Title : 176.What Is Sanity?: The Underground History of American Education by John Taylor Gatto from archive.org
link : 176.What Is Sanity?: The Underground History of American Education by John Taylor Gatto from archive.org
176.What Is Sanity?: The Underground History of American Education by John Taylor Gatto from archive.org
What Is Sanity?
What we today call the science of child development grew out of the ambition of G.
Stanley Hall, Wundt's first assistant at Leipzig, Dewey's mentor at Hopkins, and a man
with a titanic ego. Hall inserted the word "adolescence" into the American vocabulary in
1904. If you wonder what happened to this class before they were so labeled, you can
reflect on the experience of Washington, Franklin, Farragut, and Carnegie, who couldn't
spare the time to be children any longer than necessary. Hall, a fantastic pitchman, laid
the groundwork for a host of special disciplines from child development to mental
testing.
Hall told all who listened that the education of the child was the most important task of
the race, our primary mission, and the new science of psychology could swiftly transform
the race into what it should be. Hall may never have done a single worthwhile scientific
experiment in his life but he understood that Americans could be sold a sizzle without the
steak. Thanks in large measure to Hall's trumpet, an edifice of child development rose
out of the funding of psychological laboratories in the early 1900s during the famous Red
Scare period.
In 1924, the Child Welfare Institute opened at Teachers College, underwritten by the
Rockefeller Foundation. Another was opened in 1927 at the University of California.
Generous donations for the study of all phases of child growth and development poured
into the hands of researchers from the largest foundations. Thirty- five years later, during
what might be thought of as the nation's fourth Red Scare, the moment the Soviets beat
America into space, the U.S. Education Office presided over a comprehensive infiltration
of teacher training and schools." Judiciously applied funds and arm-twisting made certain
these staging areas would pay proper attention to the psychological aspect of schooling.
Dewey, Hall, Thorndike, Cattell, Goddard, Russell, and all the other intellectual step-
children of Wundt and the homeless mind he stood for, set out to change the conception
of what constitutes education. They got powerful assistance from great industrial
foundations and their house universities like Teachers College. Under the direction of
James Earl Russell, president (and head of the psychology department), Teachers College
came to boast training where "psychology stands first." Wherever Columbia graduates
went this view went with them.
The brand-new profession of psychiatry flocked to the banner of this new philosophy of
psychological indoctrination as a proper government activity, perhaps sensing that
business and status could flow from the connection if it were authoritatively established.
In 1927, Ralph Truitt, head of the then embryonic Division of Child Guidance Clinics for
the Psychiatric Association, wrote that "the school should be the focus of the attack."
The White House appeared in the picture like a guardian angel watching over the efforts
this frail infant was making to stand. In 1930, twelve hundred child development
"experts" were invited to the White House Conference on Child Health and Protection, an
event with no precedent. One primary focus of attendees was the role "failure" played as
a principal source of children's problems. The echo of Rousseau was unmistakable. No
attempt was made to examine how regularly prominent Americans like Washington or
successful businessmen like Carnegie had surmounted early failure. Instead, a plan to
eliminate failure structurally from formal schooling was considered and endorsed —
failure could be eliminated if schools were converted into laboratories of life adjustment
and intellectual standards were muted.
By 1948, the concept of collective (as opposed to individual) mental health was
introduced at an international meeting in Britain to discuss the use of schools as an
instrument to promote mental health. But what was mental health? What did a fully sane
man or woman look like? Out of this conference in the U.K. two psychiatrists, J.R. Rees
and G. Brock Chisholm, leveraged a profitable new organization for themselves — the
World Federation for Mental Health. It claimed expertise in preventative measures and
pinpointed the training of children as the proper point of attack:
The training of children is making a thousand neurotics for every one psychiatrists can
hope to help with psychotherapy.
Chisholm knew what caused the problem in childhood; he knew how to fix it, too:
The only lowest common denominator of all civilizations and the only psychological
force capable of producing these perversions is morality, the concept of right and wrong.
Shakespeare and the Vikings had been right; there's nothing good or bad but thinking
makes it so. Morality was the problem. With WWII behind us and everything adrift, a
perfect opportunity to rebuild social life in school and elsewhere — on a new amoral,
scientific logic — was presenting itself:
We have swallowed all manner of poisonous certainties fed us by our parents, our
Sunday and day school teachers, our politicians, our priests, our newspapers.... The
results, the inevitable results, are frustration, inferiority, neurosis and inability to enjoy
living.... If the race is to be freed from its crippling burden of good and evil it must be
psychiatrists who take the original responsibility.
Old Norse pragmatism, the philosophy most likely to succeed among upper-crust thinkers
in the northeastern United States, was reasserting itself as global psychiatry.
The next advance in pedagogy was the initiative of a newly formed governmental body,
the National Institutes of Mental Health (NIMH). In 1950, it arranged the White House
Conference on Education to warn that a psychological time-bomb was ticking inside the
schools. An epidemic of mental insufficiency was said to be loose among Americans,
imperiling the advances that industry and the arts had given America. Barbarians were
already through the gates and among us !
'The story of the BSTEP document and the Delphi Technique, two elements in this initiative, is told in
Beverly Eakman's Educating for the New World Order, by a former Department of Justice employee. The
book offers an accessible, if somewhat breathless, passage into the shadow world of intrigue and corporate
shenanigans behind the scenes of schooling. Also worth a look (and better edited) is Eakman's Cloning of
the American Mind. Whatever you think of her research, Miss Eakman rums over some rocks you will find
useful.
Bending The Student To Reality
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