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| | A Dangerous Failure: The Public School System
In the modern epoch education is thought of as a natural responsibility of the government. Although it is almost universally recognized that public schools have problems, few people question the very institutions themselves and the wisdom of uniting education with government is rarely doubted. Yet despite popular opinion, public schools are actually unnecessary to our society and even dangerous. In this paper I will discuss the history of education and the public schools, the problem with public schools and what should be done about them.
Western education originated in ancient Greece. Originally the young men read Homer and learned how to perform civic duties. However with the rise of Socrates and his pupil Plato, education took a new purpose—to discover truth, goodness and beauty. Plato went on to found the Academy, a school that sought answers to life’s most difficult questions through the teaching of grammar, logic and rhetoric. This educational Trivium became the foundation for the schooling of western civilization up until the recent rise of public schools. After Rome conquered ancient Greece, the platonic philosophy of education spread throughout the known world. In the fourth century when the Roman Emperor Constantine converted to Christianity, education took on a new element: the Bible. Great thinkers such as Augustine and Boethius juxtaposed platonic philosophy with Christian doctrine, creating a style of schooling that pervaded throughout the next thousand years of European history. During this medieval period, education was divided into vocational and moral categories. The Church generally controlled moral education and most of the best educated were monks and theologians such as Aquinas. Vocational education was provided to all by the apprenticeship system. During the Renaissance and Enlightenment new ideas emerged that questioned the value of moral education, such as Darwinism and Humanism, yet the two-category system continued largely unchanged.
In the nineteenth century with the rise of Socialism came the creation of a public school system. The idea behind the creation of public schools was, ostensibly, that everyone deserves an equal opportunity to be educated. In the United States, immigrants were plagued by poverty and public sentiment swerved toward a demand that the government intervene in the economy. Proponents such as Horace Mann argued strongly for government schools and eventually won the support of the lower class that was unable to afford formal education (Origins of the Public School). In 1852 Massachusetts became the first state with a public school system and by the early twentieth century every state in the Union had done so. Compulsory attendances laws soon followed. Today government schooling is the most popular form of education in the world, yet it is also universally recognized that these government schools have problems. The schools do not only have to face unacceptable levels of student violence and teenage pregnancies, but they also have to deal with disconcertingly low grades and test scores. To diagnose this enigmatic disease of government schools is no simple task.
Throughout this long history of schooling, two types of education are prevalent: vocational and moral education. Vocational education is the most basic type of education. Fundamentally, it seeks to teach pupils the necessary skills to survive, contribute to the community and compete in the economy. It is essentially job training and everyone receives some of this type of education, whether from their parents, schools or employers. The second type of education is moral education. This type is just as important as vocational education but it is often overlooked. Moral education seeks to develop the mind and heart of an individual. By teaching pupils how to think, moral education leads them to the discovery of their purpose: living virtuously through unity with God, the Source of all virtue. Although in the ancient world most everyone received a limited moral education, today, at least in the public school system, moral education is completely overlooked.
The first problem with public schools is that they do not provide moral education because they cannot constitutionally do so. The First Amendment states, “Congress shall make no law respecting an establishment of religion…” and religion is the foundation of morality. The Founders of the United States wisely erected what Thomas Jefferson called “a wall of separation between church and state” so that neither the church, nor the state would be degraded. Ideally this means that it is the purpose of the government to protect the rights of its citizens and it is the purpose of the church to make those citizens good. The church and the government cannot merge without losing both purposes. Unfortunately, this ingenious element of our government doesn’t allow the government to educate morally. To have any foundation for morality, one must necessarily believe in God, the eternal Standard of Goodness. Because the American government must constitutionally remain secular, government schools cannot teach their students that God exists and consequently, cannot give their students a foundation for morality. Therefore, the first problem with public schools is that they fail to instill any moral values in their pupils because it is unconstitutional for them to do so.
The second reason public schools are failing is a matter of economics. The main fault of socialistic systems is that they rely on mankind’s altruism to function. According to socialism, man is good by nature and evil men are merely a product of a bad environment. Socialism does not recognize the historically proven fact that “All have sinned and fall short of the glory of God” (Romans 3:23). Conversely the reason why free trade republicanism is such a good system is that it recognizes that mankind is by nature evil. Thus, it takes advantage of man’s selfish tendencies and forces each man to work for the community in order to benefit himself. In a free trade system competitors try to offer the best product possible, all with selfish motivation. However in a socialist system there is no competition and thus, no selfish motivation for the governing officials to produce the best product possible. Socialist systems rely on mankind’s altruism to work. Because men have a propensity to do evil, altruism is a very unreliable quality on which to base your society.
Now apply these principles to public schools. In private schools, especially in universities, there is fierce competition to provide the best education possible. However when school becomes nationalized, the competitive element is taken away. Thus, the government officials who decide school related decisions have no selfish motivation to create a school that is better than the school down the street. Although parents do have a choice where to send their kids, they have no choice but to pay the taxes that fund the public school system. Consequently the government officials in charge of the system know that they will always receive their money and have no selfish motivation to attract people to their schools because the government funding is a sure thing (Separating School and State). Thus it is evident why public schools are most always less academically sound than private schools and their students test lower than students of private schools. In any economic system, even the school system, competition is an important element because it inspires a better product. Without competition in the field of education, one cannot expect a high-quality product.
The third reason why public schools not only fail, but also are dangerous is that they give the government far too much power. In a republic, the majority of the people have the power to elect representatives to run the government. If the representatives want to get reelected they have to do what the majority wants them to do. However, if these same representatives can figure out how to manipulate the opinions of the majority, they can effectively do what they want since they control the majority. This is where education becomes dangerous in the hands of the government. Ideally education should be used to teach students how to think for themselves, but often it is abused and changed into a process of indoctrination. Most every dictator in history has used education to indoctrinate the new generation with pernicious ideas. For example in Germany when Adolf Hitler was in control, because the school system was nationalized he was able to change many children into little brainwashed Nazis. Likewise in a republic like that of the United States, representatives can potentially use the schools to form the opinions of the students and thus win votes for legislation that ought not to be passed. This is the reason that government schools are so dangerous: they allow politicians to control the majority and thus, control the government.
From these considerations it is no wonder that public schools are failing. Moreover it is evident that they are dangerous as well. Ideally the proper course of action regarding public schools is to abolish them completely. Not only do public schools pose a threat to the republic, but also their very nature destines them to failure. Government schools should be replaced with private schools and perhaps an apprenticeship system, however this would only be possible in a perfect world. In this real world the people of the United States are largely convinced that public schools are a good thing because they give everyone an equal opportunity. The reality is, however, that the United States will never realize their goal of equal opportunity. It is the nature of mankind to divide into classes and castes and no government will ever be able to solve that problem completely. In the United States, although people are born into different classes, there is enough opportunity for each person to rise from the lower class to the higher class. However, even if public schools do help level the classes, they are not worth the danger and moreover, they are failures. Thus, they should not exist. However because people are convinced they are necessary to prevent a type of financial oligarchy, public schools will subsist nonetheless. For people who understand the danger of public school and recognize its inevitable failure, the proper course of action is to abandon public school and turn to other methods of education such as private school and home schooling. In the competitive education market we can make sure our children are receiving a high quality moral and vocational education. Also we should resist any governmental attempts to impose regulations on private or home schooling. In this way we will not only prepare new generations for life, but we will also resist the dangerous educational tendencies that can lead to exorbitant government actions. Works Cited
Constitution of the United States of America. The Federalist Papers. New York: Penguin Books, 1999.
Johnson, Thomas L. Socialism Lives in Public Schools. Freedom Daily. Jan. 2003.
Murphy, Robert P. The Origins of the Public School. The Freeman. July 1998.
New American Study Bible. La Habra: Lockman Foundation, 1995.
Richman, Sheldon. Separating School & State: How to Liberate America’s Families. Fairfax: Future of Freedom Foundation, 1995.
| | | Posted 1/11/2008 1:35 AM - 28 comments
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