Quotulatiousness

March 31, 2012

Nick Gillespie on the “bully” crisis that isn’t

Filed under: Education, Law, Liberty, Media, Politics — Tags: , , , , , , , — Nicholas @ 10:35

There’s an ongoing major media story about bullies, but Nick Gillespie says the crisis doesn’t really exist:

“When I was younger,” a remarkably self-assured, soft-spoken 15-year-old kid named Aaron tells the camera, “I suffered from bullying because of my lips—as you can see, they’re kind of unusually large. So I would kind of get [called] ‘Fish Lips’—things like that a lot—and my glasses too, I got those at an early age. That contributed. And the fact that my last name is Cheese didn’t really help with the matter either. I would get [called] ‘Cheeseburger,’ ‘Cheese Guy’—things like that, that weren’t really very flattering. Just kind of making fun of my name—I’m a pretty sensitive kid, so I would have to fight back the tears when I was being called names.”

It’s hard not to be impressed with — and not to like — young Aaron Cheese. He is one of the kids featured in the new Cartoon Network special “Stop Bullying: Speak Up,” which premiered last week and is available online. I myself am a former geekish, bespectacled child whose lips were a bit too full, and my first name (as other kids quickly discovered) rhymes with two of the most-popular slang terms for male genitalia, so I also identified with Mr. Cheese. My younger years were filled with precisely the sort of schoolyard taunts that he recounts; they led ultimately to at least one fistfight and a lot of sour moods on my part.

Ah, yes, the joy of classmates discovering that “Nick” is such a useful name for casual abuse. It was part of the reason I’ve insisted on using “Nicholas” ever since I got into the working world. Bullies were certainly part of my early school experience, and that of my own son. Rather like the changing of the seasons, they were just part of the school environment. I got into a few fights, but quickly learned that most other boys had a weight and reach advantage over me that resulted in a fairly quick end to each fight. The bullying tapered off in high school, but I tried to minimize the opportunities for it to happen, too. I have very few remaining friends from school — but that’s partly a reflection of the fact that I had relatively few friends in school.

Part of the perceived problem with bullies is that parents are much more involved in their kids’ lives than earlier generations:

How did we get here? We live in an age of helicopter parents so pushy and overbearing that Colorado Springs banned its annual Easter-egg hunt on account of adults jumping the starter’s gun and scooping up treat-filled plastic eggs on behalf of their winsome kids. The Department of Education in New York City — once known as the town too tough for Al Capone — is seeking to ban such words as “dinosaurs,” “Halloween” and “dancing” from citywide tests on the grounds that they could “evoke unpleasant emotions in the students,” it was reported this week. (Leave aside for the moment that perhaps the whole point of tests is to “evoke unpleasant emotions.”)

Politicians, always eager to be seen to be “doing something”, are lining up to “do something” about bullying:

Last year, in response to the suicide of the 18-year-old gay Rutgers student Tyler Clementi, the state legislature passed “The Anti-Bullying Bill of Rights.” The law is widely regarded as the nation’s toughest on these matters. It has been called both a “resounding success” by Steve Goldstein, head of the gay-rights group Garden State Equality, and a “bureaucratic nightmare” by James O’Neill, the interim school superintendent of the township of Roxbury. In Congress, New Jersey Sen. Frank Lautenberg and Rep. Rush Holt have introduced the federal Tyler Clementi Higher Education Anti-Harassment Act.

The Foundation for Individual Rights in Education has called the Lautenberg-Holt proposal a threat to free speech because its “definition of harassment is vague, subjective and at odds with Supreme Court precedent.” Should it become law, it might well empower colleges to stop some instances of bullying, but it would also cause many of them to be sued for repressing speech. In New Jersey, a school anti-bullying coordinator told the Star-Ledger that “The Anti-Bullying Bill of Rights” has “added a layer of paperwork that actually inhibits us” in dealing with problems. In surveying the effects of the law, the Star-Ledger reports that while it is “widely used and has helped some kids,” it has imposed costs of up to $80,000 per school district for training alone and uses about 200 hours per month of staff time in each district, with some educators saying that the additional effort is taking staff “away from things such as substance-abuse prevention and college and career counseling.”

Bullying is a problem, but it’s neither new nor growing:

But is bullying — which the stopbullying.gov website of the Department of Health and Human Services defines as “teasing,” “name-calling,” “taunting,” “leaving someone out on purpose,” “telling other children not to be friends with someone,” “spreading rumors about someone,” “hitting/kicking/pinching,” “spitting” and “making mean or rude hand gestures” — really a growing problem in America?

Despite the rare and tragic cases that rightly command our attention and outrage, the data show that things are, in fact, getting better for kids. When it comes to school violence, the numbers are particularly encouraging. According to the National Center for Education Statistics, between 1995 and 2009, the percentage of students who reported “being afraid of attack or harm at school” declined to 4% from 12%. Over the same period, the victimization rate per 1,000 students declined fivefold.

March 27, 2012

The Quebec student protests as a harbinger of the coming “entitlement wars”

Filed under: Cancon, Economics, Education, Government — Tags: , , , — Nicholas @ 10:30

Bill Morrison in the National Post:

This past week, the streets of Quebec have been full of marching students, displaying a degree of anger and solidarity the likes of which have not been seen in Canada for many years. The fact that this protest is focused on naked self-interest — maintaining the province’s ridiculously low tuition fees rather than world peace, global poverty or even the inchoate agenda of the Occupy movement — speaks volumes about the emergence in Canada of an inter-generational struggle over entitlements.

Everyone knows that a clash over entitlements is in the offing in Canada as a whole. It may come, as the political right argues, because government coffers are close to empty, and cutbacks have to be made. It may be, as the left suggests, that governments have been hijacked by low-tax, pro-corporation policies, and no longer care about equality and social safety nets. It even could be, as still others argue, that the public usage of our core institutions — hospitals, colleges and universities — has simply outstripped our capacity or willingness to pay.

As for the specific example of tuition, the simple fact is that university education is underpriced in Canada, particularly for the middle and upper classes that benefit from impressive tax savings along the route of getting their children to and through university. It is a much smaller subset of the total student body — children from low-income families — that deserves greater financial support and attention. Instead, and in a mix of self-interest and a commitment to equality, students demand the same concessions for all.

March 24, 2012

The state of Pakistan: grim and getting grimmer

Filed under: Asia, Books, Economics, Education — Tags: , , — Nicholas @ 10:00

Robert Fulford in the National Post, examines the evidence presented in Ahmed Rashid’s book, Pakistan on the Brink: The Future of America, Pakistan and Afghanistan:

In rich, persuasive detail, Rashid describes corrupt leaders and a despairing population, an army that obeys orders only when it wants to, a stagnant economy, disastrous relations with neighbouring countries — and above all, a persistent national tendency, exemplified by Zardari, to blame others when anything goes wrong. Americans are often seen to be at fault, and sometimes Israelis. India is considered permanently blameworthy.

Half of school-age Pakistanis don’t attend school. At the state’s founding in 1947, 52% of the citizens were literate; in 65 years that number has been raised to 57%. In the last 20 years, Rashid notes, Pakistan has not developed a single new industry or cultivated a new crop. On the level of imagination, it has died or lapsed into a coma.

Politicians and military officers take turns forcing each other out of power; that’s the only system of regime change that operates, and it does nothing to eliminate corruption.

Rashid makes it clear that Pakistan’s core problem is as much a moral as a political failure, a matter of shirked duties, profound dishonesty and rancid hatreds that encourage murder. Reforms don’t happen, he believes, because neither political, nor military leaders have the courage, will and intelligence to carry them out.

March 22, 2012

Trends in education: “We are cultivating vulnerability in the classroom”

Filed under: Britain, Bureaucracy, Education — Tags: , , — Nicholas @ 10:16

As a follow-up to yesterday’s post on teachers discouraging students from having best friends, here is an article in the Independent by Amol Rajan on the same topic:

Some people argue this is all part of the feminisation of schooling. A reduction in the number of male teachers, as a proportion of the overall teaching population, has led to a greater emphasis on emotions and feelings in the classroom. I think this analysis is patronising, rude to women, and intellectually limited.

What we do know is that over the past few decades, there has been a gradual voiding of knowledge from our schools. Academic education has been systematically attacked, and while proper schooling — in the traditional sense of passing bodies of knowledge down the generations — has been preserved for the rich, what the poor have been given instead of schooling is skilling. The rise of vocational education and the rise of emotional literacy in the classroom are both a consequence of the flight from academic education.

But there is something more fundamental going on too, which Professor Frank Furedi, pictured, described in Paranoid Parenting more than a decade ago. We are cultivating vulnerability in the classroom, just like we’ve long cultivated it in the playground. “The teaching profession is being reformed as a therapeutic profession,” Dr Hayes, a close associate of Furedi’s, writes, “often prioritising the delivery of therapy over education to ‘vulnerable’ children and young people.”

The emotional policing of school children, including various bans on best friends, is designed to protect them from each other. Its main effect may ultimately be to stop them from protecting themselves.

March 21, 2012

Learn another language to boost your intelligence

Filed under: Cancon, Education, Health — Tags: , — Nicholas @ 09:32

My son bitterly resented being sent to French Immersion after kindergarten (many of his friends were not entering FI and he wanted to stay with them), but recent studies back up our decision:

Most people would already describe someone who knows multiple languages as a smart person, but there’s new research that shows learning and knowing more than one language can have a deeper impact on the way your brain works than previously believed. In reality, people who know multiple languages are able to monitor their surroundings better and switch between mental tasks faster, and those benefits extend from the early years to old age — and you can harness them even later in life by picking up a new language.

In its examination of the topic, the New York Times points to a trio of studies, one from 2004 and published in the journal Developmental Science from researchers at the York University Department of Psychology that indicated bilingual individuals are more adept at certain mental challenges and tasks than people who only know one language.

However, it’s still true that the best time to learn a second language is early in life.

Converting teachers into pre-grief counsellors

Filed under: Britain, Education, Health, Randomness — Tags: , , , , — Nicholas @ 08:51

Dennis Hayes on the recent trend in teaching: preventing children from having “best friends” because the emotional pain of losing a best friend is too much for kids to bear.

In some English schools, having best friends can now get you in serious trouble with teacher. At the weekend, it was reported that primary school children in certain areas are being discouraged from having best friends to avoid the ‘pain of falling out’. Gaynor Sbuttoni, an educational psychologist working with schools in south-west London, told The Sunday Times, ‘I have noticed that teachers tell children they shouldn’t have a best friend and that everyone should play together… They’re doing it because they want to save the child the pain of splitting up from their best friend.’ Sbuttoni is not the first to speak out against this trend in the UK, and ‘no best friend’ policies have been in place in some US schools for quite a while.

Reading the reports, it might seem like this is just a silly intervention by meddling teachers, which simply needs to be stamped out. But that underestimates what is going on in our schools. The teaching profession is being reformed as a therapeutic profession, often prioritising the delivery of therapy over education to ‘vulnerable’ children and young people. As this new therapeutic profession develops, more and more interventions like ‘no best friends’ will arise, either spontaneously in classrooms or as a result of conscious intervention by school heads, local authorities, government and, of course, Ofsted, which runs with every fad and fashion.

Meddling in young children’s emotional lives is the worst feature of contemporary schooling. Children are now trained to have ‘appropriate’ emotions through emotional literacy classes and so-called subjects like SEAL — the ‘Social and Emotional Aspects of Learning’. The training on offer in such sessions is nothing short of emotional manipulation. Children are taught to be moderate; empathy is good, anger is bad. They are taught to be emotionally dead, out of touch with all the emotions that make up human relationships, passion, anger, jealousy, hatred and even love, which is sentimentalised and sanitised. This is the anodyne therapeutic ethos that now dominates education at all levels.

March 18, 2012

The ever-expanding role for women in the military

Filed under: Bureaucracy, Economics, Education, History, Military, Technology — Tags: , , , , — Nicholas @ 11:22

An interesting article at Strategy Page:

The growing number of women in the military is largely driven by the need for people with scarce skills. Since most (over 80 percent) of military jobs have little, or nothing, to do with combat, if you can’t find enough qualified men, you can recruit women. This is especially true in the West, where females tend to be better educated than males. Thus women comprise about ten percent of the troops in Western armed forces. In the United States this is 15 percent for active duty troops, and 18 percent for the reserves. Civilian contractors, who are taking back some of the military jobs they performed for thousands of years, have an even higher percentage of females.

All this reflects growing female participation in the post-agricultural economy. We tend to forget that as recently as the 19th century, 90 percent of humanity were engaged in agriculture. It had been that way for thousands of years. With industrialization, women began to stay at home with the kids, and no longer work the same jobs (as they did in agriculture) with their husbands. But in the last sixty years, women have returned to their traditional place in the economy.

[. . .]

This current trend in using women and contractors are actually a return to the past, when many of the “non-combat” troops were civilians. Another problem is the shrinking proportion of troops who actually fight. A century ago, most armies comprised over 80 percent fighters and the rest “camp followers (support troops) in uniform.” Today the ratio is reversed, and therein resides a major problem. Way back in the day, the support troops were called “camp followers,” and they took care of supply, support, medical care, maintenance and “entertainment” (that’s where the term “camp follower” got a bad name). The majority of these people were men, and some of them were armed, mainly for defending the camp if the combat troops got beat real bad and needed somewhere to retreat to.

[. . .]

One of the great revolutions in military operations in this century has been in the enormous increase in support troops. This came after a sharp drop in the proportion of camp followers in the 18th and 19th centuries. Before that it was common for an army on the march to consist of 10-20 percent soldiers and the rest camp followers. There was a reason for this. Armies “in the field” were camping out and living rough could be unhealthy and arduous if you didn’t have a lot of servants along to take care of the camping equipment and help out with the chores. Generals usually had to allow a lot of camp followers in order to get the soldiers to go along with the idea of campaigning.

Only the most disciplined armies could do away with all those camp followers and get the troops to do their own housekeeping. The Romans had such an army, with less than half the “troops” being camp followers. But the Romans system was not re-invented until the 18th century, when many European armies trained their troops to do their own chores in the field, just as the Romans had. In the 19th century, steamships and railroads came along and made supplying the troops even less labor intensive, and more dependent on civilian support “troops.” The widespread introduction of conscription in the 19th century also made it possible to get your “camp followers” cheap by drafting them and putting them in uniform.

February 21, 2012

UK Catholic sex-ed includes materials plagiarized from John Norman’s Gor series

Filed under: Books, Britain, Education, Humour, Media — Tags: , , — Nicholas @ 10:33

Really, it’s another of those stories that are “so weird that it’s too good to verify“:

As The Guardian reports today, Catholic faith schools in Lancashire have been handing out copies of a booklet called “Pure Manhood: How to become the man God wants you to be”, written by an American fundamentalist preacher. The booklet includes statements like this: “the homosexual act is disordered, much like contraceptive sex between heterosexuals. Both acts are directed against God’s natural purpose for sex — babies and bonding.” It also insists that, “scientifically speaking, safe sex is a joke”.

[. . .]

Weird ideas about sex, however, are not the only strange things in the booklet. All sorts of aspects of macho-ness are explored, including the need for real men to kill animals to prove their virility. There is a particularly bizarre passage about how to kill a wolf by sacrificing a goat. I won’t go into the gory details. The important point is that, as this blog post reveals, that piece of text was lifted from the book Beasts of Gor by John Norman.

February 18, 2012

The North Carolina school lunch story continues

Filed under: Bureaucracy, Education, Health, USA — Tags: , , — Nicholas @ 12:17

Remember the original story from a few days ago that lots of conservative and libertarian bloggers jumped on right away: the child whose packed lunch was deemed unhealthy so she had to eat cafeteria chicken nuggets and the bill sent home to the parents? That story was denied and several sources insisted it was a deliberate reframing of an innocent situation. However, there’s now a second parent form that school who says the same thing happened to her child:

Diane Zambrano says her 4-year-old daughter, Jazlyn, is in the same West Hoke Elementary School class as the little girl whose lunch gained national attention earlier this week. When Zambrano picked Jazlyn up from school late last month, she was told by Jazlyn’s teacher that the lunch she had packed that day did not meet the necessary guidelines and that Jazlyn had been sent to the cafeteria.

The lunch Zambrano packed for her daughter? A cheese and salami sandwich on a wheat bun with apple juice. The lunch she got in the cafeteria? Chicken nuggets, a sweet potato, bread and milk.

[. . .]

When Jazlyn said she didn’t eat what her mother had made her, Zambrano went to her teacher and demanded to know what happened. She said the teacher told her an official had come through that day to inspect students’ lunches and that those who were lacking certain food groups were sent to the cafeteria. After she received her cafeteria food, the teacher told Zambrano, Jazlyn was told to put her homemade lunch back in her lunchbox and set it on the floor.

Zambrano said the teacher told her it was not the first time student lunches have been inspected, and that officials come “every so often.”

[. . .]

The memo Jazlyn brought from the school outlines the necessary nutritional requirements students’ homemade lunches must contain: two servings of fruit or vegetables, one serving of dairy, one serving of grain and one serving of meat or meat substitute. Included with the memo was a separate sheet, this one a bill for the cafeteria food Jazlyn was served.

The memo, dated Jan. 27 with the subject line “RE: Healthy Lunches,” was signed by school principal Jackie Samuels and said, while “we welcome students to bring lunches from home … it must be a nutritious, balanced meal with the above requirements. Students, who do not bring a healthy lunch, will be offered the missing portions which may result in a fee from the cafeteria.”

February 5, 2012

This is where all the manufacturing jobs have gone

Filed under: Britain, Economics, Education, History, Technology — Tags: , , — Nicholas @ 11:44

Jackart explains that they’ve not so much been “outsourced” as they’ve been compressed, optimized, economized, and made more efficient. Fewer workers are now required to produced more things, and this is unequivocally a good thing:

A small cadre of highly skilled professionals do the jobs with enormous machines once done by vast armies of peasant labourers; which is what’s happening to manufacturing. British industrial production is rising barring recessionary glitches, UK industrial production has kept rising for most of the last 100 years. We are still producing lots of things that can be dropped on a foot. It’s just it’s no longer done by the descendants of those peasants who left the land during the industrial revolution to seek work in factories. Those factories still exist, but they employ a small number of highly paid people to operate machines which do the riveting, welding, assembling and polishing. Each machine takes does the job of hundreds of people.

That’s what happened in Agriculture, and is happening in Manufacturing. And THIS IS A GOOD THING. Because all those people not employed in riveting in Tyneside shipyards or Scything Lincolnshire corn fields are employed doing something else for someone else. All that productive labour has been freed, but we’re still getting the food produced, in abundance the Lincolnshire harvestman would have thought impossible.

The majority of Western economies are now services. Even the Germans, who’ve a niche in Machine tools and Automobiles have only 21% of their economy in making things they can drop on their feet.

And this reflects another point. Manufactured products are getting cheaper, so to have material wealth unimaginable to our Lincolnshire harvestman requires far fewer hours of Labour to achieve. Thus cars, the most expensive manufactured products most of us buy, are getting cheaper relative to average earnings, decade by decade. A reliable runaround would have been beyond the means of a WW2 factory worker, but is available to a cleaning lady now. So the same car forms a smaller part of the economy. Having spent less on the car, we can spend more on clothes, shoes, music, computers, kitchen appliances etc, and in so doing provide jobs to people supplying those things. Above all we can pay for people do do things for us – cut our hair, serve us food in restaurants, mediate for us legally, invest our surplus production into other productive activities, heal our illnesses and so on.

[. . .]

The next challenge is to banish stress and misery from our lives. I suspect this will be harder. The only caveat is that I have a great deal more faith in Adam Smith’s “invisible hand” (a much maligned and misunderstood idea) than the idiotic ideas of politicians. Politicians still seem to think manufacturing jobs are special, which suggests they don’t understand why we’re rich. The only limitless resource is man’s ingenuity. Markets aren’t an ideology, they’re simply what works in the absence of one, by deploying that one limitless resource to everyone’s benefit.

February 1, 2012

University tuition and lower-income student access

Filed under: Bureaucracy, Cancon, Economics, Education — Tags: — Nicholas @ 10:40

In the Globe and Mail (which seems to be having web authentication issues lately), Stephen Gordon points out that lowering university tuition costs won’t actually address the problem it’s supposed to:

There is a well-documented correlation between family income and university participation rates: people from the top quarter of the income distribution are roughly twice as likely to go to university as those from the bottom quarter. An implication of this imbalance is that the population of people who are attending university is far from being representative of the population as a whole: university students from the top quartile outnumber those from the bottom by a factor of 2 to 1. This imbalance is both the problem and the reason why the problem is so hard to solve.

Reducing tuition fees will do very little to close the gap between university participation rates in people from the higher and lower ends of the income distribution. The direct costs of university — tuition and books — account for only a quarter of the total costs (source), and financial considerations explain roughly 12 per cent of the gap between PSE participation rates of youths from upper- and lower-income households.

[. . .]

A far cheaper, more equitable and more effective way of increasing access to universities is to concentrate public funds on providing support to students in financial need (this group also includes those who have debt problems). But these measures would benefit only a minority of students who are already going to university, while tuition cuts would benefit all students.

Student lobby groups such as the CFS have a mandate to represent the interests of all current students, and this group does not include those who might have gone to university if more financial support were available. They have little interest in targeted programs — see, for example, the CFS’ reaction to the Ontario government’s tuition rebate for students from families earning less than $160,000/year.

January 26, 2012

A good soundbite, but a very bad idea

Filed under: Bureaucracy, Education, Government, Liberty, Politics, USA — Tags: , , — Nicholas @ 00:08

Here is one of the proposals President Barack Obama mentioned in the State of the Union speech that must have played well in the White House, but would be a terrible idea if it really was implemented:

Many soundbites sound good, but have very harmful consequences in the real world. That’s the case for President Obama’s proposal in his State of the Union Address to not allow anyone to leave school until age 18 or graduation. This proposal originated with “the National Education Association, which stands to gain from the idea a measurable boost to its dues-paying ranks, and which has in fact proposed mandatory schooling for nongraduates up to age 21.” This proposal could result in an increase in school violence by bored and frustrated 17-year-olds who hate school but are forced to attend. It would also make it even harder for teachers to maintain order in dangerous schools, contributing to an exodus of talented teachers who would rather teach than be babysitters or policemen. And it could result in truancy charges and arrests for parents who fail to get their stubborn, fully-grown offspring to attend school.

As one commenter notes, “If the union is really pushing something like this, I wonder how many of the members actually welcome it. How many teachers really want to deal with a 17 year old who doesn’t want to be in school? The type that drop out can’t be a joy to teach.” Commenting on the NEA’s ultimate desire to keep people in school until age 21 (Obama wants every American to attend college or at least get “more than a high-school diploma”), another commenter notes, “I suppose Obama would send the cops after those notoriously unproductive dropouts Bill Gates and Mark Zuckerberg.”

January 25, 2012

The Cato Institute response to the State of the Union 2012

Filed under: Economics, Education, Government, Liberty, Politics, USA — Tags: , , , , — Nicholas @ 12:00

January 21, 2012

Robert Johnson: How to save Economics

Filed under: Economics, Education, History, Media — Tags: , , , — Nicholas @ 11:10

Writing in Time, Robert Johnson has a few recommendations to rescue the field of economics from its current state:

First, economists should resist overstating what they actually know. The quest for certainty, as philosopher John Dewey called it in 1929, is a dangerous temptress. In anxious times like the present, experts can gain great favor in society by offering a false resolution of uncertainty. Of course when the falseness is later unmasked as snake oil, the heroic reputation of the expert is shattered. But that tends to happen only after the damage is done.

Second, economists have to recognize the shortcomings of high-powered mathematical models, which are not substitutes for vigilant observation. Nobel laureate Kenneth Arrow saw this danger years ago when he exclaimed, “The math takes on a life of its own because the mathematics pushed toward a tendency to prove theories of mathematical, rather than scientific, interest.”

[. . .]

The third remedy for repairing economics is to reintroduce context. More research on economic history and evidence-based studies are needed to understand the economy and overcome the mechanistic bare-bones models the students at Harvard objected to being taught.

[. . .]

Fourth, we must acknowledge the intimate, inseparable relationship between politics and economics. Modern debates about who caused the financial crisis — ­government or the private financial sector — are almost ­nonsensical. We are living in an era of money politics and large powerful interests that influence the laws and regulations and their enforcement. In order to catalyze the evolution of economics, research teams would benefit from multidisciplinary interaction with politics, psychology, anthropology, sociology and history.

H/T to Tim Harford for the link.

January 14, 2012

QotD: In praise of memorization

Filed under: Britain, Education, History, Quotations — Tags: , — Nicholas @ 11:17

I didn’t mean only memorising poetry or prose passages, but anything that requires memorisation.

Two instances to chew on.

1. To me the most crippling side-effect of “modularisation” in education — i.e. self-contained courses, no terminal examinations etc. — is that it obviates what is actually a principle purpose of exams based on several years’ work, forcing the transfer of information from short- to long-term memory. Students who take only end-of-semester course exams or write final papers retain far less of the data than those who undergo old-fashioned final exams. Methodological competence can certainly be learned in modularised systems, but detailed memory is not fostered.

2. I will never forget the candidate for Cambridge admission (15+ years ago) who had done O-level modules (9th and 10th grade) on the English Civil War and the Industrial Revolution but did not know which came first. Honest to Betsy; didn’t have a clue and couldn’t work it out either. Even before that I made my own undergrads learn a regnal list, from at least Richard III to Elizabeth II with dates, so that they had at least one continuous historical frame to which they could attach other dates they learned or came across. I wasn’t bigoted about it — it could be a list of popes, archbishops of Canterbury, or Dalai Lamas (Dalais Lama?) if they wanted, though English monarchs are more useful in English literature — but they had to know something that gave accurate chronological depth to their grasps of history, not just sit grinning ignorance on a jumble of impressions and quasi-factual fragments. They used to moan about it loudly … for a while and then start being grateful. Heh.

Memorising poems is dandy, and there’s no reason it has to be the saccharine and long-line stuff that was the pedagogic legacy of late C19 tastes and pieties — lots of good strong stuff out there that anyone’s better off knowing than not knowing — but there are bigger issues at stake.

(Excerpt from a much longer discussion on the Lois McMaster Bujold mailing list)

John Lennard, MA DPhil. (Oxon.), MA (WU)
General editor, Humanities-E-Books Genre Fiction Sightlines and Monographs

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