America’s Chronic Anti-Intellectualism

As a retired college professor who has thought about education all of my adult life  (and even written a book about it!), I have posted a number of blogs on the topic. This is one of my favorites from 2014.

Every now and again as we read good books there appear, as if by magic, words that express so well some of the loose, disjointed ideas we have in our own heads. In reading Richard Hofstadter’s remarkable work Anti-Intellectualism in American Life I came across such words. Indeed, I have come across such words numerous times, as readers of these blogs are aware! In any event, Hofstadter’s comments about anti-intellectualism within our educational system ring true: I have seen it first hand and am aware that it has grown considerably over the years as the schools have moved steadily toward a more “practical” system that develops the “whole child” or teaches them job skills, and downplays the importance of developing their minds.

As Hofstadter suggests, this attitude has been commonplace  in our culture since the Civil War; we could be caught, increasingly, worshipping at the shrine of The Great God Utility — expecting of our educational system what we expected of our religion, “that it be [undemanding], practical and pay dividends.”  Still, there were a few people, like this “small town Midwestern editor” quoted by Hofstadter who understood the need for intelligent citizens in our democracy:

“If the time shall ever come when this mighty fabric shall totter, when the beacon of joy that  now rises in pillars of fire . . . shall wax dim, the cause will be found in the ignorance of the people. If our union is still to continue . . .; if your fields are to be untrod by the hirelings of despotism; if long days of blessedness are to attend our country in her career of glory; if you would have the sun continue to shed his unclouded rays upon the faces of freemen, then EDUCATE ALL THE CHILDREN OF THE LAND. This alone startles the tyrant in his dreams of power, and rouses the slumbering energies of an oppressed people. It was intelligence that reared up the majestic columns of national glory; and this sound morality alone can prevent their crumbling to ashes.”

Aside from the fact that few editors today, Midwestern or not, have this man’s facility with words (or his love of hyperbole), he points out the necessary connection between educating young minds and the preservation of our republic, which we seem to have forgotten: education not as job training or increasing self-esteem, but as empowerment, the ability of citizens to use their minds and make wise choices. The Founders were banking on it. Our schools seem to have forgotten what they are supposed to do. As Hofstadter goes on to point out:

“But if we turn from the rhetoric of the past to the realities of the present, we are most struck by the volume of criticism suggesting that something very important has been missing from the American passion for education. A host of educational problems has arisen from indifference — underpaid teachers, overcrowded classrooms, double-schedule schools, broken-down school buildings, inadequate facilities and a number of other failings that come from something else — the cult of athleticism, marching bands, high-school drum majorettes, ethnic ghetto schools, de-intellectualized curricula, the failure to educate in serious subjects, the neglect of the academically gifted children. At times the schools in this country seem to be dominated by athletics, commercialism, and the standards of the mass media, and those extend upwards to a system of higher education whose worst failings were underlined by the bold president of the University of Oklahoma who hoped to develop a university of which the football team could be proud. Certainly some ultimate educational values seem forever to be eluding the Americans. . . . Americans would create a common-school system, but would balk at giving it adequate support.”

A page later, Hofstadter quotes the great education reformer, Horace Mann who predicted as far back as 1837:

“neglectful school committees, incompetent teachers, and an indifferent public, may go on degrading each other until the whole idea of free schools would be abandoned.”

In order to remedy this situation, Mann pushed hard to establish “normal schools” in Massachusetts on the Prussian model, which he saw first-hand. These schools were set up to train teachers, and they gradually spread in this country to become the “teachers colleges” that evolved into the state colleges which, in turn, morphed into the state universities we see everywhere.  The job of these state colleges and universities was, and still is, primarily to train teachers. As part of this process, teachers were to be “certified” to guarantee their competence. But this process, together with the starvation wages they are paid, has practically guaranteed that the poor quality of teachers that Mann pointed to in his day would persist. The process of “normalization” brought with it a huge bureaucracy, which has been aptly named “the Blob,” that has threatened to strangle the training of teachers and has turned many bright young people away from the profession, practically guaranteeing the very condition Mann determined to avoid. America now draws its teachers from the bottom third or bottom quarter of the college pool thanks in large part to the poor salaries they are paid and the “methods” courses they are required to take in order to be certified.

In any event, Mann’s words struck me not only as insightful, but as prophetic. In the end, the current condition of public schools in America comes down to the indifference of the public — their addiction to the extra-curricular coupled and the practical along with their refusal to pay teachers what they deserve —  not to mention a system of teacher training that tends, on the whole, to belittle intelligence and discourage those who would almost certainly make the best teachers.


Strange to say we do not often hear folks talk about friendship, the relationship between two people which can, in some cases, last a lifetime and makes both people so much happier than they would be otherwise. Clearly it is an important relationship, but since it doesn’t involve sex (as a rule) it doesn’t seem to be of interest to a great many people.

Interestingly enough both Plato and Aristotle discussed friendship at some length. Plato wrote a dialogue about it, called Lysis. Aristotle spoke about friendship at length in the Nicomachean Ethics where he says, in part:

“Friendship is clearly necessary and splendid, but people disagree on its precise nature. Friendship consists of a mutual feeling of goodwill between two people.

“There are three kinds of friendship. The first is friendship based on utility, where both people derive some benefit from each other. The second is friendship based on pleasure, where both people are drawn to the other’s wit, good looks, or other pleasant qualities. The third is friendship based on goodness, where both people admire the other’s goodness and help one another strive for goodness.

“The first two kinds of friendship are only accidental, because in these cases friends are motivated by their own utility and pleasure, not by anything essential to the nature of the friend. Both of these kinds of friendship are short-lived because one’s needs and pleasures are apt to change over time.

“Goodness is an enduring quality, so friendships based on goodness tend to be long-lasting. This friendship encompasses the other two, as good friends are useful to one another and please one another. Such friendship is rare and takes time to develop, but it is the best. Bad people can be friends for reasons of pleasure or utility, but only good people can be friends for each other’s sake.

“On the whole, friendships consist of equal exchanges, whether of utility, pleasantness, or goodness. However, there are some relationships that by their nature exist between two people of unequal standing: father-son, husband-wife, ruler-subject. In these relationships, a different kind of love is called for from each party, and the amount of love should be proportional to the merit of each person. For instance, a subject should show more love for a ruler than the reverse. When there is too great a gap between people, friendship is impossible, and often two friends will grow apart if one becomes far more virtuous than the other.

“Most people prefer being loved to loving, since they desire flattery and honor. The true mark of friendship, though, is that it consists more of loving than of being loved. Friendships endure when each friend loves the other according to the other’s merit.”

For Montaigne true friendship consists in a blending of wills. One wills what the other wills, wants only what the other wants. I suppose this is what Aristotle meant when he mentions being friends “for each other’s sake.”  It is the blending of two souls into one. The key for both men is that one must be primarily concerned about another person — not oneself.

As I look back on my life I realize that, aside from my wife who is my best friend, I had only one or two “good” friends in the sense that Aristotle mentions. I feel myself very lucky to have had those few since some people never have any at all. And in an age in which friendships are often superficial and made and broken by way of social media we may lose the notion of good friends altogether. That would be very sad indeed. For as Aristotle insists, friendship is essential for human happiness.  But it requires that we come out of ourselves and “admire the other’s goodness and help [that person] strive for goodness.” In a word, we must care about another and want that person’s happiness in order to find happiness ourselves. And please note that love plays an important role in friendship. It cannot be found on an electronic toy or in the casual relationships most of us form with the others with whom we work or play — unless we get to the point where we think more about them than we do ourselves.

I have found the friendships I have formed on these blogs to be very important to me and to my own happiness. I am delighted when I hear from my blogging buddies, worry about them when they are silent, and wish them well in whatever they undertake. I realize this is not the highest form of friendship, but, while it may be based on utility to a degree, it is none the less a type that Aristotle could never have imagined and I suspect he would have been only too happy to discuss it at some length!