Abstract
In 1867 Horatio Alger published his first book Ragged Dick, which was aimed at teaching the virtues of enterprise, responsibility, patience, hard work, honesty and ambition to juveniles who would shape the American nation. The main characters in Alger’s books, and there were many, all achieve success through the victory of character over social circumstances. In Ragged Dick, the wealthy benefactor Mr Whitney tells the dishevelled Dick ‘I hope, my lad, you will prosper and rise in the world. You know in this free country poverty in early life is no bar to a man’s advancement … Remember that your future position depends mainly on yourself and that it will be as high or low as you choose to make it.’1 Less sanguine observers of American life such as Alex de Tocqueville also reported that America, as the ‘first new nation’, lacked the rigid class barriers that he had observed throughout Europe. Personified in the experience of American presidents such as Abraham Lincoln’s social sojourn from a Kentucky log cabin and Benjamin Franklin’s elevation from an apprentice printer and tenth son of a Boston candle-maker, equal opportunities for all had become ‘America’s promise’. As Lloyd Warner and his colleagues observed in the 1940s, ‘It was on the lips of every humble fireside. Every business man, industrialist, and politician proclaimed it and believed it.’2 In Britain, in the aftermath of the devastating destruction of war, there was also common agreement that the reconstruction of society must include new opportunities for all in a ‘land fit for heroes’.
He … gave us not that capability and godlike reason to fust in us unused.
William Shakespeare
In the progress of the division of labour… the man whose whole life is spent in performing a few simple operations… generally becomes as stupid and ignorant as it is possible for a human creature to become.
Adam Smith
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Notes
W. Lloyd Warner, Robert J. Havighurst and Martin B. Loeb, Who Shall be Educated? The Challenge of Unequal Opportinities, London: Kegan Paul, 1946, p. 45.
Talcott Parsons, ‘The school class as a social system: some of its functions in American society’, Harvard Education Review, xxix, 1959, 297–318.
Michael Young, The Rise of the Meritocracy, Harmondsworth: Penguin, 1961.
Quoted in David. G. Glass, ‘Education and social change in modern Britain’, in A. H. Halsey, Jean, Floud and C. A. Anderson (eds) Education, Economy and Society, Glencoe: Free Press, 1961, p. 394.
Alexander Walker (1840) quoted in June Purvis ‘Towards a history of women’s education in nineteen-century Britain: A sociological analysis’, in J. Purvis & M. Hales (eds) Achievement and Inequality in Education, Milton Keynes: Open University Press. See also
June Purvis A History of Women’s Education in England Milton Keynes: Open University Press, 1991.
Clark Kerr, John T. Dunlop, Frederick Harbison and C. A. Myers, Industrialism and Industrial Man, Harmondsworth: Penguin, 1973, p. 53.
Martin Trow, ‘The second transformation of American secondary education’, in J. Karabel and A. H. Halsey (eds) Power and Ideology in Education, New York: Oxford University Press, 1977, p. 111.
Burton Clark, Education and the Expert Society, San Francisco: Chandler, 1962
Clark Kerr, John T. Dunlop, Frederick Harbison and C. A. Myers, Industrialism and Industrial Man, Harmondsworth: Penguin, 1973.
John Dewey, Democracy and Education, New York: Macmillan, 1916, p. 101.
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Aron V. Cicourel and John I. Kitsuse, The Education Decision-Makers, New York: Bobbs-Merrill, 1963, p. 139.
Warren Bennis, ‘The decline of bureaucracy and organisations of the future’, in J. M. Shepard (ed.) Organizational Issues in Industrial Society, Englewood Cliffs, Prentice-Hall, 1972, p. 107.
See James Fallows ‘The case against credentialism’, The Atlantic Review 1985, December, 49–67.
Lewis Terman, Intelligence Tests and School Reorganisation, New York: World Book Co, 1923, p. 27–8.
See the discussion in Leon J. Kamin, The Science and Politics of IQ Harmondsworth: Penguin, 1977.
Richard Herrnstein and Charles Murray, The Bell Curve: Intelligence and Class Structure in American Life, New York: Free Press, 1994. For an informed discussion of this book see
Steven Fraser, (ed.) The Bell Curve Wars, New York: Basic Books, 1995.
W. Lloyd Warner, Robert J. Havighurst and Martin B. Loeb, Who Shall be Educated? The Challenge of Unequal Opportunities, London: Kegan Paul, 1946.
Ronald Dore, The Diploma Disease, London: Allen & Unwin, 1976.
Randell Collins, The Credential Society, New York: Academic Press, 1979.
Fred Hirsch, The Social Limits to Growth, London: Routledge, 1977, p. 50.
Ivar Berg, Education and Jobs: The Great Training Robbery, New York: Praeger, 1970.
Harry Braverman, Labor and Monopoly Capitalism: The Degradation of Work in the Twentieth Century, New York: Monthly Review Press, 1974.
Paul Willis, Learning to Labour, Farnborough: Saxon House, Teakfield, 1977, p. 199.
Phillip Brown, Schooling Ordinary Kids, London: Tavistock, 1987.
Richard Sennett and Jonathan Cobb, The Hidden Injuries of Class, Cambridge: Cambridge University Press, 1977, p. 76.
Brian Jackson and Dennis Marsden, Education and the Working Class, London: Routledge and Kegan Paul, 1962, p. 241.
Barbara Ehrenreich, Fear o fFalling: The Inner life of the Middle Class, New York: Harper Perennial, 1990, p. 76.
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© 2001 Phillip Brown and Hugh Lauder
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Brown, P., Lauder, H. (2001). The Manufacture of Intelligence. In: Capitalism and Social Progress. Palgrave Macmillan, London. https://doi.org/10.1057/9780333985380_5
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DOI: https://doi.org/10.1057/9780333985380_5
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