Are Public Schools Broken, Or Are The Defects Part Of The Design?Good teachers can only help students so much in a system that constrains their growth with the authoritarian ‘factory model.’BY: CONNOR BOYACK AND COREY DEANGELIS
APRIL 27, 2023
Many parents feel the school system is broken. Across America, teachers and textbooks are pushing an agenda to fill children’s minds with information and ideas that are controversial or counterproductive to their healthy development. They have in mind an idea of how schools ought to operate and see them falling far short. Consequently, they believe the system is malfunctioning and simply needs to be fixed. Is this true?
That question can’t be answered properly without understanding the original plans and purposes for which the system was created. Imagine, for example, that you’re in a submarine. You hear some creaking in the pipes near you. Down the corridor, you see some steam emitting from an open valve. Above you, there are gauges that show really high internal pressure inside a row of tanks. Is any of this normal? The sounds are scary and seem to suggest there’s a problem. But until you look at the original schematics and understand how the system was designed, it would be hard to know whether it is broken or working as intended.
Today’s government schools were first designed in the mid-19th century with heavy contributions from Horace Mann, one of the leading education reformers in America. He was an admirer of the schooling system being developed in Prussia, featuring a standardized curriculum, widespread testing, compulsory attendance, professionalization of teachers, and career training. It was an authoritarian, top-down model that emphasized the collective over the individual. Following a trip abroad to see this system in action for himself, Mann became a strong advocate for its implementation in America.
His lobbying effort was swift and successful. Mann was instrumental in getting Massachusetts to adopt the Prussian model of education statewide in 1852, and other states soon followed. What emerged in the years ahead was a new kind of school called the “factory model school,” where both the design of the school building and the processes used within it were modeled after an actual factory. It was a linear system, moving students through standardized information, regulated processes, and grade levels by age — akin to a conveyor-belt process in a factory.
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The fundamental intent was to weaken a child’s family relationships and strengthen his or her relationship to — and dependence upon — the state. As one prominent official in the National Education Association said in 1934, “The major function of the school is the social orientation of the individual. It must seek to give him understanding of the transition to a new social order.”
It might be tempting to dismiss the delusions of these early school architects as antiquated and irrelevant to our modern day. Surely the kind teachers at the nearby elementary school working hard to help our children don’t share this goal to socially engineer the rising generation, right?
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Source:
https://thefederalist.com/2023/04/27/are-public-schools-broken-or-are-the-defects-part-of-the-design/
