In celebration of Independence Day 2017, I would like to introduce you to a few people who asserted their independence and changed the direction of their lives for the TRUE betterment of society, and I challenge you to do the same.
I accept that I may experience low votes for this post due to the manner in which I am communicating today. Because I recognize many people do not click on the links provided, I feel it is important to share some complete quotes from the respected people who have chosen to change the direction in their life.
Major General Smedley Darlington Butler (July 30, 1881 – June 21, 1940), wrote 'War is a Racket' one of the most colorful officers in the Marine Corps' long history, was one of the two Marines who received two Medals of Honor for separate acts of outstanding heroism. The following is a quote that relays his decision to stand on the side of right.
I spent 33 years and four months in active military service and during that period I spent most of my time as a high class muscle man for Big Business, for Wall Street and the bankers. In short, I was a racketeer, a gangster for capitalism. I helped make Mexico and especially Tampico safe for American oil interests in 1914. I helped make Haiti and Cuba a decent place for the National City Bank boys to collect revenues in. I helped in the raping of half a dozen Central American republics for the benefit of Wall Street. I helped purify Nicaragua for the International Banking House of Brown Brothers in 1902-1912. I brought light to the Dominican Republic for the American sugar interests in 1916. I helped make Honduras right for the American fruit companies in 1903. In China in 1927 I helped see to it that Standard Oil went on its way unmolested. Looking back on it, I might have given Al Capone a few hints. The best he could do was to operate his racket in three districts. I operated on three continents.
I respectfully ask our men and women who serve, to follow the example of Major General Smedley Darlington Butler, and ask yourself which side of right are you choosing?
John Taylor Gatto wrote this article for The Wall Street Journal, July 25th, 1991. Gatto wrote this when he was selected New York State Teacher of the Year. An advocate for school reform, Gatto’s books include Dumbing Us Down: The Hidden Curriculum of Compulsory Schooling, the Underground History of American Education and Weapons of Mass Instruction. It reads:
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.
I just can’t do it anymore. I can’t train children to wait to be told what to do; I can’t train people to drop what they are doing when a bell sounds; I can’t persuade children to feel some justice in their class placement when there isn’t any, and I can’t persuade children to believe teachers have valuable secrets they can acquire by becoming our disciples. That isn’t true.
Government schooling is the most radical adventure in history. It kills the family by monopolizing the best times of childhood and by teaching disrespect for home and parents.
An exaggeration? Hardly. Parents aren’t meant to participate in our form of schooling, rhetoric to the contrary. My orders as schoolteacher are to make children fit an animal training system, not to help each find his or her personal path.
The whole blueprint of school procedure is Egyptian, not Greek or Roman. It grows from the faith that human value is a scarce thing, represented symbolically by the narrow peak of a pyramid.
That idea passed into American history through the Puritans. It found its “scientific” presentation in the bell curve, along which talent supposedly apportions itself by some Iron Law of biology.
It’s a religious idea and school is its church. New York City hires me to be a priest. I offer rituals to keep heresy at bay. I provide documentation to justify the heavenly pyramid.
Socrates foresaw that if teaching became a formal profession something like this would happen. Professional interest is best served by making what is easy to do seem hard; by subordinating laity to priesthood. School has become too vital a jobs project, contract-giver and protector of the social order to allow itself to be “re-formed.” It has political allies to guard its marches.
That’s why reforms come and go-without changing much. Even reformers can’t imagine school much different.
David learns to read at age four; Rachel, at age nine: In normal development, when both are 13, you can’t tell which one learned first — the five-year spread means nothing at all. But in school I will label Rachel “learning disabled” and slow David down a bit, too.
For a paycheck, I adjust David to depend on me to tell him when to go and stop. He won’t outgrow that dependency. I identify Rachel as discount merchandise, “special education.” After a few months she’ll be locked into her place forever.
In 26 years of teaching rich kids and poor, I almost never met a “learning disabled” child; hardly ever met a “gifted and talented” one, either. Like all school categories, these are sacred myths, created by the human imagination. They derive from questionable values we never examine because they preserve the temple of schooling.
That’s the secret behind short-answer tests, bells, uniform time blocks, age grading, standardization, and all the rest of the school religion punishing our nation.
There isn’t a right way to become educated; there are as many ways as fingerprints. We don’t need state-certified teachers to make education happen–that probably guarantees it won’t.
How much more evidence is necessary? Good schools don’t need more money or a longer year; they need real free-market choices, variety that speaks to every need and runs risks. We don’t need a national curriculum, or national testing either. Both initiatives arise from ignorance of how people learn, or deliberate indifference to it.
I can’t teach this way any longer. If you hear of a job where I don’t have to hurt kids to make a living, let me know. Come fall I’ll be looking for work, I think.
The question I offer to teachers currently employed in the traditional school system is: When examining the autonomy you are provided in educating the children who are placed in your hands, do you educate in or out of the box that you are instructed to follow?
Judge Bench who had the courage to come out and admit that he was wrong in sending 311 people to jail for cannabis use. After cannabis changed his life.
To those in law enforcement, how will you base your decisions? Will it be on unjust laws that have only been created to suppress and control?
Here is something everyone can do.....
Jury nullification.... you have the power to change unjust laws.
I too had to look into the mirror and decide which side of right was I going to stand on. So I made the decision to leave a lucrative career in the medical profession. I refused to follow the dangerous directives being handed down by Big Pharma and their blind followers.
The truth is we ALL have the power to effect change. Now, what are you going to do to celebrate Independence Day?
