On Schooling II (This Time, It’s Anecdotal)
Sunday, August 29th, 2010I’m going to start by talking about a former teacher of mine. Well all right, he wasn’t even a former teacher of mine in that I wasn’t in in his regular class; he was deputy head of my old school, but he was still a fairly important figure. He was called Mr O’Connor, and was one of your uncomfortably-close-to-stereotypical teachers who actually liked it as a job; he sometimes played the acoustic guitar at assemblies, he had heart-to-heart conversations with his pupils about what they wanted and what they should so, and played us a song called “Leaving” when we were doing our leaving (I’ve never heard it since, and now I come to think about it I’m fairly sure he actually wrote it). He fairly punished students who were sent to him because they’d done something wrong, and didn’t punish students who’d been sent to him because they’d annoyed a bullying teacher by expressing a non-orthodox opinion. In short, amongst the usual crew of teachers we had – the just-for-the-pay-cheque brigade, the generally-decent-sorts (of whom there were a few, and with hindsight they were unspeakably good to me), the basically-all-right-tyrants, and the unpleasant bigots who should never have been let near animals, let alone children – he was a decent skin, even if you did suspect he was the sort of guy who couldn’t see a campfire without breaking into a rendition of Kumbaya. We took the piss out of him – of course we did, he was an English teacher who read poems in a very sincere voice, and sincerity is well beneath teenage dignity – but in general we liked him and respected him.
Like most people I had an unremittingly miserable time in school, and a pretty miserable adolescence in general. I don’t remember many of my thoughts from that period; I was too chock-full of argumentative hormones to commit them to memory, and most of them were probably about tits anyway. However, the main thing that dominated my adolescence – and I don’t think this was particularly unusual – was a sense of being generally unwanted. The world hates teenagers in general, with the sole exception of companies who want to sell crap to them; kids are cute, but teenagers are usually pale, spotty, nowhere near as miserable or obedient as they’re supposed to be, and frustratingly unwilling to follow stupid rules just because they’re told to do so. Kids are fine, apart from when they’re on a plane or in a cinema. Adults are also fine, and no matter what the occasional newspaper article claims, old people are also seen in a pretty positive light. Only teenagers form an age group that can universally Just About Fuck Off, and they know it.
(Aside No. 1: This, incidentally, is probably why I have a soft spot for shows like Skins and Torchwood, because they aren’t afraid to pitch themselves squarely at a teenager market and provide stories that feel like they matter. Torchwood is teenage because its attitude is gloriously adolescent; it largely features a tech-savvy group of misfits saving the world through the power of sexual tension alone, and presents a nihilistic worldview in which shit doesn’t even consider failing to happen. Meanwhile, Skins is obviously teenage because it features teenagers, but beneath the shiny excess that is liberally sprinkled over the whole programme as magic street-cred seasoning, it really does portray the struggle to grow up as the grand, operatic drama that it is. The lack of willingness to provide these narratives for anyone between twelve and twenty-one is still endemic, particularly in school. The one poem that resonates with most leaving cert students is The Love Song Of J. Alfred Prufrock, but conventional teaching still pretends this is a high-minded discussion of the emasculation of the modern man, rather than the plainitive, tortured song of someone who really, really needs to get laid.)
I don’t particularly remember sitting my Leaving Cert; I got what I needed quite comfortably, and there was never any great drama about the whole experience. One thing I’m fairly sure of, however, was that it was nothing like as advertised. There was no hat-in-the-air sense of achievement, just an anticlimactic sense of relief (followed quickly by a much more climactic sense of drunkenness). The pictures of frighteningly fresh-faced kids waving their results in the air didn’t resonate in the slightest; nor, indeed, did the uniformly happy soundbites from everyone in the newspaper, when I knew for a fact that a fair chunk of people who’d got their results would be pretty fucking miserable about them. In fact, from the moment I finished doing the exams, every comment I heard about the Leaving seemed stupid. When people would ask me how I’d done, I’d tell them that I wouldn’t actually know until the results arrived; when they asked me if I’d worked hard, I shrugged; and when the occasional well-meaning type told me that it really didn’t, y’know, matter in the overall scheme of things, I had to stop myself from shouting “Well why the fuck did I bother doing it at all, then?”
In retrospect, I just didn’t realise that “exam coverage” is pretty much cyclical, with a few different numbers and names inserted into the same articles. Now that CAO points have been doled out the cycle is complete, and the usual banal questions have been dutifully floated. Mary Coughlan is talking about giving bonus points for honours maths, which is being called an “innovation” rather than “something that was abandoned fifteen years ago as being ridiculously old-fashioned and stupid”; there has been a general dose of hand-wringing about bad results in science subjects, and all the usual questions about What Must Be Done About The Youth Of Today Dear God Why Am I Even Writing About These Shits Does Anyone Have Cocaine.
The strange thing about the Leaving Cert is that it’s discussed in much the same way as drug laws; everyone knows that the current situation is pointless, but it’s taboo to say so in “serious” levels of discussion. The Leaving Cert has barely changed its structure in decades, and what’s now in place is almost entirely obsolete. Students are still being asked to memorise reams of facts, when we’ve had machines to remember facts for us for years. When I sat the exam, this was out-of-date (more than ten years ago, less than twenty, since you ask)… but now it’s an absurd structural hangover from a time when books were scarce, and the only way you could be sure of regular access to information was to remember it. The mental skills we now require are largely based on how to quickly navigate huge swathes of knowledge, how to remember generalities rather than specifics, and how to weigh up differing accounts to reach a balanced opinion. Beyond a general base of learning, what school should be doing is producing well-rounded people who know how to assimilate information, form conclusions, and act upon them; if they have a meaningful anima, then we have a winner.
Young People – yes, you know, them – are often characterised as not having an attention span. This is horseshit, at least for all the Young People I know; they’re simply much better at grasping ideas quickly. They don’t have any interest in irrelevancies, and what’s more they know how to spot them. They get bored during Wuthering Heights because it’s a pretentious load of overlong, overblown bollocks about horrible people, not because they can’t concentrate.
So if Leaving Cert results for science subjects are the ones that have performed worst, that’s hardly surprising – they’re also the ones that are most reliant on learning things off by heart, and if I resented the sheer stupidity of the format then I assume today’s students find it seven times as pathetic. The problem with the Leaving Cert used to be that I knew loads of intelligent people who did quite badly in it, and several unconscionable dullards who got 580 points. These days, it’s worse; given access to the internet, it would probably be possible for any vaguely smart person to pass Leaving Cert Chemistry without knowing anything at all about it. That’s not a test of knowledge, it’s a test of the ability to retain and regurgitate facts, and that’s the single most useless thing you can do with your brain. Every Leaving Cert student will tell you that they memorise useless data for no reason at all when they could be doing something interesting, and if it was any other demographic than Young People we’d listen. If we want people to get to grips with honours maths, it might be a start to stop asking them to memorise the Minus B Formula for no earthly reason. Read Principia Mathematica*, and Maths is a thrillingly exciting subject. Go into a Leaving Cert class, and most people will just fall asleep.
The level of denial about the uselessness of the Leaving Cert is difficult to explain, but if we accept that it’s similar to the denial about a War On Drugs, then we might as well notice what else the two have in common; in both cases the people most affected are portrayed as cartoons, and the sheer inefficiency of the mechanism is blithely ignored. Just as any drug user is automatically an addict-in-waiting, every newspaper-friendly teenager a photogenic scholar-to-be. And, just as the enormous amounts of money habitually poured into policing drugs (and the complete lack of success of the campaign) is politely overlooked by most of our commentariat, it’s never really been mentioned that most of a student’s time spent in school is killingly useless. If I err towards the generous, maybe-I’ve-forgotten-what-I-learned, maybe-differentiation-will-turn-out-to-be-important-one-day side of the argument, no more than a fifth of the Leaving Cert syllabus has turned out to be any use to me in life (that includes passive background information, like being able to vaguely grasp economic reporting because a tiny fraction of Economics was about national finance). In fact, a fair chunk of what I was taught was either hopelessly shallow or factually wrong. Certainly, the stack of things you learn from the school syllabus is dwarfed by the stack of social lessons school teaches you, such as how to get on with people with whom you share nothing but the same few square metres of floor, or how to cope with stupid, malicious, and/or lazy authority-figures. If we really do want to take the utilitarian way of seeing Young People as nothing more than prospective economic units, then school is desperately inefficient.
(Aside No. 2: this is why I don’t find the ooh-faith-schools-teach-intelligent-design debate at all interesting or threatening, even if it’s something about which atheist-types like to get incredibly het-up. I was taught all sorts of bollocks at school, but I knew it was bollocks at the time, and it didn’t indoctrinate me in the slightest. The school I attended was perfectly fine and – I suspect – run of the mill, but off the top of my head I was told that there was no such thing as evolution, divorce would lead to the collapse of society, the Soviet Union wasn’t in Europe, the centre of a bunsen flame was the hottest part, the main cause of famine in Africa was drought, most cannabis users become addicted to heroin, and that the word “liaison” was spelled “liasion.” Maybe I’m wrong to have more faith in your average teenager than I do in your average Christian Nutcase, but I still think that if kids are being taught Intelligent Design, that just makes them more likely to realise that huge swathes of the world are fucking idiots.)
Most politicians in charge would object to the statement that school is there to provide a workforce and nothing more. However, it’s worth remembering that the historical purpose of school was to give a basic low-level education, and to sort the Scholars from Everyone Else; this is still the case, it’s just not as overtly stated. The two-tier system of classifying schoolgoers neatly corresponds to media coverage of teenagers in general, which switches between the caricatures of “young hopefuls brimming with learning, their faces like shining morn” and “the ones in hoodies who kick grannies for fun.” It’s generally accepted that you learn the majority of useful things in life after you’ve left school, and that school itself is mainly a prolonged exercise in sorting one group from the other; the hoodie-types leave and face a choice between working in a warehouse or petty crime, while the identikit scholars head off to college and learn something that’s actually useful. Appropriate lip-service is paid to the notion that school should try to turn out well-rounded citizens, but in all my years in school I didn’t learn a damn thing about how the world works. In a world where meaningless statistics are quoted in every newspaper to support a claim that cardboard and/or illegal immigrants give you cancer, why is statistics not a core part of the Maths syllabus? Since Ireland is becoming a nation where everyone likes to think they understand economics, why are the basics of monetary / fiscal policies not properly taught? Why is there no teaching of logic, or argument, or critical analysis, all of which are actually fun? Why are kids still writing about Silas fucking Marner, when they’d get more out of being asked to watch both versions of Planet of the Apes and then explain why one is half-decent and the other one is a waste of celluloid?
The answer is simple, if only we’d admit it; secondary school’s not primarily there to impart knowledge, or inspire, or teach everyone about things that are important; it’s there to divide the kids who can remember things from those who can’t. This has always been the case, but it’s only recently that the latter camp have become implicitly portrayed as failures; RTÉ post-results vox-pops don’t focus on someone who’s delighted to have passed everything and wants an apprenticeship with a plumber. There’s an ongoing pretence that these people are abberations, and most commentary and policy on education is based on a reluctance to engage with the notion that we might have to tell the nation’s little darlings apart – indeed, there’s a certain discomfort discussing exams for precisely that reason. Which is a shame, because that’s exactly what a huge swathe of time spent in school is designed to do. As a result most of my time in school was wasted, and that’s even more the case today. So when the usual results-reporting time comes around, I experience exactly the same feeling that dogged me through my schooldays; a frustrated, impotent boredom and anger at how stupid it was, and is, and will remain.
More than that, though, I get reminded of Mr O’Connor singing his Leaving song. It featured the lyrics about “an honours paper chase”, had a verse about emigration, and another about death. He never said so but it was obvious that he knew the points regime was bollocks, that it squeezed the joy out of learning rather than encouraging a love for it, and that the system didn’t even serve the needs of the few who succeeded within it. So he read poetry like it mattered, read passages from Shakespeare like he wanted his students to do more than memorise them, and treated all his students as important whether they were going to go to college or not. Most of all, though, he never, ever spoke to his students like they were Young People. They were people.
I can only imagine the complete lack of interest that bonus points for honours maths would inspire in him. Still, he did (still does) more for the kidz than the CAO, or bonus points for honours maths, or the Young Scientist competition, or any number of government measures to “inspire” the youth of today and boost academic achievement; he just treated everyone with courtesy, helped them to get where they needed to go, and tried to show what was beautiful about the things he loved. The lens through which education is viewed might distort those things to unimportance, but they aren’t. They aren’t unimportant at all.