From James Agee's brilliant Let Us Now Praise Famous Men:
(In 1936, he spent two months with three tenant farmer families in Alabama. The book gave an account of their lives. These passages come from his chapter on Education)
In every child who is born, under no matter what circumstances, and of no matter what parents, the potentiality of the human race is born again: and in him, too, once more, and of each of us, our terrific responsibility towards human life; towards the utmost idea of goodness, of the horror of error, of God.
Every breath his senses shall draw, every act and every shadow and thing in all creation, is a mortal poison, or is a drug, or is a signal or symptom, or is a teacher, or is a liberator, or is liberty itself, depending entirely upon his understanding: and understanding,* and action proceeding from understanding and guided by it, is the one weapon against the world's bombardment, the one medicine, the one instrument by which liberty, health, and joy may be shaped or shaped towards, in the individual, and in the race.
...
But let what I have tried to suggest amount to this alone: that not only within present reach of human intelligence, but even within reach of mine as it stands today, it would be possible that young human beings should rise onto their feet a great deal less dreadfully crippled than they are, a great deal more nearly capable of living well, a great deal more nearly aware, each of them, of their own dignity in existence, a great deal better qualified, each within his limits, to live and to take part toward the creation of a world in which good living will be possible without guilt toward every neighbor: and that teaching at present, such as it is, is almost entirely either irrelevant to these possibilities or destructive of them, and is, indeed, all but entirely unsuccessful even within its own 'scales' of 'value.'
...
'Literacy' is to some people a pleasing word: when 'illiteracy' percentages drop, many are pleased who formerly were shocked, and think no more of it. Disregarding the proved fact that few doctors of philosophy are literate, that is, that few of them have the remotest idea how to read, how to say what they mean, or what they mean in the first place, the word literacy means very little even as it is ordinarily used....Or to say it in another way: I believe that every human being is potentially capable, within his 'limits,' of fully 'realizing' his potentialities; that this, his being cheated and choked of it, is infinitely the ghastliest, commonest, and most inclusive of all the crimes of which the human world can accuse itself; and that the discovery and use of 'consciousness,' which has always been and is our deadliest enemy and deceiver, is also the source and guide of all hope and cure, and the only one...I only know that murder is being done, against nearly every individual in the planet, and that there are dimensions and correlations of cure which not only are not being used but appear to be scarcely considered or suspected. I know there is cure, even now available, if only it were available, in science and in the fear and joy of God.
...
It would be hard to make clear enough the deadliness of vacuum and of apathy which is closed over the very nature of teaching, over teachers and pupils alike: or in what different worlds words and processes leave a teacher, and reach a child. Children, taught either years beneath their intelligence or miles wide of relevance to it, or both: their intelligence becomes hopelessly bewildered, drawn off its centers, bored, or atrophied.
*Active 'understanding' is only one form, and there are suggestions of 'perfection' which could be called 'understanding' only by definitions so broad as to include diametric reversals. The peace of God surpasses all understanding; Mrs. Ricketts and her youngest child do, too; 'understanding' can be its own, and hope's most dangerous enemy.
(In 1936, he spent two months with three tenant farmer families in Alabama. The book gave an account of their lives. These passages come from his chapter on Education)
In every child who is born, under no matter what circumstances, and of no matter what parents, the potentiality of the human race is born again: and in him, too, once more, and of each of us, our terrific responsibility towards human life; towards the utmost idea of goodness, of the horror of error, of God.
Every breath his senses shall draw, every act and every shadow and thing in all creation, is a mortal poison, or is a drug, or is a signal or symptom, or is a teacher, or is a liberator, or is liberty itself, depending entirely upon his understanding: and understanding,* and action proceeding from understanding and guided by it, is the one weapon against the world's bombardment, the one medicine, the one instrument by which liberty, health, and joy may be shaped or shaped towards, in the individual, and in the race.
...
But let what I have tried to suggest amount to this alone: that not only within present reach of human intelligence, but even within reach of mine as it stands today, it would be possible that young human beings should rise onto their feet a great deal less dreadfully crippled than they are, a great deal more nearly capable of living well, a great deal more nearly aware, each of them, of their own dignity in existence, a great deal better qualified, each within his limits, to live and to take part toward the creation of a world in which good living will be possible without guilt toward every neighbor: and that teaching at present, such as it is, is almost entirely either irrelevant to these possibilities or destructive of them, and is, indeed, all but entirely unsuccessful even within its own 'scales' of 'value.'
...
'Literacy' is to some people a pleasing word: when 'illiteracy' percentages drop, many are pleased who formerly were shocked, and think no more of it. Disregarding the proved fact that few doctors of philosophy are literate, that is, that few of them have the remotest idea how to read, how to say what they mean, or what they mean in the first place, the word literacy means very little even as it is ordinarily used....Or to say it in another way: I believe that every human being is potentially capable, within his 'limits,' of fully 'realizing' his potentialities; that this, his being cheated and choked of it, is infinitely the ghastliest, commonest, and most inclusive of all the crimes of which the human world can accuse itself; and that the discovery and use of 'consciousness,' which has always been and is our deadliest enemy and deceiver, is also the source and guide of all hope and cure, and the only one...I only know that murder is being done, against nearly every individual in the planet, and that there are dimensions and correlations of cure which not only are not being used but appear to be scarcely considered or suspected. I know there is cure, even now available, if only it were available, in science and in the fear and joy of God.
...
It would be hard to make clear enough the deadliness of vacuum and of apathy which is closed over the very nature of teaching, over teachers and pupils alike: or in what different worlds words and processes leave a teacher, and reach a child. Children, taught either years beneath their intelligence or miles wide of relevance to it, or both: their intelligence becomes hopelessly bewildered, drawn off its centers, bored, or atrophied.
*Active 'understanding' is only one form, and there are suggestions of 'perfection' which could be called 'understanding' only by definitions so broad as to include diametric reversals. The peace of God surpasses all understanding; Mrs. Ricketts and her youngest child do, too; 'understanding' can be its own, and hope's most dangerous enemy.
