Why I’m Not Confused
I don’t want to chastise the folks who mal-administer our public school systems. Well, okay, I do, but only when they deserve it. You’d think that since the purpose of educating is to educate, the persons at the top of the education food chain would be . . . well, somewhat educated themselves.
So how do we explain the curriculum guides recently issued to New York City’s public schools? How do we explain how they got written and approved and distributed? It’s not just the spelling. Not just the grammar. Not just the punctuation. It’s all of these.
One of the guides attempts to explain a new discipline code. The goal, according to the guide, is to ensure that “everyone understands how serious we all are in making schools that is safe for student’s body’s, Schools that is safe for students’ feelings, And schools that are safe for student’s ideas.” My radio audience will never know all the random apostrophes and capitalization in that passage. Another passage tells teachers to identify “student strengthens and weaknesses.” And there are other glaring glitches.
One guide describes Orwell’s Animal Farm — a fable about the perils of egalitarianism — as a story about the importance of rules. These curriculum guides are about rules too. So I guess you could put the Orwell and the guide-speak on the same shelf. Federal educrats wrote the guides. So, I guess this means that the ongoing federal takeover of the schools is really working . . . not .
This is Common Sense. I’m Paul Jacob.
Means and ends are central. If your means are corroded, your ends will be corroded. And if you’re fighting to preserve liberty and you use means that eviscerate our liberties, the end will be corroded, too.
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