Yes…it imbues all things…political correctness

As educators and people who are in academia we could not pass by without sharing with you one of – if not the most brilliant representations on the short term history of education in America. Furthermore, as you know we have been covering the complex notion of the ideology of political correctness.

Therefore in an attempt to illuminate what we’ve charged is the end result of allowing this shameless act to continue – literally dismantling the core of a given society albeit through language or phrase alteration, this is but a microcosm of how political correctness can permeate every facet of society.

The content of the standard education changes from generation to generation, but seldom, if ever, has it deteriorated as it did in the twentieth century.

One of my elder relatives earned an engineering degree from Auburn in 1900. When he arrived at Auburn University in 1896, he was tested in both Latin and Greek to see if he needed remedial courses in either language. Fortunately, he had attended a single-teacher school (a “one-room schoolhouse”), and his Latin and Greek were fine.

My elder relative received a “classical education,” similar in content to that any schoolboy received in New York, California, Western Europe, Eastern Europe, South America, or Australia. Students throughout the Western World could read Caesar, Cicero, Virgil, Livy, and probably Horace in Latin, as well as Homer, Xenophon, Plato, Aesop, Aristophanes, and some of the Attic orators in Greek by the age of 17. They were fully familiar with the Iliad, Odyssey, Aeneid, and the major classics of their own language.

They could demonstrate geometric proofs, resolve equations, describe in detail the geography of the world, and do both a grammatical parsing and a logical analysis of a sentence. They knew world history, only slightly distorted by a good dose of patriotism.

Educated people throughout the world not only had a common basis from which to communicate with each other; they also had a basis for understanding the sources of earlier writings.

The United States was the first major country in which classical education began to unravel. In the 1920s, high schools throughout the country began to drop Greek from their curriculum, or at a minimum to make it an elective until it died out. They also cut the required years of Latin back, first to four and then to two years. By the middle of the twentieth century, students could graduate from high school not knowing a word of Latin or Greek. By the end of the century, they could graduate not knowing a word of any foreign language.

Novel and progressive theories of education flourished and future teachers learned more and more education theory and less and less content knowledge of any subject they might teach. Despite the abundant new theories of teaching history, for example, today’s high school graduates often are unable to put five significant events in world history in the correct centuries. Logical analysis of both the written sentence and of arguments has vanished.

Progressives were not the only enemies of good education. Hitler hated classical education, and by World War II, Germany, once arguably the most educated nation in the world, produced a generation that could not read Latin. By the 1970s, Italy decided to move first-year Latin from the sixth grade to the ninth grade, laying the foundations for the destruction of its classical education and the deterioration of written Italian. By the end of the century, classical education was in retreat, or more often complete rout, throughout the world.

Perhaps the most tragic case was that of Great Britain. At mid-century, Great Britain had an examination, known as the Eleven Plus, which was given to eleven year olds. For those whose parents could not afford an elite school, passing this examination opened the door to an outstanding classical education at government expense in a “grammar school.” This system was created in World War II to replace an earlier system in which the students who would receive a free classical education were chosen at a younger age. Throughout most of the last two generations, Britain has been phasing out grammar schools and the Eleven Plus in favor of an imitation of the American high school model.

Prior to World War I, educated men throughout the civilized world had a common body of knowledge they could discuss and a common language, Latin, in which they could do so. In addition, this common body of knowledge helped them understand the literature and politics of the past. Tragically, this is all gone. It has been replaced by ignorance, xenophobia, and irrational passions and prejudices. If there is a road to its recovery, it is a long one.

Credit for portions of this column should be given to Charles Mills and

About J.Paul

Academia, Constitution, Musicianship, all around Caucasian male, straight, and professes Jesus Christ as the Lord of my life. Guitars -- Classical, Acoustic, A/E, Strat, a real bassist at heart, Les Paul Standard bass.
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2 Responses to Yes…it imbues all things…political correctness

  1. Grimbold Romanavolatature says:

    Yes, a firm understanding of Latin helped prevent the crash of 1907, the Franco-Prussian War, the First World War, the Bolshevik Revolution, and certainly made the era from 1900-1939 far more understanding, tolerant and full of fluffy cuddly puppies, all because of Latin

    Oh, wait, it didn’t and it wasn’t. There are many issues with modern education, but the death of compulsory study of languages that were dead even at the turn of the last century is not one of them. It’s not even about “political correctness”, it was about a more practical allocation of limited teaching resources.


    • Jon-Paul says:

      Just a simple comparasion between one having a “classical education” versus “modern education.” It is very much about political correctness insofar as the medium that those who practice such — the extreme left is noted for the changing of language in its rudimentry form.

      The notion of language death (as you ascribe) fits precisely into the mode of how one being P.C. actually works. Many, far more than I, argue that the words or sentences used to convey P.C. are words of protection or somehow lessening the burden of one’s disability for example.

      Being an academic and former educator, I could fall for the notion of limited teaching resources; however, I staunchly adhere to the idea that there is more than enough resources — the allocation of which are as badly skewed as all funding of taxpayer funds are mismanaged.

      Thanks for the response!



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