[Dialogue] Fwd: Brasscheck TV: How many people do you know...

[frank bremner]

Karl, I wish that there were more schemes allowing a young man to leave school "early" and spend time "on a ranch in Wyoming".  
 
I once had a small-statured Year 9 boy in a Science class in about 1987 - Year 9 is the year in which, on average, they turn 14.  There was the flexibility to allow him to leave school early - with permission up "the proper channels" to the Minister of Education.  His only passion in life was to be a jockey, and he disrupted everything else he was involved in.  Bruce, the school counsellor, an ex-league-footballer with a heart of gold, paved the way for him.  I'm sure that Mark has made a success in that life and/or has learned enough about life to make new decisions out of a broader context.
I've often thought about having a distance education approach to such experiences - have the young person keep a journal, write up particular experiences, read books about ranching, horses, veterinary science, ranching finances, whatever.  "Education" shoudl not be confined to desks and four walls.
 
Much like the Danny de Vito character got through to his soldiers in Military Intelligence - the scene in which one of them recites Henry V's speech before the Battle of Agincourt is a heart-warmer.
 
I often tell parents of students I tutor that if their intelligence is in their fingertips at the moment - they love tinkering with cars and machines - then run with that motivation.  Later they may become interested in better ways of organising the workshop and its staff, and do some management studies, or interested in the chemistry of engines and fuels, and study chemical engineering.
 
At the same school I saw a Year 10 girl, Mel, do the best dissection of a rat I had ever seen - it was so skilful that I called the class around to observe.  I later told her she had intelligence in her fingertips - she could be a sculptor, a surgeon, a dentist, a pianist.  I often wonder what she did with her talent.
 
Cheers
 
Frank



From: khess at apk.netTo: dialogue at wedgeblade.netDate: Mon, 12 Jan 2009 08:48:14 -0500Subject: Re: [Dialogue] Fwd: Brasscheck TV: How many people do you know...When the goal is universal education, it  has to be standardized so that the maximum number benefit at a cost that the population will bear.  Some of these kids couldn't learn in any school.  I used to  tell parents - only half-joking - to send their kid to live on a ranch in Wyoming for 5 years.  Then he would be mature enough to do well in school.  It is illegal of course, and no one took me up on it.  Holding immature boys back a year before starting kindergarten would make a big difference for the majority.  As you must know, males mature much later than  females.

Karl



On Jan 11, 2009, at 11:54 PM, LAURELCG at aol.com wrote:



In a message dated 1/10/2009 3:42:50 P.M. Pacific Standard Time, khess at apk.net writes:
  So genes for hyperactivity would possibly have been of survival value.  Clearly they are not of value in a contemporary school. 


So why are the children considered the problem, not contemporary schools.  Surely there's a better way to train our young people than the deadly regimentation required there.  I say this as a retired elementary teacher, with credentials in bilingual/bicultural and learning handicapped education.  In 30 years of teaching, I only had one student for whom ritalin was obviously beneficial.  I could tell the moment I saw him whether or not he had taken his medication.  He could make a valiant attempt to attend to class business, but just couldn't seem to do so without the medicine.  (His father was an imprisoned gang member, and his family situation was extremely chaotic.  I've lost touch with him, but would be surprised if he didn't follow his father to prison.  I don't think the ritalin had any long-term benefit, but I was happy he had it in the classroom, for his sake, my sake, and the sake of the other students.)
 
Jann McGuire  


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