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Leon Botstein addresses two fundamental issues in Jefferson s Children. The first, America s current system of education is severely lacking. The second, how we should go about reconfiguring it. The book is not structured rigidly; it does not make one concise point. Thus it does not demand either complete acceptance or rejection. I personally feel both Botstein s analysis of our current system of education and his proposed changes hold both merits and flaws.
One of the largest platforms from which Botstein speaks is his assertion of a differences between the youth of today and that of the past. I do not know if his claims of difference hold truth. However, regardless of any past generations, American education does not function synchronously with the development of today s youth. This is the point which I feel Jefferson s Children is centered around. Botstein claims that children today mature earlier than they did when the American high school was designed. On average, this may be true.
However, I feel no two teens are alike. It is from this view that I derive both my appreciation and my criticism of Jefferson s Children. Throughout his book, Botstein consistently makes sweeping generalizations about youth. He claims that children entering high school have already made the transition to young adulthood. Although this may be biologically true, I do not feel it is possible to ascribe this advanced maturity to the psychological development of all children. I do not think it is even possible to characterize a majority of 9 th graders as young adults, psychologically speaking.
Another generalization he makes is that: young people of early adolescence are the most susceptible to real passions; passions for reading; passions for doing something; passions for practicing a basketball shot; practice ballet; practice painting; practice computers; practice math. I found it fairly hard to believe this statement could be applicable to all adolescents, although it does seem to hold true for many. Another generalization he makes, which I found to be particularly insulting to my generation went as follows: My view is that when puberty hits everything disappears that is remotely related to love of learning, and that the culture is unable to keep the attention of adolescents in early puberty. Botstein also proposes that age 18 is too old to begin serious education.
Once a person reaches that point it is not possible to acquire a love of reading, and good habits of concentration. According to Botstein, the average 16 year old is able to learn to work hard at a college level that the average 18 year old. From personal experience with my own generation, I do not find this to be true. He states that we infantile our high school students and merely prolong the point at which they will have to learn to accept responsibility.
However true this may be, I would challenge him to prove that every student is ready for that responsibility at the same age. Although Botstein makes all these generalizations, and then bases a proposed system of education around them, he turns around and contradicts himself when discussing race, class and gender. In addressing these issues he makes the claim that No shortcuts should be offered that diminish the sanctity of the individual. He may have been talking about a different subject at the time, but what is important is that he recognizes the existence of the individual in regard to personal challenge and achievement; I found this incompatible with his sweeping characterization of youth.
Although Botstein ignores the individual in many regards, he does pay tribute to the diversity between people in others. He does so in his proposal of what is to come after high school. It is here where I found his proposals to be constructive. As Botstein claims, at some times, while not at others, I feel all kids are different.
After high school, they will not all desire to go in the same direction. Some may prefer a vocational track, while others might like a more elite academic route. Others may not know what it is they desire, and still need time to figure out where they want to go in life. Consequently, I feel that it would be beneficial to make more options easily accessible to the high school graduate.
I also feel that if some students were to graduate earlier it would make it easier on them if they were to realize, two years into college for example, that they wanted to do something else with their life; it would not be to late to change one s mind. In addition to the choices he offers high school graduates, I was also impressed with the freedom he proposes in the students choice of study throughout compulsory education. Letting children learn through their passions and spontaneity, rather than through mechanical schedules of 40 minute periods and standardized tests, is certainly a step in the right direction towards a better system of education.
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