Uniform Swimming Pool, Spa & Hot Tub Code

Loading
loading...

Uniform Swimming Pool, Spa & Hot Tub Code

June 27, 2025
mike@standardsmichigan.com
,
No Comments
water

“The Bathing Pool” / Hubert Robert (French, 1733–1808) / Gift of J.P. Morgan

2024 Uniform Swimming Pool, Spa and Hot Tub Code

READ-ONLY ACCESS

The IAPMO code development process is one of the best in the land.  Its Read-Only Access — needed for light research — is also the best in the land; unlike other ANSI accredited standards developers (who shall be un-named).   The current edition is dated 2024, with the 2027 revision accepted public input until March 3, 2025 according the schedule linked below:

2027 USPSHTC Code Development Calendar

Related:

What are Plumbing Codes?

Uniform Plumbing Code

Coronavirus in Plumbing Systems

Stata Center

June 26, 2025
mike@standardsmichigan.com

No Comments

Financials and Endowment 2024: Investments returned 8.9 percent 2024; endowment $24.6 billion

Named after its major donor — co-founder of Analog Devices — this Frank Gehry designed holds the top spot for highest absolute cost per square foot of any US university research — just shy of $500 million in today’s dollars.

The project replaced a “temporary” structure from World War II known for fostering innovation, particularly through the MIT Radiation Laboratory. The new center was intended to continue this legacy by housing the Computer Science and Artificial Intelligence Laboratory (CSAIL), the Laboratory for Information and Decision Systems (LIDS), and the Department of Linguistics and Philosophy, while promoting interdisciplinary collaboration through its innovative design.


The donations were driven by MIT’s goal to consolidate its computer science, electrical engineering, and artificial intelligence departments into a state-of-the-art facility to encourage the exchange of ideas and technology. The project, completed in 2004, faced challenges, including cost overruns and a subsequent lawsuit against Gehry and contractor Skanska USA for alleged design and construction flaws, such as leaks and drainage issues. This lawsuit was amicably resolved in 2010. Despite these issues, the Stata Center remains a landmark of MIT’s campus, celebrated for its bold architecture and role in fostering innovation.

 

Other major contributors:

  • Bill Gates, who donated $20 million through the William H. Gates Foundation, resulting in one of the center’s towers being named the Gates Tower.
  • Alexander W. Dreyfoos Jr. (MIT class of 1954), who gave $15 million, leading to the naming of the Dreyfoos Tower.
  • Morris Chang of TSMC and Charles Thomas “E.B.” Pritchard Hintze (an MIT graduate associated with JD Edwards, now Oracle), who also provided significant funds.
  • Steven Kirsch, founder of Infoseek, who contributed $2.5 million specifically for the construction of the center’s auditorium.

Site & Survey

June 25, 2025
jia
No Comments

The Society for College and University Planning: Ann Arbor, Michigan

University of Michigan 1855

Site and survey standards play a crucial role in the planning, development, and management of large college campuses.  They are wildly interdependent with the politics of the host community.   Some considerations:

  1. Optimal Land Use: Large college campuses often have extensive land holdings. Site and survey standards help ensure that the land is utilized efficiently, with consideration given to factors such as building placement, parking areas, green spaces, and pedestrian pathways. This optimization enhances the functionality of the campus while also preserving natural resources and promoting sustainability.
  2. Safety and Accessibility: Standards for site surveys include considerations for safety and accessibility. This involves ensuring that buildings are constructed in compliance with relevant codes and regulations to minimize hazards and risks. Additionally, accessibility standards ensure that campus facilities are designed to accommodate individuals with disabilities, promoting inclusivity and equal access to education.
  3. Infrastructure Planning: Site and survey standards are essential for planning the infrastructure of a large campus. This includes utilities such as water, electricity, sewage, and telecommunications. Proper planning ensures that these essential services are efficiently distributed throughout the campus to support academic, residential, and administrative functions.
  4. Environmental Considerations: Large college campuses often have a significant environmental impact. Site and survey standards can incorporate measures to minimize this impact, such as sustainable landscaping practices, stormwater management systems, and energy-efficient building designs. By adhering to these standards, campuses can reduce their carbon footprint and contribute to environmental conservation efforts.
  5. Regulatory Compliance: Compliance with local, state, and federal regulations is essential for any large-scale development project, including college campuses. Site and survey standards ensure that campus construction and expansion projects adhere to zoning laws, environmental regulations, building codes, and other legal requirements. Compliance with these standards mitigates the risk of fines, legal disputes, and delays in project implementation.
  6. Aesthetic and Cultural Considerations: Large college campuses often serve as cultural landmarks and focal points within their communities. Site and survey standards may include guidelines for architectural design, landscaping, and historical preservation to enhance the aesthetic appeal of the campus and celebrate its cultural heritage. By maintaining a visually appealing and culturally rich environment, campuses can attract students, faculty, and visitors while fostering a sense of pride and belonging among the campus community.

In summary, site and survey standards are essential for the effective planning, development, and management of large college campuses in the US. By ensuring optimal land use, promoting safety and accessibility, planning infrastructure, addressing environmental concerns, ensuring regulatory compliance, and enhancing aesthetics, these standards contribute to the overall success and sustainability of the campus environment.

Core standards for college campus land use typically encompass a range of factors including zoning, building placement, infrastructure, environmental considerations, accessibility, and aesthetics. While specific standards may vary depending on the institution and its location, here are some common core standards:

  1. Zoning and Land Use Regulations: Compliance with local zoning ordinances and land use regulations governing the allowable uses of the campus land, such as residential, academic, administrative, recreational, and green spaces.
  2. Building Placement and Density: Guidelines for the placement, size, and density of buildings on the campus to optimize land use, preserve green spaces, and maintain a cohesive campus layout.
  3. Pedestrian and Bicycle Infrastructure: Design standards for sidewalks, crosswalks, bike lanes, and pathways to ensure safe and convenient pedestrian and bicycle circulation throughout the campus.
  4. Vehicle Circulation and Parking: Standards for vehicular circulation, parking lot design, and parking space allocation to accommodate the transportation needs of students, faculty, staff, and visitors while minimizing congestion and maximizing safety.
  5. Utilities Infrastructure: Requirements for the provision of essential utilities such as water supply, electricity, sewage, telecommunications, and internet connectivity to support the functional needs of campus facilities.
  6. Environmental Conservation: Standards for sustainable landscaping, stormwater management, energy efficiency, waste management, and environmental stewardship to minimize the campus’s environmental footprint and promote ecological sustainability.
  7. Accessibility: Compliance with accessibility standards outlined in the Americans with Disabilities Act (ADA) to ensure that campus facilities, pathways, and amenities are accessible to individuals with disabilities, including wheelchair users, visually impaired individuals, and those with mobility impairments.
  8. Historical and Cultural Preservation: Guidelines for the preservation and adaptive reuse of historical buildings and cultural landmarks on the campus, as well as provisions for incorporating cultural elements and artwork into new development projects.
  9. Aesthetic Design Guidelines: Standards for architectural design, landscaping, signage, lighting, and public art to enhance the visual appeal and cohesive character of the campus environment while reflecting the institution’s identity and values.
  10. Safety and Security Measures: Implementation of safety and security measures, such as lighting, surveillance cameras, emergency call boxes, and landscaping strategies, to ensure a safe and secure campus environment for students, faculty, staff, and visitors.

These core standards provide a framework for the effective planning, development, and management of college campus land use, supporting the institution’s educational mission, fostering a vibrant campus community, and enhancing the overall quality of campus life.

Join us today at 16:00 UTC when we update our understanding of titles in the various applicable standards catalogs that affect the safety and sustainability of these “cities-within-cities”

Related:

How North Campus came to be

The ‘super-university’ moves north

Eero Saarinen 1954 Plan for North Campus

https://standardsmichigan.com/parking-lot-striping/
Higher education has long since become centers for the employment of the old, rather than the education of the young.

IBC Electrical (Outdoor Lighting)

June 24, 2025
mike@standardsmichigan.com

No Comments

2025 Committee Action Hearings – Group B #1

Proposal for Performance-Based Building Premise Wiring | Chapter 27): Monograph Page 754

Electrical building — World Columbian Exposition, Chicago, Illinois 1892

The International Code Council bibliography of electrical safety practice incorporates titles published by the National Fire Protection Association which reference electrical safety science titles published by the Institute of Electrical and Electronic Engineers.  The relevant section of the International Building Code is therefore relatively short:

2021 International Building Code: Chapter 27 Electrical

Note that Chapter 27 provides more guidance on managing the hazards created when electricity is absent*.  Since the National Electrical Code is informed by a fire safety building premise wiring culture; absence of electricity is not as great a hazard as when building wiring systems are energized.  (“So they say” — Mike Anthony, who thinks quite otherwise.)

2024/2025/2026 ICC CODE DEVELOPMENT SCHEDULE

2025 GROUP B PROPOSED CHANGES TO THE I-CODES | Complete Monograph (2630 pages)

Although we collaborate most closely with the IEEE Education & Healthcare Facilities Committee (four times monthly in Europe and the Americas) we e encourage our colleagues in education communities everywhere to participate directly in the ICC Code Development process.   CLICK HERE to set up an account.

It is enlightening — and a time saver — to unpack the transcripts of previous revisions of codes and standards to see what concepts were presented, what got discussed; what passed and what failed.  We provide links to a few previous posts that track recent action in the ICC suite relevant to electrotechnologies:

Electric Vehicle Charging

Entertainment Occupancies

K-TAG Matrix for Healthcare Facilities

International Energy Conservation Code

The ICC suite of consensus products are relevant to almost all of our work; everyday.   See our CALENDAR that reflects our Syllabus.  Today we deal with electrical safety concepts because technical committees are meeting from November to January to write the 2023 National Electrical Code.  CLICK HERE to follow the action in more detail.


* The original University of Michigan advocacy enterprise began pounding on National Electrical Code committees to install more power reliability concepts in the 2002 Edition with only modest success.  Standards Michigan has since collaborated with the IEEE Education & Healthcare Facilities Committee to drive “absence-of-power-as-a-hazard” into the National Electrical Code; the 2023 now open for public consultation.


N.B.

Assuming building interior fire safety issues can be managed, one way of getting more electric vehicle charging stations built around campus is to install requirements into the building code — thereby putting the construction cost, operation, maintenance and risk upon real-asset Developers and Owners. Code change submittals for the Group A tranche of titles will be received until January 8, 2024.

 

Information technology for learning, education and training

June 23, 2025
mike@standardsmichigan.com
,
No Comments

Illustration from 1913 showing Pythagoras teaching a class of women. Pythagoras believed that women should be taught philosophy as well as men and many prominent members of his school were women.

We follow the catalog of best practice titles developed by a joint committee of the International Organization for Standardization and the International Electrotechnical Commission that should interest educational institutions with an interest in capturing revenue from students outside their home country (which is nearly every educational organization as far as we can see, save for secondary school districts).

ISO/IEC JTC 1/SC 36 Information technology for learning, education and training is charged with standardization in the field of information technologies for learning, education, and training to support individuals, groups, or organizations, and to enable interoperability and reusability of resources and tool. Excluded from this scope are: •standards or technical reports that define educational standards (competencies), cultural conventions, learning objectives, or specific learning content.  Work done by other ISO or IEC TCs, SCs, or WGs with respect to their component, specialty, or domain. Instead, when appropriate, normative or informative references to other standards shall be included. Examples include documents on special topics such as multimedia, web content, cultural adaptation, and security.   The landing page for all ISO/IEC JTC 1 is linked below.

ISO/IEC JTC 001/SC 36 “Information technology for learning, education and training”

The Korean Agency for Technology and Standards is the Global Secretariat.  INCITS is ANSI’s US Technical Advisory Group administrator.   CLICK HERE for a list of committees.

We maintain the work products of this committee on the standing agenda of our Global, ICT and Acoustics colloquia.  See our CALENDAR for the next online meeting; open to everyone.

Issue: [13-100]

Contact: Mike Anthony, Christine Fischer, Paul Green

Category: Academic, Finance, Global, ICT

Freely Available ICT Standards


LEARN MORE:

Workspace ISO/IEC JTC1

MaternityMetrix

June 23, 2025
mike@standardsmichigan.com

No Comments

Related:

University of British Columbia: SUPPORTING THE TRANSITION TO PARENTHOOD WITH ONLINE SEX AND RELATIONSHIP KNOWLEDGE PILOT STUDY

Founder of Maternity Metrix, Dr. Akkeneel Talsma

 

Evensong “Peace”

June 22, 2025
mike@standardsmichigan.com
, , ,
No Comments


Merlin’s Owl: A Charge to Graduates

June 22, 2025
mike@standardsmichigan.com
, , , ,
No Comments

“It is at leaving the college and entering the world that the education of youth begins…

It is less uniform than that of childhood but more dependent on chance, and doubtless more important.

The youth is then attacked by a greater number of sensations: all that surrounds him strikes him,

and strikes him forcibly.”

—  Claude-Adrien Helvétius (A Treatise on Man)

“The supply of government

exceeds the demand”

— Lewis Lapham

If I bear in mind the syllabus with which the class of 2003 has been engaged over the last four years, I don’t know how else to think of your invitation to deliver a commencement speech except as the proverbial praise from Caesar. I count it both as an honor and as a piece of luck because I’m always glad of the chance to try for an answer to the question, “What in God’s name are the humanities, and why are they of any use to us here in the bright blue, technological wonder of the twenty-first century?”

The standard set of answers read like funeral orations—newspaper columnists mourning the death of Western civilization, editors of alumni magazines likening the humanities to a suite of virgins set upon by Philistines or dogs, college deans talking about the precious ornaments of ancient art and modern literature buried in the tomb of a medieval library. The sanctimony is traditional, and invariably reminds me of a poem by Archibald MacLeish: “Freedom that was a thing to use / They’ve made a thing to save / And staked it in and fenced it round / Like a dead man’s grave.”

A mistake to think of the humanities as luxuries or as a decent appearance that must be kept up, like the country club membership or the house in Palm Beach. Necessities. I can think of no other set of studies more relevant to our present circumstance. Our technologists bear comparison to the sorcerer’s apprentice, producing continuously improved means toward increasingly ill-defined ends. Unless we look to the humanities to clean up the mess, we stand a better than even chance of killing ourselves with our new toys.

In its Renaissance usages, the word humanist connotes resourcefulness, skepticism, irony, and self-reliance, “refinement without extravagance and knowledge without effeminacy.” A character played by Robert Mitchum or Humphrey Bogart, not by Hugh Grant; more to do with the cunning of Ulysses, great-hearted and wide wandering, than with the dithering of the cultural endowments in Washington or with the intrigues behind the arras of the English Department at Yale. Humanism is about the passion of thought and the will to understand, about Darwin sailing for the Galapagos or Dostoyevsky in trouble with the police, about Condorcet dying in a garret and hunted by agents of the guillotine, writing his outline of human progress so that he might hearten mankind by his vision of its possible perfections.

The imaginative taking of experience of the past can be put through as many paces as a well-trained circus horse. When I’m at a loss to remember why I read Tacitus or Molière, I think of the magician Merlin in T.H. White’s Once and Future King, seated under a willow tree and presenting the young Prince Arthur with a certain cure for melancholy:

The best thing for being sad is to learn something. That is the only thing that never fails. You may grow old and trembling in your anatomies, you may lie awake at night listening to the disorder of your veins, you may miss your only love, you may see the world about you devastated by evil lunatics, or know your honor trampled in the sewers of baser minds. There is only one thing for it then—to learn. Learn why the world wags and what wags it. That is the only thing which the mind can never exhaust, never alienate, never be tortured by, never fear or distrust, and never dream of regretting.

Among my own teachers, the one nearest in spirit to T.H. White’s Merlin turned up forty years ago under a potted palm tree in a New York City restaurant under the name of Otto Friedrich. In the heyday of what was then called “The New Journalism,” Otto was the managing editor of The Saturday Evening Post, and I was one of the magazine’s newly recruited contract writers. When I first met him in the autumn of 1962 he seemed a remote and professorial figure—tall and heavyset but with the stooped posture of a man accustomed to bending over books, taciturn, unsentimental, and matter-of-fact, given to wearing the same rumpled suit for days on end, not yet fifty but seeming as old as Merlin’s owl. Over the course of the next five years, listening to him talk about the last months of the Roman Empire or Mozart’s attachment to the key of E flat with the same degree of certainty that he brought to a discussion of the Kennedy administration’s geopolitical game theory, I understood that he joined a scholar’s love of learning with a journalist’s boundless curiosity. Free of cant and incapable of hypocrisy, Otto taught by example instead of by precept, patiently and with an unstinting kindness that he took a good deal of trouble to conceal behind a show of churlishness. He was as suspicious of metaphors as he was of politicians, and because he was a better writer than all but a few (a very few) of the more famous authors whose work he ushered into the light of print I seldom quarreled with his judgment. Otto never indulged a writer with the sloppy display of adjectives that he associated with publishers’ blurbs and lipstick advertisements, and the best that could be hoped for was that the manuscript might pass inspection without attracting a scourge of marginal notes (“empty phrase,” “wrong word,” “absurdity”) that indicated not only a redrafting of the text but also the jettisoning of its presumed topic. By the time the Post ceased publication in the spring of 1969 I had come to recognize him as a man who summed up in his life and turn of mind what I take to be the meaning of the word humanist.

Gallery

Over the course of a life that didn’t allow him much time to write, he published fourteen books, and when he died at the age of sixty-six in 1995, he had a list of twenty other books in mind, among them biographies of Richard Wagner, Saint Paul, and Attila the Hun, a man whom he regarded as “much misunderstood, and far more worthy than his Roman enemy.” Otto wrote books in the way that other people wander off into forests, chasing his intellectual enthusiasms as if they were obscure butterflies or rare mushrooms—books about roses and Édouard Manet’s Olympia, extended essays about Scarlatti, the Albigensian Crusade, the siege of Monte Cassino and the fires of Auschwitz, books about Berlin in the 1920s and Hollywood in the 1940s, biographies of Glenn Gould and Helmuth von Moltke—a historian in the amateur tradition of Henry AdamsBernard DeVoto, and Walter Karp. Otto ignored the apparatus of academic scholarship and approached the study of history in the same spirit that he approached Mozart’s piano concertos. “The only way to understand a Mozart concerto thoroughly,” he once said, “is to sit down at the piano and play it, which I do with his number twenty-seven, humbly, every six months or so.”

Otto was never at a loss for a story to tell, if not about drifting ships then about earthquakes, or flowering trees, or the company of the Christian miracles gathered on the island of Iona. His life was not without sorrow—two of his children born disabled, his right eye gone blind with disease, none of his books profitable enough to release him from his chores as an editor, a siege of mental illness so severe that for a year it brought him near insanity—but like the Merlin imagined by T.H. White, he found that the best thing for being sad was to learn something. Although he was well versed in the “trembling of the anatomies,” I never once heard him complain of his misfortunes, and I suspect that he had little liking or patience for the kind of people—quite a few of them writers of large reputation—who display their afflictions as if they were made of gold lace. Otto believed that we are all caught up in the telling of stories (some more complicated and more beautiful than others, many of them incoherent, a few of them immortal), and he assumed that no matter how well or how poorly we manage the plot, we are all of us engaged in the same enterprise, all of us seeking evocations or representations of what we can recognize as appropriately human.

On the afternoon of May 24, 1995, in Saint Peter’s Church on Lexington Avenue in New York City the memorial service began with the playing of Bach’s Goldberg Variations, and as I listened to the theme presenting itself in a succession of different rhythms and voices, I thought of Otto setting the libretto of human feeling to the counterpoint of time. The music shifted to an aria from Richard Strauss’ Der Rosenkavalier, and I remembered that two years before going to Paris in the summer of 1948, Otto had traveled around Europe to pay his respects to various artists in whose work he had found inspiration. “Barging in on living monuments,” he once said, “a tourist collecting a generation.” At Rapallo in the north of Italy Otto invited himself to tea with Sir Max and Lady Beerbohm; in Rome he found George Santayana, reclining in striped pajamas on his bed at the Convent of the Blue Nuns. In Munich he briefly took piano lessons with Joseph Pembauer, who was said to have been a pupil of Liszt, and on the terrace of the Grand Hotel in Lausanne, he accosted Richard Strauss, by then a bent and white-haired man of eighty-two, with the first pages of a piano concerto he had begun to write on the voyage from New York. The elderly lady accompanying the composer on his afternoon walk angrily waved Otto out of sight, never guessing what it was that Otto had come to say or that forty-nine years later, on Lexington Avenue and East 53rd Street, the music of Der Rosenkavalier would oversee the departure of Otto’s civilizing spirit.

Within the profession of journalism I often have heard it said that the truth shall make men free, but it was Otto who taught me what the phrase means. The truth isn’t about the acquisition of doctrine or the assimilation of statistics, not even about the chicanery in Washington or the scandal in Santa Monica. It’s about the courage to trust one’s own thought and observation, to possess one’s own history, speak in one’s own voice. Most of Otto’s books never sold more than a few thousand copies, but although he knew that the reading and writing of history settles nothing (neither the grocer’s bill, the argument in the faculty lounge, nor next year’s election), he also knew that the study of history is the proof of our kinship with a larger whole and a wider self, with those who have gone before and those who will come after, and that we have nothing else with which to build the future except the wreckage of the past. Time destroys all things, but from the ruin of families and empires we preserve what we find useful or beautiful or true; on our way to death we make of what we have found the hope of our immortality.

Stories move from truth to facts, not the other way around, but in the attempt to convey the essence of a thing the teller of tales must give it a name, an age, and an address, and when I see the world devastated by evil lunatics, I think of Otto Friedrich, sick or in pain, blind in one eye, playing Bach’s Partita in C Minor on a winter night on a piano badly out of tune, planning his next raid on the kingdom of the past, wondering how he might hearten himself and his fellow men with a story not yet told.

Most of what I know about the composition of English prose I learned from Otto Friedrich, who also gave me to understand that very few of the world’s powers can do you irreparable harm if you don’t make the mistake of running a con game on the unique character and specific temper of your own mind, and that most of the political arguments going on in the world at the present moment are the same ones that enlivened the scaffolds of Renaissance Italy and the annals of Imperial Rome—the old and bitter quarrels between time past and time future, between the inertia of things as they are and the energy inherent in the hope of things as they might become.

The former and more portly faction invariably commands the popular majority. It is the party of military parades and Late Night with David Letterman, of Time magazine, Steven Spielberg movies, and the oil-company lobbyists working the halls of Congress. All of you belong, by definition if not by choice, to the party of things-as-they-might-become. Don’t underestimate the guile of your enemies. The servants of the status quo like to say that nothing is seriously amiss, that this is the best of all possible worlds, that the wisdom in office, whether at the White House or on the set of Nightline, brooks neither impertinence nor contradiction.

The authorities rest the case for their assurance on two lines of false reasoning. First, that the future is so dangerous that only football captains need apply, that everything is very difficult, very complicated and very far beyond the grasp of mere mortals who never have sailed up the Nile with Henry Kissinger. Second, that because this is the best of all possible worlds, nothing important remains to be said or discovered. The media have a hand in both of these deceptions, and I speak from some experience when I say that the fear of the future sells newspapers and bids up the market for cheap miracles and expensive cosmetics. The enormous acquisitions and disseminations of knowledge over the past twenty years (about nuclear physics, cancer cells, the history of Germany, terrorism, and the chemistry of bats) have brought forth corresponding gains in the levels of anxiety. Hardly a day passes without somebody naming yet another substance (previously thought to be harmless) that can kill or maim everybody in downtown Los Angeles. The evil omens decorate the seven o’clock news, and every self-respecting newsletter announces the depletion of the reserves of deutschemarks, sunlight, and conscience. The seers who look into the abyss of the millennium predict catastrophes appropriate to the fears of the audiences they have been paid to alarm. During the span of a single week at Harper’s Magazine I once received the galley proofs of three new books entitled, in order of their arrival, The End of NatureThe End of Science, and The End of History.

The rumors are as exaggerated as the ones about Saddam Hussein’s inventory of nuclear weapons. It is the business of the future to be dangerous, and most of the people who magnify its risks do so for reasons of their own. Jealous of a future apt to render them ridiculous or irrelevant, they bear comparison to the French noblewoman, a duchess in her eighties, who, on seeing the first ascent of Montgolfiers’ balloon from the palace of the Tuileries in 1783, fell back upon the cushions of her carriage and wept. “Oh yes,” she said, “now it’s certain. One day they’ll learn how to keep people alive forever, but I shall already be dead.”

To disprove the second proposition, you have only to consult the listings in any newspaper—any week, any edition—to know that the Four Horsemen of the Apocalypse are still at large on five continents and seven oceans. The headlines give the lie to the assertion that the servants of the status quo know why the word wags and who or what wags it. Quite clearly, almost everything remains to be done, said, or discovered; also quite clearly, the world stands in need of as much help as it can get, and if it doesn’t get that help from people like yourselves, then in whom does it place the hope of a new answer, or even better, a new question?

As a student at Yale in the 1950s I was taught to think of the twentieth century as the miraculous and happy ending of the story of human progress; I now think of it as a still primitive beginning. From the perspective of the thirtieth century, I expect the historians to look back upon the works of our modern world as if upon sand castles built by surprisingly gifted children.

When I was your age, I made the mistake of imagining the future as a destination—like Paris or Baltimore or the Gobi Desert—and I thought that in the so-called real world the people who ran the place were made of Greek marble or Gothic stone. As I grew older I began to notice, first to my surprise, and then to my alarm, that the more loudly the Wizards of Oz claimed to know all the answers, the less likely that they knew even a few of the questions. The walls of the establishment are made of paper, as often as not the fortress manned by soldiers already dead, propped like sandbags on the parapets of office. The party of things-as-they-are stages a great show of its magnificence in order to conceal its weakness and fear, and it makes small complaint if all the voters in California, New York, and Michigan wander through their lives in a passive stupor. As a nation we now spend upwards of $500 billion a year on liquor, pornography, and drugs, and the Cold War against the American intellect constitutes a more profitable business than the old arrangement with the Russians or the new arrangement with the viceroys of terrorist jihad.

The discussions in the newspapers about the sorrows of American education assume the existence of what the editorial writers like to call “the educated citizen.” To the best of my knowledge I have never met such a person; even the idea of an educated citizen strikes me as preposterous. I can conceive of a self-educating citizen, and I have had the good fortune to meet a number of people who can be so described, none of them fool enough to proclaim themselves educated. Without exception they possess the valor of their ignorance, conceiving of education neither as a blessed state of being (comparable to membership in the Cosmos Club) nor as a material good sold in a store (even at Harvard’s rate of $34,000 per annum) but rather as a ceaseless process of learning and relearning. Few pleasures equal the joy of the mind when it’s being put to constructive and imaginative use, and if not to people like those of you on this lawn, to whom do we turn for a new equation, a new line of economic or political theory, a new lyric and a new song?

Mark Twain referred to such people as “the makers of the earth after God,” and you are lucky enough to have inherited not only the writings of Twain but also the mechanism of democratic self-government. Democracy allies itself with change and proceeds under the assumption that nobody knows enough, that nothing is final, that the old order (whether of men and women or institutions) will be carried offstage every twenty years. The plurality of democratic voices and forms assumes a ceaseless making and remaking—of laws and customs as well as of fortunes and matinee idols. Democratic government is a purpose held in common, and if it can be understood as a set of temporary coalitions among people of different interests, skills, and generations, then everybody has need of everybody else. To the extent that a democratic society gives its citizens the chance to chase its own dreams, it gives itself the chance not only of discovering its multiple glories and triumphs but also of surviving its multiple follies and crimes.

No matter what the season’s top billings in the American political circus are, the argument between the past and future tense falls along the division between the people who would continue the democratic experiment and those who think that the experiment has gone far enough. The freedom of thought and expression presents society with the unwelcome news that it is in trouble, but because all societies, like most individuals, are always in some kind of trouble, the news doesn’t cause them to perish. They die instead from the fear of thought and the paralysis that accompanies the wish to make time stand still. Liberty has ambitious enemies, but the survival of the American democracy depends less on the size of its armies than on the capacity of its individual citizens to think for themselves. Tyranny never has much trouble drumming up the smiles of prompt agreement, but a democracy stands in need of as many questions as it can ask of its own stupidity and fear. Idealism rescues cynicism, and the continued comfort of the party of things-as-they-are depends on the doubts placed under their pillows by the party of things-as-they-might-become. The future turns out to be something that you make instead of find. It isn’t waiting for your arrival, either with an arrest warrant or a band, nor is it any further away than the next sentence, the next best guess, the next sketch for the painting of a life portrait that might become a masterpiece. The future is an empty canvas or a blank sheet of paper, and if you have the courage of your own thought and your own observation you can make of it what you will.

Below we feature a commencement speech by Lewis H. Lapham delivered on May 11, 2003, to the class of 2003 at St. John’s College in Annapolis, where the curriculum centers on the great books.

 

 

Layout mode
Predefined Skins
Custom Colors
Choose your skin color
Patterns Background
Images Background
error: Content is protected !!
Skip to content