What went wrong?
In the first place, nobody foresaw how enormously expensive such a school system would be. Already spending more than any other nation on education, we were hardly able to provide the money needed for so much individual attention to so many.
Educators as a result were forced to design programs for the average student . Special course were provided for those experiencing unusual difficulty, but gifted students were largely ignored.
One by one the traditional spurs to effort were removed. Laws were passed requiring even the dullest students to remain in school until their middle or late teens, and the educators found they could expel almost no one. Soon they discovered that it was less damaging to all concerned to let dullards progress through the grades with their contemporaries than to hold them back and let them disrupt classes of younger children. Automatic promotion, automatic graduation, and report cards on which rarely was heard a discouraging word became the rule, and it was not one which inspired ever student to do his best.
Elsewhere, children had more incentive to study hard. In Europe the possession of a diploma has continued to be a social distinction, and the educated man is respected even if he is poor. In the Soviet Union, scientists and technicians are the new aristocrats, and the only way to join their ranks is through academic accomplishment no Russian boy can entertain the dream of leaving school early and making a million rubles as a salesman. In both Russian and the other European countries the bright student, because he is likely to become an important man, is widely admired by his contemporaries.
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