A ll men are by nature equal,
By GEORGE WILL
The Washington Post
But differ greatly in the sequel.
A quarter of a millennium later, that couplet from a colonial American almanac defines an urgent challenge. Modern society increases how, and the predictability of how much, people differ in the sequel.
If America is to be equitable, with careers open to all talents and competent citizens capable of making their way in an increasingly demanding world, Americans must heed the warnings implicit in observations from two heroes of modern conservatism.
In The Constitution of Liberty (1960), Friedrich Hayek noted that families are the primary transmitters of human capital habits, mores, education. Hence families, much more than other social institutions or programs, are determinative of academic and vocational success. In The Unheavenly City (1970), Edward C. Banfield wrote: All education favors the middle- and upper-class child, because to be middle or upper class is to have qualities that make one particularly educable.
Jerry Z. Muller, a Catholic University historian, argued in the March-April 2013 issue of Foreign Affairs that expanding equality of opportunity increases inequality because some people are simply better able than others to exploit opportunities. And assortative mating likes marrying likes concentrates class advantages, further expanding inequality. As Muller said, formal schooling itself plays a relatively minor role in creating or perpetuating achievement gaps that originate in the different levels of human capital children possess when they enter school.
The Cato Institutes Brink Lindsey argued in Human Capitalism: How Economic Growth Has Made Us Smarter and More Unequal that this growth intensifies societys complexity, which has opened a great divide between those who have mastered its requirements and those who havent. Modernity intensifies the demands on mental abilities. People invest increasingly in human capital because status and achievement increasingly depend on possession of the right knowledge.
Lindsey cited research showing that by the time they reach age 3, children of professional parents have heard some 45 million words addressed to them as opposed to only 26 million words for working-class kids, and a mere 13 million words in the case of kids on welfare. So, class distinctions in vocabularies are already large among toddlers. These factors, Lindsey said, explain why people raised in the upper middle class are far more likely to stay there than move down, while people raised in the working class are far more likely to stay there than move up.
Today, the dominant distinction defining socioeconomic class is between those with and without college degrees. Graduates earn 70 percent more than those with only high school diplomas.
Soon the crucial distinction will be between those with meaningful college degrees and those with worthless ones. Many colleges are becoming less demanding as they become more expensive: They rake in money by taking in many marginally qualified students who are motivated only to acquire a credential and who learn little.
Lindsey reported that in 1961, full-time college students reported studying 25 hours a week on average; by 2003, average studying time had fallen to 13 hours. Half of todays students take no courses requiring more than 20 pages of writing in a semester. Given the role of practice in developing expertise, the conclusion that college students are learning less than they used to seems unavoidable. Small wonder those with college degrees occupying jobs that do not require a high school diploma include 1.4 million retail salespeople and cashiers, half a million waiters, bartenders and janitors, and many more.
Most American kids, Lindsey concluded, are now raised in an environment that is arguably less favorable for developing human capital than that in which their parents were raised. Americas limited-government project is at risk because the nations foundational faith in individualism cannot survive unless upward mobility is a fact.
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