The Ultimate History Lesson: A Weekend with John Taylor gattaz. The ultimate history lesson: a weekend with john taylor gatto children. The ultimate history lesson: a weekend with john taylor gatto wife. Call me Mr. Gatto, please. Twenty-six years ago, having nothing better to do, I tried my hand at schoolteaching. My license certifies me as an instructor of English language and literature, but that isnt what I do at all. What I teach is school, and I win awards doing it. Teaching means many different things, but six lessons are common to schoolteaching from Harlem to Hollywood. You pay for these lessons in more ways than you can imagine, so you might as well know what they are: The first lesson I teach is: Stay in the class where you belong. I dont know who decides that my kids belong there but thats not my business. The children are numbered so that if any get away they can be returned to the right class. Over the years the variety of ways children are numbered has increased dramatically, until it is hard to see the human being under the burden of the numbers each carries. Numbering children is a big and very profitable business, though what the business is designed to accomplish is elusive. In any case, again, thats not my business. My job is to make the kids like it – being locked in together, I mean – or at the minimum, endure it. If things go well, the kids cant imagine themselves anywhere else; they envy and fear the better classes and have contempt for the dumber classes. So the class mostly keeps itself in good marching order. Thats the real lesson of any rigged competition like school. You come to know your place. Nevertheless, in spite of the overall blueprint, I make an effort to urge children to higher levels of test success, promising eventual transfer from the lower-level class as a reward. I insinuate that the day will come when an employer will hire them on the basis of test scores, even though my own experience is that employers are (rightly) indifferent to such things. I never lie outright, but Ive come to see that truth and [school]teaching are incompatible. The lesson of numbered classes is that there is no way out of your class except by magic. Until that happens you must stay where you are put. Weapons of Mass Instru... John Taylor Gatto Best Price: 6. 28 Buy New 29. 48 (as of 09:35 EST - Details) The second lesson I teach kids is to turn on and off like a light switch. I demand that they become totally involved in my lessons, jumping up and down in their seats with anticipation, competing vigorously with each other for my favor. But when the bell rings I insist that they drop the work at once and proceed quickly to the next work station. Nothing important is ever finished in my class, nor in any other class I know of. The lesson of bells is that no work is worth finishing, so why care too deeply about anything? Bells are the secret logic of schooltime; their argument is inexorable; bells destroy past and future, converting every interval into a sameness, as an abstract map makes every living mountain and river the same even though they are not. Bells inoculate each undertaking with indifference. The third lesson I teach you is to surrender your will to a predestined chain of command. Rights may be granted or withheld, by authority, without appeal. As a schoolteacher I intervene in many personal decisions, issuing a Pass for those I deem legitimate, or initiating a disciplinary confrontation for behavior that threatens my control. My judgments come thick and fast, because individuality is trying constantly to assert itself in my classroom. Individuality is a curse to all systems of classification, a contradiction of class theory. Here are some common ways it shows up: children sneak away for a private moment in the toilet on the pretext of moving their bowels; they trick me out of a private instant in the hallway on the grounds that they need water. Sometimes free will appears right in front of me in children angry, depressed or exhilarated by things outside my ken. Rights in such things cannot exist for schoolteachers; only privileges, which can be withdrawn, exist. The fourth lesson I teach is that only I determine what curriculum you will study. (Rather, I enforce decisions transmitted by the people who pay me. This power lets me separate good kids from bad kids instantly. Good kids do the tasks I appoint with a minimum of conflict and a decent show of enthusiasm. Of the millions of things of value to learn, I decide what few we have time for. The choices are mine. Curiosity has no important place in my work, only conformity. Bad kids fight against this, of course, trying openly or covertly to make decisions for themselves about what they will learn. How can we allow that and survive as schoolteachers? Fortunately there are procedures to break the will of those who resist. Dumbing Us Down: The H... Best Price: 1. 50 Buy New 20. 60 This is another way I teach the lesson of dependency. Good people wait for a teacher to tell them what to do. This is the most important lesson of all, that we must wait for other people, better trained than ourselves, to make the meanings of our lives. It is no exaggeration to say that our entire economy depends upon this lesson being learned. Think of what would fall apart if kids werent trained in the dependency lesson: The social-service businesses could hardly survive, including the fast-growing counseling industry; commercial entertainment of all sorts, along with television, would wither if people remembered how to make their own fun; the food services, restaurants and prepared-food warehouses would shrink if people returned to making their own meals rather than depending on strangers to cook for them. Much of modern law, medicine, and engineering would go too – the clothing business as well – unless a guaranteed supply of helpless people poured out of our schools each year. Weve built a way of life that depends on people doing what they are told because they dont know any other way. For Gods sake, lets not rock that boat! In lesson five I teach that your self-respect should depend on an observers measure of your worth. My kids are constantly evaluated and judged. A monthly report, impressive in its precision, is sent into students homes to spread approval or to mark exactly – down to a single percentage point – how dissatisfied with their children parents should be. Although some people might be surprised how little time or reflection goes into making up these records, the cumulative weight of the objective-seeming documents establishes a profile of defect which compels a child to arrive at a certain decisions about himself and his future based on the casual judgment of strangers. Self-evaluation – the staple of every major philosophical system that ever appeared on the planet – is never a factor in these things. The lesson of report cards, grades, and tests is that children should not trust themselves or their parents, but must rely on the evaluation of certified officials. People need to be told what they are worth. In lesson six I teach children that they are being watched. I keep each student under constant surveillance and so do my colleagues. There are no private spaces for children; there is no private time. Class change lasts 300 seconds to keep promiscuous fraternization at low levels. Students are encouraged to tattle on each other, even to tattle on their parents. Of course I encourage parents to file their own childs waywardness, too. I assign "homework" so that this surveillance extends into the household, where students might otherwise use the time to learn something unauthorized, perhaps from a father or mother, or by apprenticing to some wiser person in the neighborhood. The Underground Histor... Best Price: 38. 86 Buy New 152. 87 (as of 12:40 EST - Details) The lesson of constant surveillance is that no one can be trusted, that privacy is not legitimate. Surveillance is an ancient urgency among certain influential thinkers; it was a central prescription set down by Calvin in the Institutes, by Plato in the Republic, by Hobbes, by Comte, by Francis Bacon. All these childless men discovered the same thing: Children must be closely watched if you want to keep a society under central control. It is the great triumph of schooling that among even the best of my fellow teachers, and among even the best parents, there is only a small number who can imagine a different way to do things. Yet only a very few lifetimes ago things were different in the United States: originality and variety were common currency; our freedom from regimentation made us the miracle of the world; social class boundaries were relatively easy to cross; our citizenry was marvelously confident, inventive, and able to do many things independently, to think for themselves. We were something, all by ourselves, as individuals. 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 Ive just taught you. Weve had a society increasingly under central control in the United States since just before the Civil War: the lives we lead, the clothes we wear, the food we eat, and the green highway signs we drive by from coast to coast are the products of this central control. So, too, I think, are the epidemics of drugs, suicide, divorce, violence, cruelty, and the hardening of class into caste in the U. S., products of the dehumanization of our lives, the lessening of individual and family importance that central control imposes. Without a fully active role in community life you cannot develop into a complete human being. Aristotle taught that. Surely he was right; look around you or look in the mirror: that is the demonstration. "School" is an essential support system for a vision of social engineering that condemns most people to be subordinate stones in a pyramid that narrows to a control point as it ascends. "School" is an artifice which makes such a pyramidal social order seem inevitable (although such a premise is a fundamental betrayal of the American Revolution. In colonial days and through the period of the early Republic we had no schools to speak of. And yet the promise of democracy was beginning to be realized. We turned our backs on this promise by bringing to life the ancient dream of Egypt: compulsory training in subordination for everybody. Compulsory schooling was the secret Plato reluctantly transmitted in the Republic when he laid down the plans for total state control of human life. Government Schools Are... James Ostrowski Best Price: 2. 69 Buy New 9. 00 (as of 01:30 EST - Details) The current debate about whether we should have a national curriculum is phony; we already have one, locked up in the six lessons Ive told you about and a few more Ive spared you. This curriculum produces moral and intellectual paralysis, and no curriculum of content will be sufficient to reverse its bad effects. What is under discussion is a great irrelevancy. None of this is inevitable, you know. None of it is impregnable to change. We do have a choice in how we bring up young people; there is no right way. There is no "international competition" that compels our existence, difficult as it is to even think about in the face of a constant media barrage of myth to the contrary. In every important material respect our nation is self-sufficient. If we gained a non-material philosophy that found meaning where it is genuinely located – in families, friends, the passage of seasons, in nature, in simple ceremonies and rituals, in curiosity, generosity, compassion, and service to others, in a decent independence and privacy – then we would be truly self-sufficient. How did these awful places, these "schools. come about? As we know them, they are a product of the two "Red Scares" of 1848 and 1919, when powerful interests feared a revolution among our industrial poor, and partly they are the result of the revulsion with which old-line families regarded the waves of Celtic, Slavic, and Latin immigration – and the Catholic religion – after 1845. And certainly a third contributing cause can be found in the revulsion with which these same families regarded the free movement of Africans through the society after the Civil War. Look again at the six lessons of school. This is training for permanent underclasses, people who are to be deprived forever of finding the center of their own special genius. And it is training shaken loose from its original logic: to regulate the poor. Since the 1920s the growth of the well-articulated school bureaucracy, and the less visible growth of a horde of industries that profit from schooling exactly as it is, have enlarged schoolings original grasp to seize the sons and daughters of the middle class. Is it any wonder Socrates was outraged at the accusation that he took money to teach? Even then, philosophers saw clearly the inevitable direction the professionalization of teaching would take, pre-empting the teaching function that belongs to all in a healthy community; belongs, indeed, most clearly to yourself, since nobody else cares as much about your destiny. Professional teaching tends to another serious error. It makes things that are inherently easy to learn, like reading, writing, and arithmetic, difficult – by insisting they be taught by pedagogical procedures. With lessons like the ones I teach day after day, is it any wonder we have the national crisis we face today? Young people indifferent to the adult world and to the future; indifferent to almost everything except the diversion of toys and violence? Rich or poor, schoolchildren cannot concentrate on anything for very long. They have a poor sense of time past and to come; they are mistrustful of intimacy (like the children of divorce they really are) they hate solitude, are cruel, materialistic, dependent, passive, violent, timid in the face of the unexpected, addicted to distraction. All the peripheral tendencies of childhood are magnified to a grotesque extent by schooling, whose hidden curriculum prevents effective personality development. Indeed, without exploiting the fearfulness, selfishness, and inexperience of children our schools could not survive at all, nor could I as a certified schoolteacher. "Critical thinking" is a term we hear frequently these days as a form of training which will herald a new day in mass schooling. It certainly will, if it ever happens. No common school that actually dared teach the use of dialectic, heuristic, and other tools of free minds could last a year without being torn to pieces. Deculturalization and... Joel Spring Best Price: 1. 32 Buy New 34. 87 (as of 09:20 EST - Details) Institutional schoolteachers are destructive to childrens development. Nobody survives the Six-Lesson Curriculum unscathed, not even the instructors. The method is deeply and profoundly anti-educational. No tinkering will fix it. In one of the great ironies of human affairs, the massive rethinking that schools require would cost so much less than we are spending now that it is not likely to happen. First and foremost, the business I am in is a jobs project and a contract-letting agency. We cannot afford to save money, not even to help children. At the pass weve come to historically, and after 26 years of teaching, I must conclude that one of the only alternatives on the horizon for most families is to teach their own children at home. Small, de- institutionalized schools are another. Some form of free-market system for public schooling is the likeliest place to look for answers. But the near impossibility of these things for the shattered families of the poor, and for too many on the fringes of the economic middle class, foretell that the disaster of Six-Lesson Schools is likely to continue. After an adult lifetime spent in teaching school I believe the method of schooling is the only real content it has. Dont be fooled into thinking that good curricula or good equipment or good teachers are the critical determinants of your son and daughters schooltime. All the pathologies weve considered come about in large measure because the lessons of school prevent children from keeping important appointments with themselves and their families, to learn lessons in self-motivation, perseverance, self-reliance, courage, dignity and love – and, of course, lessons in service to others, which are among the key lessons of home life. Thirty years ago these things could still be learned in the time left after school. But television has eaten most of that time, and a combination of television and the stresses peculiar to two-income or single-parent families have swallowed up most of what used to be family time. Our kids have no time left to grow up fully human, and only thin-soil wastelands to do it in. A future is rushing down upon our culture which will insist that all of us learn the wisdom of non-material experience; this future will demand, as the price of survival, that we follow a pace of natural life economical in material cost. These lessons cannot be learned in schools as they are. School is like starting life with a 12-year jail sentence in which bad habits are the only curriculum truly learned. I teach school and win awards doing it. I should know. This originally appeared in the Fall 1991 issue of Whole Earth Review. June 22, 2010 John Taylor Gatto is the author of Weapons of Mass Instruction: A Schoolteachers Journey through the Dark World of Compulsory Schooling, The Underground History of American Education: A School Teachers Intimate Investigation Into the Problem of Modern Schooling, and Dumbing Us Down: The Hidden Curriculum of Compulsory Schooling. He was 1991 New York State Teacher of the Year. The Best of John Taylor Gatto.
One last thing. John suffered a series of major strokes not long after the production of this film. There are ways to help his recovery on the T&H website. Please do whatever you can to support this true American hero. April 26, 2016 To: Mr. Donald J. Trump 2016 Republican Frontrunner for U. S. Presidency Chairman & President The Trump Organization From: John Taylor Gatto Two-Time New York State Teacher of the Year New York City, N. Y. Dear Mr. Trump: I am a strong supporter of yours, with both a national and an international following and have some suggestions to help with your campaign. First, your natural speaking style is refreshing, but like all political speakers you do have a tendency to fall back on well-worn rhetorical images, grandiose locations which, over time, are merely heard as noise, but that make no lasting impression on listeners. This is an easy error to correct but, to maximize the effect of your own real substance, you do require some pithy plain talk rhetorical flourishes as accent notes over and around your substance—audiences expect them and want a slogan to take away from listening to you. I have a beauty, that you may have for free, that would instantly resonate throughout the land and win the hearts of honest people, rich and poor over. Like Obamas “change you can believe in” (an empty promise) that, in my opinion, was his margin of victory. My suggestion is to begin and end every talk you make with a variant of the Puritanical pledge, “Trust Me! ” but to avoid establishment banality, change it to the more “working class, ” “Count On Me! ” which repeated over and over will burn away skepticism in those weary of political rhetoric: “COUNT ON ME TO BRING JOBS TO AMERICA! COUNT ON ME TO CLOSE OUR BORDERS TO ILLEGALS! COUNT ON ME TO BE A TOUGH NEGOTIATOR! COUNT ON ME TO BEAT ISIS! COUNT ON ME TO PUT AMERICA FIRST— Trust me when I tell you that I was born in America! COUNT ON ME, I WILL BE YOUR PRESIDENT! COUNT ON ME! COUNT ON ME, AMERICA! ” I have another, less august suggestion costing less than ten dollars that would put a quarter million votes in your column. America, myself included, is in love with pro football and its symbols, most beloved of all nationally, the Pittsburgh Steelers, having a highly admired symbol of which is the “The Terrible Towel” waved by fans. If waved one lousy time, as an announcement, at a single nationally televised talk, “Lookout, here we come! ” this would resonate so powerfully with Steeler lovers all over; that in Pennsylvania and surrounding states alone would put two million votes in your pocket. This year they will have a powerhouse team, too, just in time to associate yourself with their strength and renowned work ethic. To conclude the “Count On Me” refrain, you want to keep it in front of the public eye at all times; easily enough done by adding the words “Count On Me” to already existent public Trump signs, like the one over Trump Tower in Manhattan and the one in Vegas (you might even put up a few billboards in busy traffic locations to keep “Count On Me” in the common public imagination and, listen hard to this, you can mightily augment the psychological effect of this slogan by adopting the moving chorus of the legendary song, “Lean On Me” as your signature campaign song. You dont need the entire song, only its iconic chorus: Lean on me, when youre not strong And Ill be your friend, Ill help you carry on, For it wont be long ‘til I‘m gonna need somebody to lean on You just call on me brother, when you need a hand We all need somebody to lean on I just might have a problem that youll understand If there is a load you have to bear, that you cant carry, Im right up the road, Ill share your load, If you just call me…call me…if you need a friend call me. If you need a friend…call me…if you ever need a friend…call me. Played right, you should hear thunderous applause every time you hit the three words, “lean on me” and if youre tuneful enough you can steal a page from Obamas book and sing a verse yourself (although that wouldnt be obligatory, just a dramatic high note. Your opponents will be enraged with jealousy if you make this moving lyric and melody your signature campaign theme—COUNT ON ME, LEAN ON ME—a brilliant, memorable association calling up your suitability to lead whenever heard. Personally, you won me over long ago when you fixed the skating rink in Central Park after that fool Henry Stern, professional bureaucrat, made promises and failed for five years and it took you what—two months? And to do it under budget! I knew then you were the goods although that coarse vulgarian Stern couldnt bring himself to say thank you. You might also reduce the Central Park rink store to a simple illustrated campaign throwaway to stand as concrete evidence that youre a doer more than a gassy politician. Thanks for reading this and feel free to use it part or whole without cost as our way of thanking you for the park rink we love, Janet and I. Incidentally, both of us were recently crippled by strokes, making it impossible to work for money, or I would send a cash contribution too. But if any of this works for you, I would appreciate being a junior member of your speech writing team and to get a signed photo to hang on our wall. Ponder these suggestions, all of which will win you votes and cause your opponents, including the New York Times, fits. Love and hugs, John and Janet Gatto Author, The Underground History of American Education New York State Teacher of the Year, 1990* 1991* Encyclopaedia Brittannica, Inc. * Education Department, University of the State of New York Second letter- Dear Mr. Trump, John Gatto here gain. Please listen hard and Ill give you some verifiable data for a policy speech on schools that is certain to make headlines in every corner of America and, perhaps, would resonate around the world. You are already on record as denouncing Common Core Curriculum as the anti-American, Marxist project it is. Its author, David Coleman, from Frankfurt School roots on his fathers side and sex-driven feminism on his mothers (former president of Americas most radical womens college, Bennington, which mocked virgins openly during the 50s and 60s, and was nationally famous for doing so) but I have some data for you to use, to be first to use, that will earn you the gratitude of millions of parents and liberty lovers instantly. Data, again, easily verifiable on the internet, that will shock, and disgust, everyone who hears it, and will earn you gratitude and respect for sharing it with the ignorant public. Get ready, listen hard, it is my difficult duty to bring you school news of developments under the Obama administration that the liberal press and the media networks have kept hidden from you for motives I can only guess at, but when your supporters hear it, many of them will withdraw their children from public schools because of it. Four separate school systems across America have gotten the green light from Washington to impose curriculum, to kids of elementary school age and in early teen years, that in some parts of the world would be crimes carrying the death penalty. You decide, when you hear what they are, whether these things should be forced upon young Americans sent to school, most often without knowledge or approval of their parents. My first example comes from the West Coast school district of Encinitas, California, where students are taught to worship the Hindu sun god, Surya (one among many) because it was paid millions of dollars by a private religious foundation to do so. Pass one of these schools teaching sun worship on a bright, cloudless day, and witness thousands of young boys and girls chanting and waving their arms in supplication to the sun god. This study is not optional, but mandatory, while Christian worship is cause for expulsion. Californian courts have already ruled that sun worship is perfectly legal as an academic policy, but “ Count On Me…if I am elected, that pagan practice will cease, and those behind it will be exposed to shame so as to prevent encores! ” The second curriculum outrage that should warn you that something weird, even diabolical, is going on in our public schools is in Seattle, where in 13 schools, any girl over the age of 11 can schedule the school to implant an I. U. D. (intrauterine device) coil as a birth control device without parental notification—on school time, cost-free. My third example is from Shawnee, Kansas, where middle school students are taught that pleasurable sex might be had free of pregnancy risk by shifting to anal sex, or oral sex, instead of vaginal penetration or by employing a dozen other techniques prominently printed on posters throughout the school. The fourth example is from Chicago schools, Mr. Obamas hometown) where elementary schools are authorized to teach anal sex with female condoms as both a birth control device and a way to prolong sexual pleasure, recommending “enter slowly, with lots of lube. ” The fifth example of bizarre school curriculum, that I am aware of, and there are likely more, is on the East Coast, in Stroudsburg, PA, where elementary schools have a policy of surprising elementary school girls, as young as 9, with vaginal inspections for warts and other infirmities, even though this causes hysteria among many of the young girls. “Fellow Americans, some wicked agenda has been set upon your children in public schools under the present political regime for unannounced purposes, but COUNT ON ME to stop these indecencies, if I am elected, and to prosecute those responsible, if the law allows—and if not, to force the law to fit fundamental standards of decency. Our schools have been seized by an anti-American agenda, one approved by President Obama, a Kenyan who refused to produce his birth certificate, while ruining our schools, sexualizing our children, and degrading our families by dividing children from their moms and dads…but COUNT ON ME. That infamy will end the day I take office. If you live in California and dont want your kids worshipping the sun, or live in Washington and dont want your 11-year-old daughter fitted with an I. coil in school. If you live in Kansas and object to students learning anal sex and being urged to homosexuality to prevent pregnancies. If you live in Illinois and want to stop the anal sex curriculum there, or in Pennsylvania and you want mandatory vaginal inspections for 6 th graders stopped there, write to me with your complaints…and COUNT ON ME to end these things and MAKE AMERICA GREAT AGAIN! ” Also, if you know of any similar mischiefs going on in public schools, please let me know about them. The media has kept you in the dark about this curriculum because publishers and television moguls are in cahoots with the originators, thats the simplest explanation. Make it hot for the bastards, Mr. Trump, and we shall repay you with the nomination…and the Office! I pray, Dear Lord, nobody else would dare to warn the public about the facts I just collected for you. Once you broadcast them our gratitude will be boundless. Love and hugs, your volunteer campaign advisor, John Gatto Third letter- Dont be discouraged by the petty sniping, your volunteer campaign advisor knows exactly how to stop it, probably forever, and to preempt the political discussion long range. At this exact moment, what is called for is another heavyweight policy talk, not a “debate” but an appearance alone to deal with an issue of great public concern. The two topics I feel will pay off biggest for you are: JOBS ISLAMIC TERRORISM The substance of what you say—at a time when your competition is saying nothing will dominate the news for weeks, it cannot fail, but timing is very crucial—now is the moment to strike! And to introduce your signature tag, “ COUNT ON ME! ” At this moment, when your name is on everybodys lips, those who deride you will be ashamed by your seizure of the issues while other campaigns wallow in platitudes. Love and hugs, your volunteer advisor, John Taylor Gatto Fourth letter- Gatto here again, your volunteer advisor, a man from Pittsburgh who does count on you to clean the tables of the “Progressive” ideology, Marxist in inspiration, that has eroded American greatness throughout the 20th century in schools, foreign affairs, economics, religion, warfare, and every aspect of national life. Its a foreign ideology that infiltrated American life through our schools, certain politicized mass media, like The New York Times, TIME Magazine under Luces management, and especially through subsidized programs from tax-exempt foundations like Carnegie, Rockefeller, Ford (originally) although these days Gates and his cronies are the biggest villains. Watch him! Whatever he says he is not your, or Americas friend. This is the 4th piece of campaign advice I have sent you. Today, I address the inevitable need you will have to make Hillary look bad to her natural constituency—because that specific sort of critique will do her the maximum damage. Her overall credibility, polls report, is already questioned far and wide—here is the best way you can build on that: her Wellesley senior thesis is a paean of respectful praise for a notorious Progressive radical named Saul Alinsky, in whose book, Rules for Radicals, the immortal advice is stated that if you have a political goal, no tactics are forbidden–anything goes. Alinsky actually says that Progressives and their allies cannot afford “the luxury” of conscience! Now listen hard, the thing the public will find fascinating is that she has restricted access to this thesis, anticipating damage to her reputation if the public knows her sympathies. Ask her publicly, without warning, to put the text into the public record. Her media allies will hardly disagree—and ask her why she concealed the thesis in the first place. She would answer with one sputter and choke trying to reply while hiding her and Obamas admiration of Alinsky (whose friends called him Slinsky—which you could mispronounce deliberately as “Slime-ski”. Could your people send us a few dozen buttons that we can use to recruit votes for you? Have an assistant assemble all my advice in a folder and read them all at once. I am certain youll find ideas of use. One, “ COUNT ON ME, ” is a powerful phrase, American in its appeal, and would instantly resonate coast to coast with its plain-talk language screaming sincerity. Hilary would be ashamed to try to match it. I am increasingly convinced that if you get the nomination that you will win! John Gatto the teacher P. You would win as an Independent or Libertarian, too. Get a vice-president on board soon—that will help enormously. This would break the spirit of your opponents and scare the hell out of Hillary—who will be compelled to pick a loser. Get a VP, but no Bushes please! P. P. Let this serve as my official endorsement for you as President of the United States of America. BIO: John Taylor Gatto is a renowned speaker having lectured about education in all 50 states and 9 countries. He taught for 30 years in public schools and was twice awarded the New York State Teacher of the Year. Mr. Gatto resigned from school teaching in the op-ed pages of the Wall Street Journal because he no longer wanted “to hurt kids to make a living. ” Demonstrating unsurpassed bravery in his condemnation of government-monopoly compulsory schooling, he is known as “The Worlds Most Courageous Teacher. ” He is the author of A Different Kind of Teacher, The Exhausted School, Dumbing Us Down, Weapons of Mass Instruction, and The Underground History of American Education, having sold over 200, 000 copies, and co-creator of the epic 5-hour DVD interview, The Ultimate History Lesson: A Weekend with John Taylor Gatto. Learn more: CONTACT.
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John Taylor Gatto's whiskey tinged Pennsylvania drawl had me hooked within minutes, and the first hour just flew by. The information he lays out is very dense, but I found him to be an amazing storyteller who was able to tie it all together in one cogent, entertaining package that left me pining for more. T&H Featured Reserve Your Copy of “The Truth About the Rothschilds” Book! Read more » Big Banks Too Rich for Jail: HSBC Whistleblower John Cruz Pulls Back Curtain on Corruption Richard Grove: A World View Through An Artists Perspective The Deep End 008: The Trivium and Empire w/ Kevin Cole & Brett Veinotte Peace Revolution episode 091: Pax Americana / Manufacturing Terror from Operation Cyclone to ISIS T&H Affiliate Publications August 2018, Richard Grove with Meria Heller, Healing the Divide Play in new window, Download (Duration: 53:41 — 24. 6MB)As posted on Recorded August 28, 2018 “8/28/18 Tragedy and Hope, with Meria and Richard Grove. The importance on 9/11/01 truth;words as weapons of control;Giuliani;truth is what strong people say it is-John Gatto;objective truths;intellectual self defense;Eisenhower;despotism;trump and Google;truth is found by science;Operation Mockingbird-the start of fake news;Globalisms goals;reading is […] How to Turn Problems into Solutions – Richard Grove with Meria Heller #SmartReads, Tragedy and Hope 101 by Joseph Plummer 4-Hour Ripple Effect Podcast # 111 w/ Guest Richard Grove Critical Thinking and Personal Freedom with Richard Grove T&H Presents: The Deep End - Dive Into Consciousness The Deep End episode 022: Jay Dyer, Esoteric Hollywood (Part 1 of 2) Title: The Deep End episode 022: Jay Dyer, Esoteric Hollywood (Part 1 of 2) Subscribe to see Part 2: Date Filmed: 04. 12. 2017, Published: 05. 06. 2017 Featuring: Jay Dyer, Brett Veinotte, Kevin Cole, Dylan LeFebvre Topics: Jays book: Esoteric Hollywood, Sex, Cults and Symbols in Film Jays Site: History Blueprint Starter Link: Video Link: Part […] The Deep End episode 019: How to Self-Publish on Amazon with author Joe Plummer T&H Presents: The Peace Revolution Podcast Peace Revolution episode 093: Liberty and Economics, Part 1: Philosophy Play in new window, Download (Duration: 20:22:51 — 560. 1MB) The Real History of the War on Drugs, Peace Revolution episode 092 Peace Revolution episode 090: Habits of Freedom / Personal Protection and Defense Primer Peace Revolution episode 089: The Art of Freedom / Keep Calm and Start Thinking T&H Presents: The Future of Freedom Meria Heller interviews Richard Grove on Indiegogo Fundraiser Launch (Book & Film Project) Play in new window, Download (Duration: 54:25 — 24. 9MB)Recorded September 21, 2016 Download MP3: INDIEGOGO FUNDRAISER LINK: Technocracy, Trilaterals & TPP: An Interview with Patrick Wood G7, Bilderberg & Bloomberg: An interview with Luke Rudkowski Defining Freedom: An interview with Brett Veinotte Why Was Ross Denied a Fair Trial. An Interview with Lyn Ulbricht T&H Presents: The Ultimate History Lesson John Taylor Gatto: Advice from Harvard: 10 Skills for Success in the Global Economy As I have often said, and proved with documentation, forced institutional schooling was never a home-grown American phenomenon, but from the beginning was an importation from a socialist European military state by our industrial leadership, an import imposed by force on our population which, in many locations reacted violently to what was widely seen as a coup by financial […] Teacher Resignation: I Quit. I Think How & Why America was Dumbed Down to Create World Government: The ULTIMATE History Lesson w/ John Taylor Gatto John Taylor Gatto discusses Carroll Quigley and Tragedy and Hope: A History of the World in Our Time John Taylor Gatto: Pragmatism, Eugenics, and the Scientific Dictatorship of World Government Interviews with Richard Grove Richard Grove with Meria Heller 2017. 11. 07 Meria Heller interviews Richard Grove, Solutions to Social Chaos in Trump Era Social Control and Cybernetics Also posted here on my Patreon page: Big Banks Too Rich for Jail: HSBC Whistleblower John Cruz Pulls Back Curtain on Corruption Published Jun 16, 2016 The Deep End episode 011: features an interview with HSBC Whistleblower John Cruz, who describes “The Perfect Crime” and the “Culture of Corruption” he witnessed – including the complicity of the U. S. Justice […] Bilderberg: Nerdy Supper Club, or Non-Elected, Unaccountable Rulers? Why the NFL Neutered Tom Brady FBI Caught Red-Handed Manufacturing Terrorists Individual Liberty T&H @ PorcFest 2017 History of World Government The Anglo-American Establishment: A Ph. D. -Level Reading List by Kevin Cole Balfour Declaration 100th Anniversary Quiz Rhodes Scholar Strobe Talbott blames Putin and Russia for upsetting the “New World Order”.
(notes, transcript, links, and more) all of John's books, and current projects) episodes 041-045 cover The Ultimate History Lesson + Analysis) an online community which provides educational media by independent producers) HOUR 3 OUTLINE: 1. Corporate and Foundation funding of Education. The Reece Committee, Norman Dodd and the Carnegie minutes. 1:09 - 2:43) 2. Metaphysical Club, William James, John Dewey, Wilhelm Wundt and the shapers of 20th Century institutions. Charles S. Peirce and Pragmatic Philosophy. The Old Norse Religion. Truth and Justice, Oliver Wendell Holmes, and the Judicial System. 3:15 - 6:51) 3. Kant and the removal of cause and effect. (Rationalizing irrationality) The Critique of Pure Reason. Pragmatism meets Justified Sinning and the ends justify the means. 6:51 - 8:23) 4. Bertrand Russell's "The Impact of Science on Society" Fichte, cybernetics and influence of Utopia. Psychology and Pragmatism and vehicle of education. 8:24 - 9:39) 5. Literacy in the Colonies, Coopers' The Last of the Mohicans" and "Common Sense. Thomas Paine and the Printing Press. The Complexity of Ideas. Teaching the "criminal" active literacy's and elite boarding schools. Obama, Bill Clinton. Populism and the Science of Speech. 9:40 - 17:11) 6. Yale and the British Class Tradition. Harvard and the Unitarians. The Massachusetts School Committee. Fabian Socialism and the Wolf in Sheep's Clothing. Beatrice Webb, the niece of Herbert Spencer. "Root Hog, of Die. Kill them with kindness. Vs. kill the brutes. 17:11 - 21:12) 7. The London School of Economics, Arthur Balfour and the Society for Psychical Research. William T. Stead, Cecil John Rhodes. The Avengers, James Bond the License to Kill ( 21:13 - 22:43) 8. The Natural Instinct and the Arch of Life. Congregationalists. Martin Luther. "Every Man his Own Priest. Dissenting independent Religions in the new world. No continuous governments vs. the preservation of hierarchy ( 22:43 - 27:04) 9. Intellectual self defense. Oscar Callaway, J. P. Morgan interests and media control. Harry Truman calls out Rockefeller. "Virtual Global Society" World War II and the inability to replace German losses. War Profiteering and Foreclosing the Freedom of Speech. 27:04 - 30:47) 10. Carroll Quigley and the Council on Foreign Relations. "Tragedy and Hope" and the "story not as delivered. The printing controversy, Quigley's mastery of prose and his admission of agreement. "The Anglo-American Establishment. 30:47 - 39:35) 11. Revisiting Charles Darwin's "Descent of Man. Francis Galton and the institutionalizing the anti-educational nature. 39:54 - 42:49) 12. The Cato Institute. Adam Smith and the "Theory of Moral Sentiments. The religion of Libertarian Capitalism ( 42:11 - 42:50) 13. Ben Franklin as the "ultimate pragmatist. The Printing Press, the Postal Service, and the University of Pennsylvania. Franklin and the German Pietist groups. 42:50 - 50:06) 14. Thomas Edison goes west and "The Grand Trunk Herald. 50:07 - 53:30) 15. Documented history as birthright. The colossal crime, Thomas Malthus and "climbing the mountain. 53:30 - 55:20) 16. Lippmann, Bernays and Spinoza. "Tractatus Theologico-Politicos. Thomas Jefferson's "Notes on the State of Virginia. The secular religion and the Church of England. 55:20 - 57:46) 17. "Machiavelli as a fountain of utility for the Borgias. Hobbes "Leviathan" How to maintain power over "the great unwashed. 57:46 -100:39) End of Tape/ Hour 3. The contradiction of national policy and the Trilateral Commission. "The Crisis of Democracy. Power is never where it seems to be. The Great Books. End.
Mr. Gatto, Lays bare all the important signposts so that one may more easily navigate the world we are born into. Chock full of the who, what, where, when, how and most importantly why, of the "program" called western "civilization" and the players along the way executing "the plan.
Quote from a viewer of The Ultimate History Lesson, on June 18, 2013: “Hello Richard. I finally carved out about three hours of time to carefully examine your interview with John Taylor Gatto. Bravo! Excellent! Congratulations! ” – G. Edward Griffin, author of “The Creature from Jekyll Island” If youve screened “ State of Mind: The Psychology of Control “, youre ready for The Ultimate History Lesson, which further illustrates Who, How, and Why we here in America, and Around the World, are being Dumbed Down. Its not a coincidence, its a business agenda. Learnings the Answer. Whats the Question? Subtitled: A 5-hour journey examining the history, root-causes, and consequences of public schooling The Ultimate History Lesson comes in many forms and formats, click this photo to visit the UHL store catalog. Publication Date: 2012 Summary: Former NYC and New York State School Teacher of the Year (John Taylor Gatto) illustrates HOW and WHY our public schools are dumbing us down … and what We can do about it. This interview also includes solutions, documents, and references; asking only that you consider the information – THINK FOR YOURSELF – and communicate with others in order to share a higher-level of awareness, thus protecting ourselves from financial predators. This presentation is offered as a public service of the subscribers of the Tragedy and Hope online community, which is an international research and study group, composed of individuals who have screened our productions, and seek to take the next-steps in enacting strategic solutions. From the back-cover: “When John Taylor Gatto resigned from his job, he did so on the Op-Ed page of the Wall Street Journal. At the time, he was NYC and NY State “Teacher of the Year”. Herein, with more than 200 footnotes, and more than 30 classic texts referenced; this 5-hour interview session, memorializing Johns research, publications, and life experiences, forms an impeccable family resource and reference library of The Underground History of American Education. Each hour focuses on examining the evolution of ideas, which manifest today in the phenomenon of public schooling. By dissecting the history and presenting you with the references, youre left at the end of each hour, with a copious amount of information to digest; from which you can continue your own personal journey of discovery. ” Shortly after filming the Ultimate History Lesson, John Taylor Gatto suffered a debilitating stroke. Tragedy and Hope has helped to raise funds for his medical needs, as John continues to recover. Heres the link to his official recovery fund: The John Taylor Gatto Medical Fund dot com For Your Home Archives: The Ultimate History Lesson on DVD & BLU RAY HD USA PURCHASERS: The Ultimate History Lesson: A Weekend with John Taylor Gatto (2012) 4-Disc DVD set 55. 00 + 6. 25 U. S. shipping (USPS Priority Mail with Tracking. 61. 25 [wp_cart:The Ultimate History Lesson 4-Disc DVD set (US Shipping) price:61. 25:end] If you instead desire the HD Blu-Ray Version of this film, please indicate as such in the “note to seller” when checking out via PayPal. CANADIAN PURCHASERS: The Ultimate History Lesson: A Weekend with John Taylor Gatto (2012) 4-Disc DVD set 55. 00 + 19. 95 shipping to CANADA via (USPS Priority Mail with Tracking. 74. 95 [wp_cart:The Ultimate History Lesson 4-Disc DVD set (CANADIAN SHIPPING) price:74. 95:end] PURCHASERS IN THE UK, EUROPE, ASIA. ALL OTHER COUNTRIES: The Ultimate History Lesson: A Weekend with John Taylor Gatto (2012) 4-Disc DVD set 55. 00 + 24. 95 shipping to the UK, EUROPE, ASIA. ALL OTHER COUNTRIES via (USPS Priority Mail with Tracking. 79. 95 [wp_cart:The Ultimate History Lesson 4-Disc DVD set (GLOBAL Shipping) price:79. 95:end] Executive Producer(s) Members of the Tragedy and Hope online community Produced by: Lisa Arbercheski, Richard Grove, Tony Myers and Rick Malchow Directed by: Richard Grove Cover Art by: Greg Hardesty Runtime: 5-hours and 47min + Behind the Scenes Footage (4-DVDs or 1-Blu Ray disc) Commentary and Analysis: Peace Revolution Episodes 041-045 (16+ Hours with almost 1, 000 notes, references, books, and videos) Sourced Transcript: Bibliography and References: Pre-Production Outline: Viewing Options: Click the play button on the video embedded below, or click the following link to view the YouTube playlist of this video. DVD Jacket.
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The Ultimate History Lesson: A Weekend with John Taylor
The Ultimate History Lesson: A Weekend with John Taylor gatto. The ultimate history lesson a weekend with john taylor gatto. The Ultimate History Lesson: A Weekend with John Taylor gator. The ultimate history lesson: a weekend with john taylor gatto net worth. The ultimate history lesson: a weekend with john taylor gatto movies. The ultimate history lesson: a weekend with john taylor gatto pictures. The ultimate history lesson: a weekend with john taylor gatto full.
The ultimate history lesson with john taylor gatto. The ultimate history lesson: a weekend with john taylor gatto married. The ultimate history lesson: a weekend with john taylor gatto baby. The ultimate history lesson: a weekend with john taylor gatto song. The ultimate history lesson: a weekend with john taylor gatto video. The ultimate history lesson: a weekend with john taylor gatto 2017. A must have resource for anyone wishing to see clearly how we got where we are and where we are heading if some people get their way. Getit they will, if we remain ignorant of our history. Important and choice references to ancient Greek philosophers notwithstanding, The Ultimate History Lesson is focused on modern history Gatto brings us along from the "Enlightenment" dark times for many) forward to the present, detailing the trajectory of education, government, the condition of the populous and the aim of its leadership.
Be forewarned - you're quite likely going to want to spend lots of time watching, re-watching, and then researching what he lays out here. The investment you make will truly open your eyes to many things that have been hidden from us for so long by the public school system. Because he delivers this information from a position of love rather than fear, the freeing effect on your mind is something not be missed. The ultimate history lesson: a weekend with john taylor gatto 2016. The ultimate history lesson: a weekend with john taylor gatto jr. The ultimate history lesson: a weekend with john taylor gatto quotes.