Um Projeto que Falhou: Educação de Garotos por Professoras e entre Garotas.

Anthony Esolen, autor de livros sobre educação, sobre poesia, sobre catolicismo, escreveu nesta semana para a revista Crisis Magazine sobre o avanço do feminismo na educação de garotos, especialmente no aspecto de termos muitas professoras ensinando garotos junto com garotas. Isso ocorre até em escolas militares, hoje em dia.

Faltam homens nas famílias cuidando de seus filhos e também faltam homens ensinando garotos.

Não se pode negar que o mundo (especialmente o mundo ocidental) está muito mais efeminado.

Sempre vale muito à pena ler Esolen, recomendo qualquer livro dele.

Aqui vai parte do texto dele:

FEBRUARY 24, 2020

Why Boys Are Failing

ANTHONY ESOLEN

When he was 13 years old, a mere boy was effectively the American ambassador to Russia, in Saint Petersburg. This was because the lad was fluent in French while his nominal superior, the ambassador himself, was not. The boy had already, at his father’s instruction, translated works of Plutarch from Greek and poems by Horace from Latin. His name was John Quincy Adams.

When Gian Carlo Menotti was 11 years old, he wrote his first opera, both the libretto and the music: The Death of Pierrot. You may know him for his popular opera Amahl and the Night Visitors. His first formal training in music came when he entered the Milan Conservatory, at age 12.

When he was 14 years old, Srinivasa Ramanujan discovered the general solution to quadratic equations (those of the form ax^4 + bx^3 + cx^2 + dx + e = 0), which had evaded mankind until 1540. Without formal instruction, the boy had already mastered college level mathematics. In this respect, as in his deeply religious sensibility, he was like Pascal—who, according to his sister, played with conic sections when he was a small child.

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Where are these boys now?

I draw a conclusion that never occurred to me when I was younger. We have undertaken a great experiment unknown to any society until a hundred years ago. It is the education of boys en masse by women, always indoors and in the company of girls. I think we can say, with reservations, that the experiment has failed.

I’m not saying that no woman can teach boys, because that is obviously not true. Many a woman can do so very well. There are women who simply like boys and their ways, and who take no perverse delight in trying to force-feed them a feminine etiquette. Such women may prefer to teach Treasure Island to boys than to teach Anne of Green Gables to girls. They will know better than to expect boys to catch fire from stories of gossip and social climbing, however finely written. My observation is of a general truth, not a universal one.

I understand, too, that there is much blame to go around. If in other respects boys had a healthy world to grow up in, their often uninspiring experiences in the schoolroom would not harm them so much—if they all had a father in the home, for instance—but millions do not. If they spent most of their waking hours outdoors, exploring, hunting, fishing, and playing—but school, television, and computers have seen to that. If they were learning to plow the earth, cut down trees, dig wells, or lay pipes alongside older brothers and uncles—but where’s the opportunity, even supposing that the law would permit them to help? If they knew that excellence or competence were necessary for a good young lady to give them a second glance—but porn is a flick of the finger away.

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But what if we want the boys to fail? Not, of course, that this boy should fail, a motive that would be outright wicked. I mean that there’s something about how we live that fears the fearless man, the far-sighted man, the man for whom all the contemporary pieties are straw. To rob the house, you must bind the strong man first. Strong men and strong women make for strong families—for truly strong men and women honor strength in the other sex—and strong families can resist and threaten our overlords in politics, education, entertainment, and industry. The conformists of our time are all “revolutionary” in the same stale, dispirited way, ruining good, old things and then turning to structures of the masses to make up for it. For those in the middle classes and above, the result has been a life of cushioned mediocrity—one comfortable with the largely hidden hierarchies that keep man small and tidy, and fearful of the too near and personal hierarchies that can make man fit to participate in greatness.

However that may be, the facts speak for themselves. The experiment has failed. It is time for men to resume the responsibility to educate their sons.