Closing of the American Mind (14 page)

I do not believe this somber situation is the fault of the white students, who are rather straightforward in such matters and frequently embarrassingly eager to prove their liberal credentials in the one area where Americans are especially sensitive to a history of past injustice. These students have made the adjustment, without missing a beat, to a variety of religions and nationalities, the integration of Orientals and the change in women's aspirations and roles. It would require a great deal of proof to persuade me that they remain subtly racist. Although preferential treatment of blacks goes against a deep-seated conviction that equal rights belong to individuals and are color-blind, white students have been willing by and large to talk themselves into accepting affirmative action as a temporary measure on the way to equality. Still this makes them uncomfortable because, although they are very used to propaganda and to the imposition of new moralities on them, in daily life they like to act as they think and feel. And they do not think that black is beautiful any more than they think white is beautiful, and they do not think that a student who is not qualified is qualified. So the tendency among white students is to suppress the whole question, act as though it were not there, and associate with the minority of blacks who want to be associated with and forget the rest. They cannot befriend blacks as blacks, and the heady days of a common purpose are gone. The discriminatory laws are ancient history, and there are large numbers of blacks in the universities. There is nothing more that white students can do to make great changes in their relations to black students.

Thus, just at the moment when everyone else has become a “person,” blacks have become blacks. I am not speaking about doctrine, although there was much doctrine at the beginning, but about feeling. “They stick together” was a phrase often used in the past by the prejudiced about this or that distinctive group, but it has become true, by and large, of the black students. In general, the expectation of anything other than routine contact in classes or at campus jobs—usually quite polite—has vanished. This is peculiar inasmuch as race is less spiritually substantial than religion, and also inasmuch as integration was both the goal and the
practice of blacks in universities prior to the late sixties, when numbers were smaller and human difficulties greater. Further, it is peculiar in that blacks seem to be the only group that has picked up “ethnicity”—the discovery or the creation of the sixties—in an instinctive way. At the same time, there has been a progressive abandonment on their part of belief or interest in a distinctive black “culture.” Blacks are not sharing a special positive intellectual or moral experience; they partake fully in the common culture, with the same goals and tastes as everyone else, but they are doing it by themselves. They continue to have the inward sentiments of separateness caused by exclusion when it no longer effectively exists. The heat is under the pot, but they do not melt as have
all
other groups.

There are obviously some good reasons for this, and it is the right of any part of the large community in a pluralistic society to separate itself. But the movement of the blacks goes counter not only to that of the rest of society, and tends to put them at odds with it, but also to their own noblest claims and traditions in this country. And it is connected with a dangerous severing of the races in the intellectual world, where there can be no justification for separatism and where the ideal of common humanity must prevail. The confrontations and indignations of the political realm have become firmly fixed in the university. For this the university's loss of conviction in its universalizing mission must bear a part of the blame. Since the end of World War II there was in most major universities an effort—ever increasing in intensity—to educate more blacks, in the sincere American belief that education is good and the inclusion of blacks at the highest levels of intellectual achievement would be decisive in the resolving the American dilemma. Practically nobody hesitated, and there were private discussions about whether, at least in the beginning, standards should not be informally lowered for talented but deprived blacks in order to help them catch up. Decent men took different sides on this question, some believing that blacks, for the sake of the example they were to set and for their own self-respect, should be held to the highest standards of achievement, others believing that gains would be incremental over generations. No person of goodwill doubted that one way or another it would work out, that what had happened with respect to religion and nationality would also happen with race. At the peak of the civil rights movement there was a sense of urgency about enrolling greater numbers of blacks in order to prove the absence of discrimination. A sign of the
times was the reappearance of pictures on applications so that blacks could be identified, whereas pictures had been banished a decade previously so that blacks could not be identified. High school records and standardized tests began to be criticized as insufficient guides to real talent. But the goal was unchanged—to educate black students as any student is educated and to evaluate them according to the same standards. Everyone was still integrationist. The belief was that insufficient energy had been devoted to the recruitment of talented black students. Cornell, where I taught for several years, was one of many institutions that announced great increases in goals for enrollment of blacks. The president, adding a characteristic twist, also announced that not only would it seek blacks, but that it would find them not among privileged blacks but in the inner cities. At the beginning of the 1967 academic year there were many more blacks on campus and, of course, in order to get so many, particularly poor blacks, standards of admission had silently and drastically been altered. Nothing had been done to prepare these students for the great intellectual and social challenges awaiting them in the university. Cornell now had a large number of students who were manifestly unqualified and unprepared, and therefore it faced an inevitable choice: fail most of them or pass them without their having learned. Moralism and press relations made the former intolerable; the latter was only partially possible (it required consenting faculty and employers after college who expected and would accept incompetence) and was unbearably shameful to black students and university alike. It really meant that blacks would be recognizably second-class citizens.

Black power, which hit the universities like a tidal wave at just that moment, provided a third way. Integrationism was just an ideology for whites and Uncle Toms. Who says that what universities teach is the truth rather than just the myths necessary to support the system of domination? Black students are second-class not because they are academically poor but because they are being forced to imitate white culture. Relativism and Marxism made some of this claim believable. And the discomfort of the times made it more so. Blacks were to be proud, and from them the university could learn its failings. Such a perspective was decidedly attractive to the kids who were the victims of the university's manipulations. Courses in black studies and black English, and many other such concessions, became the way out. It was hopefully assumed
that these would not fundamentally transform the university or the educational goals of black students. They were merely supposed to be an enrichment. But this was really a cop-out, and the license for a new segregationism that would allow the white impresarios to escape from the corner they had painted themselves into. The way was opened for black students to live and study the black experience, to be comfortable, rather than be constrained by the learning accessible to man as man.

When the black students at Cornell became aware that they could intimidate the university and that they were not just students but negotiating partners in the process of determining what an education is, they demanded the dismissal of the tough-minded, old-style integrationist black woman who was assistant dean of students. In short order the administration complied with this demand. From that moment on, the various conciliatory arrangements with which we are now so familiar came into being.

The black studies programs largely failed because what was serious in them did not interest the students, and the rest was unprofitable hokum. So the university curriculum returned to a debilitated normalcy. But a kind of black domain, not quite institutional, but accepted, a shadow of the university life, was created: permanent quotas in admission, preference in financial assistance, racially motivated hiring of faculty, difficulty in giving blacks failing marks, and an organized system of grievance and feeling aggrieved. And everywhere hypocrisy, contempt-producing lies about what is going on and how the whole scheme is working. This little black empire has gained its legitimacy from the alleged racism surrounding it and from which it defends its subjects. Its visible manifestations are to be found in those separate tables in the dining halls, which reproduce the separate facilities of the Jim Crow South. At Cornell and elsewhere, the black militants had to threaten—and to do—bodily harm to black students with independent inclinations in order to found this system. Now the system is routine. For the majority of black students, going to the university is therefore a different experience from that of the other students, and the product of the education is also different. The black student who wishes to be just a student and to avoid allegiance to the black group has to pay a terrific price, because he is judged negatively by his black peers and because his behavior is atypical in the eyes of whites. White students have silently and unconsciously adjusted to a group presence
of blacks, and they must readjust for a black who does not define himself by the group. He is painfully conscious that many whites, well-meaning ones, judge him by special standards. All this is daunting. The university's acquiescence in the interference with its primary responsibility of providing educational opportunity to those capable of education should be a heavy burden on its collective conscience.

Affirmative action now institutionalizes the worst aspects of separatism. The fact is that the average black student's achievements do not equal those of the average white student in the good universities, and everybody knows it. It is also a fact that the university degree of a black student is also tainted, and employers look on it with suspicion, or become guilty accomplices in the toleration of incompetence. The worst part of all this is that the black students, most of whom avidly support this system, hate its consequences. A disposition composed of equal parts of shame and resentment has settled on many black students who are beneficiaries of preferential treatment. They do not like the notion that whites are in the position to do them favors. They believe that everyone doubts their merit, their capacity for equal achievement. Their successes become questionable in their own eyes. Those who are good students fear that they are equated with those who are not, that their hard-won credentials are not credible. They are the victims of a stereotype, but one that has been chosen by black leadership. Those who are not good students, but have the same advantages as those who are, want to protect their position but are haunted by the sense of not deserving it. This gives them a powerful incentive to avoid close associations with whites, who might be better qualified than they are and who might be looking down on them. Better to stick together, so these subtle but painful difficulties will not arise. It is no surprise that extremist black politics now gets a kind of support among middle and upper-class blacks unheard of in the past. The common source that united the races at the peaks in the past has been polluted. Reason cannot accommodate the claims of any kind of power whatever, and democratic society cannot accept any principle of achievement other than merit. White students, as I have said, do not really believe in the justice of affirmative action, do not wish to deal with the facts, and turn without mentioning it to their all-white—or, rather, because there are now so many Orientals, non-black—society. Affirmative action (quotas), at least in universities, is
the source of what I fear is a long-term deterioration of the relations between the races in America.

Contrary to the popular prejudice that America is the nation of unintellectual and anti-intellectual people, where ideas are at best means to ends, America is actually nothing but a great stage on which theories have been played as tragedy and comedy. This is a regime founded by philosophers and their students. All the recalcitrant matter of the historical
is
gave way here before the practical and philosophical
ought to be
, as the raw natural givens of this wild continent meekly submitted to the yoke of theoretical science. Other peoples were autochthonous, deriving guidance from the gods of their various places. When they too decided to follow the principles we pioneered, they hobbled along awkwardly, unable to extricate themselves gracefully from their pasts. Our story is the majestic and triumphant march of the principles of freedom and equality, giving meaning to all that we have done or are doing. There are almost no accidents; everything that happens among us is a consequence of one or both of our principles—a triumph over some opposition to them, a discovery of a fresh meaning in them, a dispute about which of the two has primacy, etc.

Now we have arrived at one of the ultimate acts in our drama, the informing and reforming of our most intimate private lives by our principles. Sex and its consequences—love, marriage and family—have finally become the theme of the national project, and here the problem of nature, always present but always repressed in the reconstruction of man demanded by freedom and equality, becomes insistent. In order to intuit the meaning of equality, we have no need for the wild imaginative genius of Aristophanes, who in
The Assembly of Women
contrives the old hags entitled by law to sexual satisfaction from handsome young males, or of Plato, who in the
Republic
prescribed naked exercises for men and women together. We only have to look around us, if we have eyes to see.