Is there any room in the adolescent world of video games and virtual reality for silence and self-knowledge? Richard Hague is a poet, essayist, and "Teacher of the Year" at Purcell Marian High School, a Catholic school in Cincinnati, where he teaches literature and creative writing:
The Curriculum of Quiet
by Richard Hague
Our days here at school are crowded, sometimes hectic, always noisy. From the very beginning of the day, students are bombarded by announcements, by the war talk and pictures of Channel One, by the various "administrivia" that interrupt even those interruptions.
There is nothing unusual about any of this. It is the natural result of bringing large numbers of young people together under one roof and trying to attend to their multiple needs. But I worry we will become so accustomed to the clamor that we might come to believe the insidious billboard message I noticed recently for a cell phone company. It warned: "Silence is weird."
I don't want to sound too grumpy or uncool, but the lack of Quiet and her fair sister Solitude in the lives of many of my students distresses me. I despair of students ever achieving the interior work necessary to becoming self-aware, deliberate human beings. In this time of war and fear and craziness, I fear they will listen to the wrong things. I fear they will themselves become weird.
By "interior work" I mean the self-examination of our own beliefs, thoughts, and actions -- and of our failures to act:
"Why did I join that stupid dissing of Mrs. Heekin today? I know she's a fine person and dedicated to helping us all."
"Why did I fail Mr. Hamm (and myself) the other day by not doing my homework -- and this just after he praised me in class?"
"Do I really think Catholicism is stupid? What parts of it, exactly? And why do otherwise intelligent people I respect, like Mrs. Foley, still believe in it?"
"What do I think about this war, and why, and what must I do about what I think?"
We all encounter thoughts like these, I suppose, but not for long, and not for long enough. To really look at ourselves is to live out what the famous Oracle at Delphi counseled: "Know thyself." But such self-knowledge is often difficult. It requires the kind of sustained effort we usually reserve for physical tasks such as getting and staying in shape for a sport or losing ten pounds for a prom. We have to stick at it. Self-knowledge does not arrive by magic, nor does it come overnight.
Self-knowledge is important to adolescents, because if the principle is true -- that you will learn best by connecting what you study to what you already know -- then if you do not know yourself, you do not have as many hooks upon which to hang new knowledge of the world and how it works. You do not see yourself in relation to those other things. You miss opportunities to grow.
And such growth requires, besides silence, solitude. We cannot do the necessary interior work in a crowd because, among other reasons, we cannot hear: "Let's go to the game." Or, "How about you come over to my house and we watch some TV?" Or, "Sorry, I've got to work today so I can pay my car insurance." The business of routine overwhelms us, and easily, because it brings us together with our friends. But these distractions spoil the solitude necessary to growth and development. There is only one of each of us; to sacrifice our uniqueness to habits of mindless activity -- malling, video gaming, television -- is to waste all.
"The world is too much with us; late and soon, / Getting and spending, we lay waste our powers; / Little we see in Nature that is ours; / We have given our hearts away, a sordid boon!" So wrote Wordsworth, a man familiar with solitude. Famous for his long walks, sometimes 20 miles a day, he thereby created the space within himself in which his great poems full of self-knowledge could take their fullest, most developed form.


