The Cynical Historian
Published 28 Dec 2017Time to finally tell you why I’ve used Woodrow Wilson as a bit of a rhetorical punching bag. This is part 1 of a 2 part series. This part will cover his life and scholarship before the presidency. It’s going to be quite a trip. [References on YouTube description]
————————————————————
Support the channel through Patreon:
https://www.patreon.com/CynicalHistorianLET’S CONNECT:
https://twitter.com/Cynical_History
————————————————————
Wiki:
Thomas Woodrow Wilson (December 28, 1856 – February 3, 1924) was an American statesman and academic who served as the 28th President of the United States from 1913 to 1921. A member of the Democratic Party, Wilson served as the President of Princeton University from 1902 to 1910 and then ran and was elected as a progressive Democrat to the office of Governor of New Jersey. Wilson’s victory in the 1912 presidential election made him the first Southerner elected to the presidency since Zachary Taylor in 1848. He also led the United States during World War I, establishing an activist foreign policy known as “Wilsonianism.” He was a major leader at the Paris [Versailles] Peace Conference in 1919, where he championed the proposed League of Nations. However, he was unable to obtain Senate approval for U.S. membership. After he suffered debilitating strokes in September 1919, his wife and staff members handled most of his presidential duties.
————————————————————
Hashtags: #History #WoodrowWilson #LostCause #historians #Princeton #biography
March 28, 2020
Woodrow Wilson (pt.1) | Historians Who Changed History
March 25, 2020
March 16, 2020
University lectures developed historically due to the extremely high cost of books…
… now that books are extremely cheap, universities should long since have adapted:

University College, University of Toronto, 31 July, 2008.
Photo by “SurlyDuff” via Wikimedia Commons.
As Brad Delong has been pointing out for years the very method of university teaching arose from a technological issue. Books were expensive. No, expensive. A scholar might amass a library of 50 volumes in a lifetime if they were assiduous at the game. Hundreds indicated an active collector spending significant sums. At which point, to educate the impecunious – students have never been known as the rich – it makes sense for education to be one person with a book reading it to a room full of others. The lecture that is.
Books are now cheap. That education method no longer needs to be.
So too with this idea of essays. Sure, it’s a good thing to be able to research, write down an argument and all these things. But that world out there has changed. Getting someone else to do it for you is now cheap. Less than the money you could earn pulling pints in the time it might take to do it. Well, -ish, -ish, around and about.
This is also all global. Changing UK law to ban the [essay] mills isn’t going to change matters a jot. Nor tittle in fact.
What needs to be changed is the method of education which leads to students being asked to produce essays unsupervised.
What’s so odd is that the educational establishment is near entirely Marxist. The state of technology determines the mode of social relations of whatever it is. OK, technology has changed, the mode of educational relations needs to change.
Essays – just as an example here – must be produced under exam conditions. Done, problem solved.
February 25, 2020
“… and men like you will teach the kids. Not poems and rubbish; SCIENCE! So we can get everything working!”
Apparently “the Artilleryman” from Jeff Wayne’s musical interpretation of War of the Worlds has taken over some important post at Oxford:
The Classics Faculty at the University of Oxford is considering whether to remove from its undergraduate courses the compulsory study in their original languages of Homer and Vergil. The reasons given are that students from independent schools, where some classical teaching is kept up, tend at the moment to do better in examinations than students from state schools, and that men do better than women. I regard this as the most important news of the week. I do so partly because I make some of my living from these languages, and so have a financial interest in their survival. I do so mainly because I see the proposal as a further enemy advance in the Culture War through which we have been living for at least the past two generations.
I could make this essay into another attack on the cultural leftists. I will come to these, as they are among the villains. They are not, however, the main villains. These are people who sometimes regard themselves, and are generally regarded by others, as conservatives. They once looked to Margaret Thatcher as their political champion, and then to Tony Blair. They were some of the most committed advocates of our departure from the European Union. They now look to the Johnson Government for the final triumph of their agenda. For these people, a nation is barely more than a giant economic enterprise – Great Britain plc. For them, the main, or perhaps the sole, purpose of education is to provide sets of skills that have measurable value in a corporatised market.
These people have been around for a long time. They were satirised by Charles Dickens in Hard Times, where Thomas Gradgrind explains his philosophy of education:
Now, what I want is, Facts. Teach these boys and girls nothing but Facts. Facts alone are wanted in life. Plant nothing else, and root out everything else. You can only form the minds of reasoning animals upon Facts: nothing else will ever be of any service to them. This is the principle on which I bring up my own children, and this is the principle on which to bring up these children. Stick to Facts, sir!
[…]
I agree that state education had become a joke where almost nothing of any kind was taught. As continued by Tony Blair, the Thatcher reforms did eventually drive up standards of literacy and numeracy. But this has been at a terrible cost. Any modern school that wants to be thought desirable must focus on its place in the league tables. This involves working the children like slaves – stuffing them in class with facts that can be regurgitated in tests and therefore graded, then handing out reams of homework that leaves no time for personal development.
The universities continue this conveyor belt approach. Around half of school leavers are pressured into “higher” education. Those who go into the “STEM” subjects – Science, Technology, Engineering, Mathematics – follow a narrow and specialised curriculum that leaves them ignorant of nearly everything outside their own subject. The rest sign up for largely worthless subjects – anything with the words “business” or “studies” in the name. There, they are kept busy with three-hour lectures. I know the value of these, as I used to give them. I fell asleep in one of them, and the students were happy when my voice finally trailed off. Progress in these subjects is measured by coursework that is increasingly plagiarised or ghost-written, or through examinations where the grades are fiddled. At the end of this, graduates – and everyone does graduate – are qualified for nothing better than employment in one of those bureaucracies of management or control that fasten on the actually productive like mistletoe on a tree. The universities look at rising numbers and the fact that graduates do find paid employment, and call this a great success. No one thinks it a disgrace if students never take up a book not on their worthless reading list, or that, having graduated, they never open another book.
Or school leavers at the bottom end are herded into courses in plumbing or hairdressing. I was once invited to teach a module in a Parking Studies degree – this for the certification of traffic wardens. I suppose people are needed to keep the roads clear, and I suppose they should be given some idea of their legal rights and duties. I am not at all sure if they need to have degrees. I am sure that skilled trades of undoubted value are best taught, as they always used to be, through private apprenticeships or informally on the job.
February 22, 2020
February 11, 2020
Leaving the Left – Part 9: PJ O’Rourke
Economics in the Media
Published 18 Aug 2016“When I got my first paycheck I found that I netted $82.27 after federal income tax, state income tax, city income tax, Social Security, union dues, and pension fund contribution. I was a communist. I had protested for communism. I had rioted for communism. Then I got a capitalist job and found out we had communism already.”
– The Baby Boom, PJ O’RourkeParliament of Whores: A Lone Humorist Attempts to Explain the Entire U.S. Government
Full Interview with Peter Robinson
https://youtu.be/keJYIkxbieg
January 22, 2020
January 14, 2020
Sir Roger Scruton, RIP
Douglas Murray on the life and work of the British philosopher:
Doubtless there will be some talk in the coming days of “controversy”. Some score settling may even go on. So it is worth stressing that on the big questions of his time Roger Scruton was right. During the Cold War he faced an academic and cultural establishment that was either neutral or actively anti-Western on the big question of the day. Roger not only thought right, but acted right. Not many philosophers become men of action. But with the “underground university” that he and others set up, he did just that. During the ’70s and ’80s at considerable risk to himself he would go behind the Iron Curtain and teach philosophy to groups of knowledge-starved students. If Roger and his colleagues had been largely leftist thinkers infiltrating far-right regimes to teach Plato and Aristotle there have been multiple Hollywood movies about them by now. But none of that mattered. Public notice didn’t matter. All that mattered was to do the right thing and to keep the flame of philosophical truth burning in societies where officialdom was busily trying to snuff it out.
Having received numerous awards and accolades abroad, in 2016 he was finally given the recognition he deserved at home with the award of a Knighthood. Yet still there remained a sense that he was under-valued in his own country. It was a sense that you couldn’t help but get when you travelled abroad. I lost count of the number of countries where I might in passing mention the dire state of thought and politics in my country only to hear the response “But you have Roger Scruton”. As though that alone ought to be enough to right the tiller of any society. And in a way they were right of course. But the point did always highlight the strange disconnect between his reputation at home and abroad. Britain has never been very good with philosophers of course, a fact that Roger thought partly correct, but his own country’s treatment of him was often outrageous. As events of the last year reiterated, he might be invited onto a television or radio programme or invited to a print interview only for the interviewer to play the game of “expose the right-wing monster”. The last interview he did on the Today Programme was exactly such a moment. The BBC might have asked him about anything. They might have asked him about Immanuel Kant, or Hegel, or the correct attitude in which to approach questions of our day like the environment. But they didn’t. They wanted cheap gotchas. That is the shame of this country’s media and intellectual culture, not his.
But if there was a reason why such attempts at “gotchas” consistently failed it was because nobody could reveal a person that did not exist. course Roger could on occasion flash his ideological teeth, but he was also one of the kindest, most encouraging, thoughtful, and generous people you could ever have known. From the moment that we first met – as I was just starting out in my career – he was a constant guide as well as friend. And not just in the big things, but in the small things that often matter more when you’re setting out. Over the years I lost count of the number of people who I discovered that he had helped in a similar way without wanting anyone to notice and expecting no reward for himself.
Theodore Dalrymple describes him as “swimming always against the tide”:
He showed great moral courage throughout his career, swimming against the intellectual tide of his time regardless of the deprecation, insult, denunciation, and even hatred directed at him. For a long time, his very name among much of the British intelligentsia was a byword for political atavism or evil, as if he had been a radical advocate of tyranny and pogroms rather than a defender of freedom and civilized values. At the time of his coming to public notice, much of the intelligentsia refused to believe that a highly gifted and knowledgeable man could also be a conservative. Their own rejection of all that was traditional seemed so self-evidently right to them that they thought that the only possible explanation for someone who valued tradition was obtuseness, moral turpitude — or both.
Scruton’s work was so broad-ranging that the term Renaissance Man seems hardly inappropriate. He published books on Kant and Spinoza, on Wagner’s Tristan and Isolde, on the aesthetics of music and architecture, on animal rights, on wine, on hunting, on the importance of culture, on the nature of God, on man’s relations with animals, and on many other subjects. He wrote novels and short stories of distinction, and two operas. The words of Dr. Johnson’s epitaph for Oliver Goldsmith come to mind: he left scarcely any style of writing untouched, and touched nothing that he did not adorn.
This is not to say that many people, or indeed anyone, would agree with all that he wrote, scarcely to be expected in view of his immense output. He accepted disagreement with equanimity, as the natural and laudable condition and consequence of freedom. Unlike many of his detractors, who affixed labels to him and then believed in their veracity, he was fair-minded to those with whom he disagreed and whose ideas he believed had had a disastrous effect on Western society. In the two editions of his book about thinkers of the New Left, for example, he praised them generously for whatever he considered praiseworthy in them. He paid them the honor of reading their work with attention, trying hard to decipher what it meant (by no means easy, given their frequent resort to high-sounding, multisyllabic verbiage), and refuting what was sufficiently intelligible to be refutable.
January 8, 2020
QotD: Diversity in academia
Academia is simultaneously both the part of America that is most obsessed with diversity, and the least diverse part of the country. On the one hand, colleges bend over backwards to hire minority professors and recruit minority students, aided by an ever-burgeoning bureaucracy of “diversity officers”. Yet, when it comes to politics, they are not just indifferent to diversity, but downright allergic to it.
“America’s one-party state”, The Economist, 2004-12-02.
January 5, 2020
More from Severian about modern girls at university
Having regaled us with shocking tales of the Basic College Girl (linked here), Severian now gets down to the not-very-salacious details of modern female mating behaviour at US colleges:

University College, University of Toronto (not one of the post-secondary institution Severian used to teach at).
Photo by “SurlyDuff” via Wikimedia Commons.
When people find out I’m retired from “higher” “”education,”” if they’re anything but rabid Leftists they usually ask me a series of questions: Why are professors such hypocritical assholes? and Is there really any point to ___ Studies? and Why do they pay the football coach umpteen zillion dollars a year to never finish higher than third in the conference? If the questioner is a man, though, and we’re out drinking, after a few martinis they always get around to: But what about … you know … the girls?
Where to start? Since there’s no avoiding prurience here let’s get one thing out of the way up front. This is TLP, not me, but it holds for coeds, too:
These people are prone to two errors. A psychological one: fetishization; and a biological one: mistaking for beauty what is merely youth.
Taking the second first: I made the same mistake. I came to the ed biz later than most, having had a “real” job back in my other life, so when I first got to grad school I was amazed at how hot the girls were. Like everyone else I was a TA for Intro to Studies 101, but unlike everyone else I must’ve gotten the “sorority girls only” section, because every single chick in it was a knockout.
Now I’ll cop to being a little slow on the uptake, but I’m not that dumb. So I started looking a little closer — purely in the interests of science, you understand — and it wasn’t long until I realized that yeah, what I thought at first was smokin’ hotness was just youth. Back in the office I’d been surrounded by women who were equally attractive, but not equally young. A few years in a high-stress job puts a lot of miles on you.
But the other, fetishization element came into it too. Not like that, get your minds out of the gutter, let me explain:
I don’t think it ever really was, but if “coed” was a fetish its days are long past. In a country where the vast majority of people have at least a semester or two of college, not even “sorority girl” really moves the needle much. Rather, all the “fetish” stuff comes from the other side. After spending oh-god-sooooo-many hours getting harangued by the HR ladies about “sexual harassment,” even the most cynical teacher finds himself wondering what he’d do if some slinky young thing really did show up at office hours, close the door, and declare she’ll do anything to pass the class…
Which never happens, of course. I’ve never even heard of it, and I taught at lots of places, for many years, among male colleagues (and a lot of lesbians) who were desperately horny losers. The reason is twofold. The first, and most obvious, is that even if some girl really is that mercenary / sociopathic — and y’all have me on record, at great length, describing what little sociopaths modern kids are — there’s a much simpler alternative available: Straight-up bribery. But notice that’s the one thing you never even hear suggested, though it’s the easiest thing in the world. TAs get paid peanuts; I don’t know how low the bidding could’ve gone, but having seen the squalor in which lots of my fellow grad students lived, twenty bucks doesn’t seem unreasonable …
[…]
Ironically, I’d bet #MeToo and the rest of it actually result in more, not less, of this behavior. Like I always say, today’s blue-haired, nose-ringed slam poet is tomorrow’s obergruppenfuhrer, and one of the main reasons I say it is that I’ve been around a LOT of college people. Shrinking violets who need “safe spaces” everywhere very obviously long to knuckle under to power, any power. Goofy losers who suddenly find themselves with a lot of power naturally start carrying on like Heinrich Himmler. Put them together in the closest possible proximity, in a place explicitly designed to shield them from the real world, and, well, you figure it out.
January 4, 2020
QotD: “Starchitects”
In my school, the status of “Corb” (as we were encouraged to affectionately call him) as a hero was a given, and dissenting from this position was risky. Such is the power of group-think which universities are, sadly, no less prone to than anywhere else. To be fair, nobody was still plugging the megalomaniac aspect of their hero; his knock-down-the-center-of-Paris side. All those undeniably God-awful tower blocks for “rationally” housing “the people” that sprang up all over Europe in his name? Well, we were assured, they could not be blamed on Corb; it was just that his more pedestrian architectural acolytes hadn’t properly understood what he had meant. In addition to the persistence of Corb-hero worship itself, two cancerous aspects of its radical mindset have survived intact in our schools of architecture.
One is the idea that an architect aspiring to greatness must also aspire to novelty. It is this imperative to “innovate” that underpins the diagrammatic design concepts of the Deconstuctivists. There is of course nothing wrong with innovation per se; it is the knee-jerk compulsion to innovate, or “reinterpret” — as a kind of moral imperative — that is the mid-20th-century aesthetic legacy. To be fair to the profession, I would come to the defense of much innovative public and commercial architecture, most of it by architects that the public has never heard of. Tragically though, these unpretentious and unsung essays in steel, glass, and masonry have been eclipsed in the public imagination by the “starchitect” bling that is currently turning the centers of our great cities into a collection of (in James Stevens Curl’s memorable phrase) “California-style roadside attractions”.
The other cancer is the idea that building design has sociological, psychological, and macro-economic dimensions that the architect — simply by virtue of being an architect — is competent to judge. What really matters to your average architecture student is drawing — which is fine, and just as it should be, until the vain idea emerges that their drawings represent some kind of implicit vision for mankind. At my school, any student’s design presentation had to include a verbal rationale — often post hoc and invariably half-baked — of how the form, massing, and materials of the design are expressive of such imponderables as the supposed psychological “needs” and “aspirations” of the users and the wider “community” that the building is to serve. The students were simply reciting the bogus language of their tutors — in which buildings might be said to be “fun,” “thought provoking,” “democratic,” “inclusive” and other such nonsense.
Graham Cunningham, “Why Architectural Elites Love Ugly Buildings”, The American Conservative, 2019-11-01.
January 2, 2020
December 13, 2019
Further adventures of the “Basic College Girl”
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
October 28, 2019
Inducing cognitive dissonance at Harvard
At Samizdata, Niall Kilmartin explains some of the unintended consequences of Harvard’s consciously racist admission policies:
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?











