wanted. They didn't succeed completely but they did
      >succeed in
      > > reducing the number of unwanted Swedish children from 6000 in l976
      >to 15 in
      > > 1986. So it can be done. The Swedes just got tired of paying for
      >the social
      > > wreckage caused by children not raised by their natural parents so
      >they did
      > > something about it. We can, too.
      > > FAMILY is the main engine of education. If we use schooling to
      >break
      > > children away from parents -- and make no mistake, that has been
      >the
      > > central function of schools since John Cotton announced it as the
      >purpose
      > > of the Bay Colony schools in 1650 and Horace Mann announced it as
      >the
      > > purpose of Massachusetts schools in 1850 -- we're going to continue
      >to have
      > > the horror show we have right now. THE CURRICULUM OF FAMILY is at
      >the heart
      > > of any good life, we've gotten away from that curriculum, time to
      >return to
      > > it. The way to sanity in education is for our schools to take the
      >lead in
      > > releasing the stranglehold of institutions on family life, to
      >promote
      > > during school time confluences of parent and child that will
      >strengthen
      > > family bonds. That was my real purpose in sending the girl and her
      >mother
      > > down the Jersey coast to meet the police chief. I have many ideas
      >to make a
      > > family curriculum and my guess is that a lot of you will have many
      >ideas,
      > > too, once you begin to think about it. Our greatest problem in
      >getting the
      > > kind of grass-roots thinking going that could reform schooling is
      >that we
      > > have large vested interests pre-emptying all the air time and
      >profiting
      > > from schooling just exactly as it is despite rhetoric to the
      >contrary. We
      > > have to demand that new voices and new ideas get a hearing, my
      >ideas and
      > > yours. We've all had a bellyful of authorized voices mediated by
      >television
      > > and the press -- a decade long free-for-all debate is what is
      >called for
      > > now, not any more "expert" opinions. Experts in education have
      >never been
      > > right, their "solutions" are expensive, self-serving, and always
      >involve
      > > further centralization. Enough. Time for a return to Democracy,
      > > Individuality, and Family. I've said my piece. Thank you.
      > >
      > >
      > >
      > >
      > > ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
      > > ~Your donations help support this internet information service.
      > > Send to Karen Eck, 1330 Hughes Lane, Baker City, OR 97814
      > > or via http://www.PayPal.com to kareneck@e... ~
      > > ~http://www.karen-eck.com 541-523-0494 Toll free 888-345-9657~
      > > ~Download the free book, Lessons from the "Miracle Doctors"
      > > http://karen.eck.healingamerica.com~ Expires Dec 31, 2002~
      > > ~Cleanse, Purify, Nourish, Oxygenate, Protect, Strengthen
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      ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
      ~Your donations help support this internet information service.
      Send to Karen Eck, 1330 Hughes Lane, Baker City, OR 97814
      or via http://www.PayPal.com to kareneck@... ~
      ~http://www.karen-eck.com 541-523-0494 Toll free 888-345-9657~
      ~Download the free book, Lessons from the "Miracle Doctors"
      http://karen.eck.healingamerica.com~ Expires Dec 31, 2002~
      ~Cleanse, Purify, Nourish, Oxygenate, Protect, Strengthen
      http://karen88eck.seasilverhealth.com/ one real food liquid does it all~
      ~http://KarenEck.TheMastersMiracle.com/ Experience the miracle!~
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