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In the inherited situation, there is a curious intermingling, in even the same study, of concession to usefulness and a survival of traits once exclusively attributed to preparation for leisure. The "utility" element is found in the motives assigned for the study, the "liberal" element in methods of teaching. The outcome of the mixture is perhaps less satisfactory than if either principle were adhered to in its purity. The motive popularly assigned for making the studies of the first four or five years consist almost entirely of reading, spelling, writing, and arithmetic, is, for example, that ability to read, write, and figure accurately is indispensable to getting ahead. These studies are treated as mere instruments for entering upon a gainful employment or of later progress in the pursuit of learning according as pupils do not or do remain in school. This attitude is reflected in the emphasis put upon drill and practice for the sake of gaining automatic skill. If we turn to Greek schooling, we find that from the earliest years the acquisition of skill was subordinated as much as possible to acquisition of literary content possessed of aesthetic and moral significance. Not getting a tool for subsequent use but present subject matter was the emphasized thing. Nevertheless the isolation of these studies from practical application, their reduction to purely symbolic devices, represents a survival of the idea of a liberal training divorced from utility. A thorough adoption of the idea of utility would have led to instruction which tied up the studies to situations in which they were directly needed and where they were rendered immediately and not remotely helpful. It would be hard to find a subject in the curriculum within which there are not found evil results of a compromise between the two opposed ideals. Natural science is recommended on the ground of its practical utility, but is taught as a special accomplishment in removal from application. On the other hand, music and literature are theoretically justified on the ground of their culture value and are then taught with chief emphasis upon forming technical modes of skill.
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The Present Situation

 

John Dewey

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When we consider the close connection between science and industrial development on the one hand, and between literary and aesthetic cultivation and an aristocratic social organization on the other, we get light on the opposition between technical scientific studies and refining literary studies. We have before us the need of overcoming this separation in education if society is to be truly democratic.

 

John Dewey

 

Bacon in his instruction tells us that the scientific student ought not to be as the ant, who gathers merely, nor as the spider who spins from her own bowels, but rather as the bee who both gathers and produces. All this is true of the teaching afforded by any part of physical science. Electricity is often called wonderful, beautiful; but it is so only in common with the other forces of nature. The beauty of electricity or of any other force is not that the power is mysterious, and unexpected, touching every sense at unawares in turn, but that it is under law, and that the taught intellect can even now govern it largely. The human mind is placed above, and not beneath it, and it is in such a point of view that the mental education afforded by science is rendered super-eminent in dignity, in practical application and utility; for by enabling the mind to apply the natural power through law, it conveys the gifts of God to man.

 

Michael Faraday

 

"Purity" of and in art — any art, including music and dance — is an illusory notion, of course. It may be remotely conceivable or imaginable, but it can't be realized because it can't be recognized any more than a "pure" human being or a "pure" (or, for that matter, gratuitous) act can be. All the same, for Western art in its Modernist phase "purity" has been a useful idea and ideal, with a kind of logic to it that has worked, and still works, to generate aesthetic value and maintain aesthetic standards as nothing else in our specializing culture has over the last hundred-odd years.

 

Clement Greenberg

 

Concerning the utility of Rhetoric, it is to be observed that it divides itself into two; first, whether Oratorical skill be, on the whole, a public benefit, or evil; and secondly, whether any artificial system of Rules is conducive to the attainment of that skill.

 

Richard Whately

 

My own proposals for reform [in academia] include the abolition of all literary conferences and the replacement of women's studies with sex studies, based on the rigorous study of world history, anthropology, psychology, and science. Today, in politically correct America, questions of quality, learning, and intellectual distinction are out of style.

 

Camille Paglia