(So – I am working up a post about communities, and self-organization. But in the meantime, a comment on another blog revived this memory of a bruising encounter with the education establishment.)
My slightly younger brother, JP and I have always counted ourselves fortunate that we got through primary school in the happy baby-boom years of the very early 1960ies, before a hitherto solid and well-established education system suddenly lost all confidence in itself and began whoring after strange gods, fads and theories. We both were taught the old phonics way, carefully sounding out the letters and the sounds, until… oh! There was that flash of understanding, at unraveling a new word, and another and another. We read confidently and omnivorously from the second grade on, and were only a little scarred from the infliction of the “New Math” on our otherwise happy little souls. It seemed like one semester I was memorizing the times tables and the “gozintas” (two gozinta four two times) and wrestling with very, very long division, and suddenly it was all about prime numbers and sectors and points on a line, and what was all that in aid of?
I really would have rather gone on with word problems, thank you very much, rather than calculus for the elementary school set. It was at least useful, working out how much paint or carpet to cover an area, or how what time a train going so fast would get to the next city. Thanks to the “New Math” I wound up working out how to figure what was 70% off of $15,000 when I was forty-three. Got to love those educational fads. You spend the rest of your life making up for having them inflicted on you. Pippy’s elementary education was far more adversely affected; she caught the “whole word” reading thing in the neck. While she did successfully negotiate the second grade and learned to read on schedule, she never enjoyed it as much, or read as much as JP and I did routinely.