Not all children can be A students
When countries are measured for “standard of life”, education is consistently one of the main criteria used in establishing the rating. Specifically, the per capita number of people with higher education is used to determine how educated a population is. One of the main tenets of our liberal, egalitarian order is that everyone is entitled to an education to at least a high school graduation level and often even further thanks to government programs and loans.
American children are taught growing up that they can be anything, even President of the United States. Nothing is further from the case. Not all children are created equal as even children understand. Some naturally excel at sports, others at music. Yet for some reason American education policy refuses to accept the reality that some children are simply better at the core subjects in school than others and wishes to paper over these obvious differences. The classic example of this hubris is the No Child Left Behind Act co-authored by Democratic Rep. George Miller of California and Democratic U.S. Sen. Edward Kennedy.
Charles Murray takes issue with this rejection of reality in: The Bell Curve Tolls For Thee. Here’s an excerpt:
In all areas of academic ability, half of the children are below average. This fact has implications for education and public policy, and yet it’s something most politicians and public intellectuals would rather not talk about. It amounts to educational romanticism. At its heart is a glib presumption that every child can be anything he or she wants to be if only the schools do their job properly. No one really believes it, but we approach education’s problems as if we did. We are phobic about saying out loud that children differ in their ability to learn the things schools teach. Not only do we hate to say it, we get angry with people who do.