The Graves of Academe - Richard Mitchell (electronic book reader .txt) 📗

literature, art, and music so as to evoke right emotional response and produce positive enjoyment. Its presentations of science should aim, in part, to arouse a genuine appreciation of nature.

So. Intellectual discipline is not compatible with “right emotional response” and “positive enjoyment.” And a pack of manual arts teachers, educationists, and bureaucrats can tell us what a right emotional response would be, presumably. They can clarify for us, without any tedious attention to inorganic chemistry or the laws of motion, not only an appreciation of nature but a genuine appreciation of nature. They are bestowers of blessings on the benighted. Their discoveries, however, would probably come as a sad surprise to Jefferson, who, in spite of his command of intellectual disciplines, labored all his life under the delusion that he did take “positive enjoyment” from literature, art, and especially from music.

One of the characteristics of the mind of educationism, just as much now as in the days of Cardinal Principles, is an apparent inability to follow paths of thought far enough to discover contradictions in logic. If scientific research, or technological craftsmanship, for that matter, were as little given to self-examination as educationistic theory, we would have practically nothing that worked. The notion that intellectual discipline is somehow an impediment to “right response,” a notion that we find not only in the context of the arts but everywhere in Cardinal Principles and in subsequent educationistic theorizing, must eventually lead us to the conclusion that those who hold it cannot be believed. It is, after all, by virtue of some fancied “intellectual discipline” in themselves that educationistic theorists claim to prescribe the “right” responses, attitudes, and appreciations that are precluded by intellectual discipline.

This is not only illogical but even antisocial, which is another disabling contradiction in a theory proposing schooling as a means of socialization. They say, in effect, that students who are needlessly led into intellectual discipline will not achieve right emotional response, but that educationists are not thus handicapped. It is a strange sort of teacher who says in his heart that his students need never know what he knows. That goes far beyond elitism; it is cultism. If a teacher is dedicated to knowledge and thought, he works in the hope that his students, some of them, one of them, will come to know and think more than he does, for only thus can knowledge and thought be served. To treat his students, or some of them, or even one of them, as though they could never know and think what he knows and thinks, suggests a dedication to something else. Perhaps to his job. Perhaps he fears to raise up what such a teacher would surely think of as competition. While an individual teacher, of course, need have no realistic fears that some student will supplant him, the same is not true of the ideologues who claim to define the whole system of teaching and learning. How convenient it is, we notice, for the future welfare of the commissioners that they are immune to the nasty side effects of intellectual discipline from which they will magnanimously shelter the children.

I must note, at this point, that the Commission on the Reorganization of Secondary Education was assembled by the National Education Association, a widely misunderstood outfit. The ordinary citizen reads its pronouncements in the newspapers from time to time and notices that it gives its seal of approval to treacly television shows and elementary dramatizations of popular “classics.” He has the impression that the NEA is something “official.” But it is, of course, as it was in 1918 and long before, a trade union. That it should be called on to set national policy in the public schools is like putting the teamsters’ union in charge of traffic laws and the licensing of drivers, but even more so. We have accepted the determinations of a teachers’ union as to how America should be educated only because the job of designing an educational system is so hideously boring that only those whose self-interest is clearly at stake will undertake it. Our corporate self-interest, to be sure, is also very much at stake, but not clearly , at least not clearly enough for the ordinary citizen, who cannot see beyond the fact that all questions of education and schooling are hideously boring.

The self-interest of a massive educationists’ trade union is evident on every page of Cardinal Principles. Whether that self-interest influences the document in partnership with shabby habits of thought, or whether those habits are themselves the consequences of the self-interest, who can say? But the result is the same. In every “main objective” we can find generous provision for the employment of growing hosts of dues-paying members of the NEA. It is also assured that much room will be made in the academic world for a new class, the arrivistes of educationism, the guidance counselors and curriculum facilitators, the physical education and typing teachers, the appreciation experts and the right emotional response imparters, the fingernail inspectors, and the right relationships inducers, who can launch themselves easily into secure and respectable careers without worrying about the burdensome demands of mere information and intellectual discipline.

In the world projected in Cardinal Principles, there is no place for scholars or scholarship. The whole, vast enterprise of training the minds that will shape the thought and knowledge of the future is dealt with in exactly one sentence: “Provisions should be made also for those having distinctly academic interests and needs.” Exactly what provisions the Gang of Twenty-seven might have had in mind, we’ll never know, although their provisions for the supervision of habits of hygiene and social events are detailed at length. We have to wonder, too, how such provisions could be made at all, given that “Each subject now taught in high school is in need of extensive reorganization in order that it may contribute more effectively to the objectives outlined herein, and the place of that subject in secondary education should depend on the value of such contribution.” By that principle, any course of study that might attract those wretched misfits with academic interests, an intellectual discipline clogged with mere information, would have to be either diluted into the pursuit of appreciation or simply eliminated. That, of course, has happened.

(All is not lost, however. In any school there are a few teachers who didn’t know what they were getting into when they went to the teachers’ college and have stoutly — and usually silently — retained their devotion to intellectual discipline and even improved their stores of mere information in spite of having to give most of their time to education courses. They are the unintended “provision…for those having distinctly academic interests and needs.” That’s why every educated person you know will give special credit to this or that certain teacher. Such teachers, however, are seldom popular with their colleagues, and never with the administrators, so they often have to work underground. No matter. Those weird students will find those weird teachers and will learn from them, in any subject at all, something of the work of the mind.)

In fact, the Commission on the Reorganization of Secondary Education was simply not interested in students with “distinctly academic needs and interests.” It began by assuming that there were few of those in any case, and ended by projecting an “education” that would make them even fewer. In the Commission’s plan there was as little concern for academic talent as there was space on the page for naming the provisions, for the commissioners were, deep down where it really counted, not teachers at all but Sunday-school supervisors manqus, officious and ill-informed laymen busily hastening to good make-works and armed with the serene self-confidence that only ignorance can provide. They wanted to be not teachers but preachers, and prophets too, charging themselves with the cure of the soul of democracy and the raising up in the faith of true believers. They made concrete and formal the anti-intellectual dogmatism that characterizes our schools today.

The seventh and last of the Commission’s main objectives of secondary education was nothing less than Ethical Character, which they pronounced “paramount” in a democratic society, as if Plato, Epictetus, Saint Augustine, Voltaire, Kant, Spinoza, and so on, for countless thinkers who lived under all sorts of governments, had somehow missed the point now perfectly clear to certain manual arts teachers and associate superintendents. They were as smugly confident of their ability to engender Ethical Character through “the wise selection of content and methods of instruction in all subjects of study” as they were of their ability to tell right emotional response from wrong. All it takes, after all, is what they are certain they have: wisdom.

I have more to say later on the vexatious question of the role of public education, all too accurately described in Cardinal Principles as “the one agency that may be controlled definitely and consciously,” in the supposed formation of Ethical Character. For now, it is useful to point to the obvious fact that you will have a hard time finding a citizen who is opposed to the formation of ethical character. Or to worthy use of leisure time. Or to health, or any of the “main objectives” of secondary education as discovered in Cardinal Principles. Those objectives can be seen to constitute what is essentially a political platform eminently acceptable to all those who are in favor of good and against evil. Public acceptance of that platform was all the more certain because there was, after all, no opposing party.

And how could there be? In this case, opposition could hardly be the simple recommendation of contrary “main objectives.” No one would vote for some educational splinter group calling for sickness and degeneracy. The opposition, if there were to be any, would require in its adherents a precise and thorough attention to detail, the pursuit of logical argument, the formulation of hypotheses as to consequences, an underlying theory as to the means and ends of education, and some considerable knowledge of the history of human thought. Such a constituency will never be large. There was such a constituency, of course, as there always is, made up of thoughtful and educated people of all kinds, some of them actually in schools. But the scholarly, academic wing of that small party was not asked to the table with the members of the Commission on the Reorganization of Secondary Education, who didn’t want to hear any more of that “traditional training of the reasoning faculties” stuff in the report of the Eliot committee. And the other political dissidents, the ones you might call the civilians in the school war, had other and far more important things to do. Most of them had probably never heard of Cardinal Principles, and those who had would surely have found it of little interest. The theorists of American public education, actually feeble and helpless creatures, have evolved an amazing power to protect themselves against predators by emitting an unbearable cloud of dullness and boredom.

If there is such a thing as an intellectual and cultural elite in America, and there may well be a far larger one than even its detractors imagine, it is surely worthy of condemnation, for it is selfish and lazy. Jefferson and his friends indubitably thought of themselves as an elite, a natural aristocracy of talent. So thinking, they saw themselves not as privileged but as obliged by their gifts, obliged to serve the common good by the simple fact of their ability to do so. This attitude is not rampant among us. It is especially unrampant in the academic community, where those who more or less secretly do think of themselves as an elite have trained themselves to imagine that the dull business of public education has nothing to do with their high endeavors.

The underlying attitudes and beliefs in