By the dim and flaring lamps

The fiercely free individual is nothing against the vast forces of modernity. Nostalgia is weak against what is here and what is coming.

The fiercely free individual is nothing against the vast forces of modernity. Nostalgia is weak against what is here and what is coming.

Savannah depicts a nostalgic and weak reaction against the principalities and powers that mostly rule the world. Ward Allen leaves the position and status he inherited to make a free life as a market hunter, but he doesn’t succeed. He achieves a sort of eccentricity and notoriety, but freedom eludes him.

The film has a beauty. I agree with Stephen Klugewicz that we “rightly revel in its broad and beautiful cinematic brushstrokes: its scene painting of the joys of the bucolic way of life, its depiction of the formative power of the past, its idealization of the thoroughly non-modern man. ‘Maybe we are here to remake everything, reshape everything, create our own new idea of perfection and leave God’s idea to the dim shades of history,’ Allen declares during one courtroom appearance. ‘And maybe I, having fought against that new idea, rejected that idea, found that idea abhorrent, maybe I was wrong. But I do not think so.'” It does, as Klugewicz suggests, warm the heart.

The film brought to my mind the Southern Agrarians and their reactionary manifesto, I’ll Take My Stand. It was a book brought to my attention by John Baden when I met him in his home near Gallatin Gateway, on one of my forays through Montana in search of a better conversation. The book is a collection of essays by something of a literary tribe, who understood their plight in terms of the loss of their Southern identity amid the displacements of “northern industrialism.” The Lost Cause was a conversation about being somebody in some place. Dixie was a place, unlike the trampling out the vintage, which was an abstraction. They sided with Thetis and against her son Achilles, that his shield should have borne the images of “White flower-garlanded heifers” and “athletes at their games” rather than nameless, faceless players acting their assigned roles. We should be thoughtful about what we fight for. Theirs was an ambiguous movement jousting ineffectually at the thousand tentacles of modernity. That book, too, has an air of nostalgia about it.

In Savannah, Ward Allen resists game laws and developments that drain the wild out of his river, leaving individuals amid places dying into nameless processes. “This is real,” he says to his wife, when he finally takes her to one of his sacred places, though by then it is too late. Many will sympathize with him. We see the soulless machinery of international financial conspiracy subject us all to corrupt law, we know something of the flattening education the Capitol favors, where young people “engage” in literacy tasks organized around reading passages nearly void of meaning, practicing the bland skills that might provide a paycheck in the institutional hallways and cubicles that await them out there. We sense that in the world they are making, there really is no place for us, and if we are not young, we know that the simulacrum offers no satisfying alternative.

Ward Allen does not know what to do, and his action at the end of the story has more to do with giving up than with finding a way. It is a film filled with beauty, evoking what is being lost. I would have liked him to say more about what he understood about God’s idea. Lesser topics may serve no good.

Save the culture? First, we must save ourselves

story-file0002003501002Rod Treher argues that conservatives need to do better at presenting their views through stories.

Argument has its place, but story is what truly moves the hearts and minds of men. The power of myth—which is to say, of storytelling—is the power to form and enlighten the moral imagination, which is how we learn right from wrong, the proper ordering of our souls, and what it means to be human. Russell Kirk, the author of The Conservative Mind whose own longtime residence in his Michigan hometown earned him the epithet “Sage of Mecosta,” considered tending the moral imagination to be “conservatism at its highest.”

Through the stories we tell, we come to understand who we are and what we are to do. This is true for both individuals and communities.

Stories, as carriers of ideas, have consequences. Lincoln, upon meeting Uncle Tom’s Cabin author Harriet Beecher Stowe, supposedly remarked, “Is this the little woman who made the great war?”

Dreher argues that ordinary people understand policies through stories. This is not a new idea. James Davison Hunter critiques it in To Change the World: The Irony, Tragedy, and Possibility of Christianity in the Late Modern World. He points out that Evangelicals “have been distinguished by their massive cultural output in books and book publishing, magazines, radio, music, bible studies, theology, Christian education at all levels, and so on” (29). This cultural production has not ended their cultural marginalization, and Hunter offers eleven propositions that might explain why creating conservative stories probably won’t lead to a conservative renaissance in the larger culture.

One of these is that “cultures change from the top down, rarely if ever from the bottom up.” Though sometimes economic revolutions and social movements appear to result from mobilizing ordinary people, “the work of world-making and world-changing are, by and large, the work of elites: gatekeepers who provide creative direction and managment within spheres of social life. Even where impetus for change draws from popular agitation, it does not gain traction until it is embraced and propagated by elites” (41).

Dreher notes correctly that “Stories work so powerfully on the moral imagination because they are true to human experience in ways that polemical arguments are not. And because the moral imagination often determines which intellectual arguments—political, economic, theological, and so forth—will be admitted into consideration, storytelling is a vital precursor to social change.” It probably is a precursor. But the distance that will remain to be traveled even if conservatives develop powerful stories is daunting. Dreher stops short of arguing that stories are sufficient to cause widespread changes in the culture, and if Hunter is correct, such change usually requires the participation of elites and their institutions:

…cultures are profoundly resistant to intentional change—period. They are certainly resistant to the mere exertion of will by ordinary individuals or by a well-organized movement of individuals. The idea, suggested by James Dobson, that “in one generation, you change the whole culture”13 is nothing short of ludicrous. Change in political systems and economic conditions can occur relatively quickly but the most profound changes in culture typically take place over the course of multiple generations. The most profound changes in culture can be seen first as they penetrate into the linguistic and mythic fabric of a social order. In doing so, it then penetrates the hierarchy of rewards and privileges and deprivations and punishments that organize social life. It also reorganizes the structures of consciousness and character, reordering the organization of impulse and inhibition. One cannot see change taking place in these ways. It is not perceptible as an event or set of events currently unfolding. Rather, cultural change of this depth can only be seen and described in retrospect, after the transformation has been incorporated into a new configuration of moral controls.

In this light, we can see that evangelism, politics, social reform, and the creation of artifacts—if effective—all bring about good ends: changed hearts and minds, changed laws, changed social behaviors. But they don’t directly influence the moral fabric that makes these changes sustainable over the long term, sustainable precisely because they are implicit and as implicit, they form the presuppositional base of social life. Only indirectly do evangelism, politics, and social reform effect language, symbol, narrative, myth, and the institutions of formation that change the DNA of a civilization.

Imagine, in this regard, a genuine “third great awakening” occurring in America, where half of the population is converted to a deep Christian faith. Unless this awakening extended to envelop the cultural gatekeepers, it would have little effect on the character of the symbols that are produced and prevail in public and private culture. And, without a fundamental restructuring of the institutions of culture formation and transmission in our society—the market, government-sponsored cultural institutions, education at all levels, advertising, entertainment, publishing, and the news media, not to mention church—revival would have a negligible long-term effect on the reconstitution of the culture. Imagine further several social reform movements surrounding, say, educational reform and family policy, becoming very well organized and funded, and on top of this, serious Christians being voted into every major office and appointed to a majority of judgeships. Legislation may be passed and judicial rulings may be properly handed down, but legal and political victories will be short-lived or pyrrhic without the broad-based legitimacy that makes the alternatives seem unthinkable.

Dreher holds out the hope that “if conservatives become better storytellers, they might save the culture.” They might, but I suspect a more useful goal might be to strengthen families and churches, to withstand onslaughts from a dominant culture than knows how to care for neither.

The ALERT processes: student research beyond copy and paste

My last book is built on the framework of the ALERT processes.
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Teachers should big and enduring questions during the initial phase of immersion in a topic. Later, students should be invited to reflect on new information and experiences in the light of those questions. In this way, local studies can be linked to the enduring issues around which good curricula are organized.

By upholding high standards for the writing that undergirds all final reports and presentations, student work is kept accountable to district, state and national standards.

Good writing projects are most often good research projects appropriate to a digital age that calls on students to add original research to the published record, rather than copying and pasting from previous research.

Context: trying to tell the larger story

Hellgate Treaty of 1855

S.E. Paxson’s (1852–1919) rendition of 1855 negotiations between Isaac Stevens and chiefs of the Salish, Kootenai, and Pend d’Oreille tribes at Council Grove.

What was important about America was the experiment with rule of law linked to democratic processes. I’m ambivalent about using the past tense, but rule of law as a reality seems to me to be waning in America. It has powerful opponents, though they work not by attacking the phrase but by subverting how the words are understood.

Rule of law is, in essence, rule by principle. To make a law that will be applied equally to all members of a society, it’s necessary for them to abstract from the rather messy circumstances we always face to some more universal principle that most will consent to be governed by. When we encounter outcomes we don’t like, the work is to think more deeply and more clearly–to get beyond thinking merely “I don’t like this” to articulate a principle that would rectify the trouble while serving as a barrier to similar troubles in the future. That’s asking an awful lot of people, both intellectually and ethically.

Allotment on the Flathead Reservation and the consequent opening of the reservation to settlers who were not tribal members was, I think, an abusive use of law, orchestrated by powerful men for their own gain. Law is always susceptible to such abuse and it’s never hard to find examples of it.

I think it’s necessary to study and understand such abuses. We need to know what we are up against if we are committed to continuing the experiment. For me, the essential question is whether it is possible to subordinate power to principle. Can we encode our best understandings of justice into laws, and can we then use those laws to constrain the powerful and the greedy, who are always with us? Can we continue moving toward a world in which, ultimately, philosophy and ethics trump money and force?

I think the answer we get from the history of the nation’s dealings with natives is mixed.

We can find enough examples of low behavior and bad faith stratagems to satisfy a hundred Howard Zinns, who want to see the American experiment become something quite different. Such tawdry dealings are, to a great extent, the same old same old of human history. People with the power to do so gratifying their own appetites and lusts at the expense of weaker people is not uniquely American. It’s nothing new. It’s nothing we need to study American history to learn or understand. It was ancient before Columbus ever raised a sail.

What was somewhat new and somewhat different was that in America, middle ranking bureaucrats were dispatched to the wilderness to negotiate terms with small bands of hunter-gatherers, and that a hundred and fifty years later those sometimes vague and sketchy agreements are still taken seriously by the highest courts in the land, and that sometimes millions of dollars change hands based on some judge’s ruling about what those old words must mean.

There’s something noble in that, something hopeful. I think it would be a shame–and bad history–to teach what Joseph Dixon did without also attempting to make clear that he wasn’t the whole story.

Part of my teaching commitment is to increase young people’s ability to think at the level of principle. It’s something–but not enough–to feel bad when we see bad things happen to people who don’t deserve it. That’s something–where we start. It’s not, I hope, where we stop.

Toward a New Story for Schooling

Saul O. Sidore Distinguished Lecture
University of New Hampshire

My topic is “Toward a New Story for Schooling,” but I’m really telling an old story: we can’t separate education from community and we can’t understand communities without understanding them as a web of stories. To improve our schools, we need to pay attention to the stories our communities tell themselves about what they face, what is worth wanting, and where to go next. A new story can suddenly change us–as individuals, communities, or nations.

In 1849 Kit Carson set off in pursuit of a band of Apaches who had captured a white woman. The anecdote, related by Carson himself, sounds like the beginning of a movie. However, Carson had to ride his sweating horse not through the West of some scriptwriter’s imagination, but through a world more like the one we experience every day. A world where we lose the trail, move too slowly, lose our nerve, take the wrong turn, arrive too late or in the wrong place. By the time Carson caught up with the Indians, the woman was dead.

In the abandoned Apache camp he found something else though. A book about a largely fictional character named “Kit Carson” who was a great Indian-slaying hero. It was a shock to him. According to historian Richard White, “Carson’s reaction to finding the book . . . was to lament his failure to live up to his fictional reputation.” The actual Kit Carson was something less than god-like. He couldn’t tuck his pants into a pair of colorful boots, swoop into the scene amid a glittering whirl of rhinestones and leather fringe to perform six-gun magic against the doomed forces of evil. Compared to pulp fiction, real life seemed a bit dismal. And so “the fictional Carson became the standard for the real Carson.”

His life began trying to imitate the story. And who can blame him? We all have within us the heroic impulse. We want lives of meaning, of purpose, of significance and so do our students. If our schools don’t allow young people to feel themselves heroically engaged in something that matters, if we don’t organize them into stories that capture their imagination, filling them with visions of how they want to be, they will fall easy prey to other storytellers, which are all around us.

It has always been that way. There are stories and images loose in the world that capture us and drive our destiny. Such stories rival geography and economics as forces that shape the history both of individuals and nations.

The trouble in schools today can best be understood as a crisis in the narrative environment.

Full Text PDF: “A New Story for Schooling”

Robert E. Lee on honesty: a companion text to Machiavelli

When my rhetoric and composition class held a Socratic dialogue on an excerpt from Machiavelli’s The Prince [Machiavellei: The Morals of the Prince], a consensus formed quite quickly that one had to do what one had to do–that is, lie.

I injected a counter argument into the conversation, suggesting that it is possible to approach public life in the spirit of Socrates, using language only to discover and communicate truth–having goals that one is willing to advocate for explicitly and honesty so that one can also adopt truth telling as one’s method.

A stronger approach would have been to be sure that students had read counter arguments by other writers before the dialogue, so that the discussion could focus on understanding and analyzing various points of view, rather than agreeing or disagreeing with what they guess is the teacher’s opinion.

So I’ve been looking for a text that could serve as one of the companion texts for Machiavelli. A letter by Robert E. Lee to his oldest son might serve. Here he argues for being frank in every situation:

You must study to be frank with the world; frankness is the child of honesty and courage. Say just what you mean to do on every occasion, and take it for granted you mean to do right. If a friend ask a favor, you should grant it, if it is reasonable; if not, tell him plainly why you cannot. You will wrong him and wrong yourself by equivocation of any kind. Never do wrong to make a friend or keep one; the man who requires you to do so is dearly purchased at a sacrifice. Deal kindly but firmly with all your classmates; you will find it the policy which wears best. Above all, do not appear to others what you are not. If you have any fault to find with any one, tell him, not others, of what you complain; there is no more dangerous experiment than that of undertaking to be one thing before a man’s face and another behind his back. We should live, act, and say nothing to the injury of any one. It is not only best as a matter of principle, but it is the path to peace and honor.

In regard to duty, let me, in conclusion of this hasty letter, inform you that nearly a hundred years ago there was a day of remarkable gloom and darkness—still known as ‘the dark day,’—a day when the light of the sun was slowly extinguished as if by an eclipse. The Legislature of Connecticut was in session, and its members saw the unexpected and unaccountable darkness coming on. They shared in the general awe and terror. It was supposed by many that the last day had come. Some one, in the consternation of the hour, moved an adjournment. Then there arose an old Puritan legislator, Davenport, of Stamford, and said that if the last day had come, he desired to be found at his place doing his duty, and therefore moved that candles be brought in, so that the House could proceed with its duty. There was quietness in that man’s mind, the quietness of heavenly wisdom and inflexible willingness to obey present duty. Duty, then, is the sublimest word in our language. Do your duty in all things, like the old Puritan, You cannot do more; you should never do less. Never let me and your mother wear one gray hair for any lack of duty on your part.

“Human virtue should be equal to human calamity.” That’s rhetoric worth pondering.