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Page 5 · column 4 of 7 · from the scan, no model involved
How many of our elected or appointed officials have considered the psychological effect of their actions on the teachers? How many of them have taken the time, ever, to go inside the schools to find out firsthand how the teachers feel, to attempt to make the teachers feel good about what they are doing? My wife, my mother and I have volunteered our time extensively in the schools in the two years we have lived here and, with the notable exceptions of Misters Gilkey and Nichols, have yet to hear a teacher describe a sincere interest on the part of any of these officials in the actual process of education. There is so much talk about quality, with one person or another telling us what they have done to insure quality in the schools. But real quality needs no words; it speaks for itself.
This matter goes well beyond the discussion of some percentage of the school budget. The real issues here are as timeless as the Blue Ridge. Incompetence, ignorance, selfishness, insensitivity, jealousy, greed and indifference are the real issues, not a few bucks for our teachers, who unfortunately, will probably never be paid their true worth to our society.
The real problems with our schools did not begin this year nor are they likely to end next year. They will only end when we all look beyond issues of money and superficial emotions; when who speak the loudest who offer the greatest wisdom. They will only end when public officials, legalities aside, see a moral dilemma in sending their children to private school while having"
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