About the Author
Peter Brimelow, who has two children in public school, is the editor of VDARE.COM, a senior fellow with the Pacific Research Institute, and a columnist for CBS MarketWatch. A financial journalist, he has written extensively about the NEA and the economics of education in Forbes and Fortune. The author of Alien Nation: Common Sense About America's Immigration Disaster, he has contributed to the Wall Street Journal the New York Times, and the Washington Post.
Read an Excerpt
The Worm in the Apple
How the Teacher Unions Are Destroying American Education
The NEA, Representatively Assembled
Alas, regardless of their doom
The little victims play!
-- Thomas Gray,
"Ode on a Distant Prospect of Eton College"
They're extraordinarily fat, for a start.
Not all of them, of course. But as you stand looking out across the cavernous Orange County Convention Center, where the National Education Association is holding its 1999 annual meeting -- which it calls its "Representative Assembly" and boasts is the largest democratic deliberative body in the world -- you can't avoid the curious feeling that you've stumbled into a sort of indoor rally for human hot-air balloons. An alarming proportion of attendees wobble and waddle through the teeming crowds of teachers -- there are reportedly nine thousand delegates and several thousand guests -- with thighs like tree trunks, bellies billowing, jowls jiggling.
You don't want to be mean, of course. But you can't help thinking: what sort of classroom role model for America's schoolchildren can these teachers be?
Perhaps the NEA Assembly really is Representative. Although it often comes as news to national journalists isolated on both yuppiefied coasts, as Michael Fumento has pointed out, three-fourths of the US. population is overweight and at least a fifth is obese, to the point where Europeans can pick out Americans in crowds. But it's somehow surprising, given the NEA's unmistakably teacherish air of perfection and its habit, deeply irritating to political conservatives, of demanding perfection from America and the world at large. Resolutions passed at recent Representative Assemblies include:
- "The Association also expresses concern that the practice of capital punishment in the United States impacts individuals disproportionately on the basis of social class, race, ethnicity, and gender." (Gender?!)
- "The Association strongly recommends pre-service preparation and staff development for education employees that present strategies for handwriting instruction of left-handed students. Such training should also address sensitizing instructional staff to the needs of left-handed students."
- "The Association also opposes the exploitation of women as mail-order brides."
Moral of this story: the NEA is human. It's fallible.
But still, it's also, well, large. You wouldn't want it sitting on you -- the way it's sitting on America's government school system.
The NEA Representative Assembly is held over every Fourth of July weekend. But the atmosphere is not patriotic but partisan. In trusting private, speakers are blatantly political and unquestioningly liberal-Democratic. They routinely denounce the "Extreme Right" and the Republican Party, somehow not bothering to distinguish between the two. State delegations hold caucuses and are seated in separate sections with banners and insignia, just like a national political convention.
This year, the Florida delegation seems to be holding a competition for the most insulting poster punning on Governor Jeb Bush's name. (Bush has especially annoyed the union by signing into law a program that provides for the assigning of a letter grade to every government school in the state. Parents whose children attend schools with a grade of "F" are to receive a voucher for any school, government or private, they wish to choose.) The posters get very insulting indeed. Sometimes they are in dubious taste. The role-model question crosses your mind again.
When the NEA speaks, politicians listen. Every year, the NEA summons some prominent national political figure to be its guest keynote speaker. This year, it is Hillary Rodham Clinton. She is beginning what seems likely to be a bitter battle to be elected senator from New York. Her entrance is ecstatically hailed. Her exit is bid an ecstatic farewell. But the hail is no more ecstatic than the farewell, because Clinton's speech is artless, policy-wonkish and, frankly, mildly anti-climactic. It might almost have been written by an NEA committee -- as it probably was. Much of it is a long, detailed list of somewhat trivial NEA objectives that she dutifully endorses ("Phase out emergency certification! ... Don't give new teachers the toughest jobs!")
The crowd applauds each one until Clinton plods into a passage supporting charter schools, albeit only if they are staffed by NEA members. This is greeted with stricken silence. Charter schools are another fashionable reform idea in education: they are public but independent of local regulation, often with significant private input (see Chapter 11). The NEA has endorsed them reluctantly -- and only if they are unionized, naturally. But they are still viewed with intense suspicion by the activist rank and file.
Clinton and her speechwriters have betrayed a tin ear. You begin to feel that she will not prevail in a contest against a ruthless counterpuncher like New York mayor Rudolph Giuliani, her presumed Republican opponent. (In the event, Giuliani withdraws from the race because of ill health and Clinton, with teacher unions support, handily beats the candidate put up by the Republican machine.)
The NEA's intense partisanship is actually even more surprising than it might appear. The union's own figures have shown that about a third of its members are Republicans. Almost half have voted for winning Republican presidential candidates like Ronald Reagan and George Bush. There is even an "NEA Republican Educators' Caucus," although cynics wonder who is supposed to be influencing whom. (Answer: the NEA/REC's literature on "Organizing a State Republican Educators' Caucus" says sternly, "Keep uppermost in your mind that the goal of our group is to support and perpetuate the cause of public [i.e., government] education ... ")
You do see a few of the thin-lipped, aggrieved-looking student-leftist types you've grown to know and love when you were attending college. Arguably in this category is the well-dressed, carefully coiffed figure of Robert Chanin, the NEA's longtime general counsel and partner in the Washington, D.C., labor law firm Bredhoff and Kaiser, viewed by many as the power behind the NEA throne. He prowls restlessly along the side of the auditorium and eventually leaves abruptly, muttering in disgust at one of the many procedural tangles.The Worm in the Apple
How the Teacher Unions Are Destroying American Education. Copyright © by Peter Brimelow. Reprinted by permission of HarperCollins Publishers, Inc. All rights reserved. Available now wherever books are sold.
Table of Contents
|Preface: Introducing the NEA and Some Other Things||xiii|
|Chapter 1||The NEA, Representatively Assembled||1|
|Chapter 2||Something Is Rotten in the American Education Apple||13|
|Chapter 3||What the Worm Says About the American Education Apple||39|
|Chapter 4||The National Extortion Association||50|
|Chapter 5||No Bargain||75|
|Chapter 6||The Inmates Take Over the Asylum||97|
|Chapter 7||The Workers' Paradise||112|
|Chapter 9||Going to Extremes||145|
|Chapter 11||The Same Old New Unionism||172|
|Chapter 12||The NEA Is Worried||194|
|Chapter 13||What Is to Be Done? A Twenty-four-Point Wish List||206|
|Epilogue: The (Possible) Shape of Things to Come (Aaargh!)||234|
|Appendix A||The States at a Glance||237|
|Appendix B||The Good Guys (and Some Others)||249|
Most Helpful Customer Reviews
The problem is bigger than the initial expectation that led me to read this. Education has been slow to change, recognizing none of the efficiencies in technology or intellectual progress seen in other knowledge-oriented trades. Brimelow examines how the unyielding political weight of the educational union has caused these deficiencies. He also highlights the extreme mis-allocation of resources that has resulted. The U.S. has never exceeded a graduation rate of 77%. We throw more and more dollars toward this metric, dollars which might be better spent on other types of training or other endeavors.
This spirited takedown of American teacher's unions is well-written and convincing. Its only fault is the inherently distasteful nature of its subject matter -- as a reader sympathetic to Brimelow's stance, I never the less reached a point where I just didn't want to know much more about the internal workings of the NEA.