welcoming such dependency: “consumernsocieties tend to flaccidity, tonleading people into ‘letting them do it,’nto handing things over increasingly tonprofessionals.” Hoggart connects thendrift of our culture with education as henexposes the gap between our rhetoric andnour deeds by noting: “adult education isnabout the responsibility of the individualnbefore that of the collective.”nThe heart of the educational dilemmanin a democratic society is determiningnhow to balance standards with access,nhow to ensure that a wider distribution ofnthe products of schooling does not leadnto a leveling downward of these verynproducts. Discriminations lost, in othernwords, even in the name of equality,ndebase the quality of life for us all. Thendiscriminations that matter most concernneducational structures that encouragenagency, that promote conductnbefitting the individual ownership ofnconcepts and ideas, of imagination andncreation. Such property is, of course,npublic, but the citizen/learner’s stancentoward it must be as if it were his own. Innthis desire to excel lies the pride ofnachievement behind Hoggart’s use ofnthe word responsibility. Individualsneducated under such conditionsnguarantee a cultural self-renewal innwhich progress shares the stage with anchorednvalues. Indeed, these forms ofndisaimination, or standards, are the verynvalues that need to be projected into thenfuture, if such a future is not to be subvertednby the liberal culture with all its slynmanipulations.nHoggart sees such connections clearly;nthrough his years of service at the universitynand at UNESCO he has seen firsthandnthe abuses of schemes cateringnto the “relevance” demands and whimsnof undisciplined students or helpingnthe so-called disadvantaged. Concerningnthis latter group, Hoggart is far fromnsentimental:nsome of those who have reactednagainst the purer forms of culturalndeprivation theory and have insistednon the possible richness of working-nThis Bad, Bad World…nUnder an alarming title, “Gay soldiernbarred from show,” a midwestern dailynrelates to us a horror story of abjectninjustice:nFORT LEWIS, Wash.—The Array barrednavowed homosexual soldier PerrynWatkins from dressing as a woman at anFort Lewis recreation center show andndance. In the routine, Watkins, 34, ofnJoplin, Mo., would have done a takeoffnof comedian Carol Burnett’s impersonationnof a cleaning woman.nWe always believed the Army to be an institutionnof grueling discomfort that onenjoined in spite of harsh deprivations—fornreasons of patriotism, feelings of duty, ornclass culture are in danger of themselvesnfalling into a new myth … ournduty [is] not to romanticise the situationsnsuch people are in, but to helpnthem, whilst not doing wrong tonwhatever may be good in their presentnworlds, to help them in the rightnways, to—and I choose the verb deliberately—surmountnthat world.nSuch talk would scandalize generationsnof “researchers” and bureaucratsnwho benefit by keeping such people inntheir place while dutifully proclaimingnrespect for their “culture.” In this regard,nHoggart spends considerable time exposingnthose involved in community artsnprograms that merely confirm existingnprejudices and debased standards. Thenfunding of such projects, he maintains,ninexorably reflects an attempt to homogenizenus to the lowest level of response.nThwarted from striving upward, weneventually become impervious to thosenvoices within us that lUge us to refine andntransform our present conditions.nLIBERAL CULTURE 1nnnmercenary advantage. We nevernsuspected that it could be an environmentnfull of blissful transports andnecstatic pleasures. Were we wrong ? DnHoggart demonstrates that a properlynconceived notion of literacy is probablynthe only means of inoculating citizensnagainst mass leveling. It is in the best interestsnof Hberal culture, as they have obviouslyndivined, to pollute the world ofnliterature and thus break down oiu resistancenonce and for all. Hoggart’s sensibihtiesnon such central issues will nevernbe muddled and his strongly worded valuenassertions should be a charge to us all.nIn Education and Power, by MichaelnApple of the University of Wisconsin,nthe discourse differs dramatically fromnAn English Temper—and therein lies antale of the importance of primary educationalnsocialization. Although both mennacknowledge their working-class roots,nHoggart has been transformed by the livingntraditions of a humane universityneducation, while Apple has bought intonthe abstract doctrine of Marxist socialnanalysis. In his critique of institutionalneducation, Apple attempts to describenwmmmmkZlnMarch 1983n