ROANOKE TIMES
Copyright (c) 1996, Roanoke Times
DATE: Saturday, May 4, 1996 TAG: 9605060022
SECTION: EDITORIAL PAGE: A-9 EDITION: METRO
SOURCE: JOSEPH POLEO JR.
A CONTRARY view to the April 1 commentary in The Roanoke Times by Laura McHale Holland, titled "School uniforms teach only conformity":
To be able to address the positive or negative aspects of conformity, it becomes necessary to first identify what conformity implies - or what it does not. Webster tells us conformity is "the state or quality of being in agreement or harmony." Conformity does not bespeak of legions of mindless automatons marching in oblivious step, as some would be quick to claim.
As a nation, we spend billions of dollars internationally attempting to bring contrary factions into some semblance of conformity/harmony. I submit we should at least make an effort to achieve a similar objective in our public schools.
Putting the case for conformity into proper perspective requires a brief look at a time when conformity was viewed favorably, not only for its own sake but also as the basis for its collateral benefits. This slice of ancient history to which I make reference is the high-school scene in our commonwealth's capital during the '40s, when I was a student there.
During this era, there were seven high schools of which four were public coed institutions. The remaining three were a Catholic boys' school and two church-affiliated girls' schools. All but the girls' schools had JROTC (corps of cadets) units within their organizational structures. John Marshall High School, of which I'm an alumnus, was the largest of this group, with a student population of about 3,200; the cadet regiment was about 450.
The common denominator of all seven institutions was the conformity or similarity of dress, the nature of which was dictated by the requirements of the individual schools.
Now having set the stage for the plus side of conformity, a look at the particulars. The uniforms weren't boring by any standard, nor did they stifle genuine, healthy, socially acceptable, goal-oriented self-expression, spontaneity and creativity.
Like Holland, I, too, spent my childhood in a family of modest means. However, the similarity ends there, for I and many of my peers couldn't wait to be eligible to wear the uniform. So what was the appeal?
The uniform (a prescribed standard of tasteful attire in the case of the girls' schools) taught a number of lessons that extended beyond the clothing itself.
Principally, this conformity engendered pride in an overall well-groomed appearance, general good conduct, a courteous demeanor in and out of the classroom, and school loyalty. Moreover, these factors collectively produced a healthy desire to excel and to achieve good grades, and fostered a heightened sense of self-esteem.
Conformity in the context presented here reduced conflicts, minimized peer pressure and lessened the tendency to be disruptive. Further, the conformists were looked upon with respect and admiration by "civilian" students - male and female alike - for the conformists raised the level of excellence for the entire student body.
By the same token, I hasten to point out that conformity didn't produce only paragons of virtue - not by any means. Students bodies, after all, are but microcosms of the larger population. However, most carried the lessons learned into their adult pursuits and were well-served by them.
Holland attempts to make the case for yet more taxpayer-supported social programs as a viable alternative to solid, identifiable solutions to some of the problems plaguing our public schools and their student bodies.
In the '40s, we didn't have or require all of these government programs with high-sounding names. For the most part, student bodies were reasonably well-adjusted, understood the need for and respected school and parental authority, and had no need to carry drugs, weapons and the like. And so it should be in the '90s.
Before the premise of conformity is dismissed out of hand, the concept should be evaluated by school administrators, parents and students for its intrinsic values. And we shouldn't lose sight of the fact that a move in this direction would drastically reduce the current, unwarranted level of expense by parents and students for ever-changing "fashions" foisted upon them by Madison Avenue and a variety of questionable role models.
"There is little room left for wisdom when one is full of judgment." - Malcolm Hein.
A little conformity can't be all bad!
Joseph Poleo Jr. of Roanoke is a retired General Electric sales manager, and a 1947 graduate of John Marshall High School and its Corps of Cadets in Richmond.
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