Monday, December 06, 2010

Raking geniuses from the rubbish

Our education system is a hierarchy. There are progressive stages,  from school, to two-year colleges, to four year colleges, to the masters degree, to the Ph.D. Schooling in the U.S. is compulsory up to the age of 17-18. Beyond high school, a significant number of students do not move on to the next step for a range of reasons: due to the students' own volition, lack of financial resources, or selective admissions policies.

It is instructive to consider the history of this system we have in place today. The following text is by Thomas Jefferson, written in 1782 in the context of a bill on education in his state:

The bill [on Education in the Revised Code of Virginia] proposes to lay off every county into small districts of five or six miles square, called hundreds, and in each of them to establish a school for teaching reading, writing, and arithmetic. The tutor to be supported by the hundred, and every person in it entitled to send their children three years gratis, and as much longer as they please, paying for it. These schools to be under a visitor who is annually to choose the boy of best genius in the school, of those whose parents are too poor to give them further education, and to send him forward to one of the grammar schools, of which twenty are proposed to be erected in different parts of the country, for teaching Greek, Latin, geography, and the higher branches of numerical arithmetic. Of the boys thus sent in any one year, trial is to be made at the grammar schools one or two years, and the best genius of the whole selected, and continued six years, and the residue dismissed. By this means twenty of the best geniuses will be raked from the rubbish annually, and be instructed at the public expense, so far as the grammar schools go. At the end of six years instruction, one half are to be discontinued (from among whom the grammar schools will probably be supplied with future masters) : and the other half, who are to be chosen for the superiority of their parts and disposition, are to be sent and continued three years in the study of such sciences as they shall choose, at William and Mary College. ... The ultimate result of the whole scheme of education would be the teaching all the children of the State reading, writing, and common arithmetic; turning out ten annually of superior genius, well taught in Greek. Latin, geography, and the higher branches of arithmetic; turning out ten others annually, of still superior parts, who. to those branches of learning, shall have added such branches of the sciences as their genius shall have led them to; the further furnishing to the wealthier part of the people convenient schools at which their children may be educated at their own expense.
From: Notes On Virginia. viii, 388. Ford Ed., iii, 251. (1782.), as quoted in The Jefferson Cyclopedia, a comprehensive collection of the views of Thomas Jefferson, Ed. John P. Foley, Funk and Wagnalls Company, New York, 1900, page 275. 

Interesting, is it not? I don't know to what extent these ideas were implemented in the form advocated, but the idea of progressive levels of education, with each successive level being increasingly more selective, is certainly still with us.

Jefferson's phrase referring to geniuses "raked from the rubbish" rankles, but it plainly points out an uncomfortable truth about our present system, particularly in the context of higher education: that it is a meritocracy.

It is certainly a point of pride for faculty and for academic institutions that they can identify, recruit, and cultivate "geniuses." But should we not also be mindful of what it really means (both to the individuals in question, and to society as a whole) to discard the rest as "residue"? Even if we are forced to be selective due to resource constraints, could our society be better served if we cultivate a more inclusive perspective in academia?

These are not idle questions. They are at the very root of the debate about increasing diversity in undergraduate and graduate programs, and among the ranks of faculty.


Della Palacios said...

This should be at the heart of the debate of reform in our public schools. Unfortunately, standards-based reform efforts are making that impossible. And so, for now, Jefferson's ideas prevail in our schools.

Bhaskar said...

Thanks, Della. I agree...

Anonymous said...

Sorry Bhaskar - America's education system is not aa true meritocracy! It never was and never will be. As you see from the text the rich people's kids got to continue on... where is their hard work and intellectual superiority in the equation? All Ivy League schools allow for legacy kids to get in which is why GW got to go to Yale.

paulKimson said...

Education will lead us in the way of prosperity. Our all success is depended on qualification. Education can groom us in different way. With education, we can easily achieve our goals. read more if you need details description.

Unknown said...

Smart work! on this site I read that many people were nothing but now they are in the list of geniuses because of education.

yashlittle said...

In different schools, They teach kids because they want to see them learn. And when those kids are in a place that doesn't value learning. We should realize them the importance of education in our lives. You can get best essay writers at Hope so, you'll love it.

paulKimson said...

Our education system can make the rubbish people to geniuse. If they show all their concentration on studies. Then noboady can stop him to achieve success. We have for all students.

Kenneth H. Little said...

Educational progress starts at the beginning.

Every students should be able to gain 90%+ mastery on every single learning unit from kindergarten on before seeing the next learning unit.

We cluster children according to their chronological age. Chronological age is the least relevant criteria for clustering children into educational environments, while subject specific neurological readiness is the most important.

We know this, but still cluster children according to age and expect some to scurry along desperately trying to keep up, while simultaneously holding fast learners back; and then scratch our heads when children lose interest and under-perform.