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Tartarus
[Principles of Secondary Education by Alexander James Inglis]--750 pages
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<blockquote data-quote="Sovereign" data-source="post: 27086" data-attributes="member: 10"><p><strong>The Adjustive Function</strong></p><p>So, first is the Adjustive Function--fixed habits. Now here comes the wonderful insight that being able to analyze the detail will give you. How can you establish whether someone has successfully developed this Automatic Reaction because people have a proclivity when they are given sensible orders to follow.</p><p></p><p>That is not what they want to teach. The only way you can measure this is to give stupid orders and people automatically follow those. Now you have achieved Function #1.</p><p></p><p><strong>The Integrating Function</strong></p><p>Have you ever ever wondered why some of the foolish things that schools do or allow to continue? [Function] #2, he [Inglis] calls it the Integrating Function, but it is easier to understand if you call it the Conformity Function.</p><p></p><p>It’s to make children alike as possible--the gifted children and the stupid--alike as possible because market research uses statistical sampling, and it only works if people react generally the same way.</p><p></p><p><strong>The Directive Function</strong></p><p>The Third Function he calls the Directive Function: School is to diagnose your proper social role and then log the evidence that here is where you are on the Great Pyramid, so that future people won’t allow you to escape that compartment.</p><p></p><p><strong>The Differentiating Function</strong></p><p>The Fourth Function is the Differentiating Function. Because once you have diagnosed the kids in this layer, you do not want them to learn anything that the higher layers are learning. So you teach just as far as the requirement of that layer.</p><p></p><p><strong>The Selective Function</strong></p><p>Number five and six are the creepiest of all! Number 5 is the Selective Function. What that means is what Darwin meant by natural selection: You are assessing the breeding quality of each individual kid. You’re doing it structurally because school teachers don’t know this is happening.</p><p></p><p>And you’re trying to use ways to prevent the poor stuff from breeding. And those ways are hanging labels--humiliating labels--around their neck, encouraging the shallowness of thinking.</p><p></p><p>I often wondered, because I came from a very very strict Scotish-Irish culture that never allowed you to leer at a girl. But when I got to NYC, the boys were pawing the girls openly and there was no redress for the girls at all, except not showing up in the classroom--high absentee rates.</p><p></p><p>Well, you are supposed to teach structurally that sexual pleasure is what you withdraw from a relationship and everything else is a waste of time and expensive.</p><p></p><p>So, the Selective Function is what Darwin meant by the favored races. The idea is to consciously improve the breeding stock. Schools are meant to tag the unfit with their inferiority by poor grades, remedial placement, and humiliation, so that their peers will accept them as inferior. And the good breeding stock among the females will reject them as possible partners.</p><p></p><p><strong>The Propaedeutic Function</strong></p><p>And the Sixth is the creepiest of all! And I think it is partly what <em>Tragedy and Hope</em> is about--a fancy Roman name, the Propaedeutic Function. Because as early as Roman bigtime thinkers, it was understood that to continue a social form required that some people be trained that they were the custodians of this. So, some small fraction of the kids are being ready to take over the project.</p><p></p><p>That’s the guy--the honor lecturer [Inglis], and it will not surprise you that his ancestors include the major-general of the siege of the Luknow of India--famous for tying the mutineers’ on the muzzle of the cannons and blowing them apart, or somebody who was forced to flee NYC, a churchman at the beginning of the American Revolution, because he wrote a refutation of Thomas Paine’s Common Sense.</p><p></p><p>They were going to tar and feather him. He fled and was rewarded by the British by making him the Bishop of Nova Scotia. Those are Inglis’ ancestors!</p><p></p><p>So, Al Inglis is certainly--when I learned of this and wrote to Harvard, asking for access to the Inglis Lecture. Strike me dead, Lord, if I’m exaggerating at all. I was told “We have no Inglis Lecture--hasn’t been for years, and we have no records.</p><p></p><p>It was the same that happened when I discovered that Elwood B. Cubberly, the most influential schoolman of the 20th century and the bionomics genius had been the elementary school editor of Houghton Mifflin, and I wrote Houghton Mifflin--Is there any record? And they said, “We have no record of anyone named Elwood P. Cubberly.</p><p></p><p></p><p>[URL unfurl="true"]https://archive.org/details/principlesofseco00ingliala/page/n5/mode/2up[/URL]</p><p></p><p>[MEDIA=youtube]eP98ZKt709A[/MEDIA]</p><p></p><p>[URL unfurl="true"]https://ia800107.us.archive.org/9/items/JTGQuote/Purpose%20of%20Schooling%20by%20John%20Taylor%20Gatto.pdf[/URL]</p></blockquote><p></p>
[QUOTE="Sovereign, post: 27086, member: 10"] [B]The Adjustive Function[/B] So, first is the Adjustive Function--fixed habits. Now here comes the wonderful insight that being able to analyze the detail will give you. How can you establish whether someone has successfully developed this Automatic Reaction because people have a proclivity when they are given sensible orders to follow. That is not what they want to teach. The only way you can measure this is to give stupid orders and people automatically follow those. Now you have achieved Function #1. [B]The Integrating Function[/B] Have you ever ever wondered why some of the foolish things that schools do or allow to continue? [Function] #2, he [Inglis] calls it the Integrating Function, but it is easier to understand if you call it the Conformity Function. It’s to make children alike as possible--the gifted children and the stupid--alike as possible because market research uses statistical sampling, and it only works if people react generally the same way. [B]The Directive Function[/B] The Third Function he calls the Directive Function: School is to diagnose your proper social role and then log the evidence that here is where you are on the Great Pyramid, so that future people won’t allow you to escape that compartment. [B]The Differentiating Function[/B] The Fourth Function is the Differentiating Function. Because once you have diagnosed the kids in this layer, you do not want them to learn anything that the higher layers are learning. So you teach just as far as the requirement of that layer. [B]The Selective Function[/B] Number five and six are the creepiest of all! Number 5 is the Selective Function. What that means is what Darwin meant by natural selection: You are assessing the breeding quality of each individual kid. You’re doing it structurally because school teachers don’t know this is happening. And you’re trying to use ways to prevent the poor stuff from breeding. And those ways are hanging labels--humiliating labels--around their neck, encouraging the shallowness of thinking. I often wondered, because I came from a very very strict Scotish-Irish culture that never allowed you to leer at a girl. But when I got to NYC, the boys were pawing the girls openly and there was no redress for the girls at all, except not showing up in the classroom--high absentee rates. Well, you are supposed to teach structurally that sexual pleasure is what you withdraw from a relationship and everything else is a waste of time and expensive. So, the Selective Function is what Darwin meant by the favored races. The idea is to consciously improve the breeding stock. Schools are meant to tag the unfit with their inferiority by poor grades, remedial placement, and humiliation, so that their peers will accept them as inferior. And the good breeding stock among the females will reject them as possible partners. [B]The Propaedeutic Function[/B] And the Sixth is the creepiest of all! And I think it is partly what [I]Tragedy and Hope[/I] is about--a fancy Roman name, the Propaedeutic Function. Because as early as Roman bigtime thinkers, it was understood that to continue a social form required that some people be trained that they were the custodians of this. So, some small fraction of the kids are being ready to take over the project. That’s the guy--the honor lecturer [Inglis], and it will not surprise you that his ancestors include the major-general of the siege of the Luknow of India--famous for tying the mutineers’ on the muzzle of the cannons and blowing them apart, or somebody who was forced to flee NYC, a churchman at the beginning of the American Revolution, because he wrote a refutation of Thomas Paine’s Common Sense. They were going to tar and feather him. He fled and was rewarded by the British by making him the Bishop of Nova Scotia. Those are Inglis’ ancestors! So, Al Inglis is certainly--when I learned of this and wrote to Harvard, asking for access to the Inglis Lecture. Strike me dead, Lord, if I’m exaggerating at all. I was told “We have no Inglis Lecture--hasn’t been for years, and we have no records. It was the same that happened when I discovered that Elwood B. Cubberly, the most influential schoolman of the 20th century and the bionomics genius had been the elementary school editor of Houghton Mifflin, and I wrote Houghton Mifflin--Is there any record? And they said, “We have no record of anyone named Elwood P. Cubberly. [URL unfurl="true"]https://archive.org/details/principlesofseco00ingliala/page/n5/mode/2up[/URL] [MEDIA=youtube]eP98ZKt709A[/MEDIA] [URL unfurl="true"]https://ia800107.us.archive.org/9/items/JTGQuote/Purpose%20of%20Schooling%20by%20John%20Taylor%20Gatto.pdf[/URL] [/QUOTE]
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