We are developing the social individualist meta-context for the future. From the very serious to the extremely frivolous... lets see what is on the mind of the Samizdata people.
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From our special correspondent:
“Party boss Ed “bulging eyes” Balls told a respectful yet cheerful gathering of tractor workers in Omsk that the 10-year plan to increase tractor production by 1000% between now and 2018 was achievable. “Men,” he said, his voice quavering slightly as the chill Siberian wind blasted through, “we can and will produce more tractors, of higher quality, over the next 10 years. Britain needs tractors. Tractors need Britain. It is true that despite our heroic efforts, and the massive, Soviet resources spent by Comrade Gordon, that tractor production continues to lag. But let us not be downhearted. We know that tractor production in the past has been held up by the capitalist sympathisers, wreckers and revisionists working for the late traitor, A. Blair. We can and will do better over the next 10 years.”
At least, that is what I thought he said. Maybe it was education instead…….
For some sanity on how to get the state out of education, check out this website.
Update: related thoughts on home schooling and education by David Friedman (son of the great Milton).
Another update: Fabian Tassano has been a tireless campaigner against the odious idea of keeping people in school until the age of 18. His new book is also very good.
Recently I have been teaching a small boy the ancient art of handwriting. Make the small Ts bigger! Careful with those zeros, they’re looking like sixes! Well done, it looks very neat! Yes I know it’s hard, but keep going! And so on. Thank goodness for pencils. But there is a problem here. Is handwriting really that important any more? It was in a comment on that posting from fellow Samizdatista Michael Jennings that the handwriting question recently presented itself to me.
Oh, I am sure that educational experts can correlate handwriting with achievement later on, just as in former times Latin went with being clever. But the fact remains that even highly-educated adults, and perhaps especially highly-educated adults, now hardly make any use of handwriting. We sign our signatures. If we are very pre-computer (as I still am in lots of ways) we write hand-written shopping and to-do lists, but more and more, people surely use electronic organisers for such things, if they use anything at all. And I find that the only stuff I remember now is stuff that I have blogged, because blog postings remain legible and are properly and accessibly stored, unlike my hand-written lists. If we are adolescents or young adults, we still use handwriting to take exams, in great intellectually sterilised halls, into which no information may be taken other than in one’s head. But is knowledge retention now the skill that really matters? Surely knowing how to use computers to acquire knowledge is at least as important.
Recently a friend told me of her worry about her young sons neglecting their homework, but instead becoming utterly engrossed in some immensely complicated and long-drawn-out computer game. My hunch is that they are learning at least as much while obsessing for hour after hour about this game as they would if snatched away from their computer and forced to trudge through yet more school work for a few more tedious minutes each day. But is that right?
I do not need persuading that reading remains an absolutely essential skill, with typing, in one form or another, having become almost as valuable. But: what use now is handwriting? I do not ask this in a sneering, it’s-useless way, as a merely rhetorical question. Maybe handwriting really does still have crucially important uses. If the teaching of handwriting is every bit as valuable as it ever was, I would love to be told this, and told why, so that I can proceed with my own current teaching duties with renewed enthusiasm? But, is it?
Further to my recent post about new measures from our Secretary of State for Children, Schools and Families. Foreign readers may be surprised that we have a department for children schools and families (sic). I, on the other hand, am alarmed: even the name indicates the totalitarian intent of the New British state.
Prompted by a clip on TV news, I have now found the full text of Ed Balls’s speech given to the Fabian Society yesterday. Didn’t the resolution to announce new policy to parliament, not outside bodies – in this case a para-Party body – last a long time? It bears close reading:
Excerpt I:
Our ambition must be that all of our young people will continue in education or training.
That is what our Bill sets out to achieve – new rights for young people to take up opportunities for education and training, and the support they need to take up these opportunities; alongside new responsibilities for all young people – and a new partnership between young people and parents, schools and colleges, local government and employers. ….
But it is important to make clear that this is not a Bill to force young people to stay on at school or college full-time. They will be able to participate in a wide range of different ways through:
* full-time education, for example, at school or college
* work-based learning, such as an apprenticeship
* or one day a week part-time education or training, if they are employed, self-employed or volunteering more than 20 hours a week.
But the Education and Skills Bill is a bill of responsibilities as well as a bill of rights.
Because if young people fail to take up these opportunities, there will be a system of enforcement – very much a last resort – but necessary to strike the right balance between new rights and new responsibilities.
Phew – not necessarily locked up in schools then, but on probation otherwise (as will of course any employers be – they’ll have to have enhanced CRB checks, of course). This is enlightening as to what Mr Brown means when he talks about a Bill of Rights and Duties, “building upon existing rights and freedoms but not diluting them – but also make more explicit the responsibilities that implicitly accompany rights…”. It confirms what many listeners will have guessed: you have the right and freedom to do exactly what the big G tells you to. This is the traditional line of Calvinism and Islam, is it not?
Don’t you love that “our young people”? Völkisch, nicht wahr?
Excerpt II:
The second building block [after mucking around with exams and the curriculum some more – GH] is advice and guidance – so that young people know and understand what is out there, and can be confident that they can make choices that will work for them.
First, this means local authorities taking clear responsibility for advice and guidance as part of the integrated support they offer to young people – making sure that youth services, Connexions and others who provide personal support to young people come together in a coherent way.
Second, clear new national standards for advice and guidance.
Last week my colleague Beverley Hughes set out clearly what we expect of local authorities as they take responsibility for the services provided by Connexions.
Third, a new local area prospectus available online, already available from this September in every area – setting out the full range of opportunities available, so that young people can see the choices available to them clearly in one place.
So not only will whether you do something state-approved be checked, but what you do will be subject to state advice and monitoring and made from a menu provided by the state. For the uninitiated Connexions is a formerly semi-independent, and notionally voluntary, database surveillance scheme for teenagers set up under the Learning and Skills Act 2000.
Exciting news for British schoolchildren. Early leavers ‘will not be jailed’ (PA). Except of course they will be under control orders, in effect; incarcerated and enslaved part-time. “If you think education is expensive, try ignorance,” ran the old slogan. This policy is pretty clear evidence that what’s offerred to many in the state school system is not education. If you have to force people to take something, then it is not plausiible that it is of use to them. There is no problem selling education and training to those who want it. Even very poor parents in London often find money for extra lessons or private day-schooling on top of the taxes they pay to imprison other people’s children. The prison function of the system reduces its value to others.
Put aside for the moment whether it should be paid for from taxes or not. How much more cost-effective would state education be if it were voluntary, and the classes were full of eager participants and even the grumpiest teenagers present were those whose parents or peers had persuaded them it was worthwhile? How much better would the curriculum be if it had to attract an audience by being interesting or useful, rather than prescribed by bureaucrats? How much better would teachers feel about their work if it didn’t include the roles of commissar, bureaucrat and gaoler?
Teenagers who refuse to stay in education until they are 18 will not face jail, Schools Secretary Ed Balls insisted ahead of new legislation to raise the leaving age.
The reform – hailed as one of the biggest in education for half a century – will be included in the first Queen’s Speech of Gordon Brown’s premiership on Tuesday.
Mr Balls said the legislation, which will raise the age to 17 by 2013 and 18 by 2015, will be backed by a “robust regime” of support and sanctions including spot fines and court action.
Since if you are at school you are barred from employment without the permission of the authorities, I imagine they will pay the fines with the proceeds of robbery and prostitution. Well done, Balls!
Where is the Israel boycott? The University and College Union (UCU) does not know how to deal with the calls for a boycott and have received legal advice that the action would be illegal. The legal advice noted that the boycott would contravene discrimination legislation and that it did not meet the aims and objects of the union. There is a fitting irony that the boycott demanded is defined as discriminatory under the politically correct legislation advanced by the New Left. Moreover, it does not appear to meet the union’s legal reason for existence which is, of course, pursuing the interests of its members.
Sally Hunt, general secretary of the UCU, insisted the majority of the union’s 120,000 members would neither support a boycott call nor regard it as a priority. She said last night: “I hope this decision will allow all to move forwards and focus on what is our primary objective, the representation of our members.”
However, Sue Blackwell, a member of the union’s executive and of the British Committee for the Universities of Palestine, said of the decision: “It is quite ridiculous. It is cowardice. It is outrageous and an attack on academic freedom.”
This is the stupidity of the Left. Bound by laws that they passed, they now howl in frustration since they find their own freedoms circumscribed. These laws were designed to silence their enemies, not themselves. Even more galling is the long march of infiltration designed to provide an organised platform for their sectarian ways falling before the legal demands of British law. They fall back upon their own odious shibboleth of an academic freedom that they do not espouse for others. The shrill hysteria of the disappointed pervades Amjad Barham’s article, who is rather vocal for a man who has been silenced:
By resorting to bullying, censorship and intimidation, however, the Israel lobby in the US and UK, supported by the Israeli government and academic establishment, is declaring its definitive loss of confidence in its own ability to rationally refute the case for an academic boycott against Israel.
By muzzling debate and free discussion on the boycott, the lobby and its supporters within the UCU are suppressing academic freedom in the most crude manner. They are proving once again that they were never concerned about the alleged “infringement” of the boycott on academic freedom; rather, their only concern has always been how to shield Israel’s unique form of apartheid from scrutiny and censure. Their aim has been to protect the Israeli academy from damning accusations of complicity in maintaining Israel’s oppression of all Palestinians, academics and students included…
Needless to say, the boycott campaign will not only continue, but is likely to gain public support among western academics in particular; the true face of the anti-boycott camp has been exposed as a McCarthyist front that unabashedly violates the most revered values of academic freedom and open debate.
They have every right to debate, boycott and protest in print, academia and in politics. They just will not be able to use the vehicle of UCU for their demands since this is probably illegal. We really need to educate the Palestinian sympathisers about the rule of law. It might make their campaigns more intelligent.
James Porter, the headmaster of a private school, has been convicted over the death of a three year old child who fell from some playground steps and died. The implications of this monstrous and truly idiotic ruling are that soon visits to the playground will become a thing of the past unless the students are wearing safety helmets and body armour and are supervised by a team of lawyers at all times.
It is a tragedy that a young child died after jumping down a few stairs but that is just the way life is… sometimes it ends in premature death for no good reason other that children are wont to act like children. That is sad but it is also not just no one’s fault, it is entirely acceptable as life has its casualties and to blame this teacher is truly, truly monstrous.
Of course it cannot have helped that James Porter made the supremely sensible but very politically politically incorrect statement that “[Children] need to learn how to move in any given situation in a way that will protect them from injury. If they don’t have that facility, if we simply wrap them in cotton wool, they will never learn that lesson.”
But never mind that everyone seems to agree that there was nothing unusually unsafe or in any way exceptional about this particular flight of steps, this man has been found guilty under some preposterous health and safety regulations regardless. We seem to be heading down the enervating and idiotic path blazed by the United States in which every mishaps has to be someone else’s fault regardless of common sense or natural justice. Appalling.
Now I am always quick to say nasty things about the British state and the state’s educational system in particular, but this article is really strange (as in ‘has little relation to reality’ type strange).
So waiting for the Dolphin swim at Discovery Cove in Orlando, my daughter Nikki and I were seated with a Brit family – mom, daughter and son. After small talk about the great value of the pound vs the dollar etc, I mentioned that Churchill was one of my heroes. The son, no more than 16 countered that he really liked Hitler, and his sister Gandhi. I was stunned and sickened. […] In speaking privately with his mother after my discussion, she stated that this is the new curriculum in the British schools to combat “prejudice” against Germans. They teach the children not to “judge” Hitler.
Sorry but much as I might slag off the state and all it’s works, this is preposterous. In fact of all the screwed up things I have heard about the goings on in British schools, I have never heard of anything even close to this. I suppose it shows the dangers of deriving your views of the situation in some other country on a casual conversation with a single group of strangers.
The plans by the state to extend the period of educational conscription in Britain could well be the issue that helps radicalise future generations in a most useful way, at least if you see the world the way I do.
“Here is a Government that has toyed with the idea of lowering the voting age to 16 in order to promote a greater sense of citizenship amongst our young people. Yet it proposes to extend compulsory education or training to 18, to compel the already disaffected to, in their perception, prolong the agony.”
She said that making teenagers “conscripts” was likely to “reinforce failure, leading to even greater disaffection. Enforcement could lead to mass truancy, further disruption to other learners and staff, maybe even needless criminalisation if ‘enforcement measures’ are imposed,
I am also delighted to see someone in the mainstream media making the self-evident point that state education is indeed conscription. The absurdity of trying to teach children who are determined to not be taught is evident at sinkhole schools across the country so why the state thinks digging the same hole deeper is going to solve anything is not obvious to me. Still, never interrupt the enemy when he is making a mistake as there is a clear upside to all this. What the government intends to do will engender disaffection and hostility to the impositions of the state at an early age, and without doubt mischievous political activists will fan the flames by pointing out to the internet savvy blog reading schoolyard conscripts of the future that they are not wrong to feel angry and they are not wrong to refuse to cooperate. Excellent.
A told-you-so moment. Us Samizdatistas have been exercised by the new charities law in Britain for a little while. See me here, and Perry here, for example.
Tush, said critics, there is no clear intention:
No where does it suggest that the state wishes to ‘harness’ charities. Indeed, a central theme of the report is concern that charities accepting money from the state start to lose independence. This is, IMO, as much the fault of the charity as the state.
– commentator, J on “Stand and Deliver” {pdf}
And some people who should know better welcomed it, and wanted more. For example in this spectacularly badly timed article in the Independent on Friday, Baroness Helena Kennedy QC – who has a good record of skepticism of the state in her own field of criminal law – writes:
More recently this has led the newly formed Office of the Third Sector to actively promote an enhanced role for the voluntary sector, not just in service provision, but as the “voice” of a disenfranchised citizenry that needs to be empowered to talk directly to Government. But to flourish in this role we need a legislative framework and guidance that recognises the unique role that the sector is playing in articulating people’s views and promoting political debate.
“Guidance” forsooth!
Guidance is the poisoned fang of the state. And just today some teeth are bared in a political cause. Alan Johnson, the Education Secretary, and a Labour deputy-leadership candidate, has given the Daily Telegraph an interview.
Mr Johnson said he wants private schools to take pupils on secondment from local state schools, open their science labs to comprehensives and offer many more bursaries to poor families.
“Private schools need to do more to earn their charitable status,” he says. “It’s not enough just to lend their playing fields, it’s about the science lab, it’s about teachers – there are excellent Maths teachers in private schools. Let them give a bit of their expertise to the state sector.”
An interesting operational definition of “give”. Was not the Government celebrating the abolition of the slave trade only a little earlier this year? Apparently the Department for Education and Skills is going to make suggestions, to the supposedly independent Charity Commission* that they impose such things on schools that are charities. If the commission, so decides, then it is not as if the schools have the option of foregoing the tax breaks. Their assets were effectively nationalised under the ultimate control of the commission in 2006.* And the board of the commission? Well it is appointed by ministers and members are deemed civil servants. Of the nine commissioners and non-executive directors – The Nine? – two have had careers in organisations beyond the shadow of the state. I wonder whether how amenable they will be to departmental suggestion?
Meanwhile anyone holding a position in any of Mr Johnson’s rivals, for the deputy leadership of a party that hates private education more than it loves tax-and-spend, may wish to sell.
–
* It is little noticed that the 2006 Charities Act as well as changing the functions of the Charity Commissioners, actually abolished them, transferring the role to an entirely new para-statal body, the Charity Commission, which just happens to have a very similar name, and whose officers are referred to by the same name as the former commissioners.
Australian students have been force-fed a diet of a certain version of Australian history, the ‘black-armband’ school of Australian history, which paints the entire colonial period of Australian history as a moral disaster. Now in evidence before the Australian Senate, history teachers have admitted that this is provoking resistance from students, who feel pride in their country.
HIGH school students resent being made to feel guilty during their study of Australia’s indigenous past and dislike studying national history in general.
The History Teachers Association called yesterday for a rethink of the type of Australian history being taught in schools and the way in which it is taught.
History Teachers Association of NSW executive officer Louise Zarmati said her experience teaching in western Sydney was that students were resistant to learning about Australian politics and, in particular, indigenous history.
“This is a somewhat delicate subject but they don’t like the indigenous part of Australian history,” she told a hearing of the Senate inquiry into the academic standards of school education in Sydney yesterday.
“The feedback I get is they’re not prepared to wear the guilt. They find it’s something that’s too personal, too much of a personal confrontation for them.
Since the students are not responsible for decisions made in the late 18th and early 19th century they are quite right to reject the ‘guilt’ being pushed on them by teachers. And it is nice to see that attempts by education authorities to politicise the classroom are rebounding on them.
I would like to suggest that Jonathan’s “Missing the point over grammar schools” below, itself misses the point. I am as in favour of grammar schools as anyone. But I do not think Cameron’s decision is any more than another piece of political pragmatism (read my comment on Jonathan’s piece for the rationale.)
I agree the new Tory policy does nothing significant for education. But I suspect Jonathan’s policy prescription – compromise vis-a-vis properly voluntary schooling it may be, is doomed. Introducing vouchers now would be worthless and the Tories are sensible, therefore, not to tie themselves to that. Not least they would risk discrediting vouchers: vouchers could be a move in the right direction, but not yet.
This is why. Here is a sensible lefty, Jenni Russell, reporting in the Guardian’s bloggish Comment is Free:
[A] father with an 18 year-old daughter at one of London’s famous public schools is shocked by her fear of anything beyond her narrow syllabus. She pleads with him not to tell her anything he knows about history or classics or literature, because she understands by now that knowing anything beyond the points on the examiners’ mark schemes will jeopardise her chances of getting top grades. She has learned that education is not about discovery, but the dutiful repetition of precisely what you have been told.
However good the school, however motivated the pupil, there is no choice to be had. There is a chemin-de-fer, directions predetermined, signals to be passed at the prescribed speed. No entry to university at 16, Mr Brown. No ignoring unutterably tedious and repetitious schoolwork and passing the exams at the end on the basis of your own reading. Step off the lockstep elevator once, and you are out for ever. (Mr Fry, the University regrets that we require a clean Criminal Records Bureau certificate.)
All Britain’s education is under the supervision of a suffocating bureaucracy, that serves itself and its conception of proper development. There is small choice in rotten apples; the sadly pocked sharecrop goes to uniform damp barrells.
Who is to blame? The conservative defenders of both grammar schools and ‘family values’, that is who; and the utilitarian industrialists who now complain workers can’t read or count. It was they who sought to save the population from indoctrination by radical Local Education Authorities, so delivered the entire population into the hands of pseudo-progressive educationalists by creating the National Curriculum; they who worried that universities could not be trusted to set sufficiently ‘practical’ exams, and did the same with syllabuses.
My modest proposal for English education:
Scrap the National Curriculum. Do not replace it. Scrap league tables and DoE “Key stage” testing. Do not replace them. Scrap rules on school admissions and allow schools to exclude or expel pupils as they choose. Scrap the QCA. Do not replace it. Scrap the Teacher Registration Regulations. Do not replace them. Scrap the office of the Access Regulator. Do not replace him. Wait five years, continuing to run and fund schools otherwise the same, which means a mix of Local Authority, central government, voluntary aided, and private schools. Only then, when people have got used to making their own decisions again, consider vouchers.
A lot of people are getting hot under the collar, and with some reason, about the decision by David Cameron to pour scorn on grammar schools. Grammars, since the 1944 Education Act, have selected pupils by a rigorous examination at the age of 11 – hence it is known as the Eleven-Plus exam, and an often make-or-break test in a person’s life. In the late 60s, the-then Labour government began a move to scrap grammars and replace them with so-called comprehensive schools, adopting a fiercely egalitarian policy. The collapse of grammars accelerated, ironically, when Margaret Thatcher was an education minister in the government led by Edward Heath. There are now only a few grammars left.
Cameron dislikes grammars, he claims, because they do nothing to advance the interests of bright, working class kids. He may have half a point in that for many people, the 11-plus can be an arbitrary point to decide a pupil’s future. Unfortunately for Cameron, however, his stated hostility to grammars only reinforces the image of him being an upper class toff who is determined to kick the ladder of upward mobility away from the unwashed proles underneath (his recent daft idea of hammering cheap flights with tax conveyed much the same patronising, bugger-the-plebs message).
But the Tories, in wrestling with education policy, are missing the point, as they often do. The fundamental problem is that education between the age of 5 to 18 is compulsory, a fact that ignores the fact that many youngsters are bored by school much earlier and should be allowed to work and if need be, pick up their education at a later date (it amazes me that some people find this idea so incredible). The Tories are also ignoring the need to focus on choice. Rather than schools selecting pupils, by exam or some other criteria, we need a genuine and broad market for education, in which parents and their children choose the school instead. I have my reservations about vouchers – they can give the state a potential lever over private schools – but a radical boost to parental/pupil choice of school is a reform that urgently needs to be put in place.
David Cameron: what is the point of this man?
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Who Are We? The Samizdata people are a bunch of sinister and heavily armed globalist illuminati who seek to infect the entire world with the values of personal liberty and several property. Amongst our many crimes is a sense of humour and the intermittent use of British spelling.
We are also a varied group made up of social individualists, classical liberals, whigs, libertarians, extropians, futurists, ‘Porcupines’, Karl Popper fetishists, recovering neo-conservatives, crazed Ayn Rand worshipers, over-caffeinated Virginia Postrel devotees, witty Frédéric Bastiat wannabes, cypherpunks, minarchists, kritarchists and wild-eyed anarcho-capitalists from Britain, North America, Australia and Europe.
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