Part five in a series of short videos based on John Taylor Gatto's book, The Underground History of American Education.
This excerpt is from Chapter One - The Way It Used to Be
Section Four: "The Art of Driving"(p.26-27)
Get the book: http://johntaylorgatto.com/underground/
The Ultimate History Lesson: A Weekend With John Taylor Gatto (Documentary)
Commentary and Analysis: The Ultimate History Lesson (16+ Hours / mp3)
Now come back to the present while I demonstrate that the identical trust placed in ordinary people two hundred years ago still survives where it suits managers of our economy to allow it. Consider the art of driving, which I learned at the age of eleven. Without everybody behind the wheel, our sort of economy would be impossible, so everybody is there, IQ notwithstanding. With less than thirty hours of combined training and experience, a hundred million people are allowed access to vehicular weapons more lethal than pistols or rifles. Turned loose without a teacher, so to speak. Why does our government make such presumptions of competence, placing nearly unqualified trust in drivers, while it maintains such a tight grip on near-monopoly state schooling?
An analogy will illustrate just how radical this trust really is. What if I proposed that we hand three sticks of dynamite and a detonator to anyone who asked for them. All an applicant would need is money to pay for the explosives. You’d have to be an idiot to agree with my plan—at least based on the assumptions you picked up in school about human nature and human competence.
And yet gasoline, a spectacularly mischievous explosive, dangerously unstable and with the intriguing characteristic as an assault weapon that it can flow under locked doors and saturate bulletproof clothing, is available to anyone with a container. Five gallons of gasoline have the destructive power of a stick of dynamite.3 The average tank holds fifteen gallons, yet no background check is necessary for dispenser or dispensee. As long as gasoline is freely available, gun control is beside the point. Push on. Why do we allow access to a portable substance capable of incinerating houses, torching crowded theaters, or even turning skyscrapers into infernos? We haven’t even considered the battering ram aspect of cars—why are novice operators allowed to command a ton of metal capable of hurtling through school crossings at up to two miles a minute? Why do we give the power of life and death this way to everyone?
It should strike you at once that our unstated official assumptions about human nature are dead wrong. Nearly all people are competent and responsible; universal motoring proves that. The efficiency of motor vehicles as terrorist instruments would have written a tragic record long ago if people were inclined to terrorism. But almost all auto mishaps are accidents, and while there are seemingly a lot of those, the actual fraction of mishaps, when held up against the stupendous number of possibilities for mishap, is quite small. I know it’s difficult to accept this because the spectre of global terrorism is a favorite cover story of governments, but the truth is substantially different from the tale the public is sold. According to the U.S. State Department, 1995 was a near-record year for terrorist murders; it saw three hundred worldwide (two hundred at the hand of the Tamil Tigers in Sri Lanka) compared to four hundred thousand smoking-related deaths in the United States alone. When we consider our assumptions about human nature that keep children in a condition of confinement and limited options, we need to reflect on driving and things like almost nonexistent global terrorism.
Notice how quickly people learn to drive well. Early failure is efficiently corrected, usually self-corrected, because the terrific motivation of staying alive and in one piece steers driving improvement. If the grand theories of Comenius and Herbart about learning by incremental revelation, or those lifelong nanny rules of Owen, Maclure, Pestalozzi, and Beatrice Webb, or those calls for precision in human ranking of Thorndike and Hall, or those nuanced interventions of Yale, Stanford, and Columbia Teachers College were actually as essential as their proponents claimed, this libertarian miracle of motoring would be unfathomable.
Now consider the intellectual component of driving. It isn’t all just hand-eye-foot coordination. First-time drivers make dozens, no, hundreds, of continuous hypotheses, plans, computations, and fine-tuned judgments every day they drive. They do this skillfully, without being graded, because if they don’t, organic provision exists in the motoring universe to punish them. There isn’t any court of appeal from your own stupidity on the road.
I could go on: think of licensing, maintenance, storage, adapting machine and driver to seasons and daily conditions. Carefully analyzed, driving is as impressive a miracle as walking, talking, or reading, but this only shows the inherent weakness of analysis since we know almost everyone learns to drive well in a few hours. The way we used to be as Americans, learning everything, breaking down social class barriers, is the way we might be again without forced schooling. Driving proves that to me.