ABSTRACT
Writing a full half-century ago, Walter Lippmann (1925) pointed out that every optimistic book written on democracy concludes with a chapter on education. In the years since, we have seen no change in the avidness with which Americans—those consummate, ultimate democrats—pursue their optimistic, at times millennial hopes for schooling. Even when we are gloomy, our sadness is that of the disappointed yet ever hopeful lover. A few months ago I participated in the taping of a series of programs, for the National Humanities Center, on the state of U.S. secondary education. Of the five discussants, three were morose, and two ambivalent. For nearly a full day the panel complained about the public schools: their mediocrity, their low standards, the loss of discipline, the flight to the private schools, legislative intrusion, the dearth of science and mathematics teachers, the prevalence of drug use, minimum competence testing (necessary but troubling), the low SAT scores of prospective teachers, and much, much more. Apparently overwhelmed by this catalogue of woes, the moderator concluded by asking the group to comment on what it foresaw for the next ten years. Every face brightened as the discussants reported their consensus: things would be far better; demographic trends were favorable; there would be fewer students and we already had in place a splendid educational plant; social pathology showed signs of ebbing; the legislators had at last learned their lessons and were beginning to butt out; SAT scores would soon begin to show a rise, school administrators were feeling more confident; and parents were making themselves heard. All in all we could look forward to a glorious decade.
