Secession & Superiority (A Little Knowledge Is A Dangerous Thing, Part One)

{This Post is Recycled – Reworked from a Previous Version and Reposted In It’s Updated Glory}

Secession Map

In the Election of 1860, despite almost unanimous opposition from southern states, Abraham Lincoln was elected. Between the announcement of his victory (it took a little longer to tally everything back then) and his inauguration in early March, seven southern states announced they were leaving the Union.

From Georgia’s Declaration of Secession:

The people of Georgia having dissolved their political connection with the Government of the United States of America, present to their confederates and the world the causes which have led to the separation. For the last ten years we have had numerous and serious causes of complaint against our non-slave-holding confederate States with reference to the subject of African slavery. They have endeavored to weaken our security, to disturb our domestic peace and tranquility, and persistently refused to comply with their express constitutional obligations to us in reference to that property…

A brief history of the rise, progress, and policy of anti-slavery and the political organization into whose hands the administration of the Federal Government has been committed will fully justify the pronounced verdict of the people of Georgia. The party of Lincoln, called the Republican party, under its present name and organization, is of recent origin. It is admitted to be an anti-slavery party… anti-slavery is its mission and its purpose…

Notice the way the format consciously echoes the Declaration of Independence – the basic proclamation followed by a list of complaints explaining why they are never ever ever getting back together. 

From Mississippi’s Declaration:

In the momentous step which our State has taken of dissolving its connection with the government of which we so long formed a part, it is but just that we should declare the prominent reasons which have induced our course. 

Our position is thoroughly identified with the institution of slavery – the greatest material interest of the world. Its labor supplies the product which constitutes by far the largest and most important portions of commerce of the earth. These products are peculiar to the climate verging on the tropical regions, and by an imperious law of nature, none but the black race can bear exposure to the tropical sun. These products have become necessities of the world, and a blow at slavery is a blow at commerce and civilization. That blow has been long aimed at the institution, and was at the point of reaching its consummation. There was no choice left us but submission to the mandates of abolition, or a dissolution of the Union, whose principles had been subverted to work out our ruin.

They all pretty much go like this. Based on these documents, produced by the Southern states for the explicit purpose of proclaiming to the world the causes of their secession, the main issues seemed to be (1) slavery, (2) slavery, and – in some cases – (3) slavery. 

Slavery Chains

South Carolina took the lead as they always did when steps towards racial equity needed to be crushed:

But an increasing hostility on the part of the non-slaveholding States to the Institution of slavery has led to a disregard of their obligations… {The northern} States… have enacted laws which either nullify the Acts of Congress, or render useless any attempt to execute them… Thus the constitutional compact has been deliberately broken…

Those {non-slaveholding} States have assumed the right of deciding upon the propriety of our domestic institutions*; and have denied the rights of property** established in fifteen of the States and recognized by the Constitution; they have denounced as sinful the institution of Slavery***; they have permitted the open establishment among them of societies,**** whose avowed object is to disturb the peace… They have encouraged and assisted thousands of our slaves to leave their homes; and those who remain, have been incited by emissaries, books and pictures to servile insurrection. 

*i.e. ‘slavery’
**i.e. ‘slaves’
***i.e. ‘Slavery’ – oh wait, it says it this time, doesn’t it? My bad.
****i.e., abolitionists 

South Carolina was upset that the North allowed so much discussion of things which threatened their way of life and went against their beliefs. They listed as one of their central reasons for trying to break the country their collective outrage that other states weren’t doing enough to stifle debate.

Their little white feelings were hurt and their dominant role in the world inconvenienced. Poor things. 

Seriously, it goes on for several pages like that.

Lincoln ThoughtfulWas Lincoln’s election really such a threat to their way of life? Maybe. Not according to Lincoln, it wasn’t, but the new Republican Party openly advocated for restrictions on slavery – particularly in terms of limiting its expansion. Perhaps that was a debate worth having, in the context of the times.

But the time for discussion and compromise, it seems, was over. The writing was on the wall, and the South feared that reason and decency would no longer produce the outcome they wished. So, they circumvented both and tried to change the rules. They chose theatrics over the much more difficult path of introspection.

…those who remain, have been incited by emissaries, books and pictures to servile insurrection.

Slavery was not simply about physical bondage, as central as that was. It required a type of brainwashing and systemic manipulation so that the slave remained perpetually hopeless, and largely helpless. They were kept ignorant of all but the most basic skills or concepts. Slave-owners – the same ones who would soon rebel based on their right not to be bossed around – were forbidden by law from teaching their slaves to read, or otherwise expanding their horizons beyond what was absolutely necessary. 

The shocking thing about slave revolts isn’t that they happened – it’s that there were so few of them. Most resistance was covert, cultural – playing dumb, breaking things, maintaining an identity bewildering to white slave-owners. 

The Underground Railroad was pretty amazing, but the total numbers carried to freedom were miniscule compared to the size of the institution. And yet…

…incited by emissaries, books and pictures…

Do you feel the past reaching out to you through that line? I get goosie-bumps. 

Reading Free“We don’t like the thinking prompted by your teachers, your books, your visuals. We don’t appreciate you complicating their worlds or ours by introducing problematic ideas. Ignorance is bliss, buddy – our version of reality is good enough, despite its apparent inability to withstand the slightest scrutiny.”

See? I coulda been a Southerner. Or an Oklahoma legislator!

The problem with education is that it gets people thinking. The problem with thinking is that they don’t always think what we want them to. And, in the South’s defense, sometimes a little knowledge IS a dangerous thing – we’ll look at that in Part Two.

The South understood the dangers of expanded thinking. As lovers of tradition – and of being in charge – they had little taste for new or threatening ideas. They codified narrow-mindedness as a virtue and framed the ignorance of those in bondage as a mercy. 

Turns out the human race is pretty good at legal, intellectual, and moral contortions when it’s time to rationalize something we really really want to be true. 

South Rising Again

After the War – which they lost – the South continued to fight against dangerous levels of education for others. They also began denying their own explicitly stated causes for trying to leave in the first place. When you feel strongly enough that your cause is just, reality is just one more adversity to nobly overcome for the greater good.

That’s Part Three.

There’s a common saying about people who don’t know their history being doomed to repeat it. That’s true enough, but it doesn’t acknowledge those who want to recapture the ignorance and sins of the past – who find antebellum ideals to be the very core of American greatness. Today, as then, that requires ignoring or subverting knowledge and debate.

Both are still dangerous.

RELATED POST: Forever Unfit To Be A Slave (A Little Knowledge Is A Dangerous Thing, Part Two)

RELATED POST: Liar, Liar, Twitterpants on Fire (A Little Knowledge Is A Dangerous Thing, Part Three)

40 Credits & A Mule, Part VII – Sleeping Giants

French Revolution

I gotta say, this blogging stuff was so much easier when Dr. Barresi was saying crazy stuff to local news stations for me to excerpt and mock. Of course, the #WTF? stuff is always more fun than the #WhatNow? parts – just ask any Middle Eastern country on the long side of revolution in the past decade.

It’s taken me awhile to get to the dramatic conclusion of this epic, so let’s review – “Previously, on Blue Cereal Education Dot Com…”

Part I – I made the case that land ownership was central to citizenship, suffrage, and participation as a ‘full American’. This seemed reasonable, and by the standards of the day was a huge expansion of democracy and the ability of the ‘common man’ to claim a voice in his government. It did not, however, include everyone we would consider appropriate today – it was a white man’s game.

Part II – Land ownership carried mythical benefits alongside the practical. In addition to being a source of opportunity, income, and republican (small ‘r’) participation, it promoted an agricultural lifestyle – hard work, responsibility, patience, and fortitude. I’d include ‘grit’, but I’d need a ‘trigger warning’ – people are touchy about that one for some reason…

Part III – The combination of practical needs, terrestrial benefits, and supernatural calling led an expanding ‘Merica to treat the Native populations and Mexico as obstacles to overcome rather than peoples to be engaged. The grand ‘us’ and ‘them’ of human history continued.

Part IV – Land ownership becomes a condition as much as an accomplishment. Because not everyone can ‘have’, those who do come to see themselves not as the most fortunate but as the most deserving. Those unable to procure land due to race (or gender, or whatever) were already categorized as ‘less than’ (hence their ineligibility), and this lack of opportunity became circular. Chickens and eggs – which came first, the unworthiness to be a full American or the lack of opportunity to fully participate in the republic?

Part V – Education is the new land. We advocate universal access. We extol it as the key to all things – fiscal opportunity, social advancement, moral purity, personal fulfillment. As with land, lack of access becomes lack of worthiness. Inequity leads to inequality leads to rejection leads to judgment – ‘us vs. them’ with a side of ‘what the hell is wrong with you people?’

Part VI – I suggested we’re doing with students and education what we spent a century and a half doing with various demographics and land ownership and a voice in the republic. I argue that we’ve conflated ability, opportunity, and values with personal worth and potential – to the harm of a substantial percentage of our kids. 

I closed with a vague promise to resolve that in this final post.

But I can’t.

It’s just too big. Too many cultural, psychological, logistical, fiscal, emotional, and historical factors out of our control – some completely, others merely mostly.

I can shine some light on the nature of the problem. We may even find some consensus about what’s WRONG. The hard part is in the fixin’ – what we do INSTEAD. That’s the problem with revolutions – you may get enough people to agree about what to tear down, you just can’t get enough people to agree what to build in its place.

I have some more great analogies – one in which we demand coaches train their athletes in a wide variety of sporting events but we only measure races with hurdles, and we keep raising the hurdles for the kids who can’t jump them or who refuse to stay on our track. That’s a good one. There’s another in which some stuffy doctors present research showing the richest and healthiest people in the world eat mostly vegetables and pâté, so they push through legislation mandating a vegetable and pâté diet (without providing the funding to properly prepare either). That was fun, too – and it had the cutest clip-art.

The point of the first, of course, was that hurdles are an inadequate measure of all possible athletic ability, and that not everyone has the same athleticism or interest – for a wide variety of reasons. The second was about correlation and causation – the rich and healthy eat pâté; pâté doesn’t make you rich and healthy. Successful students pass stupid tests; stupid tests don’t create successful students. Like I said, I was pretty amused by them.

But I’ve already laid out six posts of historical analogies involving land and culture and race. These not only make it sound like I’m smarter than I actually am, but they correlate in a very real way with actual problems in education today.

It’s time to fix it.

Are the schools going to be a part of that? They’d have to, I’d think. But they’re not enough.

We need to change the way we think about race and poverty and culture and American values. I’m a big fan of our founding documents and ideals – heck, I even still like capitalism. But we’ve managed to maintain an ugly leavening of racism, elitism, and outright social Darwinism through too many eras to believe it’s not deeply entrenched in the problems we face today.

We need to ask ourselves why so many kids from so many backgrounds find so little of value in the curriculums we push, or the values we demand they share. At best, much of what we prioritize seems pointless to them; at worse, it contradicts who they believe they are and the things they value. Ask your best students their honest opinions about what they’re learning in school – some find parts they really like, but I’m horrified how many confess they’re just doing what they’ve been told to do. They endure, and they get the grades, but that’s all.

It’s like being at the dentist for 13 years straight.

If we can look in the mirror and tell ourselves with conviction they’ll thank us someday because we know what’s good for them and they don’t, OK. Maybe so. But what did YOU carry away from High School that changed your life? Improved your world? Gave meaning to some part of your existence? If you CAN think of something, was it in the curriculum, or did it come from somewhere else?

It seems like most of what we do in school serves only to prepare students to do more of it in more school. That’s not just pointless – it’s unethical and abusive.

And stupid.

The title “40 Credits & A Mule” was inspired by several blog posts by P.L. Thomas about our American myth that students from poor families – especially students of color – who do well in school can overcome their background to the extent they’ll end up economically and socially on par with white peers. They don’t. Their circumstances improve, but you’re better off being a white high school dropout than black with a few years of college in terms of lifetime earnings.

The promise is there, you see – but it’s not substantiated by reality.

I don’t know how we fix it, but I think it begins when we refuse to perpetuate the lie. We refuse to give the tests that rank our kids by ZIP Code while claiming to rank them by accomplishments.

We refuse to follow the outdated factory structure mandated by our states and our expectations.

We refuse to continue forcing so many kids into  a choice only between rejecting our system and everything it stands for OR accepting themselves as failures – unworthy players in the only game in town.

We refuse to turn our best and brightest into cynical rule-followers forced to seek ways to escape the reality of their daily grinds rather than embrace the many wonderful ways life can be lived productively and meaningfully.

We make them fire us and justify it. We make them cut our funding and explain it. We let them try to find someone to replace one of us, ten of us, a hundred of us, because we won’t do this to our kids anymore.

Let the State tell the papers why our entire graduating class doesn’t get diplomas. Let the universities explain why they won’t admit any of the thousands of young adults whose value we refuse to measure with a single number between 0 and 4 any longer.

I think I’m advocating revolution. Starting with you, and me, and like, one other guy who’s already pretty weird and we may not actually want on our team. If we were to win, I have no idea what we put up in place of what we’re doing now, but I know this has to stop.

That will probably be a non-issue for us, anyway. We’ll be early casualties, not heroes or leaders. And when we go down, I’m not sure anyone else is picking up this flag. Still… could be fun, don’t you think?

Wanna get in trouble with me?

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Related Post: 40 Credits & A Mule, Part I – This Land

Related Post: 40 Credits & A Mule, Part II – Chosen People

Related Post: 40 Credits & A Mule, Part III – Manifest Destiny

Related Post: 40 Credits & A Mule, Part IV – The Measure of a Man

Related Post: 40 Credits & A Mule, Part V – Maybe Radio

Related Post: 40 Credits & A Mule, Part VI – Slytherin, Ravenclaw, or Gryffindor?

Related Post: I See The Difference In Educational Privilege Every Day… (From the Washington Post / Daily Kos)

40 Credits & A Mule, Part V: Maybe Radio

Schoolhouse Rock

The original element of despotism is a MONOPOLY OF TALENT, which consigns the multitude to comparative ignorance, and secures the balance of knowledge on the side of the rich and the rulers. 

If then the healthy existence of a free government be, as the committee believe, rooted in the WILL of the American people, it follows as a necessary consequence, of a government based upon that will, that this monopoly should be broken up, and that the means of equal knowledge, (the only security for equal liberty) should be rendered, by legal provision, the common property of all classes.  

In a republic, the people constitute the government, and… frame the laws and create the institutions, that promote their happiness or produce their destruction… It appears, therefore, to the committee that there can be no real liberty without a wide diffusion of real intelligence; that the members of a republic, should all be alike instructed in the nature and character of their equal rights and duties, as human beings, and as citizens… 

(Report of the Workingman’s Committee of Philadelphia On the State of Public Instruction in Pennsylvania, 1830)

These were white working men in the semi-industrialized north. They lived in an age of reform – the time of Lucretia Mott, William Lloyd Garrison, Dorothea Dix, and Horace Mann. It is unlikely that most owned land. Their ‘report’ echoes that of other labor organizations of the era – we need universal public education for our kids. 

This was not a majority sentiment. 

School RoomIt’s dangerous to project backwards regarding motivations and intentions, but it seems that even when public education was barely a thing, they realized it would soon become essential if their sons were to flourish in the next generation. I don’t know if they were worried about ‘personal fulfillment’ stuff as well, but I’m an idealist, so… let’s assume maybe they did. 

Their report demonstrates impressive cognizance regarding their target audiences. Rather than plead on behalf their offspring, they argue founding values, and the well-being of the republic to those in positions to change the system – to pass the laws, devote the resources, reshape the society. They don’t ask for opportunities, even democratic ones; rather, they promise better citizens. They reference aristocracy and oligarchy, anathema to ‘real Americans’ a generation after the Revolution, and lay out a simply path towards better functioning. It’s a great argument. 

It’s also about a century ahead of its time. Education was starting to matter in 1830, at least in the North, but land was still the universal key. 

And then a century passed. 

Dust Bowl Woman Painting

In the 1930’s, everything changed. The Great Depression, of course, and the Dust Bowl – game changers for the nation and for the world. Something else was going on as well, though – an abrupt shift in land ownership and what it meant. 

Once California belonged to Mexico and its land to Mexicans; and a horde of tattered feverish Americans poured in. And such was their hunger for land that they took the land… and they guarded with guns the land they had stolen. They put up houses and barns, they turned the earth and planted crops. And these things were possession, and possession was ownership.

The Mexicans… could not resist, because they wanted nothing in the world as frantically as the Americans wanted land.

Steinbeck was entirely capable of being racist by the standards of today, but I don’t think this was one of those times. His venom here is towards what we’d today call “the man,” and he’s mildly sympathetic towards Mexico’s loss. Keep in mind he was essentially a Socialist, which tends to happen to people who spend enough time among the disenfranchised. 

Then, with time, the squatters were no longer squatters, but owners; and their children grew up and had children on the land. And the hunger was gone from them, the… tearing hunger for land, for water and earth and the good sky over it… They had these things so completely that they did not know about them any more… and crops were reckoned in dollars, and land was valued by principal plus interest, and crops were bought and sold before they were planted. 

Jefferson would have peed himself. T.J. liked a good income, but he had a healthy sense of delusion regarding the holiness of agriculture as well. Remember Jesus turning over the tables of the money-changers in the temple? 

Great Depression MarchThen crop failure, drought, and flood were no longer little deaths within life, but simple losses of money. And all their love was thinned with money, and all their fierceness dribbled away in interest until they were no longer farmers at all, but little shopkeepers of crops… Then those farmers who were not good shopkeepers lost their land to good shopkeepers. No matter how clever, how loving a man might be with earth and growing things, he could not survive if he were not a good shopkeeper. And as time went on, the business men had the farms, and the farms grew larger, but there were fewer of them…

And there were pitifully few farmers on the land any more… 

(John Steinbeck, The Grapes of Wrath – 1939) 

Land didn’t work anymore. 

It would still grow stuff – more effectively than ever, actually. But it wasn’t LAND (*cue majestic music*) in the way it had been land before. Jefferson’s agricultural ideal was all but extinguished, and the most sacred of pursuits – the one previously regarded as the best possible indication of a man’s capability, responsibility, moral potential, and stake in the prosperity of the nation – became just another business. It mattered, sure – but so did the weaving and the manufacturing and the shipping and the lawyering. It was no longer special. 

Tom JoadThis is not my anti-capitalism rant. I’ll leave that to Tom Joad and his spirit moving among the hungry children and such. I’m more or less a Libertarian, but the Libertarian Ideal in MY interpretation requires a capable citizenry with actual options and real opportunity. It’s fine to support free will and full consequences for our actions, but to believe this and sleep at night we need something akin to a ‘equitable starting position’ or the proverbial ‘level playing field’. 

That’s not the same as waiting until you’re way, way ahead, and then suddenly cutting the ropes to the bridge. That’s not libertarianism, that’s just being a bastard. Not always a clear distinction, I realize, but an important one nonetheless. 

But I digress. 

Land was a big deal. It was readily available by some standards, and not at all available by others. It came to define more than your right to vote or otherwise participate – it blurred into individual worth and identity. It was taken from the Amerindians, who didn’t even buy into the system, and denied to Black Americans, who did. Eventually, it ceased to be what it had been – the key to opportunity, responsibility, capability… all the -ilities. 

“Ma,” she said. Ma’s eyes lighted up and she drew her attention toward Rose of Sharon. Her eyes went over the tight, tired, plump face, and she smiled. “Ma,” the girl said, “when we get there, all you gonna pick fruit an’ kinda live in the country, ain’t you?” 

Ma smiled a little satirically. “We ain’t there yet,” she said. “We don’t know what it’s like. We got to see.” 

“Me an’ Connie don’t want to live in the country no more,” the girl said. “We got it all planned up what we gonna do… Connie gonna get a job in a store or maybe a fact’ry. An’ he’s gonna study at home, maybe radio, so he can git to be a expert an’ maybe later have his own store. An’ we’ll go to pitchers whenever… An’ after he studies at night, why – it’ll be nice, an’ he tore a page outa Western Love Stories, an’ he’s gonna send off for a course…” 

Rose of Sharon Ma was right – no one knew what it was gonna be like.  Rose was pregnant, so that’s literary, and Connie – ironically – wasn’t far off track in terms of how the future was going to work for those able to claim it. As in, NOT the Joads.  

Right at the end of that conversation, the truck carrying them all to California breaks down. That Steinbeck and his symbolism – what a nut. 

Education became the new land. There were hints in the early 19th century, and Connie Rivers had a glimpse of it, but it takes awhile to remake the core of a faith. Enlightenment ideals certainly should have anticipated this, but the New World had far more available soil than acres of free pedagogy, so… 

Sometimes the beliefs shape the facts, sometimes the facts shape the beliefs. Land it was, then. 

By the time of the Cold War, starting with the G.I. Bill, the rules had somehow changed. From there forward it’s all going to be about who shapes the learning. As Schoolhouse Rock so wisely intoned, “It’s great to learn, because Knowledge is Power.” 

Exactly. 

Knowledge Is Power 300

Related Post: 40 Credits & A Mule, Part I – This Land

Related Post: 40 Credits & A Mule, Part II – Chosen People

Related Post: 40 Credits & A Mule, Part III – Manifest Destiny

Related Post: 40 Credits & A Mule, Part IV – The Measure of a Man

Related Post: 40 Credits & A Mule, Part VI – Knowledge is Power

Related Post: 40 Credits & A Mule, Part VII – Sleeping Giants