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 wrong according to nature and according to God. With this Declaration, they started the new nation on a path that would lead to the end of slavery. As Abraham Lincoln explained, the founding generation was in no position to end this monstrous crime in one stroke, but they did mean “to declare the right, so that the enforcement of it might follow as fast as circumstances should permit.”

The point is this: The key to freedom for all is discovered in the moral standard proclaimed in the Declaration. It would, the founders hoped, prove to be the key that would unlock the door to equality and liberty for all. History tells the story of how our country has succeeded—and at times failed—in living up to the standard of right and wrong. Our task as citizens in a national community is to live—and it is the task of teachers to teach—so as to keep our community in line with our principles.

The purpose of genuine, liberal education is to come to know what it means to be free. Education seeks knowledge of the nature of things, especially of human nature and of the universe as a whole. Man is that special part of the universe that seeks to know where we stand within it. We wonder about its origins. The human person is driven by a yearning for self-knowledge, seeking to understand the essential nature and purpose of his or her life and what it means to carry that life out in relationship with others.

The surest guides for this quest to understand freedom and human nature are the timeless works of philosophy, political thought, literature, history, oratory, and art that civilization has produced. Contrary to what is sometimes claimed, these works are not terribly difficult to identify: they are marked by their foundational and permanent character and their ability to transcend the time and landscape of their creation. No honest, intelligent surveyor of human civilization could deny the unique brilliance of Homer or Plato, Dante or Shakespeare, Washington or Lincoln, Melville or Hawthorne.

But far too little of this guidance is given in American classrooms today. In most K-12 social studies and civics classes, serious study of the principles of equality and liberty has vanished. The result has been a rising generation of young citizens who know little about the origins and stories of their country, and less about the true standards of equality and liberty. This trend is neither new nor unreported, but it is leaving a terrible and growing void as students suffer from both the ignorance of not realizing what they lack, and a certain arrogance that they have no need to find out. This pronounced decline of American education began in the late nineteenth century when progressive reformers began discarding the traditional understanding of education. The old understanding involved conveying a body of transcendent knowledge and practical wisdom that had been passed down for generations and which aimed to develop the character and intellect of the student. The new education, by contrast, pursued contradictory goals that are at the same time mundane and unrealistically utopian.
 * THE DECLINE OF AMERICAN EDUCATION

In the view of these progressive educators, human nature is ever-changing, so the task of the new education was to remake people in order to improve the human condition. They sought to reshape students in the image they thought best, and education became an effort to engineer the way students think.

This new education deemed itself “pragmatic,” subordinating America’s students to the demands of the new industrial economy for skills-based, jobs-oriented training. Rather than examine the past for those unchanging truths and insights into our shared humanity, students today are taught to assume that the founders’ views were narrow and deficient: that’s just how people used to think, but we know better now. 35