by Lawrence M. Ludlow, via Lew Rockwell:

As a semi-retired business writer who taught in Detroit 35 years ago, I returned to the classroom because a local high school was unable to replace a Latin teacher who had resigned.  I hold an advanced degree in medieval studies and renewed my certification to teach Latin, history, and social studies.  Once in class, I witnessed firsthand the politicized atmosphere of today’s factory-style government-monopoly schools.

My first exposure to school politics came when I renewed my certification.  The 1982 certificate only listed the courses I could teach.  In contrast, the 2018 version had a 300-word “Code of Ethics” that amounted to a profession of faith in collectivism, egalitarianism, state schools, and diversity (typically limited to superficial things like skin color and gender, not ideas).  Nonetheless, I proceeded, thinking that I couldn’t possibly make matters worse.  That much was correct.

Grosse Pointe South High School is architecturally interesting, sits in a higher-income community, and is considered a good school by locals.

After an interview and teaching a few “test” classes to first- and second-year students, I was hired.  Within a few days, however, it was clear that many students did not understand English grammar, much less Latin fundamentals.  In response, I taught remedial grammar and outlined how students could pass my course with a “C” or “D.”  There were some excellent students, but test scores were not distributed in a bell-shaped curve.  It was an “inverted” bell, or bimodal distribution – with scores clumped at the two extremes.

Poor preparation, however, was only the tip of the iceberg.  Students did not bring books to class, relentlessly complained about homework, and expected high grades regardless of proficiency.  And when I asked questions, I uncovered some alarming facts:

• Latin was a dumping ground for students who already had failed another language; “picking up a few phrases” was the goal.


• Many teachers expected little but awarded high grades.


• Students were subjected to parental pressure to obtain good grades regardless of performance.


• A department head had been demoted for teaching at a pre-college level and refusing to lower his standards.


• Senior teachers were dropping out in disgust; younger teachers had no choice but to accept the situation.


• Under parental pressure, the principal was establishing a process to prevent students from having to take more than one test on the same day.  College prep?

In short, the school embraced grade inflation, propelled by the following dynamic:

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