The New Mechanics' Institutes

Mechanics' Institute, Toronto

Few seem to understand that a functioning democracy, and a well-functioning civil society in general, including businesses that work, depends crucially on the skills of parliamentary procedure and formal debate. And few seem to understand that these do not come to us spontaneously, but actually go against natural instincts. The natural instinct, after all, is to get upset if anyone disagrees with you.

The English are so good at this. It fits the politeness and decorum of the national character; although which came first is hard to say. Englishmen out for a pint together will debate in these terms; and will deliberately insult one another to harden each other up. Nothing beats the Oxford Union; but watching debate in the British House of Commons, after being used to Ottawa question period on C-Span, is itself a revelation.

We are foolish to suppose that this can be easily and automatically ported to any other culture and society at will. It does not work nearly so well even in Canada or the US. Let alone, say, Vietnam or Iraq. Yet the US government, for one, never seems to get this. It was striking wisdom for the Emir and government of Qatar to understand, and begin the long work of introducing their people to democracy by first setting up debating societies everywhere, hosting the Doha Debates, and sponsoring Al Jazeera. That is the way it must be done, and it will take at least a generation.

More troubling is that, through ignorance or design, the skills of parliamentary procedure and formal debate are rarely taught in the public schools, and never as a core subject, even in Canada or the US. They are, of course, taught rigorously in the British or Canadian private schools. 

Oxford Union.

This is the best way imaginable to create and perpetuate a class system. It means that only the upper classes, who can afford to go to these exclusive schools, learn how to organize and run things. There is also good evidence that it was deliberately done, back in the original “Progressive” era of the 1920s and before. “Progressivism” was always, and still is, about creating and protecting a North American ruling elite. 

And this suppression of essential knowledge, as well as being discriminatory, is destructive to society as a whole. Because there is no way any longer that we can keep the unfashionable masses out of management; we need more managers, and progressively fewer dumb and obedient robot helots, as technology advances. And the general population also has the right, in our system, to decide essential matters for all of us, through the ballot box. For the sake of all, they (we) had better know how to make good decisions.

We are seeing the bill come due now, with Antifa goons rioting in the streets and shouting speakers down. And these Antifa goons, note, are generally the nominally better-educated among us. We let the previously unprepared, after all, go to university, opened those gates wide, and flooded the higher levels of the system with folks who have no idea what the various buttons and levers do.

Well-intentioned, no doubt, itself an attempt to end the class system, but ill-informed.

All of this is brought to mind by a unit I am being asked to teach at the moment, on how to write an opinion essay. Something I think I know something about. I am doing it now. 

Canadian House of Commons.

Good thought; good idea. But the person who wrote the curriculum, the subject expert himself or herself, obviously has no idea how to do so, let alone how to teach it to someone else. Their instructions are incoherent; they cannot seem, in their own mind, to even distinguish claims from counterclaims, pro from con. They do not grasp the actual structure of an argument.

Their assigned essay topic illustrates the problem: “What can be done about China’s pollution problem?” Following, inevitably, a little lecture about China’s pollution problem and its supposed causes.

In other words, rather than getting to form and express an opinion, the student is being told the “correct” opinion in advance. On a topic on which there is essentially no disagreement. Raise hands, everyone: who here is in favour of pollution?

And no, this is not a Chinese thing. This is an American curriculum.

Isn’t this also what has happened to our current politics, and isn’t this a pressing problem?

Over a century ago, wealthy philanthropists launched “Mechanics’ Institutes” in major cities, where the poorer among us could learn skills needed for the new world of industrialization.

We need something like that now again. We need a movement to teach and study debate and parliamentary procedure; how to run a meeting. We need it on the night-school model of the Mechanics’ Institutes, too, because even if the public schools were to instantly reform and introduce the subject, that still sacrifices all the adults who have already completed school. Worse, these same adults are the teachers we have in the schools today. Until they learn it themselves, as we see from my current curriculum, they cannot competently teach it.

Qatar is way ahead of us on this one.