Children learn what they live. Put kids in a class and they will live out their lives in an invisible cage, isolated from their chance at community; interrupt kids with bells and horns all the time and they will learn that nothing is important or worth finishing; ridicule them and they will retreat from human association; shame them and they will find a hundred ways to get even. The habits taught in large-scale organizations are deadly.
Interpretation
Children's environments shape their behaviors and habits significantly.
The quote underscores the profound impact that a child's surroundings and experiences have on their development. John Taylor Gatto emphasizes that negative experiences, such as isolation, constant interruptions, and ridicule, can lead to detrimental habits and behaviors that stay with children into adulthood. He critiques large-scale educational systems for failing to nurture real learning and human connection, suggesting that children require more positive and engaging experiences to thrive.
In practice
During a lecture on educational reform, the quote can be used to highlight the importance of nurturing children's environments.
School presents daily exercises in dis-association. It forces unwelcome associations on most of its prisoners. It sets petty, meaningless competitions in motion on a daily basis, pitting potential associates against one another in contests for praise and other worthless prizes.
School is a twelve-year jail sentence where bad habits are the only curriculum truly learned.
Do we really need school? I don't mean education, just forced schooling: six classes a day, five days a week, nine months a year, for twelve years. Is this deadly routine really necessary? And if so, for what? Don't hide behind reading, writing, and arithmetic as a rationale, because 2 million happy homeschoolers have surely put that banal justification to rest.
School is about learning to wait your turn, however long it takes to come, if ever. And how to submit with a show of enthusiasm to the judgment of strangers, even if they are wrong, even if your enthusiasm is phony.
It was never factually true that young people learn to read or do arithmetic primarily by being taught these things. These things are learned, but not really taught at all. Over-teaching interferes with learning, although the few who survive it may well come to imagine it was by an act of teaching.
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.
American tax dollars spent on education are meant to support students, not support aggressive, deceptive, and misleading marketing campaigns by certain for-profit education companies.
Extemporaneous speaking should be practised [sic] and cultivated. It is the lawyer's avenue to the public. However able and faithful he may be in other respects, people are slow to bring him business if he cannot make a speech. And yet there is not a more fatal error to young lawyers than relying too much on speech-making. If any one, upon his rare powers of speaking, shall claim an exemption from the drudgery of the law, his case is a failure in advance.
If you have a 2 or 3 year old who is not talking, you must start an early intervention program. The worst thing you can do with an autistic 3 year old is to do nothing.
September 11 We thought we'd outdistanced history Told our children it was nowhere near; Even when history struck Columbine, It didn't happen here. We took down the maps in the classroom, And when they were safely furled, We told the young what they wanted to hear, That they were immune from a menacing world. But history isn't a folded-up map, Or an unread textbook tome; Now we know history's a fireman's child Waiting at home alone.
There is no education like adversity.
The job of a teacher is to excite in the young a boundless sense of curiosity about life, so that the growing child shall come to apprehend it with an excitement tempered by awe and wonder.
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