Ed West regrets the lacunae in his knowledge of many things, which I suspect also describes a lot of my blog visitors (given how often my own autodidactic web explorations end up here or on my social media accounts). His proposed solution is a club to study the western canon:
I’m ashamed of how little I know about a lot of things. Classical music, for instance, is a huge ocean of unknowns to me. I appreciate it, and I would like to know more, but it still feels like a language in which I have only the barest of vocabulary.
I’m so clueless and lightweight on that front that my favourite classical music LP when I still had a record player was a double album which told you which advert each piece was from (“The Hovis advert with the boy walking up the hill” for Dvorak, “the Hamlet cigar ad with Gregor Fisher” by Bach).
My knowledge of poetry is quite poor, too, and I wish I could recite more of it, rather than, say, the lyrics of the first seven Iron Maiden albums I learned off by heart at 13 (nothing against Iron Maiden, I still love them, but I’ve found this a slightly less useful skill down the years when trying to impress people).
Poetry has never been my thing. I enjoy hearing others read poetry, but there’s always something that prevents me from reading poetry on the printed page and “getting” the rhythm of it for more than a stanza or so. However, with song lyrics the underlying music provides sufficient support that I undoubtedly know far more lyrics by heart than any other kind of poet-created text.
YouTube is full of videos following in George Birkbeck’s tradition of adult learning. There are podcasts like Peter Adamson’s History of Philosophy Without Any Gaps or The Partially Examined Life. One of the most popular Twitter accounts at the moment is The Cultural Tutor, with over a million followers, producing threads on the art, architecture, music and literature you should know about. People really want to learn this stuff, and regret that they were never made to do so earlier.
Some of this is due to the education system, although I don’t want to be one of those tedious people who go on Twitter and blame the curriculum for the gaps in their knowledge of history: “why weren’t we taught about the Second Schleswig war in school? Why am I only learning this now?” as if their teachers had thousands of hours spare rather than a very limited amount of time. But it’s also true that most people leave the British state education system knowing very little about the western canon, and are afterwards playing catch-up with a less absorbent mind.
In my case, with a couple of exceptions, the way that history — especially Canadian history — was taught in school seemed to be deliberately made as bland and uninteresting as possible … we of course skipped over most of the battles and campaigns so we could concentrate on the diplomats and treaties. Steve Sailer noted a similar phenomenon in US schools:
In Europe, anthropologists have promoted the “pots not people” theory to argue that trade and changes in fashion must explain why Corded Ware pots suddenly showed up all over Europe about 4,900 years ago. (So did battle axes; indeed, early scientists called this the Battle Axe Culture. But that sounded too awesome. Hence, more recent academics renamed it after its pottery style to make these brutal barbarians sound dweebier and thus less interesting to boys.)
Oddly, we were at least given some minimal insight into the plight of First Nations children in the residential school system which was not true when my son went to school a generation later. I’m still puzzled about that change in the curriculum. But back to Ed’s proposal:
Perhaps the main reason is that there already aren’t enough people who know about these things to teach in the first place, and who are also willing to endure the strain of having to keep order among an unwilling audience. So the knowledge does not get passed on, and public culture becomes ever more lowbrow.
But while it’s a hopeful sign that so many people go online to learn these things, my take-away from lockdown is that in-person is always better — going to something live, meeting people face to face, allowing your sensory perception to aid the learning process. I also believe that the more clubs and institutions we have, the healthier and happier our society.
That is why I’m proposing an idea, for a sort of club where people come and listen to talks about a particular feature of the western canon — Virgil, Goethe, Milton, Van Eyck, whatever — and fill in all these enormous holes in our knowledge. It would be a bit like an old-fashioned salon, or a Lyceum club. Although there are local salons still running, this would ideally be national. This canon club — I’m open to suggestions for a different name — would initially start in one city, presumably London, but if there was further interest we could help set up branches across Britain (and then even maybe abroad). Each local club would run semi-independently, but the wider organisation would help with arranging speakers and so on.
I see his point, but in my experience a lot of autodidacts are also rather introverted by nature so a physical salon or club with a lot of strangers might be less appealing than some of the existing online options.
