This is a long excerpt from the latest Hillsdale College offering, Imprimis. Are we heading headlong into a dystopian future with respect to American Freedom and Liberty? Here, Larry Arnn uses both a passage from Orwell’s 1984 and a snippet of a Ronald Reagan speech as a contrasting points:
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“Already we are breaking down the habits of thought which have survived from before the Revolution,” O’Brien says.
We have cut the links between child and parent, and between man and man, and between man and woman. No one dares trust a wife or a child or a friend any longer. But in the future there will be no wives and no friends. Children will be taken from their mothers at birth, as one takes eggs from a hen. The sex instinct will be eradicated. Procreation will be an annual formality like the renewal of a ration card. . . . There will be no loyalty, except loyalty toward the Party. There will be no love, except the love of Big Brother. There will be no laughter, except the laugh of triumph over a defeated enemy. . . . All competing pleasures will be destroyed. But always—do not forget this Winston—always there will be the intoxication of power, constantly increasing and constantly growing subtler. Always, at every moment, there will be the thrill of victory, the sensation of trampling on an enemy who is helpless. If you want a picture of the future, imagine a boot stamping on a human face—forever.
Nature is ultimately unchangeable, of course, and humans are not God. Totalitarianism will never win in the end—but it can win long enough to destroy a civilization. That is what is ultimately at stake in the fight we are in. We can see today the totalitarian impulse among powerful forces in our politics and culture. We can see it in the rise and imposition of doublethink, and we can see it in the increasing attempt to rewrite our history.
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“An informed patriotism is what we want,” Ronald Reagan said toward the end of his Farewell Address as president in January 1989. “Are we doing a good enough job teaching our children what America is and what she represents in the long history of the world?”
Then he issued a warning:
Those of us who are over 35 or so years of age grew up in a different America. We were taught, very directly, what it means to be an American. And we absorbed, almost in the air, a love of country and an appreciation of its institutions. If you didn’t get these things from your family you got them from the neighborhood, from the father down the street who fought in Korea or the family who lost someone at Anzio. Or you could get a sense of patriotism from school. And if all else failed you could get a sense of patriotism from the popular culture. The movies celebrated democratic values and implicitly reinforced the idea that America was special. TV was like that, too, through the mid-sixties.
But now, we’re about to enter the [1990s], and some things have changed. Younger parents aren’t sure that an unambivalent appreciation of America is the right thing to teach modern children. And as for those who create the popular culture, well-grounded patriotism is no longer the style. . . . We’ve got to do a better job of getting across that America is freedom—freedom of speech, freedom of religion, freedom of enterprise. And freedom is special and rare. It’s fragile; it needs protection.
So, we’ve got to teach history based not on what’s in fashion but what’s important—why the Pilgrims came here, who Jimmy Doolittle was, and what those 30 seconds over Tokyo meant. You know, four years ago on the 40th anniversary of D-Day, I read a letter from a young woman writing to her late father, who’d fought on Omaha Beach. . . . [S]he said, “we will always remember, we will never forget what the boys of Normandy did.” Well, let’s help her keep her word. If we forget what we did, we won’t know who we are. I’m warning of an eradication of the American memory that could result, ultimately, in an erosion of the American spirit.
American schoolchildren today learn two things about Thomas Jefferson: that he wrote the Declaration of Independence and that he was a slaveholder. This is a stunted and dishonest teaching about Jefferson.
What do our schoolchildren not learn? They don’t learn what Jefferson wrote in Notes on the State of Virginia: “I tremble for my country when I reflect that God is just,” he wrote in that book regarding the contest between the master and the slave. “The Almighty has no attribute which can take side with us in such a contest.” If schoolchildren learned that, they would see that Jefferson was a complicated man, like most of us.
They don’t learn that when our nation first expanded, it was into the Northwest Territory, and that slavery was forbidden in that territory. They don’t learn that the land in that territory was ceded to the federal government from Virginia, or that it was on the motion of Thomas Jefferson that the condition of the gift was that slavery in that land be eternally forbidden. If schoolchildren learned that, they would come to see Jefferson as a human being who inherited things and did things himself that were terrible, but who regretted those things and fought against them. And they would learn, by the way, that on the scale of human achievement, Jefferson ranks very high. There’s just no question about that, if for no other reason than that he was a prime agent in founding the first republic dedicated to the proposition that all men are created equal.
The astounding thing, after all, is not that some of our Founders were slaveholders. There was a lot of slavery back then, as there had been for all of recorded time. The astounding thing—the miracle, even, one might say—is that these slaveholders founded a republic based on principles designed to abnegate slavery.
To present young people with a full and honest account of our nation’s history is to invest them with the spirit of freedom. It is to teach them something more than why our country deserves their love, although that is a good in itself. It is to teach them that the people in the past, even the great ones, were human and had to struggle. And by teaching them that, we prepare them to struggle with the problems and evils in and around them. Teaching them instead that the past was simply wicked and that now they are able to see so perfectly the right, we do them a disservice and fit them to be slavish, incapable of developing sympathy for others or undergoing trials on their own.
Depriving the young of the spirit of freedom will deprive us all of our country. It could deprive us, finally, of our humanity itself. This cannot be allowed to continue. It must be stopped.
Larry P. Arnn is the twelfth president of Hillsdale College. He received his B.A. from Arkansas State University and his M.A. and Ph.D. in government from the Claremont Graduate School.
