«(...) The educational establishment emphasises what ought to work; it doesn't investigate or accept the evidence of what actually works. As one science teacher in the East End told me: 'I'm instructed to put into place initiatives for which there's no educational evidence whatsoever.' Another complained: 'Education is an evangelical movement - evidence has nothing to do with it.' (...) [I]nspectors have been shocked by the low standard of writing, even in good schools - which one of them blamed squarely on poor marking (never to be done in red ink). Many teachers, they noted, had stopped correcting children's grammar, spelling and speech at all, for fear of discouraging them. (...) The Government, as we constantly hear, is on a mission to improve our schools. How? Well, this year, the emphasis is on promoting healthy eating and 'community cohesion'. Indeed, every single school I visited had material on these two topics prominently displayed on their noticeboards. What a pity that some of their pupils were unable to read it. One of the inspectors told me: 'I spend more time looking in children's lunchboxes than testing their literacy.' Someone, she said despairingly, needs to make children sit down, work hard and learn to concentrate. (...)»
A aplicação de uma ideologia educativa supostamente progressista condena as crianças inglesas à iliteracia e à marginalidade.