Teachers Unions; J. Bovard

THEFREEMAN IDEASON LIBERTY TeachersUnions:Are the SchoolsRun for Them? by James Bovard P ublic education is the most expensive "gift" that most Americans will ever receive. Government school systems are increasingly coercive and abusive both of parents and students. Government schools in hundreds of cities, towns, and counties have been effectively taken over by unions, and children are increasingly exploited, thwarted, and stymied for the benefit of organized labor. Government schools are increasingly run by the unions and for the unions. Former U.S. Secretary of Education Lamar Alex ander observed, "After the post office, schools are the most unionized activity in America. [Teachers unions] collect a lot of money in dues, they are often the largest lobby in the state, they are very, very powerful." Teachers unions are especially powerful in inner cities, where teacher pay is often highest and teacher performance is usually the worst. Mario Fantini, in his book What's Best for Children, declared, "For many black and Puerto Rican parents, the teachers unions now represent the' enemy.' "

Reverend Jesse Jackson has questioned teachers' "right to strike for more money when the employer-a taxpaying parent holds tax receipts in one hand and test results in the other that prove he's paying more and more for less and less." Mr. Bovard is the author ofShakedown (Viking, 1995)and Lost Rights: The Destruction of Amer ican Liberty (St. Martin's, 1994). Teacher monopoly-bargaining laws (laws that permit unions to claim to represent and speak for all teachers, and to force school boards to deal with unions) in 34 states cover 67 percent of the nation's teachers. Teach ers unions have worked to destroy local control of education, subvert standards, prevent teacher accountability, and deny parents a significantvoice in their children's education. Unions have launched strikes to prevent and restrict' 'parental interference" in public education. Thanks to a strong union, New York schooljanitors are paid an average of $57,000a year, yet are required to mop the schools' floors only three times a year. As a result, New York City public schools are sometimes filthier than New York City streets.

Teachers unions have long been the most powerfulforce in education at both state and local levels. Forbes magazine nicknamed the NEA "The National Extortion Associ ation." An October 11, 1995, Wall Street Journal editorial entitled "The Unions' Schools" noted, The next time you're visiting a state's Capitol building, scan the neighborhood for a nearby building that's as big or bigger. There, in the largest, grandest, best-situated office building you're likely to find one of the most powerful political institutions in the state: the teachers' union. 497 498 THE FREEMAN • JULY 1996 The New York Times noted last year that teachers unions have been' 'for decades the most conspicuous voice in American edu cation." Teachers unions do not hesitate to use their clout blatantly. The NEA an nounced a boycott of Florida orange juice after the Florida citrus department adver tised on the Rush Limbaugh radio show. As Barbara Phillips reported in the Wall Street Journal in January, the local teachers union in Jersey City, New Jersey, threatened a statewide boycott against Pepsi if PepsiCo did not withdraw from its support of Mayor Bret Schundler's school voucher proposal.

There is no limit to the brazen demands of some unions: the West Virginia teachers union sparked controversy in February by demanding that teachers be permitted to retire at age 50 with full benefits-even though the teacher pension fund was far in hock. Policy Dictators Teachers unions are increasingly dictat ing policy to the schools. The NEA has denounced back-to-basics programs as "ir relevant and reactionary. " The union is the leading advocate of "no-fault" teaching whatever happens, don't blame the teacher. The Chicago Tribune concluded in 1988that the Chicago Teachers Association has "as much control over operations of the public schools as the Chicago Board of Education" and "more control than is available to prin cipals, parents, taxpayers, and voters." The Tribune noted that "even curriculum mat ters, such as the program for teaching chil dren to read, are written into the [union] contract, requiring the board to bring any proposed changes to the bargaining table. "

As Richard Mitchell noted in his classic The Graves of Academe, the NEA has played a crucial role in mentally debasing American public schools. In 1918 it au thored a federal government report known as "Cardinal Principles of Secondary Edu cation." Mitchell summarized the principles: It is a thematic illusion of our educational enterprise that understanding can be had without knowledge, that the discretion can be informed without information, that judgment need not wait on evidence. . . . The self-interest of a massive education ists' trade union is evident on every page of Cardinal Principles. . . . They wanted to be not teachers but preachers, and prophets too, charging themselves with the cure of the soul of democracy and the raising up in the faith of true believers. In 1971 the NEA issued a "Call to Action" that renewed its commitment to the Cardinal Principles. It declared, "We have overemphasized the intellectual develop ment of students at the expense of other capacities." Thanks to the NEA's success in rewriting school curricula, student knowl edge of history has nose-dived, student reading and comprehension have plum meted, and college remedial classes have thrived.

"Solidarity Forever" Teachers unions have sometimes bla tantly sought to manipulate what children are taught in order to inculcate pro-union attitudes. In the late 1970sthe Miamiaffiliate of the American Federation of Teachers sent out a bulletin urging music teachers to "order music such as 'Solidarity Forever,' " English teachers to "incorporate short sto ries, novels, poems, and films depicting labor struggles and conflicts," and math teachers to "use labor and management as specific examples in problems." But, of course, the union members were objective in their class discussions. Teachers unions blatantly exploit their power over school children. In Montgomery County, Maryland, union teachers refused to write letters of recommendations to col leges for students unless the students first wrote to the county council urging an in crease in government spending for educa tion (and, naturally, higher salaries for teachers). One high school senior told the Washington Post, "The consensus among students seems to be it may be blackmail, but students are going to go along with it anyway."

In California in 1991, teachers required TEACHERS UNIONS: ARE THE SCHOOLS RUN FOR THEM? 499 students to write to state legislators de manding more money for education. The tactic backfired because numerous letters contained threats of physical violence against the legislators. At Wilson High School in Washington, D.C., teachers gave parents a formal notice that they would not write letters of recom mendation for students unless parents wrote three letters demanding higher pay for teachers: "Please submit to each teacher from whom your child is requesting a college recommendation your letters to your city council member, the superintendent and your school board member along with three addressed and stamped envelopes." Par ents thus had to grovel in front of a teach er-to surrender their right to their own opinion on public education policyin or der for their children to receive consider ation from the teachers.