In 1987, about 500 students at Stanford University gathered to protest against Stanford’s Western Culture curriculum. The invited speaker was 1984 and 1988 presidential candidate, Jesse Jackson. After his speech, he joined the students as they marched to present their demands to the faculty senate and chanted, “Hey hey, ho ho, Western Culture’s got to go!”
News reports led Americans to understand that what students and men such as Jackson were demanding was simply that undergraduates be exposed to other cultures such as the Sumerian or Inca civilizations or the achievements of Japan or China or the Arabs.
However, as usual, the media’s reporting was mere obfuscation.
Here is the chant again: “Hey hey, ho ho, Western Culture’s got to go!”
This was exactly what had already been happening in Stanford and universities across the land for decades, and would take on added fury thereafter: a bold attack against our culture. This attack was based on neo-Marxist and other radical doctrines (ironically derived from Western sources). And the attack succeeded.
(Paradoxically, the Western Culture class, similar to its predecessor Western Civilization, was the most popular of the classes in Stanford, and was attended by students of all cultural backgrounds. In effect, the protests were actually against fellow students who saw value in learning about their history.)
So, instead of teaching our inherited culture, universities engaged in counter-cultural warfare, teaching gay, feminist, Afrocentric, and myriad more subjects, all designed to demonstrate how such are oppressed and dominated by Western Culture. And now we see the same attacks waged by high school and elementary school teachers.
In other words, academics are now designed to relentlessly bombard upcoming generations with opprobrium against our heritage, our history, and our historical figures.
This did not start in 1987. I vividly recall a conversation in 1975 wherein a professional colleague slandered George Washington, asserting as fact something he could not possibly know and for which there is not a scintilla of evidence, outside the fervid imaginations of his college’s professoriate.
In the 1960s radicals in American colleges and universities had fully bought into the assertion that “Western Civilization” was an early 20th-century construct, taught only to justify American entry into Europe’s wars in order to defend “our civilization”. That, in fact, such teaching did not form a part of any curriculum of higher learning prior to World War I.
How intellectuals could affirm such drivel and get away with it will one day be a subject of marvel, I suppose. Akin to how their cerebral forebears fervently believed in bleeding, phrenology, and ouija boards.
A cursory review of the writings and speeches of our colonial and early republic religious and political leaders, as well as great amounts of surviving correspondence from many lesser lights of the era, clearly demonstrates their understanding of our heritage, which was first described as “Christendom” and much later as “Western Civilization”.
Just to take one example, Jonathan Edwards, the American Puritan minister most associated with the 18th Century Great Awakening in America, preached a series of over 30 sermons on God’s providential dealings with men, which he had intended to develop into book form but died before realizing that intention. Nevertheless, the sermons were published posthumously in the 1770’s as A History of the Work of Redemption, and you can find this work in Banner of Truth and Amazon, should you be so inclined.
In this work, Edward’s integrated landmark moments in the story of Christendom, such as the conversion of Constantine, the fall of Rome, the defeat of the Spanish Armada, the Guttenburg Press, the Enlightenment deism, and more, and tied these into God’s providential history of His creation. He refuted atheistic Enlightenment narratives by demonstrating God’s work through history and nations.
Edwards is just one of a great many American founding luminaries who not only possessed a deep knowledge of our heritage and culture, but also taught it to future generations. This is the heritage our academic, communications, corporate, medical, political, and other classes have so casually cast aside.
Nevertheless, as Professor Stanley Kurtz has written, “The Western tradition is the source of our founding principles and constitutional system. That is the most important reason for civic-minded citizens to study it.”
What is that “Western tradition”?
Jesse Jackson in Stanford, 1987, seeking to keep the majority of students from learning our heritage.
Jonathan Edwards, 1703-1758
