Are School Days Wasted Days?
Author: Keenan WellarPublished on: Nov 1, 1999
Professor Leon Botstein has charged that school is a waste of time from the onset of adolescence to graduation, producing only boredom and frustration.
In my capacity as President of the Special Needs Network I have long argued that the school system does not serve the needs of youth with develompental disabilities, but perhaps this broader charge from Botstein will help to draw attention to the issue.
He argues that high school has not adapted to the needs of today's teens, who mature more quickly than their parents did.
Leon Botstein, president of Bard College in Annandale-on-Hudson, New York, says that teens should move on to higher education, vocational training, and national service or jobs instead of marking time in "boring" secondary school systems.
Mr. Botstein, who graduated from high school at 16, studied history and music at the University of Chicago and Harvard and became president of Bard at 28. He argues that high school, in particular the latter years, does not meet students needs.
After the high school shootings in Littleton earlier this year, Mr. Botstein has been speaking all over the United States on the subject of high school education. He claims that substantial anecdotal testimonies support his own ideas.
Botstein feels that teenagers should be treated more as adults, capable of work and capable of taking on serious responsibilities. "Stupid" teenage behaviors can be attributed to the fact that teenagers are treated like little children.
A "puerile" school environment, poor teaching, and children who mature at an earlier age are creating generations of disaffected children who are simply not interested in the final two years of high school, according to Botstein.
Two particular negatives in the school environment that bother Mr. Botstein are segregation by sex, and the culture of the "jock". He is concerned that the values of high school are deeply artificial, and don't connect with the real world.
Alan King, professor emeritus at Queen's University in Kingston, disagrees with many of Botstein's assertions. He argues that kids who don't do well not only lack motivation, but have a history of poor school performance. Thus it is not boredom that is the problem, but rather a lack of success.
Of relevance to those who work with Special Education students, Botstein prefers that high school time be spent in the workplace, vocational education, or community service projects.
While I find some of his broad assertions questionable, I think Botstein has a point, especially when his comments are applied to students with special needs.
For example, the concept of "integration" in schools has meant that many Special Education students must endure 5-7 years of a "dumbed-down" curriculum that is designed for students who are moving on to college or university. While the fight to have students with special needs "included" is an admirable and important initiative, they should also have the right to enjoy a productive life when school is over. To ignore the reality that they are not graduating with the skills and experience required to participate in the community is a waste of time and money, and most seriously, condemns many of these students to endure a life of futility.
I can attest to this harsh reality from firsthand experience. I am currently managing a work experience project for young adults with developmental disabilities. Despite some 5-7 years of high school education, not one of the six individuals in the program came aboard with even the most basic skills required to survive in a workplace environment.
While much of Botstein's work will no doubt be dismissed as alarmist and extremist, I hope that some attention will be directed to the simple question: "What is the purpose of high school?". Surprisingly, many educators are not very clear on this point - but they should be. It is a question that I encourage parents and students alike to ask of their school system, and in the case of students who are not bound for post-secondary education, insist that the system identify specific outcomes. If high school is to be a student's final experience with formal education, then it is critical to ensure that it is part of a life plan, not just wasted years.
Your comments are most welcome.
Keenan Wellar