The Underground History Of American Education

The author places a strong emphasis in this equation on the individual, on the entrepreneur in control of himself and his livelihood. This is an important part of Mr. Gatto’s argument for why and how compulsory schooling was inflicted upon our society. By way of example, Mr. Gatto details the lives of archetypal Americans like Benjamin Franklin, George Washington, Abraham Lincoln, and Thomas Edison, who were independent, free-thinking leaders, none of whom spent more than two years in any kind of school, and yet all were leading productive, fulfilled lives by the time they were in their teens. Mr. Gatto argues that big business knew that the development of these kinds of individuals needed to be hindered. They were too unpredictable and insufficiently pliable.

What better way to accomplish this shadowy goal than by removing children from the steadying influences of their families, and placing them instead in the hands of schools, where they could be easily molded into the kinds of people upon whom big business depended. Just in case parents were unwilling to comply, the powers that be committed school attendance into law.

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