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262 pages, Paperback
First published August 1, 1991
More spending on public education, said the president, isn't "the best answer." Mr. Bush went on to caution parents of poor children who see money "as a cure" for education problems. "A society that worships money...," said the president, "is a society in peril."
The children are lucid and their language is well chosen and their arguments well made, but there is a sense that they are dealing with an issue that does not feel very vivid, and that nothing that we say about it to each other really matters since it's "just a theoretical discussion." To a certain degree, the skillfulness and cleverness that they display seem to derive precisely from this sense of unreality. Questions of unfairness feel more like a geometric problem than a matter of humanity or conscience. A few of the students do break through the note of unreality, but, when they do, they cease to be so agile in their use of words and speak more awkwardly. Ethical challenges seem to threaten their effectiveness. There is the sense that they were skating over ice and that the issues we addressed were safely frozen underneath. When they stop to look beneath the ice they start to stumble. The verbal competence they have acquired here may have been gained by building walls around some regions of the heart. (126-7)
"I don't think that busing students from their ghetto to a different school would do much good," one student says. "You can take them out of the environment, but you can't take the environment out of them. If someone grows up in the South Bronx, he's not going to be prone to learn....Busing didn't work when it was tried," he says. I ask him how he knows this and he says he saw a television documentary movie about Boston." (127)
The crowding of children into insufficient, often squalid spaces seems an inexplicable anomaly in the United States. Images of spaciousness and majesty, of endless plains and soaring mountains, fill our folklore and our music and the anthems that our children sing. "This land is your land," they are told; and, in one of the patriotic songs that children truly love because it summons up so well the goodness and the optimism of the nation at its best, they sing of "good" and "brotherhood" "from sea to shining sea." It is a betrayal of the best things that we value when poor children are obliged to sing these songs in storerooms and coat closets. (159-60)
The contest between liberty and equity in education has, in the past 30 years, translated into the competing claims of local control, on the one hand, and state (or federal) intervention on the other. Liberty, school conservatives have argued, is diminished when the local powers of school districts have been sacrificed to centralized control. The opposition to desegregation in the South, for instance, was portrayed as local (states') rights as a sacred principle infringed upon by federal court decisions. The opposition to the drive for equal funding in a given state is now portrayed as local (district) rights in opposition to the powers of the state. While local control may be defended and supported on a number of important grounds, it is unmistakable that it has been historically advanced to counter equity demands; this is no less the case today. (210)
The reliance of our public schools on property taxes and the localization of the uses of those taxes “have combined to make the public school into an educator for the educated rich and a keeper for the uneducated poor. There exists no more powerful force for rigidity of social class and the frustration of natural potential.…”