ABSTRACT
The arts, Professor Broudy holds, embody values that are appropriate to all men, but they have never been presented seriously in public education in America. They have been retained in its curriculum on a small scale to salve the conscience of educators rather than to advance the higher culture. Since the mid-sixties, their place in the curriculum has become even less secure. It has been undermined by the youth revolution's contempt for the establishment and magnification of popular culture, praise of their own arts by minority groups, and growing sentiment against the life of intellect. Aesthetic education, Professor Broudy suggests, will bring the youthful revolutionary to an allegiance to the arts that will enlighten his criticism of the establishment, will show minorities that there is something in the higher culture worth possessing that will not dissipate the enjoyment of their own, and will raise a barrier that will protect the life of intellect against the destructive flood of contrary sentiment.
