Conscience of a Conservative by Barry Goldwater

shortages can be taken care of by the localities concerned. But more: to the extent the problem is qualitative—which in my opinion it mainly is—it is manifestly one that lends itself to correction at the local level. There is no place where deficiencies in the content of an educational system can be better understood than locally where a community has the opportunity to view and judge the product of its own school system.
    In the main, the trouble with American education is that we have put into practice the educational philosophy expounded by John Dewey and his disciples. In varying degrees we have adopted what has been called "progressive education."
    Subscribing to the egalitarian notion that every child must have the same education, we have neglected to provide an educational system which will tax the talents and stir the ambitions of our best students and which will thus insure us the kind of leaders we will need in the future.
    In our desire to make sure that our children learn to "adjust" to their environment, we have given them insufficient opportunity to acquire the knowledge that will enable them to master their environment.
    In our attempt to make education "fun," we have neglected the academic disciplines that develop sound minds and are conducive to sound characters.
    Responding to the Deweyite attack on methods of teaching, we have encouraged the teaching profession to be more concerned with how a subject is taught than with what is taught. Most important of all: in our anxiety to "improve" the world and insure "progress" we have permitted our schools to become laboratories for social and economic change according to the predilections of the professional educators. We have forgotten that the proper function of the school is to transmit the cultural heritage of one generation to the next generation, and to so train the minds of the new generation as to make them capable of absorbing ancient learning and applying it to the problem of its own day.
    The fundamental explanation of this distortion of values is that we have forgotten that purpose of education. Or better: we have forgotten for whom education is intended. The function of our schools is not to educate, or elevate, society; but rather to educate individuals and to equip them with the knowledge that will enable them to take care of society's needs. We have forgotten that a society progresses only to the extent that it produces leaders that are capable of guiding and inspiring progress. And we cannot develop such leaders unless our standards of education are geared to excellence instead of mediocrity. We must give full rein to individual talents, and we must encourage our schools to enforce the academic disciplines—to put preponderant emphasis on English, mathematics, history, literature, foreign languages and the natural sciences. We should look upon our schools—not as a place to train the "whole character" of the child—a responsibility that properly belongs to his family and church—but to train his mind.
    Our country's past progress has been the result, not of the mass mind applying average intelligence to the problems of the day, but of the brilliance and dedication of wise individuals who applied their wisdom to advance the freedom and the material well-being of all of our people. And so if we would improve education in America—and advance the fortunes of freedom—we will not rush to the federal treasury with requests for money. We will focus attention on our local community, and make sure that our schools, private and public, are performing the job the Nation has the right to expect of them.

C H A P T E R     T E N
     
    The Soviet Menace
     
    A ND STILL the awful truth remains:
    We can establish the domestic conditions for maximizing freedom, along the lines I have indicated, and yet become slaves. We can do this by losing the Cold War to the Soviet Union.
    American freedom has always depended, to an extent, on what is happening