Public school Quotes

“Public education does not serve a public. It creates a public. And in creating the right kind of public, the schools contribute toward strengthening the spiritual basis of the American Creed. That is how Jefferson understood it, how Horace Mann understood it, how John Dewey understood it, and in fact, there is no other way to understand it. The question is not, Does or doesn't public schooling create a public? The question is, What kind of public does it create? A conglomerate of self-indulgent consumers? Angry, soulless, directionless masses? Indifferent, confused citizens? Or a public imbued with confidence, a sense of purpose, a respect for learning, and tolerance? The answer to this question has nothing whatever to do with computers, with testing, with teacher accountability, with class size, and with the other details of managing schools. The right answer depends on two things, and two things alone: the existence of shared narratives and the capacity of such narratives to provide an inspired reason for schooling.”

“Listening to the debates about public schools on the Christian Right, one hears plenty of opposing opinions and a great deal of confusion. Some want to change the schools, others want to leave them. But the smart money seems to know what it is doing. It provides support for programs like the Good News Club, which slowly erode the support for public education in the country at large and in their own constituency in particular. And then it lays the groundwork for dismantling public education in favor of a private system of religious education funded by the state.”

“The question is not, Does or doesn't public schooling create a public? The question is, What kind of public does it create? A conglomerate of self-indulgent consumers? Angry, soulless, directionless masses? Indifferent, confused citizens? Or a public imbued with confidence, a sense of purpose, a respect for learning, and tolerance? The answer to this question has nothing whatever to do with computers, with testing, with teacher accountability, with class size, and with the other details of managing schools. The right answer depends on two things and two things alone: the existence of shared narratives and the capacity of such narratives to provide an inspired reason for schooling.”

“THE TRUTH ABOUT PUBLIC SCHOOL EDUCATION • American fifteen-year-olds rank thirty-fifth out of fifty-seven developed countries in math and literacy. • 30 percent of public school students don’t graduate from high school. • Every day, 7,000 kids drop out of high school. • Of the 50 million children currently in public school, 15 million of them will drop out. • 25 percent of all public school math teachers did not major in mathematics or a math-related subject at a college or university. • Less than two-thirds of high school graduates are accepted to college every year. • One half...”

“I don't have freedom in the United States to go into a public school and preach the Gospel, nor is a student free in a public school to pray, or a teacher free to read the Bible publicly to the students. At the same time, we have a great degree of freedom for which I am grateful.”

“If you are stuck in circumstances in which it takes Herculean efforts to get through the day— doing low-income work, obeying an authoritarian boss, buying clothes for the children, dealing with school issues, paying the rent or mortgage, fixing the car, negotiating with a spouse, paying taxes, and caring for older parents— it is not easy to pay close attention to larger political issues. Indeed you may wish that these issues would take care of themselves. It is not a huge jump from such a wish to become attracted to a public philosophy, spouted regularly at your job and on the media, that economic life would regulate itself automatically if only the state did not repeatedly intervene in it in clumsy ways. Now underfunded practices such as the license bureau, state welfare, public health insurance, public schools, public retirement plans, and the like begin to appear as awkward, bureaucratic organizations that could be replaced or eliminated if only the rational market were allowed to take care of things impersonally and quietly, as it were. Certainly such bureaucracies are indeed often clumsy. But more people are now attracted to compare that clumsiness to the myth of how an impersonal market would perform if it took on even more assignments and if state regulation of it were reduced even further. So a lot of “independents” and “moderates” may become predisposed to the myth of the rational market in part because the pressures of daily life encourage them to seek comfort in ideological formations that promise automatic rationality.”

“In my opinion, right up there with free public schools, our free public library system is what makes citizenship possible, even what makes America great.”

“Charter schools are public schools that operate, to a certain extent, outside the system. They have more control over their teachers, curriculum and resources. They also have less money than public schools.”

“It is a matter of public shame that while we have now commemorated our hundredth anniversary, not one in every ten children attending Public schools throughout the colonies is acquainted with a single historical fact about Australia.”