The Story-Killers: A Common-Sense Case Against Common Core
by Dr Terrence O. Moore
CreateSpace Independent Publishing Platform, October 2013, 292 pages
Dr Terrence Moore's book, The Story-Killers: A common-sense case against the Common Core, reveals how the teaching of the Western literary canon is being eroded in the United States by progressive educationalists. The Common Core ― a government-funded school curriculum ― is currently operational in 46 American states.
Moore is deeply concerned that the truly great stories of Western Civilisation ― Homer, Shakespeare, and the rest ― may cease to be read or studied as whole works in schools across America. Even now, a twelfth grade "Literature" textbook produced by major publisher Pearson/Prentice Hall teaches Mary Shelley's Frankenstein without setting it as a reading text.
The textbook provides students with page after glossy page of photographs, modern anecdotes and personal reflections on the Frankenstein mythos, but offers no excerpts from the original work or any suggestion that the students should actually read the classic novel.
Is this the future of literature in American schools? Under the Common Core it might well be.
In a similar vein to the Australian Curriculum for English, the Common Core documents are written in dense educational jargon, and emphasise the development of skills over the acquisition of knowledge. They provide little useful instruction to teachers, fail to mention many great works of the Western literary canon, and even impede good teaching practices.
In The Story-Killers, Moore proposes an alternative curriculum with classical literature at its core, in place of the progressive paradigm. In plain language, Moore offers a clear outline of what a solid, classical, liberal curriculum for literature should contain. He is eminently qualified for the task, having founded a classical charter school for K-12 students in Colorado. Moore is now principal of the Atlanta Classical Academy, and acts as an advisor to several other classical charter schools via the Hillsdale College Barney Charter School Initiative.
According to Moore, literature should be treated, first and foremost, as a means to study human nature through investigating the thoughts and actions of seemingly real characters. The motives, ambitions, faults and virtues of human characters are brought to the fore through careful observation and analysis.
The teacher should not be overly preoccupied with structural features in the text (such as its setting and plot trajectory), as these draw attention away from the study of characters and ruin the suspension of disbelief which allows students to truly lose themselves in good literature, as the author intended.
In the final chapter, Dr Moore presents his high school curriculum ― a curriculum which has been successfully implemented in classical charter schools across the US for years. In essence, it consists of a list of books set for each semester from ninth to twelfth grade. Arranged in chronological order, this list begins with the foundations of Western literature. The whole of Homer's Iliad and Virgil's Aeneid are read in ninth grade, along with other Greek and Roman literature.
The tenth grade is devoted to British literature, including the works of Chaucer, Shakespeare, Milton, Austen and Dickens.
Classic American literature is studied in eleventh grade, requiring students to read the Scarlet Letter, Moby Dick, and Huckleberry Finn among other works. The final year introduces the most recent works of the literary canon, including Orwell's Nineteen Eighty-Four and Conrad's Heart of Darkness. In all, Moore's literature curriculum is a sweeping overview of the greatest literary works of the Western Civilisation.
Moore provides extensive examples and commentary on progressive failures, but The Story-Killers goes far beyond exposing the intellectual bankruptcy and ideological underpinnings of progressive literature teaching in the United States.
Moore provides viable, positive instruction on how to create a true "Common Core" for literature. The greatest literary works of our Western heritage should be at the heart of any literature curriculum that claims to provide the best education for young people.
These insights are particularly critical for us in Australia, as we likewise face up to the astounding neglect of literature in the Australian Curriculum for English.
These laws, which were introduced because of heavy lobbying from stage coach and railroad companies, stifled the growth of the industry in Britain. But in Germany and the United States (except the state of Vermont), who did not have any such laws, the industry flourished. Britain finally repealed this law in 1896.
For the most part, he succeeds, although he hardly provides a literal translation from the Greek language. In the first book, for example, he has the reluctant regicide Gyges say to the Lydian queen,
This is a rare opportunity for Australia. High demand for raw materials, energy and agricultural products is predicted to grow with demand cycles reaching well into this century. Australia, as a major supplier of these commodities, will consequently retain positive terms of trade and long-term strategic importance.
As Tooze comments, "we can only imagine how Russia's struggling provisional government might have acted if they had dreamt in June or July that a bid for an immediate peace would receive the kind of praise that Wilson was now showering on Trotsky".
The third threat to democracy is the rise of supranational organisations such as the United Nations (UN) and the European Union (EU). Allan's analysis here is especially powerful as exemplified in his attack on the United Nations Human Rights Council (UNHRC), a key source of democratic decline:
Apart from outlining the traditional economic and moral arguments for sweatshops ― and conveniently compiling the best and latest research to support them ― what's different about this book is that Powell takes the time to spell out a new plan of attack for anti-sweatshop activists.
The value of free speech must be learned, as it is otherwise very difficult for students to understand why it is so important to protect dissent. But when schools, colleges and universities punish students for speaking their minds, they teach students the very opposite of what our society needs to survive and flourish. They teach students to shy away from voicing dissent, to be thin-skinned, and to accept censorship as a valid means for promoting an officially held cause. Hence the main concern of this book is that many universities strongly encourage students to unlearn liberty, to discount fundamental rights as mere legalisms, and to be apathetic when these rights are threatened.
Easterly couches the philosophy of foreign aid into three central issues. Firstly, he believes the foreign aid status quo views recipient nations as if they are a "blank slate" instead of learning from the history of that country. It pays no heed to how a county came to be poor and seeks only to shoe-horn its pre-determined solutions regardless of the circumstances.
Easterly quotes Friedrich Hayek in this regard, who once wrote of this view, "the individual is merely a means to serve the ends of the higher entity called ... the nation". Easterly also notes that Swedish economist Gunnar Myrdal, the socialist economist who shared the economics Nobel in 1974 with Hayek, summed up the view of the foreign aid status quo perfectly when he said national governments needed to achieve development in spite of, "a largely illiterate and apathetic citizenry". (The Tyranny of Experts is worth reading if nothing else for the imagined debate Easterly recreates between Hayek and Myrdal.)
The declaration heralded the drafting of copious canonical laws founded on ideas of natural justice and moral equality. These were important in the development of natural rights, and Rome's "declaration" resulted in the division between church and state. The latter reform made the modern secular state possible.