Education – The Disaster of Whole Language

Date: 9 July 14

By: Frank Gue, B. Sc., MBA, P.Eng.,

2252 Joyce St.,

Burlington, ON L7R 2B5

905 634 9538

To: Letters Ed., The Spec

Re: “The ruinous legacy of ‘whole language’”, July 8

250 words

Good day, Lee.

Mr. James McDonald is right-on with his condemnation of the “whole language” instructional method of teaching reading. That method is difficult, expensive, ineffective, and error-prone.

The “whole language” fiasco is part of an overall problem; the existence of a huge, comfortable, insensitive, expensive government monopoly. At the top is the Education Ministry, producing Curricula guaranteed to produce bad results in any subject, particularly math and science. At the bottom is the benighted teacher, doing her best to educate her charges in spite of the monumental blunders being made above her and out of her control.

Part of the solution to this impasse is to have the Government money follow the student, not the district, and to let parents select a school for their kids. The better schools would attract students, leaving the poorer schools to save their skins by learning from their peers how to do better. There is much scope for this because there is a lot of variability school-to-school in areas of similar family socio-economic status. Of course, selecting a different school is possible today – but only for families wealthy enough (or dedicated and self-sacrificial enough) to be able to afford to pay twice, once to the government in taxes and again to the alternative school in hard, after-tax dollars. And even then, the curricula stand in the way, with education happening in spite of, not because of, them.

We are paying more than enough for our education system but are not getting what we pay for.



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