Quoted: Quoted: Shameful, but I also fault the parents. Eric   Yep. I'm not one to give crappy schools a pass and I think there's a hell of a lot to crap shoveled out to kids in many schools (both public and private). But by far the MOST important factor in a child's education is the parents' attitudes towards education. And that starts from when the child is an infant. Parents who consistently demonstrate BY EXAMPLE that high standards in reading, writing and math are CENTRAL to their lives and their children's lives will do a lot to overcome deficits in teachers' ability or curriculum. Those parents who blame teachers for their kid's inability to read or do math are simply making excuses for their own failures as parents. Parents who constantly stoke the flame of curiosity in their toddlers and children can instill an attitude that absorbs learning rather than one that resists. Parents should surround their children with learning opportunities in the home (and I'm not talking about expensive "Leap Pad" gadgets and computer programs and such) and regularly USE the simple things like books, music, kids' maps and magazines and LIMIT TV WATCHING. And it's not just the "educational" environment in the home that is so important - but it's the actual home "environment" that is equally important. If the parents are unattentive, self-centered, ill-mannered, aggressive and/or reckless in their own lives - most likely so will the kids be at school. If the homelife of a kid is surrounded by hostility, abuse, instability, crime in the home and regular exposure to a rotating flow of lowlifes, thugs and bums at all hours of the day or night - that puts the kid at a huge educational disadvantage that NO school environment can completely overcome. Most teaching done by parents involves teaching by-example rather than the teaching by-instruction done in schools. But even so, parents should still be heavily involved in instructing their kids in reading at all ages, the mechanics of writing and composition and all levels of elementary math. They should constantly "infuse" learning about science, geography, history and civics - especially in young kids. No doubt about it - Parents are the most important teachers kids will ever have. If that's lacking, the "second line of defense" are the schools and teachers. If parents do their job well, their kids will be far better off even if the schools aren't top-notch.

Very well put.

Quoted: What is clear is that the primary focus of government schools and employees is - JOB SECURITY - not teaching. I agree...........and .Gov's additional focus is EXPANSION of .Gov!!!!

And with the .Gov ‘WORK EXPANDS SO AS TO FILL THE TIME AVAILABLE FOR ITS COMPLETION’



General recognition of this fact is shown in the proverbial phrase 'It is the busiest man who has time to spare.' Thus, an elderly lady of leisure can spend the entire day in writing and dispatching a postcard to her niece at Bognor Regis. An hour will be spent finding the postcard, another in hunting for spectacles, half an hour in a search for the address, an hour and a quarter in composition, and twenty minutes in deciding whether or not to take an umbrella when going to the pillar box in the next street. The total effort that would occupy a busy man for three minutes all told may in this fashion leave another person prostrate after a day of doubt, anxiety, and toil.

Granted that work (and especially paperwork) is thus elastic in its demands on time, it is manifest that there need be little or no relationship between the work to be done and the size of the staff to which it may be assigned. A lack of real activity does not, of necessity, result in leisure. A lack of occupation is not necessarily revealed by a manifest idleness. The thing to be done swells in importance and complexity in a direct ratio with the time to be spent. This fact is widely recognized, but less attention has been paid to its wider implications, more especially in the field of public administration. Politicians and taxpayers have assumed (with occasional phases of doubt) that a rising total in the number of civil servants must reflect a growing volume of work to be done. Cynics, in questioning this belief, have imagined that the multiplication of officials must have left some of them idle or all of them able to work for shorter hours. But this is a matter in which faith and doubt seem equally misplaced. The fact is that the number of the officials and the quantity of the work are not related to each other at all. The rise in the total of those employed is governed by Parkinson's Law and would be much the same whether the volume of the work were to increase, diminish, or even disappear. The importance of Parkinson's Law lies in the fact that it is a law of growth based upon an analysis of the factors by which that growth is controlled.

The validity of this recently discovered law must rest mainly on statistical proofs, which will follow. Of more interest to the general reader is the explanation of the factors underlying the general tendency to which this law gives definition. Omitting technicalities (which are numerous) we may distinguish at the outset two motive forces. They can be represented for the present purpose by two almost axiomatic statements, thus: (1) 'An official wants to multiply subordinates, not rivals' and (2) 'Officials make work for each other.'

To comprehend Factor One, we must picture a civil servant, called A, who finds himself overworked. Whether this overwork is real or imaginary is immaterial, but we should observe, in passing, that A's sensation (or illusion) might easily result from his own decreasing energy: a normal symptom of middle age. For this real or imagined overwork there are, broadly speaking, three possible remedies. He may resign; he may ask to halve the work with a colleague called B; he may demand the assistance of two subordinates, to be called C and D. There is probably no instance, however, in history of A choosing any but the third alternative. By resignation he would lose his pension rights. By having B appointed, on his own level in the hierarchy, he would merely bring in a rival for promotion to W's vacancy when W (at long last) retires. So A would rather have C and D, junior men, below him. They will add to his consequence and, by dividing the work into two categories, as between C and D, he will have the merit of being the only man who comprehends them both. It is essential to realize at this point that C and D are, as it were, inseparable. To appoint C alone would have been impossible. Why? Because C, if by himself, would divide the work with A and so assume almost the equal status that has been refused in the first instance to B; a status the more emphasized if C is A's only possible successor. Subordinates must thus number two or more, each being thus kept in order by fear of the other's promotion. When C complains in turn of being overworked (as he certainly will) A will, with the concurrence of C, advise the appointment of two assistants to help C. But he can then avert internal friction only by advising the appointment of two more assistants to help D, whose position is much the same. With this recruitment of E, F, G and H the promotion of A is now practically certain.

Seven officials are now doing what one did before. This is where Factor Two comes into operation. For these seven make so much work for each other that all are fully occupied and A is actually working harder than ever. An incoming document may well come before each of them in turn. Official E decides that it falls within the province of F, who places a draft reply before C, who amends it drastically before consulting D, who asks G to deal with it. But G goes on leave at this point, handing the file over to H, who drafts a minute that is signed by D and returned to C, who revises his draft accordingly and lays the new version before A.

What does A do? He would have every excuse for signing the thing unread, for he has many other matters on his mind. Knowing now that he is to succeed W next year, he has to decide whether C or D should succeed to his own office. He had to agree to G's going on leave even if not yet strictly entitled to it. He is worried whether H should not have gone instead, for reasons of health. He has looked pale recently – partly but not solely because of his domestic troubles. Then there is the business of F's special increment of salary for the period of the conference and E's application for transfer to the Ministry of Pensions. A has heard that D is in love with a married typist and that G and F are no longer on speaking terms – no-one seems to know why. So A might be tempted to sign C's draft and have done with it. But A is a conscientious man. Beset as he is with problems created by his colleagues for themselves and for him – created by the mere fact of these officials' existence – he is not the man to shirk his duty. He reads through the draft with care, deletes the fussy paragraphs added by C and H, and restores the thing to the form preferred in the first instance by the able (if quarrelsome) F. He corrects the English – none of these young men can write grammatically – and finally produces the same reply he would have written if officials C to H had never been born. Far more people have taken far longer to produce the same result. No-one has been idle. All have done their best. And it is late in the evening before A finally quits his office and begins the return journey to Ealing. The last of the office lights are being turned off in the gathering dusk that marks the end of another day's administrative toil. Among the last to leave, A reflects with bowed shoulders and a wry smile that late hours, like grey hairs, are among the penalties of success.


C. Northcote Parkinson, Parkinson's Law: The Pursuit of Progress, London, John Murray (1958)

Looks like there's a torrent up already.

www.mininova.org/tor/199080