Don’t listen to today’s narcissistic academics—the West’s cultural inheritance is indispensable.

The Humanities and Us

by Heather Mac Donald

Fourteenth-century Florentine poet Petrarch so loved the classical authors

that he imagined conversations with them.

In 2011, the University of California at Los Angeles decimated its English major. Such a development may seem insignificant, compared with, say, the federal takeover of health care. It is not. What happened at UCLA is part of a momentous shift in our culture that bears on our relationship to the past—and to civilization itself.

Until 2011, students majoring in English at UCLA had to take one course in Chaucer, two in Shakespeare, and one in Milton—the cornerstones of English literature. Following a revolt of the junior faculty, however, during which it was announced that Shakespeare was part of the “Empire,” UCLA junked these individual author requirements and replaced them with a mandate that all English majors take a total of three courses in the following four areas: Gender, Race, Ethnicity, Disability, and Sexuality Studies; Imperial, Transnational, and Postcolonial Studies; genre studies, interdisciplinary studies, and critical theory; or creative writing. In other words, the UCLA faculty was now officially indifferent as to whether an English major had ever read a word of Chaucer, Milton, or Shakespeare, but was determined to expose students, according to the course catalog, to “alternative rubrics of gender, sexuality, race, and class.”

Such defenestrations have happened elsewhere, of course, and long before 2011. But the UCLA coup was particularly significant because the school’s English department was one of the last champions of the historically informed study of great literature, uncorrupted by an ideological overlay. Precisely for that reason, it was the most popular English major in the country, enrolling a whopping 1,400 undergraduates.

Let’s compare what the UCLA student has lost and what he has gained. Here’s Oberon addressing Puck in A Midsummer Night’s Dream:
Once I sat upon a promontory
And heard a mermaid on a dolphin’s back
Uttering such dulcet and harmonious breath
That the rude sea grew civil at her song
And certain stars shot madly from their spheres
To hear the seamaid’s music

To which UCLA’s junior English faculty respond: Ho-hum. Here’s the description of a University of California postcolonial studies research grant: The “theoretical, temporal, and spatial intersections of postcoloniality and postsocialism will arrive at a novel approach to race, gender, and sexuality in present-day geopolitics.” To which UCLA’s junior English faculty respond: That’s more like it!

Other readers and listeners have not been so obtuse in their literary judgments. Consider the response of a nineteenth-century Frenchman exposed to Shakespeare for the first time. In early 1827, a troupe of British actors arrived in Paris to perform six Shakespeare plays. The young composer Hector Berlioz was in the audience at the Théâtre de l’Odéon and, like most spectators, read along with the English language performances in a French prose translation. Berlioz later recalled the moment in his Mémoires:


Shakespeare, coming upon me unawares, struck me like a thunderbolt. The lightning flash of that sublime discovery opened before me at a stroke the whole heaven of art, illuminating it to its remotest depths. . . .

But the shock was too strong, and it was long before I recovered from it. . . . As I came out of Hamlet, shaken to the depths by the experience, I vowed not to expose myself a second time to the flame of Shakespeare’s genius.

This resolution proved fleeting:


Next day the playbills announced Romeo and Juliet.

After Denmark’s somber clouds and icy winds, to be exposed to the fiery sun and balmy nights of Italy, to witness the drama of that passion swift as thought, burning as lava, radiantly pure as an angel’s glance, . . . was more than I could bear. By the third act, scarcely able to breathe—it was as though an iron hand had gripped me by the heart—I knew that I was lost.

Berlioz’s reaction was typical. Alexandre Dumas, also in the audience, wrote that Shakespeare arrived in France with the “freshness of Adam’s first sight of Eden.” Fellow attendees Eugène Delacroix, Victor Hugo, and Théophile Gautier, along with Berlioz and Dumas, would create works inspired by those seminal evenings. The Bard’s electrifying combination of profound human insight and linguistic glory would continue catapulting across national borders to influence poets, painters, and composers the world over, as no other writer has done.

Yet the UCLA English department—like so many others—is more concerned that its students encounter race, gender, and disability studies than that they plunge headlong into the overflowing riches of actual English literature—whether Milton, Wordsworth, Thackeray, George Eliot, or dozens of other great artists closer to our own day. How is this possible? The UCLA coup represents the characteristic academic traits of our time: narcissism, an obsession with victimhood, and a relentless determination to reduce the stunning complexity of the past to the shallow categories of identity and class politics. Sitting atop an entire civilization of aesthetic wonders, the contemporary academic wants only to study oppression, preferably his own, defined reductively according to gonads and melanin. Course catalogs today babble monotonously of group identity. UCLA’s undergraduates can take courses in Women of Color in the U.S.; Women and Gender in the Caribbean; Chicana Feminism; Studies in Queer Literatures and Cultures; and Feminist and Queer Theory.




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