The Los Angeles Times recently ran a lengthy and, somewhat surprisingly, negative piece, "Firing tenured teachers can be a costly and tortuous task" (May 3, 2009) about public education, which included surreal sprinkles of tax-funded stardust such as this:
The district wanted to fire a high school teacher who kept a stash of pornography, marijuana and vials with cocaine residue at school, but a commission balked, suggesting that firing was too harsh. L.A. Unified officials were also unsuccessful in firing a male middle school teacher spotted lying on top of a female colleague in the metal shop, saying the district did not prove that the two were having sex.
The district fared no better in its case against elementary school special education teacher Gloria Hsi, despite allegations that included poor judgment, failing to report child abuse, yelling at and insulting children, planning lessons inadequately and failing to supervise her class.
Not a single charge was upheld. The commission found the school's evaluators were unqualified because they did not have special education training. Moreover, it said they went to the class at especially difficult periods and didn't stay long enough.
Which finally leads to this admission:
Classroom ineffectiveness is hard to prove, administrators and principals said. "One of the toughest things to document, ironically, is [teachers'] ability to teach," Wallace, the Daniel Webster principal, said. "It's an amorphous thing."
Well, I think we all know what is needed: more money. Yep. Loads of dough. Well, that and less sexual activity among teachers in the metal shop. They really should find a more comfortable room.
In all seriousness, I'm not suggesting that these examples are par for the course when it comes to most public school teachers. The issue, for me, is that the public school system in the U.S. is, overall, an artificially-constructed, intellectually-destructive, morally-rotten, poorly-operated bureaucratic behemoth that is not really "public" and doesn't do much by way of genuine "education", learning, and schooling. H.L. Mencken may have written the following with a slight smile, but his comments in this 1924 article do not seem funny at all now:
That erroneous assumption is to the effect that the aim of public education to fill the young of the species with knowledge and awaken their intelligence, and make them fit to discharge the duties citizenship in an enlightened and independent manner. Nothing could be from the truth.
The aim of public education is not to spread enlightenment at all; it is simply to reduce as many individuals as possible to the same safe level, to breed and train a standardized citizenry, to down dissent and originality. That is its aim in the United States, whatever pretensions of politicians, pedagogues other such mountebanks, and that is its aim everywhere else.
As a more recent English critic has written of public education in the U.S.:
In the United States above all, the principle of the absolute separation of Church and State has been carried so far that it involves a refusal to recognize the Church as a corporate entity, so that anything of the nature of a concordat would be regarded as a violation of the Constitution. Similarly in the domain of public education, the principle of the separation of the Church and State is now interpreted so rigorously as to ban any kind of positive Christian teaching from the school, with the result that the educational system inevitably favors the pagan and secularist minority against the Christian and Jewish elements who probably represent a large majority of the population. Now this leads, on the one hand, to the propagation of that kind of substitute religion which I have already described as the established faith of the democratic state; and on the other hand, to the devaluation of traditional religion as unessential, non-vital, exceptional and perhaps even unsocial.
So wrote the great Catholic historian Christopher Dawson in 1961—almost fifty years ago!—in The Crisis of Western Education, a book that lamented the increasingly poor quality of public education. Now, in 2009, we cannot even lament the poor quality of public education since, as Principal Wallace admits, it's not even possible to document the actual quality of that education—even when teachers are laying down on the job and on one another.
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