Censorship: School to silence teacher who dared to question vaccines in the classroom

Image: School to silence teacher who dared to question vaccines in the classroom
Source: NaturalNewscom
Ethan Huff
March 22, 2017

Institutions of education are supposed to be safe places where individuals are free to learn, and where instructors are free to teach – even on subjects that some might consider to be “controversial.” But at Grand Erie High School in Waterford, Canada, teachers are apparently only allowed to teach what the government says they can teach, even when doing so puts students’ lives at risk.

Timothy Sullivan, a teacher at Grand Erie, learned this the hard way recently after he was found guilty of “misconduct” for trying to educate his students about the dangers of vaccines. Pointing out what’s publicly available in manufacturer-issued vaccine package inserts, Sullivan warned his students not to believe everything they hear on television or from public health officials about vaccine safety, and for this he is now paying the price.

Reports indicate that Sullivan was forced to face a disciplinary hearing for telling his students the truth, and could ultimately face the suspension of his teaching role – all for merely doing his job as a professional educator. Since the nurses at his school who were administering vaccines during a recent vaccine clinic were failing to explain to students that there are, indeed, risks involved with vaccination, Sullivan stepped in and warned them himself.

Doing this led to major backlash at the government facility, where he was falsely accused of “threatening” students and “shouting” at them. What Sullivan apparently did was simply go near the line of students waiting to be jabbed in the school’s cafeteria and remind them about the side effects listed in the package inserts for the vaccines that they were about to receive.

“I work in a school where I’m responsible for young people,” Sullivan explained during testimony at his hearing, for which he represented himself. “What was taking place 10 steps from my door was assault and battery,” he added about the vaccine clinic, noting that he didn’t actually tell his students not to get vaccinated, but rather to consider the facts that they weren’t receiving from the nurses who were administering them. “I had an obligation to go do something about it.”

School administrators who lie to students about vaccine safety are promoters of chemical violence against children

The nurses who were putting on the vaccine clinic – none of whom were properly doing their jobs by explaining to students the risks of vaccines – claim that Sullivan’s comments about vaccines made them “uncomfortable.” This is rather ironic, considering the nurses weren’t at all concerned that possible side effects of the vaccines they were administering could make students physically uncomfortable – or possibly even kill them.

Sullivan, in his own defense, argued before the panel that his students have a right to know that the substances being injected into their bodies could injure or kill them. This information should have been made available to students as part of the vaccine clinic, and yet it wasn’t, suggesting that the school itself was, indeed, engaged in chemical child abuse.

And yet the panel ultimately took the school’s side in condemning Sullivan for his actions, declaring them to be inappropriate. He was eventually declared guilty of professional misconduct by the Ontario College of Teachers, and must now enroll in and complete a series of courses on professional boundaries, professional ethics – and get this – “anger management.”

“I felt it was my role to make students aware of possible side effects,” Sullivan stated before the panel. “I’m negligent if I don’t point out different side effects of products. I’m responsible for every student in the school. It was actually one of the most professional things I did, making students aware of the side effects.”

Read More At: NaturalNews.com

Sources for this article include:




Common Core Crisis [Part 6] – The Seven Lesson School Teacher

TheBreakaway | BreakawayConciousness
Zy Marquiez
March 20, 2017

Continuing on our series in which we are taking an increasingly widening glance into the true nature of public schooling, what follows will be a snippet of the information covered in Dumbing Us Down – The Hidden Curriculum of Compulsory Schooling by John Taylor Gatto.

Gatto has come out speaking at length about many of the pervasive and troubling issues that young [and future] generations have to contend with, and the information which proceeds will shed light into how this has come to be.

Within the curriculum of public schooling, Gatto states the following lessons are “universally taught from Harlem to Hollywood Hills  They constitute a national curriculum you pay for in more ways than you can imagine, so you might as well know what it is.”[1]

Gatto, in his own words states public schooling teaches:

#1: Confusion[2]

Throughout his books, Gatto has touched upon how confusion is installed into the minds of the young – thorough the fragmentation of education.  This fragmenting of education and teaching things out of context is what’s responsible for the inculcation of what is unnatural to the mind, which only cover superficial narratives and never anything of substance.

School doesn’t teach things that are in perfect harmony with each other – a natural order.  This issue prevents kids, who turn into adults, from connecting the dots, from synthesizing information.  And this goes to explain how people cannot understand how two separate issues such as Genetically Modified Foods [that continue to be banned in dozens of countries] could ever be connected with health issues.  That’s just the beginning, though.

#2:  Class Position[3]

Class position leads to an acquiescence to conformity ideals, even though in life people of all ages, types, creeds and religions connect and interact with people from all over the spectrum.  There’s no hindering structure of conformity anywhere in nature.  This takes place only in public schooling and sections of society.

As Gatto notes:

“If I do my job well, the kids can’t even imagine themselves somewhere else because I’ve shown them how to envy and fear the better classes and how to have contempt for the dumb classes.  Under this efficient discipline the class mostly polices itself into good marching order.  That’s the real lesson of any rigged competition like school.  You come to know your place.”[4]

And then people wonder where the seeds of division are sewn.    If that were it, that would be bad enough, but school also teaches…

#3:  Indifference [5]

This is accomplished by the way subjects are taught by mere cursory glances instead of an in depth approach.  This further pulverizes possible education into fragments of disciplines and knowledge, rather than building a robust set of ideas that can help the individual connect dots see what matters.  As Gatto notes:

“…[students] must turn own and off like a light switch.  Nothing important is finished in class nor in any class I know of.  Students never have a complete experience except on the installment plan.”[6]

When you only experience slivers of knowledge, how can complete pictures of life ever be grasped?  How can one come to a meaningful understanding to the depth that life harbors?  One cannot.  Such instances lead to nothing of importance ever being learned, which of course naturally leads to the pervasive indifference part of society has been indoctrinated with.

#4:  Emotional Dependency [7]

Gatto intimates that:

“Rights may be granted or withheld by any authority without appeal, because rights do not exist inside a school – not even the right to free speech, as the Supreme Court has ruled – unless school authorities say they do.”[8]

If children can depend on themselves, who can they ‘depend’ on?  The high priests of education of public schooling, predictably.

#5:  Intellectual Dependency [9]

This issue is best encapsulated by the following statement:

“Good students wait for a teacher to tell them what to do.  This is the most important lesson of them all; we must wait for other people, better trained than ourselves, to make the meanings of our lives.  The expert makes all the important choices; Only I, the teacher, can determine what my kids must study, or rather, only the people who pay me can make those decisions, which I then reinforce.”[10]

This couples into mindless consumption, which the system is build upon.  Gatto minces no words:

“It is hardly an exaggeration to say that ten entire economy depends upon this lesson being learned.”[11]

What else could one expect when dependency is taught at the outset, and people learn to are indoctrinated to seek experts and not think for themselves?

Most importantly:

“We’ve build a way of life that depends on people doing what they are told because they don’t know how to tell themselves what to do.  It’s one of the biggest lessons I teach.”[12]

#6:  Provisional Self Esteem[13]

Simply stated:

“A monthly report, impressive in its provision, is sent into a student’s home to elicit approval or mark exactly, down to a single percentage point, how dissatisfied with the child a parent should be.  The ecology of “Good” schooling depends on perpetuating dissatisfaction, just as the commercial economy depends on the same fertilizer…the cumulative weight of these objective-seeming documents establishes a profile that compels children to arrive at certain decisions about themselves and their future based on the casual judgment of strangers.   Self-evaluation, the staple of every major philosophical system that ever appeared on the planet, is never considered a factor.  The lesson of report cards, grades, and tests is that children should not trust themselves or their parents but should instead rely on the evaluation of certified officials.  People need to be told what they are worth.”[14]

Unfortunately, much of society echoes this without a second thought down to the letter.

#7:  You Can’t Hide[15]

In school children are taught that there is no privacy, and you are under constant surveillance.  Personal independence and self sufficiency have no place in school.

“I teach students that they are always watched, that each is under constant surveillance by me and my colleagues.  There are no private spaces for children; there is no private time…Students are encouraged to tattle on each other or even to tattle on their parents.  Of course, I encourage parents to file reports about their child’s waywardness too.”[16] If that’s not a system that breeds a SpyCulture – the very one we’re seeing right now – I don’t know what is.


“The meaning of constant surveillance and denial of privacy is that no one can be trusted, that privacy is not legitimate.”[17]

Once pondered, the above statements reverberate deep into the psyche.  Such are the seeds from which much of the pervasive issues society is dealing with stem from.  The lack of respect for privacy, dependence on the government, materialism, empty concept of the future, lack of critical skills, the conformity crisis, class distinction, and more, all have the inception within the nascent stages of public schooling.

This coalescence of societal issues cannot change unless that which casts the foundation – public schooling – changes.  And Public Schooling has never shown any meaningful changes coming from the inside, which is why individuals need to learn to become self-directed learners and autodidacts in order to be better prepared for the world that we live in.

The world that we live in has much more to offer than what we are taught it does.  Even so, a limited understanding off an individual’s ability will only yield a limited point of view in life, like seeing life with perpetual tunnel vision.

Only by breaking away from that marginalized reality will the individual see life for what it is, and only by asserting your power will you be able to control your path.

Then and only then can true unbounded freedom and education be had.


[1] John Taylor Gatto, Dumbing Us Down – The Hidden Curriculum Of Public Schooling, p. 1.
[2] Ibid., p. 2.
[3] Ibid., p. 4.
[4] Ibid., pp. 4-5.
[5] Ibid., p. 5.
[6] Ibid., p. 6.
[7] Ibid., p. 6.
[8] Ibid., p. 6.
[9] Ibid., p. 7.
[10] Ibid., p. 7.
[11] Ibid., p. 8.
[12] Ibid., p. 9.
[14] Ibid., pp. 9-10.
[15] ibid., p. 10.
[16] Ibid., p. 10.
[17] Ibid., p. 11.
This article is free and open source. You have permission to republish this article under a Creative Commons license with attribution to Zy Marquiez and TheBreakaway.wordpress.com.
About The Author:

Zy Marquiez is an avid book reviewer, researcher, an open-minded skeptic, yogi, humanitarian, and freelance writer who studies regularly subjects like Consciousness, Education, Creativity, The Individual, Ancient History & Ancient Civilizations, Forbidden Archaeology, Big Pharma, Alternative Health, Space, Geoengineering, Social Engineering, Propaganda, and much more.

His own personal blog is BreakawayConsciousnessBlog.wordpress.com where his personal work is shared, while TheBreakaway.wordpress.com serves as a media portal which mirrors vital information usually ignored by mainstream press, but still highly crucial to our individual understanding of various facets of the world.

Suggested resources reviewed below for those seeking ideas to self-teach and become autodidacts:

13 Great Reasons To Study Logic
Socratic Logic V3.1 by Peter Kreeft Ph.D.
The Trivium – The Liberal Arts Of Grammar & Rhetoric by Sister Miriam Joseph Ph.D.
How To Read A Book – The Classic Guide To Intelligent Reading by Mortimer J. Adler & Charles Van Doren
Philosophy 101 – An Introduction To Philosophy Via Plato’s Apology by Peter Kreeft Ph.D.
The Complete Workbook For Arguments – A Complete Course In Critical Thinking [2nd Ed.] by David R. Morrow & Anthony Weston
The Imaginative Argument – A Practical Manifesto For Writers by Frank L. Cioffi
Sherlock Holmes – The Complete Stories by Arthur Conan Doyle

The following books reviewed below cover the disturbing issues within the public schooling system:

Rotten To The Common Core by Dr. Joseph P. Farrell Ph.D.& Gary Lawrence
Dumbing Us Down – The Hidden Curriculum Of Compulsory Schooling by John Taylor Gatto
A Different Kind Of Teacher – Solving The Crisis Of American Schooling by John Taylor Gatto
Weapons Of Mass Instruction by John Taylor Gatto
Drilling Through The Core, by Sandra Stotsky & Contributors



Social Engineering: University declares gravity to be “intolerant” … removes all weighing scales from the gym to avoid “triggering” snowflake students

Source: NaturalNews.com
Mike Adams
March 17, 2017

Machines that measure gravity’s pull on the human body have been declared “intolerant” by Carleton University, which decided to pull all body weight scales from its gym in order to avoid “triggering” snowflake students.

As reported by CBC news (Canada):

The paper quotes one student as saying, “Scales are very triggering” for people with eating disorders.

“Next it will be the mirrors. #bringbackthescale,” wrote one Carleton student on Facebook, while another said online, “Are you for real, Carleton? What a sick joke.”

This is what happens when science education is based on socially popular myth rather than physical reality

The university’s decision to declare gravity to be “intolerant” is, of course, entirely predictable given academia’s mission of teaching students to believe in “feelings” rather than the laws of nature.

As witnessed by the science-obliterating “climate change” cult also being widely taught in today’s universities, what matters in government-contorted science education is not getting the right answer but feeling like you’ve sufficiently conformed to the socially acceptable delusions of your obedient, brain-damaged peers.

The problem, of course, with abandoning reality and replacing it with “feelings” is that feelings can always be hurt in yet another offensive way nobody thought of before… especially if you’re an intolerant, psychologically fragile libtard snowflake who gets “triggered” by machines that measure gravity’s pull on your body mass. As a perfect example of this, the wellness programs manager at the university, a man woman trans LIFE FORM named Bruce Marshall (we can’t assume its gender, can we?) explained why gravity sucks for university wellness programs:

“If you need a number to focus on in regard to reaching certain fitness goals we suggest using girth measurements. You can start by recording measurements in multiple areas, for example your torso, hips, chest, legs and arms. You would then revisit these measurements after a few weeks to keep tabs on your progress.”

Why stop with gravity? Universities should also ban NUMBERS and WORDS because those can be offensive, too

Ah yes, but what happens when students using measuring tapes are triggered by the girth of their own hips? Aaargh!

The answer, of course, is to BAN ALL NUMBERS, including those on measurement tapes. All measuring tapes handed out at universities shall henceforth be BLANK, as shall all the minds of the students and faculty…

That’s the ultimate goal of academia’s contorted collision with social justice f##ktardery, you see: The complete banning of integers, words, gravity, logic and reason. (Who says $100,000 in student debt wasn’t worth it?)

They’re also banning words, too, because words can trigger people. That’s the new education system: Ban all numbers, and words, and laws of physics. Then declare yourself to be the “intellectual elite” because you’re obviously cognitively superior to those who never went to college and therefore didn’t earn your degree in “F##ktardery Studies.”

With all numbers banned, and gravity banned, and intelligent, rational thinking banned, everyone will finally be safe … and progressive, libtard student snowflakes can finally crawl back into the wombs of their mothers to return to that ultimate “safe space” from which they were first triggered in a sickening episode called “birth” — which, even now, is being called a horrible thing because it means a courageous abortion wasn’t committed first.

Reality, you see, is just too damn offensive for students — and university faculty — to handle anymore. From this day forward, their efforts shall be refocused on stripping away every objective reminder of a real world that exists outside their delusional, fantasy land bubbles where unicorns fly through the air, propelled by magical farting rainbows and government-approved “safe space” university zones where social justice feelings reign supreme over the laws of physics.

Read More At: NaturalNews.com

Proper Grammar Is Racist According To Quackademic Expert

Source: GizaDeathStar.com
Dr. Joseph P. Farrell Ph.D.
March 3, 2017

It has been a while since I’ve indulged in one of my rants about Amairikuhn egdykayshun and the Gramscian cultural Marxist nitwittery prevailing in Amairikuhn quackademia. While some, for example, are applauding President Trump’s selection of Betsy Devos as edgykayshun sekretairee, I have my misgivings, not the least because of her apparent advocacy of vouchers and charter schools and so on. Now, just for the record once again, I’m a real radical when it comes to Amairikuhn edgykayshun and Common Core and all that: things would be far better if the federal government were not involved at all, and on this score, vouchers and so on strike me as just another form of welfare, and yet another clever way the idiots in the swamp can dictate to states and localities. I’m of the John Taylor Gatto philosophy. There’s no fixing the system; the system is the problem. The key pillars of that rotting edifice, standardized computerized tests and all the testing companies, teacher licensing requirements, all of it, has to go. Out. Not a penny more on all this claptrap.

Well, the latest nitwittery is that proper English grammar is racist, and that to be compassionate, we must view corrections of grammar as condescension and inherent racism:

College Writing Center Director Says Proper Grammar is ‘Racist’


Here, as always, the goal of the cultural Marxist is to break down the culture so that another can be imposed, and language is always crucial to this process, for it’s fundamental that there be no common ground of communication on which any cultural cohesion or institutions can be based. This leaves the raw power of the state to be exercised to settle all disputes: perpetual division, in other words, is essential to the agenda. I would go farther, and say that the same attitudes are behind the “push” of modern “art” and “music”, for the goal is the same: break down anything that carries tradition, whether language, or the arts. This is the Gramscian insight into how to cause genuine and lasting revolutionary change, and the American progressives – they are no longer liberal for now they openly censor, through their corporate media organs, any opposing ideas – follow this agenda to the “t”.

But there’s also hope, so this is not my usual nor conventional “rant,” for there is also growing resistance to the continual treadmill of testing (which, remember, is designed to reinforce the above “values” in many cases); this article was shared by many readers of this site:

Students are wising up to mandated standardized tests: They ultimately mean nothing to them


Here’s the crux of the article:

Indeed, PARCC, like assessments around the country, are used to measure school performance as a whole, and in some cases to also evaluate teaching performance. It’s federal law that schools must test students every year in grades 3 through 8, and then once in high school. Ninety-five percent of students must take the tests for schools not to be penalized.

Keep in mind, too, that we’re not talking about just one test. Students often must take multiple assessments several times a year in order to gauge their progress. Gone are the days when kids took one such exam per year which gave them (and their parents) a snapshot of how they were doing compared to their peers across the country.

And this is precisely why testing “opt-out” movements have been springing up all over the country: The sheer quantity of testing simply has gotten ridiculous.

Note that in the United States and several other western countries, tests are mandated by law, and that means, to put it as plainly as possible, that certain corporations which make the tests and sell the texts, are guaranteed an income at the public trough. And whenever there is guaranteed income at the public trough, standards plummet, and crud creeps in (think vaccines here, for a moment). But on optional tests, students increasingly opt out, and I suspect it’s about more than just sheer exhaustion at the ridiculous numbers of tests they must take; I suspect it is also because the students themselves are not as stupid as the test-makers think they are; students increasingly, and not just intuitively, realize the system they are subjected to is both fraudulent, and a sham.

Here I have a confession: back in my public college teaching days, privately and on more than one occasion, I would tell students what they already knew: the vast majority of their education, and a significant number of their professors, were fraudulent. That is, they were being subjected to dumbed-down tasteless pudding, fraudulent assessment techniques (i.e., the standardized test), and that if they wanted an education, they’d have to read read read on their own while getting their first, second, and master mason degrees from their local lodge of quackademia.

Some are now recognizing this in yet another way: http://www.thecollegefix.com/post/31219/

Here one notes another obvious flaw of the standardized testing regime:

“Tests teach, they don’t just evaluate,” he said. “And I thought what was being taught on the SAT and ACT didn’t necessarily correspond to a Christian or Catholic worldview and in some ways, it seemed to undermine that.”

The exam’s parent company, Classic Learning Initiatives, was co-founded by Tate and David Wagner in fall 2015. They created a two-hour online test that prospective college students can take at a local testing center.

Scheduled on five dates per year, the test includes 120 questions and uses a 120-point scoring system. The test’s three sections – verbal reasoning, grammar/writing and quantitative reasoning – include 40 questions each. With an emphasis on classical education, the reading and writing sections include selections on religion and philosophy as well as historical founding documents.

Tate said the SAT and ACT’s promotion of globalization has eroded loyalty to any particular cultural or intellectual tradition. The CLT counters that. (Emphasis added)

This underscores something my co-author Gary Lawrence and I pointed out in our book Rotten to the (Common) Core, namely, that in the 1930s and 1940s – as the progressive movement captured American education and began its long and ultimately successful effort to turn it into quackademia and the breeding grounds for the shrieking and violent hysteria we see now – there were publications in the “professional education” field that explicitly stated the goal of education was socialization skills (echoing Dewey), and that students had to be trained to be good “world citizens.” And that meant, of course, yet another severing of education as a means of preserving and conveying a cultural tradition, with its institutions of law and reason, its artistic and literary conventions, its philosophy and historical journey and evolution. Standardized tests are meant to convey, and enforce, a narrative approved by the corporations making and selling them, nothing more, nothing less. They are nothing but loyalty tests to that narrative.

Notably the second article implies something else, namely, that the large “big name” universities are now the laboratories of permanent revolution, offering nothing but continuous courses in how to feel (or induce) guilt, depending on one’s race status. They have little to do with education in any traditional sense. Or to be more crisp about it: they are the hollowed-out husks of tradition, dedicated to the overturning of all tradition.You can tell because of their mandated courses in guilt-pandering: the courses that require them to use gender neutral language, or require them to “appreciate” other “cultures,” and so on. It is the smaller, and predominantly liberal arts institutions, that are struggling to maintain the tradition of our culture and civilization.

So a word of advice: if you value your children’s sanity and virtue, don’t send them to institutions like Berserkley (our code name for the big American universities, state or otherwise)… they will come out knowing little of real value, and owing lots of money. They will come out mangled beyond recognition. If they are lucky, they will recognize they have been broken, and that they have been “had”. Don’t allow them to accept scholarships to those institutions if they are offered. They are corrupt to the core, and only offering a Faustian deal with the devil (which they can afford to do, since so many students are coming out of the public school system knowing nothing about Faust or deals with the devil, Marlowean, Goethean, or otherwise. Fewer still will have Dante’s perspective about climbing out of hell on the back of the frozen devil). They will attend “schools” whose sole purpose is to desecrate and eventually destroy their soul; “schools” whose purpose is to rinse every blemish of the sublime, the good, the transcendent, the beautiful, or the divine from their memories; “schools” which will tell them it’s ok to modify human DNA for the “promise of a brighter human future” while never permitting the debate to be had or aired.  I know students who have made that deal with the devil, and who have attended such quackademies, and the confusing rubble and debris of what used to be the ramparts of an individual  soul and an individual mind, is frightening, terrible, terrifying, and very, very sad.

See you on the flip side…

Read More At: GizaDeathStar.com

About Joseph P. Farrell

Joseph P. Farrell has a doctorate in patristics from the University of Oxford, and pursues research in physics, alternative history and science, and “strange stuff”. His book The Giza DeathStar, for which the Giza Community is named, was published in the spring of 2002, and was his first venture into “alternative history and science”.

Common Core Crisis [Part 5] – What Led To Award Winning Teacher John Taylor Gatto To Quit Public Schooling

Zy Marquiez
March 3, 2017

“Educating the mind without educating the heart is no education at all.”
– Aristotle

“Wherever a man desires to know, that is the place proper for his education; whenever he desires to know, that is the time proper for his instruction.”
– Socrates

The last few weeks we have begun to catalog many disturbing aspects of common core within public schooling.  Not only is American education on a catastrophic decline [see here], but as has been documented by insiders such as John Taylor Gatto, Charlotte Iserbyt, and others, that’s exactly what the system aims to do.

For those that might react in an askance manner to such statements, in previous posts [Example #1, Example #2, Example #3, Example #4] we have begun to slowly construct much of the downright nonsense individuals have to deal with within the corrupt public school system.

Continuing along the same lines, below follows a passage taken from award winning teacher John Taylor Gatto, which was shared by him in his phenomenal Underground History Of American Education.

Gatto states why he chose to resign from the corrupt system in 1991, and the troubling reasons follow below:

Gatto decided to throw in the towel in 1991, and the reasons for this follow below:

“In the first year of the last decade of the twentieth century during my thirtieth year as a school teacher in Community School District 3, Manhattan, after teaching in all five secondary schools in the district, crossing swords with one professional administration after another as they strove to rid themselves of me, after having my license suspended twice for insubordination and terminated covertly once while I was on medical leave of absence, after the City University of New York borrowed me for a five-year stint as a lecturer in the Education Department (and the faculty rating handbook published by the Student Council gave me the highest ratings in the department my last three years), after planning and bringing about the most successful permanent school fund-raiser in New York City history, after placing a single eighth-grade class into 30,000 hours of volunteer community service, after organizing and financing a student-run food cooperative, after securing over a thousand apprenticeships, directing the collection of tens of thousands of books for the construction of private student libraries, after producing four talking job dictionaries for the blind, writing two original student musicals, and launching an armada of other initiatives to reintegrate students within a larger human reality, I quit.

I was New York State Teacher of the Year when it happened. An accumulation of disgust and frustration which grew too heavy to be borne finally did me in. To test my resolve I sent a short essay to The Wall Street Journal titled “I Quit, I Think.” In it I explained my reasons for deciding to wrap it up, even though I had no savings and not the slightest idea what else I might do in my mid-fifties to pay the rent. In its entirety it read like this:

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. The whole blueprint of school procedure is Egyptian, not Greek or Roman. It grows from the theological idea 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 notion, School is its church. I offer rituals to keep heresy at bay. I provide documentation to justify the heavenly pyramid.

Socrates foresaw if teaching became a formal profession, something like this would happen. Professional interest is served by making what is easy to do seem hard; by subordinating the laity to the priesthood. School is 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 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” fodder. She’ll be locked in her place forever.

In 30 years of teaching kids rich 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 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.”[1][Bold Emphasis Added]

Coming to terms with all of the above, can you really blame Gatto?  And to think, this took place over two decades ago.  The public schooling system has only gotten worse.

Those facts lead Gatto to speak over 750 times throughout the world in the following years to discuss the inherent issues within public schooling.  And he hasn’t stopped, thankfully.

Gatto found that individuals from all over the world were beginning to see the shadows of the system for what it was, and are were beginning to speak out, and rightly so.

The only way to avoid the conformity crisis is to breakaway from the system that makes you conform from the ground up.  Gatto and many others have spoken about this at length.

Seek to learn and teach children [and adults!] not only how to think critically [which school doesn’t teach], but how to employ logic [which modern schooling also doesn’t teach, although was taught for centuries in classical education].  Don’t allow others to make you, nor your children conform.  Strive to live life to the fullest extent, learning from moments – every single one of them, especially the bad ones – rather than by disciplines, or worse, methods. 

Life has everything you need to learn.  It only takes open eyes and an open mind to take it all in and use every day as a teaching platform as every opportunity is ruminated upon, pondered, learned from, and digested at length.

Anyone can teach another person something, and it happens on a day by day basis.

It’s just that we don’t get hammered to see those experiences as teaching.  The curious part is that, life lessons happen ALL the time, and it doesn’t take a public school system to teach that.  Not that schools teach that anyways.

Learn from every moment.

Learn from every person.

Learn from yourself.

And teach others what you have learned.

Then and only then are we going to begin creating a new system, from the ground up.

And all it takes is individuals rising up, as they have throughout history.

Don’t hold back.  Education is too important to forgo, or to leave to others.

Change starts with you.  Don’t let anyone else tell you otherwise.  For if we don’t take time to teach ourselves about the lessons of life, we will arrive at life’s end having learned nothing.

Suggested resources reviewed below for those seeking ideas to self-teach and become autodidacts:

Socratic Logic V3.1 by Peter Kreeft Ph.D.
The Trivium – The Liberal Arts Of Grammar & Rhetoric by Sister Miriam Joseph Ph.D.
How To Read A Book – The Classic Guide To Intelligent Reading by Mortimer J. Adler & Charles Van Doren
Philosophy 101 – An Introduction To Philosophy Via Plato’s Apology by Peter Kreeft Ph.D.
The Complete Workbook For Arguments – A Complete Course In Critical Thinking [2nd Ed.] by David R. Morrow & Anthony Weston
The Imaginative Argument – A Practical Manifesto For Writers by Frank L. Cioffi

The following books reviewed below cover the disturbing issues within the public schooling system:

Rotten To The Common Core by Dr. Joseph P. Farrell Ph.D.& Gary Lawrence
Dumbing Us Down – The Hidden Curriculum Of Compulsory Schooling by John Taylor Gatto
A Different Kind Of Teacher – Solving The Crisis Of American Schooling by John Taylor Gatto
Weapons Of Mass Instruction by John Taylor Gatto
Drilling Through The Core, by Sandra Stotsky & Contributors

[1] John Taylor Gatto, Underground History Of American Education, pp. xv-xvi.

Book Review: Summerhill School – A New View Of Childhood by A.S. Neil

Zy Marquiez
March 3, 2017

Having read three books by John Taylor Gatto’s, who has spoken out at length about the inherent issues within public schooling, while also having met some people through discussing these books, someone was kind enough to recommend this particular book.  To say the least, this book is outside of the box as outside of the box can be.

Summerhill School – A New View Of Childhood by A.S. Neil is a book that details the venture of those who took part in the school known as Summerhill, which sought to achieve a new standard of learning and growth.

A.S. Neil was the person mainly responsible for this audacious undertaking, and his actions echo still to this day.

What Neil sought to do was create a place where the idea/value of Freedom is wholly respected, through and through.  For this, this new school required a different way of thinking – a whole new mindset.  This venture required the removal of preconceived notions of childhood schooling, coupled with the open-mindedness that to achieve true education in the school system the child must govern entirely free to govern themselves.  This means that the child would be active in most of what the child chooses for their own development, which may include various aspects learning or playing.

Neil’s individually democratic style education is quite evocative, because when carried out correctly [as myriad examples show in his book] it shows that children can self-govern themselves, and also do so quite well.  This takes place also with little to no interference from the adults, except in some very unique circumstances.  For the most part though, children were left to their own devices, to choose what type of learning they would undertake.

To gauge what Neil strove to achieve, let’s take a gander at his own words:

“The goal was to use childhood and adolescence to create emotional wholeness and personal strength.  Neil thought that once this wholeness had been achieved children would be self-motivated to learn what they needed academically.  The key to this growth was to give children freedom to play for as long as they felt the need in an atmosphere of approval and love.   The children were given freedom but not license; they could do as they pleased as long as it didn’t bother anyone else.”[1]

Therein lies the beauty, for the child who ends up not playing, ends up not using one of the most important parts of life for learning and growth.  Furthermore, the children that have unfinished childhoods so to speak, later in life seek to do things that could have already taken place, and which end up slowing down the progress of growth as an adult.  That’s what Neil seemed to notice anyhow.

Within the book there is a wide array of topics discussed.  Everything from social structure, emotional problems, particularly with children who are a bit older, meetings, self-government, what are called ‘problem children’, play and self-regulation and much more is discussed at length.

Perhaps, the best way to understand what Summerhill is truly about comes from the following piece:

“You don’t have Summerhill in order that children should study or learn to become “ists” of any kind.  You let them function in their own play-work fashion, and you postulate no purpose for them at all.”[2]

The genius of the idea is that because their core individual foundation in childhood was so enjoyable and emotionally robust children end up learning vastly quicker when they choose to follow their path than students that follow the public school system.  However, is that growth is not allowed when children are forced through compulsory schooling [Read: Dumbing Us Down – The Hidden Curriculum Of Compulsory Schooling by John Taylor Gatto] which crushes their individuality and imagination.  Those very circumstances turn children in robots, only capable of following orders and never taught to critically think.  Only memorization of facts becomes important, and not arriving at the facts.

For that reason, many of the topics of the book do delve into the idea of playing.  Neil does make it a point about focusing on the benefits of playing quite a bit.  What the author states constitutes play is:

“…not thinking in terms of athletic fields and organized games; I am thinking of play in terms of fantasy.  Organized games involve skill, competition, teamwork; but children’s play usually requires no skill, little competition, and hardly any teamwork.”[3]

In other words, true play, like a whetstone, hones the development of imagination.  And imagination is integral, because a child whose imagination hasn’t developed has had his childhood stultified, as well as their imagination, and will be a conformist child, and thus, a conformist adult at the drop of a hat.  Disturbingly, this is exactly what we see in society more and more with time.

The book is split up into two parts. Firstly, the book covers all facets regarding Summerhill, which are covered at length from a variety of angles, citing dozens and dozens of examples of how children responded to particular scenarios and whatnot. Everything from classes, theater, music, sex, teachers, and much more is discussed here.  The second part of the book covers many aspects of Neils life, as he takes us through the journey of what brought him to taking part in Summerhill.

All this considered, the book is a really great read.  Admittedly, the first half appealed to me a lot more than the second part, but that’s because the interest for me was in the process for the individual and not so much in how the author came to be part of it.  Regardless, the book really is something worth pondering for anybody that thinks the one-size-fits-all public schooling and compulsory conformity system that western education has become is good, really needs to take a look at the conformity crisis that’s taking place.  That, however, is a whole different can of worms.  One that John Taylor Gatto discusses at length in all of his books.

If you have read any of John Taylor Gatto’s book, then you will know how indoctrination and conformity are the aim of public schooling, and there’s many documents showing this.  Because of that, and more, an honest view into a different paradigm such as this one brought about by Neil is needed.  Summerhill has shown that education and personal growth can actually be enjoyable for once.

Summerhill has already broken new ground for a new paradigm.  Now it’s up to individuals to ruminate upon how to learn from it and see where it may take them.

Suggested resources reviewed below for those seeking ideas to self-teach and become autodidacts:

Socratic Logic V3.1 by Peter Kreeft Ph.D.
The Trivium – The Liberal Arts Of Grammar & Rhetoric by Sister Miriam Joseph Ph.D.
How To Read A Book – The Classic Guide To Intelligent Reading by Mortimer J. Adler & Charles Van Doren
Philosophy 101 – An Introduction To Philosophy Via Plato’s Apology by Peter Kreeft Ph.D.
The Complete Workbook For Arguments – A Complete Course In Critical Thinking [2nd Ed.] by David R. Morrow & Anthony Weston
The Imaginative Argument – A Practical Manifesto For Writers by Frank L. Cioffi

The following books reviewed below cover the disturbing issues within the public schooling system:

Rotten To The Common Core by Dr. Joseph P. Farrell Ph.D.& Gary Lawrence
Dumbing Us Down – The Hidden Curriculum Of Compulsory Schooling by John Taylor Gatto
A Different Kind Of Teacher – Solving The Crisis Of American Schooling by John Taylor Gatto
Weapons Of Mass Instruction by John Taylor Gatto
Drilling Through The Core, by Sandra Stotsky & Contributors

[1] A.S. Neil, Summerhill School – A New View Of Childhood, p. xviii
[2] Ibid., p. 217.
[3] Ibid., p. 32.
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