Evening star. [volume] (Washington, D.C.) 1854-1972, 1958-04-06

Admiral Rickover and other distin-
guished critics of our educational system
have had their knuckles raped for pro-
posing that it be reorganized and tough
ened up to do away with its more glazing
deficiencies AS steps to that end they
would de-emphaSize "Snap" courses, in
crease homework, expand the compul-
sorry study of.science, mathematics and
languages, and eliminate some Of the
"methodology" in teacher training.
Above all, and this is what has especially
outraged certain progressive" peda-
gogueS, they would establish special
classes or special high schools to enable
talented students to move ahead in
keeping with their capabilities, instead
of being held back by teaching and
learning methods geared to mass mix
ture of average, mediocre and even
doltiSh minds.
The offended pedagogueS have at
tackled all this as If it were alien to
the fundamental principles Of our Ma
ton. They have attacked it, too, as
something in conflict (Which 1t ISL with
the concept that the prime function of
our elementary and secondary educa-
ton is to teach the young how to adjust
themselves happily to life, regardless Of
whether they learn much about things
like algebra or the proper use of English
or some other language. AS for provid-
ing special schooling for the talented,
the anti-Rickover educators have indig-
nantly declared that any action along
that line would pervert democracy. It
would do so, in their view, by undermine
ing the basic American idea of equal
educational opportunity for all, and by
creating a sort of "elite" class of pupils
an intellectual minority whose sepa-
ration from the mass would initiate
against "togetherness" and thus be un-
wholesome and even dangerous for our
country.
On its face, this argument seems
about as shallow and absurd as any
argument could be. The pedagogues
who make it do not object to the fact
that good athletes in our high schools
get special attention. All the kids, Of
course, have an equal opportunity to try
out for the team, but most Of them are
weeded out, and the talented ones are
set apart for an exclusive kind Of train
ing Yet, while tolerating the creation
of this "elite" class in sports, the pro-
gressive" educators assail the idea of
handling mentally bright students in
a similar manner. Why? Why do
they find it altogether acceptable to
do something extra for gifted bodies.
but bad to do the same for gifted
minds? Why the discrimination? If
taking pains to develop a star football
player does not violate our Declaration
of independence or our Constitution,
how is either document going to be vio-
lated if we take pains to develop our
young brain power?
In the Wall Street Journal the other
day, a columniSt called attention to a
quotation we'll worth the attention Of
the anti Rickover pedagogues. The quo
tation-from letter written to John
Taylor by John Adams, signer Of the
Declaration-readS in part as follows:
THAT all men are born to equal rights
is clear. Every being has right to his
own, as moral, as sacred, as any other
has. But to teach that all men are
born to equal powers and faculties :.
is as gross fraud as glaring an impose
ton on the credulity of people, as ever
was practiced For Honor's sake, Mr..
Taylor, for truth and virtues. sake, let
American philosophers and politicians
despiSe It," And let our educators de-
spise it, too. If they do, then we can
hope that our schools will yet be over
hauled in way that will save our Ma
ton from the danger of grave decline.