The purpose of public education is not to �make citizens,’ as many teachers and texts suggest. Its purpose is to mold men and women through the absorption of values and information professed by their teachers; students then employ this training to develop their community. This is undoubtedly a difficult and complex process and CCS, along with others in a state system rife with rubrics and mandates, is not alone in having deficiencies in its deliverance.

The last several years have shown that Cooperstown Central School lacks the ability to impress upon students the visible embodiments of the education with which they are charged. A school must present a student not only with information required to pass a Regents examination, but also an understanding of the greatness achieved by others and that which the student might achieve. It is wrong to demand that all involved in this process must themselves exemplify greatness; it is not wrong to expect the school district to understand greatness and desire it from their students. We are seated in one of the most unique, talented and storied communities in the world and have a school that fails to develop the abilities of its children.

The blame for this critical degradation of Cooperstown Central School lies with its administration. Community members have seen examples of illiteracy, innumeracy and disgraceful communication between the District and its constituents. A faculty follows this inadequate directorship and the students - ultimately, the community - suffer. We are moving farther from showing our students the embodiment of greatness instead of closer to meaningful, relevant education.

These instances are not just slip-ups and typos. Poor performance in these spheres shows ignorance toward the purpose of education and an inability to carry out the task.

It is embarrassing, harmful and brings a profound sadness when one considers that to which our children are exposed during their formative years. The lack of humility that compels one to showcase brazenly one’s undereducation is troublesome; the selfishness and arrogance that drives them to impose it on children through the administration of a school is damning.

We have a community so rich in talent, values and generous resources that we are right to be concerned about the future of its schools. Educator and humanist William Arrowsmith wrote that "the fate of any true culture is revealed in the value it sets upon the teacher and the way it defines him."

What value, then, must we place on the administrator?

Matthew K. Tabor graduated from Cooperstown High School in 2000 and holds degrees in politics and history from Boston University. He can be reached at mktabor@gmail.com. The Crier would welcome a rebuttal to be run in this space as well.