Roadmap To Ruin

Heading up Toronto's Bay Street yesterday en route to the massive gathering at Queen's Park to protest the savage surgery the Ford regime is conducting on public education was something of a revelation. Within a half-mile radius of the GO Station, I encountered six people in their sleeping bags, clearly living on the street. It was a jolting scene, one I do not encounter where I live (although I have also seen it extensively in London, Liverpool and even Canterbury). It seemed to me that this major urban artery and its environs constitute a roadmap of our society's descent into indifference, disenfranchisement, even cruelty.

That reality was on my mind as I made my way on a sunny April day to the legislature; I decided to attend the protest for a number of reasons: I am a retired teacher; I wanted to stand in solidarity with my former colleagues; and most importantly, I went because I have long understood that if the poverty and disenfranchisement bedeviling our society is ever to be contained and even reduced, nothing other than education can offer a realistic lifeline.

Which is not to say that path is an easy one, either for the teacher or the student. The effectiveness of classroom instruction is dependent, not just upon the skill, knowledge and dedication of teachers, but also the relationship they are able to foster with the students. Under optimum conditions, the relationship is one that requires daily, hard work. And the primary ingredient of those optimum conditions is reasonable class size.

Doug Ford's cost-cutting regimen, i.e., the slashing of teaching jobs, means class sizes will increase substantially; in high school. it will rise to an average of 28, which in actual practice could mean classes as high as 40. (Remember, non-classroom teachers are part of that average, which includes guidance, resource, and library.) Tell me how the aforementioned relationships can continue to flourish in such fraught and constrained conditions.

As well, many optional courses (no doubt considered frills by the under-educated ilk populating Ford's government) will be jettisoned, the very courses that can give so many students their raisons d'etre: examples range from drama to music to art to shop, classes where passions and purpose are often ignited, thereby providing a solid direction for a life beyond high school. Take away those opportunities and you not only have a more sterile school experience, but, for some, also less reason to stay in school.

Another massive mistake the government is making is the new requirement for students to take four e-learning courses. While such a stipulation must hold massive appeal to the bean-counters ("Think of how many classroom positions we can eliminate!"), it will be disastrous for those whose families can't afford a computer or Internet access, have caps on their Internet usage, are not self-directed learners, or who need the kind of help only a classroom teacher can provide.

The graduation rate will fall; more kids will drop out; as conditions in our public schools deteriorate, there will be a clamoring for charter schools, as one speaker yesterday suggested. Without an ounce of hyperbole, I believe this government has set out to systematically compromise, and ultimately destroy public education, the only real leveller we have in society.

Something wicked has come to Queens Park. It is incumbent upon everyone who cares about their fellow citizens' present and future quality of life to resist and, ultimately, eradicate it.