A plea for sex-segregated education

“Let boys become men” is the title of an essay on the plight of boys in our feminized education system. I commend it to your attention.

It starts with a bang and goes from there.

Whenever the idealistic Left, never satisfied but ever meddlesome, sees some discrepancy between the performance of one group and that of another, they who find injustice everywhere but in their own hearts leap to the conclusion that some “system,” like an evil mage working his malignant designs out of the sight of men, has carved out the canyon. And then it is the task of those who worship an even ground to fill in the Grand Canyon, with pebbles, good wishes, reams of law and regulation, and other people’s money….

We are talking about failure here, and not about girlish success. It is not as if the world has been set afire by our college graduates, who very seldom can write three sensible and grammatical sentences in a row, who might be able to parrot the slogans of gender theory but cannot identify Garibaldi or Catherine de Medici, and whose actual performance in the arts is generally beneath embarrassment. I have not the time here to argue that the age of great women novelists is largely past, or that the greatest woman poet is still either Sappho or Emily Dickinson, those artists of the lyrical and terse. I will say that civilization seems to have gained nothing at all by feminism, if you take into account every Bernini, Bach, Schopenhauer, Goethe, Newman, and Planck burnt out in the bud; because that is what is happening to boys, en masse. If I hear of a boy who has failed out of high school, I can make no assumptions as to his intelligence; he may be a genius. Certainly, the capacity to do well in our high schools, such as they are, is a strong indication against genius, and in favor of a neat and happy willingness to please, to do what is always socially acceptable, however that is defined from place to place and from time to time….
If you wanted to come up with teaching methods, school policies, and a curriculum perversely designed to bore the ordinary boy half to death, to frustrate him, to fail to engage his natural propensities, to give him no hope, to cut his heart right out, then you could hardly improve on what we have now.
The actions taken so far get rid of things boys do well and like to do:
  • memory work
  • geography
  • map making
  • military history and history in general
  • aggressive and rough activity
  • reading about girls and women.

The plot is working.