s fostered, then perhaps many perceptions of what school is really meant to do would become clear in the minds of its subjects.
             School was never intended to gain and stimulate the brain with knowledge; simply because of the reason knowledge is one of, if not the greatest means of power that a person has the possibility to obtain. Such a power is not one that authority would want all to get a hold of, for if they did it would surely spell out doom for the administrators and managers of the world. One can go even as far as to say that school in fact acts as a bolder on the road leading to true education, and it is now a rock that is so massive in size no one would ever venture to push it out of the way, only a very selective few can climb their way over it or find some way around it. However, even though the implementation of this bolder was laid to rest by the hands of Americans more than a century ago the idea was thought of much earlier then that and was adapted from a very unlikely source.
             In an essay that was written by John Taylor Gatto entitled "Against School" he presents arguments and opinions on the influence of the public school system on the learning of students. While writing on his personal experiences as an award winning and reendowed teacher he takes time to identify to his audience exactly where our educational system comes from. He uncovers this secret when he affirms, "that we have adopted one of the very worst aspects of Prussian culture: an educational system deliberately designed to produce mediocre intellects, to hamstring the inner life, to deny students appreciable leadership skills, and to ensure docile and incomplete citizens – all in order to render the populace "manageable" (Gatto 3). After one first reads the words that Gatto has written one may feel a sense of denial sp
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