Forever.

In a recent post, Kurt points to an article on a form of mass-murder being committed in classrooms today.

In the movie, Amadeus, there is a spirited dialog that Mozart has with Baron Von Swieten over themes and appropriate content for the masses ...

VON SWIETEN

Mozart, music is not the issue here.  No one doubts your talent. It is  your judgment of literature that's in question. Even with the politics taken out, this thing would still remain a vulgar farce. Why waste your spirit on such rubbish?  Surely you can choose more elevated themes?

MOZART

Elevated?  What does that mean?  Elevated! The only thing a man should elevate is - oh, excuse me. I'm sorry.  I'm stupid. But I am fed up to the teeth with elevated things! Old dead  legends! How can we go on forever writing about gods and legends?

VON SWIETEN (aroused)

Because they do. They go on forever - at least what they represent. The eternal in us, not the ephemeral. Opera is here to ennoble us. You and me, just as much as His Majesty.

It's always been happening, the battle continues today, and the good guys are losing, horribly.

Being a sixth-grade teacher, I'm privileged to have a front row seat for some of the most vulgar, rightfully childish, but genuinely funny behavior I've ever witnessed -- I consider it a perk of my position.  To return the favor, I'm an evangelist for Mozart, Caravaggio, and Stevenson.  Missionary work takes perseverance and patience, key to conversion being experience, which leads to dialog, which leads to exploration, which leads to choice, which leads to understanding and growth.

This is where the battle is being lost.  Kids are missing experiences with greatness.  I took my sixth-grade class to a school-sponsored book fair recently and was saddened (though not shocked) to see that there wasn't a single volume of classic literature among the offerings.  My classroom is thought to be a rarity, an exception, a "nerd clubhouse," even an oddity, sometimes called inappropriate for the age I teach because of the types of literature, music, and art that we explore, discuss, and think about.  Students today know nothing about Jim Hawkins, Medusa, and the Jupiter Symphony because not only have their parents missed those boats, but their teachers have as well (see a recent post on the value of real music).  

In an effort to devote more time to reading and math, our district has decided to cut the time devoted to science and social studies taught in a year in half -- one semester of science, one semester of social studies.  And still, I defy you to find a copy of Kidnapped, The Last of the Mohicans, or The Wind in the Willows on a classroom bookshelf, let alone in the library, er -- excuse me -- Media Center.

Sir Philip Pullman says that the best way to teach kids the value of good literature isn't to drill them with lessons on plot sequence, character types, and conflict, but to leave good literature lying around to be explored, without surveillance, without judgement, without commitment, in hopes that kids will find a lifeline and grab hold.  This might be the only hope. 

Kids need to be told stories, not by appeasers, but by crusaders who care about their hearts and souls, by those willing to use courage and take the time to read to kids, sing to kids, dance to Mozart with kids; showing the not only The Way, but the purpose and the benefit of The Way.

A scene from Dead Poets Society ...

We don't read and write poetry because it's cute. We read and write poetry because we are members of the human race. And the human race is filled with passion.

Medicine, law, business, engineering, these are all noble pursuits, and necessary to sustain life.  But poetry, beauty,  romance, love, these are what we stay alive for. To quote from Whitman:

"O me, o life of the questions of these recurring, 

Of the endless trains of the faithless, of cities filled with the foolish …

What good amid these, o me, o life? 

Answer: 

That you are here. That life exists, and identity.

That the powerful play goes on, and you may contribute a verse ...