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Bill Bosher
Richmond Times Dispatch
(Reprinted with permission)
April 9, 2000
In February the first Commonwealth Education Poll provided
a statewide perspective by Virginians on public education
issues. Of those contacted, 98 percent said that it is “very
important” for public schools to be “teaching the
basics such as reading, writing, and mathematics.” By
a 33 percent to 14 percent margin, respondents believe the
schools are doing better rather than worse in this area. In
contrast, 86 percent said it is “very important”
for the schools to teach basic values.
Without significant differences related to age, sex, or income,
respondents were split evenly when asked if schools had improved
during the past five years in the teaching of values. This
finding was particularly interesting in light of the response
that schools had become safer during the same period. What,
then, is missing in the public’s picture of our schools? Perhaps
it is simply respect.
Despite tragedies such as Columbine and Armstrong High School,
public schools provide an environment where students are more
statistically likely to get struck by lightning than they
are to be hurt by school violence. There is also no place
that is immune from random acts of criminal behavior. One
of the few -- and perhaps only -- instances of someone being
killed in a Virginia school occurred when a student in Virginia
Beach shot his teacher in a Christian academy.
IF VIRGINIANS feel that public schools are safer than they
were five years ago, if schools are to be open and yet free
of violence, then what are our citizen-owners -- the 70 percent
who have no school-age children -- and our parents suggest
is missing? Perhaps it is simply respect.
In 1999 some 200 businesses in Chesterfield responded to
a survey of employer satisfaction with the skills of the public
school graduates in their community. When asked to rank the
skills important to entry-level positions in their companies
and how well the graduates demonstrated those skills, employers
were much more satisfied with the technical performance of
high-school graduates than they were with the human qualities
and values of these young people. While schools are responsible
primarily for teaching young people to read, write, and compute
mathematically, our business community indicates that something
seems to be missing. Perhaps it is simply respect.
HOMES, OUR faith communities, and our schools are among these
institutions struggling with the issue of respect. In 1999
the General Assembly passed Senate Bill 817, requiring that
“each school board shall establish, within its existing
programs, a character education program in its schools. The
purpose of the character education program shall be to instill
in students civic virtues and personal character traits so
as to improve the learning environment, promote student achievement,
reduce disciplinary problems, and develop civic-minded students
of high character.” Clearly, the intent of the General
Assembly is to address the public’s concern about a growing
lack of respect.
Respect begins with a structure, the foundation of which
is a value system. Young people want to know their bounds.
Even when they test these boundaries, they need the security
of knowing that fences actually establish their freedom. This
understanding begins at home and is reinforced at church,
in school, and, eventually, through the workplace.
Most of our families and young people make wonderful neighbors
and students; however, some do not. In many cases community
institutions in an attempt to be tolerant have protected the
rights of “someone” in exchange for the rights of
“everyone.”
As our young people become more proficient academically,
homes and schools also must work closely to prepare them to
be more responsible. Columbine highlighted a character issue,
not an academic one. The issue is respect. Parents, business
leaders, teachers, students, and school administrators must
demonstrate in their behavior, attitude, and voice this most
important “R.”
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