Young Minds and Chestnut Trees

“An urban discipline that in good health is closely analogous to healthy agriculture is teaching. Like a good farmer, a good teacher is the trustee of a vital and delicate organism: the life of the mind in his community. The standard of his discipline is his community’s health and intelligence and coherence and endurance. This is a high calling, deserving of a life’s work. We have allowed it to degenerate into careerism and specialization. In education as in agriculture we have discarded the large and enlarging disciplines of community and place, and taken up in their stead the narrow and shallow discipline of economics. Good teaching is an investment in the minds of the young, as obscure in result, as remote from immediate proof as planting a chestnut seedling. But we have come to prefer ends that are entirely foreseeable, even though that requires us to shorten our vision. Education is coming to be not a long-term investment in young minds and in the life of the community, but a short-term investment in the economy. We want to be able to tell how many dollars an education is worth and how soon it will begin to pay.” (Wendell Berry, A Continuous Harmony, Discipline and Hope, pp. 129-30)
chestnut tree

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