Over the past two weeks, I’ve sent the following emails to my departmental faculty list, complaining about the state of classrooms at Brooklyn College. First on Thursday, September 7, I wrote:
Once again, this semester, I’m teaching in 4145 and 4219 Boylan. These classrooms are a disgrace. The air conditioner is so loud we cannot hear each other in class, and if you switch them off, you swelter. Yesterday, while teaching in 4145 Boylan, there was loud construction going on elsewhere in the building; no one knew what was going on. It took two phone calls to get someone to respond. That consumed 30 minutes of my class time. Meanwhile the airconditioner was not working at all, and my students and I were sweating profusely. This happens every semester in these classrooms. This is a ludicrous situation.
Then, yesterday, after further aggravation, I sent an angrier email:
Brooklyn College’s state is quite typical of the institutions of public education in this city (public schools included)–that includes other colleges at the City University of New York, one of the nation’s largest and most diverse systems of college-level public education. Tuition continues to rise; administrator salaries continue to rise; the size and comfort of administrator offices grows; faculty share offices that are often equipped with printers that don’t have cartridges, but the place where the actual learning happens, where teachers and students meet continues to fall apart. The strategy being followed at CUNY is quite clear, has been for some time, and follows a pattern of declining public investment nationwide geared toward one goal: to make public education, like other public institutions, so broken, so unsustainable, that the only viable alternative will be their privatization, to be sold off to the highest bidding carpetbagger.
My options are limited: I’m reluctant to ask for an official room change for fear I will get a room that is worse–that might sound hard to believe but trust me, it’s possible; my class sizes–ranging from 25-30 students–is too large to allow the use of my office or the department lounge; and noise and commotion prevents the using of the school quad. I intend to escalate this confrontation by approaching the administration. I expect to be met with a shrugged shoulder and some muttering about ‘budgets.’
This is not the first time I’ve complained about CUNY classrooms. I did so last year following a New York Times article on the sad state of CUNY. Read my post–which also contains a rant about classrooms–and the New York Times article and weep if you care about public education and public institutions. My conclusion then is the same one I’ll draw today:
A nation that denies the value of public education, that makes it into the privileged property of a few, to be paid for under severely usurious terms, is not a republic any more; it has dynamited the wellsprings of its social and political orders.
Samir Chopra 
The last paragraph summarizes what happened in Tamil Nadu.
Up to my generation (~1970) all schools (except a few boarding schools) were either Municipal or sponsored by a well-wisher. C.V. Raman, Srinivasa Ramanujan, C.V. Narasimhan, Rajaji all got their education from well respected and dedicated teachers.
After 1970, thanks to Padma Seshadri, schools charging exorbitant fees and geared to IIT slowly took over and public schools were for low income people.
The transformation is now complete. When my nephew’s son got admitted to Padma Seshadri’s kinder garden, the selection ratio was 5% (how about that, Harvard?).
Republicans can learn a few things from Padma Seshadri.
That’s terrible. I had no idea this had happened in TN. Thanks very much for that very informative comment.