“It isn’t fair, it isn’t right,” Mrs. Hutchinson screamed, and then they were upon her.”
Shirley Jackson, The Lottery, 1948
A professor is appalled that students are unwilling to say that human sacrifice, as set forth in the short story The Lottery, is wrong:
“The story always impressed the class with the insight that I felt the author had intended: the danger of just ‘going along’ with something habitually, without examining its rationale and value. In spite of the changes that I had witnessed over the years in anthologies and in students’ writing, Jackson’s message about blind conformity always spoke to my students’ sense of right and wrong.”
Then in the 1990s, something started to change dramatically in how her students responded to the sobering tale. Rather than being horrified by it, some claimed they were bored by it, while others thought the ending was “neat.”
When Ms. Haugaard pressed them for more of their thoughts, she was appalled to discover that not one student in the class was willing to say the practice of human sacrifice was morally wrong! She describes one interaction with a student, whom she calls Beth:
“‘Are you asking me if I believe in human sacrifice?’ Beth responded thoughtfully, as though seriously considering all aspects of the question. ‘Well, yes,’ I managed to say. ‘Do you think that the author approved or disapproved of this ritual?’
“I was stunned: This was the [young] woman who wrote so passionately of saving the whales, of concern for the rain forests, of her rescue and tender care of a stray dog. ‘I really don’t know,’ said Beth; ‘If it was a religion of long standing, [who are we to judge]?’”
“For a moment, I couldn’t even respond,” reports Ms. Haugaard. “This woman actually couldn’t seem to bring herself to say plainly that she was against human sacrifice. My classes of a few years before would have burst into nervous giggles at the suggestion. This class was calmly considering it.”
At one point, a student explained she had been taught not to judge, and if this practice worked for them, who was she to argue differently.
Appalled by the student’s moral indifference, Ms. Haugaard concludes, “Today, for the first time in my thirty years of teaching, I looked my students in the eye and not one of them in my class could tell me that this society, this cultural behavior was a bad thing.”
Go here to read the rest. Well, none of this is surprising. In my 61 years society has gone from condemning abortion as a serious crime to celebrating it as a constitutional right. Ditto as to homosexual conduct. If a society can turn on a dime as to such fundamental moral issues, why should we expect our young to have any firm notions of right and wrong? Indeed, for large sections of our society “right” and “wrong” are now understood in the ever shifting political categories of the Left. Thus if you believe that only females should use female bathrooms, you are a hopeless bigot. If you object to your kids receiving homosexual indoctrination in their schools, likewise. Once again you are a bigot if you believe that there are only two sexes and that all lives matter. Moral indifference is not a sign of decay in our young, but rather that they have been paying attention.