Quotulatiousness

December 20, 2019

Anton Howes on the “improving mentality” of the British industrial revolution

Filed under: Britain, Education, History, Technology — Tags: , , — Nicholas @ 05:00

In the latest Age of Invention newsletter, Anton Howes looks at some of the “bottom-up” educational initiatives that helped create and shape the industrial revolution:

I stumbled across a speech the other day, delivered by Dr Olinthus Gregory — the mathematics teacher at the Royal Military Academy at Woolwich — to the Deptford Mechanics’ Institution. The mechanics’ institutions, or institutes, were created by working men pooling their savings to pay for lectures, libraries, educational equipment, news-rooms, and book clubs. They spearheaded Britain’s bottom-up approach to adult education, with the classes held in the evenings after work. But they’re a story for another time.

Diagram of a Watt steam engine from Practical physics for secondary schools (1913).
Wikimedia Commons.

What caught my eye was Gregory’s speech. Delivered in 1826, Britain’s industrial prowess was already obvious to many. The Industrial Revolution was already in full swing. Gregory paints the picture perfectly:

    Agriculture, manufactures, commerce, navigation, the arts, and sciences, useful and ornamental, in a copious and inexhaustible variety, enhance the conveniences and embellishments of this otherwise happy spot. Cities thronged with inhabitants, warehouses filled with stores, markets and fairs with busy rustics; fields, villages, roads, seaports, all contributing to the riches and glory of our land.

But there was more to be done. After all, everything can always be improved (an attitude that I call the improving mentality):

    Recollect farther, that every natural and every artificial advantage is susceptible of gradual progression, and trace the yearly elevation to higher perfection. New societies for improvement … new machines to advance our arts and facilitate labour; waste lands enclosed, roads improved, bridges erected, canals cut, tunnels excavated, marshes drained and cultivated, docks formed, ports enlarged: these and a thousand kindred operations which present themselves spontaneously to the mind’s eye, prove that we have not yet attained our zenith, and open an exquisite prospect of future stability and greatness.

Progress had been made, but there was always room for more.

As for the causes, Gregory had some interesting observations. Important, he said, was coal: “more valuable to us than the gold mines ever were to Spain, since without these the various metals could not be worked, and half our manufactories would be at a stand.”

But coal alone was not enough. There would be less output, of course, but he did not say that progress would have been stifled altogether (which is also more or less my own position). Also important was that inventors could persuade the government of the benefits of innovation, which is something I mentioned in my last email. As Gregory put it, Britain had “a government of whom the arts and sciences never crave audience in vain.”

And most important of all was Britain’s community of inventors and scientists, from the Boultons and Watts and Smeatons and Arkwrights and Bramahs, to the Donkins, Hornblowers, Trevithicks, Maudslays and Stephensons (only a few of whom are at all heard of today) …

December 13, 2019

Further adventures of the “Basic College Girl”

Filed under: Bureaucracy, Education, Humour, USA — Tags: , , , — Nicholas @ 03:00

Severian has another tale of his university teaching career to share:

University College, University of Toronto, 31 July, 2008. (Not the educational institution in the story…)
Photo by “SurlyDuff” via Wikimedia Commons.

The Basic College Girl is so dumb, lazy, and entitled, she makes Hillary Clinton look like a criminal mastermind. I caught one recycling a term paper from another class because she’d forgotten to take the other professor’s name off the header. Hell, I caught one copy-pasting straight off Wikipedia because she’d left the hyperlinks embedded in the text.

And these were not Hail Marys. Just copy-pasting something, anything, Cuttlefish-style makes sense if you haven’t done a lick of work and it’s due in five minutes. It’s a one-in-a-million shot, sure, but since it took you all of 45 seconds and you’re going to fail anyway, you might as well try to shoot the moon. No, these were papers turned in with plenty of time to spare (I always had my term papers due at least a week before final exams).

Think about that for a second: Instead of coming to my office hours with a sob story, or trying to talk the registrar into an incomplete, or faking her own death, or doing literally anything else, more than a few BCGs turned in visible-from-space plagiarism and skipped on down to Starbucks for a triple foam half-caff venti soy chai pumpkin spice latte. YOLO!

That’s not the worst part, though. The worst part is the BCG’s reaction when you catch them. When you point out that no, I’m not Professor Jones and this isn’t Spring 2014, the BCG’s universal, invariable reaction is … anger. At YOU.

At the time I was simply too pissed to think about it rationally (I trust you’ll believe me when I say that in the semesters just before I retired, my biggest challenge was keeping a look of utter contempt off my face). Looking back on it after some years, though, it makes sense. BCGs are all grandiose narcissists with Borderline Personality Disorder. Of course they’re just so wonderful that anything they deign to turn in should be given an A+, sight unseen. What other purpose could I, the professor, possibly serve, other than to mark it down for record-keeping? Now she’s forced to take the time to email me, or come down to my office hours, or what have you, just to set my dumb ass straight. It’s a real inconvenience!

December 11, 2019

Toward a working definition of “social justice”

Filed under: Education, Politics, USA — Tags: , , , , , , , — Nicholas @ 03:00

David Thompson hacks through the jungle of misinformation to craft an initial working definition that appears to hit all the high points quite nicely:

“Social justice” entails treating people not as individuals but as mascots and categories. And judging a person and their actions based on which Designated Victim Group they supposedly belong to and then assigning various exemptions and indulgences depending on that notional group identity and whatever presumptuous baggage can be attached to it, with varying degrees of perversity. And conversely, assigning imaginary sins and “privilege” to someone else based on whatever Designated Oppressor Group they can be said to belong to, however fatuously, and regardless of the particulars of the actual person.

Which is to say, “social justice” is largely about judging people tribally, cartoonishly, and by different and contradictory standards, based on some supposed group identity, which apparently — and conveniently — overrides all else. It’s glib, question-begging and pernicious. Cargo-cult morality. Viewed with a cool eye, it’s something close to the opposite of justice. And yet, among our self-imagined betters, it’s the latest must-have.

In much the same way, “diversity” seems to be the belief that the less we have in common, and feel we have in common, the happier we will be. An unobvious proposition, to say the least. And then there’s “equity” — another word favoured by both educators and campus activists — and which is defined, if at all, only in the woolliest and most evasive of terms. And which, when used by those same educators and activists, seems to mean something like “equality of outcome regardless of inputs.” Inputs including diligence and punctuality. And that isn’t fair either.

December 2, 2019

A bad IDEA for classroom peace

Filed under: Bureaucracy, Education, Health, USA — Tags: , , — Nicholas @ 03:00

In Quillette, Max Eden discusses the rise of “room clears” as teachers resort to evacuating classrooms to prevent harm to students from one disruptive one:

Last month, NBC Nightly News aired a segment on the latest classroom-management technique to sweep America’s schools: “room clears”: When a child throws a tantrum that could physically endanger his peers, teachers evacuate all of the other students from the classroom until the troublemaker has vented his rage upon empty desks, tables and chairs. The technique was virtually unheard of five years ago. But 56 percent of surveyed teachers and parents in Oregon now report having experienced a room clear in their or their child’s classroom over the last year.

Surrendering the classroom to a single student: The average reader might well ask why anyone thinks this would be a good idea. Yet the policies that make this approach inevitable have been applauded by a wide range of authorities, from the Southern Poverty Law Center to the Trump-administration’s Department of Education.

The emergence of room clears is a product of several fashionable education-policy trends designed to protect the rights of troubled students, often with little regard for the rights of their classmates. These include the provisions contained in the federal Individuals with Disabilities Education Act (IDEA), which mandates that special-education students be subject to the “least restrictive environment” possible. When it comes to students who are hard of hearing, dyslexic or developmentally delayed, this policy likely has done a great deal of good. But many schools also label disruptive or violent students as having an “Emotional and Behavioral Disability” (EBD). Rather than provide these students specialized attention in separate settings, schools often funnel them into traditional classrooms.

In a national poll, two thirds of surveyed teachers at high-poverty schools reported that there is a student in their classroom who they believed shouldn’t be there; and 77 percent of surveyed teachers report that a small number of disruptive students cause other students to suffer. Unfortunately, IDEA’s provisions don’t adequately account for the rights and interests of general-education students, and teachers typically have little say over who is in their classroom.

Once they are assigned to a traditional class, EBD students can become virtually untouchable as far as discipline goes. Schools are discouraged by federal policy and activist groups alike from disproportionately disciplining students with disabilities — the effect of which is that principals are required to overlook many otherwise unacceptable transgressions. (Two thirds of teachers say that special-education students are treated more leniently than general-education students for the same offenses.) The worst-behaved students effectively are taught that the rules don’t apply to them in the same way they apply to others. Even when misbehavior edges toward violence, EBD students are becoming physically untouchable.

November 24, 2019

QotD: The persistence of culture

Filed under: Education, History, Politics, Quotations — Tags: , , , — Nicholas @ 01:00

The trick to this is not only to give [the people] a fake history. Every tinpot dictator does that. The trick is to give them a fake history starting in kindergarten, that is painted in primary hues and comic-book complexity. There are good guys (the oligarchs who would design society to be more fair) and bad guys (usually capitalists and greedy, they want to “exploit” everyone, which only works if you believe in fixed pie economics and that everyone gets a share at birth, an economic idea so stupid you have to be indoctrinated from birth to believe it.) And everything is explained by “laws” and top down action. Though this history talks about mass movements, and “the people” they don’t actually take THE PEOPLE into account, not with any depth and complexity. The people in this narrative, the entire culture, in fact, is moldable, like butter to the sculpting knife of the powerful.

Societies don’t work that way. Culture doesn’t work that way. In fact culture is so persistent, so stubborn, it leads people to think it’s genetic. (It’s not. A baby taken at birth to another culture will not behave as his culture of origin.) It changes, sure, through invasions and take overs, but so slowly that bits of older cultures and ideas stay embedded in the new culture. It has been noted that the communist rulers of Russia partook a good bit of the Tsarist regime, because the culture of the people was the same and that came through. (They just dialed up the atrocities and lowered the functionality because their ideology was dysfunctional. They blame their failure on Russia itself, but considering how communism does around the world, I’ll say to the extent countries survive it’s because of the underlying culture.)

Sarah Hoyt, “A Generation With No Past”, According to Hoyt, 2017-10-19.

November 7, 2019

Replacing “dead, white male” writers with contemporary First Nations writers

Filed under: Books, Cancon, Education, Politics — Tags: , , , — Nicholas @ 03:00

Barbara Kay, as you would expect is not a fan of this move by this school board in the Windsor area:

Some years ago, the late, great writer George Jonas asked me about my intellectual influences. Who did I remember as especially formative? Oh, George Orwell, of course. I read Animal Farm in my mid-teens, 1984 a little later, and most of his other writings over the course of my salad years. It would be hard to overstate his effect on my understanding of concepts like “freedom,” “power” and “decency.”

Since Orwell has never been “owned” by the right or the left, both admiring his prose as a model for clarity and coherence, he is the one English-language writer I would consider indispensable for any high school literature curriculum.

Up to now, most educators have concurred. But the Windsor, Ont.-area Greater Essex County District School Board has announced that, in accordance with the spirit of the Truth and Reconciliation Commission (TRC), Orwell and other canon favourites in the Grade 11 literature curriculum, including Shakespeare, will be set aside in favour of a course wholly devoted to Indigenous writing. Eight of the district’s 15 schools have already replaced former standards with such books as Indian Horse, In This Together and Seven Fallen Feathers under the rubric of Understanding Contemporary First Nations, Métis and Inuit Voices.

“This decision wasn’t made lightly,” said Tina DeCastro, a teacher consultant with the school board’s Indigenous Education Team. The decision arose from a motion passed by the school board’s trustees as a response to TRC calls for action. Eastern Cherokee Sandra Muse Isaacs, Professor of Indigenous Literature at the University of Windsor, defends the radical change as necessary on the grounds that Indigenous stories have been ignored in the past. “Our stories predate Canada. It’s as simple as that.”

Is it really that simple?

I don’t think there is a sentient Canadian today who isn’t aware that Indigenous voices have been neglected in the past, and who would not wholeheartedly support the addition of Indigenous writing to contemporary literature curricula. But an entire year devoted to Indigenous literature that supplants revered works by great writers from the civilization that produced Canada as a nation-state, in order to redress the offence of historical inattention to Indigenous people, is to rob the majority of Canadian students of their cultural patrimony.

October 28, 2019

Inducing cognitive dissonance at Harvard

Filed under: Education, USA — Tags: , , , , , — Nicholas @ 05:00

At Samizdata, Niall Kilmartin explains some of the unintended consequences of Harvard’s consciously racist admission policies:

Harvard University Memorial Church.
Photo by Crimson400 via Wikimedia Commons.

1) Harvard invites students to attend a university – one of the halls of academia. By presenting itself as elite, it invites its students to think that academic ability, academic ways of thinking, are hallmarks (the hallmarks!) of an elite.

2) Having implied the importance of academic talent in overt and subtle ways, Harvard creates an artificial racial reality: it selects its asian-american students to average 140 Scholastic Aptitude Test points more that its white-american students. It selects its white-american students to average 130 SAT points more than its hispanic-american students. And it selects its african-american students to average 180 SAT points less than its hispanics, 310 SAT points less than its whites and 450 SAT points less than its asians.*

Thus Harvard gives members of each of these easily-distinguishable racial groups the routine experience of encountering a consistent, marked discrepancy between their group and other groups in precisely the area that the whole essence of being at Harvard implies is important, not just for gaining some academic degree but for being worthy to decide on politics, social mores, life in general. Day by day, the experience of being at Harvard teaches its students that, in the quality that matters, asians are typically superior, whites are typically normal, hispanics are typically inferior and blacks even more so. Harvard is a university – a pillar of academia, a place that implies academic is everything – and they chose the racial mix of their students to incarnate academic racial inequality.

3) Harvard also teaches that it is the most appalling sin, unspeakably evil and harshly-punished even when the evidence is slight or non-existent, for any student ever to refer in the slightest, most micro, most indirect way to this routinely-experienced reality that Harvard admissions has created. Students must not in any way betray that they have noticed any aspect or even distant side-effect of the artificial reality Harvard has created for them – and this of course compounds the artificiality of the Harvard reality.

So my question is: what does this experience in fact teach Harvard students?

October 19, 2019

QotD: Writing to length

Filed under: Education, Media, Quotations — Tags: , , — Nicholas @ 01:00

Having spent a good deal of my life writing short pieces on serious subjects for newspapers and magazines, I’ve learned from experience to write organically short – that is, to write a five-hundred-word draft of a five-hundred-word piece instead of writing a thousand-word draft and cutting it in half. Not only does this reduce waste motion, but the finished product is almost always better. When you write a long piece and chop it down to size, it tends to read … well, choppily.

So why do inexperienced authors write long? I suspect it’s because they assume that they’ll get only one chance to impress the editor, which causes them to empty their bag of tricks every time they write a piece. (This reminds me of another of my critical commandments: Don’t tell everything you know.) Flashiness is a sin of youth. The older and more self-assured a writer is, the more likely he is to appreciate the virtues of simplicity and economy.

I don’t know whether it’s possible to teach this lesson to young writers. The older I get, the more I wonder whether anything can be taught to anyone. Still, I did my best to get it across to my students, and I like to think that at least some of them were paying attention.

Terry Teachout, “To the point”, About Last Night, 2007-06-01.

October 17, 2019

QotD: IKEA humans

Filed under: Education, Politics, Quotations, USA — Tags: , , — Nicholas @ 01:00

Therefore, to be precise, the class of people of whom I am speaking are “cosmopolitan” neither in the idealized nor in the demonized sense of the word. They neither bridge deep social differences in search of the best in human experience, nor debase themselves with exotic foreign pleasures. Rather, they have no concept of foreignness at all, because they have no native traditions against which to compare. Indeed, the very idea of a life shaped by inherited custom is alien to our young couple. When Jennifer and Jason try to choose a restaurant for dinner, one of them invariably complains, “I don’t want Italian, because I had Italian last night.” It does not occur to them that in Italy, most people have Italian every night. For Jennifer and Jason, cuisines, musical styles, meditative practices, and other long-developed customs are not threads in a comprehensive or enduring way of life, but accessories like cheap sunglasses, to be casually picked up and discarded from day to day. Unmoored, undefined, and unaware of any other way of being, Jennifer and Jason are no one. They are the living equivalents of the particle board that makes up the IKEA dressers and IKEA nightstands next to their IKEA beds. In short, they are IKEA humans.

Samuel Biagetti, “The IKEA Humans: The Social Base of Contemporary Liberalism”, Jacobite, 2017-09-13.

October 15, 2019

QotD: Over-protected children become insecure adults

Filed under: Education, Health, Media, Politics, Quotations, USA — Tags: , , , , , — Nicholas @ 01:00

Kids need conflict, insult, exclusion – they need to experience these things thousands of times when they’re young in order to develop into psychologically mature adults. Every adult has to learn to handle these things and not get upset, especially by minor instances. But in the name of protecting our children we have deprived them of the unsupervised time they need to learn how to navigate conflict among themselves. That is one of the main reasons why kids and even college students today find words, ideas and social situations more intolerable than those same words, ideas and situations would have been for previous generations of students.

Jonathan Haidt, quoted by Naomi Firsht, “The Fragile Generation”, Spiked, 2017-08-31.

October 6, 2019

QotD: Modern middle-class “cosmopolitans”

Filed under: Education, Politics, Quotations, USA — Tags: , , — Nicholas @ 01:00

We must not sneer at Jennifer and Jason, many readers are sure to point out, for choosing IKEA. Their incomes, though high in the global scale, are likely to be lower than their parents’ were, and they often have to move in order to climb the employment ladder. It is only reasonable for them to buy something inexpensive, transportable, and replaceable. IKEA fulfills an important niche in the middle-class market — for cheap furniture that still retains a semblance of respectability. The company has exploited this market to become the global empire that Sweden never had, a kind of Viking revenge on the modern age.

Still, there is a good chance that Jennifer and Jason actually like their IKEA dressers, and prefer them to the old oak chest that their grandparents tried to foist on them. Indeed, the extraordinary popularity of IKEA testifies not only to its convenience but to its ability to appeal to the middle-class self-image. Jennifer and Jason are drawn to IKEA because it reflects who they are: they too are modern, movable, and interchangeable, their wants satisfiable in any neighborhood with a food co-op and a coffee shop. More fundamentally, Jennifer and Jason are untraceable, a “composite material” made from numberless scraps and pieces. They have a long catalog of home towns, and their accents are NPR neutral. They can probably rattle off the various nationalities in their family trees — Dutch, Norwegian, Greek, and Jewish, maybe some Venezuelan or Honduran for a little color. From these backgrounds they retain no more than a humorous word or phrase, a recipe, or an Ellis Island anecdote, if that. They grew up amidst a scramble of white-collar professionals and went to college with a scramble of white-collar professionals’ kids. Their values are defined mainly by mass media, their tastes adorably quirky but never straying too far from their peers’, and like the IKEA furniture that they buy in boxes, they too cut themselves into manageable, packaged pieces and market themselves online. They are probably “spiritual but not religious.” They have no pattern or model of life that bears any relation to the past before the internet. For all intents and purposes, they sprang up de novo in the modern city. Whereas the Veneerings’ high fashion covered over an essential vulgarity, Jennifer’s and Jason’s urbane style masks a hollowness.

It may be tempting to call Jennifer and Jason, and the the group of people whom they represent, “cosmopolitans.” (And indeed, IKEA, with its vaguely exotic Swedish names, provides a dash of cosmopolitanism on the cheap.) However, Jennifer and Jason are something newer and more bizarre than cosmopolitans: as Ross Douthat aptly pointed out in the wake of the Trump election, the increasingly insulated college-educated classes of the coastal cities do not grapple with real, substantive differences in beliefs and values, associating instead with cliques of like-minded classmates. In addition, classic cosmopolitans seek out what is best in others’ traditions while showing a fierce pride in their own — a Jordanian extolling the majesty of Petra, a Mexican diplomat breaking into lines of Octavio Paz, etc. Westerners like Jennifer and Jason show no such pride or attachment, instead leaping at opportunities to mock the foibles of their native lands.

Conversely, we must also avoid cheap epithets. The word “cosmopolitan” is a double-edged sword – long a shibboleth for worldly sophistication, it has lately turned upon its makers, serving as a political weapon against urban liberals; it is not surprising that a Trump spokesman recently attacked the “cosmopolitan bias” of a journalist who questioned the White House’s immigration policies. There is nothing particularly new or insightful about attacking urbanites tainted by association with the foreign, like the Judean exiles railing against the silken whores of Babylon. Still, as shallow and hackneyed as this rhetorical strategy might be, it packs a populist punch because the very concept of “cosmopolitan” is purely relative: since no one, legally speaking, is a citizen of the world, one can be “cosmopolitan” only in contrast to someone else – a “provincial” in the Victorian terminology, or a “xenophobe” in contemporary talk. In other words, the idea of cosmopolitanism carries an unavoidable subtext of class superiority.

Samuel Biagetti, “The IKEA Humans: The Social Base of Contemporary Liberalism”, Jacobite, 2017-09-13.

September 16, 2019

QotD: If we’d been taken over by aliens, how would we know?

Filed under: Education, Environment, Quotations, USA — Tags: , , , , , — Nicholas @ 01:00

Look around you – if we in the West and we humans, in general, had been invaded by aliens, what would be different?

  • Our schools in America teach that the system under which America lives, from constitutional protections to (relatively … very relatively) free markets are evil and the cause of all evils in the world.
  • Our schools further teach that all the problems in the world at large are the fault of “Imperialists” to include not just America, but the West which is America’s mother culture. They ignore the sins of other nations, many of which, still today, commit female mutilation and slavery, to concentrate ONLY on the West and the sins of the West, thereby obviating any possible pride the students might have in their own culture.
  • Further, the schools, under the guise of environmentalism, promote the view that humanity is the worst plague on the planet. Without pointing out that any species can drive others to extinction, or that humans are the only species capable of self-regulating their impact on the environment, they concentrate on those extinctions humans have caused and fantasize that without humans the world would be a paradise.
  • Without pointing out the difficulty of global censuses or that in fact we don’t and can’t know how large the world population is, our learning institutions, our cultural institutions, even our entertainment continually scare us with the idea of overpopulation. Without taking into account that there are more trees now in North America than when the colonists arrived, they picture humanity as creating deserts. Schools push middle schoolers to sign agreements never to reproduce.
  • As if this weren’t enough, feminists picture women – in Western, well off, more or less equalitarian (at least before the law as it existed before feminist tampering made it take sides with women most of the time) systems – as perpetual victims, stoke a sense of outrage and anger at any and all males, and encourage women to consider normal intercourse “rape” and marriage a prison.
  • As if this weren’t enough, the insanity has descended to preaching that there is no such thing as biological sex, and that one’s gender is a sort of “mood” which can be determined before a child is even fully developed. Parents giving hormones to children, to change their sex before the age of reason (let alone physical or emotional maturity) and effectively encouraging castration/neutering and precluding future generations aren’t considered deranged abusers. In fact, educational and medical establishments will encourage parents to thus destroy their progeny and will take the children away if the parents don’t do it, on the flimsiest of pretexts based on stereotypes, such as a boy who disdains male toys, or a girl who doesn’t like dolls. The rich panoply of human expression is ignored in a – dare we say it – alien attempt to make individual people fit stereotypes.
  • Three generations into this, our leading lights in intellectual life, be it fiction, non-fiction, academia or even research, get plaudits and advancement ONLY from conclusions and policies that objectively hurt humans and prevent humans from reproducing. A subset of this is hate of the West, the most successful culture in the world, ever, in terms of extending life, preventing early death, preventing or curing disease and preventing and curing famine. Another and even more vociferous subset is the hatred of America, which took all of Western virtues and made them more so.

If aliens, hostile to the very idea of humanity and wanting to prevent us from prospering, let alone going into space (another cause that all so called “progressives” hate with a burning passion and try to prevent by all means possible, from telling us that there is still need on Earth so we shouldn’t spend money on going to space, to telling us that we must first learn to “take care of this planet” to just sustained screaming that the human plague shouldn’t propagate) had managed to take control of our culture, what would they do differently?

Sarah Hoyt, “What if We Have Been Invaded by Aliens?”, PJ Media, 2017-07-21.

September 13, 2019

QotD: Orwell’s campaign against the jackboot

Filed under: Britain, Education, History, Media, Quotations — Tags: , , , — Nicholas @ 01:00

Orwell’s press card portrait, 1943

In spite of my campaign against the jackboot — in which I am not operating single-handed — I notice that jackboots are as common as ever in the columns of the newspapers. Even in the leading articles in the Evening Standard, I have come upon several of them lately. But I am still without any clear information as to what a jackboot is. It is a kind of boot that you put on when you want to behave tyrannically: that is as much as anyone seems to know.

Others besides myself have noted that war, when it gets into the leading articles, is apt to be waged with remarkably old-fashioned weapons. Planes and tanks do make occasional appearances, but as soon as an heroic attitude has to be struck, the only armaments mentioned are the sword (“We shall not sheathe the sword until”, etc., etc.), the spear, the shield, the buckler, the trident, the chariot and the clarion. All of these are hopelessly out of date (the chariot, for instance, has not been in effective use since about A.D. 50), and even the purpose of some of them has been forgotten. What is a buckler, for instance? One school of thought holds that it is a small round shield, but another school believes it to be a kind of belt. A clarion, I believe, is a trumpet, but most people imagine that a “clarion call” merely means a loud noise. One of the early Mass Observation reports, dealing with the coronation of George VI, pointed out that what are called “national occasions” always seem to cause a lapse into archaic language. The “ship of state”, for instance, when it makes one of its official appearances, has a prow and a helm instead of having a bow and a wheel, like modern ships. So far as it is applied to war, the motive for using this kind of language is probably a desire for euphemism. “We will not sheathe the sword” sounds a lot more gentlemanly than “We will keep on dropping block-busters”, though in effect it means the same.

One argument for Basic English is that by existing side by side with Standard English it can act as a sort of corrective to the oratory of statesmen and publicists. High-sounding phrases, when translated into Basic, are often deflated in a surprising way. For example, I presented to a Basic expert the sentence, “He little knew the fate that lay in store for him” — to be told that in Basic this would become “He was far from certain what was going to happen”. It sounds decidedly less impressive, but it means the same. In Basic, I am told, you cannot make a meaningless statement without its being apparent that it is meaningless — which is quite enough to explain why so many schoolmasters, editors, politicians and literary critics object to it.

George Orwell, “As I Please” Tribune, 1944-08-04.

September 10, 2019

QotD: Mere words are not “violence”

Filed under: Education, Liberty, Politics, Quotations, USA — Tags: , , , — Nicholas @ 01:00

“I’m very concerned about a phenomenon called ‘concept creep’ – which has been happening to a lot of psychological terms since the 1990s”, he says. “When a word like ‘violence’ is allowed to creep so that it includes a lot of things that are not violence, then this causes a cascade of bad effects. It’s bad for the students themselves because they now perceive an idea that they dislike, or a speaker that they dislike, as having committed a much graver offence against themselves – which means that they will perceive more victimisation of themselves. And it’s also really bad for society because, as we are seeing in a spectacular way in the United States this year, when each side can point to rampant occurrences of what they see as violence by the other side, this then justifies acts of actual physical violence on their side. And there’s no obvious end to this mutual escalation process.”

He adds: “Everybody involved in education needs to be dampening down violence and the acceptance of violence. Telling students that words are violence is counterproductive to that effort.”

Jonathan Haidt, quoted by Naomi Firsht, “The Fragile Generation”, Spiked, 2017-08-31.

July 29, 2019

Erasing the past, statue by statue, plaque by plaque

Filed under: Education, History, Politics, USA — Tags: , , , , — Nicholas @ 03:00

Alexander Adams on the deliberate sabotage of historical monuments in pursuit of a more perfect (i.e., imaginary) past:

End of the Trail by James Earle Fraser, located in Waupun, Wisconsin.
Photo by Shawn Conrad via Wikimedia Commons.

In the wake of recent attempts – some successful – to have Confederate statues removed from the US south, what is the future of colonialist statues in the US west? In Pioneer Mother Monuments: Constructing Cultural Memory, Cynthia Culver Prescott, a professor of history at the University of North Dakota, senses a reluctance to apply to pioneer monuments the ideological zeal that was turned on Confederate memorials. “We resist applying the insights of settler colonial studies to American pioneer narratives because to do so would call into question foundational myths of Jeffersonian agrarianism and American exceptionalism, and lay bare white conquest of native lands and peoples.” She outlines the cases against statues of colonialists, and particularly against female settlers, who took part in the drive to colonise the American west in the 19th century.

Statues depicting women have been criticised by academics and campaigners for being idealising, inaccurate, generalising and stereotypical. There is a sense that campaigners direct such ire at statues of women settlers not just because they embody sexism and colonialism but because they show women as complicit in the act of dispossessing native peoples. There is a residual resentment that – in intersectional terms – a political minority took part in a project to oppress another minority.

The creation of monuments honouring white settlers of the west began in earnest in the 1890s. As the American western frontier was closed and territories became part of the United States, a chapter of national history had been definitively closed, too. Just under 190 monuments have been erected in the US since the 1880s marking pioneer achievements. It was a way of fixing in collective memory the achievements of forebears just at the moment their stories were becoming history. The western territories had been spared the scourge of the Civil War, and its new states had a history that involved war with Mexico, the persecution and flight of the Mormons and the Indian Wars.

In the statuary, common types emerged. Women were the prairie Madonna, the protective mother, the Indian guide leading the way, the nuclear family. Men were resolute fathers, the epitome of bravery and stoic defiance. Competitions, touring exhibitions, newspaper features and book publications circulated them, encouraging other communities to commission similar statues. Alexander Phimister Proctor’s statue of a male pioneer was an acceptable manifestation of the conquering of the west. Bearded and dressed in buckskin clothing, the pioneer wears European boots and carries a rifle. He straddles the wisdom of the natives and the technological superiority of settlers, explaining how the west was won through a combination of old knowledge and new materials.

Culver Prescott notes the example of James Earle Fraser’s sculpture The End of the Trail (1890s), which depicted an exhausted American Indian on a tired pony. Fraser had apparently developed a deep sympathy for native peoples after witnessing an army eviction. It seems the sculptor intended to elicit sympathy for evicted Indians, yet it was interpreted by contemporary observers as a scene of the sad but necessary extinction of a primitive indigenous people, conforming to the social Darwinist reading of history, in which advanced people defeat and displace inferior peoples. This is an object lesson in the variety of interpretations an artwork can elicit, regardless of artistic intent. It should alert today’s social-justice warriors to the dangers of misinterpreting public art and the risk of suppressing art on the basis of misapprehension.

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