There is a major flaw with today’s education system. The flaw is that almost every single thing you are taught at school is either worthless, a lie, or both. I was told lots of interesting lies about electron shells, but know of no way to tell acid from water without tasting it or owning a special type of paper, I can quote several lines of Dickens and Shakespeare, but can’t spell, and I know my way around a glacier like a native, but can’t find my way anywhere. This last one is partly because our political geography teacher was so thoroughly dull, while our physical geography teacher was much more interesting, until he was arrested for serial paedophilia and that was the last anyone saw of him.
This effect, though, I think is because so many subjects basically are pointless. I don’t think my life will be enhanced very far by my knowing the difference between meiosis and mitosis. I think I can survive without an intimate knowledge of the works of Archimboldo. But if it wasn’t enough that so many of the subjects they teach are inherently useless for any purpose other than passing the appropriate exam (by which token, they may as well offer a class in MarioKart Studies), the few subjects which by rights should be very useful concentrate on the most worthless things they can find. For example, here is a list of things you might use mathematics for in day-to-day life:
- Working out how much change you should get.
- Working out if you have time to take a shower before Scrubs is on.
- Working out how much of a bill is Your Share.
- Working out how many tiles you need to cover a wall.
Conversely, here is a list of things you would be taught in school if you chose to study mathematics:
This, though, is just about acceptable. If I’d launched into this physics degree without A-Level mathematics to fall back on, I don’t think I could have coped, and they can only teach division for so long before it becomes old hat (though having said that, I still haven’t been taught long division).
Similarly, I have an A grade in GCSE French. One might expect this would qualify me to have a polite conversation with someone in French, but one would be wrong and had one bet money on this point, one would be the poorer for it. Our French teacher would begin each lesson by leaving for ten minutes, and upon his return would invariably be very suprised that we had spent the time chatting instead of second guessing his lesson plan and beginning to work. After this brief respite, he would begin to teach us unhelpful French phrases. (I didn’t have this problem in German class, because I didn’t try to learn any German. I only scraped through the exam because they forgot to collect the reading test before the writing test, and I copied all the vocabulary from one to the other. To date the only German phrases I know are “Ich heibe Andrew” and “Ich wille meine Lehrer fur Deutch war gestorben”, and I’m not sure about the second one.) Could somebody tell me what possible use it could be to me to know the French word for ‘rocket’? Might they then explain why I was taught how to tell people on the continent what my favourite number is? They’re numbers. They’re boring. They’re boring in English, they’re boring in French, they’re boring in Swahili. They’re boring. The only thing of any practical value I was taught is how to ask for directions and how to ask for food and drink. And, of course, “Je ne parle pas français. Parlez-vous anglais?”, but beyond that I’m almost completely stuck, since it is nearly impossible to hold a conversation without using the conditional tense or any modal verbs at all. I can only assume my grade was some kind of a mistake.
It would however be wrong of me to criticise a system like this without offering a viable alternative, so I will attempt to do so now. Since the General Studies qualification has been tried, tested, and found more than a little wanting (example: I have exactly no general knowledge, yet I gained an A* in GCSE General Studies. This is in part due to the fact that the languages section was a French article about hotels in space, and as I mentioned, by either astonishing foresight or randomly flicking through a dictionary, my education thus far had included the French words for space travel), I suggest isolating the most common brain defects in modern man and attempting to rectify them in schools. Therefore, I advise dropping some of the more worthless information adding to the curriculum the following useful lessons:
- Never turn a toaster to maximum.
- Lots and lots of people smoke. You are not rebelling. You just smell bad.
- You do not need a mobile phone when you’re eleven.
- You can never have too much Blu Tack.
This would, of course, reduce the number of people with specialist knowledge, but this would alleviate the teacher shortage and reduce the number of lawyers, which can only be a good thing, despite any objections from the owners of Godloves Solicitors, whose sign always makes me laugh.
To finish, look up the word ‘academic’ in a dictionary. You will find two definitions:
1. Pertaining to the education system, and,
2. Pointless.