Chapter I Education
I grew up in Southern Calif. in the idyllic 50s. Though one idealizes one’s youth, these were good times - a wholesome era of traditional values portrayed by OZZIE AND HARRIET and by HAPPY DAYS. (Good, but they could have been better.)
How useful was high school?
In school I ran around with the ‘establishment’ crowd many of whom were student leaders.
Reading
We weren’t assigned authors we would have loved like Jack London and Ernie Pyle.
Writing
Spelling, vocabulary, and some grammar lessons were good, but we didn’t write enough.
Math
Besides the basics, what was necessary? Not algebra, geometry, trigonometry, and they didn’t improve our thinking as was claimed.
Social studies
(not social ‘science’) History was interesting for some, but left out most of the countries. We didn’t have enough geography, current affairs, or social problems.
Sports
Overdone
Other
We took science and language, but didn’t use them. Art, music, and speaking were not academic and could have been after-school activities.
We were told little or nothing about: resume writing, job hunting, managing money, traditional values, human nature, corruption, politics, media bias, religious scandals, gays, bisexuals, transsexuals, prejudice, and the pros and cons of joining the military.
We were not told about maturity in relation to adolescence, friendship, courting, sex, parenting, vice, crime, religion, cults, politics, youthful idealism, and liberal and conservative thinking.
When it came to college, the preparation wasn’t serious. We were too busy having fun and becoming ‘well-rounded.’ The last day of school we tore up our notebooks and threw the pages around the halls in celebration.
At graduation we were inspired and praised. People congratulated us. Why? We hadn’t done much. Much of our schooling was busywork while we grew up.
How much was useful? Probably half - the three r’s, some social studies, typing, driver’s ed, first aid, shop, home economics. Though not academic, the clubs, student paper, student government, and talent shows were useful and great fun.
After-school sports were a superb outlet for athletes, providing conditioning, challenge, competition, recognition, teamwork, discipline (and getting yelled at). For others they provided school spirit, band, drill team, and pep rallies. Could these drives be harnessed for academic or vocational decathlons (and be practical, which is not true of the national spelling bee)?
If I could change school, I would group students according to achievement, not age, use more lay teachers, and provide vouchers to give families a choice of schools. Schools would have to compete for students and teachers. I would prepare students for the real world by requiring achievement in:
Many things contribute to these six categories - hobbies, clubs, scouts, sports, student government, TV, reading, travel, living in different regions, a second language, summer camp, volunteer and paid work … . Students could be tested on and given credit for their achievements in these areas. Everyone would gain - the school by tapping the outside world, the parents for their efforts, and the students by getting a practical education and a head start. A big step toward this would be
School vouchers
Education in the U.S. below the 12th grade is virtually public and the results are generally bad. Education above the 12th grade is public and private and the best in the world. If we want better below the 12th grade, we can increase private education with vouchers. Parents would shop for schools instead of moving to different school districts. Private schools would spring up according to demand and remain according to performance. They would hire more para-professionals and aides. Public schools would have to compete by cutting top-heavy bureaucracies, tenured union employees, etc.
Parents of private school students would not have to pay twice - once in taxes for public schools and again in tuition for private schools. Many of them are not rich (and many are teachers in public schools).
Schools would specialize for the talented, the disabled, athletic, vocational, English- deficient - whatever.
Critics say new private schools wouldn’t be regulated, but those regulations haven’t helped public schools. At any rate, new private schools would be held to the standards of the older private schools. Those that didn’t produce would lose students.
The church state issue shouldn’t amount to much as most students in Catholic schools are Protestants. If their parents aren’t worried, it’s not much of an issue.
The public schools establishment and their unions have monopolized education for years with disastrous results; it’s time for competition.
When I finished high school, everyone (including Elvis) had to join the military or get drafted. I went into the Coast Guard for six months and then to summer camps and meetings for years. A waste. We really didn’t do anything because it was a government run monopoly. How much better it would have been if it had been privatized.
On to college (for a ‘liberal arts’ education from ‘liberal’ professors). (The essay below drew a letter of agreement from Martin Anderson, author of IMPOSTORS IN THE TEMPLE.)
How useful was college?
In a nation that venerates education, college is seen as the ultimate goal. But is it? I’ve looked at what it did for me and many of my peers. We were ‘establishment’ types who were graduated from private and public colleges. Here are the results (which often depended on the professors and the books):
Astronomy- waste. Biology – terrible. Economics – could have been good and practical. Education courses – infamous. English – essential when practical. Geography – delightful. Government – could have been good. History – good, but left out non- western cultures. International relations – good. A foreign language – probably useless for most. Literature – could have been good if we’d had authors like Jack London and Ernie Pyle. Logic – waste. Philosophy – waste. Psychology – should have been practical. Sociology – laughable. Speech – no impact.
We had nothing on:
Did college make me and my peers:
After college, we kept few textbooks and never reviewed our notes. We were verbose. Some took jobs requiring no degree. Some went back to school to learn typing. Some sought career counseling as they had been in the wrong field.
Presently many are smart, but not intellectual, and are more subjective and prejudiced than they’d admit. They are reluctant to consider that half of what we studied we never used, nor heard of it since college.
Many of the girls went to college to find a husband and never used their degrees.
We were conditioned to be liberal. One professor said as we got older, we would get more conservative (prophetic), but this was never explained.
My degree didn’t help in teaching and writing. In social work, politics, and mental health, it was often a hindrance, as it’s ‘liberal’ bent was far off the mark and it didn’t make me ‘streetwise.’ I’m glad I didn’t go to graduate school in those fields.
My real education was: living in slums and in New York City, the domestic version of the Peace Corps, career counseling, running a home for mental patients, renting rooms in my house, being self-employed, the fallible media, and life itself. As it turned out, I had to unlearn much of what college and the media had taught me. Hence my interest in noted author Ray Bradbury’s saying he was ‘one of the few lucky enough not to go to college.’ Famed Russian author Solzhenitsyn said his ‘education’ was being a prisoner in Siberia.
College consists of missing information, useful information, useless information, and misinformation. Those who didn’t finish didn’t miss as much as they’re led to believe.
The useful parts were: - Vocabulary and concepts. - Learning to think, speak and write objectively and critically. - Exploding myths. - Independent study. - Writing papers on favorite subjects. - Exchange student programs (tops). - Student government, Model United Nations … .
College should retain these, but require achievement in: 1) Traditional values, 2) Mental health, 3) Physical health, 4) Career counseling, 5) Internships, and 6) Practical courses.
Students could be tested and given credit for achievements in outside activities that fulfilled these categories.
If this approach were used, more families would get their young people into such activities. Everyone would gain - the school in granting practical degrees, the parents for their efforts, and the student in getting a head start.
Regarding the second recommendation above - mental health: schools should require students mature for obvious reasons, but also so the political students don’t end up on the extremes of the
Far left or far right
People believe what they want to believe; and they want to believe certain things because of how their minds work. The far left and far right go to extremes because they are immature.
It seems the far left (hippy types in the late 60s) grew up spoiled, irresponsible, unconditionally loved, and learned to get by on charm and rhetoric. They came of age idealistic and unprepared. They found reality too harsh and rebelled radically. They tear down the establishment, yet expect it to cure society’s problems the way an adolescent criticizes his folks, yet expects them to solve every problem. They don’t hold the poor responsible because they (the far left) never learned responsibility. They put it aside and look for a world that is secure, loving, socialistic, egalitarian, positive, psychologically oriented, well-educated, and rational. They don’t find it and become cynical.
The far right (John Birchers) is the other extreme. They are immature in a different way - repressed. They didn’t develop emotionally, establish their identities, or become fully in touch with their feelings. They never resolved many issues, and are angry, fearful. They feel under siege and don’t know why. Their security is the past. They make fetishes of guns, the bible, the flag, and the constitution - beacons in a threatening world of change. They plod through life doing their ‘duty.’ Talking about sex is taboo, homosexuality is an abomination, and issues are black and white - sometimes the work of God, the devil, or communists. Security is the biggest military, biggest police force, and biggest gun in the closet. They over- identify with their leaders and want them to do their thinking, fight their battles, be macho (and ride a white horse). They don’t find these and remain frustrated, threatened, and angry.
.
The far right is uptight and often mixes church and state. The far left is irresponsible, idealistic, patronizing, and too generous. A close look at each would probably show many in these groups have not found fulfillment in their personal lives; they seek it in their beliefs, which become their ‘family.’ They seek beliefs that provides all the answers and pervade and control most aspects of life. They want a world that doesn’t and can’t exist.
Both can be arrogant, smug, self-righteous, and fanatical. One has only to look at what happens when either has come to power in a foreign country - a left or right wing dictatorship as a ‘temporary’ measure - a Fidel Castro of the left or an Muslim fundamentalist of the right.
Another reason schools should require students mature is so they graduate realistic about life, not idealistic.
Beware of idealism
When we are children we are idealistic in planning to be astronauts, cowboys, movie stars (at the same time) - and we grow out of it. When we are teenagers we are idealistic in dreaming of the perfect romance, best school, best job, non-stop success, and changing the world. These dreams should be tempered with realism from our elders, but often they are not.
In college, students are told they can create a ‘new man,’ eliminate poverty, level the classes, educate everyone, eliminate prejudice, stop war, ‘save’ the 3rd world, etc. Many liberal students believe this, and go into journalism, teaching, or social work.
Some churches contribute to this by preaching: a sublime brotherhood, only positives, good intentions are enough, a cult of personality, etc.
The more immature the young adult, the more susceptible he is to going off the deep end. Some join communes, cults, sects, or ill-founded protest movements. Some join the Peace Corps with stars in their eyes, and finish their term having accomplished little or nothing. (I saw this when in the domestic version of the peace corps - VISTA).
Some go to Wash. D.C. to ‘clean up’ politics. But Washington needs ‘cleans’ only temporarily at a high level after a scandal to quell controversy. Once the scandal fades, they are discarded as Washington is more comfortable with leakers, gamesmen, and backstabbers.
Idealistic young people get into the wrong work or marry the wrong person. Idealistic brokers lose money. Idealistic military officers risk their men in battle. Idealistic parents spoil their kids. Idealistic preachers lead their flocks to disaster (Jim and Tammy Bakker, Jim Jones).
On a much larger scale the greatest danger, of course, lies in revolutions. Idealistic intellectuals fan the flames to burn everything down so they can come to power. They are hostile to compromise. They lack maturity and patience, and become more authoritarian than the regimes they replaced. In the past some have created communism and fascism, abolished money, and persecuted people wearing glasses. They’ve purged, committed genocide, and started wars. Other idealists have gone off to fight them, thinking the war would be over in a few weeks.
During the Spanish Civil War, idealists joined the International Brigade to fight for democracy. Later they found their side was autocratic and backed by communists.
In China the idealistic young were unleashed as the Red Guards from 1966-76, bringing one of the worst periods in China’s history.
Idealism is the pitfall of youthful inexperience. Older people must expose the young to reality at every step of their development.
I graduated highly idealistic with a degree in Political Science and little understanding of capitalism and socialism. I hadn’t heard of Milton Friedman, or the liberal misconceptions in Appendix, or that college campuses and the media are mostly liberal, or anything against unions or minimum wage.
I hadn’t read anything sensible (then or since) about how to discipline youngsters. I had driven a school bus in college, and learned how to discipline (Appendix A). This was to turn out to be very important, as later in social work, my supervisors believed in everything but discipline. I was to go through great anguish and testing on this. If I hadn’t driven a school bus, I’d have ended up in the nut house.