Richard Hofstadter, Anti-Intellectualism in American Life:
Anyone who speaks of anti-intellectualism as a quality in American life must reckon with one of the signal facts of our national experience — our persistent, intense, and sometimes touching faith in the efficacy of popular education. Few observers, past or present, have doubted the pervasiveness or sincerity of this faith. […]
From the beginning, American statesmen had insisted upon the necessity of education in a republic. George Washington, in his Farewell Address, urged the people to promote “institutions for the general diffusion of knowledge.” To the degree that the form of government gave force to public opinion, Washington argued, “it is essential that public opinion should be enlightened.” The aging Jefferson warned in 1816: “If a nation expects to be ignorant and free in a state of civilization, it expects what never was and never will be.” […] “If the time shall ever come,” wrote a small-town Midwestern editor in 1836,
when this mighty fabric shall totter; when the beacon of joy that now rises in pillar of fire…shall wax dim, the cause will be found in the ignorance of the people. If our union is still to continue…; if your fields are to be untrod by the hirelings of despotism; if long days of blessedness are to attend our country in her career of glory; if you would have the sun continue to shed his unclouded rays upon the face of freemen, then EDUCATE ALL THE CHILDREN OF THE LAND. This alone startles the tyrant in his dreams of power, and rouses the slumbering energies of an oppressed people. It was intelligence that reared up majestic columns of national glory; and this and sound morality alone can prevent their crumbling to ashes.
But if we turn from the rhetoric of the past to the realities of the present, we are most struck by the volume of criticism suggesting that something very important is missing from the American passion for education. A host of educational problems has arisen from indifference — underpaid teachers, overcrowded classrooms, double-schedule schools, broken-down scholl buildings, inadequate facilities and a number of other failings that come from something else — the cult of athleticism, marching bands, high-school drum majorettes, ethnic ghetto schools, de-intellectualized curricula, the faulure to educate in serious subjects, the neglect of academically gifted children. At times the schools of the country seem to be dominated by athletics, commercialism, and the standards of mass media, and these extend upwards to a system of higher education whose worst failings were underlined by the bold president of the University of Oklahoma who hoped to develop a university of which the football team could be proud.