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http://www.lewrockwell.com/orig11/gatto4.1.1.html
What Really Matters
by John Taylor Gatto
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After 12,000 hours of compulsory training at the hands of nearly 100 government-certified men and women, many high school graduates have no skills to trade for an income or even any skills with which to talk to each other. They can’t change a flat, read a book, repair a faucet, install a light, follow directions for the use of a word processor, build a wall, make change reliably, be alone with themselves or keep their marriages together. The situation is considerably worse than journalists have discerned.
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It’s really sad when you think about it.
Mandatory attendance laws, the Prussian model of education, and the forced funding of “education” have resulted in this.
Here’s some anecdotal evidence. I’ve seen three generations of children absolutely ruined by “public education” aka Gooferment Skrules. All three generations contain multiple examples.
Let’s take generation one with three children. “One” was a total disaster dropping out of this prison training propaganda camp. I saw what and how it was taught. Interesting how the statistics were cooked to avoid having his drop out count in their numbers. The township bragged about a 100% graduation rate and how 95% went on to college. As if that’s a measure of success. He was a complete mess, forever broken by a one size fits all system that didn’t meet his needs. “Two” completed school, undistinguished, apparently learning little, went on to college, got a degree, and husband. Was she better off for the experience? I’d say not. Her “art” was crushed. Her “drive” was too. Did she reach her potential? I’d say not. But one can’t know for sure until Final Judgment when we’ll know what was possible. “Three” also graduated, undistinguished, his athletic career that seemed important to him as a child was non-existent, he went to the military, on to graduate degrees, and a good Gooferment job after the military. Did he reach he potential? Again, won’t know for sure, until that Final Judgment, but I’d say not. As a child he was dreaming of being an athlete, read voraciously, and was “smart”. School sure seemed to drain all that enthusiasm out. Generation One scoreboard: One lost, and two seemingly fell short of apparent maximum potential. Given that two out of three achieved some measure of success, It’s not due to their time spent in Gooferment Skrules imho. I’d say is testament to the indomitable human spirit. Humans can make a life out anything. Look at the lands of abject poverty. People make the best of bad situations.
Let’s take generation two, sample size two males, Gooferment Skrules was a bad fit for both of them. “One” was another smart as whip youngster. Somehow he went to the Gooferment Skrules and came out dumb as a bag of rocks. Pleasant apparently happy fellow. But in the dikw (i.e., data, information, knowledge, wisdom) measurements missing a lot of dikw. Now maybe when I went to Catholic School, we were terrorized into memorizing a lot of data, led into being able to regurgitate meaningless info (I’m a self called “font of useless information”), acquired a lot of knowledge, and maybe even some wisdom. But, this “smart kid” was transformed into a “wise
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