When people ask me why I homeschooled, I tell them I had no choice. If they knew what I know about public education, they would homeschool too.
John Taylor Gatto was the man who opened my eyes to the nefarious agenda behind institutionalized schooling. What follows is a transcription of the key section from John’s classic speech and opus, The Underground History of American Education.
John was a brilliant and well-researched man. I have read what is below in Ingles’ book myself; it is all true.
Transcription of John’s Talk
“I have something here. I have the six purposes of schooling [from the book Principles of Secondary Education by Alexander James Inglis] as laid down in 1917 by the man whom Harvard named their Honor Lecture in Education for.
So far from being a fringe individual, this guy is the reason the Harvard Honor Lecture in Education is named as it is: The Inglis Lecture. I would like to read you the six purposes of schooling. I moved heaven and earth as it took years to find this book [Principles of Secondary Education]--just like trying to find in past years a copy of the Carol Quigley [book] Tragedy and Hope.
I learned about Inglis from a twenty year President of Harvard [1933-1953], James Bryant Conant, who was a poison gas specialist in World War I--and was in the very inner circle of the Atomic Bomb Project in World War II--was High Commissioner of Occupied Germany after the War.
So he [James Bryant Conant] wrote--there must be 20 books about the institution of schooling--of which he was completely a proponent. And he is a very, very bad writer. I forced myself to read most of these books, and one of them he says that if you really want to know what school is about, you need to pick up the book that I’m referring to Principles of Secondary Education.
Two years it took me to find a copy of the book [Principles of Secondary Education by Alexander James Inglis]--750 pages, tiny print and as dull as your imagination can be. And furthermore, it is not till you get to the very middle of the book--in an unlabelled section--that he spills the beans. Let me spill them for you.
There are six purposes, or functions, as he calls them. The first he [Alexander Inglis] calls the Adjustive Function: Schools are to establish fixed habits of reaction to authority. That’s their main purpose--habits and reactions to authority.
That is why school authorities don’t tear their hair out when somebody exposes that the Atomic Bomb wasn’t dropped on Korea, as a history book in the 1990s printed by Scott Foresman [did], and why each of these books has hundreds of substantive errors. Learning isn’t the reason the texts are distributed.
The Adjustive Function
So, first is the Adjustive Function--fixed habits. Now here comes the wonderful insight that being able to analyze the detail will give you. How can you establish whether someone has successfully developed this Automatic Reaction because people have a proclivity when they are given sensible orders to follow.
That is not what they want to teach. The only way you can measure this is to give stupid orders and people automatically follow those. Now you have achieved Function #1.
The Integrating Function
Have you ever ever wondered why some of the foolish things that schools do or allow to continue? [Function] #2, he [Inglis] calls it the Integrating Function, but it is easier to understand if you call it the Conformity Function.
It’s to make children alike as possible--the gifted children and the stupid--alike as possible because market research uses statistical sampling, and it only works if people react generally the same way.
The Directive Function
The Third Function he calls the Directive Function: School is to diagnose your proper social role and then log the evidence that here is where you are on the Great Pyramid, so that future people won’t allow you to escape that compartment.
The Differentiating Function
The Fourth Function is the Differentiating Function. Because once you have diagnosed the kids in this layer, you do not want them to learn anything that the higher layers are learning. So you teach just as far as the requirement of that layer.
The Selective Function
Number five and six are the creepiest of all! Number 5 is the Selective Function. What that means is what Darwin meant by natural selection: You are assessing the breeding quality of each individual kid. You’re doing it structurally because school teachers don’t know this is happening.
And you’re trying to use ways to prevent the poor stuff from breeding. And those ways are hanging labels--humiliating labels--around their neck, encouraging the shallowness of thinking.
I often wondered, because I came from a very very strict Scotish-Irish culture that never allowed you to leer at a girl. But when I got to NYC, the boys were pawing the girls openly and there was no redress for the girls at all, except not showing up in the classroom--high absentee rates.
Well, you are supposed to teach structurally that sexual pleasure is what you withdraw from a relationship and everything else is a waste of time and expensive.
So, the Selective Function is what Darwin meant by the favored races. The idea is to consciously improve the breeding stock. Schools are meant to tag the unfit with their inferiority by poor grades, remedial placement, and humiliation, so that their peers will accept them as inferior. And the good breeding stock among the females will reject them as possible partners.
The Propaedeutic Function
And the Sixth is the creepiest of all! And I think it is partly what Tragedy and Hope is about--a fancy Roman name, the Propaedeutic Function. Because as early as Roman bigtime thinkers, it was understood that to continue a social form required that some people be trained that they were the custodians of this. So, some small fraction of the kids are being ready to take over the project.
That’s the guy--the honor lecturer [Inglis], and it will not surprise you that his ancestors include the major-general of the siege of the Luknow of India--famous for tying the mutineers’ on the muzzle of the cannons and blowing them apart, or somebody who was forced to flee NYC, a churchman at the beginning of the American Revolution, because he wrote a refutation of Thomas Paine’s Common Sense.
They were going to tar and feather him. He fled and was rewarded by the British by making him the Bishop of Nova Scotia. Those are Inglis’ ancestors!
So, Al Inglis is certainly--when I learned of this and wrote to Harvard, asking for access to the Inglis Lecture. Strike me dead, Lord, if I’m exaggerating at all. I was told “We have no Inglis Lecture--hasn’t been for years, and we have no records.
It was the same that happened when I discovered that Elwood B. Cubberly, the most influential schoolman of the 20th century and the bionomics genius had been the elementary school editor of Houghton Mifflin, and I wrote Houghton Mifflin--Is there any record? And they said, “We have no record of anyone named Elwood P. Cubberly.
Now Harvard is telling me, “There is no Inglis Lecture. A week passed and I got a call from Harvard, from some obscure office at Harvard, saying “What is your interest in the Ingles Lecture?” I knew that I was on thin ice.
And I said, “Well, James Conant referred me in his books to the man the Inglis Lecture is named after, and I was just wondering if I could get some background on this fellow, and a list of the lectures.
And in due time, I got a list of the lectures and instructions [on] how to access the texts, but not easily. Enough hoops that someone who has to mow the lawn and burp the baby wouldn’t jump through those hoops. I was able to prove Harper’s [magazine] wouldn’t publish [it in] the cover essay I wrote, which Lew Laflin [?] named Against School, but I had called The Artificial Extension of Childhood because I think that is the key mechanism at work here.
So, they wouldn’t print the information about Cubberley because Houghton Mifflin denied it. It was only months after that I looked through my extensive library of incredibly dull books about schooling, and I opened [one]--and on the facing page said Elwood B. Cubberly, Editor and Chief of Elementary School, publishing arm of Houghton Mifflin.
By the way, the secondary Editor and Chief was Alexander Ingles. So you see how this cousinage works.”
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*Video transcribed by Roger Copple. To watch the full 12-minute video: The Six Purposes of Schooling [Video]
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