Readers emailed new video links to Big Hollywood in response to the original story back in late September about children at the B. Bernice Young Elementary School in Burlington, New Jersey being taught to sing songs praising Barack Obama reminiscent of the forms of indoctrination used in totalitarian states.

Liberals dismissed the original story as just one case of questionable taste involving only a single teacher in a single school. Six weeks after the original story, John Nolte has managed to collect 11 more from a range of places including Wisconsin, New York, Massachusetts, Georgia, and Illinois.

Nolte’s right. There is an epidemic of this sort thing, proving just how thoroughly entrenched a liberal mentality embracing a cult of statism and yearning to fall prostrate before a messianic leader is among the pseudo-educated class of persons employed in America’s school systems.

My personal favorite Obama song was the one that began

We believe in Barack Obama
He loves you and he loves your mama.

Willam M. Chace, in the American Scholar, identifies the decline in study of the Humanities in general with the internal collapse of the English Department following the overthrow of the idea of the canon.

Perhaps the most telling sign of the near bankruptcy of the discipline is the silence from within its ranks. In the face of one skeptical and disenchanted critique after another, no one has come forward in years to assert that the study of English (or comparative literature or similar undertakings in other languages) is coherent, does have self-limiting boundaries, and can be described as this but not that.

Such silence strongly suggests a complicity of understanding, with the practitioners in agreement that to teach English today is to do, intellectually, what one pleases. No sense of duty remains toward works of English or American literature; amateur sociology or anthropology or philosophy or comic books or studies of trauma among soldiers or survivors of the Holocaust will do. You need not even believe that works of literature have intelligible meaning; you can announce that they bear no relationship at all to the world beyond the text. Nor do you need to believe that literary history is helpful in understanding the books you teach; history itself can be shucked aside as misleading, irrelevant, or even unknowable. In short, there are few, if any, fixed rules or operating principles to which those teaching English and American literature are obliged to conform. With everything on the table, and with foundational principles abandoned, everyone is free, in the classroom or in prose, to exercise intellectual laissez-faire in the largest possible way—I won’t interfere with what you do and am happy to see that you will return the favor. Yet all around them a rich literature exists, extraordinary books to be taught to younger minds.

Consider the English department at Harvard University. It has now agreed to remove its survey of English literature for undergraduates, replacing it and much else with four new “affinity groups”—“Arrivals,” “Poets,” “Diffusions,” and “Shakespeares.” The first would examine outside influences on English literature; the second would look at whatever poets the given instructor would select; the third would study various writings (again, picked by the given instructor) resulting from the spread of English around the globe; and the final grouping would direct attention to Shakespeare and his contemporaries.

Daniel Donoghue, the department’s director of undergraduate studies, told The Harvard Crimson last December that “our approach was to start with a completely clean slate.” And Harvard’s well-known Shakespeare scholar Stephen Greenblatt also told the Crimson that the substance of the old survey will “trickle down to students through the professors themselves who, after all, specialize in each of these areas of English literature.” But under the proposal, there would be no one book, or family of books, that every English major at Harvard would have read by the time he or she graduates. The direction to which Harvard would lead its students in this “clean slate” or “trickle down” experiment is to suspend literary history, thrusting into the hands of undergraduates the job of cobbling together intellectual coherence for themselves. Greenblatt puts it this way: students should craft their own literary “journeys.” The professors might have little idea of where those journeys might lead, or how their paths might become errant. There will be no common destination.

As Harvard goes, so often go the nation’s other colleges and universities. Those who once strove to give order to the curriculum will have learned, from Harvard, that terms like core knowledge and foundational experience only trigger acrimony, turf protection, and faculty mutinies. No one has the stomach anymore to refight the Western culture wars. Let the students find their own way to knowledge.

Roger Scruton, in the American Spectator, describes how sloth, self-indulgence, and intellectual cowardice led the modern university to surrender to egalitarian relativism and thus to be politicized.

As universities expanded, the humanities began to displace the sciences from the curriculum. Students wished to use their time at university to cultivate their leisure interests and to improve their souls, rather than to learn hard facts and complex theories. And there arose a serious question as to why universities were devoting their resources to subjects that made so little discernible difference to the wider world. What good do the humanities do, and why should students take three or four years out of their lives in order to read books which—if they were interested—they would read in any case, and which—if they were not interested—would never do them the least bit of good?

In the days when the humanities involved knowledge of classical languages and an acquaintance with German scholarship, there was no doubt that they required real mental discipline, even if their point could reasonably be doubted. But once subjects like English were admitted to a central place in the curriculum, the question of their validity became urgent. And then, in the wake of English came the pseudo-humanities—women’s studies, gay studies and the like—which were based on the assumption that, if English is a discipline, so too are they. And since there is no cogent justification for women’s studies that does not dwell upon the subject’s ideological purpose, the entire curriculum in the humanities began to be seen in ideological terms. ...

Subjects like English and art history grew from the desire to teach young people how to discriminate art from effect, beauty from kitsch, and real from phony sentiment. This ability was not regarded as an unimportant skill like fencing or horse riding, which students are free to acquire or not, according to their interests. It was regarded as a real form of knowledge, as vital to the future of civilization as the knowledge of mathematics, and more closely connected with the moral health of society than any natural science. It was only on that assumption that the humanities acquired their central place in the modern university.

If, however, the humanities are to avoid the cultivation of taste, it is not only their central place in the curriculum that is thrown in doubt. Given their prominence in the modern university, and the fact that increasingly many students come to university who are unprepared for any other form of study, any change in the humanities is a change in the very idea of a university. Conservatives often complain about the politicization of the universities, and about the fact that only liberal views are propagated or even tolerated on campus. But they fail to see the true cause of this, which is the internal collapse of the humanities. When judgment is marginalized or forbidden nothing remains save politics. The only permitted way to compare Jane Austen and Maya Angelou, or Mozart and Meshuggah, is in terms of their rival political postures. And then the point of studying Jane Austen or Mozart is lost. What do they have to tell us about the ideological conflicts of today, or the power struggles that are played out in the faculty common room?

The true conservative cause, when it comes to the universities, ought to be the restoration of judgment to its central place in the humanities. And that shows how difficult a task the recapture of the universities will be. It will require a confrontation with the culture of youth, and an insistence that the real purpose of universities is not to flatter the tastes of those who arrive there, but to present them with a rite of passage into something better.

Read the whole thing.

Mark C. Taylor, chairman of the Department of Religion at Columbia, hits the nail on the head describing the contradictions lying at the heart of university teaching today.

Graduate education is the Detroit of higher learning. Most graduate programs in American universities produce a product for which there is no market (candidates for teaching positions that do not exist) and develop skills for which there is diminishing demand (research in subfields within subfields and publication in journals read by no one other than a few like-minded colleagues), all at a rapidly rising cost (sometimes well over $100,000 in student loans).

Widespread hiring freezes and layoffs have brought these problems into sharp relief now. But our graduate system has been in crisis for decades, and the seeds of this crisis go as far back as the formation of modern universities. Kant, in his 1798 work “The Conflict of the Faculties,” wrote that universities should “handle the entire content of learning by mass production, so to speak, by a division of labor, so that for every branch of the sciences there would be a public teacher or professor appointed as its trustee.”

Unfortunately this mass-production university model has led to separation where there ought to be collaboration and to ever-increasing specialization. In my own religion department, for example, we have 10 faculty members, working in eight subfields, with little overlap. And as departments fragment, research and publication become more and more about less and less. Each academic becomes the trustee not of a branch of the sciences, but of limited knowledge that all too often is irrelevant for genuinely important problems. A colleague recently boasted to me that his best student was doing his dissertation on how the medieval theologian Duns Scotus used citations.

The emphasis on narrow scholarship also encourages an educational system that has become a process of cloning. Faculty members cultivate those students whose futures they envision as identical to their own pasts, even though their tenures will stand in the way of these students having futures as full professors.

The dirty secret of higher education is that without underpaid graduate students to help in laboratories and with teaching, universities couldn’t conduct research or even instruct their growing undergraduate populations. That’s one of the main reasons we still encourage people to enroll in doctoral programs. It is simply cheaper to provide graduate students with modest stipends and adjuncts with as little as $5,000 a course — with no benefits — than it is to hire full-time professors.

In other words, young people enroll in graduate programs, work hard for subsistence pay and assume huge debt burdens, all because of the illusory promise of faculty appointments. But their economical presence, coupled with the intransigence of tenure, ensures that there will always be too many candidates for too few openings.

His proposed solutions, I’m afraid, are, on the other hand, mostly utterly and completely daft. There is no possibility that interdisciplary relevance can be achieved by abolishing footnotes and departments and assembling groups of diverse scholars to tackle topics like “Mind, Body, Law, Information, Networks, Language, Space, Time, Media, Money, Life and Water.” It would be kind of fun though to take a few Structuralists, a Straussian Poli Sci professor, and a few Cultural Studies specialists, hand them a bucket and tell them to go study Water.

[T]here are more than five sexes and only demotic Greek seems to distinguish among them. The sexual provender that lies to hand is staggering in its variety and its profusion. You would never mistake it for a happy place.—Lawrence Durrell on Alexandria in Justine (1957).

Heather McDonald comments on the antics of Yale’s Administration in catering to the demands of its Gay (in all its permutations) constituency and on the ironies of the contemporary approaches to paideia.

In 2007, at the behest of feminist students, Yale added yet another layer of costly bureaucracy-the Sexual Harassment and Assault Resources and Education Center-to its already generous sexual assault infrastructure. I asked physics professor Peter Parker, convenor of the college’s Sexual Harassment Grievance Board and a sponsor of the new S.H.A.R.E. Center, how many sexual assaults on students there were at Yale. He said that he had “no idea.” (In fact, the number of reported unconfirmed assaults can usually be counted on one hand.) So if students came to the administration demanding a malaria treatment center, would Yale build it without first determining the prevalence of malaria on campus? I asked him. “We didn’t make our judgment based on numbers, but based on concern by students in the community,” he answered.

Faced with such a pliant oppressor, students have to get quite creative in manufacturing new causes of grievance. At the opening ceremonies for the new Office of LGBTQ Resources, junior Rachel Schiff, a coordinator for the LGBT Co-op, complained: “The fact that we don’t actually have a physical space says lots about Yale’s stance towards LGBT life on the ground at a metaphorical level.”...

Today’s solipsistic university… allows students to answer the “Who am I?” question exclusively, rather than inclusively. Identity politics defines the self by its difference from as many other people as possible, so as to increase the underdog status of one’s chosen identity group.

Actually, as far back as the early 1980s, I was startled to learn from undergraduates that the Yale Political Union was not allowed to solicit members by advertising in the prematriculation Freshman mailing packet, but Yale’s LGBT organization was.

Clearly, where I went wrong was in failing to demand a special house provided at university expense, and a special curriculum focused on Redneck Polack Deer Hunter (RPDH) studies.

Hat tip to Scott Drum.

Two teenage kids get kicked out of school and put on probation for taking the name of the Obamessiah in vain. So much for free speech. And all this occurred in North Carolina. Imagine what they’d do to you in Cambridge, New Haven, or Berkeley!

Ashville Citizen Times:

A judge on Tuesday sentenced two former Western Carolina University students to probation for dumping a dead bear on campus with Barack Obama campaign signs on its head.

Brothers Marvin Caleb Williams, of Wilkesboro, who was 20 at the time of his October arrest, and Mathew Colton Williams, who was 18, said nothing in court and declined to comment after the hearing.

Their attorney, Kris Earwood, told District Court Judge Richlyn Holt that the brothers “deeply apologize” and were shocked their action was perceived as a political statement.

“This was just a very bad choice by two young boys,” she said.

The brothers were kicked out of the university, Earwood said, and are going to community college. Both pleaded guilty to misdemeanor disorderly conduct.

Personally, I’d be glad to buy those brothers a beer.

A student at Central Connecticut State University who had the temerity to argue that allowing concealed carry of firearms on campus might save lives in cases of violent episodes like the murders at Virginia Tech soon found himself asked to come down to the campus police station to identify what firearms he owned and where he kept them.

Questioning a fundamental article of liberal faith at many Northeastern colleges today is sufficient to brand a student as an outlaw and potential threat to society.

CCSU Recorder:

For student John Wahlberg, a class presentation on campus violence turned into a confrontation with the campus police due to a complaint by the professor.

On October 3, 2008, Wahlberg and two other classmates prepared to give an oral presentation for a Communication 140 class that was required to discuss a “relevant issue in the media”. Wahlberg and his group chose to discuss school violence due to recent events such as the Virginia Tech shootings that occurred in 2007.

Shortly after his professor, Paula Anderson, filed a complaint with the CCSU Police against her student. During the presentation Wahlberg made the point that if students were permitted to conceal carry guns on campus, the violence could have been stopped earlier in many of these cases. He also touched on the controversial idea of free gun zones on college campuses.

That night at work, Wahlberg received a message stating that the campus police “requested his presence”. Upon entering the police station, the officers began to list off firearms that were registered under his name, and questioned him about where he kept them.

They told Wahlberg that they had received a complaint from his professor that his presentation was making students feel “scared and uncomfortable”. ...

Professor Anderson refused to comment directly on the situation and deferred further comment.

“It is also my responsibility as a teacher to protect the well being of our students, and the campus community at all times,” she wrote in a statement submitted to The Recorder. “As such, when deemed necessary because of any perceived risks, I seek guidance and consultation from the Chair of my Department, the Dean and any relevant University officials.”

Academic politics is the most vicious and bitter form of politics, because the stakes are so low.
—quipped Columbia University political science professor Wallace S. Sayre (well before Henry Kissinger).

Allen Guelzo argues, however, that those stakes, which include the opportunity to form the background assumptions and fundamental perspective of society’s educated elite, may not really be so petty after all.

The conservative revolution was supposed to be a revolution. It has not been. It has been an insurgency. And while that insurgency captured a vast swath of open territory, it failed utterly to capture the key citadels of American culture, beginning with American higher education.

The academic left likes to complain about how the conservative onslaught forced it to “retreat” to the ivory tower – but without acknowledging that the ivory tower had become the Gibraltar of American life. For better or worse, an undergraduate degree has become the prerequisite for entry into middle-class life. Academics control the narrow neck through which America’s managers, writers, thinkers, bankers, politicians, and executives must pass, and that passage has acquired an atmosphere, no matter how self-pityingly the academic left likes to deny it, in which Left assumptions are set as the default positions

The academic Left is correct when it pooh-poohs the idea that it conducts a massive ideological de-programming; but then again, it does not need to. It has merely to nudge the standard deviation of the politics of the future ruling class a few clicks to the left for conservatism to seem abnormal. Conservatives made the disastrous mistake of assuming that if they abandoned those tedious and expensive plans to lay siege to the university, they would be free to move on to the larger and more easily-annexed plains of government and finance. They were wrong. Governments change, finances crash, but the faculty is forever.

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Hat tip to the News Junkie.

Betsey Ramsdale’s Facebook photo

A young woman teaching in the middle school in Beaver Dam, Wisconsin was suspended by panicking school administrators after a busybody on the school staff discovered that Betsey Ramsdale had posted a picture of herself on Facebook aiming a gun.

WKOW-TV:

Beaver Dam school officials placed a middle school teacher on administrative leave after discovering a photograph of the teacher with a gun on the teacher’s Facebook page.

In the photo, teacher Betsy Ramsdale is training a rifle at the camera. ...

[T]he Facebook photo was brought to the attention of school district officials by a concerned staff member at Beaver Dam Middle School. ...
Middle school parent Jennifer Buzzell said the teacher’s decision to post the photograph was concerning.

“I don’t think it’s appropriate,” Buzzell told 27 News. “I’m not sure why this would be on the computer at all.”

“I don’t see anything wrong with it,” school parent Mark Hagstrom said. “She’s on her time to do what she wants.”

1:55 video

Ms. Ramsdale’s pose in the photo is actually not a terribly unusual shooting photo pose. If the photographic objective is to present the subject aiming, this angle is the only way to show the person’s face aligned with the barrel and the sights. Additionally, the looking-down-the barrel viewpoint adds drama.

Beyond which, chicks and guns have a particular appeal as a combination, image-wise. Hollywood has been exploiting the iconic image of the girl with a gun forever. Some of the biggest Hollywood film industry supporters of gun control, people like Sigourney Weaver and Jodie Foster, can be found striking fierce poses-with-pieces on lobby cards

Ramsdale’s photo on a personal Facebook profile obviously has nothing to do with her job, and ought to be considered to exist in a realm outside the jurisdiction of her employers. Its supposedly alarming character is simply a case of the extreme and unreasonable fear of arms which infects the deracinated and effeminate contemporary community of fashion.

Note also the inability of the school administrators and the press to distinguish a shotgun from a rifle.

The Onion’s professional pundits discusses the very large crisis in American education.

2:17 video
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Hat tip to Scott Drum.

Demonstrating once again the American propensity to entrust the education of the young to society’s biggest fools, the eminent Wilson G. Bradshaw, president of Florida Gulf Coast University, struck a blow recently for “diversity” by issuing a proclamation banning public acknowledgment of Christmas.

Fort Myers News-Press:

Christmas is just 30 days away, but Santa Claus won’t be stopping by Florida Gulf Coast University this holiday.

He’s not allowed on campus.

FGCU administration has banned all holiday decorations from common spaces on campus and canceled a popular greeting card design contest, which is being replaced by an ugly sweater competition. In Griffin Hall, the university’s giving tree for needy preschoolers has been transformed into a “giving garden.”

The moves boil down to political correctness.

“Public institutions, including FGCU, often struggle with how best to observe the season in ways that honor and respect all traditions,” President Wilson Bradshaw wrote in a memo to faculty and staff Thursday. “This is a challenging issue each year at FGCU, and 2008 is no exception. While it may appear at times that a vocal majority of opinion is the only view that is held, this is not always the case.”

The ineffable Wilson G. Bradshaw’s Holiday proclamation. .pdf
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UPDATE

11/27: Policy reversed.

Over its century and a quarter of existence, Mark Twain’s Adventures of Huckleberry Finn has been generally recognized as one of the special pinnacles of the American canon, yet at the same time the book has retained a unique capacity to provoke the alarm and indignation of the godly by its failures in decorum.

Long ago, the problems were coarse language and unseemly racial fraternization. Today, it’s politically incorrect language, the dreaded N word, and a vital portrait of a racially unequal society and unequal characters which provokes the wrath of the Philistines.

Can such a corrupting and subversive book possibly be permitted to appear on reading lists in respectable American schools?

The Manchester, Connecticut school system bravely wrestled with the thorny problem, and devised a bold answer. Huck Finn could stay, but teachers must first attend special seminars instructing them in exactly how to frame and properly civilize the unruly text.

Personally, I think that Huck ought to jump back on the raft and sail off down the Connecticut River for the territories.

Eyewitness News 3

Legendary White Crane-style Kung Fu Master Pei Mei, it is said, killed twelve fully-armed Shaolin monks using only the blade from his broken pencil sharpener.

South Carolina Low Country Island Packet has a story indicating that the Zero Common Sense policies associated with America’s bed-wetting, nincompoop haute bourgeoisie have spread even to within a stone’s throw of the US Marine Corps’s recruit training depot at Parris Island.

A 10-year-old Hilton Head Island boy has been suspended from school for having something most students carry in their supply boxes: a pencil sharpener.

The problem was his sharpener had broken, but he decided to use it anyway.

A teacher at Hilton Head Island International Baccalaureate Elementary School noticed the boy had what appeared to be a small razor blade during class on Tuesday, according to a Beaufort County sheriff’s report.

It was obvious that the blade was the metal insert commonly found in a child’s small, plastic pencil sharpener, the deputy noted.

The boy—a fourth-grader described as a well-behaved and good student—cried during the meeting with his mom, the deputy and the school’s assistant principal.

He had no criminal intent in having the blade at school, the sheriff’s report stated, but was suspended for at least two days and could face further disciplinary action.

District spokesman Randy Wall said school administrators are stuck in the precarious position between the district’s zero tolerance policy against having weapons at school and common sense.

“We’re always going to do something to make sure the child understands the seriousness of having something that could potentially harm another student, but we’re going to be reasonable,” he said.

Pious blithering letter to parents from school dated 9/11.

Police report (!). These idiots actually called the police over this!

Principal McAden “clarified” today, defending the school’s insanity and asserting that the child was “not suspended for having a pencil sharpener. He had an exposed blade which created a dangerous setting for the student and other children. The student was suspended for one day for inappropriate behavior in the classroom.”

Dangerous? Maybe a legendary martial artist could do something effective with a weapon of the sort (especially in the Hong Kong cinema), but an elementary school kid is going to do what with a marginally-edged one inch piece of metal?

Roger Kimball, at PJM, has proposed a summer’s end contest

The Challenge: Name the silliest argument to be offered by a serious academic in the last 25 years and to be taken up and be gravely masticated by the larger world of intellectual debate.

Examples given include Global Warming, and Kimball’s current favorite, Francis Fukuyama’a “End of History.”

It’s not going to be easy to top those very deserving entries. Off the cuff, the best I can do to compete is to offer the obvious choice: Martin Bernal’s 1987 Black Athena contention that Ancient Greece cribbed Western Civilization from Afroasiatic and Semitic sources.

My proposed runner-up would have to be the late John Boswell’s 1994 thesis in The Marriage of Likeness that the early Christian Church blessed Gay unions via brotherhood ceremonies, a thesis equal in both creativity and impertinence.

Interestingly, both of my choices are theories emanating from, and central to, bogus academic departments created essentially as compensation to victim groups.

Rachel Toor (Br ‘84) responds to William Deresiewicz’s recent widely-read article on the Disadvantages of Elite Education.

She thinks Deresiewicz gets it wrong because he only taught at Yale. He didn’t go there.

With the ongoing admissions frenzy, I, too, have been wondering if people really know what they’re aspiring to. Certainly for less-affluent students, a name-brand college provides access to the power elite. But the costs can include rifts within families and scarring blows to self-confidence. Sure, when you arrive, you’re told you’re the cream of the crop. But you feel like skim milk. Most students, no matter their achievements, think they’re admissions mistakes. They pad insecurities in a blanket of bravado. For legacies, or development admits, a sense of having to prove oneself can lead to a passion to excel or to indecorous behavior. Kids from North Dakota may as well hang a sign that says “geographical distribution” around their neck. Football players — well, they know the score.

Who feels at home in a place like Yale, where your roommate has already published a novel and the person down the hall performed on Broadway? How do you explain that now, when you turn on the television or open a newspaper, you see someone you went to college with? It sounds like bragging.

People who didn’t attend elite schools want to hear about the dummies. They point to certain Yale alumni in high government positions to say, See? These places are overrated. That’s probably true, but unless you were there, it’s hard to know in which ways.

What Deresiewicz gets wrong is that, as a faculty member, he didn’t know what it was like to be a student at Yale, where, I would argue, much of the intellectual exchange and competition goes on in the dining hall or the dorm rooms, not in the classrooms. Students know who the scholars are and revere them. They pay attention to who writes the books, but tend to talk about the authors most often to their friends

They do, however, look for adults to connect with. An acquaintance told me that he had felt most at home at Yale with the librarians behind the checkout desk.

It’s unseemly to ask for sympathy for having survived Yale, but the truth is, I’m still recovering from my experience there. Perhaps only the self-deprecating sense of humor of a Calvin Trillin can get across to the non-Ivied public what it was like without sounding boastful about answered prayers.

There are disadvantages to an elite education; I’m just not sure that they’re the ones that Deresiewicz mentions. When I meet someone who went to Yale, I search for the haunted recognition beyond the Boola Boola. But no one wants to reopen old wounds. When pushed, some of my friends confess that Yale made them feel rotten and insecure, and they continue to judge themselves against the extraordinary achievements of their classmates. Others claim they have spent their lives disappointed to never again find such a rich intellectual environment. ...

It’s a chestnut of academe that students get in the way of the faculty’s “real” work, and an even more tired move to complain about the questionable work ethic and values of students. Deresiewicz’s essay, beautifully written and critically smart, flattens the variety of his students’ lives into the kinds of generalizations we try to nudge first-year composition students out of making. When I asked a student now at Yale what he thought of the essay, he said that he agreed with a lot of it, but he felt that it was “sour grapes.” I’d love for Yale to send copies to newly admitted students as a kind of informed consent: This is what the people who will be teaching your classes think of you. Still wanna come?

I didn’t feel overawed by the people I met at Yale personally. In fact, I thought I was in my own personal heaven, reveling in the opportunity to meet so many extraordinarily talented people. But even an egomaniac like me did feel the difference between a provincial background with limited educational opportunity like my own and the kind of college preparation people got at places like Andover and Hotchkiss or Scarsdale High School.

Years later, I read Crossing the Line, the WWII memoir of Yale professor Alvin B. Kernan, followed by his memoir of his academic career, In Plato’s Cave. I hadn’t taken any courses from Kernan, but many people I knew did, and his name was very familiar to me.

I found the academic memoir illuminating. Yale was a very different experience viewed from the everyday working life perspective of the junior faculty member laboriously climbing the academic ladder and commuting to campus from some modest house in a middle class suburb.

I suppose I should not have been totally surprised, particularly on the basis of personal acquaintance with Yale professors who clearly felt the same way, to find that Kernan envied and detested Yale students. From his outsider’s perspective, we were all insiders. He did not recognize the difference between the scholarship student from the working class mill town and the captain of the polo team.

To an associate professor, scraping by to make ends meet and worrying about his chances of ever receiving tenure, all Yale undergraduates seemed like carefree gilded youth, drifting happily between the Fence Club and a Senior Society tomb, having a fine time at college, before moving on to an already-reserved place at the Masters of the Universe table.

Of course, that stereotype was preposterously untrue in the 1960s and the 1970s. I doubt it fit a substantial percentage of the population of 1920s undergraduate Yale either. But some of the faculty really did think that way, and for those, delivering a bad grade seemed sweet revenge. One could see them gloating over every opportunity.

I know what she meant about friendships with the working staff, too. There was a sweet old lady who commonly occupied the entrance desk at Sterling Library, charged with scrutinizing identity cards for access to the library stacks. She always delivered a friendly greeting to me, in the manner of someone you knew and smiled at daily in your hometown. That kind of less-than-Olympian human contact could be peculiarly comforting to young men far from home.

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Hat tip to Karen L. Myers.

Herbert E. Meyer, in a speech to a Seattle conservative women’s group (they have those in Seattle?), pointed out that members of America’s best educated classes, our urban elites, see the world differently from the rest of us.

Their difference in perspective is also no accident, he argues, the media and our educational institutions created that perspective by political indoctrination.

What’s going on today in our country isn’t normal politics. In normal politics honorable people will disagree, sometimes fiercely, about how best to deal with the issues that confront us – national security, border control, healthcare, education, energy, the environment, and all the rest. What’s going on today is a kind of domestic Cold War—a seemingly endless standoff, with the occasional hard skirmish—between those of us who see the US for what it really is, and those of us who are seeing the US through a prism. And remember, unlike real prisms these intellectual prisms—or, if you prefer, these political prisms—are invisible. If you’re looking at the US through a political prism, you don’t know you’re seeing through a prism and you won’t believe anyone who tries to tell you that you are. ...

No one is born with a political prism in his or her mind. It has to be implanted there. And for more than 40 years, since the mid-1960s, this is what the Left has been working to do. While we’ve been arguing with them about issues, they’ve been working—steadily and stealthily—to implant political prisms into the minds of Americans. They’ve done this by seizing control of our public education system, and of our mainstream media.

Today, our schools and universities are less designed to educate our children than they are designed to indoctrinate them into believing that the United States is an evil country in which the rich oppress the poor, in which business pollutes rather than produces, and whose armed forces wreak havoc around the world rather than keep us safe while liberating entire populations from tyranny. And the mainstream media is less focused on informing than on reinforcing what our schools and universities are teaching.

Forty years of hard work by the Left have paid off. Our schools, our universities, and the mainstream media have successfully implanted political prisms into the minds of nearly half our population.

Read the whole thing.

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Hat tip to the Barrister.

James Kirchik, a liberal writing at the libertarian DoubleThink, describes undergraduate political life at Yale, the parties currently making up the Yale Political Union, and winds up ruefully paying tribute to an organization I belong to: The Party of the Right (POR).

Mr. Kirchik is misinformed on one detail. The current Conservative Party was formed in the 1990s by a gentleman who had been defeated for a second time seeking election as Chairman of the Party of the Right. The name “Conservative Party” was technically vacant, since the real Conservative Party, tracing its history back to Union’s 1930s beginning, had in a moment of 1980s flaccidity changed its name to the “Independent Party,” having become ashamed even to be called Conservative.

The Party of the Right, early in its history, chose to create a cult of devotion to the memory of King Charles I of England, on the basis of his martrydom for the simultaneous causes of Legitimacy and Liberty. The POR Chairman wears a medal commemorating Charles I, and POR toasting sessions (a formal drinking bout held at Mory’s) are opened by the Chairman reciting Charles I’s scaffold speech, which, in part, goes:

For the people. And truly I desire their Liberty and Freedom as much as anybody whomsoever. But I must tell you, that their Liberty and Freedom, consists in having of Government; those Laws, by which their life and their goods may be most their own. It is not for having share in government, that is nothing pertaining to them. A subject and a sovereign are clean different things, and therefore until they do that, I mean, that you do put the people in that liberty as I say, certainly they will never enjoy themselves.

Sirs, It was for this that now I am come here. If I would have given way to an Arbitrary way, for to have all Laws changed according to the power of the Sword, I needed not to have come here; and therefore, I tell you, (and I pray God it be not laid to your charge) That I Am the Martyr of the People.

It’s easy for the average student to poke fun at the bow-tied, intellectual conservative. The conservatives have fewer (though closer) friends; they are not members of the once-vaunted secret societies (with few exceptions, visible campus conservatives have been unofficially barred from Yale’s secret societies); they are not characters on the campus party scene, opting instead for “game nights” with their fellow party members. But, I suspect, many Yale students know, deep down, that they are missing out on something by avoiding the political union and its misfits. Amidst all of the average Yalie’s resume-whoring extra-curricular activities, hard-partying, and frantic searching for top internships and jobs, the intellectual life they had hoped to find at Yale, indeed, that they assumed would just appear the minute they walked through its ivy gates, proves ever elusive. Having become pre-professional training colleges, the modern liberal arts university is simply not what it appears to be in the movies and novels of old. Meanwhile the right-wing subculture at Yale has become the bastion of intellectual life on campus. At the PU, I always knew that getting into a debate with a Tory, Con, or a member of the POR would be more challenging than any classroom discussion. Yale students suspect that this is more or less the truth of the matter. They just wish it weren’t so.

As the POR chairman said in a recent YPU organizational meeting speech, “Getting drunk and hungover at every opportunity may be intense, but without something more, you’ll wake up one day and find yourself as empty as the keg by your head. You may find something intense in varsity sports, musical organizations, secret societies, and debating clubs, but make sure that your college experience informs your life. You need authenticity.”

I will forever remember my days in the Yale Political Union with great fondness. There really is no body like it in the world. I know that new characters will replace the old ones, but the PU will remain its lively, irascible old self. And while I will not soon be joining any secretive conservative organizations, I will, at the very least, have a greater appreciation for Charles the Martyr.

Hat tip to Matthias Storme.

Melanie Scarborough thinks US presidential candidates should be running against socialism and stupidity, not using them as tools to manipulate voters.

1. It is not the responsibility of your fellow citizens to buy health insurance for you and your family. They have enough of a burden paying their own bills. ...

2. “Diversity is our strength” has become a dangerous mantra. Diversity will destroy us unless we start insisting that those who come here to take advantage of our prosperity also assimilate to our culture. ...

The only way the United States can protect itself from such inevitable chaos is to severely limit immigration from Muslim countries — and withstand the caterwauling about bigotry. Western democratic values are fundamentally incompatible with some of the tenets of Islamic law. Muslims who do not believe in the equality of men and women, secular government, or freedom of speech are never going to embrace American values, and their presence can only weaken our culture.

3. There is no relationship between the amount of money spent on schools and the quality of education. For example, Washington, D.C., ranks third in per-pupil expenditure yet has one of the worst school systems in the country. The crucial determinant of student achievement is the competence of teachers, and paying higher salaries to bad teachers doesn’t solve the problem. ...

4. As economist Robert Samuelson recently pointed out, the United States faces a crisis that will become a catastrophe if we don’t take immediate steps. By 2050, one fifth of the population will be older than 65, and while the entire U.S. population may exceed 430 million, about four-fifths of that increase will reflect immigrants, their children and their grandchildren. “The potential for conflict is obvious,” Samuelson said. “Older retirees and younger and poorer immigrants — heavily Hispanic — will compete for government social services and benefits. Squeezed in between will be middle-class and middle-age workers, facing higher taxes.” ...

5. It is not the government’s responsibility to take care of you from cradle to grave.

She’ll have to vote for Bob Barr. John McCain isn’t likely to become a domestic conservative.

Via the News Junkie and McQ.

Scenario: Jack goes quail hunting before school, pulls into school parking lot with shotgun in gun rack.
1958 – Vice Principal comes over, looks at Jack’s shotgun, goes to his car and gets his shotgun to show Jack.
2008 – School goes into lock down, FBI called, Jack hauled off to jail and never sees his truck or gun again. Counselors called in for traumatized students and teachers.

Scenario: Johnny and Mark get into a fistfight after school.
1958 – Crowd gathers. Mark wins. Johnny and Mark shake hands and end up buddies.
2008 – Police called, SWAT team arrives, arrests Johnny and Mark. Charge them with assault, both expelled even though Johnny started it.

Scenario: Jeffrey won’t be still in class, disrupts other students.
1958 – Jeffrey sent to office and given a good paddling by the Principal. Returns to class, sits still and does not disrupt class again.
2008 – Jeffrey given huge doses of Ritalin. Becomes a zombie. Tested for ADD. School gets extra money from state because Jeffrey has a disability.

Scenario: Billy breaks a window in his neighbor’s car and his Dad gives him a whipping with his belt.
1958 – Billy is more careful next time, grows up normal, goes to college, and becomes a successful businessman.
2008 – Billy’s dad is arrested for child abuse. Billy removed to foster care and joins a gang. State psychologist tells Billy’s sister that she remembers being abused herself and their dad goes to prison. Billy’s mom has affair with psychologist.

Scenario: Mark gets a headache and takes some aspirin to school.
1958 – Mark shares aspirin with Principal out on the smoking dock.
2008 – Police called, Mark expelled from school for drug violations. Car searched for drugs and weapons.

Scenario: Pedro fails high school English.
1958 – Pedro goes to summer school, passes English, and goes to college.
2008 – Pedro’s cause is taken up by state. Newspaper articles appear nationally explaining that teaching English as a requirement for graduation is racist. ACLU files class action lawsuit against state school system and Pedro’s English teacher. English banned from core curriculum. Pedro given diploma anyway but ends up mowing lawns for a living because he cannot speak English.

Scenario: Johnny takes apart leftover firecrackers from 4th of July, puts them in a model airplane paint bottle and blows up a red ant bed.
1958 – Ants die.
2008 – BATF, Homeland Security, FBI called. Johnny charged with domestic terrorism, FBI investigates parents, siblings removed from home, computers confiscated; Johnny’s Dad goes on a terror watch list and is never allowed to fly again.

Scenario: Johnny falls while running during recess and scrapes his knee. He is found crying by his teacher, Mary. Mary hugs him to comfort him.
1958 – In a short time, Johnny feels better and goes on playing.
2008 – Mary is accused of being a sexual predator and loses her job. She faces 3 years in State Prison. Johnny undergoes 5 years of therapy.

British toddlers manifesting a dislike of spicy foreign foreign must be corrected, according to a new leftwing educational guidebook, the Telegraph reports, and their teachers are instructed to notify the authorities.

The National Children’s Bureau, which receives £12 million a year, mainly from Government funded organisations, has issued guidance to play leaders and nursery teachers advising them to be alert for racist incidents among youngsters in their care.

This could include a child of as young as three who says “yuk” in response to being served unfamiliar foreign food.

The guidance by the NCB is designed to draw attention to potentially-racist attitudes in youngsters from a young age.

It alerts playgroup leaders that even babies can not be ignored in the drive to root out prejudice as they can “recognise different people in their lives”.

The 366-page guide for staff in charge of pre-school children, called Young Children and Racial Justice, warns: “Racist incidents among children in early years settings tend to be around name-calling, casual thoughtless comments and peer group relationships.”

It advises nursery teachers to be on the alert for childish abuse such as: “blackie”, “Pakis”, “those people” or “they smell”.

The guide goes on to warn that children might also “react negatively to a culinary tradition other than their own by saying ‘yuk’”.

Staff are told: “No racist incident should be ignored. When there is a clear racist incident, it is necessary to be specific in condemning the action.”

Warning that failing to pick children up on their racist attitudes could instil prejudice, the NCB adds that if children “reveal negative attitudes, the lack of censure may indicate to the child that there is nothing unacceptable about such attitudes”.

Nurseries are encouraged to report as many incidents as possible to their local council.

William Deresiewicz, like some other people around here, spent time at Yale, and has some apt criticism of both the objectives and results of American elite education.

Even though he’s a liberal and a romantic who seems to think we need to be producing poets and revolutionaries, he is not wrong in noting that independent thought is not exactly what our most prestigious educational institutions are aiming at.

As one student responds to Deresiewicz in class: “So are you saying that we’re all just, like, really excellent sheep?”

No, he’s calling you “tools,” actually.

Being an intellectual begins with thinking your way outside of your assumptions and the system that enforces them. But students who get into elite schools are precisely the ones who have best learned to work within the system, so it’s almost impossible for them to see outside it, to see that it’s even there. Long before they got to college, they turned themselves into world-class hoop-jumpers and teacher-pleasers, getting A’s in every class no matter how boring they found the teacher or how pointless the subject, racking up eight or 10 extracurricular activities no matter what else they wanted to do with their time. ...

The world that produced John Kerry and George Bush is indeed giving us our next generation of leaders. The kid who’s loading up on AP courses junior year or editing three campus publications while double-majoring, the kid whom everyone wants at their college or law school but no one wants in their classroom, the kid who doesn’t have a minute to breathe, let alone think, will soon be running a corporation or an institution or a government. She will have many achievements but little experience, great success but no vision. The disadvantage of an elite education is that it’s given us the elite we have, and the elite we’re going to have.

Hat tip to Tim of Angle.

The excerpt below is from an article, titled “On the Sadness of Higher Education,” by Alan Charles Kors, which appeared in New Criterion, was later quoted by the Wall Street Journal, and was subsequently republished here.

Under the heirs of the academic ‘60s, we moved on campus after campus from their Free Speech Movement to their politically correct speech codes; from their abolition of mandatory chapel to their imposition of Orwellian mandatory sensitivity and multicultural training; from their freedom to smoke pot unmolested to their war today against the kegs and spirits-literal and metaphorical-of today’s students; from their acquisition of young adult status to their infantilization of “kids” who lack their insight; from their self-proclaimed dreams of racial and sexual integration to their ever more balkanized campuses organized on principles of group characteristics and group responsibility; from their right to define themselves as individuals-a foundational right-to their official, imposed and politically orthodox notions of identity. American college students became the victims of a generational swindle of truly epic proportions. If that part of the faculty not complicit in this did not know that it was happening, it was by choice or willful blindness.

In the academic university-the curriculum and classroom, and the hiring that underlies them-it all varies by where one looks. To understand why and to understand one of the few vulnerabilities of universities to actual accountability and reform, one must understand the hierarchy that predicts academic institutional behavior: sexuality (in their language, “sexual preference”) trumps neutrality; race properly conceived easily trumps sexuality; sex properly conceived (or, in their language, “gender”) easily trumps race; and careerism categorically trumps everything. From that perspective, the careerists who run our campuses have made a Faustian bargain (though they differ on which is the devil’s portion).

Being careful, on the whole, to keep the natural and physical sciences, mathematics, and a variegated Column A of departments (sometimes psychology, sometimes philosophy, sometimes linguistics), and the professional schools that relate symbiotically to practical America relatively free of political agendas-though even in these cases, the barriers to crude politicization may break down-the careerist administrators have kept largely intact those disciplines where added value might be measured. From diverse motives of ideological sympathies and acute awareness of who can blackball their next career moves, they have given over the humanities, the soft social sciences and the entire university in loco parentis to the zealots of oppression studies and coercive identity politics. In the latter case, it truly has been a conspiracy, with networking and common plans. In the former case-the professoriate and the curriculum-it is generally, with striking politicized exceptions, a soft tyranny of groupthink, unconscious bias and self-inflated sense of a mission of demystification. Most of the professors I meet are kind, indeed sweet, and certainly mean no harm. It is profoundly sad to see what they have become. ...

Academics, in their own minds, face an almost insoluble problem of time. How, in only four years, can they disabuse students of the notion that the capital, risk, productivity and military sacrifice of others have contributed to human dignity and to the prospects of a decent society? How can they make them understand, with only four years to do so, that capitalism and individual- ism have created cultures that are cruel, inefficient, racist, sexist and homophobic, with oppressive caste systems, mental and behavioral? How, in such a brief period, can they enlighten “minorities,” including women (the majority of students), about the “internalization” of their oppression (today’s equivalent of false consciousness)? How, in only eight semesters, might they use the classroom, curriculum and university in loco parentis to create a radical leadership among what they see as the victim groups of our society, and to make the heirs of successful families uneasy in the moral right of their possessions and opportunities? Given those constraints, why in the world should they complicate their awesome task by hiring anyone who disagrees with them?

The power of universities comes from their monopoly of credentials. As Richard Vedder so deeply understands in his “Going Broke by Degree,” they are the only institutions allowed to separate young individuals by IQ and by the ability to complete complex tasks. They do not add value to that, except in technical fields. Recruiters do not pay premiums because of what the Ivy League or the flagship state universities teach in English, history, political science, or sociology. They hire there despite, not because of, that. Recruiters do not pay premiums because our children have been sent to multicultural centers for sensitivity training. Recruiters pay premiums for the value already there, which universities merely identify. So long as recruiters pay premiums, however, it is rational for parents who wish to gain the most options for their children to send them to the university with the most prestigious degree. That will not change in the current scheme.

We now have closed-shop, massively subsidized, intolerant political fiefdoms, and they are the gatekeepers of society’s rewards. Without incentives for different models of higher education, we shall have this same system of colleges and universities as far as the mind can foresee. The tax-free mega-endowments will grow. The legislators and the public will not end the subsidy. The alumni will continue their bequests. The trustees will proudly attend the administrative dog-and-pony shows, the most efficient act on any campus. Well-intentioned donors will support ghettoized “centers” (without faculty lines, cross-listed courses, graduate fellowships, or degrees) that marginalize inquiries that should be central to the academy. These provide protective coloration for administrators, help with fund raising in certain quarters, and permit a transfer of funds to the accelerating thirst for ever new forms of regnant campus orthodoxies. Until civil society makes administrators pay a price for the politicized hiring, curriculum and student life offices they administer, nothing truly will be reformed.

Priya Venkatesan, Dartmouth ‘90

Joseph Rago, at the Wall Street Journal, is running a bit late in covering a recent political correctness flap at Dartmouth, but I’m even later since I only learned of this news story from him.

Often it seems as though American higher education exists only to provide gag material for the outside world. The latest spectacle is an Ivy League professor threatening to sue her students because, she claims, their “anti-intellectualism” violated her civil rights.

Priya Venkatesan taught English at Dartmouth College. She maintains that some of her students were so unreceptive of “French narrative theory” that it amounted to a hostile working environment. She is also readying lawsuits against her superiors, who she says papered over the harassment, as well as a confessional exposé, which she promises will “name names.”

The trauma was so intense that in March Ms. Venkatesan quit Dartmouth and decamped for Northwestern. She declined to comment for this piece, pointing instead to the multiple interviews she conducted with the campus press.

Ms. Venkatesan lectured in freshman composition, intended to introduce undergraduates to the rigors of expository argument. “My students were very bully-ish, very aggressive, and very disrespectful,” she told Tyler Brace of the Dartmouth Review. “They’d argue with your ideas.” This caused “subversiveness,” a principle English professors usually favor.

Ms. Venkatesan’s scholarly specialty is “science studies,” which, as she wrote in a journal article last year, “teaches that scientific knowledge has suspect access to truth.” She continues: “Scientific facts do not correspond to a natural reality but conform to a social construct.”

The agenda of Ms. Venkatesan’s seminar, then, was to “problematize” technology and the life sciences. Students told me that most of the “problems” owed to her impenetrable lectures and various eruptions when students indicated skepticism of literary theory. She counters that such skepticism was “intolerant of ideas” and “questioned my knowledge in very inappropriate ways.” Ms. Venkatesan, who is of South Asian descent, also alleges that critics were motivated by racism, though it is unclear why.

After a winter of discontent, the snapping point came while Ms. Venkatesan was lecturing on “ecofeminism,” which holds, in part, that scientific advancements benefit the patriarchy but leave women out. One student took issue, and reasonably so – actually, empirically so. But “these weren’t thoughtful statements,” Ms. Venkatesan protests. “They were irrational.” The class thought otherwise. Following what she calls the student’s “diatribe,” several of his classmates applauded.

Ms. Venkatesan informed her pupils that their behavior was “fascist demagoguery.” Then, after consulting a physician about “intellectual distress,” she cancelled classes for a week. Thus the pending litigation.

The original story, Dartblog 4/26 quotes Ms. Venkatesan’s emails

Email 1:

——- Original Message——-
From: Priya Venkatesan
To: [REDACTED]@Dartmouth.edu ; editor@dartmouth.com
Sent: Friday, April 25, 2008 [time redacted]
Subject: Class Action Suit

Dear Student:

As a courtesy, you are being notified that you are being named in a potential class action suit that is being brought against Dartmouth College, which is being accused of violating federal anti-discrimination laws. Please do not respond to this email because it will be potentially used against you in a court of law.

Priya Venkatesan, PhD

Email 2:

—- Forwarded message from “Priya Venkatesan”—-

From: “Priya Venkatesan”
To: < [REDACTED]Dartmouth.EDU>,
Subject: Re: Class Action Suit
Date: Fri, 25 Apr 2008 [time redacted]

Dear Student:

Please disregard the previous email sent by Priya Venkatesan. This is to officially inform you that you are being accused of violating Title VII pertaining to federal anti-discrimination laws, by the plaintiff, Priya Venkatesan. You are being specifically accused of, but not limited to, harassment. Please do not respond to this email as it will be used against you in a court of law.

Priya Venkatesan, PhD

Email 3:

Date: Sat, 26 Apr 2008 20:56:35 -0400 (EDT)
From: Priya.Venkatesan@Dartmouth.EDU
To: “WRIT.005.17.18-WI08”:;, Priya.Venkatesan@Dartmouth.EDU
Subject: WRIT.005.17.18-WI08: Possible lawsuit

Dear former class members of Science, Technology and Society:

I tried to send an email through my server but got undelivered messages. I regret to inform you that I am pursuing a lawsuit in which I am accusing some of you (whom shall go unmentioned in this email) of violating Title VII of anti-federal [SIC] discrimination laws.
The feeling that I am getting from the outside world is that Dartmouth is considered a bigoted place, so this may not be news and I may be successful in this lawsuit.
I am also writing a book detailing my experiences as your instructor, which will “name names” so to speak. I have all of your evaluations and these will be reproduced in the book.

Have a nice day.

Priya

Priya Venkatesan’s academic goal:

After finishing up my studies in literature, I entered a molecular biology lab at DMS with the intention of seeking parallels between scientific practice and literature. My interests in graduate school were mainly theoretical, as I textually analyzed certain aspects of scientific communication. However, for me, a question remained: Is there room for literary theory within the framework of the laboratory?

Priya Venkatesan left Dartmouth and wound up at Northwestern. She announced that she was withdrawing her law suit the students, and would avenge herself on them via a novel, but she was still planning to sue Dartmouth.

Dartmouth Review interview 4/30.

————————————————————————————-

Dartmouth Independent 5/1 update and bio.

One female student was a nose-blower,” says Priya Venkatesan, who, until just a few weeks ago, was a professor in Dartmouth’s writing department. A 1990 graduate of the College, Venkatesan spent the better part of her twenties earning a Masters in Genetics and a PhD in Literature. But those were different days. Now, Venkatesan finds her thoughts occupied by that student who “incessantly disrupted class with her nose-blowing.” Or the one who interrupted her lecture on bioethics with “a real evil look that made me feel very uncomfortable.” Or the one who loudly declared that Lyotard was “cheesy.”

A casual observer might conclude that Venkatesan is on the edge of a nervous breakdown, frantically trying to confront her demons that sometimes appear to her as students. But Venkatesan has no apparent demons; in fact, she seems like she has had a very normal, undramatic life. Raised halfway between New York City and Albany by traditional Hindu parents, Venkatesan suggests that her heavy inculcation in Indian culture may have played a part in her ardent desire to excel academically (but then again it may not have – such is the nature of the self-described “postmodernist in the laboratory”). ...

Hat tip to Karen L. Myers.

Why, of course! It’s creating Gender-Neutral Student Housing.

Yale Daily News:

An “ad-hoc committee” of administrators is investigating the possibility of gender-neutral housing on campus, Dean of Administrative Affairs John Meeske said this week.

The committee, which was convened late last semester around the same time the Yale College Council formed a gender-neutral housing committee of its own, will spend the 2008-’09 academic year drafting a recommendation about the housing option, committee chair Meeske said. ...

Meeske said the administration began exploring the issue after attending Ivy League housing conferences over the past two years and discovering that gender-neutral housing was “an ‘in’ thing at other schools.” Still, given the distinctiveness of Yale’s residential college system, all decisions will be made with Yale specifically in mind, he said. ...

LGBT Co-op student coordinator Benjamin Gonzalez ’09 said Yale’s current housing policy ignores the needs of transgender students. Gonzalez said he knows of no openly transgender students currently at Yale, which he said is the result of the University’s policies — policies that do not promote a comfortable environment for such individuals.

“Yale,” Gonzalez said, “is failing in its basic mission not to discriminate on gender identity and expression.” ...

Some form of gender-neutral housing is available at more than 30 colleges and universities nationwide, according to the nonprofit Gender Public Advocacy Coalition, including the majority of the eight Ivy League universities as well as nearby schools like Wesleyan University and the University of Connecticut.

When ten Congregationalist clergymen gathered at Samuel Russell’s parsonage in Branford in 1701 and contributed 40 precious folios for “the founding of a Collegiate School,” the poor misguided fools thought they were founding a school to train ministers of the gospel.

Of course, now we know that the real mission of their undertaking was avoiding discrimination on gender identity and expression and providing a comfortable environment for the transgendered.

I was arguing last night with one of my snobbish Yale friends who, though conservative, has imbibed enough of the toxic perspective of the elect to view the Religious Right as a major problem.

I contended that coercion, these days, was typically coming from intolerant secularists determined to drive religious symbols out of public spaces, and eager to punish private individuals or groups (like the Boy Scouts) who differ with them on moral issues. My friend countered by alluding to a legislative proposal in some retarditaire fly-over state which would compel Reproductive Health clinics to notify parents before supplying birth control items to persons under 18.

My own view is that children are expensive and a lot of trouble. Their parents, not the state or Planned Parenthood, brought them into the world, fed them, housed them, clothed them, and sat up with them when they were sick. Parents have a right to bring their children up with their own values. And parents’ rights include, at least, the formal (even if only theoretical) right of deciding if Peggy Sue at age 17 can go on the pill. Practically, I expect lots of 17-year-old kids can, and do, go around their parents and make these kinds of decisions for themselves, but that’s their business. These are matters for individuals and families to decide, not for teachers or school administrators, and not for government or public interest groups.

The notion that “we know better, kids are going to have sex, and we’re going to give them the tools to have sex without consequences whether their parents like it or not” is arrogant, simplistic, and typical of the liberal elite which is universally ready, willing, and eager to intrude into everyone else’s private sphere in order to tell everyone just what’s best for him.

I’m not religious or particularly Puritanical, but even I find the story below, from Natural News (4/3/08), appalling.

A middle school in Portland, Maine is considering a proposal to provide birth control pills and patches to students as young as 11 years old. King Middle School launched a reproductive health program after five of the 135 students who visited the school’s health center in 2006 reported being sexually active. The program already provides condoms to students, but the new proposal would expand this to include prescriptions for birth control pills and patches (which would then have to be purchased at a pharmacy).

The contraceptives could be dispensed without the knowledge of parents, although written permission would be required for children to receive (unspecified) services from the health center.

The proposed program has attracted controversy, with some people accusing the schools of taking away parental power and encouraging children to have sex too early. But school officials dispute these claims.

“We do certainly sit down and speak with them about why [being sexually active] is not a good choice,” said Amanda Rowe, the school’s nurse coordinator. “But there are some who persist… and they need to be protected.”

Logan Levkoff, a sexologist and relationship expert, said that while the school may be stepping into a role that would better be filled by parents, many parents do not feel comfortable enough to do so. “Parents should be the sex educator for their children,” Levkoff said. “The problem is not every parent feels empowered [to do so].”

Parents interviewed by ABC News were split on their feelings about the proposal.

“I don’t think I would want my child in middle school to be getting birth control pills unless I had something to do with it,” one woman said.

But another woman, a mother, disagreed: “I think that education at that age is appropriate because our culture is saturated with messages about sex,” she said.

Natural News is running a story which really dates back to last Fall.

AP (10/18/07):

After an outbreak of pregnancies among middle school girls, education officials in this city have decided to allow a school health center to make birth control pills available to girls as young as 11.

Maine’s King Middle School is the first in the state to offer full range of contraceptives to 6th-8th graders.

King Middle School will become the first middle school in Maine to make a full range of contraception available, including birth control pills and patches. Condoms have been available at King’s health center since 2000.

Students need parental permission to access the school’s health center. But treatment is confidential under state law, which allows the students to decide whether to inform their parents about the services they receive.

There are no national figures on how many middle schools provide such services. Most middle schoolers range in age from 11 to 13.

“It’s very rare that middle schools do this,” said Divya Mohan, a spokeswoman for the National Assembly on School-Based Health Care.

Portland’s three middle schools reported 17 pregnancies during the last four years, not counting miscarriages or terminated pregnancies that weren’t reported to the school nurse.

The Portland School Committee approved the plan, offered by city health officials, on a 7-2 vote Wednesday night. Whether the prescriptions would be offered this school year or next wasn’t immediately clear.

King is the only one of the three schools with a health center, primarily because it has more students who get free or reduced-price lunch, said Lisa Belanger, who oversees Portland’s student health centers.

Five of the 134 students who visited King’s health center during the 2006-07 school year reported having sexual intercourse, said Amanda Rowe, lead nurse in Portland’s school health centers.

AP:

Mesa, Ariz. Mesa Unified District – 77.1 – San Jose, Calif. San Jose Unified – 77.0 – Nashville, Tenn. Nashville-Davidson Co. School Dist. – 77.0 – Colorado Springs, Colo. Colorado Springs School District – 76.0 – San Francisco San Francisco Unified – 73.1 – Tucson, Ariz. Tucson Unified District – 71.7 – Seattle Seattle School District – 67.6 – Virginia Beach, Va. Virginia Beach City Public Schools – 67.4 – Sacramento, Calif. Sacramento City Unified – 66.7 – Honolulu Hawaii Department of Education – 64.1 – Louisville, Ky. Jefferson County School District – 63.7 – Long Beach, Calif. Long Beach Unified – 63.5 – Arlington, Texas Arlington ISD - 62.7 – Memphis, Tenn. Memphis City School District – 61.7 – San Diego San Diego Unified – 61.6 – Albuquerque, N.M. Albuquerque Public Schools – 60.8 – El Paso, Texas El Paso ISD - 60.5 – Charlotte, N.C. Charlotte-Mecklenburg Schools – 59.8 – Wichita, Kan. Wichita Public Schools – 59.6 – Phoenix Phoenix Union High School District – 58.3 – Austin, Texas Austin ISD - 58.2 – Washington District of Columbia Public Schools – 58.2 – Fresno, Calif. Fresno Unified – 57.4 – Boston Boston Public Schools – 57.0 – Fort Worth, Texas Fort Worth ISD - 55.5 – Omaha, Neb. Omaha Public Schools – 55.1 – Houston Houston ISD - 54.6 – Portland, Ore. Portland School District – 53.6 – Las Vegas Clark County School District – 53.1 – San Antonio San Antonio ISD - 51.9 – Chicago City of Chicago School District – 51.5 – Tulsa, Okla. Tulsa Public Schools – 50.6 – Jacksonville, Fla. Duval County School District – 50.2 –
Less than 50%:

Philadelphia Philadelphia City School District – 49.6 – Miami Miami-Dade County School District – 49.0 – Oklahoma City Oklahoma City Public Schools – 47.5 – Denver Denver County School District – 46.3 – Milwaukee Milwaukee Public Schools – 46.1 – Atlanta Atlanta City School District – 46.0 – Kansas City, Mo. Kansas City School District – 45.7 – Oakland, Calif. Oakland Unified – 45.6 – Los Angeles Los Angeles Unified – 45.3 – New York New York City Public Schools – 45.2 – Dallas Dallas ISD - 44.4 – Minneapolis, Minn. Minneapolis Public Schools – 43.7 – Columbus, Ohio Columbus Public Schools – 40.9 – Baltimore Baltimore City Public School System – 34.6 – Cleveland Cleveland Municipal City Sch.Dist. – 34.1 – Indianapolis Indianapolis Public Schools – 30.5 – Detroit Detroit City School District – 24.9 –

50-City Average – 51.8
———————————————————————————————
The bottom of the list contains Detroit, New York, Philadelphia, Minneapolis, Los Angeles, Atlanta, and Chicago.

Campaign contributions by faculty and administrators at American colleges and universities routinely show a preference for democrat candidates in the high 90 percentages. Leftwing crazies and convicted terrorists have no problem being hired as faculty members, but a speech by a visiting member of the Bush Administration is typically a cause célèbre resulting in angry petitions and demonstrations.

“Who cares?” says Inside Higher Education, we have a study demonstrating that American higher education is a complete waste of time and has virtually no intellectual impact whatsoever.

One of the key arguments made by David Horowitz and his supporters in recent years is that a left-wing orientation among faculty members results in a lack of curricular balance, which in turn leads to students being indoctrinated rather than educated. The argument is probably made most directly in a film much plugged by Horowitz: “Indoctrinate U.”

A study that will appear soon in the journal PS: Political Science & Politics accepts the first part of the critique of academe and says that it’s true that the professoriate leans left. But the study — notably by one Republican professor and one Democratic professor — finds no evidence of indoctrination. Despite students being educated by liberal professors, their politics change only marginally in their undergraduate years, and that deflates the idea that cadres of tenured radicals are somehow corrupting America’s youth — or scaring them into adopting new political views.

Title IX of the Education Amendments of 1972 (passed when liberal Republican Richard Nixon was president, just wait until you see what John McCain doesn’t veto) wound up being interpreted by the Department of Education as requiring colleges and universities to provide “athletic opportunities that are substantially proportionate to the student enrollment,” i.e. a sexual quota.

Since there was inevitably less female participation in athletics, the only way the required “substantial proportionality” could be achieved was pouring money and recruiting effort into female sports while actively reducing male participation. Colleges consequently often, in deference to Title IX, deliberately eliminated lesser (non-profit center) male sports, such as wrestling, swimming, fencing, gymnastics, and volleyball.

Christina Hoff Summers explains that coercive egalitarianism’s new objective is the sciences.

The problem:

Math 55 is advertised in the Harvard catalog as “prob­ably the most difficult undergraduate math class in the country.” It is leg­endary among high school math prodigies, who hear terrifying stories about it in their computer camps and at the Math Olympiads. Some go to Harvard just to have the opportunity to enroll in it. Its formal title is “Honors Advanced Calculus and Linear Algebra,” but it is also known as “math boot camp” and “a cult.” The two-semester fresh­man course meets for three hours a week, but, as the catalog says, homework for the class takes between 24 and 60 hours a week.

Math 55 does not look like America. Each year as many as 50 students sign up, but at least half drop out within a few weeks. As one former student told The Crimson newspaper in 2006, “We had 51 students the first day, 31 students the second day, 24 for the next four days, 23 for two more weeks, and then 21 for the rest of the first semester.” Said another student, “I guess you can say it’s an episode of ‘Survivor’ with people voting themselves off.” The final class roster, according to The Crimson: “45 percent Jewish, 18 percent Asian, 100 percent male.”

Why do women avoid classes like Math 55? Why, in fact, are there so few women in the high echelons of academic math and in the physi­cal sciences?

Women now earn 57 percent of bachelors degrees and 59 percent of masters degrees. According to the Survey of Earned Doctorates, 2006 was the fifth year in a row in which the majority of research Ph.D.’s awarded to U.S. citizens went to women. Women earn more Ph.D.’s than men in the humanities, social sciences, education, and life sciences. Women now serve as presidents of Harvard, MIT, Princeton, the University of Pennsylvania, and other leading research universities. But elsewhere, the figures are different. Women comprise just 19 percent of tenure-track professors in math, 11 percent in physics, 10 percent in computer science, and 10 percent in electrical engineering. And the pipeline does not promise statistical parity any time soon: women are now earning 24 percent of the Ph.D.’s in the physical sciences—way up from the 4 percent of the 1960s, but still far behind the rate they are winning doctorates in other fields.

The solution:

“The change is glacial,” says Debra Rolison, a physical chemist at the Naval Research Laboratory.

Rolison, who describes herself as an “uppity woman,” has a solution. A popular anti–gender bias lecturer, she gives talks with titles like “Isn’t a Millennium of Affirmative Action for White Men Sufficient?” She wants to apply Title IX to science education. Title IX, the celebrated gender equity provision of the Education Amendments Act of 1972, has so far mainly been applied to college sports. But the measure is not limited to sports. It provides, “No person in the United States shall, on the basis of sex…be denied the benefits of…any education program or activity receiving federal financial assistance.” ...

..in her enthusiasm for Title IX, Rolison is not alone.

On October 17, 2007, a subcommittee of the House Committee on Science and Technology convened to learn why women are “underrepresented” in academic professorships of science and engineering and to consider what the federal government should do about it.

As a rule, women tend to gravitate to fields such as education, English, psychology, biol­ogy, and art history, while men are much more numerous in physics, mathematics, computer science, and engineering. Why this is so is an interesting question—and the subject of a sub­stantial empirical literature. The research on gender and vocation is complex, vibrant, and full of reasonable disagreements; there is no single, simple answer.

There were, however, no disagreements at the congressional hearing. All five expert wit­nesses, and all five congressmen, Democrat and Republican, were in complete accord. They attributed the dearth of women in university science to a single cause: sexism. And there was no dispute about the solution. All agreed on the need for a revolutionary transformation of American science itself. “Ultimately,” said Kathie Olsen, deputy director of the National Science Foundation, “our goal is to transform, institution by institution, the entire culture of science and engineering in America, and to be inclusive of all—for the good of all.”

Representative Brian Baird, the Washington-state Democrat who chairs the Subcommittee on Research and Science Education, looked at the witnesses and the crowd of more than 100 highly appreciative activists from groups like the American Association of University Women and the National Women’s Law Center and asked, “What kind of hammer should we use?”

From Jim Bass via The Barrister.

wftv.com reports another incident of insane hoplophobia at an elementary school in Ocala, Florida.

School officials say the 5th grader was brown-bagging it. She brought a piece of steak for her lunch, but she also brought a steak knife. That’s when deputies were called.

It happened in the cafeteria at Sunrise Elementary School. The 10-year-old used the knife to cut the meat.

“She did not use it inappropriately. She did not threaten anyone with it. She didn’t pull it out and brandish it. Nothing of that nature,” explained Marion County School Spokesman Kevin Christian.

But a couple of teachers took the utensil and called the sheriff. When deputies arrived, they were unable to get the child’s parents on the phone, so they arrested her and took her to the county’s juvenile assessment center.

“And we didn’t handcuff her or treat her like a criminal. But, we took her to the assessment center to be assessed,” said Capt. James Pogue, Marion County Sheriff’s Office.

School officials said it doesn’t matter what the knife was being used for. They said they had no choice.

“Anytime there’s a weapon on campus, yes, we have to report it and we aggressively report it because we don’t want to take any chances, regardless,” Christian said.

But the sheriff’s office said the extreme measures in what some may say was a harmless incident had to do with school policy, not theirs.

“But once we’re notified, we have to take some type of action,” Pogue explained.

The student now faces a felony charge for the possession of a weapon on school property and the principal suspended her for ten days. The parents of the girl could not be reached for comment.

The sheriff’s office has turned the case over to the State Attorney’s Office.

Robert Maranto, associate professor of political science at Villanova University, reports, in the Washington Post, on the chasm separating the gauchist monoculture of the contemporary academical clerisy from the American political mainsteam.

At a Harvard symposium in October, former Harvard president and Clinton Treasury secretary Larry Summers argued that among liberal arts and social science professors at elite graduate universities, Republicans are “the third group,” far behind Democrats and even Ralph Nader supporters. Summers mused that in Washington he was “the right half of the left,” while at Harvard he found himself “on the right half of the right.”

I know how he feels. I spent four years in the 1990s working at the centrist Brookings Institution and for the Clinton administration and felt right at home ideologically. Yet during much of my two decades in academia, I’ve been on the “far right” as one who thinks that welfare reform helped the poor, that the United States was right to fight and win the Cold War, and that environmental regulations should be balanced against property rights.

All these views—commonplace in American society and among the political class—are practically verboten in much of academia. At many of the colleges I’ve taught at or consulted for, a perusal of the speakers list and the required readings in the campus bookstore convinced me that a student could probably go through four years without ever encountering a right-of-center view portrayed in a positive light.

A sociologist I know recalls that his decision to become a registered Republican caused “a sensation” at his university. “It was as if I had become a child molester,” he said. He eventually quit academia to join a think tank because “you don’t want to be in a department where everyone hates your guts.”

I think my political views hurt my career some years back when I was interviewing for a job at a prestigious research university. Everything seemed to be going well until I mentioned, in a casual conversation with department members over dinner, that I planned to vote Republican in the upcoming presidential election. Conversation came to a halt, and someone quickly changed the subject. The next day, I thought my final interview went fairly well. But the department ended up hiring someone who had published far less, but apparently “fit” better than I did. At least that’s what I was told when I called a month later to learn the outcome of the job search, having never received any further communication from the school. (A friend at the same university later told me he didn’t believe that particular department would ever hire a Republican.) ...

Daniel Klein of George Mason University and Charlotta Stern of Stockholm University looked at all the reliable published studies of professors’ political and ideological attachments. They found that conservatives and libertarians are outnumbered by liberals and Marxists by roughly two to one in economics, more than five to one in political science, and by 20 to one or more in anthropology and sociology.

In a quantitative analysis of a large-scale student survey, Matthew Woessner of Penn State-Harrisburg and April Kelly-Woessner of Elizabethtown College found strong statistical evidence that talented conservative undergraduates in the humanities, social sciences and sciences are less likely to pursue a PhD than their liberal peers, in part for personal reasons, but also in part because they are offered fewer opportunities to do research with their professors. (Interestingly, this does not hold for highly applied areas such as nursing or computer science.)

Further, academic job markets seem to discriminate against socially conservative PhDs. Stanley Rothman of Smith College and S. Robert Lichter of George Mason University find strong statistical evidence that these academics must publish more books and articles to get the same jobs as their liberal peers. Among professors who have published a book, 73 percent of Democrats are in high-prestige colleges and universities, compared with only 56 percent of Republicans. ...

I believe that for the most part the biases conservative academics face are subtle, even unintentional. When making hiring decisions and confronted with several good candidates, we college professors, like anyone else, tend to select people like ourselves.

Unfortunately, subtle biases in how conservative students and professors are treated in the classroom and in the job market have very unsubtle effects on the ideological makeup of the professoriate. The resulting lack of intellectual diversity harms academia by limiting the questions academics ask, the phenomena we study, and ultimately the conclusions we reach.

The Foundation for Individual Rights in Education (FIRE) issued a press release on October 30 denouncing a mandatory program reeducating students in politically correct thinking.

The following day much of the conservative portion of the Blogosphere, including this blog, reported and commented on the story.

And, yesterday, November 1, Patrick Harker, president of the University of Delaware, announced the cessation of the thought-reform program.

The University of Delaware strives for an environment in which all people feel welcome to learn, and which supports intellectual curiosity, critical thinking, free inquiry and respect for the views and values of an increasingly diverse population. The University is committed to the education of students as citizens, scholars and professionals and their preparation to contribute creatively and with integrity to a global society. The purpose of the residence life educational program is to support these commitments.

While I believe that recent press accounts misrepresent the purpose of the residential life program at the University of Delaware, there are questions about its practices that must be addressed and there are reasons for concern that the actual purpose is not being fulfilled. It is not feasible to evaluate these issues without a full and broad-based review.

Upon the recommendation of Vice President for Student Life Michael Gilbert and Director of Residence Life Kathleen Kerr, I have directed that the program be stopped immediately. No further activities under the current framework will be conducted.

Vice President Gilbert will work with the University Faculty Senate and others to determine the proper means by which residence life programs may support the intellectual, cultural and ethical development of our students.

“All whites are racist” according to official policy at the University of Delaware, and students are required to undergo “treatment” and obliged to demonstrate “behavioral changes.”

Foundation for Individual Rights in Education article:

The University of Delaware subjects students in its residence halls to a shocking program of ideological reeducation that is referred to in the university’s own materials as a “treatment” for students’ incorrect attitudes and beliefs. The Orwellian program requires the approximately 7,000 students in Delaware’s residence halls to adopt highly specific university-approved views on issues ranging from politics to race, sexuality, sociology, moral philosophy, and environmentalism. The Foundation for Individual Rights in Education (FIRE) is calling for the total dismantling of the program, which is a flagrant violation of students’ rights to freedom of conscience and freedom from compelled speech.

“The University of Delaware’s residence life education program is a grave intrusion into students’ private beliefs,” FIRE President Greg Lukianoff said. “The university has decided that it is not enough to expose its students to the values it considers important; instead, it must coerce its students into accepting those values as their own. At a public university like Delaware, this is both unconscionable and unconstitutional.”

The university’s views are forced on students through a comprehensive manipulation of the residence hall environment, from mandatory training sessions to “sustainability” door decorations. Students living in the university’s eight housing complexes are required to attend training sessions, floor meetings, and one-on-one meetings with their Resident Assistants (RAs). The RAs who facilitate these meetings have received their own intensive training from the university, including a “diversity facilitation training” session at which RAs were taught, among other things, that “[a] racist is one who is both privileged and socialized on the basis of race by a white supremacist (racist) system. The term applies to all white people (i.e., people of European descent) living in the United States, regardless of class, gender, religion, culture or sexuality.” ...

According to the program’s materials, the goal of the residence life education program is for students in the university’s residence halls to achieve certain “competencies” that the university has decreed its students must develop in order to achieve the overall educational goal of “citizenship.” These competencies include: “Students will recognize that systemic oppression exists in our society,” “Students will recognize the benefits of dismantling systems of oppression,” and “Students will be able to utilize their knowledge of sustainability to change their daily habits and consumer mentality.”

At various points in the program, students are also pressured or even required to take actions that outwardly indicate their agreement with the university’s ideology, regardless of their personal beliefs. Such actions include displaying specific door decorations, committing to reduce their ecological footprint by at least 20%, taking action by advocating for an “oppressed” social group, and taking action by advocating for a “sustainable world.”

In the Office of Residence Life’s internal materials, these programs are described using the harrowing language of ideological reeducation.

Office of Residence Life—Report 1 On Strategic Change:

In the most turgid of bureaucratese (page 9), the Assistant Director for Residential Education is tasked to “design… engage in action… interpret,” yada yada, and so on “competencies,” i.e. student (re-education/indoctrination subject) program goals.

1. Understand how your social identities affect how you view others.

a. Each student will understand their social identities which are salient in
their day-to-day life.
b. Each student will be able to express an understanding of how their social
identities influence their views of others.

2. Understand how differences in equity impact our society.

a. Each student will learn about the forms of oppression that are linked with
social identity groups.
b. Each student will recognize that systemic oppression exists in our society
c. Each student will recognize the benefits of dismantling systems of
oppression

3. Understand your congruence with citizenship values:

a. -Human suffering matters.

This program surely produces plenty of human suffering.

Minding the Campus:

Troy Scheffler, a graduate student at Hamline University in Minnesota, thinks that the Virginia Tech massacre might have been avoided if students had been allowed to carry concealed weapons. After e-mailing this opinion to the university president, he was suspended and ordered to undergo “mental health evaluation” before being allowed to return to school.

Punishment for expressing an opinion is not unusual on the modern campus. Neither is the lack of protest among faculty and students for the kind of treatment Scheffler got. The Foundation for Individual Rights in Education (FIRE), which is defending the student, reports that it has failed to find a single Hamline student or faculty member who has spoken out in favor of Scheffler’s right to free speech. So far, no protest from has been reported in the student newspaper or in outside internet outlets such as Myspace.

FIRE’s collected links on the case.

The Dennis Township ُPrimary School in Cape May, New Jersey suspended a 7-year-old second grader for drawing a stick figure holding a gun. He gave the drawing to a schoolmate whose parents saw it and complained.

The 7-year-old’s mother thought the official reaction was excessive, particularly since the drawing was depicting a person using a water pistol.

Press of Atlantic City

AP

Anthony T. Kronman, Sterling Professor of Law and former Dean of Yale Law School, laments the post-1960s dégringolade of liberal education in America in Against Political Correctness: A Liberal’s Cri du Coeur in this month’s Yale Alumni Magazine.

Today’s defenders of diversity assume that the interpretive judgments of their students will differ according to their race, gender, and ethnicity. But at the same time they expect their students to share a commitment to the values of political liberalism on which the concept of diversity is based. These values may be the fairest and most durable foundation on which to build a political community. I believe they are. A legal and cultural environment marked by the freedoms that political liberalism affords may be the setting in which institutions of higher education are most likely to flourish. I think it is. But when a presumptive commitment to the values of political liberalism begins to constrain the exploration of the personal question of life’s meaning—when the expectation that everyone shares these values comes to place implicit limits on the alternatives that may be considered and how seriously they are to be taken—the enterprise itself loses much of its power and poignancy for the students involved and their teachers lose their authority to lead it.

Whatever fails to accord with the values of political liberalism fits uncomfortably within the range of possibilities that the prevailing conception of diversity permits students to acknowledge as serious contenders in the search for an answer to the first-personal question of what living is for. The political philosophies of Plato and Aristotle, with their easy acceptance of the natural inequality of humans, offend these values at every turn. So, too, does the theological tradition that runs from Augustine to Calvin, with its insistence on church authority and its doctrines of sin and grace. And much of poetry is motivated by an anti-democratic love of beauty and power.

All of these ideas and experiences are suspect from the standpoint of liberal values. None represents the “right” kind of diversity. None is suitable as a basis for political life, and hence—here is the crucial step—none is suitable (respectable, acceptable, honorable) as a basis for personal life either. None, in the end, can perform any useful function other than as an illustration of the confused and intolerant views of those who had the misfortune to be born before the dawning of the light.

Today’s idea of diversity is so limited that one might with justification call it a sham diversity, whose real goal is the promotion of a moral and spiritual uniformity instead. It has no room for the soldier who values honor above equality, the poet who believes that beauty is more important than justice, or the thinker who regards with disinterest or contempt the concerns of political life. The identification of diversity with race and gender has thus brought us back full circle to the moral uniformity with which American higher education began, nearly four centuries ago.

Curmudgeon Victor Davis Hanson is appalled at the failures of contemporary American education, and thinks he can identify some of its problems.

Last week I went shopping in our small rural hometown, where my family has attended the same public schools since 1896. Without exception, all six generations of us—whether farmers, housewives, day laborers, business people, writers, lawyers or educators—were given a good, competitive K-12 education.

But after a haircut, I noticed that the 20-something cashier could not count out change. The next day, at the electronic outlet store, another young clerk could not read—much less explain—the basic English of the buyer’s warranty. At the food market, I listened as a young couple argued over the price of a cut of tri-tip—unable to calculate the meat’s real value from its price per pound.

As another school year is set to get under way, it’s worth pondering where this epidemic of ignorance came from. ...

Our present ambition to make every American youth college material—in a way our forefathers would have thought ludicrous—ensures that we will both fail in that utopian goal and lack enough literate Americans with critical vocational skills.

The disintegration of the American nuclear family is also at fault. Too many students don’t have two parents reminding them of the value of both abstract and practical learning.

What then can our elementary and secondary schools do, when many of their students’ problems begin at home or arise from our warped popular culture?

We should first scrap the popular therapeutic curriculum that in the scarce hours of the school day crams in sermons on race, class, gender, drugs, sex, self-esteem or environmentalism. These are well-intentioned efforts to make a kinder and gentler generation more sensitive to our nation’s supposed past and present sins. But they only squeeze out far more important subjects.

Do you feel threatened by this?

Even Western states with strong hunting cultures, no gun control laws, and residents who overwhelmingly vote Republican contain suburban enclaves of liberal insanity.

Chandler, Arizona, a major suburb of Phoenix, is obviously just such a locality. One glance at the junior high school’s web-site indicates immediately that it sees its goal as producing Berkeley Breathed’s Lola Granola rather than Wyatt Earp.

And, in a fashion typical these days nation-wide, the liberal regime in Chandler intends to enforce its politically correct perspective with absolute ruthlessness via “Zero Tolerance” policies. Zero Tolerance, as enforced by American school systems, seems commonly to include “zero connection to reality.” Even a kid’s doodled drawing of a ray gun may be treated as a “threat,” resulting in serious disciplinary action.

East Valley Tribune:

An East Valley eighth-grader was suspended this week after he turned in homework with a sketch that school officials said resembled a gun and posed a threat to his classmates.

But parents of the 13-year-old, who attends Payne Junior High School in the Chandler Unified School District, said the drawing was a harmless doodle of a fake laser, and school officials overreacted.

“I just can’t believe that there wasn’t another way to resolve this,” said Paula Mosteller, the boy’s mother. “He’s so upset. The school made him feel like he committed a crime. They are doing more damage than good.”

Payne Junior High officials did not allow the Tribune to view the drawing. The Mostellers said the drawing did not depict blood, injuries, bullets or any human targets. They said it was just a drawing that resembled a gun.

But Payne Junior High administrators determined that was enough to constitute a gun threat and gave the boy a five-day suspension that was later reduced to three days.

The Tribune isn’t publishing the boy’s first name at the request of his parents. ...

In the letter, school officials… indicated there would be a zero-tolerance policy toward gun threats.

Chandler district spokesman Terry Locke said the school is not allowed to discuss students’ discipline records. However, he said the sketch was “absolutely considered a threat,” and threatening words or pictures are punished.

The school did not contact police about the threat and did not provide counseling or an evaluation to the boy to determine if he intended the drawing as a threat.

The Mostellers said their son has no discipline record at the school because they just moved from Colorado this year.

The sketch was one of several drawings scratched in the margins of a science assignment that was turned in on Friday. The boy said he never meant for the picture to be seen as a threat. He said he was just drawing because he finished an assignment early.

School officials issued the suspension on Monday afternoon and notified the student’s father, Ben. He met with school officials and persuaded them to shorten the suspension from five days to three.

That kids’ parents should sue the pants off that school district, and the school board should obviously discharge all school officials incapable of, or merely disinclined toward, distinguishing between drawings and actual physical objects.

The Daily Breeze, last Friday, reported a truly mind-boggling case of institutional insanity, of the sort that nearly always comes out of California.

A fifth-grade promotion ceremony in Rancho Palos Verdes turned into a free-speech battleground Thursday, when students were asked to remove weapons from toys that had been placed on mortarboard caps because of the school’s zero-tolerance policy for weapons on campus.

Each year, students decorate wide caps with princesses, football goal posts, zebras, guitars and other items to express their personalities and career goals. Cornerstone at Pedregal School is the only Palos Verdes Peninsula public school to practice the tradition.

On Thursday, before the ceremony, one boy was told he couldn’t participate unless he agreed to clip off the tips of the plastic guns carried by the minuscule GIs on his cap. Ten others complied with the order before the event.

Parents reacted angrily, calling Principal Denise Leonard’s decision censorship, but the Palos Verdes Peninsula School District defended her.

Cole McNamara and Austin Nakata, 11-year-old buddies who share an interest in all things military, said they put the toys on their hats to support American troops in Iraq.

“I was kind of mad because they just went over and clipped them off and didn’t say anything about it,” Austin said.

His father, Glen Nakata, said he was disappointed that parents were not approached or consulted on elimination of the “firearms.”

“I felt they were keeping the boys from expressing their patriotism, their strong beliefs toward the military,” he said.

Glen Nakata’s father served in the U.S. Air Force. And Austin wants to attend a military academy when he’s older. Cole wants to join the Marine Corps, said his father, Paul McNamara.

To treat the “injuries” caused by the order to remove the offending weaponry, Austin wrapped the plastic stumps in white gauze and painted on faux blood.

The principal pulled Cole aside Thursday morning, handed him a pair of scissors and said the guns had to go. ...

In enforcing the decision, the district cited its Safe Schools policy and the federal Gun Free Schools Act of 1994, a federal law designed to remove firearms from schools.

Susan Liberati, an assistant superintendent, said she believes “the principal has interpreted district policy accurately, and we support her in that.”

A copy of the district’s Safe Schools policy obtained by the Daily Breeze includes no mention of toy army men. Students found to be “possessing, selling or otherwise furnishing a firearm” are expelled for one year, the policy states.

Weapons are also mentioned in the board’s “weapons and dangerous instruments” policy that allows only authorized law enforcement or security personnel to possess “weapons, imitation firearms or dangerous instruments of any kind” on school grounds.

Board President Barbara Lucky declined comment on the incident or the policy.

“Sounds like a good question for legal counsel,” Lucky said.

It’s wrong for public institutions to adopt policies embodying extremist and Utopian forms of Pacifism or other doctrines wildly at odds with the religious views and moral philosophies of normal and rational Americans. But it is considerably worse to adopt policies which, whatever their philosophic content, represent pure insanity.

It’s bad enough that we have lots of people in this society so lacking in common sense that they hope to prevent criminal violence by trying per impossible to eliminate the material cause (the weapon), while opposing taking effective action to stop the operation of the efficient cause (the criminal). We’ve reached the point where persons in charge of educational institutions are incapable of distinguishing between real objects and their images. They shouldn’t let people that stupid go out by themselves, let alone trusting them to run any kind of school. The 5th graders have more sense.

Hat tip to Wordsmith from Nantucket.

Portland Press Herald/Maine Sunday Telegram proudly prints the results of a bunch of 4th grade students dutifully regurgitating the misinformation and fantasies provided by some lamebrain elementary school teacher.

We want everyone to help curb Global warming. It truly means that the Earth is getting warmer. The ocean is warming at such an alarming rate that the continents are in danger.

Such a warming of the ocean is fuel for more severe hurricanes such as Katrina. Katrina was only a Category 1 storm when it crossed Florida. It became a monster storm by feeding off the extremely warm water in the Gulf of Mexico.

Not just the ocean temperature, but also the overall temperature on the planet is rising to dangerous levels.

The 10 “hottest” average years on record have occurred within the last 14 years. We continue to see record carbon dixoide (sic) levels in the atmosphere year after year. Just notice the strange weather around us this winter and spring and even summer-like days in March.

The United States is the leading contributor to the global- warming crisis, producing one-third of the total greenhouse gases in the world, more than South America, Africa, Asia and
Australia combined.

Please think about what people are doing and what could happen if they do not stop.

4th graders are 9-11 years old. Who could be better qualified to judge just how unusual the weather was this year?

A sensible person living in Maine would be hoping and praying that Global Warming was taking place. With plenty of it and some luck, it might kill off those black flies.

Failure of school authorities to impose discipline on unruly minority students due to political correctness has led to a legal award of damages to a white female teacher subjected to verbal obscenities in Charleston.

Real Clear Politics:

In a new twist in American race relations, a federal court has ruled that a white teacher in a predominantly African-American school was subjected to a racially hostile workplace.

The case concerned Elizabeth Kandrac, who was routinely verbally abused by black students at Brentwood Middle School in North Charleston. Their slurs make shock jock Don Imus look like a church deacon.

Nevertheless, despite frequent complaints, school officials did nothing to intervene on Kandrac’s behalf, arguing that the racially charged profanity was simply part of the students’ culture. If Kandrac couldn’t handle cursing, school officials told her, she was in the wrong school.

Kandrac finally filed a complaint with the Equal Employment Opportunity Commission (EEOC) and subsequently brought a lawsuit against the Charleston County School District, the school’s principal and an associate superintendent. Last fall, jurors found that the school was a racially hostile environment to teach in and that the school district retaliated against Kandrac for complaining about it.

The defendants sought a new trial, but U.S. District Judge David C. Norton recently affirmed the verdict. However, he did not support the jury’s findings of $307,500 in damages for lost income and emotional distress.

Although Kandrac clearly suffered—she was suspended from her job shortly after a story about her EEOC complaint appeared in the local newspaper, and her contract was not renewed—her case didn’t meet evidentiary requirements for damages. The judge said a new trial would have to determine damages, but the school district and Kandrac settled for $200,000.

Complete article

Thomas Cushman, in the Chronicle of Higher Education, has fun imagining what contemporary college students’ teaching evaluations of Socrates would look like.

This class on philosophy was really good, Professor Socrates is sooooo smart, I want to be just like him when I graduate (except not so short). I was amazed at how he could take just about any argument and prove it wrong.

I would advise him, though, that he doesn’t know everything, and one time he even said in class that the wise man is someone who knows that he knows little (Prof. Socrates, how about that sexist language!?). I don’t think he even realizes at times that he contradicts himself. But I see that he is just eager to share his vast knowledge with us, so I really think it is more a sin of enthusiasm than anything else.

I liked most of the meetings, except when Thrasymachus came. He was completely arrogant, and I really resented his male rage and his point of view. I guess I kind of liked him, though, because he stood up to Prof. Socrates, but I think he is against peace and justice and has no place in the modern university.

Also, the course could use more women (hint: Prof. Socrates, maybe next time you could have your wife Xanthippe come in and we can ask questions about your home life! Does she resent the fact that you spend so much time with your students?). All in all, though, I highly recommend both the course and the instructor.

Read the whole thing.

Hat tip to Karen Myers.

Rethinking Schools reports breathlessly:

As they watched their elementary-age students playing with Legos, Ann Pelo and Kendra Pelojoaquin saw some disturbing trends.

In the current issue they describe how some kids hoarded the “best” pieces, denied their classmates any access at all to the pretend town they were building, and displayed other undesirable behavior surrounding ownership and the social power it conveys.

So the teachers banned Legos, and worked with the kids to surface the issues raised by the ways they had been using the popular building blocks.

I notice they want $5 from me, or a $39.95 annual subscription, to read the article though. Is that social justice, I ask you?

TCS Daily is less enthusiastic:

Some Seattle school children are being told to be skeptical of private property rights. This lesson is being taught by banning Legos.

A ban was initiated at the Hilltop Children’s Center in Seattle. According to an article in the winter 2006-07 issue of “Rethinking Schools” magazine, the teachers at the private school wanted their students to learn that private property ownership is evil.

According to the article, the students had been building an elaborate “Legotown,” but it was accidentally demolished. The teachers decided its destruction was an opportunity to explore “the inequities of private ownership.” According to the teachers, “Our intention was to promote a contrasting set of values: collectivity, collaboration, resource-sharing, and full democratic participation.”

The children were allegedly incorporating into Legotown “their assumptions about ownership and the social power it conveys.” These assumptions “mirrored those of a class-based, capitalist society—a society that we teachers believe to be unjust and oppressive.”

They claimed as their role shaping the children’s “social and political understandings of ownership and economic equity … from a perspective of social justice.”

So they first explored with the children the issue of ownership. Not all of the students shared the teachers’ anathema to private property ownership. “If I buy it, I own it,” one child is quoted saying. The teachers then explored with the students concepts of fairness, equity, power, and other issues over a period of several months.

At the end of that time, Legos returned to the classroom after the children agreed to several guiding principles framed by the teachers, including that “All structures are public structures” and “All structures will be standard sizes.” The teachers quote the children:

“A house is good because it is a community house.”

“We should have equal houses. They should be standard sizes.”

“It’s important to have the same amount of power as other people over your building.”

The Christian Science Monitorreports:

By the end of this year, the contents of all 1,800 courses taught at one of the world’s most prestigious universities will be available online to anyone in the world, anywhere in the world. Learners won’t have to register for the classes, and everyone is accepted.

The cost? It’s all free of charge.

The OpenCourseWare movement, begun at the Massachusetts Institute of Technology (MIT) in 2002 and now spread to some 120 other universities worldwide, aims to disperse knowledge far beyond the ivy-clad walls of elite campuses to anyone who has an Internet connection and a desire to learn.

Intended as an act of “intellectual philanthropy,” OpenCourseWare (OCW) provides free access to course materials such as syllabi, video or audio lectures, notes, homework assignments, illustrations, and so on. So far, by giving away their content, the universities aren’t discouraging students from enrolling as students. Instead, the online materials appear to be only whetting appetites for more.

John Derbyshire has a good rant on the follies of American education in New English Review.

Education is a subject I find hard to contemplate without losing my temper. In the present-day U.S.A., education is basically a series of rent-seeking rackets.

There is the public school racket, in which homeowners and taxpayers fork out stupendous sums of money to feed a socialistic extravaganza in which, when its employees can spare time from administration, “professional development” sabbaticals, and fund-raising for the Democratic Party, boys are pressed to act like girls, and dosed with calming drugs if they refuse so to act; girls are encouraged to act like boys by taking up advanced science, math, and strenuous sports, which few of them have any liking or aptitude for; and boys and girls alike are indoctrinated in the dubious dogmas of “diversity” and political correctness.

There is the teacher-unions racket , in which people who only work half the days of the year are awarded lifetime tenure and lush pensions on the public fisc, subject to dismissal for no offense less grave than serial arson or piracy on the high seas.

There is the federal Department of Education racket, aptly summed up by the teacher-union boss who declared, when the Department was established by Jimmy Carter, that he now belonged to the only labor union to have its very own cabinet officer. The DoE is also much beloved by politicians, who can posture as kiddie- and family-friendly by periodically voting to tip boxcar-loads of taxpayers’ money into this bureaucratic black hole…

Towering over all these lesser scams is the college racket, a vast money-swollen credentialing machine for lower-middle-class worker bees. American parents are now all resigned to the fact that they must beggar themselves to purchase college diplomas for their offspring, so that said offspring can get low-paid outsource-able office jobs, instead of having to descend to high-paid, un-outsource-able work like plumbing, carpentry, or electrical installation. ..

Genes? What are you, some kind of Klansman or Nazi? No, no, no, the kids are little blank slates for teachers, parents, and politicians to work their magic on, These undesirable outcomes—these mysterious test-score gaps, these dropping-outs and delinquencies—arise only because we are chanting the wrong spells!

Hat tip to Karen Myers.