The audience nodded in agreement when the speaker, a teacher from a community college, said, "High school English teachers are not doing their jobs." He described the shortcomings of his students, all high school graduates who can use language only at Grade 9 level. I was unable to determine from his answers to my questions ho. w this grade 9 level had been raised.  My topic is neither standards nor its decline . What the speaker was really saying is that he is no longer young; he has been teaching for sixteen years, and is able to think and speak like an adult.  My point is that the frequent complaint of one generation about the next is unavoidable. It is also human nature to look for the reason for our dissatisfaction. Before English became a school subject in the late nineteenth century, it was difficult to find the target of the blame for language limitation. But since then, English teachers have been under constant attack.  The complainers think they have hit upon an original idea. As their own command of the language improves, they notice that young people do not have this same ability. Unaware that their own ability has developed through the years, they take as true the new generation of young people must be hopeless in this respect. To the eyes and ears of adults the language of the young never seems enough.  Since this concern about the fall of the English language is not taken as a generation phenomenon but rather as something new to today's young people, it naturally follows that today's English teachers cannot be doing their jobs. Otherwise, young people would not make mistakes of the language. In the author's opinion, the speaker_.
gave a correct judgment of the English level of the students had made the language problems of the students seem larger was fight in saying that English teachers were not doing their jobs could think and speak mentally