Book Review: Who Killed Homer? by Victor Davis Hanson and John Heath

Something is amiss in higher education and has been for some time. Unfortunately, this something amiss in higher education has also steadily trickled down to primary and secondary education, so infected them that these too are now permeated by the same ailment — or, rather, ailments. As Hanson and Heath (the two authors of this book) and a number of other brave souls have pointed out, these ailments, though they come in a variety of forms, can be narrowed down to three basic categories: multiculturalism, vocationalism, and careerism. Tackling each of these and the symbiotic relationship that exists between them specifically in the Classics departments of America’s universities, Hanson and Heath do a great deal to diagnose while also providing some excellent advice for a future cure.

Multiculturalism has, of course, brought havoc to nearly all of the American education system, ironically doing the most harm to those it was supposed to help. Rather than empowering African American, Hispanic, and other minority students, however, multiculturalism has further disadvantaged these students by denying them access to the knowledge that would make them education and successful denizens of Western Civilization. As Hanson and Heath show, multiculturalism has harmed all of us by denigrating the civilization that we are the inheritors and whose thought world we continue to live within while heaping up a large and steamy pile of sophisms about the history of the West and its relation to other civilizations.

Vocationalism may be the ailment in American education that has entrenched itself the deepest. It now runs from the kindergarten all the way through the doctoral program. There is a constant and consistent focus on what makes money rather than on what is good, true, and beautiful. Classics has been one of the majors hardest hit by this focus on vocationalism as the refrain of “how will you make money with that?” has steadily worn down the numbers of students willing to pursue a costly college degree in a field that, they are continuously assured, they will never be able to earn a sufficient income with. Damned be the truth that a man with a BA in Classics will undoubtedly prepare anyone to be a fast learner with solid interpersonal skills fit for nearly any job in business or education.

Tied closely to these ailments, and, in a sense, providing the filth upon which they feed, is careerism. It is remarkably difficult to find a professor or even a K-12 teacher who is not focused on their career above the needs of their students. The professor seeks an ever decreasing course load in order to pursue ever more specialized (and therefore ever more irrelevant) research that no one will read. The K-12 teacher kowtows to the educational authorities’ latest pedagogical fads and buzz words, teaches to the test, and dumbs down the curriculum so everyone will pass. The result is a woefully undereducated, distracted populace that can handle only “Greek Mythology in Cinema 101” rather than “Introductory Homeric Greek.” And the fate of the Greeks — and the civilization they gave us — is sealed.

I recommend this book to anyone interested in an insight into the profoundly depressing world of modern academia. But, remember, it’s not all doom and gloom: the light of the end of the tunnel is you, if you so choose.

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