As teaching and teachers drifted toward lower middle class "worker" status in the 90s, the respect, admiration, and community support dropped to zero. Fewer of our young and bright aspire to teaching. We are also (in primary and secondary schools in the US) so administratively enamored with testing outcomes with standardized exams, that we teach near zero foundation material and interdisciplinary connectivity. Most tested content is like alcohol, evaporative, dangerous when consumed in pure form, and gone when needed. I teach teachers. They have more than 50% of their course work in education theory and the remainder split between content, and general studies. The inertia to pursue this lowering of performance includes the school board level decisions on teacher pay, funding referendums, and community attitudes. Also remember we have 50 times as much content to teach today as in 1950. From computer and communication technology ever changing content, to the necessity of human co-existence across cultures and faiths, teachers are in a bind. Jim
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Today's Featured Article - The Ferguson System Principal An implement cutting through the soil at a certain depth say eight inches requires a certain force or draft to pull it. Obviously that draft will increase if the implement runs deeper than eight inches, and decrease if it runs shallower. Why not use that draft fact to control the depth of work automatically? The draft forces are
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