Steel sold for twenty-five cents a pound. The ironmasters mined little coal and baked no coke. Not an ounce of iron had been made in Wheeling, Youngstown, Cleveland, or Chicago--the latter being a fur-trading village, without harbour or railroad.
A Teacher of the Year is not the best teacher around, those people are too quiet to be easily uncovered, but he is a standard-bearer, symbolic of these private people who spend their lives gladly in the service of children.
This is their award as well as mine. We live in a time of great school crisis.
Our children rank at the bottom of nineteen industrial nations in reading, writing and arithmetic. At the very bottom. Our teenage suicide rate is the highest in the world and suicidal kids are rich kids for the most part, not the poor.
In Manhattan fifty per cent of all new marriages last less than five years. So something is wrong for sure. Our school crisis is a reflection of this greater social crisis.
We seem to have lost our identity. Children and old people are penned up and locked away from the business of the world to a degree without precedent - nobody talks to them anymore and without children and old people mixing in daily life a community has no future and no past, only a continuous present.
In fact, the name "community" hardly applies to the way we interact with each other. We live in networks, not communities, and everyone I know is lonely because of that. In some strange way school is a major actor in this tragedy just as it is a major actor in the widening guilt among social classes.
Using school as a sorting mechanism we appear to be on the way to creating a caste system, complete with untouchables who wander through subway trains begging and sleep on the streets. No one believes anymore that scientists are trained in science classes or politicians in civics classes or poets in English classes.
This is a great mystery to me because thousands of humane, caring people work in schools as teachers and aides and administrators but the abstract logic of the institution overwhelms their individual contributions.
Although teachers do care and do work very hard, the institution is psychopathic - it has no conscience. It rings a bell and the young man in the middle of writing a poem must close his notebook and move to different cell where he must memorize that man and monkeys derive from a common ancestor.
Our form of compulsory schooling is an invention of the state of Massachusetts around Now here is a curious idea to ponder. I hope that interests you. Here is another curiosity to think about. The homeschooling movement has quietly grown to a size where one and a half million young people are being educated entirely by their own parents.
Last month the education press reported the amazing news that children schooled at home seem to be five or even ten years ahead of their formally trained peers in their ability to think.
Schools were designed by Horace Mann and Barnard Sears and Harper of the University of Chicago and Thorndyke of Columbia Teachers College and some other men to be instruments of the scientific management of a mass population.
Schools are intended to produce through the application of formulae, formulaic human beings whose behavior can be predicted and controlled. To a very great extent, schools succeed in doing this. But our society is disintegrating, and in such a society, the only successful people are self-reliant, confident, and individualistic - because the community life which protects the dependent and the weak is dead.Noting the very early expansion of educational opportunity in the United States, this essay argues that in the United States, educational expansion took place instead of the expansion of other welfare rights such as occurred in Europe.
Lifting the Veil An Investigative History of the United States Pathocracy. Researched and Written by Timothy M. Silver “I know the capacity that is .
Recent statistics indicate that million children were home-schooled in the United States in This is up significantly from million children in and , children in The. 0" ˆ ˙ 1ˇ! ’(Concurrent with the establishment and growth of the coeducational public high school system in the s was the single-gender seminary or academy movement.
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