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The War Against the Young - Page 3
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iberal reformers, no matter how tough, won't effect and might even forestall the necessary changes. In our universities, for example, there is no point in removing symptoms and leaving the germs. It is true, as the young have let us know with an energy that isn't always convenient even to sympathizers like myself, that our universities are too often run by fat cats, that renowned professors are bribed by no or little teaching, that a disproportionate amount of teaching is done by half-educated, miserably underpaid, and distracted graduate assistants, that, as a consequence of this imbalance, research of the most exciting kind has very little immediate bearing on curriculum, which remains much as it has for the past fifty years, and that, as Martin Duberman eloquently showed in a recent issue of Daedalus, authoritarianism in curriculum and in teaching, not to be confused with being an authority in a subject, is so much a part of our educational system that university students arrive already crippled even for the freedom one is prepared to give them. These conditions exist in a pattern of idiotic requirements and childish, corrupting emoluments not simply because our universities are mismanaged. The mismanagement has itself a prior cause which is to be found in the way most people think about scholarship and its relation to teaching—a question which is a kind of metaphor for the larger one of the relations between the generations: what conditions permit the most profitable engagements between an older mind that is trained and knowledgeable and a younger one anxious to discover itself but preconditioned by quite different cultural circumstances?

These circumstances have, of course, always differed between one generation and another, but never so radically as now. Never before have so many revered subjects, like literature itself, seemed obsolete in any strict compartmental form; never before have the divisions between such subjects as anthropology, sociology, and languages seemed more arbitrary and harmful to intelligent inquiry; and seldom in the history of modern civilization has there been a greater need felt by everyone for a new key to our mythologies, a key that we nervously feel is about to be found. For if we are at a moment of terror we are also at a moment of great expectation and wonder, for which the young have a special appetite. To meet this challenge, the universities need to dismantle their entire academic structure, their systems of courses and requirements, their notion of what constitutes the proper fields and subjects of academic inquiry.

Most people who teach have in their heads some ideal university, and mine would be governed by a single rule: there is nothing that does not need to be studied in class, including, of course, the oddity of studying in a class. Everything and everybody, the more randomly selected the better, has to be subjected to questions, especially dumb questions, and to the elicitation of answers. The point is that nothing must be taken for other than "strange," nothing must be left alone. Study the morning paper, study the teacher, study the listless slouching of some students—half-dead already at eighteen. But above all, those working in advanced research sponsored at any university would also let capable students study that research and ask questions about it. And if in fact some things cannot be taught, then that in itself should be the subject of inquiry. The hierarchies that might evolve would be determined on a wholly pragmatic basis: for subjects, by the amount of effort and time needed to make something yield up the dimensions of its mystery; for any way of thinking, by the degree to which it raises a student to eye level with the potentialities of a subject, the degree to which it can tune his ears into it. Above all, the university would be a place where curricula are discovered anew perhaps every year or so. The argument that the demands of an existing student body cannot be allowed to determine policy for succeeding ones would mean the reverse of what it now means: not that changes are difficult to effect, but that they would be effected year after year, if necessary, to meet the combined changes of interest in student and faculty. Given the sluggishness of most people, the results of such a policy would not be nearly as chaotic or exciting as one might imagine. Indeed, what would be hoped for is more disruption, and therefore more questioning and answering than one would ever get.

In confronting oppositions from youth as in other matters short of Vietnam, Lyndon Johnson is a genius in that his most decent impulses, and he has some, don't merely serve, aren't merely synchronized with, but are indistinguishable from his often uncanny political instinct for pacifying any opposition, for castrating any force that threatens to move the system off the center track which carried him to power. While demonstrations at Columbia were making Hubert Humphrey sick "deep inside," and Nixon was reportedly saying that if there were a second Columbia he wouldn't have to care whom he had to run against, LBJ was proposing that the vote be given to all people between eighteen and twenty-one. But the terrible price of the political logic he so masterfully handles is at once made evident if we ask what many of the young, and not simply the militant ones, would find to vote for in this election. They would be joining the electorate just when it is at last stagnating from our national satisfaction with the mere manipulation and redistribution of the poisons within us. So ingeniously is the center still in control of the manipulative forces that there will not be a turn to the right within our political system, not one with any more chance of success than Goldwater, at least, and no one within the system represents the left. The danger sign will be abstention, political indifference, a decision not to care very much who wins, not to participate in a process that affords only a negative choice.

When any large number of people demonstrate their indifference to the choices offered them, they tend to invent others that exist outside the going "democratic" system. They tend to gravitate toward some species of the "participatory democracy" for which the elitist young are most severely criticized. It's fortunate that Johnson's voting-age proposal can't be enacted in time for the young people of eighteen to twenty-one to enter a political imbroglio so contemptibly arranged as this one. It could only further convince them of the necessity for some kind of nondemocratic movement to replace the farce of democracy in which they'd have been asked to take part, and it would allow their critics to assign to them some blame for the consequences of the indifference among the older electorate. The indifference grows on the momentum supplied not by the young but by the nature of our public life. The now not uncommon proposition that our problems are no longer manageable within existing political systems, and that we need an Authority empowered to decide what is best for us, cannot be ascribed merely to youth, Herbert Marcuse, Vietnam, race, violence, or any combination of these. The emerging failure of confidence in our way of managing ourselves and our interests in the world is the consequence of a political process now overwhelmed by the realities it has tried to hide, realities that have grown like cancer cells treated by pain-killers.

Instinctively, the militant young are involved less in a political rebellion, where demands for their "program" would be relevant, than in an attack on the foundations of all of our current political programming. The issues they raise and the issues they personify are essentially anthropological, which brings us to the cultural rather than the political importance of the President's proposal to move the voting age back from twenty-one to eighteen. The importance can be dramatized, with no intention of melodrama, by predicting that within twenty years or so it will be necessary to propose, if not to pass, a voting age of sixteen. Like other mere changes of policy, changes in voting age should not be taken as a sign that we are suddenly to be governed by new or radical modes of thinking. Rather, such reforms signal the accumulated power of forces which our operative modes of thinking have before tried to ignore and which they will now try to make invisible by absorption.

But with the mass of youth—nearly half the population is now under twenty-five—our society is faced with an unprecedented difficulty in the application of this essentially social technique. For when it comes to the young, society is not simply absorbing a group who, like the Irish or labor, duplicate in their social organization each part of the dominant group. To give something like adult or historic identity to a mass that has up to now been relegated to the position of "youth" means a disruptive change in the concept of human identity, of when that identity is achieved, of what it properly should contribute to history. The time scheme that governs our ideas of adolescence, youth, and maturity has changed many times in history since the sixteenth century—Juliet was fourteen, and early in the eighteenth century the age of consent was ten—but it was adjusted to the convenience of an extraordinarily small ruling minority which was in turn submissive to familial regulations. For the first time in history a change of this kind is being made on demand from a powerful mass of young people freed of familial pieties, and never before has a society worked as strenuously as ours, through a mesh of mythologies, to hold these young people back, in an unmercifully prolonged state of adolescence and of what we call "youth." Especially in the United States, thc representative and most talented young—the students—have for generations been forced not to take themselves seriously as men and women.

So far, the rebellion has accomplished at least one thing: it has succeeded in demoting "collegiate types" (and the sickly reminiscent values that they injected into later life) from glamour to absurdity. The change is not complete, and it never will be. Whole campuses are holdouts, some quite distinguished ones, like Yale and Stanford, where the prep-school ethos remains dominant, while at others the overwhelming number of young clods makes it difficult for the few students who really are alive even to find one another, much less establish an esprit that can irradiate more than a small circle. Still, recent agitations have confirmed some of the advances made by the earlier generation of students under the G.I. Bill and cleared still more room on American campuses for the kind of young person who does want to enter history at eighteen, and who is therefore contemptuous of society's cute and reassuring idea of the collegiate —with Lucille Ball as ideal House Mother. Such historical self-consciousness on the part of university students has been fairly common in Europe and in England, where, as shown by Peter Stansky and William Abrahams in Journey to the Frontier, students in the thirties could feel that the "journey" to the Spanish Civil War did not follow but rather began at Oxford and Cambridge. But the differences are obvious, and again, relate to class and family: children of the English upper classes were educated to feel historical, and what distinguished them from lower-class boys was that from boyhood their "careers" meant something to the political and historical career of England. Only rarely, and almost exclusively at Harvard, does this phenomenon occur in American universities. Education in American universities has generally been a combination of utilitarian course work and play-acting, "getting ready" to be an adult, even if it meant still getting ready at twenty-two.

he shattering of this pattern has been the work of a complex of forces that include students within the larger power bloc of youth, with its enormous influence on dress and mores, and, perhaps above all, its success in the fields of entertainment. By force of numbers and energy alone, the young have created images which older people are now quite anxious to endow with a sexual-social significance that they before refused to find in the activity of "kids." Put another way, youth has ceased to fulfill the "literary" role which American society has been anxious to assign them. They no longer supply us with a pastoral, any more than the "darkies" do, and this is a serious cultural deprivation for which we have yet to discover a replacement.

Every civilization has to invent a pastoral for itself, and ours has been an idea of youth and of adolescence that has become socially and economically unprofitable, demographically unmanageable, and biologically comic. By a pastoral I mean any form of life that has, by common consent, been secured from the realities of time and history. Some form of pastoral is absolutely essential: it helps stabilize the cycles of individual lives and of civilizations. Its function is an idealizing, simplifying one: it secures certain elemental human attributes from the contaminations of time and of historical involvement. But if the logic of pastoral is to protect certain attributes, its ulterior motive is to keep the human embodiment of these attributes in their proper place, servants rather than participants in daily business where real men really face complex reality.

Insofar as America's imagination of itself can be inferred from literature, from popular entertainment, from fashions, conventions, and educational theory, it can be said that we have used youth as a revenge upon history, as the sacrificial expression of our self-contempt. Youth has been the hero of our civilization, but only so long as it has remained antagonistic to history, only so long as it has remained a literary or mythological metaphor. War, the slaughter of youth at the apparent behest of history, is the ultimate expression of this feeling. The American hatred of history, of what it does to us, gets expressed in a preposterous and crippling idealization of youth as a state as yet untouched by history, except as a killer, and in a corresponding incapacity to understand the demand, now, by the best of the young, to be admitted into it. More hung up on youth than any nation on earth, we are also more determined that youth is not to enter into history without paying the price of that adulteration we call adulthood. To justify what grown-ups have made of our young, virgin, uncontaminated land, it's as if we are compelled to show that what happened was necessary. Exceptions would prove our human culpability for what is otherwise ascribed to history, and so all that is best in our land must either be kept out of history or tarnished by it. Like our natural wonders, youth will be allowed to exist only on condition that it remain, like some natural preserve, outside the processes that transform everything else into waste.

Surely the destination of our assets needn't be so bleak, so inexorable, so neurotically determined. It will now be seen whether or not we are to exhaust our youth, whether or not in its vulnerability, its continually evaporating and exposed condition, it can resist being made grist for the mill. Because youth is not a historically grounded pressure group, aware of its history, jealous of its progress, continuous and evolving. It is rather what we, all of us, sometimes are. I have avoided any precise definition of youth because it refers to the rare human condition of exuberance, expectation, impulsiveness, and above all, of freedom from believing that all the so-called "necessities" of life and thought are in fact necessities. This condition exists most usefully, for the nation and the world, in people of a certain age, specifically in those who have attained the physical being that makes them wonderfully anxious to create life, to shape life, to enter into life rather than have it fed into them. It is the people of this age, members of what Freidenberg calls the "hot-blooded minority," who are in danger of obliteration as representatives of youth. It is impossible for them to remain youth, in any sense that would profit the rest of society, and also enter into history on the hateful terms now offered them by our political, economic, and technological system. Lyndon Johnson knew instinctively what he was up to when, calling for a vote for people of this age, he remarked that they deserved it because they are "adults in every sense."

Fine, if that means we now change our concept of adulthood to include an eighteen-year-old Bob Dylan rather than an eighteen-year-old Nixon, some creep valedictorian. But that isn't what he has in mind. LBJ has not changed his way of thinking about youth, adulthood, or anything else. He has merely responded to this fantastic cultural opportunity the way our leaders respond to any such opportunity for change: they merely make more room in the house with as little inconvenience as possible to the settled inhabitants. All he proposes to do, and this will have some amusing as well as sad consequences, is lift the term youth from those who threatened us with it, and then hold it in reserve for the time, not far off, when it can be quietly left on the narrow shoulders of what we now call adolescents. Some tinkering will be necessary here and there, of course. The Adolescent Clinic at Children's Hospital in Boston chooses the ages thirteen to nineteen for its patients, but those who've seen some of the ten-to-twelve-year-olds who sneak in tell me that if the ranks of adolescence are to be depleted to fill the vacated positions of youth, these in turn will be quickly occupied by Robert Coles's children of crisis. This will seem a facetious prediction to people who like to think they are reasonable.

So, what I'm saying is that if young people are freeing themselves from a repressive myth of youth only to be absorbed into a repressive myth of adulthood, then youth in its best and truest form, of rebellion and hope, will have been lost to us, and we will have exhausted the best of our natural resources.

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Copyright © 1968 by Richard Poirier. All rights reserved.
The Atlantic Monthly; October 1968; The War Against the Young - 68.10; Volume 222, No. 4; page 55-64.