“Slowly I began to realize that the bells and the confinement, the crazy sequences, the age-segregation, the lack of privacy, the constant surveillance, and all the rest of the national curriculum of schooling were designed exactly as if someone had set out to prevent children from learning how to think and act, to coax them into addiction and dependent behavior.”

—  John Taylor Gatto , book Dumbing Us Down

Source: Dumbing Us Down: The Hidden Curriculum of Compulsory Schooling (1992), p. xxxiv

Adopted from Wikiquote. Last update Jan. 27, 2022. History

Help us to complete the source, original and additional information

Do you have more details about the quote "Slowly I began to realize that the bells and the confinement, the crazy sequences, the age-segregation, the lack of pri…" by John Taylor Gatto?
John Taylor Gatto photo
John Taylor Gatto 40
American teacher, book author 1935–2018

Related quotes

“I've come to believe that genius is an exceedingly common human quality, probably natural to most of us... I began to wonder, reluctantly, whether it was possible that being in school itself was what was dumbing them down. Was it possible I had been hired not to enlarge children's power, but to diminish it? That seemed crazy on the face of it, but slowly I began to realize that the bells and the confinement, the crazy sequences, the age-segregation, the lack of privacy, the constant surveillance, and all the rest of national curriculum of schooling were designed exactly as if someone had set out to prevent children from learning how to think and act, to coax them into addiction and dependent behavior.”

John Taylor Gatto book Dumbing Us Down

Source: Dumbing Us Down: The Hidden Curriculum of Compulsory Schooling (1992), pp. xxxiii-xxxiv

“I’ve taught public school for 26 years but I just can’t do it anymore. For years I asked the local school board and superintendent to let me teach a curriculum that doesn’t hurt kids, but they had other fish to fry. So I’m going to quit, I think. I’ve come slowly to understand what it is I really teach: A curriculum of confusion, class position, arbitrary justice, vulgarity, rudeness, disrespect for privacy, indifference to quality, and utter dependency. I teach how to fit into a world I don’t want to live in.”

John Taylor Gatto (1935–2018) American teacher, book author

Source: "I Quit, I Think" (1991)

Horace photo

“What is to prevent one from telling truth as he laughs, even as teachers sometimes give cookies to children to coax them into learning their A B C?”
Quamquam ridentem dicere verum quid vetat? ut pueris olim dant crustula blandi doctores, elementa velint ut discere prima.

Horace book Satires

Book I, satire i, line 24
Satires (c. 35 BC and 30 BC)

William O. Douglas photo

“We are rapidly entering the age of no privacy, where everyone is open to surveillance at all times; where there are no secrets from government.”

William O. Douglas (1898–1980) Associate Justice of the Supreme Court of the United States

Dissenting, Osborn v. United States, 385 U.S. 341 (1966)
Judicial opinions

Jay Leiderman photo

“Since the revelations of NSA surveillance and mass data collection, Leiderman has consistently referred to this as the “tin foil age.” It is a reference to the days when if someone thought the government was spying on them they would be seen as crazy – the kind of person that would wear a tin foil hat to combat the government surveillance. Now that we are all aware that our government is collecting mass data on so many people, we don’t think the tin foil hat wearing people were quite so crazy [sort of], hence “the tin foil age.””

Jay Leiderman (1971) lawyer

As stated on the Jay Leiderman Law Blog December 11, 2014 http://jayleiderman.com/blog/jay-leiderman-quoted-part-10-tin-foil-as-reality/

Carlos Ruiz Zafón photo

“All the geography, trigonometry, and arithmetic in the world are useless unless you learn to think for yourself. No school teaches you that. It's not on the curriculum.”

Carlos Ruiz Zafón book Marina

Source: Marina

“Often an entire family is crazy, but since an entire family can’t go into the hospital, one person is designated as crazy and goes inside. Then, depending on how the rest of the family is feeling, that person is kept inside or snatched out, to prove something about the family’s mental health.”

Susanna Kaysen book Girl, Interrupted

Girl, Interrupted (1994)

Nalo Hopkinson photo

“Children were pack animals; let any one of them act different from the group, and the rest would bring him down.”

Nalo Hopkinson (1960) Jamaican Canadian writer

Source: The New Moon's Arms (2007), Chapter 4 (p. 191)

Adrianne Wadewitz photo

“Suddenly I realized, I used to be the person saying how crazy or impossible such feats were and now I was the one doing them. I had radically switched subject positions in a way I did not think possible for myself. That, I realized, is what I want my students to experience - that radical switch and growth”

Adrianne Wadewitz (1977–2014) academic and Wikipedian

Wadewitz, Adrianne. (August 12, 2013). "What I learned as the worst student in the class" http://www.hastac.org/blogs/wadewitz/2013/08/12/what-i-learned-worst-student-class. HASTAC: Humanities, Arts, Science, and Technology Alliance Collaboratory. — reprinted and cited in: "How Adrianne Wadewitz learnt to embrace failure" http://www.smh.com.au/world/how-adrianne-wadewitz-learnt-to-embrace-failure-20140425-zqzgx.html. The Sydney Morning Herald. April 25, 2014. Retrieved April 25, 2014.

Jiddu Krishnamurti photo

“From childhood we are trained to have problems. When we are sent to school, we have to learn how to write, how to read, and all the rest of it.”

Jiddu Krishnamurti (1895–1986) Indian spiritual philosopher

Source: 1980s, That Benediction is Where You Are (1985), p. 18
Context: From childhood we are trained to have problems. When we are sent to school, we have to learn how to write, how to read, and all the rest of it. How to write becomes a problem to the child. Please follow this carefully. Mathematics becomes a problem, history becomes a problem, as does chemistry. So the child is educated, from childhood, to live with problems — the problem of God, problem of a dozen things. So our brains are conditioned, trained, educated to live with problems. From childhood we have done this. What happens when a brain is educated in problems? It can never solve problems; it can only create more problems. When a brain that is trained to have problems, and to live with problems, solves one problem, in the very solution of that problem, it creates more problems. From childhood we are trained, educated to live with problems and, therefore, being centred in problems, we can never solve any problem completely. It is only the free brain that is not conditioned to problems that can solve problems. It is one of our constant burdens to have problems all the time. Therefore our brains are never quiet, free to observe, to look. So we are asking: Is it possible not to have a single problem but to face problems? But to understand those problems, and to totally resolve them, the brain must be free.

Related topics