Lexicographer review — Page 23 of 37 S3

It 's not that we do not know how to , because we do .

It 's that we do not want to .

And the reason we do not want to is that effective education would require us to relinquish some cherished metaphysical beliefs about human nature in general and the human nature of young people in particular , well as to violate some cherished vested interests .

These beliefs so dominate our educational establishment , our media , our politicians , and even our parents that it seems almost blasphemous to challenge them .

Here is an example .

But there is not one shred of evidence that , other things being equal , salary differentials result in educational differentials .

If there were such evidence , you can be sure you would have heard of it .

If we wish to be serious about American education , we know exactly what to do -- and , just as important , what not to do .

There are many successful schools scattered throughout this nation , some of them in the poorest of ghettos , and they are all sending us the same message .

Conversely , there are the majority of unsuccessful schools , and we know which efforts at educational reform are doomed beforehand .

-- It is generally desirable to use older textbooks -- many of them , alas , out of print -- rather than newer ones .

The latter are modish , trendy , often downright silly , and at best insubstantial .

They are based on dubious psychological and sociological theories rather than on educational experience .

One of the reasons American students do so poorly in math tests , as compared with British , French , German or Japanese students , is the influence of the “ New Math “ on American textbooks and teaching methods .

Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not add or subtract “ learning “ the conceptual basis of mathematical theory -- should read the article by Caleb Nelson ( himself a recent math major at Harvard ) in the November American Spectator .

Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not add or subtract “ learning “ the conceptual basis of mathematical theory -- should read the article by Caleb Nelson ( himself a recent math major at Harvard ) in the November American Spectator .

-- Most important of all , schools should have principals with a large measure of authority over the faculty , the curriculum , and all matters of student discipline .

Study after study -- the most recent from the Brookings Institution -- tells us that the best schools are those that are free of outside interference and are governed by a powerful head .

With that authority , of course , goes an unambiguous accountability .

Schools that are structured in this way produce students with higher morale and superior academic performance .

That 's what the man had said .

Haney peered doubtfully at his drinking companion through bleary , tear-filled eyes .

Eyes that were clear , but also bright with a strange intensity , a sort of cold fire burning behind them .

Why had n't he noticed it before ?

No , the man was not drunk

He wondered how he got tied up with this stranger .

But , of course , he remembered now .

And when the stranger found out that Phil was on the way to one of his favorite bars , he insisted on offering to buy drinks for both of them .

Phil usually went alone and kept to himself , sitting in a corner and passing the time by nursing his favorite grudges .

But he decided he would n't mind company in return for free drinks , even though he made good money at his job .

Phil was like that .

Now he wondered if it was worth it , having a screwball for company .

“ It 's my line of work “ , he said

Five minutes later , before Haney could make his break , the stranger stood up and nodded farewell .

Haney watched the small but wiry man slip out the door quickly and silently , and felt relieved to see that nobody else seemed to notice his departure .

Phil decided to stay a little longer , and as time passed it seemed as if the strange little man had never been there , but for the other glass on the table .

Some time before midnight he returned to his apartment and hit the sack , putting the whole incident out of mind before he fell asleep .

Haney watched the small but wiry man slip out the door quickly and silently , and felt relieved to see that nobody else seemed to notice his departure .

Phil decided to stay a little longer , and as time passed it seemed as if the strange little man had never been there , but for the other glass on the table .

Some time before midnight he returned to his apartment and hit the sack , putting the whole incident out of mind before he fell asleep .

The next day , Sunday , the hangover reminded Haney where he had been the night before .

The hangover in turn reminded him of his conversation with the weirdy , and he groaned .

He made the mistake of answering in an offhand way , and instantly realized that his skepticism must have showed in his face or voice .

Pete frowned slightly , then became sad and moody .

Haney did n't want to encourage his company , but felt he ought to buy him a drink anyhow , to prevent possible trouble .

But there was no trouble .

The guy sulked over his drink , obviously upset by Haney 's lack of appreciation .