School Uniforms Important Quotes

This framing accents the importance of building a tidier system, one that incorporates the array of existing child care centers, then pushes to make their classrooms more uniform, with a socialization agenda "aligned" with the curricular content that first or second graders are expected to know. Like the common school movement, uniform indicators of quality, centralized regulation, more highly credientialed teachers are to ensure that instruction--rather than creating engaging activities for children to explore--will be delivered in more uniform ways. And the state signals to parents that this is now the appropriate way to raise one's three- or four-year-old. Modern child rearing is equated with systems building in the eyes of universal pre-kindergarten advocates--and parents hear this discourse through upbeat articles in daily newspapers, public service annoucement, and from school authorities.

Within our own species we have great variation between these two reactions. One man may beat his life away in furious assault on the barrier, where another simply waits for the tide to pick him up. Such variation is also observable among the higher vertebrates, particularly among domestic animals. It would be strange if it were not also true of the lower vertebrates, among the individualistic ones anyway. A fish, like the tuna or the sardine, which lives in a school, would be less likely to vary than this lonely horned shark, for the school would impose a discipline of speed and uniformity, and those individuals which would not or could not meet the school’s requirements would be killed or lost or left behind. The overfast would be eliminated by the school as readily as the over-slow, until a standard somewhere between the fast and slow had been attained. Not intending a pun, we might note that our schools have to some extent the same tendency. A Harvard man, a Yale man, a Stanford man—that is, the ideal—is as easily recognized as a tuna, and he has, by a process of elimination, survived the tests against idiocy and brilliance. Even in physical matters the standard is maintained until it is impossible, from speech, clothing, haircuts, posture, or state of mind, to tell one of these units of his school from another. In this connection it would be interesting to know whether the general collectivization of human society might not have the same effect. Factory mass production, for example, requires that every man conform to the tempo of the whole. The slow must be speeded up or eliminated, the fast slowed down. In a thoroughly collectivized state, mediocre efficiency might be very great, but only through the complete elimination of the swift, the clever, and the intelligent, as well as the incompetent. Truly collective man might in fact abandon his versatility. Among school animals there is little defense technique except headlong flight. Such species depend for survival chiefly on tremendous reproduction. The great loss of eggs and young to predators is the safety of the school, for it depends for its existence on the law of probability that out of a great many which start some will finish. It is interesting and probably not at all important to note that when a human state is attempting collectivization, one of the first steps is a frantic call by the leaders for an increased birth rate—replacement parts in a shoddy and mediocre machine.

Thomas (his middle name) is a fifth-grader at the highly competitive P.S. 334, the Anderson School on West 84th in New York City. Slim as they get, Thomas recently had his long sandy-blond hair cut short to look like the new James Bond (he took a photo of Daniel Craig to the barber). Unlike Bond, he prefers a uniform of cargo pants and a T-shirt emblazoned with a photo of one of his heroes: Frank Zappa. Thomas hangs out with five friends from the Anderson School. They are “the smart kids.” Thomas is one of them, and he likes belonging. Since Thomas could walk, he has constantly heard that he’s smart. Not just from his parents but from any adult who has come in contact with this precocious child. When he applied to Anderson for kindergarten, his intelligence was statistically confirmed. The school is reserved for the top 1 percent of all applicants, and an IQ test is required. Thomas didn’t just score in the top 1 percent. He scored in the top 1 percent of the top 1 percent. But as Thomas has progressed through school, this self-awareness that he’s smart hasn’t always translated into fearless confidence when attacking his schoolwork. In fact, Thomas’s father noticed just the opposite. “Thomas didn’t want to try things he wouldn’t be successful at,” his father says. “Some things came very quickly to him, but when they didn’t, he gave up almost immediately, concluding, ‘I’m not good at this.’ ” With no more than a glance, Thomas was dividing the world into two—things he was naturally good at and things he wasn’t. For instance, in the early grades, Thomas wasn’t very good at spelling, so he simply demurred from spelling out loud. When Thomas took his first look at fractions, he balked. The biggest hurdle came in third grade. He was supposed to learn cursive penmanship, but he wouldn’t even try for weeks. By then, his teacher was demanding homework be completed in cursive. Rather than play catch-up on his penmanship, Thomas refused outright. Thomas’s father tried to reason with him. “Look, just because you’re smart doesn’t mean you don’t have to put out some effort.” (Eventually, Thomas mastered cursive, but not without a lot of cajoling from his father.) Why does this child, who is measurably at the very top of the charts, lack confidence about his ability to tackle routine school challenges? Thomas is not alone. For a few decades, it’s been noted that a large percentage of all gifted students (those who score in the top 10 percent on aptitude tests) severely underestimate their own abilities. Those afflicted with this lack of perceived competence adopt lower standards for success and expect less of themselves. They underrate the importance of effort, and they overrate how much help they need from a parent.

Many reasons have been put forward by sociologists, historians, and psychologists to explain the undeviating worship of group living and group thinking in America. James Bryce credited American conformity to uniform political institutions in federal, state, and municipal government. Everywhere schools, libraries, clubs, amusements, and customs were similar. "Travel where you will," he wrote, "you feel that what you have found in one place that you will find in another." Above all, there was the rapid advance in industrial science. In America, an all-powerful technology, with its standardized techniques and methods of mass production, reached its zenith. As technology attracted larger numbers of people to urban centers, and compressed them into smaller areas, community living became a necessity. This, in turn, encouraged people to co-operate, and created relationships that invite similar activities and opinions. Gradually there emerged on the American scene, against all natural development of culture and against all individual traits inherent in every man, two striking attitudes that made American conformity broader, more unyielding, and more dangerous. The first attitude, assumed by the majority, was that the act of becoming average, of being normal, was more important than that of being distinct or superior. The second attitude, also assumed by the majority, was that the state of being well adjusted to the crowd and the community was more important than that of being a unique and original human being.

For example, in many developing countries, children, and in particular girls, do not spend enough time at school, even when school is free, to learn as they should. To change this, the following strategies have been suggested: •Unconditional cash transfers for girls; •Cash transfers for girls, conditional on attendance; •Merit scholarships for girls; •Free primary school uniforms; •Deworming through primary schools; •Providing information to parents about the increased wages of those who stay at school. All of these strategies look plausible. When resources for education are scarce, as they always are, especially in developing countries, which one should be tried? In the absence of randomized testing, it would be impossible to know. But the Jameel Poverty Action Lab has tested them and found that the last one on the list is by far the most cost-effective. Every $100 spent on providing information to parents about the increased wages of those who stay at school results in an amazing 20.7 additional years spent at school! Deworming through primary schools is also highly cost-effective, leading to 13.9 additional years spent at school per $100 spent. Of the remaining interventions, the first two are relatively ineffective, both gaining less than 1 additional year per $100, and the cash transfers, whether conditional or unconditional, gain less than one-tenth of an additional year per $100.8 The most effective method thus results in more than two hundred times the benefits of the two least effective methods, which means that for every $100 spent on one of the least effective methods, $99.50 is wasted. When resources are limited and education is so important to the future of children, that waste means that many human beings do not achieve their full potential.

A child just needs to be loved,” Malia, an older and wiser single mother defiantly responded as I vented my fears promised me defiantly after I vented my deepest fear. “That is what matters. That is all that matters.” The glistening, translucent trappings of materialism, of keeping up and stretching ourselves beyond our means in everyday life dissolved. Possessions and pressed private school uniforms will never be more important than authentic, unconditional, wholehearted love – so vital yet so undervalued in our developed world of dizzying wants and mores.

Sports, particularly baseball, took on an outsize importance in Africatown. In addition to the teams for the school, each neighborhood and sometimes each street fielded its own baseball team, complete with uniforms. By the 1950s, kids coming out of Africatown’s baseball leagues were earning college scholarships, and often a chance to try out for the major leagues. In the 1960s, there were six men on Major League Baseball teams who grew up playing against each other on the Mobile County Technical School’s baseball diamond, a stunning feat for the tiny community. Two of Africatown’s sons, Cleon Jones and Tommie Agee, were stars on the World Series–winning New York Mets of 1969 known as the “Miracle Mets.” Cleon made the game-winning catch that clinched the championship for New York. All of Africatown crowded around radios during the game and erupted in cheers when they heard their hometown hero had won the game.

My task was nothing less than the moulding of the cultural sense of the nation, and it had two main heads. I had to guide taste into the right channels and I had to see that no one else guided it into the wrong. Thus it was just as important to discourage bad influence as to encourage good. To send a promising and impecunious young painter to an Art School with a Government grant was in itself a praiseworthy act ; but it was useless from the national point of view if it was not accompanied by drastic measures to keep the most suggestive sorts of French literature from entering our ports. To help a young genius to Valhalla was one thing. But it was almost as important, from the national point of view, to see that our youth was not brought into contacts with those packets of French postcards which are labelled, “Très rare, très curieux. Discrétion.” I take a good deal of credit to myself—though, of course, Pettinger got the kudos at the time—for tightening up the administration of the Customs so that such authors as Joyce, whose name was either James or John—I forget which—Stein, Baudelaire, Louÿs, Anatole France, Proust, Freud, Jung, Rolland, and others, were intercepted at the ports by the special Pornographie section of the Constabulary which I created with men borrowed from the uniformed branch of the Metropolitan Police. These men, ail of whom could read and write English fluently, performed admirable service in the détection of immoral literature. Art Exhibitions also came within the scope of my department, and I closed at least a dozen objection-able ones which contained nudes and other suggestive subjects. It was always a matter of regret to me that I was unable to take strong action about Epstein’s “Genesis.” But the Marchioness of Risborough—a leader of taste and fashion, who was not only persona gratissima in exalted circles, but also the daughter of a millionaire steelmaker—had publicly declared her admiration of it, and so there was nothing for me to do except to déclaré mine. And now, looking back on it, I realize how right I was to choose Lady Risborough’s opinion rather than the small advantages to be obtained from Epstein’s gratitude. Small tradesmen who tried to sell miniature replicas of the “Genesis” were ruthlessly prosecuted, however, by my department on the charge of exhibiting, or causing to be exhibited, indécent figures.

A less extreme example of this phenomenon is familiar. Parents are often surprised to hear accounts of their children’s behavior at school, at a party, or in the home of a particular friend. Part of the surprise comes from the parents’ failure to appreciate the impact of the various social contexts on children in general. But part of their surprise comes from the fact that whenever they personally observe their child, they themselves are an important element in the child’s situation, producing more uniformity than would otherwise be the case.

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