Education Conversation

Some friends and I have been thinking a lot about education lately. It is a two-month theme for our local Tea Party meetings. I spoke, and wrote about that, a few weeks ago. (Someone recorded it, and it’s actually available for viewing here. If you go to the website of the person who recorded it, the other speaker and the Q&A are available there as well.)

We’re having another meeting this Saturday, hearing from two members of the State Board of Education.

The entire public education system is something of a mess, and not succeeding in what we want it to do. There are many approaches to solving that. But key is getting the decision making more local. 

Toward that end, a friend shared with me, and I’m going to pass along to you, some things from a tele-townhall in which Hugh Hewitt interviewed Dr. Larry Arnn, President of Hillsdale College, and Dr. Kathleen O’Toole, the provost for K-12 education for Hillsdale, which covers their Barney Charter School Initiative.

Hugh Hewitt (left), Dr. Larry Arnn, and Dr. Kathleen O'Toole
at tele-townhall for the Barney Charter School Initiative

A conversation between Hugh Hewitt and Larry Arnn is always fun to listen in on. They typically talk once a week for an hour on radio, called the Hillsdale Dialogue. Dr. O’Toole happens to be Dr. Arnn’s daughter, and she is a good addition to the discussion, particularly on the issue of education.

This discussion was meant to provide information about their charter schools, and to give people an opportunity to donate—because they try to give away as much education as they can, which they can only do when there are enough donations.

Anyway, I’d like to share parts of their discussion, just because I think it helps us see the gap between what we know works to educate students and what our schools typically do—often at no fault of the teachers.

The Barney Charter Schools are about classical education. That’s another name for liberal education—but not what liberal means in the political sphere. It means open-minded and clear thinking. It implies studying the classics, and the good. That’s probably going to include Aristotle and Plato, who pointed out that there’s evidence of the divine everywhere. Wherever you rate one thing as being better than another, you imply there is an ultimate good. That is God; and God is the arbiter of what is good.

These schools will talk about the role of ethics and religion. They’re public schools, but they can still talk about what a religion believes, what it is, and the role of the three major monotheistic religions in Western thought.

Dr. Arnn often speaks about defining what is good. He references C. S. Lewis’s The Abolition of Man, which comes up in this discussion as well. In that book, Lewis talks about the problem you have when you strip out conscience from a person. Humans are the only creatures with a conscience. Without that, all you have left is appetite; you lose what makes you human. You need to build character, which is the condition you build in yourself, foregoing pleasure, enduring pain, so that you can become educated and just.

Dr. Katherine O'Toole
at the tele-townhall for Barney Charter School Initiative

Schools are going to teach what the adults in the school believe to be virtue, that that might as well be intentional. Dr. O’Toole says,

If you send your child to any school, you are sending your child to a group of people who are giving examples to your child of what adults and bigger kids are like. That’s what school is.… Every school is teaching kids about right and wrong, good and bad, who you should be and who you shouldn’t be. That’s just what school is, in part. If you send your kid to one of these classical schools, you will send them to a group of people who are thinking about that question explicitly, and talking about it explicitly. They’re talking about virtue. We recognize that kids are going to be learning about right and wrong by being around us, so we might as well make a point of doing it right.

Dr. O’Toole points out that education is an activity performed by the student. You cannot educate someone against his or her will. She says,

The teachers are there to guide them, set up framework, hold them accountable, introduce them to the ideas. But students are the ones doing it. If a class is run well, they are the ones asking questions. They are being asked questions. They are interested in what is going on. They are connecting what they’re learning in one subject to what they learned in another subject in the previous period. They’re talking about what they’ve been learning all day every day with each other. It’s part of who they are. It’s not some other thing that they do besides their real life. It is their lives.

There’s a key, she says, to an excellent school. It’s “involved parents, excellent teaching, and a sound and solid and robust curriculum.”

And what does it take to have an excellent teacher? Teacher have to have learned and studied the content. Dr. Arnn suggests getting rid of the teaching of teaching. It’s a waste for teachers to spend time studying methods for teaching the subject matter—which takes away time from actually studying the subject matter.

I used to notice this in college, as an English major. Many people in my major headed toward education. But I didn’t like taking the time out from what I wanted to study and spending that in classroom preparation classes. In addition, let me note that, many English majors going into teaching (in my experience) struggled with grammar—where we diagrammed sentences, among other things. It was their worst subject, typically a C, D, or Fail class for them. If you’d taken a foreign language, it came much easier, which I had. But future teachers took English because they loved reading stories. Maybe, if they were good, they could help lead a discussion for students on what they’d read. But they were typically subpar in grammar and writing. They needed more time learning those skills, rather than taking that time to learn how to write out a lesson plan.

Dr. Arnn talked about the rights and responsibilities of parents, which I think is an essential part of any discussion on education, and why the control has to be local.

The school, should absorb this. You have a right, as a parent to raise your children—the duty and the right. And the natural love that parents have for children is the strongest force on earth. Human babies take longer to raise than any other kind. And they would die, for years, if they were not tended. So that love that you have should be influential in the school.

Now, the second thing is teachers. Teachers are smart people. And they could do a lot of things with their lives, and this is not the highest paying profession. So, they’re people who are devoted. And they and the parents and the administration of the school—which shouldn’t be very many people—they are the right ones to run the school. And that is the way education worked in America.

Charter schools, he says, are a step back toward self-government, toward management by the people who know and love the kids. Also, he points out, as I would expect, that education is not among the things enumerated for the federal government to do.

There is some discussion about learning phonics, rather than whole language. And getting young children to memorize important writing, such as the Preamble to the Constitution, the Gettysburg Address (both of which we memorized in our homeschool), or maybe Lincoln’s Second Inaugural, which is only seven minutes long. Kids memorize, and then they understand the words and the concepts.

There’s discussion about learning math facts, so when you get to more complicated equations, you’re not taking time to work out 6 time 7 on your fingers; there’s no time for that. In our homeschool, we memorized through 12X12 for multiplication, but we have a book that recommended memorizing up through 25X25, which would be handy.

They discussed connecting subject matter, rather than keeping each subject disconnected.

There’s more, but I’ll leave it to you to listen to the whole thing, if you want to know more specifics about their charter schools. But, here’s something to think about. They started in 2010, and opened their first school in 2012. They now have 22 schools in 11 states. Dr. Arnn’s goal is to have 50 schools. They can be smaller, but the one Dr. O’Toole headed in Leander, Texas, had about 650 students K-12.

When you look at the total number of students who would like this kind of education instead of what they’re getting, it seems like just a drop in the bucket. We've talked about the difficulty of getting in here and here.

The hope is that getting started, and doing even this small number, will have an effect on society as a whole.

If you’re interested in taking a look at their curriculum for free, email them at charterschoola@hillsdale.edu and they’ll quickly get back to you and provide it—no charge. There was also a fair amount of information at the link to this tele-townhall, here.

If you’re interested in donating, call 800-437-2268, or click the link at the bottom of the page below the tele-townhall.

Dr. Larry Arnn
at the tele-townhall for Barney Charter School Initiative

Dr. Arnn ended with a thought I’d like to repeat here, while we’re in the midst of this conversation on education:

Nothing is more important than to become an informed citizen, because we’re losing the whole constitutional fabric of the nation, and the principles that gave rise to it. That [loss] started in education, and it’s proceeding through it now. We have to interrupt that. So, first of all, inform yourself. Anything you don’t know, always learn more. And then, talk to your neighbors…. If you’ve got opinions and influence, use it. And we will help you; we will give you things to know. It’s very possible to save the country by saving the education system.

People who know how to learn, and how to teach, and how that all connects to raising people to become great souls—we can find a way together to make that happen. We have to.