Until August 1914 a sensible, law-abiding Englishman could pass through life and hardly notice the existence of the state, beyond the post office and the policeman. He could live where he liked and as he liked. He had no official number or identity card. He could travel abroad or lave his country for ever without a passport of any sort of official permission. He could exchange his money for any other currency without restriction or limit. He could buy goods from any country in the world on the same terms as he bought goods at home. For that matter, a foreigner could spend his life in this country without permit and without informing the police. Unlike the countries of the European continent, the state did not require its citizens to perform military service. An Englishman could enlist, if he chose, in the regular army, the navy, or the territorials. He could also ignore, if he chose, the demands of national defence. Substantial householders were occasionally called on for jury service. Otherwise, only those helped the state who wished to do so. The Englishman paid taxes on a modest scale: nearly ₤200 million in 1913-14, or rather less than 8 per cent of the national income. The state intervened to prevent the citizen from eating adulterated food or contracting certain infectious diseases. It imposed safety rules in factories, and prevented women, and adult males in some industries, from working excessive hours. The state saw to it that children received education up to the age of thirteen. Since 1 January 1909, it provided a meagre pension for the needy over the age of seventy. Since 1913, it helped to insure certain classes of workers against sickness and unemployment. This tendency towards more state action was increasing. Expenditure on the social services had roughly doubled since the Liberals took office in 1905. Still, broadly speaking, the state acted only to help those who could not help themselves. It left the adult citizen alone.
All this was changed by the impact of the Great War1. The mass of the people became, for the first time, active citizens. Their lives were shaped by orders from above; they were required to serve the state instead of pursuing exclusively their own affairs. Five million men entered the armed forces, many of them (though a minority) under compulsion. The Englishman’s food was limited, and its quality changed, by government order.
His freedom of movement was restricted; his conditions of work prescribed. Some industries were reduced or closed, other artificially fostered. The publication of news was fettered. Street lights were dimmed. The sacred freedom of drinking was tampered with: licensed hours were cut down, and the beer watered by order. The very time on the clocks was changed. From 1916 onwards, every Englishman got up an hour earlier in summer than he would otherwise have done, thanks to an act of parliament. The state established a hold over its citizens which, though relaxed in peacetime, was never to be removed and which the second World war was again to increase. The history of the English state and of the English people merged for the first time.
1 In contemporary parlance, the war of 1914-18 was always, not surprisingly, the Great War. It did not need the war of 1939-45 to change it into the first World War. Repington devised the phrase at the time of the armistice, “to prevent the millennian folk from forgetting that the history of the world is the history of war.” Repington, The First World War, ii. 291.
A.J.P. Taylor, English History 1914-1945, 1965.
January 8, 2015
QotD: England on the eve of the First World War
December 29, 2014
QotD: Austria-Hungary and the national minorities
How these challenges were met varied between the two Imperial halves. The Hungarians dealt with the nationalities problem mainly by behaving as if it didn’t exist. The kingdom’s electoral franchise extended to only 6 per cent of the population because it was pegged to a property qualification that favoured the Magyars, who made up the bulk of the wealthier strata of the population. The result was that Magyar deputies, though they represented only 48.1 per cent of the population, controlled over 90 per cent of the parliamentary seats. The 3 million Romanians of Transylvania, the largest of the kingdom’s national minorities, comprised 15.4 per cent of the population, but held only five of the Hungarian parliament’s 400-odd seats. From the late 1870s, moreover, the Hungarian government pursued a campaign of aggressive ‘Magyarization’. Education laws imposed the use of the Magyar language on all state and faith schools, even those catering to children of kindergarten age. Teachers were required to be fluent in Magyar and could be dismissed if they were found to be ‘hostile to the [Hungarian] state’. This degradation of language rights was underwritten by harsh measures against ethnic minority activists. Serbs from the Vojvodina in the south of the kingdom, Slovaks from the northern counties and Romanians from the Grand Duchy of Transylvania did occasionally collaborate in pursuit of minority objectives, but with little effect, since they could muster only a small number of mandates.
In Cisleithania [the German Austrian half of the empire], by contrast, successive administrations tampered endlessly with the system in order to accommodate minority demands. Franchise reforms in 1882 and 1907 (when virtually universal male suffrage was introduced) went some way towards levelling the political playing field. But these democratizing measures merely heightened the potential for national conflict, especially over the sensitive question of language use in public institutions such as schools, courts and administrative bodies.
Christopher Clark, The Sleepwalkers: How Europe Went To War In 1914, 2012.
October 16, 2014
The trouble with “parenting” in 2014
Jan MacVarish discusses the problems facing today’s parents that inhibit natural parenting instincts and replace them with the diktats of the bureaucracy:
Here are two scenes which illustrate contemporary parenting culture.
In the first, I am called into my son’s primary school by the ‘family-liaison officer’. I am surprised to learn that she is investigating the concerns of a teacher who has overheard my son and his friends discussing their mothers’ favourite punishment methods. Whereas one of the mothers (who I know) reportedly kicks her boy in the privates with her stilettos, and another (who I also know) prefers to administer an ‘African slap’, my chosen method is, apparently, to hit my son with a frying pan. Visions of Tom and Jerry immediately spring to mind, and I laugh at the ridiculousness of the schoolboys’ conversation. The family-liaison officer admits that it is highly unlikely that a mother such as me (white and middle class) would engage in such behaviour, but, she tells me, she is nevertheless obliged to ask if I have ever deployed the family skillet as a weapon. I am now amused, bemused and starting to see that this could have played out very differently if I were perceived to be one of those ‘other’ parents.
Scene two: While swimming in the local pool with frying-pan boy, I notice a mother engage in an exhausting 20-minute argument with her one-year-old baby boy. He had slapped her, so she was asking him in a quiet, controlled voice to look her in the eye and apologise for ‘hurting mummy’. Being a baby, he refused to comply, and became more and more upset as the request was repeated again and again. My sympathy was equal for both mother and child: he was sobbing and she seemed forlornly trapped in some kind of ‘good parenting’ ritual, in which the parent conveys to the child the emotional consequences of their actions – ‘you hurt mummy, that makes mummy feel sad’ – and expects the child to take ‘ownership’ of their actions.
Both of these scenes demonstrate the abandonment of common sense and, indeed, any kind of ‘instinct’ when it comes to adults relating to children. When you remove any element of instinct from parenting, you replace trust, care, love and joy with empty rituals of ‘safeguarding’ or ‘good parenting’. The family-liaison officer’s dutiful yet hollow investigation makes clear just how corrosive the institutionalisation of parent-blaming in schools has become, while the mother’s exchange with her baby in the pool showed how futile and joy-draining following abstract, good-parenting guidelines can be.
October 14, 2014
QotD: “Teaching” kids to be more creative
We don’t send our children to public school, but we hear all about what goes on there. They’re always maundering on in the local papers about their bright new ideas — generally already discredited since the 1960s — about “teaching children to be more creative.” See, there’s your problem right there.
I don’t know exactly how dull you have to be to be a public school administrator, but school is supposed to try to put some sort of lid on a child’s creativity, and get them to add single digits without using a sundial as a stopwatch, and put apostrophes where they belong once in a while, for five goddamn minutes a day, at least. Children only have one problem, and that’s creativity. The reason you’re all still sitting at the dinner table after an hour and fifteen minutes has come and gone is because your seven-year-old is still building stonehenge with his french fries. That’s creativity, isn’t it? The reason your bathroom smells like a cattle stall is all the creative ways that little Magellan you’re raising has figured out to circumnavigate the bowl. This video is like shooting fish in a barrel, which incidentally produces a very similar kind and amount of splashback.
If your kid doesn’t compose at least one insane opera a day that lasts from sunup to sundown, he’s not normal. A kid with that little imagination is luckily not common, but when he or she grows up, they’re likely to cause trouble, likely by becoming a public school administrator or a state senator. Claiming you’re going to teach children to be creative is like claiming you’re going to teach Mike Tyson to be aggressive. And your Common Core plan for teaching creativity? Well, as Mike once said, everyone’s got a plan until they get punched in the mouth.
Sippican Cottage, “Still Better Dialog Than Anything George Lucas Ever Wrote”, Sippican Cottage, 2014-03-26
October 13, 2014
QotD: Remember your days in the educational-industrial complex?
They started him out on basic blocks and why he shouldn’t nail somebody who took his cookie. Those are hard lessons. How to stack something up so it doesn’t collapse in a heap at the first shudder in the earth. How to “share” your very limited and very personal resources. Why you don’t just whack anyone who irritates you with the nearest blunt object.
These are basic lessons, and we forget how hard they are. Some of us don’t learn them at all. Those people are either in prison, assembling bombs, or CEO of a Fortune 500 company.
Still, that’s your entry level position in the educational-industrial complex at age 3. It’s all downhill from there.
For years you get up at an ungodly hour and don’t even get a chance to read the paper. Plus, no coffee at all. Not. A. Drop.
You are then pushed out of your home and either driven to your “office-complex” by a cranky chauffeur with complete control over you, or you get to ride with a few dozen of your more-or-less peers with different ideas of hygiene and levels of intelligence in a shaking tin box with no seatbelts, driven by some of the least intelligent members of your community. I’d be a nervous wreck by the time I got to the office, I’ll tell you.
Once you do get to the office, your time to just goof off is extremely limited. No leisurely stints by the water cooler for you. No coffee cart with tasty pastries coming by after only an hour. Bladder issue? Raise your hand and get a note. Other than that you are never alone.
You get one break out in the dirt, with, I might add, no coffee. A couple of hours later you get a quick hit of really bad food that is the same this Wednesday as it was last Wednesday. After that, it’s back to your office where they don’t even have a little cube for you, but slam you together with 15 to 30 other slaves to the clock in a room fit only for 10.
In some huge gesture to your youth, they let you out of this joint at 3 in the afternoon. They tell you it’s a “school day,” but if you’ve been up since 7 and out at three, that’s a full eight hours in my book.
Oh, and no chatting with your friends. Yes, you, pipe down. If not it’s off to the CEO’s antechamber for a quick and humiliating performance review. Daily if you don’t snap out of it. If you really don’t snap out of it, we’re calling your father AND your mother to come here from work right now.
Gerard Vanderleun, “Back to School”, American Digest, 2014-09-09.
October 2, 2014
QotD: How not to educate the young
I’m on the road this week, giving talks on my new book about learning to fail better: that is, first, to give ourselves the permission to take on challenges where we might very well fail; second, to pick ourselves up as quickly as possible and move on when things don’t work out. This is, I argue, vital on a personal level, as well as vital for the economy, because that’s where innovation and growth come from.
The other day, after one of my talks, a 10th-grade girl came up and shyly asked if I had a minute. I always have a minute to talk to shy high school sophomores, having been one myself.
And this is what she asked me:
“I understand what you’re saying about trying new things, and hard things, but I’m in an International Baccalaureate program and only about five percent of us will get 4.0, so how can I try a subject where I might not get an A?”
I was floored. All I could think as I talked to this poor girl is “America, you’re doing it wrong.”
I was 15 in 10th grade. If you can’t try something new in 10th grade, when can you? If you can’t afford to risk anything less than perfection at the age of 15, then for heaven’s sake, when is going to be the right time? When you’re ready to splash out on an edgy assisted-living facility?
Now is when this kid should be learning to dream big dreams and dare greatly. Now is when she should be making mistakes and figuring out how to recover from them. Instead, we’re telling one of our best and brightest to focus all her talent on coloring within the lines. This is not the first time I’ve heard this from kids and teachers and parents. But I’ve never heard it phrased quite so starkly.
Megan McArdle, “Go Ahead, Let Your Kids Fail”, Bloomberg View, 2014-02-20.
September 25, 2014
QotD: Why useless university degrees are created
The typical understanding of a useless degree is of a credential whose market value is close to zero. In that sense this isn’t quite economically useless. There is a market for people wielding this pseudo-intellectual nonsense. It’s not a real market admittedly but it’s a market nonetheless. There is, however, only a single market maker: The Government.
The job prospects go beyond employment directly by the state, they extend into the quasi-government sector, what is sometimes politely referred to as the wider public service. There is a whole eco-system of NGOs, quasi-governmental organizations and ad hoc committees that thrive upon the government teat. Since their work has no objective value, and the criteria for employment is vague at the best of times, hiring managers fall back upon a tried and true screening methodology: A piece of paper issued by a government backed institution.
So for those of you following along at home: A government financed body creates make work. In order to handle that made-up work new workers are hired. Those workers have certificates in make work from government financed educational bodies. This is the great circle of statist BS that spins around our the modern world without beginning or end. There is precious little justice in that.
Richard Anderson, “The Justice Makers”, Gods of the Copybook Headings, 2014-09-19.
September 15, 2014
QotD: Formal learning, versus what will actually be useful to know
First of all, as I see it, no one has any ability whatsoever to figure out what is going to be important to people. I look back on my own life. When I was in high school I had two habits that greatly irritated my teachers; actually, many more than two, but let’s focus. One was writing funny notes to my classmates, trying to make them crack up in the middle of class. The other was spending hours of valuable study time making mystifying totals from the agate type in the sports pages. I was called on the carpet any number of times and told to stop doing this stuff and pay more attention to What Was Really Important.
As I look back on those years, the two most useful things that I was doing, in terms of preparing me for my career, were 1) Writing humorous notes to my classmates, and 2) Making mystifying totals from the agate type in the sports pages. By writing amusing if vulgar notes to my classmates, I was learning to write — not learning to write in a way that would please English teachers, but learning to write in a way that would hold the interest of people who had no reason to read the note, other than the expectation that they would enjoy reading it. That’s much, much closer to writing books than writing insipid research papers to please bored English teachers. The adults in charge thought they knew what was important, but in retrospect they were just completely wrong.
Bill James, Popular Crime – Reflections on the Celebration of Violence, 2011.
September 11, 2014
QotD: The real lesson taught by mandatory “volunteer” work
What about the rationalization that charitable extracurricular activities teach kids important lessons of moral engagement? There are reasons to be skeptical. A skilled professional I know had to turn down an important freelance assignment because of a recurring commitment to chauffeur her son to a resumé-building “social action” assignment required by his high school. This involved driving the boy for 45 minutes to a community center, cooling her heels while he sorted used clothing for charity, and driving him back — forgoing income which, judiciously donated, could have fed, clothed, and inoculated an African village. The dubious “lessons” of this forced labor as an overqualified ragpicker are that children are entitled to treat their mothers’ time as worth nothing, that you can make the world a better place by destroying economic value, and that the moral worth of an action should be measured by the conspicuousness of the sacrifice rather than the gain to the beneficiary.
Steven Pinker, ” The Trouble With Harvard: The Ivy League is broken and only standardized tests can fix it”, The New Republic, 2014-09-04.
July 28, 2014
Britain’s “Trojan Horse” schools
In The Spectator, Douglas Murray wonders when the moderate Muslims are going to speak out over the “Trojan Horse” scandal:
The Trojan Horse reports are in, and they make for damning reading. ‘An aggressive Islamist agenda… a coordinated, deliberate and sustained action to introduce an intolerant and aggressive Islamist ethos’. Teachers who claimed that the Boston marathon bombing and the murder of Lee Rigby were in fact hoaxes and an ‘Attack on Islam’. And so on. The grim details are out. But there is a story behind this story which has not been thought about, though it ought to be. That is the response of Britain’s Muslim communities to these awful revelations.
Ever since 9/11 a considerable appeal from the non-Muslim majority in the West has been ‘where are the moderates? Where are the moderate voices who are willing not just to excuse or remain silent in the face of their religion’s extremists, but to actually stand up and say ‘these people are bringing our faith into disrepute, we recognise it, we hate it, and we are going to actually push them out of the faith.’ The unwillingness of more than a tiny number of Muslims to actually stand up and speak out as well as push out the extremists is very noticeable to non-Muslims. Indeed, I would suggest that it is one of the largest contributing factors to the hardening of attitudes across Europe towards Islam in general (see here for some interesting polling on this).
So when the story of Birmingham schools emerged – with stories of the most appalling racism against white people and disgusting bigotry against Christians, gay people and others – it should have provided a fine opportunity for what is generally termed the ‘moderate majority’ to make their voices heard. Granted, the ‘Trojan Horse’ story started strangely and plenty of us were uncomfortable about writing or speaking about it until we knew what the facts were behind the allegations in the original document. But, once the press and then the official investigations got underway, it became clear that, whatever the origin of the document, what it alleged was true. It has now been repeatedly found to be true.
Yet the response of Muslim communities has not been to accept this and to do something about tackling it. Far from it. The official responses have almost to a man and woman been denial, evasion and a fall-back onto claims of ‘Islamophobia’ and racism.
July 13, 2014
QotD: Teaching children how to read
This is Cargo Cult stuff. They did the same thing with their new innovations in Whole Word learning (reading a word at a glance), when they got rid of Phonics (sounding a word out, letter by letter), and doomed a generation to being bad readers.
Here’s the Cargo Cult part:
Professional Highly-Educated Education Researchers noted that high-level early readers were usually just identifying words at a glance — reading in a “whole word” way. While kids using Phonics read more slowly. Phonics kids were slower readers and struggled with it more.
So hey — let’s stop teaching kids this slow method of reading called Phonics and just teach them “Whole Word” reading!!! Win, win, win!!! It’s easier for the students, and even easier for the teachers, as they don’t have to teach the step-by-step Phonics method of reading. They can just say the word “horse” is horse and keep saying it until these stupid kids start learning that “horse” means horse.
Here’s the problem: This is Cargo Cult mneliaty. Yes, the high-lanrneig, early-raednig kids are in fact using the Wlohe Wrod raenidg mhoted, just as you, reading that gibberish I just wrote, employed Whole Word reading — looking at the first and last letters of the word and using context and years and years of experience in how the written language works, and what words are expected to come in which place in a sentence to read, fairly easily, a bunch of misspelled words as the words I intended.
But the high-learning, early-reading kids are only doing that because they started reading earlier than the other kids. All kids — including the early readers — go through the Phonics phase. […]
Now, having gone through the Phonics phase at age 3 or 4, by age five I was reading quite a bit, especially Peanuts (I had whole books, decades’ worth of Peanuts cartoons). And I had moved from “mostly Phonics” to “mostly Whole Word reading,” at least as far as common words. The unfamiliar words I still had to sound out, Phonics-style.
So sure — the accomplished 6-year-old readers are indeed mostly using whole word, at least for common words. Spoiler alert: That’s because they already went through the Phonics phase at age 4 or 5.
The Cargo Cult mistake of these “Educators” is to think that Whole Word reading is a shortcut to teaching reading. No — Whole Word reading is the endpoint of learning to read. First you read letter by letter, then syllable by syllable (as you have begun to compile, in your Reading Memory, a large list of common syllables). Then you start just reading Whole Word.
You have to go through the letter-by-letter process to get to the Whole Word level. […]
By denying kids their first step in reading — teaching them to read letter-by-letter — educators have not advanced Whole Word reading. They’ve retarded it. You can’t do whole word until you’re an ace at letter by letter.
They’re making the same mistake here with this jackass method of teaching math. The method they’re teaching is what I’d term a secondary insight. […]
But once again the “Experts” are demonstrating their Cargo Cult mentality when it comes to pedagogy. Because kids will start intuiting these things after they’ve mastered the rote-memorization and drilling routine of arithmetic and the times tables, hey, let’s just cut out the middleman and teach the Advanced Secondary Insights explicitly! And skip all that tedious rote-memorization and drilling!
Ace, “Common Core is Pretty Dumb”, Ace of Spades HQ, 2014-01-21
July 7, 2014
QotD: The mother of mediocrity is the university
Why, almost everywhere you look, should such mediocrity triumph?
Of course, if mediocrity has not triumphed throughout the Western world, there is nothing to explain. There is, after all, no need to search for the origins of the nonexistent. But let us suppose that there is such a trend to mediocrity, a manifestation of which is bureaucratization: What can explain it? (Here I should mention that we should not get too exercised about definitional matters: Words should be used as precisely as possible, but not more precisely than possible. We know what a cloud is without being able to define its limits.)
The explanation lies in the expansion of tertiary education. Earlier in my life I used to think that this was unequivocally a good thing: The more educated a population, the better. But length of education, or attendance at supposedly educational establishments, is not the same thing as education itself. But in the modern world, where governments have to demonstrate tangible progress to their electorates, length of education and education are confounded.
Guerrilla movements in the last half-century or so in Latin American countries, seeking to establish totalitarian utopias, were caused by the expansion of tertiary education, not by peasant discontent. The graduates of that education — many of them, at any rate — found after obtaining their diplomas that the only work available to them, if any at all, was beneath their new status as educated person, a status that formerly would have entitled them to both respect and an important position in society. If they found work, it was work that they could have done without having gone to university. Bitter disappointment and resentment was the natural consequence.
We in the developed Western world do not have guerrilla movements, at any rate to a significant extent. Our equivalent is the bureaucracy that administers increasingly politically correct regulations. In this way people who have gone to the considerable trouble of obtaining a tertiary education that is of value to them neither vocationally nor intellectually may avenge themselves upon an unjust world, though their anger can’t be assuaged, being the only thing that gives meaning to their lives.
Thus, the mother of mediocrity is the university.
Theodore Dalrymple, “Triumph of the Mediocre”, Taki’s Magazine, 2014-01-19.
July 3, 2014
How the Great Society failed American blacks
Fred Siegel reviews Please Stop Helping Us: How Liberals Make it Harder for Blacks to Succeed, by Jason Riley:
A half-century ago, the Great Society promised to complete the civil rights revolution by pulling African-Americans into the middle class. Today, a substantial black middle class exists, but its primary function has been, ironically, to provide custodial care to a black underclass — one ever more deeply mired in the pathologies of subsidized poverty. In Please Stop Helping Us: How Liberals Make it Harder for Blacks to Succeed, Jason Riley, an editorial writer for the Wall Street Journal who grew up in Buffalo, New York, explains how poverty programs have succeeded politically by failing socially. “Today,” writes Riley, “more than 70 percent of black children are born to unwed mothers. Only 16 percent of black households are married couples with children, the lowest of any racial group in the United States.” Riley attributes the breakdown of the black family to the perverse effects of government social programs, which have created what journalist William Tucker calls “state polygamy.” As depicted in an idyllic 2012 Obama campaign cartoon, “The Life of Julia,” a lifelong relationship with the state offers the sustenance usually provided by two parents in most middle-class families.
Riley’s own life experience gives him powerful perspective from which to address these issues. His parents divorced but both remained attentive to him and his two sisters. His sisters, however, were drawn into the sex-and-drug pleasures of inner-city “culture.” By the time he graduated from high school, his older sister was a single mother. By the time he graduated from college, his younger sister had died from a drug overdose. Riley’s nine-year-old niece teased him for “acting white.” “Why you talk white, Uncle Jason?” she wanted to know. She couldn’t understand why he was “trying to sound so smart.” His black public school teacher similarly mocked his standard English in front of the class. “The reality was,” Riley explains, “that if you were a bookish black kid who placed shared sensibilities above skin color, you probably had a lot of white friends.”
The compulsory “benevolence” of the welfare state, borne of the supposed expertise of sociologists and social planners, undermined the opportunities opened up by the end of segregation. The great hopes placed in education as a path to the middle class were waylaid by the virulence of a ghetto culture nurtured by family breakdown. Adjusted for inflation, federal per-pupil school spending grew 375 percent from 1970 to 2005, but the achievement gap between white and black students remained unchanged.
June 27, 2014
QotD: The Iron Law of Bureaucracy
[I]n any bureaucratic organization there will be two kinds of people:
First, there will be those who are devoted to the goals of the organization. Examples are dedicated classroom teachers in an educational bureaucracy, many of the engineers and launch technicians and scientists at NASA, even some agricultural scientists and advisors in the former Soviet Union collective farming administration.
Secondly, there will be those dedicated to the organization itself. Examples are many of the administrators in the education system, many professors of education, many teachers union officials, much of the NASA headquarters staff, etc.
The Iron Law states that in every case the second group will gain and keep control of the organization. It will write the rules, and control promotions within the organization.
Jerry Pournelle, “The Iron Law of Bureaucracy”, Chaos Manor Special Reports, 2010-09-11.
June 21, 2014
QotD: The bureaucratic revolution
In 1939, Bruno Rizzi, a largely forgotten Communist intellectual, wrote a hugely controversial book, The Bureaucratization of the World. Rizzi argued that the Soviet Union wasn’t Communist. Rather, it represented a new kind of system, what Rizzi called “bureaucratic collectivism.” What the Soviets had done was get rid of the capitalist and aristocratic ruling classes and replace them with a new, equally self-interested ruling class: bureaucrats.
The book wasn’t widely read, but it did reach Bolshevik theoretician Leon Trotsky, who attacked it passionately. Trotsky’s response, in turn, inspired James Burnham, who used many of Rizzi’s ideas in his own 1941 book The Managerial Revolution, in which Burnham argued that something similar was happening in the West. A new class of bureaucrats, educators, technicians, regulators, social workers, and corporate directors who worked in tandem with government were reengineering society for their own benefit. The Managerial Revolution was a major influence on George Orwell’s 1984.
Now, I don’t believe we are becoming anything like 1930s Russia, never mind a real-life 1984. But this idea that bureaucrats — very broadly defined — can become their own class bent on protecting their interests at the expense of the public seems not only plausible but obviously true.
The evidence is everywhere. Every day it seems there’s another story about teachers’ unions using their stranglehold on public schools to reward themselves at the expense of children. School-choice programs and even public charter schools are under vicious attack, not because they are bad at educating children but because they’re good at it. Specifically, they are good at it because they don’t have to abide by rules aimed at protecting government workers at the expense of students.
[…]
Working for the federal government simply isn’t like working for the private sector. Government employees are essentially unfireable. In the private sector, people lose their jobs for incompetence, redundancy, or obsolescence all the time. In government, these concepts are virtually meaningless. From a 2011 USA Today article: “Death — rather than poor performance, misconduct or layoffs — is the primary threat to job security at the Environmental Protection Agency, the Small Business Administration, the Department of Housing and Urban Development, the Office of Management and Budget and a dozen other federal operations.”
Jonah Goldberg, “Of the Bureaucrats, by the Bureaucrats, for the Bureaucrats: The naked self-interest of the government-worker class”, National Review, 2014-06-20.
