Читаем After America полностью

Education is the biggest single structural defect in the United States. No country needs to send a majority (never mind “all,” as is President Obama’s ambition) of its children to college, and no country should: not every child has the aptitude to benefit from college, and not every child who has wants to go, or needs to. For most who wind up there, college is a waste of time, and money, and life. Hacks pretend to teach, slackers pretend to learn, and employers pretend it’s a qualification. Full disclosure: I never went to college, which is why my critics usually preface their dissections with a reference to “the uneducated” or “the unlettered Mark Steyn.” Guilty as charged: no letters on me. But I was doing ancient Greek in high school and Latin by middle school, not because I was “gifted” but because that’s just the way it was back then. I long ago gave up marveling at how little American education asks of its inmates. By universalizing university, you let K-12 off the hook. College becomes the new high school—which is exactly the opposite of what a dynamic, efficient society would be doing: middle school should be the new high school. Early-year education is the most critical; if you screw up the first eight grades, keeping the kid in class till he’s thirty isn’t going to do much to fix things.

Beyond the academic arguments, no functioning state can afford to keep its kids at school till they’re twenty-two. It leads to later workplace participation, later family formation, and societal infantilization. Take America in its most dynamic years—the period when it put great inventions within the reach of every citizen (the automobile, the telephone, the washer and dryer), and, for you culture-du-plaisir types, also developed the modern entertainment industry (radio, talking pictures, gramophone records, Tin Pan Alley, jazz, Broadway, Hollywood): it did all this with a population whose median education was 8.3 years. Eighth Grade America won a world war, and emerged afterwards as an economic superpower that dominated the post-war era until Eighteenth Grade America sleepwalked it off the precipice.

Oh, well. What does an American get for sticking with the system to Ninth Grade, Twelfth Grade, Sixteenth Grade, and beyond? Is he more “educated”? Not obviously so. But he is indisputably credentialed, and in the credential-fetishizing America of the early twenty-first century, that’s what counts. So American families plunge themselves into debt and take huge amounts of money out of the productive economy in order to feed the ravenous diploma mill. It’s not too demanding, and getting less so every year: by 2010, only 23 percent of courses offered at Harvard required a final exam.³⁶ For most of its “scholars,” college is a leisurely half-decade immersion in the manners and mores of American conformism. Other than that, it doesn’t matter what, if anything, you learn there, just so long as you emerge with the diploma. It used to be made of sheepskin. But these days the students are the sheep and the ones getting fleeced are their parents.

By the turn of the twenty-first century, America had per capita two-and-a-half times as many college students as Britain and Spain. Its college population was significantly larger than its high school population, mainly due to the fact that such fields of scholarship as “Jiggle in My Walk: The Iconic Power of the ‘Big Butt’ in American Pop Culture”³⁷ are so rigorous that to complete a bachelor’s degree can take twice as long as it once would have. Say what you like about half a decade of “Peace Studies” but, while light on the studies, it’s certainly peaceful. To acquire the ersatz sheepskin, Americans not only forego what might have been six years of profitable and career-advancing work, they also rack up a six-figure debt in order to access a job that is increasingly unlikely to justify that outlay. But then taking that first step on the debt ladder is as important an initiation into contemporary adulthood as the magic credential.

In fairness, there remain certain exceptions to these leisurely frauds.

America retains world-class academic institutions in science and engineering.

But half the graduate students in these fields are foreigners, and more and more return home at the end of their studies.³⁸ Perhaps we could retrain a few Diversity Officers to replace retiring physicists. Beyond that, has universal credentialism created a golden age of American scholarship? Not so’s you’d notice. Michelle Obama was born in 1964, so, unlike Condi Rice, she has no vivid childhood memories of racial segregation. She was among the first generation to benefit from “affirmative action,” which was supposed to ameliorate the lingering grievances of racism but seems, in Mrs. Obama’s case, merely to have transformed them into post-modern pseudo-grievance.