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(More customer reviews)Charles Murray has written a brilliant analysis of the shortcomings of current American education, both K-12 and postsecondary. First among the problems he singles out is the pervasiveness of a mind-set he calls "educational romanticism." Educational romanticism takes as realism the Lake Wobegon fantasy, the notion that all children are above average. Consequently, its advocates tell the young, in smarmy Edgar Guest fashion, that there is nothing beyond their ability if only they try hard enough. Murray subtly points out the unintentional cruelty in this practice of encouraging overparted children to repeatedly set themselves up for failure. As an antidote, he suggests we accept the existential truth that schoolchildren are not equal in talents and abilities, that some are more gifted than others in the most important areas for academic futures, language skills and math ability. Such differences, he readily concedes, do not make one necessarily a better person, but they surely make one a better scholar and thus a more logical candidate for university attendance.
Second, he argues that half of all children are below average. While he concedes each child should have full opportunity to develop his abilities to the utmost, Murray recognizes that no documentation exists which would support the current educational establishment's wishful thinking that it can significantly alter a student's low ability, whether through more money spent, revised pedagogy, or better teacher training. He is similarly dismissive of the government's and politician's hysterical optimism which has produced such absurdities as "No Child Left Behind."
For the improvement of K-12 education, he favors the junking of current "self-esteem" practices and empty encouragements to "creativity,", replacing them with a rigorous core curriculum such as E. D. Hirsch's which imparts lessons in culture and good citizenship. Murray also favors the return of high school tracking, with a revalorization of vocational studies and a return of respect for those frequently skilled students who choose to go into such rather than prepare for college. He is of the opinion that far too many people are pushed toward college these days, and far too often for highly questionable reasons.
Murray accepts the idea of an unelected elite, one not dependent on birth or wealth, some of whose members invariably wind up running the country. They are the power brokers in the big corporations, the media, the universities. Most of them are drawn from what he designates as the academically gifted, most of whom have had university training. But even here, Murray presents a caveat. This elite may be smart, but these days neither its members, nor its professors, are usually wise. The best that has been thought and said, given the elective system, is all too often missing from such students' university education. "Rigor in forming judgments," "Rigor in thinking about virtue and the Good" have been replaced by professorial canon bashing, contempt for "Dead White Males," and parochial obsession with matters of race, ethnicity, and gender.
Happily, Murray does not follow his lethal analysis with an plea of impotence. He confesses to long-term, if not short-term, hope for improvement. A necessary return to reality he expects will start with parents taking responsibility and increasingly making the right educational choices, choices in the direction of charter schools, home-schooling, CTE schools - whatever may best suit the talents and abilities of their particular children. At the university level, professors will surely tire of post-modern sophistry and realize they can ignore Plato, Aristotle, Kant, Beethoven, Bach, Mozart, Michelangelo, Da Vinci, Rembrandt, Shakespeare, Homer, et.al. only so long. In Murray's inspiring words, "the greatest work must ultimately come back into scholarly fashion."
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