From 2012 - I had had strong opinions about education before this, but doing the remembering, research, and more than anything thinking bout the topic then crystalised my approach. I have added much to this over the years, like ornaments on a Christmas tree, but this remains the foundation.
Part I - (Regarding the CCC in the 1930s. Italics mine.) Approximately 55% of enrollees were from rural communities, a majority of which were non-farm; 45% came from urban. Level of education for the enrollee averaged 3% illiterate, 38% less than eight years of school, 48% did not complete high school, 11% were high school graduates. At the time of entry, 70% of enrollees were malnourished and poorly clothed. Few had work experience beyond occasional odd jobs. 9 comments
Part II - No, we had hours of penmanship drills – not very useful even then. We copied things a lot, and not always as punishment. A “beautiful hand” was much admired, and usually harder to read than the ugly writing, as anyone who has tried to read archival records can attest. And we learned recitations – often the same one for everyone, and had to get up in front of the class and say it, one after another. That’s useful. And maps to color after labeling, and children in ethnic costumes to color, and lots of natural science to color. Shop Class and Home Ec. We scrubbed our desks. We lined up and waited a lot, and sometimes marched to music. We diagrammed sentences – kinda fun, sometimes, but not as helpful in composition as one might think. We learned grammar, much of which turned out to be wrong, and most of which was not focused on improving our writing, but in shaming us out of using slang. Spelling drills. Somewhat useful – not huge. 4 comments
Part III - My younger brother had a special program in elementary school - they put his desk in the hall. In the tracked classes he was put in the bottom track of 17. He wasn't badly ADD, but it was compounded by being only three weeks short of the age cutoff for his class, and his poor fine-motor skills. He went on to teach college, after a long and winding road. 4 comments
2 comments:
There is no doubt that a reasonably motivated student has greater opportunities & options than in the 60's, say. How do we fix the problem of most public high schools in Texas refusing to fail the all of the kids who turn in a failing grade in order to maximize their Education Dollars? Perhaps small (2A size) schools don't play this game, but I would bet the farm that all of the larger ISD's do. It is entirely too easy for Principles/AP's to let new teachers know that "a few to many F's and they won't renew your contract." We aren't talking about the AP/dual credit kids, we're talking about the bottom 3rd. Who will ever know? After 26 years in public education in central Texas, I see no way to turn this around.
Don't tie dollars to outcomes.
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