Talk:Alexander James Inglis

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	This article was accepted from this draft on 1 July 2021 by reviewer Spicy (talk · contribs).

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"in accordance with Title 17 U.S.C. Section 107"

At http://www.wesjones.com/gatto1.htm (ref d) there is the following disclaimer at the bottom of the page:

"FAIR USE NOTICE: This site contains copyrighted material the use of which has not always been specifically authorized by the copyright owner. I am making such material available in my efforts to advance understanding of issues of environmental and humanitarian significance. I believe this constitutes a 'fair use' of any such copyrighted material as provided for in section 107 of the US Copyright Law. In accordance with Title 17 U.S.C. Section 107, the material on this site is distributed without profit to those who have expressed a prior interest in receiving the included information for research and educational purposes. For more information go to: http://www.law.cornell.edu/uscode/17/107.shtml. If you wish to use copyrighted material from this site for purposes of your own that go beyond 'fair use', you must obtain permission from the copyright owner."

I repeatedly tried to include an excerpt of the essay at that address, believing that Wikipedia and this entry constitue fair use, and if the author were not deceased, I feel he would condone this. However, it was repeatedly deleted with the reason of copyright infringement. Here is the relevant excerpt I believe should be included after, "His work was criticized by John Taylor Gatto in his essay, "Against School".[4]"

"Inglis, for whom a lecture in education at Harvard is named, makes it perfectly clear that compulsory schooling on this continent was intended to be just what it had been for Prussia in the 1820s: a fifth column into the burgeoning democratic movement that threatened to give the peasants and the proletarians a voice at the bargaining table. Modern, industrialized, compulsory schooling was to make a sort of surgical incision into the prospective unity of these underclasses. Divide children by subject, by age-grading, by constant rankings on tests, and by many other more subtle means, and it was unlikely that the ignorant mass of mankind, separated in childhood, would ever reintegrate into a dangerous whole.

Inglis breaks down the purpose - the actual purpose - of modern schooling into six basic functions, any one of which is enough to curl the hair of those innocent enough to believe the three traditional goals listed earlier:

1) The adjustive or adaptive function. Schools are to establish fixed habits of reaction to authority. This, of course, precludes critical judgment completely. It also pretty much destroys the idea that useful or interesting material should be taught, because you can't test for reflexive obedience until you know whether you can make kids learn, and do, foolish and boring things.

2) The integrating function. This might well be called "the conformity function," because its intention is to make children as alike as possible. People who conform are predictable, and this is of great use to those who wish to harness and manipulate a large labor force.

3) The diagnostic and directive function. School is meant to determine each student's proper social role. This is done by logging evidence mathematically and anecdotally on cumulative records. As in "your permanent record." Yes, you do have one.

4) The differentiating function. Once their social role has been "diagnosed," children are to be sorted by role and trained only so far as their destination in the social machine merits - and not one step further. So much for making kids their personal best.

5) The selective function. This refers not to human choice at all but to Darwin's theory of natural selection as applied to what he called "the favored races." In short, the idea is to help things along by consciously attempting to improve the breeding stock. Schools are meant to tag the unfit - with poor grades, remedial placement, and other punishments - clearly enough that their peers will accept them as inferior and effectively bar them from the reproductive sweepstakes. That's what all those little humiliations from first grade onward were intended to do: wash the dirt down the drain.

6) The propaedeutic function. The societal system implied by these rules will require an elite group of caretakers. To that end, a small fraction of the kids will quietly be taught how to manage this continuing project, how to watch over and control a population deliberately dumbed down and declawed in order that government might proceed unchallenged and corporations might never want for obedient labor."

Could someone clarify why this is a problem? Thanks. Ddgr815 (talk) 15:01, 2 July 2021 (UTC)[reply]

Hello Ddgr815. Because Wikipedia's content is distributed under a free license, it takes a much stricter line on the use of copyrighted material than most other websites do. Our policies on non-free content state that "Extensive quotation of copyrighted text is prohibited". A few sentences are okay, but I would consider what you posted above to be extensive. Lengthy quotations are only permitted if the source is under a compatible license or in the public domain. Spicy (talk) 19:18, 2 July 2021 (UTC)[reply]