Todd Walton: How Stupid?


Simon

From TODD WALTON
Under The Table Books
Mendocino

“Kids: they dance before they learn there is anything that isn’t music.” William Stafford

A recent phone conversation with a friend caused me to comment, “How could they have been so stupid not to know that?”

Our conversation was about a film my friend is working on, a documentary extolling the virtues of a pilot program in California called Pre-Kindergarten. I know what you’re thinking, and I thought the same thing. Isn’t pre-kindergarten just another name for pre-school or nursery school? No. Because kindergarten in America is no longer what kindergarten used to be. Why? Because Bill Clinton and George Bush and now Barack Obama have overseen a demolition of education in America that has damned an entire generation of students to ignorance and semi-literacy, and that demolition includes a tragic transformation of kindergarten.

To make a long horror story short, beginning some twenty years ago the morons (evil ones?) in charge of dispensing federal education dollars to the public schools of our fifty states, declared that America was falling behind the rest of the world because of low test scores in our public schools. The thinking of these evil ones (morons?) who had somehow gotten into positions of power in our government went something like this: “Well, heck, if low test scores is the problem let’s just bring those test scores up by making the kids memorize a bunch of useless crap so they score higher on the dang tests. Yeah. Sure. That should do the trick.”

Well, making kids memorize a bunch of useless crap without also teaching them to read and write and think and understand didn’t do the trick. In fact, it did the opposite of the trick because memorizing is not learning. Hence most Americans graduating from high school today can barely read, cannot write worth a damn, and they don’t know how to reason or think critically and creatively, nor can they speak in complete sentences, nor do they know anything about anything except what’s on television. Thus no one wants to hire them for anything except the most menial of jobs.

There are currently, right this minute, many thousands of internet technology and bio-technology job openings in the Bay Area and other techno-hubs across America that are simply off limits to most Americans because most Americans looking for work today are not even minimally qualified for such jobs or even qualified to be trained for such jobs; and so American companies continue to bring in jet loads of men and women from China and India and Russia and Pakistan to fill these positions because for some reason China and India and Russia and Pakistan have no trouble producing jet loads of literate and well-educated people.

So…back to the evil ones (morons) continuing to pursue the disastrous No Child Left Educated programs that currently hold sway in America. Confronted by the failure of trying to make uneducated children memorize useless data in order to attain higher test scores, these cretins (devils) decided: “Hey. You know what? Maybe the problem is we’re not forcing these slaves, er, children to memorize useless crap when they’re really young. How about we start the usual idiotic First Grade training in Kindergarten? You know, get those teeny kids learning their ABC’s and adding and subtracting while being forced to sit at desks and act like drones right after they learn to walk and talk so they can start memorizing useless crap pronto. Yeah. That should do the trick.”

Well…guess what? Aborting children’s natural creativity and curiosity while they try to learn to read and write and add and subtract and sit quietly at desks before their brains and bodies are organically ready to learn those kinds of things, is the surest way to produce an epidemic of dyslexia and learning disorders and behavioral problems that qualify nearly all children subjected to such insanity for, you guessed it…Special Ed!

Faced with this disastrous tidal wave of seriously fucked up children, and confronting the formidable power of the evil morons, a few brave educators and educational bureaucrats in California said, “May we make a suggestion? How about we try a little something before kindergarten, not nursery school or pre-school, but pre-kindergarten to see if that little something we want to try improves the kids’ learning abilities and better prepares them for actual kindergarten and First Grade and beyond.”

“You mean start them memorizing useless crap even earlier than we were already making them do that?” asked the evil morons, liking that idea, of course.

“Well, no,” said the brave educators. “That doesn’t seem to be producing very good results. We thought we’d try something else. Just to see. Okay?”

Though the vagueness of the educators’ plan perplexed the evil morons, they gave the California educators the go ahead to operate a number of pre-kindergarten pilot programs wherein the kids sang and danced and finger-painted and went on nature walks and listened to teachers read stories and, you know, kind of exactly like good old kindergarten used to be, and by golly those kids did do much better in the new moronic kindergarten and idiotic First Grade classes than the kids who didn’t go to pre-kindergarten.

And that is what prompted me to say, “How could we have been so stupid not to know that?”

One of the answers to my question is that over the last twenty years (and before that, too) tens of millions of people, those that could afford to, removed their precious children from the ass backward public schools, and so those millions of people were too busy earning money to pay for private schools to join in any sort of meaningful fight against the evil morons destroying our public educational system with the blessings of our evil moron presidents. Another answer is that most people, smart or stupid, don’t question how their children are being educated but get mighty upset when their children graduate from high school and can’t read or write or get a job.

“To acquire the habit of reading is to construct for yourself a refuge from almost all the miseries of life.” Somerset Maugham

I became interested in dyslexia some forty years ago when I was working in a day care center and three of my little friends insisted on signing their drawings and finger paintings, though none of the other three and four-year-olds attending our center knew how to write their names. Each of the three precocious scribes had well-meaning parents who thought if they could make their children learn to read and write when they were only three and four-years-old that their kiddies would have a competitive advantage over their classmates.

One of the three children who had been pushed prematurely to learn to write his name would labor for several minutes to sign SIMON upside down and backwards. Another of the children always misspelled her name with oddly incomplete letters, and the third child made a line of various-sized rectangles she insisted spelled SUSIE. What especially concerned me about these three children was that they all exhibited extreme anxiety about making mistakes, no matter what the activity, even when they were just finger painting or drawing with crayons or building towers with blocks.

Concerned for my kids, I began reading articles about learning disorders, including dyslexia, and was heartened to find that a number of comprehensive studies had proven conclusively that most cases of dyslexia and many other learning disorders, too, could be traced directly to children being forced to try to learn to read and write and do mathematics before their brains were ready to learn these things.

But what about my cousin Ward? He learned to read when he was two! He used to dazzle us by reading the dictionary aloud, no word too big for him to pronounce. I know this may come as a shock to the evil morons, but exhaustive research has proven that every human brain is unique, and each unique person attains his or her optimal brain state for learning to read and write at a unique moment in his or her life. Shocking but true: some people’s brains click into readiness, so to speak, to learn to read at two, three, four, five, six, on up to twelve-years-old. And if someone’s brain is not ready to learn to read and write, and that someone is forced to try to learn, there is a strong probability they will develop some form of dyslexia or learning disability.

What’s more, this cause of learning disorders and dyslexia has been common knowledge among educators for forty years. Yet our public education system has done virtually nothing to accommodate this incredibly important truth about how we learn. Waldorf education, you may know, makes individual brain readiness a centerpiece of their learning system, but our public schools and charter schools and even most private schools…well, how could they have been so stupid not to know what precipitates learning disorders?

“One cannot wage war under present conditions without the support of public opinion, which is tremendously molded by the press and other forms of propaganda.” Douglas MacArthur

The recent news that our overlords are trundling out the same old Weapons-of-Mass-Destruction ruse to pave the way for the United States to start bombing and/or invading Syria, made me snicker at first, until I realized that a population of semi-literate tweeters will believe anything if that anything is presented to them as the truth because they were never taught to think critically or logically or even just minimally for themselves. Call me a conspiracy theorist, but it certainly appears that the overlords have engineered a perfect system for creating mass stupidity to serve their needs in the short run, and short runs are all they care about.
~
(This article appeared in the Anderson Valley Advertiser May 2013)
~~

2 Comments

Eileen Workman recently wrote, “Childrearing today could be compared to a modern playground, what with its safety swings and plastic slides and soft sands everywhere. Childhood in general has gotten so manicured, structured and managed that no hint of wildness or danger remains. Whereas once children used to “, playing at being knights or intrepid explorers, adults today organize all their activities, slicing and dicing each child’s day into discrete functions, and prioritizing them based on adult opinions about which are the most important — with safety always a top priority. Over time then, almost imperceptibly, we’ve become separated from the wilderness, from nature, from the curiosity of self-exploration, from creative experimentation and emotional self-expression. We’re reminded constantly of the risks we take by venturing beyond the parameters our society has drawn to guarantee safety…all with the best of intentions. Out beyond those massively walled, well manicured, and socially approved arenas of thinking and feeling, we’re darkly warned, there be the dragons.”

I grew up unsupervised as I “scamper(ed) imaginatively for hours through open fields and forests” and am ever thankful. Recently, I’ve become friends with some two in their twenties who were home schooled with the lightest of hands in wild ways. Both are wonderfully mature and knowledgeable. A thought: Home schooling require a parent to be present, at least at earlier ages, but otherwise makes few rules. Since this is often difficult, is it possible that groups of parents might share home schooling oversight, essentially create their own wild schools free of ol massa’s strictures? We’ve got to break out of their traps anyway we can!

I’m one of the mothers of those two, and I want to say thank you for your words, Don . . . Believe me, it is possible and joyous but scary, and it all turns on relationship–the most dangerous dragon of all! I didn’t set out to “homeschool.” I just wanted to keep the light in his eyes, and protect him–not from wildness or danger, but plain old meanness and falsity, at least until he was old enough to know the difference between that and real safety and affection. He did the rest.

Follow

Get every new post delivered to your Inbox.

Join 4,544 other followers