This has become a very interesting thread. My education was in the 50s, I graduated HS in 1960, followed by three years in the Army. I was getting out as Viet Nam was begining. I enrolled in the community college, got one full time semester in and landed a good job as a railroad police officer. Continued college finally earning a BSE in 1973. Was promoted to a supervisory positions with my railroad employer before retiring in December 2002.
I had my share of paddlings, ruler smacks on the hands and slaps in grade school. In retrospect I can't think of a one I didn't deserve. I still marvel at several of the grade school grades that had 48 students. When it reached 52 students they split the group into two classes. The two (different) women that taught those two grades were really remarkable people. The shame is they weren't appreciated at the time. I find it somewhat funny when unions bemoad class size, we did learn in those large classes. The high school I attended had a really remarkable vocational ed program. I came accross an old voc ed catalog which described the 24 vocational disciplines they offered certificate programs in.
I can remember several of the HS voc ed teachers names. In this time frame there was emphasis on going to college but working with one's hands was still acceptable. The United States still manufactured most everything and blue collar workers were in demand, and even more so if they could bring skills to the marketplace. Voc ed programs were promoted because they served a useful purpose in helping supply a trained workforce.
The HS voc ed teachers were some really dedicated and savvy men and I learned to respect them as well as earning their respect. They were the 'go to' people. They were sought out when other HS departments wanted something. These requests resulted in opportunities for the students to do things they would not otherwise have done. annual show. The list goes on.
Another HS teacher that left a lasting impression was an English instructor. While I can't remember his name I can hear his words and advice. The State University system at the time had to accept all that applied. Of course they didn't have to keep you and did a pretty good job of flunking out about half of the incoming freshman class. In reality they didn't flunk them out, the students did that themselves, but the effect was the same. This teacher explained that college was an endurance course. His point was you enroll, take five courses, flunk two, leave school; but you have three classes to your credit. You reapply next semester and repeat the process. Eventually you will have enough credit for a degree. The reality is (hopefully) you will have matured and grown, and learned how to pass the classes and in the process learn something useful.
The idea of being a voc ed teacher seemed interesting. Afterall, or so I rationalized, you would have this well equiped shop at your disposal along with a nearly endless supply of student labor. So I wound up with degree and a teaching certificate. Never did teach HS but did use the training in my railroad carreer. The one thing learned was the definition of education: education is a change of attitude. (Pretty good concept!)
My alma matter was a former Normal School but was now an accredited State University. The voc ed 'laboratory' was a work of art. The building dated to about 1905and had wood floors. What's wrong with that you may ask? Have you ever considered teaching welding on a wood floor? I turned in HS machine shop projects for college credit which were many times more sophisticated than what they expected. That's another story!
The world is a classroom and if you want to you will learn from it. My employer provided lots of training opportunities and in many areas. The man who was my assistant was able to get about 60 credit hours applied to his BS degree based on his company provided training. I had a neat boss who had the philosophy you never tell anyone "Its not my job!" That was all the empowerment needed to get things done that were often far removed from the scope of my job. was needed. I also had a viewpoint was "if it concerned the company, it concerned me."
My company had a supervisory training program in the 1970s. The main point taught was that "your job as a supervisor is to get things done through other people." (Too) Many people took that message to heart and used it as a way to delegate almost everything. About five years later a few of us got the followup course. The earlier message was repeated: with this addition; "****, when things aren't getting done it is perfectly OK to do them yourself." Sadly, few people received this advanced training.
This brings me to around 1980. Business was "right sizing" which meant good jobs were being eliminated. Companies were merging, work forces were both being reduced. The MBAs and lawyers were running companies. The quest for profits at any cost took hold, product quality deterioration continued, work was transferred to Mexico then other countries, etc. Schools had decreased revenues, job skill needs were less predictable, voc ed had the highest cost per student, so voc ed programs were eliminated. Was that the right decision? I tend to think it wasn't; in defense of school administrations, when there is not a clear need for voc ed training combined with budget constraints the programs will go.
During this period there was a general dumming down in the education system. Unionization (of teachers) is a factor, but so is the drug culture, the indifference of parents, single parent families, the inability to quickly punish students are all bits and pieces to the problem. The concept of "good enough is good enough" came into play. I thought it was BS but I spent five years working with a youngman who was a HS dropout. He is a very intelligent hardworking likeable guy. He is the kind you like to help. He took the initiative and went to the adult HS that Los Angeles Public School system has. I went to the school and was totally amazed. The school operated from 0530 to 2200. The students obeyed the traffic signals, behaved in a civilized fashion and conveyed the message they wanted to be there. I attended his graduation and was very humbled by the experience. An adult grade school graduation ceremony was held first. All of these graduates were young adults. Most were new to the country and were learning the language -- yes, it was English. The HS graduates ranged from about 21 to 46. You couldn't help but recognize these people as they were the achievers. They had persevered and endured, sort of like my HS teacher said they would. After the ceremony I was introduced to several teachers. They expressed their appreciation of what I did for this man; and I expressed my appreciation for all they did. They were dedicated teachers that truly want their students to achieve and succeed. As a side story, this person was awared three HS diplomas: one a GED, one from the adult school and about four months later the HS he dropped out of awarded one. I haven't quite figured that one out.
My kids went to school in the 70s and 80s; for the most part I think they got a so-so education. They have used their training and have done OK in their careers and lifestyle. The area has a ROP, Regional Occupation Program, where HS students are given fairly intensive exposure to occupations. My son on his own and with no encouragement from Dad, took a police science class. He was 15 at the time. For 17 Saturdays they met at a local police agency training academy. They stood inspection, drilled, learned police defense tactics, did classroom training in police matters, law and report writing, first aid, etc. They also got to shoot several hundred rounds on the firing range and had actually had to qualify with a certain score; and they drove police cars at the police driving range. I asked my son if he reminded them he was 15? "But Dad" he explained "you have to take the driving training." I could only wonder where he learned that remark as I tried to keep a straight face. He explained he wasn't doing well on the pistol range and could we perhaps go to the local indoor range for additional practice? We did and probably had a night neither of us will forget, and he even did nearly all of the shooting too! They had a graduation ceremony which was most intesting. Just like in real life a certain percentage had dropped out. They had a start and ending slide of each student and it was amazing to see the changes. Without a doubt they had grown and experienced a change of attitude. (I believe that's the definition of education.) The sad commentary is the "do-gooders" saw to it the firearm and driving training were removed from later programs.
Education is an ever evolving program. What is bad will be replaced. Better ways will develop. I agree standardized tests have drawbacks and lead to teaching the test. No child left behind is a lofty goal as well as political rhetoric.
So this leads me to December 2007. I have three granddaughters in the local school system. They are in kindergarten, third and eighth grade. I'm totally impressed with their schooling. The youngest recently asked "I like to ______?" She had written that question on her paper, I replied "draw" and she correctly wrote in that word. Her math skills are remarkable. Her sisters do some interesting and impressive things, which leads me to think the schools are doing many right things. I picked-up the youngest from school the other day. The kids lined up and on command hushed and sang the school song before being dismissed. They orderly walked to the gate.
I honestly think things will get better! Lets recognize and reward the achievers and doers. They are the future!
Merry Christmas and Goodnight!
The sad thing is he is 42 years old. If someone doesn't have to do something themselves when they grow up, most likely they aren't going to want to do it unless they have to.
. This is something a professor in my senior design class showed us.