Scholars vs. Gladiators
Seeking Change in Education: Two Calls for Higher Expectations
A candid year-end reflection from scholar and instructor
The Call
Dear Mr. Bowne,
Over the past year, I have traversed mountains of stress and struggled across rivers of work. As I reflect on the past year, but specifically on English, I wish a frank reflection, Mr. Bowne, as I know you will read this.
It was clear from the first day that you would hone our creativity and enable creative and technical growth. Your knowledge of literature, literary terms, was obvious and, for me, exciting.
I have grown as a writer because I have found room to stretch my creativity. I have grown as a writer because I have been writing poetry since the summer. I have grown as a writer, juggling of creative writing for English and cookie-cutter essays for history.
However, I have not grown as a writer specifically due to this class — at least, not as much as I had expected.
I do not place this fault on you, Mr. Bowne. You taught well and had much to teach. You had a hand in my growth. However, and in this I am certain we will agree, for it addresses the faults in the education system, the English curriculum expects a low level of ability that it does not provide high level skills.
Here is the sad truth: my class held me back.
This is not true of all in my class, and it is not to say that there were many bad writers, and it is not to say that I did all I could to grow. To clarify, I mean that many who took AP Lang and Comp this year should not have been at the AP level, partially because they put little effort in, but partially because the expected English skills of the average 17 year old are abysmal.
AP English is seen as an easy course.
Many of my fellow students feel they should be taught to write an essay — in an AP course, meant to hone skills, not draw their blueprints. I am grateful for a class that only grew difficult at choice moments, as is typical of an English class, but I only wish that I had had more chances to read the writings of my authors, rather than the writings of those in the room . . .
I wish the curriculum, as a whole, had been able to have the discussions you introduced (rather than muddle through a conversation in which three people read the material), or had been able to learn advanced techniques beyond thesis writing (which I — and my classmates — first learned in 8th or 9th grade).
I do not fault you for this, Mr. Bowne, but I do have a request. For the sake of the talented writers that grace your classroom, for the sake of the passionate, the creative, the readers, the writers, the artists — please. Rather than grade kindly, grade harsh and provide a kind curve, so authors may grow.
Begin more difficult than you end, to weed out those who plan to put in no effort. Introduce more readings while maintaining an awareness of student stress levels . . .
. . . The education system is broken. Few leave high school at an acceptable level of literacy and rhetoric. Too few neglect classes like English, and those with the passion, drown under cold waves that was once a vibrant ocean.
Sincerely, A — (Class of 2022).
The Response
Dear A — ,
Thank you for the frank, earnest, and honest reflection.
I agree with almost everything. Why am I qualifying with an “almost?”
For the past twenty-two years, the standards have plummeted. Students have openly admitted not writing any essays during COVID, or if they did, were graded ‘leisurely’ — a euphemism.
My average score on the AP Lang and Comp exam, ten years ago, was a 4.1 out of 5.
Now, it’s 3.1.
The complaints you make against The System are real and genuine. The standards have fallen. But I’m trying, at least, to keep them up. I know from the 75–100 page portfolios students have composed, and the books that students have, hopefully read, that it was a much better learning experience for almost everyone — but not everyone, right?
There is no way to “test” whether students have completely read a book, especially independent reading. Can a doctor guarantee patients refrain from eating hamburgers and fries with high blood pressure and cholesterol?
This is, perhaps, the reason you felt underwhelmed from the class. All Apologies, as Nirvana sings. I do (did) have a suggestion box, and I have garnered suggestions from the polls and those anonymous surveys; and I have made corrections, and largely stopped selected choice tests, etc.
I stopped reading The Scarlet Letter when only 8% of the students — AP and Honors, admitted to having read the novel. It was not writtren for 16 year olds, too, as almost everything we have read.
I fear we are becoming a “post-literate” State with its Citizens going back to cave dwelling emojis and acronyms, btw. lol.
New Jersey just lowered the requirements to become a teacher, there is a real dearth of qualified teachers. So many are leaving the profession. We’ve had more retirements than ever — with excellent teachers with tenure leaving the profession early.
It’s sad. I think I will soon begin to cry.
My own wife, once a teacher at four different schools, sanely left education, despite being the best teacher I have ever known.
Now she’s making much more a year, and also working at Rutgers as an Instructional Designer, working on her doctorate, and teaching at Stockton and Rutgers.
What does our society value? Scholars or Gladiators? Isn’t it obvious?
Many are vested in the Status Quo — the state, the admin, College Board, fellow teachers, the Union, parents, SAT prep centers, colleges, The Corporate Testing Industry, like Pearson, the Board, mayors, guidance —
I didn’t expect this email to be so long . . .
A — , thank you again for all your hard work. You’re a true scholar.
. . . There is a balance. Team player. Individualist. It’s finding that balance, and knowing your family history from super smart siblings of A — , I know from history, you will.
Please keep in touch and share with me your works!
Cheers!
Walter Bowne, MA