The Best and the Brightest Have Led America Off a Cliff

By Chris Hedges, Truthdig. Posted December 9, 2008.

"There’s a certain kind of student at these schools who falls in love with the mystique and prestige of his own education," said Elyse Graham, whom I taught at Princeton and who is now doing graduate work at Yale. "This is the guy who treats his time at Princeton as a scavenger hunt for Princetoniana and Princeton nostalgia: How many famous professors can I collect? And so on. And he comes away not only with all these props for his sense of being elect, but also with the smoothness that seems to indicate wide learning; college socializes you, so you learn to present even trite ideas well."

These institutions cater to their students like high-end resorts. My prep school -- remember this is a high school -- recently built a $26 million gym. Not that it didn’t have a gym; it had a fine one, with an Olympic pool. But it needed to upgrade its facilities to compete for the elite boys and girls being wooed by other schools. While public schools crumble, while public universities are slashed and degraded, while these elite institutions become unaffordable even for the middle class, the privileged retreat further into their opulent, gated communities. Harvard lost $8 billion of its endowment over the past four months, which raises the question of how smart these people are, but it still has $30 billion. Schools like Yale, Stanford and Princeton are not far behind. Those on the inside are told they are there because they are better than others. Most believe it. 

The people I loved most, my working-class family in Maine, did not go to college. They were plumbers, post office clerks and mill workers. Most of the men were military veterans. They lived frugal and hard lives. They were indulgent of my incessant book reading and incompetence with tools, even my distaste for deer hunting, and they were a steady reminder that just because I had been blessed with an opportunity that was denied to them, I was not better or more intelligent. If you are poor, you have to work after high school or, in the case of my grandfather, before you are able to finish high school. College is not an option. No one takes care of you. You have to do that for yourself. This is the most important difference between them and the elites.

The elite schools, which trumpet their diversity, base this diversity on race and ethnicity, rarely on class. The admissions process, as well as the staggering tuition costs, precludes most of the poor and working class. When my son got his SAT scores back last year, we were surprised to find that his critical reading score was lower than his math score. He dislikes math. He is an avid and perceptive reader. And so we did what many educated, middle-class families do. We hired an expensive tutor from the Princeton Review, who taught him the tricks and techniques of taking standardized tests. The tutor told him things like "stop thinking about whether the passage is true. You are wasting test time thinking about the ideas. Just spit back what they tell you." His reading score went up 130 points. Was he smarter? Was he a better reader? Did he become more intelligent? Is reading and answering multiple-choice questions while someone holds a stopwatch over you even an effective measure of intelligence? What about those families that do not have a few thousand dollars to hire a tutor? What chance do they have? 

These universities, because of their incessant reliance on standardized tests and the demand for perfect grades, fill their classrooms with large numbers of drones. I have taught gifted and engaged students who used these institutions to expand the life of the mind, who asked the big questions and who cherished what these schools had to offer. But they were always a marginalized and dispirited minority. The bulk of their classmates, most of whom headed off to Wall Street or corporate firms when they graduated, starting at $120,000 a year, did prodigious amounts of work and faithfully regurgitated information. They received perfect grades in both tedious, boring classes and stimulating ones, not that they could tell the difference. They may have known the plot and salient details of Joseph Conrad’s Heart of Darkness, but they were unable to tell you why the story was important. Their professors, fearful of being branded political and not wanting to upset the legions of wealthy donors and administrative overlords who rule such institutions, did not draw the obvious parallels with Iraq and American empire. They did not use Conrad’s story, as it was meant to be used, to examine our own imperial darkness. And so, even in the anemic world of liberal arts, what is taught exists in a moral void. 

"The existence of multiple forms of intelligence has become a commonplace, but however much elite universities like to sprinkle their incoming classes with a few actors or violinists, they select for and develop one form of intelligence: the analytic," William Deresiewicz, who taught English at Yale, wrote in The American Scholar. "While this is broadly true of all universities, elite schools, precisely because their students (and faculty, and administrators) possess this one form of intelligence to such a high degree, are more apt to ignore the value of others. One naturally prizes what one most possesses and what most makes for one’s advantages. But social intelligence and emotional intelligence and creative ability, to name just three other forms, are not distributed preferentially among the educational elite."

See more stories tagged with: education, harvard, elitism, stanford, berkeley, elites, ivy leagues, yale, princeton, wellesley

Chris Hedges, a Pulitzer Prize-winning reporter, is a senior fellow at the Nation Institute. His latest book is Collateral Damage: America's War Against Iraqi Civilians.

Liked this story? Get top stories in your inbox each week from AlterNet! Sign up now »