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	<subtitle type="text">Articles by E. Christian Kopff</subtitle>
	<entry>
	  <title>The Fear of God</title>
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	  <id>tag:takimag.com,2009:article/1.8974</id>
	  <published>2009-10-08T04:21:39Z</published>
	  <updated>2012-02-27T03:55:40Z</updated>
	  <author>
			<name>E. Christian Kopff</name>
			<email>e.kopff@colorado.edu</email>
				  </author>

	  <category term="Europe"
		scheme="http://takimag.com/news/C85"
		label="Europe" />
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<p>Among the most subversive aspects of the Enlightenment Project is its insistence on the radical incompatibility of Christianity with the Classical and Germanic traditions. In his Regensburg Address (2006), Pope Benedict correctly insisted that Europe was created by the uniting of the Classical and the Biblical, a process culminating in the conversion of the Germans. As with Classical and Christian, the influencing was a two-way street, described well by James C. Russell as <i> <a href="http://www.amazon.com/gp/product/0195104668?ie=UTF8&amp;tag=taksmag-20&amp;linkCode=as2&amp;camp=1789&amp;creative=390957&amp;creativeASIN=0195104668">The Germanization of Early Medieval Christianity</a><img src="http://www.assoc-amazon.com/e/ir?t=taksmag-20&amp;l=as2&amp;o=1&amp;a=0195104668" width="1" height="1" border="0" alt="" style="border:none !important; margin:0px !important;" /></a></i> (1994). German art portrayed gentle Jesus, meek and mild, as a warrior chief. Jesus’ lordship was interpreted in the light of German tradition, as we find it in Tacitus’s <i> <a href="http://www.amazon.com/gp/product/019953926X?ie=UTF8&amp;tag=taksmag-20&amp;linkCode=as2&amp;camp=1789&amp;creative=390957&amp;creativeASIN=019953926X">Germania</a><img src="http://www.assoc-amazon.com/e/ir?t=taksmag-20&amp;l=as2&amp;o=1&amp;a=019953926X" width="1" height="1" border="0" alt="" style="border:none !important; margin:0px !important;" /></a></i>. </p>

<blockquote><p>On the field of battle it is a disgrace for a chief to be surpassed in valor by his followers and for the followers not to equal the valor of their chief. To leave a battle alive after their chief has fallen means livelong infamy and shame. To defend and protect him, and to let him get the credit for their own acts of heroism, are the most solemn obligations of their allegiance.</p>
</blockquote><p> </p>

<p><img src="http://upload.wikimedia.org/wikipedia/commons/3/30/Stuttgart_Psalter_fol23.jpg" style="float:right; MARGIN: 10px 10px 10px 10px"/>Tacitus’s description is confirmed by the great Anglo-Saxon poem, <i>The Battle of Maldon</i> (14). The English chief allows marauding Vikings to land so that the ensuing battle will be more glorious. After he is slain, a few cowards ride away to everlasting shame, but most of his followers fight to the death in the hopeless but glorious struggle. German converts re-interpreted spreading the faith as following the lord Jesus into battle and understood martyrdom as the German virtue of preferring death to deserting their liege.</p>

<p><br />
Despite the humorous title, David Gless in <i> <a href="http://www.amazon.com/gp/product/0743264886?ie=UTF8&amp;tag=taksmag-20&amp;linkCode=as2&amp;camp=1789&amp;creative=390957&amp;creativeASIN=0743264886">From Plato to NATO: The Idea of the West and Its Opponents</a><img src="http://www.assoc-amazon.com/e/ir?t=taksmag-20&amp;l=as2&amp;o=1&amp;a=0743264886" width="1" height="1" border="0" alt="" style="border:none !important; margin:0px !important;" /></a></i> (1998) makes a powerful case for the validity of a grand narrative informed by the notion that what is distinctive and vital in the West derives from the assimilation and mutual interaction of Classical, Christian, and German. When great periods of creativity and freedom appear in Europe and America, they are often associated with those who value the three traditions, not as inassimilable entities, but as containing complementary elements which are essential for human fulfillment and societal greatness.</p>

<p>All three traditions were formative and creative in the High Middle Ages, the Renaissance, the Reformation, and the American Founding. When Dante writes about his political ideas in <i>Monarchia</i>, for instance, he describes an empire that is Roman, Christian, and German. Bernard Bailyn’s <i> <a href="http://www.amazon.com/gp/product/0674443020?ie=UTF8&amp;tag=taksmag-20&amp;linkCode=as2&amp;camp=1789&amp;creative=390957&amp;creativeASIN=0674443020">The Ideological Origins of the American Revolution</a><img src="http://www.assoc-amazon.com/e/ir?t=taksmag-20&amp;l=as2&amp;o=1&amp;a=0674443020" width="1" height="1" border="0" alt="" style="border:none !important; margin:0px !important;" /></a></i> (1967) described the Classical, Christian and German (or Common Law) traditions behind the American Revolution (though he also began the bad habit of privileging one tradition over the others, in his case, English Whig thought.) As Carl Richard noticed in <i> <a href="http://www.amazon.com/gp/product/0674314263?ie=UTF8&amp;tag=taksmag-20&amp;linkCode=as2&amp;camp=1789&amp;creative=390957&amp;creativeASIN=0674314263">The Founders and the Classics: Greece, Rome, and the American Enlightenment</a><img src="http://www.assoc-amazon.com/e/ir?t=taksmag-20&amp;l=as2&amp;o=1&amp;a=0674314263" width="1" height="1" border="0" alt="" style="border:none !important; margin:0px !important;" /></a></i> (1994), </p>

<blockquote><p>To the founders, there was but one worthy tradition, the tradition of liberty, and they would not have understood the modern historian’s need to distinguish between the classical and Whig traditions and to measure the influence of one against the other.</p>
</blockquote>

<p>{pagebreak}</p>

<p>Thomas Jefferson first came to the attention of his fellow Virginians in 1774 by his essay <i>A Summary View of the Rights of British North America</i>. He based his argument on the fact that the ancestors of the British Americans had twice exercised a &#8220;right which nature has given to all men,&#8221; that is, emigrating from one land to a new one: the first time when the Anglo-Saxons followed Hengist and Horsa to Britain, the second time the English colonization of North America. The colonists’ position is often explained as a defense of their claim to the rights of Englishmen and this argument does play an important role in the debate. In “A Summary View,” however, Jefferson stakes out a claim to the colonists’ rights not only as Englishmen but as <i>Germans</i>. </p>

<p>The Germanic origin of the English tickled the funny bone of Benjamin Franklin, who composed a bogus <i>Edict from the King of Prussia</i> in 1773, in which Frederick the Great of Prussia makes the same demands on the English that Parliament was making on the colonies. Jefferson took the idea seriously. On July 4, 1776, the Continental Congress appointed Jefferson, Adams, and Franklin “to a committee to bring in a device for a seal for the United States of America.” Jefferson’s suggestion is reported by John Adams: </p>

<blockquote><p>Mr. Jefferson proposed, the children of Israel in the wilderness led by a cloud by day, and a pillar by night—and on the other side, Hengist and Horsa, the Saxon chiefs, from whom we clam the honor of being descended, and whose political principles and form of government we have assumed.</p>
</blockquote>

<p>Jefferson’s suggested seal was devoted to two groups of settlers, the Chosen People of the Bible and the colonists’ German ancestors. For him the American nation was based on the Bible and the German tradition. As Gilbert Chinard wrote, in 1776 “Jefferson’s great ambition was to promote a renaissance of Anglo-Saxon primitive institutions on the new continent.” This was no youthful whim. Jefferson always insisted on and was eventually successful in ensuring that Anglo-Saxon be taught at the University of Virginia. “This is the true foundation of Jefferson’s political philosophy,” Chinard concluded. “No greater mistake could be made than to look for his sources in Locke, Montesquieu, or Rousseau. Jeffersonian democracy was born under the sign of Hengist and Horsa, not of the Goddess Reason.”</p>

<p>The Founders were traditionalists in law, religion, and politics, and they believed in the coherence of the Christian, Classical, and German traditions, supporting and enriching one another. The congregationalism of their Protestant church polity supported the federalism of their secular politics and both were strengthened by the idea of “checks and balances” they derived from ancient history, like Polybius’s account of the Roman Republic. And their idea of a citizen as a farmer-soldier-citizen drew on Greek, Roman and German traditions. </p>

<p>The results of the Germanization of medieval Christianity continued to live in popular as well as learned religious life. When I was a boy, Protestant congregations still sang “Onward Christian Soldiers” to music composed by Sir Arthur Sullivan of Gilbert and Sullivan fame. (Sabine Baring-Gould composed the words.) Today almost every Protestant hymnbook has re-written the words of “Stand Up, Stand Up for Jesus, Ye Soldiers of the Cross” to eliminate lines that breathed the spirit of Tacitus’ Germans and the Anglo-Saxons of <i>The Battle of Maldon</i>:</p>

<blockquote><p>Ye that are men now serve Him against unnumbered foes.<br />
Let courage rise with danger and strength to strength oppose.</p>
</blockquote>

<p>That popular hymn presented Jesus as the warrior king He was for the first German converts.</p>

<p>Those days are gone, of course. Today almost every appearance of the words “man” and “men” has been erased from hymnals. This recent phenomenon is an assault not only on masculinity but also on the Christian, Classical, and Germanic traditions. The American way of life can be restored only by a return to the traditions that shaped it. Many forces oppose that restoration, but, as the old hymn used to remind us, men do not retreat before unnumbered foes, whether they stand among the troops of Gideon in the Book of Judges or the Three Hundred Spartans at Thermopylae or on the walls of the Alamo. As Bismarck said of his Germans, “We fear God, but nothing else in the world!”</p>
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	<subtitle type="text">Articles by E. Christian Kopff</subtitle>
	<entry>
	  <title>Is America Unconservative?</title>
	  <link rel="alternate" type="text/html" href="http://takimag.com/article/is_america_unconservative" />
	  <id>tag:takimag.com,2009:article/1.9196</id>
	  <published>2009-06-02T18:41:50Z</published>
	  <updated>1999-11-30T00:00:00Z</updated>
	  <author>
			<name>E. Christian Kopff</name>
			<email>e.kopff@colorado.edu</email>
				  </author>

	  <category term="History"
		scheme="http://takimag.com/news/C121"
		label="History" />
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<p>In <a >contribution</a> to Takimag from last summer, Austin Bramwell asked “Why are movement conservative intellectuals so obsessed with refuting positions (e.g., that the United States is an inherently “liberal” regime) that nobody has actually believed in fifty years?” Those few, we band of brothers, who read the piece sighed and muttered to ourselves, “Well, because so many people keep on asserting that the United States is an inherently liberal regime.” It is the standard excuse for ignoring traditionalist viewpoints in academia and the media, and it turns up again in Kevin Gutzman’s recent <a >post</a>, “There is no Authentic American Right—and a Good Thing, Too.”</p>

<p>Gutzman is a libertarian Bourbon, who has “learned nothing and forgotten nothing.” For him “Louis Hartz posited long ago … that America is dominated by a broad Lockean consensus … Hartz was right: there’s one wing in American politics. The question is almost always what kind of Left it will be.”</p>

<p>Gutzman, of course, is right about one thing. As conservatives and right-wingers like Oswald Spengler, Julius Evola, Whittaker Chambers and many others have pointed out for over a century, free marketeers (19th century liberals or modern libertarians) differ from Marxists and democratic socialists (20th century liberals) only superficially, while sharing fundamental traits that range from a commitment to economic reductionism (what Albert Jay Nock and Wilhelm Röpke called “economism”) to a pervasive obsession with globalism. Gutzman is right about himself and his fellow libertarians.&nbsp; They are left-wingers and do not differ in fundamentals from other left-wingers. </p>

<p>Gutzman is wrong, however, about the United States and the people who created this nation. He asserts that “our visceral outrage” at the treatment of the New Haven firemen “springs from our feeling that their city government has violated our Lockean precept,” not from outrage at the regime’s continuing policy of unfair and prejudicial treatment of white men. There have been <a >a</a> <a >number</a> <a >of</a> <a >contributions</a> to Takimag on this topic and from the first one, by <a >Jared Taylor</a>, the ethnicity of the fireman has been front and center as a concern, the same concern expressed over Judge Sotomayor’s assertion of the ethnic superiority of a “<a >wise Latina woman’s rich experience</a>” over the actual knowledge of our complex legal system possessed by putative white men.</p>

<p>Gutzman notes that the two major parties do not identify themselves racially, but one of the few differences between them is their appeal to different ethnicities. They rarely differ ideologically. Both parties nominated left-wingers for President in the last election and the Republican candidate spent a great deal of the relative pittance allotted to him under McCain-Feingold on <a >sycophantic ads</a> in Spanish addressed to the Latino population. It did him no good.</p>

<p>I find Gutzman misleading when he writes, “Classically, defenders of slavery (Rightists <i>par excellence</i>) favored highly limited federal government (a classical Left attitude).” Neither the French nor the American Left has consistently favored limited government. Slavery is a cultural universal, found in every society, and has no distinctive association with the political movements of Europe and the United States. </p>

<p>Gutzman was talking about the ante bellum American South. I would be interested to hear Gutzman confront directly the relationship of slavery and support for the free market there. The major policy issue that divided the United States in the 19th century was the tariff. As Karl Marx noted in 1848, “the protective system is conservative; the free trade system is destructive.” Whigs and later Republicans, like Henry Clay and Abraham Lincoln, agreed with Marx’s analysis and tended to favor the tariff. Southern slave-owners did not. They were, in contemporary terms, classical liberals. This is why English liberals favored the South during the Civil War. The Liberal Lord Acton wrote Robert E. Lee after the war assuring him that for Liberals the Southern cause was the cause of freedom. There is absolutely no historical reason to disassociate the defense of slavery from support for free trade. Some libertarians still defend the ante bellum South. </p>

<p>The real difference, in my opinion, between openly professed left-wingers like Gutzman and mainstream conservatives is the role of tradition in their lives and thought. Was America founded as a traditionalist society or was it founded on liberal principles derived from the writings of John Locke? </p>

<p>Gutzman, of course, thinks the later is the case; indeed, he reasserted the old leftist faith in the distinctively liberal character of the United States: “Louis Hartz posited long ago…that America is dominated by a broad Lockean consensus…Hartz was right: there’s one wing in American politics. The question is almost always what kind of Left it will be.” </p>

<p>There had been similar views expressed before Hartz, most clearly in Lionel Trilling’s great work of cultural genocide, <i> <a href="http://www.amazon.com/gp/product/1590172833?ie=UTF8&amp;tag=taksmag-20&amp;linkCode=as2&amp;camp=1789&amp;creative=390957&amp;creativeASIN=1590172833">The Liberal Imagination</a><img src="http://www.assoc-amazon.com/e/ir?t=taksmag-20&amp;l=as2&amp;o=1&amp;a=1590172833" width="1" height="1" border="0" alt="" style="border:none !important; margin:0px !important;" /></a></i> (1950), where Trilling proclaimed, “In the United States at this time liberalism is not only the dominant but even the sole intellectual tradition. For it is the plain fact that nowadays there are no conservative or reactionary ideas in general circulation. … The conservative impulse and the reactionary impulse do not, with some isolated and ecclesiastical exceptions, express themselves in ideas but only in action or in irritable mental gestures which seek to resemble ideas.” This comment was published a few years after Richard Weaver’s <i> <a href="http://www.amazon.com/gp/product/0226876802?ie=UTF8&amp;tag=taksmag-20&amp;linkCode=as2&amp;camp=1789&amp;creative=390957&amp;creativeASIN=0226876802">Ideas Have Consequences</a><img src="http://www.assoc-amazon.com/e/ir?t=taksmag-20&amp;l=as2&amp;o=1&amp;a=0226876802" width="1" height="1" border="0" alt="" style="border:none !important; margin:0px !important;" /></a></i> (1948) and C. S. Lewis’s <i> <a href="http://www.amazon.com/gp/product/0060652942?ie=UTF8&amp;tag=taksmag-20&amp;linkCode=as2&amp;camp=1789&amp;creative=390957&amp;creativeASIN=0060652942">The Abolition of Man</a><img src="http://www.assoc-amazon.com/e/ir?t=taksmag-20&amp;l=as2&amp;o=1&amp;a=0060652942" width="1" height="1" border="0" alt="" style="border:none !important; margin:0px !important;" /></a></i> (1947). Despite its language of merely describing “the plain fact,” its result was to legitimize an intellectual purge of conservative and traditionalist teachers and scholars because their research and thinking were only “irritable mental gestures which seek to resemble ideas.” The result is today’s PC university, with its oppressive climate of intellectual conformity and reign of terror against any and every dissent, no matter how mild or faint-hearted. Michael P. Zucker of the flagship Catholic university Notre Dame continues to defend the Lockean character of the United States in <i>Natural Rights and the New Republicanism</i> (1994) and other books. Whatever Trilling’s and Zucker’s intentions, academics took away a fearsome lesson from their writings. If America has never had any other political basis than Lockean natural rights, there is no point in wasting time debating traditionalists. There is nothing wrong in firing or refusing to hire people who do not exist, or whose intellectual position, if they did exist, consists of “irritable mental gestures which seek to resemble ideas.”</p>

<p>The evidence on the other side is massive and impressive, even if we limit ourselves to works published after Hartz. Willmoore Kendall and George Carey in <i> <a href="http://www.amazon.com/gp/product/0813208262?ie=UTF8&amp;tag=taksmag-20&amp;linkCode=as2&amp;camp=1789&amp;creative=390957&amp;creativeASIN=0813208262">The Basic Symbols of the American Political Tradition</a><img src="http://www.assoc-amazon.com/e/ir?t=taksmag-20&amp;l=as2&amp;o=1&amp;a=0813208262" width="1" height="1" border="0" alt="" style="border:none !important; margin:0px !important;" /></a></i> (1970) traced the American political tradition back to the Mayflower Compact of 1620 and other important documents that pre-date John Locke and could not have been influenced by him, like the <i>Fundamental Order of Connecticut</i> (1638-39) and the <i>Massachusetts Body of Liberties</i> (1641). Kendall and Carey argue that the American political tradition was not “derailed” until Lincoln’s Gettysburg Address (1863). Barry Shain’s <i> <a href="http://www.amazon.com/gp/product/0691029121?ie=UTF8&amp;tag=taksmag-20&amp;linkCode=as2&amp;camp=1789&amp;creative=390957&amp;creativeASIN=0691029121">The Myth of American Individualism</a><img src="http://www.assoc-amazon.com/e/ir?t=taksmag-20&amp;l=as2&amp;o=1&amp;a=0691029121" width="1" height="1" border="0" alt="" style="border:none !important; margin:0px !important;" /></a></i> (1994) shows the centrality of Protestant Christianity and its communal character, founded in congregationalism. The importance of pre- and non-Lockean religious elements in the American Founding and their continuing importance is developed by Samuel Huntington in <i><a href="http://www.amazon.com/gp/product/0684870541?ie=UTF8&amp;tag=taksmag-20&amp;linkCode=as2&amp;camp=1789&amp;creative=390957&amp;creativeASIN=0684870541">Who Are We?</a><img src="http://www.assoc-amazon.com/e/ir?t=taksmag-20&amp;l=as2&amp;o=1&amp;a=0684870541" width="1" height="1" border="0" alt="" style="border:none !important; margin:0px !important;" /></a></i>(2004):</p>

<div style="margin: 30px;">America was created as a Protestant society just as and for some of the same reasons Pakistan and Israel were created as Muslim and Jewish societies in the twentieth century. Its Protestant origins make America unique among nations and help explain why even in the twentieth century religion is central to American identity. ... America, said Tocqueville in an oft-quoted phrase, ‘was born equal and hence did not have to become so.’ More significantly, America was born Protestant and did not have to become so. America was thus not founded, as Louis Hartz argued, as a ‘liberal,’ ‘Lockean,’ or ‘Enlightenment’ fragment of Europe. It was founded as a succession of Protestant fragments, a process under way in 1632 when Locke was born.</div>

<p>The importance of pre-Lockean traditions, British, Christian and Classical, has been made over and over again for generations after Hartz by scholars including P. G. A. Pocock, Bernard Bailyn, Gordon Wood, Carl Richard and many others.&nbsp; The importance of the Classical Tradition for the Constitution has been documented just last year by David J. Bederman, <i> <a href="http://www.amazon.com/gp/product/0521885361?ie=UTF8&amp;tag=taksmag-20&amp;linkCode=as2&amp;camp=1789&amp;creative=390957&amp;creativeASIN=0521885361">The Classical Foundations of the American Constitution</a><img src="http://www.assoc-amazon.com/e/ir?t=taksmag-20&amp;l=as2&amp;o=1&amp;a=0521885361" width="1" height="1" border="0" alt="" style="border:none !important; margin:0px !important;" /></a></i> (2008). Catherine Winterer’s <i> <a href="http://www.amazon.com/gp/product/0801878896?ie=UTF8&amp;tag=taksmag-20&amp;linkCode=as2&amp;camp=1789&amp;creative=390957&amp;creativeASIN=0801878896">The Culture of Classicism: Ancient Greece and Rome in American Intellectual Life, 1780-1910</a><img src="http://www.assoc-amazon.com/e/ir?t=taksmag-20&amp;l=as2&amp;o=1&amp;a=0801878896" width="1" height="1" border="0" alt="" style="border:none !important; margin:0px !important;" /></i></a> (2002) has shown that the classical tradition continued to be influential for generations after the founding. The living significance of non-Lockean Christian and British traditions is part of the daily experience of most Americans. </p>

<p>The true atrocity of the leftist regime is not so much this policy or that, but its insistence that the traditions and traditionalists who founded the United States and have kept it as free and creative as it has been do not even exist. The United States was settled by traditionalists and its constitutional regime was molded by traditionalists. The American majority is still deeply traditionalist, and we are not handing our country over to Kevin Gutzman and his libertarian, neocon, and liberal peers without a fight.</p>

<p><b>UPDATE:</b> <a >Grant Havers</a>, <a >Richard Spencer</a>, <a >Tom Piatak</a>, and <a >Kevin Gutzman</a> have responded to Christian Kopff&#8217;s question about America&#8217;s unconservativeness.&nbsp;&nbsp; </p>
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	<subtitle type="text">Articles by E. Christian Kopff</subtitle>
	<entry>
	  <title>Neocon Whitewash/Conservative Spin</title>
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	  <id>tag:takimag.com,2009:article/1.9199</id>
	  <published>2009-06-01T13:30:22Z</published>
	  <updated>1999-11-30T00:00:00Z</updated>
	  <author>
			<name>E. Christian Kopff</name>
			<email>e.kopff@colorado.edu</email>
				  </author>

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		scheme="http://takimag.com/news/C83"
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<p>For decades conservative warhorse <a >Reed Irvine</a> churned out his newsletter, <i><a >Accuracy in Media</a></i>, giving a reality check to the American prestige press like the New York and LA <i>Times</i> and the Washington <i>Post</i>. He later expanded his investigations to higher education by founding <a >Accuracy in Academia</a>. Its monthly <i>Campus Report</i>, now in its twenty-fourth year, publishes articles on campus outrages, but finds space for positive news as well. This “positive” news is often more depressing than the outrages.</p>

<p>In the <i>Campus Report</i> for May, 2009 a brief note entitled “Media Debate on Campus” begins “Has the debate over whether or not the media are liberal finally hit college campuses? Better late than never. Earlier this year, conservative columnist David Brooks mixed it up with liberal scribe mark Shields at a ‘sold-out crowd of about 700 at Texas Christian University.’” The heroic confrontation was recounted in the Fort Worth <i>Star-Telegram</i> (April 2, 2009) in an article on the April 1 Schieffer Symposium, named after and hosted by TCU alum (1959) Bob Schieffer of CBS News. Gene Trainor of the <i>Star-Telegram</i> reported: “Are the news media biased toward President Barack Obama? David Brooks, a conservative columnist for The New York Times, said yes before a sold-out crowd of about 700 at Texas Christian University. Mark Shields, a nationally syndicated liberal columnist, said no.”</p>

<p>You may wonder how the “conservative columnist” made his case. According to the <i>Star-Telegram</i>, Brooks said, “I think the press is pro-Obama. Most of my colleagues are extremely committed to the craft of journalism. So I think most of the bias is unconscious—in framing the issues and what gets paid attention to.”</p>

<p>“The press is pro-Obama,” but “the bias is unconscious,” like the zombies described in Bob Hope’s <i><a >Ghost Breakers</a></i>. “A zombie has no will of his own. You see them sometimes, walking around blindly with dead eyes, following orders, not knowing what they do, not caring.” “You mean, like Democrats?” Bob asks. Sure, Bob, or like “committed” reporters for the New York <i>Times</i>, according to “conservative columnist” David Brooks.</p>

<p>On the same day as the Schieffer Symposium, Bill O’Reilly devoted his “Talking Points” memo to allegations that the New York <i>Times</i> had published a generic story on the left-wing connections of the activist group ACORN and spiked a substantive account linking ACORN’s activities directly to the Obama campaign. </p>

<p>The Schieffer Symposium‘s bogus debate is typical of U.S. campuses, where university administrators round up the usual suspects, including neocon lackeys like David Brooks, to head off serious discussion. Meanwhile <i>Campus Report</i> applauds this charade as a step in the right direction, although there was no serious discussion of pervasive media bias and no real conservative was allowed within a country mile of the event. </p>

<p>Bob Schieffer summed up his eponymous symposium in these words, “I myself think the press has done a pretty good job considering the problems that confront this country.”<br />
On May 18, Bill O’Reilly said, “The New York <i>Times</i> is a dishonest publication in business to promote a far-left point of view.” These two positions could be the basis of a real debate, a debate that will not take place, however, as long as Captain Renault’s descendents run America’s universities and Reed Irvine’s <i>epigoni</i> market as “conservative” David Brooks and his absurd whitewashing of the <i>Times</i>’ journalistic malfeasance. 
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	<subtitle type="text">Articles by E. Christian Kopff</subtitle>
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	  <title>Greek to Us: The Death of Classical Education and Its Consequences</title>
	  <link rel="alternate" type="text/html" href="http://takimag.com/article/greek_to_us_the_death_of_classical_education_and_its_consequences" />
	  <id>tag:takimag.com,2008:article/1.9504</id>
	  <published>2008-12-05T16:20:33Z</published>
	  <updated>1999-11-30T00:00:00Z</updated>
	  <author>
			<name>E. Christian Kopff</name>
			<email>e.kopff@colorado.edu</email>
				  </author>

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<p><i>The following address was given to the <a >H.L. Mencken Club</a>’s Annual Meeting; November 21-23, 2008.</i></p>

<p>On the evenings of October 10 and 11, 1999, the A&amp;E cable network broadcast a list of “The 100 Most Influential People of the Past 1000 Years,” selected by a “Blue Ribbon Panel.” Some of the names on the bottom half of the list were rather silly: Princess Diana, the Beatles, Elvis Presley (who was ranked just ahead of Joan of Arc), but the top ten names represent a consensus on what has mattered most to us over the last 500 years. </p>

<p>Here they are in reverse order:</p>

<p><b>10. Galileo &nbsp;&nbsp; &nbsp;&nbsp; &nbsp;&nbsp; &nbsp;&nbsp; &nbsp;&nbsp; &nbsp;&nbsp; &nbsp;&nbsp; &nbsp;&nbsp; &nbsp;&nbsp; &nbsp;&nbsp; &nbsp;&nbsp; &nbsp;&nbsp; &nbsp;&nbsp; &nbsp;&nbsp; &nbsp;&nbsp; &nbsp;&nbsp; &nbsp;&nbsp; &nbsp;&nbsp; <br />
9. Copernicus &nbsp;&nbsp; &nbsp;&nbsp; &nbsp;&nbsp; &nbsp;&nbsp; &nbsp;&nbsp; &nbsp;&nbsp; &nbsp;&nbsp; &nbsp;&nbsp; &nbsp;&nbsp; &nbsp;&nbsp; &nbsp;&nbsp; &nbsp;&nbsp; &nbsp;&nbsp; &nbsp;&nbsp; &nbsp;&nbsp; &nbsp;&nbsp; &nbsp; <br />
8. Einstein &nbsp;&nbsp; &nbsp;&nbsp; &nbsp;&nbsp; &nbsp;&nbsp; &nbsp;&nbsp; &nbsp;&nbsp; &nbsp;&nbsp; &nbsp;&nbsp; &nbsp;&nbsp; &nbsp;&nbsp; &nbsp;&nbsp; &nbsp;&nbsp; &nbsp;&nbsp; &nbsp;&nbsp; &nbsp;&nbsp; &nbsp;&nbsp; &nbsp;&nbsp; &nbsp;&nbsp;  <br />
7. Karl Marx &nbsp;&nbsp; &nbsp;&nbsp; &nbsp;&nbsp; &nbsp;&nbsp; &nbsp;&nbsp; &nbsp;&nbsp; &nbsp;&nbsp; &nbsp;&nbsp; &nbsp;&nbsp; &nbsp;&nbsp; &nbsp;&nbsp; &nbsp;&nbsp; &nbsp;&nbsp; &nbsp;&nbsp; &nbsp;&nbsp; &nbsp;&nbsp; &nbsp;&nbsp; <br />
6. Christopher Columbus <br />
5. William Shakespeare <br />
4. Charles Darwin <br />
3. Martin Luther <br />
2. Isaac Newton <br />
1. Johann Gutenberg</b></p>

<p>This small group includes a poet, a theologian, a social philosopher, an inventor, a discoverer and five scientists. (Similar lists also privilege science.) The list includes atheists and believers, Catholics, Protestants and Jews. They are all Europeans and all men. The A&amp;E narrative emphasized their curiosity and creativity. I noticed another trait they shared. <i>They all studied Latin. They all had a classical education.</i> </p>

<p>A larger list of significant cultural figures appears in <i><a >Human Accomplishment</a></i>, where Charles Murray developed a research strategy that analyzed standard reference works to isolate the 20 most influential figures in 21 areas. Of those ca. 400 figures, 30 stand out as especially influential. Nine come from the period before 1400 AD, while “eighteen of the remaining 21 who came after 1400 were concentrated in the three centuries from 1600-1900.” Sixteen of these 18 (except for two on the technology list) were classically educated. Of the larger lists of the 20 most influential figures in the 13 categories devoted to European culture, the majority were classically educated. Every figure on the lists devoted to “Western Literature” and “Western Philosophy” was classically educated—except for those who actually composed in Greek and Latin in the ancient world.</p>

<p>Let us move from past accomplishments to contemporary problems. In both <a ><i>The Bell Curve</a></i> and <i><a >Real Education</a></i>, Charles Murray relates the story of SAT scores from their high point in 1963 to a nadir reached in 1980-81. After 1981 the average math scores rose again, while the verbal scores stagnated. Herrnstein and Murray wrote in 1994, “The steep drop from 1963 to 1980 was no minor statistical fluctuation. Taken at face value, it tells of an extraordinarily large downward shift in academic aptitude—almost half a standard deviation on the Verbal, almost a third of a standard deviation on the Math.” And it was not average students, but bright high school students who took the tests because they were planning to attend college who were responsible for the dramatic decline in SAT verbal and math scores. After the nadir reached in 1980-81 average scores on the math SAT improved and by 1994 had reached the level of 1967. In fact, in 1994, Murray noted, “the percentage of seventeen-year-olds getting 700+ in the SAT-Math had not only recovered from its low in the early 1980s, it had reached an all-time high.”<br />
&nbsp;&nbsp; &nbsp; <br />
The SAT verbal scores, on the other hand, improved only slightly over the low point reached in 1981. This is a serious problem. What T. S. Eliot’s Sweeney says about himself is true of the elite: “I gotta use words when I talk to you.” Murray argues convincingly that “The tools of verbal expression… are indispensable for precise thinking at an advanced level.” The inability of our leaders to think soundly and speak persuasively affects all of us, because their decisions affect all of us. Leaders of a regime based on consensual institutions need the full panoply of verbal ability.<br />
&nbsp;&nbsp; &nbsp;&nbsp; &nbsp;&nbsp;  <br />
Murray prefaces his argument for the importance of “rigor in verbal expression” by commenting, “In a generic sense, I am calling for a revival of the classical understanding of a liberal education at the college level…but I am not trying to make a case for obligatory study of Greek and Latin or for a <A >St. John’s College curriculum</a> that consists exclusively of the classics.” When he discusses K-12 education, he recommends <a >E. D. Hirsch</a>’s Core Knowledge curricula and an expansion of “choice” through vouchers and charter schools. Tom Wolf calls this “a practical plan for literally reproducing, re-creating, a new generation of Jeffersons, Adamses, Franklins, and Hamiltons.” Whether Murray’s plan is practical remains to be seen. We know the education of Thomas Jefferson, John Adams and most of the other Founding Fathers and it had nothing to do with school choice. It was what we now call Classical Education. </p>

<p>Jefferson and Adams had heard their good friend, Dr. Benjamin Rush, plead for the elimination of the Classics from education in favor of mathematics, science, engineering and Christianity. When they answered him, they emphasized the close connection between language and thinking. A rich vocabulary and a command of grammar are essential for effective writing and speaking. Latin and Greek are the sources for English vocabulary in many important areas, such as law, medicine, science, philosophy, politics and theology, and provide a solid grounding in grammar. Literary, historical and philosophical masterpieces written in Greek and Latin are the historical bases of our culture and are best understood and appreciated when read in the original languages.</p>

<p>In the 16th century, Martin Luther made a similar point about the ancient religious texts of the Bible. He wrote in his open letter <i><a >To the Councilmen of all the Cities in Germany</i></a> (1525), “The languages are the scabbard in which the sword of the Spirit is sheathed.” Luther’s defense of the ancient tongues encouraged Protestant educators to make the Humanist curriculum the basis of education in their countries, including the United States. Latin was fundamental in this curriculum. That is why I <a >wrote</a> a decade ago, “We need to know Latin if we want to think like the Founders.” I could have mentioned most of the great figures of modernity. </p>

<p>&lt;iframe src=&#8220;http://rcm.amazon.com/e/cm?lt1=_blank&amp;bc1=000000&amp;IS2=1&amp;bg1=FFFFFF&amp;fc1=000000&amp;lc1=0000FF&amp;t=taksmag-20&amp;o=1&amp;p=8&amp;l=as1&amp;m=amazon&amp;f=ifr&amp;md=10FE9736YVPPT7A0FBG2&amp;asins=1882926579&#8221; style=&#8220;FLOAT: right; MARGIN: 0px 0px 10px 10px; WIDTH: 120px; CURSOR: hand; HEIGHT: 240px&#8221; alt=&#8221;&#8220;&gt;&lt;/iframe></p><p>The greatest figures in the Scientific Revolution, for example, were classically educated: Copernicus, Tycho Brahe, Johannes Kepler, Galileo Galilei, Isaac Newton and most of the other figures found in Charles Murray’s eight lists of scientific achievement in <i>Human Accomplishment</i>. They had studied ancient texts and could read and write Latin. The Scientific Revolution of the 16th and 17th centuries was very self-consciously a return to the ideals and even the texts of ancient science. Copernicus was well aware that he was reviving the heliocentric hypothesis of Aristarchus of Samos from the Third century, BC. The atomic theory used by Newton in his optics was based on Gassendi’s brilliant philological recovery of ancient Epicureanism. Galileo quotes Plato’s <i>Meno</i> and <i>Timaeus</i> over and over again. The education of scientists remained classical through the time of Linnaeus in the 18th century and Charles Darwin in the 19th. </p>

<p>Sceptics object that they had no choice. The case for vocational or technical training was made in the late 18th century by men like Benjamin Franklin and Benjamin Rush.</p>

<p>History does not usually allow us to study events with a true control group. There is an exception to this situation in 19th century Germany, where there were two distinct educational paths. One led from the old Classical school, now with more Greek added, and culminated in the classical or humanist “Gymnasium,” from which students then went on to the university. The other path was devoted to math, science, technology and a modern language (usually French) and led to the technical high school or “Realschule,” from which the student went on to a professional school or a job in industry. This critical mass of technically trained graduates working in factories protected by the tariff spurred German industrial growth in the generation that preceded World War I. </p>

<p>The decades on either side of WWI witnessed brilliant work in Physics: the concept of quanta, the theories of special and general relativity and the development of quantum mechanics. One might expect that the most important work in these fields would be done by graduates of the technical school system. Nearly the opposite is true. Max Planck, Werner Heisenberg, Erwin Schrödinger, Niels Bohr were classically educated. Einstein attended a Swiss technical high school, but he had spent his first six years at a classical school, where his sister remembered his best subjects as Mathematics and Latin: “Latin’s clear, strictly logical structure fit his mindset.” Heisenberg wrote, “I believe that in the work of Max Planck, for instance, we can clearly see that his thought was influenced and made fruitful by his classical schooling.” Heisenberg insisted that his own insights into nature came from his classical education. Its combination of math and physics with language instruction led him to read Plato’s <i>Timaeus</i> in Greek. He was impressed by Plato’s rational appeals to understand nature mathematically rather than as a purely physical reality: “I was gaining the growing conviction that one could hardly make progress in modern atomic physics without a knowledge of Greek natural philosophy.”<br />
&nbsp;&nbsp; &nbsp;&nbsp; &nbsp;&nbsp;  <br />
When we review the story of SAT scores from the high point in 1963 to a nadir reached in 1981, after which the verbal scores experienced only slight improvement, we may want to add one factor to those usually discussed. 1962, the year before the SAT high point, marked the year of the zenith of enrollment in high school Latin in the United States, when 728,637 students enrolled in high school Latin. The decline in Latin enrollments tracks the decline in SAT-Verbal scores. Latin has never regained its position as a “more commonly taught language,” just as SAT-Verbal scores have never gotten back to their 1963 level. If the relation of high school Latin and SAT-Verbal scores is significant, we may note that the decline in measurable achievement was most striking in good students and it was precisely good students who tended to take high school Latin.<br />
&nbsp;&nbsp; &nbsp; <br />
I understand why it is hard for advocates of academic rigor to take foreign languages seriously today. Greek has virtually disappeared. Latin has lost the presence it had in the early 1960’s. The dominant foreign language in high schools is Spanish. Before the cultural catastrophe of the late 1960’s, mastery of a foreign language was part of the standard high school curriculum and a prerequisite for admission to good colleges. Bright students developed a mastery of verbal expression. Ordinary people understood the challenges and rewards of knowing foreign languages. <br />
&nbsp;&nbsp; &nbsp; <br />
That understanding not only improved the quality of “precise thinking at an advanced level,” but influenced popular culture. It is the basis for one of the funniest episodes of “I Love Lucy,” where a Parisian policeman, who knows French and German, communicates with the monoglot Lucy by talking to an inebriated prisoner who knows German and Spanish and so can talk to Lucy’s Cuban husband, Rickie, who knows Spanish and English. It is a superbly achieved comic presentation of foreign languages as a means and barrier to communication. In Jean Renoir’s <i><a >La Grande Illusion</a></i> the ability of two aristocrats, a German officer and his French prisoner, to communicate with each other in English and so hide their thoughts from their men provides both humor and heartbreak. <br />
&nbsp;&nbsp; &nbsp;&nbsp; <br />
In <i>Real Education</i>, Charles Murray sees the direct connection between “correct understanding of the meaning of individual words,” grammar and syntax, “mastery of the rules of reasoning” and finally “understanding the principles of rhetoric.” This connected and coherent verbal curriculum is the late ancient and medieval <i>trivium</i>—grammar, logic and rhetoric—that survived in the Humanist curriculum that was then developed by the Reformers for Protestant countries and by the Jesuits in Catholic lands. (The <i>quadrivium</i> includes the non-verbal arts of arithmetic, geometry, astronomy and music.) </p>

<p>It is the curriculum that created the modern world. It has been revived and is fundamental for contemporary Classical educators. They know a lesson that was accepted for centuries and is now ignored at enormous academic cost. Grammar is fundamental for other important intellectual activities.<br />
&nbsp;&nbsp; &nbsp; <br />
Few people can understand grammar by studying their first language. They need the discipline provided by rigorous study of foreign languages. It is vain to pin our hopes for improving communication on university writing programs, which were created to remedy deficiencies, not produce excellence. Writing programs cannot succeed at teaching high standards in communication unless their students already command “the tools of verbal expression.” Only rigorous study of foreign languages can give that to most people. </p>

<p>Classical Education as practiced in the United States over the past 15 years is the most up-to-date, cutting edge development in K-12 education. It is also the oldest, most tried-and-true alternative on today’s educational scene. Its current incarnation began when Calvinist minister Douglas Wilson read an essay entitled “The Lost Tools of Learning,” a witty defense of the medieval Seven Liberal Arts written by Dorothy Sayers after World War II. Wilson turned the ideas in Sayers’ essay into a curriculum based on the arts of language found in the late ancient and medieval <i>trivium</i>. Schools with a classical curriculum are often associated with traditional forms of Christianity, but there are also non-religious classical charters, which are public schools. Some Classical schools concentrate on the <i>trivium</i>, but many espouse the entire liberal arts curriculum. <br />
&nbsp;&nbsp; &nbsp; <br />
Charles Murray describes clearly and powerfully the challenges that face American education. To overcome them we need all the help we can get. Classical education is the most successful curriculum ever developed, whether measured by its results in literature, art, music, science, philosophy, law or politics. Greek and Latin have provided the vocabulary for these important areas. Studying Greek and Latin trained the minds of those who practiced these subjects. Reading works composed n Greek and Latin transmitted the cultural legacy that was the soil in which they flourished. Latin is the language of such central modern works as More’s <i><a >Utopia</a></i>, the <a >Augsburg Confession</a>, and Newton’s <i><a >Principia</a></i>. Works in Latin formed the styles and provided the content of the writings of America’s Founding Fathers. What I wrote ten years ago remains true today: <i>America needs the Classical Tradition</i>.</p>

<p><i>E. Christian Kopff is professor of Classics at the University of Colorado in Bolder. He is the author of <a ></i>The Devil Knows Latin<i></a> and has recently translated Josef Pieper&#8217;s </i><a >Tradition: Concept and Claim</a><i> into English for ISI Books. He is a contributing editor at </i>Taki&#8217;s Magazine<i>.</i></p>
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