Aj rrfo*^**- ol r

Transcription

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WHAT S RIGHT WITH AMERICAN EDUCATION?
by
Ernest L. Boyer
President
The Carnegie Foundation
for the Advancement of Teaching
Virginia Polytechnic Institute and State University
10th Annual Education Awards Conference
Blacksburg, Virginia
Monday, October 18, 1993
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VPISU-1 .DOC, (SPC,ELB/dmo), October 18, 1993 26
rs America has had a lovte affai
In 1647j)the Massachusetts Bay Colony^
passed a law requirinj
more "souls41-
and village of 50 <
to hire a schoolmaster)to teach the children to read
and write.
Even in that dayêducation
chance.
far toQ important to be left to
George Washingtojijleclarfed that
knowledge is theîres$ basis of public happiness.
Horace Mann-e&lled the common Sphool
the "dreatesLjdiscovery eve^rnade. ^
26
VPISU-1 .DOC, (SPC,ELB/dmo), October 18, 1993
coun
lie—in his celebrated visit to this
oncluded that
the Amejriân people appear to
enlightened in the world.
It cannot
in the
"powerfully" c
of th e people
to the support of^he "Democratic Republic."
^
,
^-i
—
26
**
45 million children^h^^^ffj&abh morning to
chools trom Bangor) Maine to
Mission Bay> California.
And all of Ihis has been accomplished
lot by a^washinston directive
but bjLloca^citizens who have been committed to the
audacious dream of
C
the c
hool for thrcommon goo
26
in
^V^J^ftYh)U6>
'—
~—-——
fpvVHt/
"Has the quality oreducati
worse, about the s^jneTttui
48 percent said "about the same
"Is there sojne^dtier school to which you would like
to send yoW_ch>m?~^hlS school could be publio-oi^
pi/ivicite. inside, or oulbiflfc ul yOlli disiaagtijidtfa-yertJLr
>
IYA
seems obuirn
s a more imperiled institution than the
-scho
are system is ih^greater crisis than
J
The penal system is much mare gravely weakened
than the schools.
And what S^Tyscore would you give to Congress?
26
Recently, at The Carnegie foundation, we surveyed 22,000
teachers from coast
and a shtJcking 87 percent reported that "lack of
parental) support" is a problem at their school.
89 p^rcent say thalf"abused and neglected children'
is a
ent reported
is a problem.
oor health among
And many teachers wrote
powerful and poignant comments about the
desperations o#4heir-students.
One teacher putît this way:
I'm sick and tired?of seeing my bright-eyed first gra
kids fade into the "shadows of apathy" and become
deeply troubled by age 10.
26
26
In another Carnegie survey of\5,(J0p fifth- and eighth-graders
re found-that
Sent go home 6very) afternoon to an empty
SbAty percent said they wish they coulcKspend more
time with their mothers and their fathers.
say they often wish they had more things
ent say their family never sits down
a meal.
^
26
isjthat this institution above all others
thologies in our culture
If n l l - p i i l i l u ' P ^ M f a t i n f i
t"Piglf1
j
"
"
t
M
j
^
26
IV. REFORM EFFOR
And speaking ofjôod news, let'
recognize that since 1983, high school graduation
standards in^his country
hav^be^n raised in 42 of the 50 states.
About three-ffourt
1&8&, adopte
26
26
Inl^ 20 percent of the nation's high schools
had A4yancQcTPlacement programs.
Today, 46 percfent have such programs. And minority student
participatioifin Advanced Placement
has increase
ercent in just five years.
the academic perfo
students on the n
^—
jf
has increase
and Hispanic
I—overall—nearly 60 percent of all high school graduates in
26
celebrate the fact that:
during the past twenty years, lifelong learning in this
country has—quite literally—exploded.
VII. TEACHERS
When all is said_and done,
:ellende in education means
excellence in teaching.
l^success story in American education
Lnistraôrs and most especially the
who peyrfo^gi libroically)every single day.
re dimply must give nioic dlgnily and more-status
totheteacheiv,
- ' - V f
VPISU-.l.DOC, (SPC,ELB/dmo), October 18, 1993
consequential that
0, 1990
President Bush declared (as \the number one objective
for th^ nation
—
W
that
ready to learn:
26
s of life that curiosity abounds
s the time when learning exponentially expands
And, above all, it's in theêarly years
when children'are empower
LANGUAGE
s wrote on one occasion that
childhood is for language.
dpa and can observe this process
erectJW dirty diapers and burpings late at
I'm absolutely dazzled by the capacit^)of little 3- and 4-yearolds to use language
not only for affectioj
but also as weapons of assault
26
26
When I
which is the cult
world—
stones may break my
we used to say sticks
bones, but names will never hurt me.
Wha
I'd say this with tears running down my cheeks
thinking,
hit me with a stick, b*ut stop the wo>ds
that penetrate so deeply
I'm suggesting that
schoolreadine ss means that every child must be
nguistically well prepared.
And for this to be accomplished wOuldn'tU be wonderful
if all childre:
ron:
at was
Wouldn't it be wonderful
swers to their questions
instead of "shut up
And wouldn't it bejvonderfi
would t
e television set
o their children
26
I'm suggesting that if we expect all children to be well prepared
for school,
——
^re^simply must have froniesîd parents who
first giv<
to their children.
Above all we must cjreate iij this country a public lov^ of
GRANDPARENTS
ily influence, I'm
26
Anthropologist Margaret Mead said on one occasion that the
strength of anvculture is sustained
rationsjvitally interact,
ections vertically across the
J
And yet in America today, we're building
•
a kind of horizontal cAilture,
with each age group living all alone
We've even "i
d" this generational separation.
Today-
children are in schools
•
organized by age,
\
college students sp^nd time separated on campus
' NT
\
adults are in the workplace,
and older people increasingly are living all alone.
26
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ASCD-A.DOC, (SPC,ELB/lb), March 26, 1993
54
55
ASCD-A.DOC, (SPC,ELB/lb), March 26, 1993
I
The tragedy o&tf*. is
The tragedv^s to
mitmentS) undefined, ^
( ^ o n v i c t i ^ s undeclared,
and serviceSmfulfiUed
J
\
And the search for meaning can be taught in schools in a
variety of waysi
through
y of^he world s great religions,
ourses in which) etl cal choices must be
iT4u
nx-
^
V
uc
are being called upon not only to
eliminate graffi
ne, we condemn them
for not meeting our
26
Several years ago I couldn't sleep. Instead of counting sheep
counted all thejt£achers I had had.
'rather vividly" fifteen or more—and, I must
ere a few nightmares in the bunch.
^
teachers,
But then I rec
the truly outstanding individuals—in college or in
school—who had truly changed my life.
\
I
I then thought about Miss Rice, my first-grade
teacher, who, the first aay-of school, said:
"Goo
ng class. Today we learn to read.
It was Miss Rice who taught me that language and
learning
inextricably interlocked.
,
^ ^
r O
It thenoccurred
tothings
me^hat
great teachers
I've had
had -four
in the
common.
They were
{
well informed.
They related jgrhatLlhey knew to the readiness of
students.
ey create active, not passive, learning
ronments.
uman beings.
Classroomîn New Haven
ikeri^(Olh?er Twik
I'm suggesting that
great teachers live forever.
And the key to excellenee
is to invest in teachers.
(
And
Clinton
ite the Teachers of the Year from all 50 states
to a dinner in"the East Room of the White House.
And why notielevise this moment of national
celebration—prime time.
26
49
After all, we have eel
r visitiij^ potentates from
Is it unthinkable that we would have a state dinner
•
for
ttsi in
>.an$as;
or New Hampshire,
CONCLUSIO
John Gardner said on one><pccasion,
sanation is never^finished,
It has to be rebuilt with
26
VPISU-1.DOC, (SPC.ELB/dmo), October 18, 1993
Recently, Marian Wright Edelman of the Children's Defense
Fund
____
that captures the spirit of what I have in mind
j|irr^d to me thatreading thisprayer might be
an appropriate way to end my remarks tl»s~-SH
53
VPISU-1.DOC, (SPC.ELB/dmo), October 18, 1993 63
PRAYER
The prayer begins
"And ^re alst} |>ray for children
whose nightmare^ comeîn the light o^ day,
who rarejjr see a doctor,
who (never* see a dentist,
who aren't spoiled byânybod^,
and who go to bed hungry) and cry themselves
Cileepr^>
for children
ed,
es before dinner,
find ^bheir siioes. 3
"And we also pray for Children
who can't run down the street in a new pair of
sneakers,
who^ never j&et dessert,
who don't have any rooms to clean(up, ^
and whose pictures aren't on anybofl^'s dresser.
"Dear Lord we pray for children who wart
id we pray for ^those who tnust be carried.
"W/re pray, for those we neverglve up on
and also for those who
et a second
pray for those we smotherjsttth love,
and, we pra^ especially) for thoê^ho will grab the
hand>ofânybo^ kind enough to hold) it.11
VPISU-1.DOC, (SPC.ELB/dmo), October 18, 1993
57
It is my deepest hope that as we move toward the year 2000,
this country will be c o m m i t t e d
not just to improving the nation's schools,
but, above all, to creating si better world for children.
success story
nt to serve all children
notjjust the privileged few.

Aj rrfo*^**- ol r

Transcription

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