Part 2 of Viewpoint Brief Bible Study #092. |
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The Christian religion is the worship and service of Jesus Christ. It’s not Mary we worship, but her Son. We worship neither saints, angels, a law code, nor even God’s Spirit. It’s JESUS who is to be honored. The Bible is our guide. |
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Are Public Schools Teaching
Well? (Part 2)
Brief Bible Study #92-A
from Ray Downen
Steven Clark Goad's comments from his book Gullible's Travels,
published in 1997 by College Press. And an exchange with
Phillip C. Scott.
His name was Kasimir A. Wykowski. He was the principal of Margaret McFarland School #4 in Marion County, Indiana. For some reason he seemed to take a special liking to my sister and me. He gave me individual attention when I was struggling with my math. And, I remember, he wrote in cursive like some master of calligraphy. I was impressed. I tried to write just as neatly as he. And I almost had it mastered for a few years. But things change.
Mr. Wykowski was also the enforcer at our school. If you misbehaved, the worst possible consequence was to be sent to his office.
Right next to his desk he kept a long paddle made of oak. It was about a half-inch thick with a cutout at the end to fit his hand. This, of course, was in the days of dinosaurs when teachers and administrators in schools could actually discipline their charges. Today, rather than the teachers threatening the children, the children threaten the teachers. [Ray remarks -- And some think this is an improvement. I don't.] This, also of course, has kept the teachers "in line," allowing the children [including babies up through college age, adds Ray] to pretty much run things as they wish. Unable to read and write, they sure can play some mean video games on the computers purchased by school systems in order to be on the cutting edge of education. But, then again, that is a political issue and should not be in a story such as this.
Anyway, that paddle Mr. Wykowski had hanging by his desk had beautifully hand-painted words on it. They looked so nice that I am sure Mr. Wykowski had done the art work himself. The words were: "The Board of Education." All the kids knew what the "board of education' was for. It was like our politicians who wanted to keep us stockpiled in nuclear armaments. They called it a deterrent. And I suppose all those warheads were deterrents of a sort, for who in their right mind would want to unleash that kind of havoc on the world?
Most of the boys in my class had had some rather up-close and personal acquaintance with "The Board of Education." It was meant to be a deterrent, but it didn't seem to work for everyone, at least until after their first experience with it. It worked for me from the start. That paddle had some sort of intimidating influence on my behavior as a student in the classroom. But, more importantly than that piece of wood, Mr. Wykowski was a formidable deterrent. He held both teacher and student to a high standard of excellence. It showed in the way he dressed, and in his meticulous penmanship. And I wanted to be like him.
Mr. Wykowski was a mentor of mine, although I didn't understand that truth fully [Most very young students are not familiar yet with the term, "mentor."] at the time. As years passed by I would occasionally see him. In the mall. At a grocery store or barber shop. He always remembered my name. I was flabbergasted at that. How could a principal with thousands of students in his career remember one lone kid's name?
He would ask how my sister was, mentioning her by name, and also ask about my parents by name. He must have had a photographic mind or something.
For some mysterious reason, and it is hard to fathom since I was quite a talker and cutup in the classroom, I escaped the sting of the "board." But I didn't escape the example of Mr. Wykowski. His standard of excellence impressed my boyish mind. His life was one of order and direction. He set a tone for the other teachers to emulate. And it spilled over into the studentry.
One other thing I appreciate about Mr. Wykowski is that he ran a school where kids learned to read and write and do their math.
He hadn't yet learned all the new and innovative learning theories of the great educators of our day. He was a nuts and bolts administrator who was allowed the threat of corporal punishment to hang on his office wall.
And with that power he helped mold and shape young lives for future excellence and success. He's gone on to his reward by now, but his memory lives on in the mind of at least this one student. And as long as that memory lives, he will live. What a wonderful man. What a magnificent educator!
What do YOU think?
From: scottp@ten-nash.ten.k12.tn.us Subject: Re: Viewpoint Bible Study #12 +Ray, I have taught mathematics in public schools for close to 30 years. I have had 3 state champions in algebra competitions in Tennessee. I have former students in Princeton, Stanford, Cal Tech, Duke, Georgia Tech, Purdue, ... you name it. I am a proud member of the National Council of Teachers of Mathematics, whose reforms your recent posting belittled.
Let me assure you: 1. There was no "golden age" of mathematics education in the U.S. The vast majority of U.S. citizens have always been and still are mathematically illiterate. I suggest that anyone who questions this should read "INNUMERACY" by John A. Paulos.
2. The reason that the countries that you mentioned are doing better than the U.S. in mathematics education is twofold. First, they generally have a better work ethic. Second, their schools follow NCTM's recommendations more closely than we do.
3. The use of calculators and computer technology has had the effect of increasing math competency in the classrooms. This has happened in the same way that the microscope has helped in Biology, the telescope in Astronomy, and the printing press across the curriculum. By the way, all three of these advances were fought by misguided traditionalists in much the same way as the attacks on the use of calculator technology.
I caution you against accepting at face value the criticisms that were listed in the posting. They originated from people who have not been on the battle lines, as my many dedicated fellow public school teachers have been. One more point should be made. The number of dedicated public school teachers that also serve in their local church is huge. Without us teaching Sunday School classes, visiting the sick, serving in the church nursery, singing in the choir, and filling many other roles in local churches, the churches would be hard pressed to continue their local ministry. We grow weary of this constant attack against public schools leveled at us from pulpits across the land. Sure, we are not perfect. But is the legal profession, the medical profession, big retail businesses, sports, entertainment, ...politics? I think we come nearer to our goals than most. In the schools we help God create miracles everyday!
Best Regards, Phil Scott
Date sent: Sun, 18 Jan 1998 20:14:39
Phillip, Thanks much for defending your profession so ably. I'm sure you speak truly when you tell me that many public school teachers are Christians and serve well both in their schoolroom and in their congregation. One who in my opinion does so outstandingly is John N. Clayton. The one most responsible for my early learning Bible truths is a retired (now-retired) school teacher, Ruth Howlette Sears, of Mooresville, Indiana. I'm willing, sight unseen, because of what you tell me, to add you to the list of good teachers.
I'm 68 years of age. In those years, I've met and associated with many public school teachers. Some were very good. Some were very bad. The present state of education in the public schools I hear and read about is deplorable. You testify that in your case (you've taught for 30 years, you say) you have students who do want to learn and you feel that you're teaching them successfully. You suggest that the school board which backs you does care about the children in their schools and is able to insist that good things are being taught there.
Perhaps you didn't notice that the article I quoted was published first in the Wall Street Journal and then condensed and republished in the Reader's Digest. It was not just what one person observed in one small city in the Midwest. I've read excerpts before from some of the texts being used in some schools. They're sick, just as the quoted writer points out.
I lived in Kansas City for 18 years. One year three public school teachers rented rooms in my house located near their school. I talked with them and listened considerably while they talked about school and students and learning. I believe they, three single girls at that time, will have become some of your good teachers. By now, some of their students are in jail and few have been in college, for that school was an inner-city school where many students were not intending ever to be scholars. They hoped to encourage some to do well and to learn worthwhile lessons.
I wonder if MOST of the teachers you know deserve the accolades you heap upon all teachers. I observe many young people who can't read and can't speak well and can't make change. Yet they have passed through our public schools. I hear that discipline is impossible in some classrooms. I continue to read success stories of schools that have been turned around by administrators who demanded the best from students. The reason those stories are published as news is because they are the exceptions.
If all is well in the school where you teach, congratulations! Much is NOT well in the U.S. public school system. Wherever the "new" ideas which have been for several years taught in our teachers' colleges are put in practice, learning has departed and discipline has deserted. The Reader's Digest article, "Why Our Kids Can't Do Math" is reporting on a widespread epidemic of abdication of good teaching. You testify that some schools are still teaching mathematics. I'm sure that many are not.
Thanks for expressing optimism. That's good to hear!
