In a recent column, David Brooks considers Charles Murray’s thesis that “America is coming apart,” and concludes that:
The country… needs to rebuild orderly communities. This requires… building organizations and structures that induce people to behave responsibly rather than irresponsibly and, yes, sometimes using government to do so.
The first recommendation is reasonable. The second suggests Brooks is not very familiar with the history of education.
For the past century and a half, the biggest single intervention by the government in American lives has been our state school systems. Prior to the mid 1800s, all education in this country was local. The majority of children attended private schools, and those who attended the local “common” or “public” schools usually paid tuition. Even “common” schooling was only free for the truly destitute. Partly as a result of this direct financial responsibility, parents had ultimate control over what and by whom their children were taught.
From the 1830s to the 1850s, Massachusetts state senator Horace Mann and his colleague in the House, James Carter, imagined and ultimately laid the foundation of the state school system we know today. They did so for a variety of reasons, one being their belief that the common man and woman could not be trusted to educate their own children. Their solution was to take educational power and responsibility out of parents’ hands and place it under the control of state‐trained, state‐appointed experts.
Shockingly, taking responsibilities away from people does not make them more responsible. Responsibility is like a muscle: use it, or lose it. The kinds of “organizations and structures that induce people to behave responsibly” are those that actually impose responsibilities upon them. When parents must not only choose but pay for their children’s education, they expect rather more from the system than when they are assigned “free” schooling by the state. And school efficiency rises as a result.
Some parents could not afford to pay for a good education for their children even without the heavy tax burden imposed by the present bloated state school monopolies. For those parents, we could easily provide financial assistance to cover most or (as necessary) all the cost of schooling. This is already being done on a small but growing scale in 8 states, thanks to k‐12 education tax credit programs.
If Brooks wants “an organization and structure” that induces people to behave responsibly, he need look no further than the free enterprise system. “Using government” to achieve that end has been tried for 150 years, and the results are not impressive.