The Order of St. John’s

When I think back on my personal experience with the great books, as I did here the other day, I have to start with the six weeks that I spent as a high school junior at St. John’s College in Annapolis, Maryland. As I’ve discussed in greater detail before, I had applied to the Telluride Associate Summer Program on the advice of my guidance counselor. It was an impulsive decision, but I was accepted, and I don’t think it’s an exaggeration to call it one of the three or four most significant turning points in my entire life. I was more than primed for a program like this—I had just bought my own set of the Great Books of the Western World at a church book sale—and I left with my head full of the values embodied by the college, which still structures its curriculum around a similar notion of the Western Canon. Throughout the summer, I attended seminars with seventeen other bright teenagers, and as we worked our way from Plato’s Cratylus through Wittgenstein’s Philosophical Investigations, it all seemed somehow normal. I more or less assumed that this was how college would be, which wasn’t entirely true, although I did my best to replicate the experience. Looking back, in fact, I suspect that my time at St. John’s was more responsible than any other factor for allowing me to attend the college of my choice, and it certainly played a role in my decision to major in classics. But it’s only now that I can fully appreciate how much privilege went into each stage in that process. It came down to a series of choices, which I was able to make freely, and while I don’t think I always acted correctly, I’m amazed at how lucky I was, and how the elements of a liberal education itself managed to obscure that crucial point.

I’ve been thinking about this recently because of an article by Frank Bruni in the New York Times, who paid a visit to the sister campus of St. John’s College in Santa Fe. He opens with a description that certainly would have appealed to my adolescent self, although probably not to most other teenagers:

Have I got a college for you. For your first two years, your regimen includes ancient Greek. And I do mean Greek, the language, not Greece, the civilization, though you’ll also hang with Aristotle, Aeschylus, Thucydides and the rest of the gang. There’s no choice in the matter. There’s little choice, period…You have no major, only “the program,” an exploration of the Western canon that was implemented in 1937 and has barely changed…It’s an increasingly exotic and important holdout against so many developments in higher education—the stress on vocational training, the treatment of students as fickle consumers, the elevation of individualism over a shared heritage—that have gone too far. It’s a necessary tug back in the other direction.

More than twenty years after I spent the summer there, the basic pitch for the college doesn’t seem to have changed. Its fans still draw a pointed comparison between the curriculum at St. John’s and the supposedly more “consumerist” approach of most undergraduate programs, and it tends to define itself in sharp contrast to the touchy-feely world around it. “Let your collegiate peers elsewhere design their own majors and frolic with Kerouac,” Bruni writes. “For you it’s Kant.”

Yet it isn’t hard to turn this argument on its head, or to recognize that there’s a real sense in which St. John’s might be one of the most individualistic and consumerist colleges in the entire country. (The article itself is headlined “The Most Contrarian College in America,” while Bruni writes that he was drawn to it “out of respect for its orneriness.” And a school for ornery contrarians sounds pretty individualistic to me.) We can start with the obvious point that “the stress on vocational training” at other colleges is the result of economic anxiety at a time of rising tuitions and crippling student loans. There’s tremendous pressure to turn students away from the humanities, and it isn’t completely unjustified. The ability to major in classics or philosophy reflects a kind of privilege in itself, at least in the form of the absence of some of those pressures, and it isn’t always about money. For better or worse, reading the great books is just about the most individualistic gesture imaginable, and its supposed benefits—what the dean of the Santa Fe campus characterizes as the creation of “a more thoughtful, reflective, self-possessed and authentic citizen, lover, partner, parent and member of the global economy”—are obsessively focused on the self. The students at St. John’s may not have the chance to shop around for classes once they get there, but they made a vastly more important choice as a consumer long before they even arrived. A choice of college amounts to a lot of things, but it’s certainly an act with financial consequences. In many cases, it’s the largest purchase that any of us will ever make. The option of spending one’s college years reading Hobbes and Spinoza at considerable cost doesn’t even factor into the practical or economic universe of most families, and it would be ridiculous to claim otherwise.

In other words, every student at St. John’s exercised his or her power in the academic marketplace when it mattered most. By comparison, the ability to tailor one’s class schedule seems like a fairly minor form of consumerism—which doesn’t detract from the quality of the product, which is excellent, as it should be at such prices. (Bruni notes approvingly that the college recently cut its annual tuition from $52,000 to $35,000, which I applaud, although it doesn’t change my underlying point.) But it’s difficult to separate the value of such an education from the existing qualities required for a high schooler to choose it in the first place. It’s hard for me to imagine a freshman at St. John’s who wasn’t intelligent, motivated, and individualistic, none of which would suffer from four years of immersion in the classics. They’re already lucky, which is a lesson that the great books won’t teach on their own. The Great Conversation tends to take place within a circle of authors who have been chosen for their resemblance to one another, or for how well they fit into a cultural narrative imposed on them after the fact, as Robert Maynard Hutchins writes in the introduction to Great Books of the Western World: “The set is almost self-selected, in the sense that one book leads to another, amplifying, modifying, or contradicting it.” And that’s fine. But it means that you rarely see these authors marveling over their own special status, which they take for granted. For a canon that consists entirely of books written by white men, there’s remarkably little discussion of privilege, because they live in it like fish in water—which is as good an argument for diversity as any I can imagine. The students at St. John’s may ask these hard questions about themselves, but if they do, it’s despite what they read, not because of it. Believe me, I should know.