I was reading this article about the flow of money in education and the pressure to adapt uniform standards. It caused me to think of J. Gresham Machen's article from 1933 entitled "The Necessity of the Christian School."
"Let us return to the "educators" and their general demand either for a Federal department of education or for Federal aid to the states. Such demands are in the interests of uniformity in the sphere of education. There should be, it is said, a powerful coordinating agency in education, to set up standards and encourage the production of something like a system. But what shall we say of such an aim? I have no hesitation, for my part, in saying that I am dead opposed to it. Uniformity in education, it seems to me, is one of the worst calamities into which any people can fall.
There are, it is true, some spheres in which uniformity is a good thing. It is a good thing, for example, in the making of Ford cars. In the making of a Ford car, uniformity is the great end of the activity...But what is good for a Ford car is not always good for a human being, for the simple reason that a Ford car is a machine while a human being is a person. Our modern pedagogic experts seem to deny the distinction, and that is one place where our quarrel with them comes in. When you are dealing with human beings, standardization is the last thing you ought to seek. Uniformity of education under one central governmental department would be a very great calamity indeed."
And with respect to money:
"Every lover of human freedom ought to oppose with all his might the giving of Federal aid to the schools of this country; for Federal aid in the long run inevitably means Federal control, and Federal control means control by a centralized and irresponsible bureaucracy, and control by such a bureaucracy means the death of everything that might make this country great.
Against this soul-killing collectivism in education, the Christian school, like the private school, stands as an emphatic protest. In doing so, it is no real enemy of the public schools. On the contrary, the only way in which a state-controlled school can be kept even relatively healthy is through the absolutely free possibility of competition by private schools and church schools; if it once becomes monopolistic, it is the most effective engine of tyranny and intellectual stagnation that has yet been devised."
Interestingly, Machen also lamented the focus on being "educators" and focusing on methodology rather than actually mastering the subject and teaching the content of the subject.
The composition of that commission [appointed by Hoover] was typical of one of the fundamental vices in education in America at the present time -- namely, the absurd over-emphasis upon methodology in the sphere of education at the expense of content. When a man fits himself in America to teach history or chemistry, it scarcely seems to occur to him, or rather it scarcely seems to occur to those who prescribe his studies for him, that he ought to study history or chemistry. Instead, he studies merely "education". The study of education seems to be regarded as absolving a teacher from obtaining any knowledge of the subjects that he is undertaking to teach. And the pupils are being told, in effect, that the simple storing up in the mind of facts concerning the universe and human life is a drudgery from which they have now been emancipated; they are being told, in other words, that the great discovery has been made in modern times that it is possible to learn how to "think" with a completely empty mind. It cannot be said that the result is impressive. In fact the untrammeled operation of the effects of this great American pedagogic discovery is placing American schools far behind the schools of the rest of the civilized world.
It is just interesting that the more things change the more they really stay the same. You can find the full text of Machen's article in J. Gresham Machen: Selected Shorter Writings. edited by D.G. Hart. Or you can read the text online here.