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.

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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?

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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.

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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”). …

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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.