On What is Missing in Education

In all the discussion over the years concerning the deficiencies of modern education, from the improvement of testing standards, the adoption of new curricula, or even the construction of expansive facilities, the most fundamental component is missing. The purpose of education, for most of America’s existence, has been encouraging the student’s grasp of morality and sense of service to others. So it was for the last classically educated President in our history, Calvin Coolidge.

For all the concern over school shootings, sexual misconduct, drugs, violent outbursts, and other self-destructive behavior, the basics continue to be neglected as incapable of addressing the “complexity” of the issues. This is a refusal to live in reality. It is a decided effort to run from the hard decisions of maturity, allowing immature and unhealthy impulses to dictate both the lives of individuals and the governance of schools.

No one is born with perfect behavior, impeccable manners, or maturity. These qualities must be taught, for students absorb both the good and the bad. Cut out the moral core and there is no compass to help the individual discern good from evil values. Moreover, the young are no longer taught the most basic virtues of character:  self-control, temperance, kindness, forbearance, patience, charity, and diligence. Instead, moral instruction is ridiculed as an attempt to impose extreme codes of behavior or to establish a state religion. Animalistic behavior is regarded as normal, and any attempt to reaffirm essential standards of conduct is met with organized ostracism from accepted society by politically correct elites. In truth, character has nothing to do with a “separation of church and state” and everything to do with a good and healthy civilization.

We are failing our children egregiously.  The individual is treated as mere biological matter or, at best, mind without conscience, free to respond to any and every stimuli while simultaneously being devoid of a spiritual nature or the needs of the soul. Mere relay of information is not education. Transmitting data, shorn of any idea that truth exists and can be known objectively, does not fulfill a teacher’s obligation.

Coolidge said it best,

“Man is far more than intelligence. It is not only what men know but what they are disposed to do with that which they know that will determine the rise and fall of civilization…The realization of progress that has marked the history of the race, the overwhelming and irresistible power which human nature possesses to resist that which is evil and respond to that which is good, are a sufficient warrant for optimism. If this were not so, teaching would be a vain and useless thing, an ornament to be secured by a few, but useless to the multitude.”

Coolidge thought such a narrow base of informed and truly educated people was not right. Proper education reached as many as it could. Proper education did not abandon certain communities, specific demographics, or particular economic strata. It seems some today have surrendered the standards because too few live up to them. Hence, literacy continues to fall, historical awareness evaporates, and nothing is required of the inmates running the asylum.

Coolidge appealed to higher standards proven by decades of historical experience. People were not richer, wiser, better, or purer than they are now, but they knew the effort to aspire to standards was worth it. Aspiring to the ideal — a character formed and maintained through constant effort — was worthy not because perfection could be realized, but because good character is found in its pursuit.

Coolidge continues,

“Our country…has founded its institutions not on the weakness but on the strength of mankind. It undertakes to educate the individual because it knows his worth. It relies on him for support because it realizes his power…[T]he chief end of it all, the teaching of how to think and how to live, must never be forgotten.

     All this points to the same conclusion, the necessity of a foundation of liberal culture, and the requirement for broadening and increasing the amount of moral intellectual training to meet the increasing needs of a complicated civilization. Free schools and compulsory attendance are a new experience. No power of government can bring them to success. If they succeed, it will be through the genuine effort and support that can come only from the heart of the people themselves. It is this condition that makes the position of the teacher rise to such high importance.”

Without the moral and the spiritual to support and sustain the individual, all the “facts” and material stimuli of modernity will leave the student empty, ill-equipped for the potential life holds. It will squander the great inheritance due the next generation: the wisdom of those who thought great thoughts and did great deeds before us.

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On those Roaring Twenties

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Historian Paul Johnson

 

It is fitting that those who helped drive the Reagan Revolution forward humbly credit their inspiration to the shy, quiet man from Vermont, Calvin Coolidge. In a very real way he bequeathed the essential recipe for the successes of the 1980s. While the ingredients were not precisely followed in every respect, especially concerning the payment of debt, the principles contained such power that even Congressional spending could not slow it down.

President Reagan’s combination of political saavy, biting wit, unassuming competence and ability to cut through the complex and see the simple essence of an issue derived not merely from his life’s experiences, they found inspiration from his study of Coolidge. Reagan, after all, like several of the men and women who comprised his team of “revolutionaries,” first came to understand the world during the Coolidge Era and in the years shortly thereafter. The lessons “Silent Cal” taught in both word and action left abiding impressions on future Secretaries of the Treasury (Donald T. Regan) and Defense (Caspar Weinberger) and future Attorney General Edwin Meese III, along with many others.

Two scholars, in particular, were returning to Coolidge’s record in order to reassess his very real achievements. In 1982, Thomas B. Silver, in Coolidge and the Historians, would lead this effort and unearth most of the shoddy and partisan reporting against the thirtieth president and the 1920s. In 1984, Paul Johnson, in the sixth chapter of his Modern Times: The World from the Twenties to the Nineties, would roll back the shroud thrown over not only the genuine triumphs of the Roaring Twenties but also the legacy of Mr. Coolidge. As Mr. Johnson would reflect on this reserved and disciplined leader, he would not only find him to be “the most internally consistent and single-minded of modern American presidents” but he, like all of history’s great men, was not an intellectual. To Mr. Johnson, that is a very good thing because “[a]n intellectual is somebody who thinks ideas are more important than people.” Wilson and Hoover approached the world this way while Coolidge, and Reagan, did not. To Coolidge and Reagan, people were the preeminent focus of their policies. The “smartest ones in the room” miss that all-too-obvious truth. People were genuinely benefited by Coolidge’s leadership.

Johnson could accurately survey the Twenties not as an aberration of gross materialism or empty gains but as an unprecedented prosperity that was both “very widespread and very solid” (p.223). “It was,” Johnson corrects, a prosperity “more widely distributed than had been possible in any community of this size before, and it involved the acquisition, by tens of millions, of the elements of economic security which had hitherto been denied them throughout the whole of history. The growth was spectacular.”

As a direct result of Coolidge prosperity, national income jumped from $59.4 to $87.2 billion in eight years, with real per capita income climbing from $522 to $716. Millions of workers purchased insurance for the first time, a phenomenon of a healthy economy Obama is deliberately ignoring. Savings quadrupled during the decade. Ownership in fifty stocks or more reveals the vast majority were not “the rich,” but housekeepers, clerks, factory workers, merchants, electricians, mechanics and foremen. Union membership plummeted from just over 4 million at the outset of the 1920s to 2.5 million by 1932. As small and large businesses succeeded, people were able to provide holidays with pay, insurance coverage and pensions as well as other benefits, giving substance to Coolidge’s dictum that “large profits mean large payrolls” thereby making “collective action superfluous,” as Johnson observes (p.225). Home ownership skyrocketed to 11 million families by 1924.

Perhaps the most obvious index of prosperity could be seen in automobile ownership. What began as a novelty for just over 1 million Americans in 1914 (with less than 570,000 produced annually) exploded into 26 million owners with over 5.6 million autos produced annually by 1929. Air travel was fast becoming the normal mode for “regular” folks and classes were rapidly dissolving from upward mobility. In 1920 a meager $10 million was spent on radios. By 1929 that figure had surpassed $411 million, which was itself small compared to the $2.4 billion spent on electronic devices as a whole in the Twenties.

These years were not, as some would claim later, removed from an appreciation of the past. The expansion of education is “[p]erhaps the most important single development of the age” (Johnson 225). Spending on education increased four times what it was in 1910, from $426 million to $2.3 billion. But unlike today’s habit of throwing money at the problem, it brought results. Illiteracy actually went down over fifty-percent. A “persistent devotion to the classics,” with David Copperfield at the head of the list, defined the decade. Culture was reaching the homes of those who had once been the least connected Americans through reading clubs, youth orchestras and “historical conservation” movements that would restore sites like Colonial Williamsburg.

“The truth is the Twenties was the most fortunate decade in American history, even more fortunate than the equally prosperous 1950s decade, because in the Twenties the national cohesion brought about by relative affluence, the sudden cultural density and the expressive originality of ‘Americanism’ were new and exciting” (p.226).

The problem, as Mr. Johnson concludes, with the expansion of the Twenties was not that it was “philistine or socially immoral. The trouble was that it was transient. Had it endured, carrying with it in its train the less robust but still (at that time) striving economies of Europe, a global political transformation must have followed which would have rolled back the new forces of totalitarian compulsion, with their ruinous belief in social engineering, and gradually replaced them with a relationship between government and enterprise closer to that which Coolidge outlined…” More of the same policies would have prevented much of what followed in the 1930s and beyond. “[M]odern times would have” indeed “been vastly different and immeasurably happier.” The purpose served by Coolidge “minding his own business,” as he put March 1, 1929, was perhaps more a forecast of his successors than an introspection. If only Hoover had been listening more carefully. The downturn in 1929 would certainly have more closely resembled the depression of 1921 and, with the Harding-Coolidge recipe of “masterful inactivity,” have spared millions of lives the terrible suffering and avoidable loss brought on by Hoover’s spending and Roosevelt’s “New Deal.”

“Why I Am A Republican”

“Why I Am A Republican”

The recent statement of Mr. Elbert Guillory explaining his change of support for the historical principles of the Republican Party echoes many of the thoughts expressed by our thirtieth President, Calvin Coolidge. He would have stood with this man, an American who understands the duties of freedom, to advance our common cause of citizenship. As Coolidge would say back in 1922, “The meaning of America is not to be found in a life without toil. Freedom is not only bought with a great price; it is maintained by unremitting effort. The successful conduct of our economic life is not easy. It cannot be made easy. The burdens of existence, the weight of civilization, cannot be taken from the people.” The government that promises to lift such burdens cannot and never will. It will only result in further loss to people’s liberty in the name of protection.

Coolidge would assess difficulties not unlike what we now face, “The final solution of these problems will not be found in the interposition of government in all the affairs of the people, but rather in following the wisdom of [George] Washington, who refused to exercise authority over the people, that the people might exercise authority over themselves.” Addressing men and women at Howard University he spoke with the fullest confidence in individuals just like Mr. Guillory to embrace the opportunities of self-government and to realize the potential freedom holds from all forms of enslavement, mental as well as physical. He would champion the example of folks like Mr. Guillory without pretense or condescension, when he said, “The Nation has need of all that can be contributed to it through the best efforts of all its citizens…We can not go out from this place and occasion without refreshment of faith and renewal of confidence that in every exigency our Negro fellow citizens will render the best and fullest measure of service whereof they are capable.”

That service, seen in the examples of Senator Guillory, Dr. King, Dr. Robert Moton, Justice Thomas and Dr. Carson (to name but a few), is not to preserve the “masters” of the Democrat Party establishment, to prop up dependance on Washington (or bondage to any administration for that matter) but is living up to the highest ideals of American citizenship. It is an expression of the spirit of self-reliance, a fulfillment of duty to God and family, and a giving of one’s self in civic participation, that makes our freedom possible.