News from Yale of the death, at age 89, of Donald Kagan, Sterling Professor Emeritus of Classics and History, sent us scrambling for the text of the farewell address Kagan delivered in 2013 after 44 years at the university. A version was published in the June 2013 number of The New Criterion. Some highlights, reprinted here by permission:
In America today the most important social distinction, one almost as significant as the old one between gentle and simple, is whether or not one has a college education. Within the favored group, finer distinctions place a liberal education, as opposed to a vocational or merely professional one, at the top of the social pyramid. Graduates of the better liberal arts colleges are most likely to marry the most desired partners and hold the best positions and appointments in business, their professions, and government. That this is true and widely understood is shown by the fact that each year there are great numbers of applicants for every place in the freshman classes of such colleges at a cost of perhaps $60,000 each year, a phenomenon otherwise inexplicable. Apart from any pre-professional training they may obtain, successful applicants gain about the same advantages as those sought by young Englishmen from their somewhat less formal eighteenth-century education. They sharpen useful skills in writing and speaking, they pick up enough of subjects thought interesting in their circle and the style of discussing them to permit agreeable and acceptable conversation. They learn the style and manner, political opinions and prejudices to make them comfortable in a similarly educated society. They have excellent opportunities to make friends who may be advantageous to them in later life. This education, of course, is purely secular. There is, moreover, no attempt to shape good character, for the better universities lead the country in the direction of a kind of relativism, even nihilism. …
To me, however, the greatest shortcoming of most attempts at liberal education today, with their individualized, unfocused, and scattered curricula, is their failure to enhance the students’ understanding of their role as free citizens of a free society and the responsibilities it entails. Every successful civilization must possess a means for passing on its basic values to each generation. When it no longer does so, its days are numbered. The danger is particularly great in a society such as our own, the freest the world has known, whose special character is to encourage doubt and questioning even of its own values and assumptions. Such questioning has always been and still remains a distinctive, admirable, and salutary part of our education and way of life. So long as there was a shared belief in the personal and social morality taught by the Judeo-Christian tradition and so long as there was a belief in the excellence of the tradition and institutions of Western Civilization and of this nation, so long as these values were communicated in the schools, such questioning was also safe. Our tradition of free critical inquiry counteracted the tendency for received moral and civic teachings from becoming ethnocentric complacency and intolerance and prevented a proper patriotism from degenerating into arrogant chauvinism. When students came to college they found their values and prejudices challenged by the books they read, by their fellow-students from other places and backgrounds, and by their teachers.
I suggest to you that the situation is far different today. Whatever the formal religious attachments of our students may be, I find that a firm belief in the traditional values and the ability to understand and the willingness to defend them are rare. Still rarer is an informed understanding of the traditions and institutions of our western civilization and of our country and an appreciation of their special qualities and values. The admirable, even the uniquely good elements are taken for granted as if they were universally available, had always existed, and required no special effort to preserve. All shortcomings, however, are quickly noticed and harshly condemned. Our society is judged not against the experience of human societies in other times and places, but against the Kingdom of Heaven. There is great danger in this, because our society, no less than others now and in the past, requires the allegiance and devotion of its members if it is to defend itself and make progress toward a better life.
…the colleges who claim to offer a liberal education today and tomorrow must make their commitment to freedom clear by their actions. To a university, even more than to other institutions in a free society, the right of free speech, the free exchange of ideas, the presentation of a variety of opinions, especially of unpopular points of view, the freedom to move about and make use of public facilities without interference, are vital. Discussion, argument, and persuasion are the devices appropriate to the life of the mind, not selective exclusion, suppression, obstruction, and intimidation.
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