Mission of Schools in America: Misdirected
An editorial by Leander Kahney, at Wired.com. Kahney riffs on a Steve Jobs public statement, criticizing teacher unions for poor school performance in the US. Jobs may or may not be correct, that the single factor causing poor education in America is teacher’s unions. But Jobs apparently picked a single topic to address. Reporter Kahney feels free to use anecdotes and snide comments to present the ‘Real’ answer: Poverty, and lack of government benefits.
I contend it is precisely government handouts and ‘do gooders’ that have disrupted so many school systems. While some will agree that testing students and teachers tends to warp the ability to learn and educate, the Department of Education and Congress are ‘testing’ and evaluating the school systems. With predictable results. School boards, principals, teachers, all make decisions and set goals to minimize complaints and maximize federal dollars. And Congressmen and Senators continue to levy ‘feel good’ social programs on education, to the cost of taxpayers and detriment of schools and students alike. Not to mention social activist agendas that pit elementary schools, teachers, and students against community and parents over concepts that are *not* ‘community standards’.
I agree that unions tend to protect the interests of union officers, and reduce transfers and firings to protect members at the cost of the institution *paying* for their efforts. But I also agree that some administrators, some school boards, and some teachers manage to create a productive environment. The universe is essentially hostile to organization, any successes take place against the odds and depend on discipline and character of those involved.
Essentially, the school mission is the problem, in my mind. Way back when I was in school, I was told that public education was created to ‘civilize’ the population. To effect social change — strengthen a democratic form of government by preparing citizens to vote thoughtfully and well. To read government documents and announcements. To understand the issues being voted on. To change the ancient Greek ‘democracy’ of mob and populist disregard of values to the state into an educated guess at increasing benefits to all, and maintaining stability and security.
230 years later, the public education approach seems to have accomplished a few of it’s goals, at least in the early years. But a tool to effect social change (Hitler’s ‘give me your children, and I will take your country’ comes to mind. Schools are a powerful tool in the wrong hands.) is an attractive focus for the social activist, the protester, and the congressman looking for a cheap vote.
At one point our schools institutionalized Christian teachings, most school districts being mostly churched families. Later social changers used the schools to promote recycling (’throw that bottle away and you destroy the earth”, from a 3rd grader), discourage smoking (’you are killing yourself and me and Mommy, too!’), and to ‘mainstream’ problem and handicapped children.
My idea for a mission for schools — not a mission (gag me with a spoon) statement — but a guiding principle: Teach citizenship skills. Not social activist skills, not ‘educate’ children, not ‘leave no child behind’. Something tangible, and achievable. And in some parts, retreat to the original concept of public education.
1) Return to compulsory education as age 16 or completion of 8th grade. If a student fails to pass a grade, allow the student two more attempts at that grade — then drop them from the school if they fail on the third attempt. Allow the school faculty and school board to make final decisions on whether disruptive students are permitted to attend.
2) The onus of compulsory education is on the parents, not the school, not the student. If the student is released by the school, the parent is still required to obtain education for the student until age 16 or completion of the 8th grade. Private and religious schools, and home schooling are all options.
3) Military service remains critical to national defense. Whether a family objects to military service or not, each student must be prepared to serve. Physical development, discipline, basic math and reading skills, teamwork in small and larger groups. Students must learn about regulations, about infractions and consequences. Students that grow to adulthood without serving still have to have an understanding of their peers in service. The intent is not to grow a military generation, but to produce a next generation capable of meeting peacetime needs and wartime threats. Prepared is half-won.
4) As a nation we seem to be half stupid. We look at our media, and our newspapers, and we allow ourselves to be swayed by popular faces, by popular ideas, and by popular products. We need to develop a critical eye, to learn to see the maneuvering behind what is presented. We let Congress debate loudly about inconsequential maneuvers while they quietly pass themselves pay raises and profoundly disturbing changes to the laws of the country.
5) Character. We need the principal and superintendent, the teachers, janitors, and bus drivers to all exhibit strong and honest character. In most cases these are a strong part of our schools, We need to remain vigilant that the school continues to *appear* to be good character examples.
6) The Constitution was written in English. Historically, waves of immigrants bettered themselves in proportion to how they assimilated into our national collective culture. Until a new constitution is written and adopted, this process should be expected to proceed into the future. Congressional debates are held in English. Congressional reports, federal regulations are written in English. Every school child must have access to the information, the positions, and the topics found in these essential resources for a strong democracy in America. Our schools must adhere to the fundamental prevalent (’majority’) economic and social culture in the United States of America.
7) Pledge of Allegiance. In times of conflict we have to contend with the spectre of foreign agents. Pledging allegiance helps remind us that just as car bombs are set in Iraq, people are killed, properties damaged, and lies are told here in the United States to further agendas of competing or hostile nations. On the other hand, I don’t advocate the point made in Jim Belushi’s movie ‘Curley Sue’, that the last line of the national anthem is ‘Play Ball!’.
Continued education. Let local school boards decide how much to invest in post-compulsory education. Community outreach, adult remedial and advanced teaching, homebound programs, college prep — these are all valuable programs. Let the local board decide, though, what they can afford without hampering the primary mission, of a well prepared electorate.
Defending our nation requires that we keep it strong. At one time, railroads provided an information and economic link that immeasurably strengthened America. President Eisenhower’s defense project that resulted in the Interstate Highway system freed the nation from the logjam and wartime vulnerability that the rail lines had become, and incidentally spurred tremendous economic growth, economic strength that is today part of the bedrock of America’s defensive strength. Educating our boys and girls, improving the understanding, discipline, and wisdom of future generations is a must to keep the nation strong against threats from within and from without.
To the extent that we can separate our public education system from special interests — from congressional and local politicians looking for votes, from preachers looking for a way to get their picture in the paper, from special rights advocates and other social activists — we strengthen our nation.
For me, arguing benefits of teachers unions is a distraction. We need to reclaim the mission of public education.
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