Thank you, Mr. Speaker. I rise today to give a report on a recent trip I took with you to Washington, DC. The trip was organized by the Commonwealth Parliamentary Association and its focus was on the U.S. education system. Discussions were on the similarities and differences between the two systems. Our meetings ranged from Ambassador Chretien at the Canadian Embassy, to officials of the federal government, the National Governor's Association and the U.S. Education Associations.
We also had an opportunity to visit the State of Maryland Legislature. We had discussions and lunch with State Senator, John C. Astle, and delegate, Howard Rawlings. The most striking similarity that I saw between our two countries is the attitude that the education system is failing some, mostly the poor and minorities, and that more results have to come from the money being spent. This has resulted in the Clinton Administration proposing voluntary national standardized tests. One for grade four in English and another in grade eight in mathematics. A major problem is the federal government only kicks in six percent of the budget for K-12 education and the states will foot most of the bills and the school boards which develop the curriculum do not like the idea of interference. At this time, only a few of the states have opted into this program.
Another similarity is the failure of the so called "holistic" form of education. This is where children are kept from their peer group. They are not failed, " x's" or red markers are not used on tests. Mr. Speaker, this debate has been raised many times in the north and the pedagogy surrounding it needs to be looked at by the Government of the Northwest Territories, as several of the provinces are now doing.
The States are also having the same debate over phonetics and whole language. Adherents on both sides insist their way is right and can only see a classroom that fully embraces their teaching methods. An official from the National Education Association pointed out the obvious in the situation. Since phonics are essential in teaching, reading and whole language is essential for writing and structure, both methods should be used in teaching in the classroom. This emotional debate over education, on both sides of the border, it appears that many miss the obvious solutions while fighting for their ideas.
The Americans introduced the whole language approach first in the New England states and then in California. Later on it came across the border and drifted into Canada, and now is widely used nationally and here in the north. Now, as I explained, many states are revisiting this approach and to say that it is a controversial issue is surely an understatement.
Other delegates from Canada also had many of the same concerns with the holistic approach to education. Mr. Speaker, I seek unanimous consent to continue my statement.