Professional Documents
Culture Documents
Abby Hildebrand
Professor Fawaz
AMST 198.10W
magazine, the author creates sets of binaries that racially divide not only the definition of
education, but also the ways in which we can solve the challenges facing the American education
system in the early 1990s. The article’s text immediately establishes a binary in that education
has always had two different connotations. For ancient Greeks, “paideia” had two meanings:
“the nurturing of a child’s body, mind and soul by wise and loving elders” in the personal sphere,
and “all the processes that pass civilization from on generation to the next” in the public sphere.1
The first section details the work of Carter Bayton who worked with students in Baltimore. He
represents the notion of education in the personal sense, while the second section details the
work of Professor E.D. Hirsch, which represents the public notion of education. Bayton’s work is
described as more affective, simple, and on a small scale, while Hirsch’s work is described as
more practical, scholarly, and with broader applications. These different depictions place more
value on Hirsch’s experiments than on Bayton’s methods in the language used to characterize the
The first sentences mentioning both educators and their work say it all. “Hirsch has a
grand vision: He is seeding a common ground of information and ideas where all Americans can
meet in mutual understanding.”2 This statement shows the importance of Hirsch’s work as
something that can change the entire American education system—a public application of his
1
Denise L. Stitson, “Yearning to Learn,” Life September 1991: 22.
2
Stitson, 23
2
theory. In describing Bayton’s method, however, the article says that he has taken a different
approach. His “hopes are far more modest: He is simply trying to provide 17 innocent little boys
with a future” and along the way, Bayton learned that, “You have to touch the heart before you
can teach the mind”.3 Only Carter Bayton has to learn “to touch the heart”—to act on the
personal level— before he can begin helping these children learn; Professor Hirsch, as a white
professor, does not need to learn this old “truth” before revamping the entire education system.
The idea that a person’s race can determine the value of education he or she provides is imparted
Additionally, when they are later introduced separately and more in depth, the language
provides a clear distinction between Bayton and Hirsch. There is absolutely no discussion of
Carter Bayton’s credentials or previous experiences as an educator. The reader simply learns that
Bayton too grew up in an inner city and wanted to help those children that other teachers could
not reach.4 However, when the reader is introduced to E. D. Hirsch, the author mentions his
career at University of Virginia, his title as Linden Kent Memorial Professor of English, and his
status as a grandfather.5 The article then tells readers that at this elementary school he is “well…
he’s a little like God.”6 In the description of Batyon, on the other hand, it says that he “looks like
a kindly Buddha.”7 While this does equate him to a deity, Bayton merely physically looks like a
god; Hirsch is viewed as a god in mind and body because of his intellectual talents. This
comparison, Hirsch as God and Batyon as a Buddah look-a-like, is a racialized one. The white
man and black man are separately compared to gods and on the superficial level seem to be
somewhat equal, but upon closer inspection, the language reveals that the black man can only
3
Ibid.
4
Stitson, 25.
5
Peter Meyer, “Getting to the Core,” Life September 1991: 36.
6
Ibid.
7
Stitson, 25.
3
appear as a god physically, not act or actually be a god. In lessening the man who offers the
personal approach to education, the article lessens the value of his approach as well. His impact
is diminished again by the inset quote that reads, “17 little boys are saved by a teacher’s love.”8
The quote says that he has only reached 17 boys, an intimate group of students. His work is
limited to those boys and that city, personal spaces. However, Hirsch worked with an entire
school in order to test his theory for application to many school systems, a potential solution for
all public schools, not just the state of Florida. These characterizations of the personal sphere as
black and minor in scope compared to the grand ideals of the white, public sphere lessen the
significance of Bayton’s education reform, and thus lessening the success of the very story that
The photographs further the idea that these binaries are racialized. The visual formatting
of the article shows students both in groups and in solo shots. The first full page photo is of five-
year-old George Finney sitting alone in a rundown doorway. The paint is chipped and the brick
very worn. The photo is taken at eye level with the seated boy, as if the viewer is right there with
George in that doorway. This picture is designed to evoke feelings of sorrow and sadness that
match the tired expression on George’s face. His hands sit in his lap, not folded, but in fists,
which suggests a tension or anxiety he feels about school (and probably life in general). Turning
to the next page, we see a smaller inset photo of Carter Bayton and George walking outside
school. Bayton’s arm is around the boy, and they are in stride together. The image of the two of
them contrasts nicely with the solo shot of George, as if to show that George was alone before
but now he has Mr. Bayton. These photos echo the idea that this is a personal type of education
because the shots are so intimate. Additionally, all of the photos in this section support the racial
line drawn in this article since they include only black students and black teachers.
8
Stitson, 22.
4
A similar effect is employed in the latter section of the article; there are both solo and
group shots of the students who worked with Hirsch. The full page shot in this section is of a boy
literally about to jump out of his seat with excitement, hand raised, eyes full of passion, truly
eager to speak his answer. The viewer sees an active view of education in this shot, while in the
full page shot of George is a passive look at Bayton’s students, perhaps nodding to the
assumption that white students are more ready to learn than inner city black students. The one
group shot that includes Hirsch shows him leading the class, about to call on a student. Here he is
in the personal sphere in that he is working with the kids, but this is one of two photos in which
we even see Hirsch. It is telling that he is only in one photo with the students, while Bayton is in
five, typically closely working with the children. This trend speaks to the personal and public
notions of education: Hirsch is not as directly involved with children but with their curriculum,
Through the images, the reader can visualize the racial divide that the article sets up with
its language. The binaries it creates between the personal and public, black and white, emotional
and practical, and even minor and major education reform are seen in the text used to describe
the programs that Bayton and Hirsch created, as well as the men themselves. The racial
distinctions speak to the larger context of this period just after the Rodney King incident. The
article divides itself by race and tries to give equal weight to each side, yet, fails. Both methods
offer hopeful stories of solutions for public education, but neither solution seems like it would
function in the other’s environment. In minimizing the personal solution for the education
system, the article celebrates a narrow solution for a problem that clearly has more than one side.