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What PC English professors don't want you to learn from . . .
- Beowulf: If we don't admire heroes, there's something wrong with us
- Chaucer: Chivalry has contributed enormously to women's happiness
- Shakespeare: Some choices are inherently destructive (it's just built into the nature of things)
- Milton: Our intellectual freedoms are Christian, not anti-Christian, in origin
- Jane Austen: Most men would be improved if they were more patriarchal than they actually are
- Dickens: Reformers can do more harm than the injustices they set out to reform
- T. S. Eliot: Tradition is necessary to culture
- Flannery O'Connor: Even modern American liberals aren't immune to original sin
- Sales Rank: #315877 in eBooks
- Published on: 2006-11-13
- Released on: 2006-11-13
- Format: Kindle eBook
Review
''A wise and sobering book that is required reading for anyone who cares about the future of the humanities.'' --Roger Kimball, co-editor and publisher, The New Criterion and publisher, Encounter Books
From the Back Cover
What PC English professors don't want you to learn from . . .
- Beowulf: If we don't admire heroes, there's something wrong with us
- Chaucer: Chivalry has contributed enormously to women's happiness
- Shakespeare: Some choices are inherently destructive (it's just built into the nature of things)
- Milton: Our intellectual freedoms are Christian, not anti-Christian, in origin
- Jane Austen: Most men would be improved if they were more patriarchal than they actually are
- Dickens: Reformers can do more harm than the injustices they set out to reform
- T. S. Eliot: Tradition is necessary to culture
- Flannery O'Connor: Even modern American liberals aren't immune to original sin
About the Author
ELIZABETH KANTOR earned her Ph.D. in English from the University of North Carolina at Chapel Hill and an M.A. in philosophy from Catholic University in Washington, D.C. She is the editor of the Conservative Book Club and writes for Human Events.
Most helpful customer reviews
12 of 12 people found the following review helpful.
A Classical Education Is Invaluable
By Kathleen
I am very fortunate that I am 65 years old and was exposed to great literature before the politically correct crowd took over our high schools and universities. Elizabeth Kantor shows in this book how impoverished we all are when we relegate the classics as irrelevant. When I take note of the fact that high school English classes are reading "The Book Thief" instead of Shakespeare, it makes me sad. They are missing so much.
One of the nicest things about this book is the literature that the author recommends. We can access most of it at our local libraries.
Miss Kantor may not be to everyone's taste, but she has done a service here by illuminating our American and English literature heritage.
68 of 85 people found the following review helpful.
The positives are excellent, the negatives aren's so hot!
By Earth that Was
This popular level book is 90% positive and 10% negative. The positive components are much stronger and brighter than the negatives.
The positive side is a brisk walk through of some of the great books of English Literature. This guide whets your appetite to read many of the great books and gives the author's take on the key insights readers can learn from these great, and long considered great, books. And what she highlights is not what today we'd call "politically correct".
Elizabeth Kantor delivers us an easy to read, tour guide book, accesible to the general non-specialist adult reader, that outlines some 'lessons to be learned' from Beowulf (the value of heroism), Chaucer (the vibrancy of medieval Christendom and it's culture), Shakespeare (his keen insight into human nature), Milton (contrary to modern conventional wisdom, liberty and religious faith are not opposites), Jane Austen (how patriarchal values benefit women). This section is humorous, interesting, thought provoking and enlightening. Even when you don't agree with her. It's a shame this wonderful overview was limited to a mere 90% of the book.
It's also a shame it's not a bigger book. I would love to see Kantor tackle more books, including Homer. That's not English Literature of course, but it would be a great addition. After all the study of Homer dominated traditional academic teaching for centuries. Perhaps we will see future sequels.
The negative side, about 10% all told, is the author's critique of the way "post-modernists" and "political correctness" have distorted and undermined academic study of English Literature. This section is weaker and somewhat repetitive, although that repetition in some way reflects the echo chamber nature of academic post-modernism. I haven't studied English Literature at college level, so I'm just not in a position to confirm or deny whether the state of English Lit teaching is quite as bad as the Elizabeth Kantor contends. I hope not, otherwise we are really in an era of book burning as bad as anything from the inquisition or Cromwellian puritanism.
But somehow I don't think everything is as bad as that. To a certain extent formal english teaching at the undergraduate level is a less important part of education than it ever has been before. English studies is increasingly just an option and an option fewer and fewer are taking up or treating as a serious subject. In previous generations English was the core of the curriculum. Not so today. So maybe the po-mos are putting themselves out of business. Let's hope so. Today, more than ever, there are ways and means to access the great books without having to engage with an academic priesthood. Elizabeth Kantor encourages her readers to study for themselves and make up their own mind. This is always sound advice.
They once used to say "...teach a parrot to say supply and demand and you have an economist". This joke is probably better re-tooled. "Teach a parrot to say racism and sexism and have a post-modernist." Maybe this is the real criticism of post-modernism. Despite it's pretentions, it is really narrow-minded, repetitive and intolerant. It fails to reflect the 'diversity' and 'toleration' it purports to defend and it enthrones itself and it's flock of parrots on a haughty platform for self righteousness. In short it hardly reflects any improvement upon the various historical academic regimes that preceded it. Indeed those previous regimes seem to have contributed much more to the common stock of wisdom than the current flock. Unfortunately the author, despite repeated (and presumably well deserved) pot shots at the po-mos, fails to hit the target dead on.
The greats of the English Literature canon the author rightfully defends have been subject to similar attacks in the past by all manner of self-righteous moralizers. The authorities were always closing down the theatres in Shakespeare's day. So the canon will certainly survive the the assaults of the pipsqueaks who assail it today. The "positive" side of this book is thus a better aid to the defence than the negative. All told a worthwhile read.
30 of 36 people found the following review helpful.
Read before taking college English classes
By Michael W. Bird
In the summer of 2007, I purchased The Politically Incorrect Guide to English and American Literature. The book's thesis is that English departments at many universities are staffed by professors that suppress great English and American literature while promoting lesser works that conform to their personal beliefs. It specifically mentioned a book called The Handmaid's Tale:
"Among the many third-rate books that English professors waste their students' time on (when they could be teaching truly great English literature) is... The Handmaid's Tale. The Handmaid's Tale is the quintessential expression of our intellectuals' fears about what a truly Christian culture would look like."
Dr. Kantor's book was prescient. My daughter was beginning college in a few weeks and I soon discovered that The Handmaid's Tale was required reading for all incoming freshmen. I read The Handmaid's Tale: it was a waste of time. (A review of the book is posted.) I looked over the syllabi of the freshmen English classes and discovered that much of the reading appeared chosen more to advance the political agendas of the teachers than to expose the students to the great writers of literature in the English language. Dr. Kantor was right.
Here is a list of the books for one freshmen English class at my daughter's college:
HANDMAID'S TALE
Author: ATWOOD (feminism, oppressiveness of Christianity, published 1986)
INTUITIONIST
Author: WHITEHEAD (racism, class differences, published 1999)
BLESSING THE BOATS
Author: CLIFTON (racism and feminism, published 2000)
PILLOWMAN
Author: MCDONAGH (Playwright specializes in "in your face theatre," whose purpose is to "...present the audience with vulgar, shocking and confrontational material on stage..." published 2003)
COVERING
Author: YOSHINO (written by homosexual Yale law professor who litigates for gay civil rights published 2006)
SWEET LAND
Author: WEAVER (cohabiting couple ostracized by Lutherans in small town, published 2006)
KING LEAR
Author: SHAKESPEARE (The one classic work, published 1608)
HISTORY BOYS
Author: BENNETT (homosexual writer, story includes pederasty, published 2004)
RESURRECTION TRADE
Author: MILLER (a collection of poems regarding anatomical research on female corpses, published 2007)
Now, other than King Lear, does your heart leap at the thought of reading any of these? Do you sense an agenda? Would you pay to learn about them? Or would you prefer an introduction to the treasures of English literature instead?
This quote, from a 1988 New York Times Magazine article on "politically correct" professors, and cited in the book Degenerate Moderns: Modernity as Rationalized Sexual Misbehavior, by E. Michael Jones, hits the bullseye:
"(For these scholars)... whose sensibilities were shaped by the intellectual trends that originated in the '60's: Marxism, feminism, deconstruction, a skepticism about the primacy of the west... the effort to widen the canon is an effort to define themselves, to validate their own identities."
Their efforts to "widen the canon" have been a disaster and a disservice to students.
In the so-called "dark ages" many great literary works were lost, only to be slowly re-discovered by the monks who carefully copied them and kept them in the monasteries. Perhaps we're in a "dark age" now as the great works of English and American literature lie neglected on university library shelves, and knowledge of them slips from our collective memory, because those entrusted with transmitting them have betrayed their trust.
Instead, many English professors prefer abusing "academic freedom" and requiring students to read books that indict Western (Christian) civilization as oppressive to minorities, homosexuals, workers, women, other cultures, etc. They have morphed their departments into political re-education camps. Of course they don't see it that way. In their minds, they are models of "tolerance" who welcome "diversity." They say they're just presenting "challenging literature" that stimulates "critical thinking." But you get the impression that "challenging literature" that might stimulate "critical thinking" about the English professor's leftist beliefs or sexual proclivities doesn't make the cut. Apparently, that includes most of the literature written prior to the 1950's, or as the example above shows, the 1980's.
But just as the student of music composition deserves exposure to great composers such as Palestrina, Monteverdi, Des pres, Bach, Beethoven, Mozart, Vivaldi, Chopin, etc., so too, the student of English literature deserves exposure to great writers. Since many English professors will not introduce students to these writers and the treasures of their literary heritage, students must, like the monks of old, rediscover these works, experience the work and joy of keeping learning alive, and pass on the literary inheritance.
Elizabeth Kantor lists a number of novels, poems, short stories, and plays, written in the English language, that have stood the test of time. The list is not complete, and her comments about many of the works mentioned are not extensive. This is as it should be, since her primary purpose is to name and briefly describe works from different time periods that have enriched her life and that she thinks the reader might enjoy too.
Dr. Kantor has done a great service in writing this book: to parents whose teenagers are going to college, so that they can avoid paying for the brainwashing of their sons or daughters; to college students, who with this book might be able to seek out the better English teachers in whatever school they're attending, and to those of us who want to learn what we should have, but didn't. Thank you, Elizabeth Kantor, for writing this book.
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