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1704907551
8.The New York Times, August 1, 1957.
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1704907553
9. Ibid.
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1704907555
10. U. S. Congress, 84th Congress, and session, Senate Committee on Armed Services: Hearings, Vol. XVI, pp, 1742, 1744 (July 2, 1956); 强调为作者所加。
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1704907557
11. 这一形象的大杂烩来自20世纪50年代Immanuel Wallerstein未发表的硕士论文：“McCarthy-ism and the Conservative,” Columbia University, 1954, pp. 46 ff.
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1704907559
12.Freeman, VoL XI (November 5, 1951), p. 72.
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1704907561
13.Congressional Record, 81th Congress, 2nd session, p. 1954 (February 20, 1950).
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14. Jack Schwartzman: “Natural Law and the Campus,” Freeman, Vol. II (December 3, 1951), pp. 149, 152.
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1704907565
15. “Shake Well before Using,” National Review, Vol. V (June 7, 1958), p. 544.
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1704907567
16.Congressional Record, 81th Congress, 1st session, p. 11584 (August 16, 1949); 也见Dondero’s address on “Communism in Our Schools,” Congressional Record, 79th Congress, 2nd session, pp. A. 3516-18 (June 14, 1946), 以及他的演讲，“Communist Conspiracy in Art Threatens American Museums,” Congressional Record, 82th Congress, 2nd session, pp. 2423-7 (March 17, 1952).
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1704907569
17. William G. McLoughlin, Jr.: Billy Graham: Revisionist in a Secular Age (New York, 1960), pp. 89, 212, 213; on the Gallup Poll, see p. t.
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1704907571
18.Judging and Improving the Schools: Current Issues (Burlingame, California, 1960), pp. 4, 5, 7, 8; 强调为作者所加。遭到猛烈抨击的报告文件是William C. Bark et al.: Report of the San Francisco Curriculum Survey Committee (San Francisco, 1960).
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1704907573
19. Robert E. Brownlee: “A Parent Speaks Out,” Progressive Education, Vol. XVII (October, 1940), pp. 420-41.
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1704907575
20. A. H. Lauchner: “How Can the Junior High School Curriculum Be Improved?” Bulletin of the National Association of Secondary-School Principals, Vol. XXXV (March, 1951), pp. 299-301. 这场演讲发表于该协会的一次会议上，见Arthur Bester’s comments in The Restoration of Learning (New York, 1955), p. 54.
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1704907577
21. “G, E, Moore,” Encounter, Vol. XII (January, 1959), p. 68; 但是他说这话是有特定背景的，不应被过度解读。
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1704907579
22.Note towards the Definition of Culture (London, 1948), p. 23.
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23. 比如，我觉得应该讨论一下杜威的理论蕴含的反智意味和它造成的反智结果。但如果说杜威是反智派，那就大错特错了。
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1704907583
第二章 智识不受欢迎
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1. 我无意说这现象只存在于美国，很多地方都会存在，只要存在某个讨厌知识分子又不愿一并舍弃“才智”的社会阶级时，就会如此。例如在法国，当知识分子成为一股社会力量后，莫里斯·巴雷斯（Morris Barres）在1902年写道：“我宁可有才智，也不要成为知识分子”。Victor Brombert, The Intellectual Hero: Studies in the French Novel, 1880-1955 (Philadelphia, 1961), p. 25.
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2. 吉布斯的状况常被认为是美国文化带来的结果。关于这种文化态度的讨论，请参见Richard H. Shryock: “American Indifference to Basic Science during the Nineteenth Century,” Archives Internationales d’Histoire des Sciences, No. 5 (1948), pp. 50-65.
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3. W. D. Niven, ed.: The Scientific Papers of James Clerk Maxwell (Cambridge, 1890), Vol. II, p. 742.
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4. Julien Benda在1927年出版的La Trahison des Clercs中指控，有许多当代知识分子为了追求这种救世的政治而牺牲了知识的价值：“今天，如果我们提到莫姆森（Mommsen）、特赖奇克（Treitschke）、奥斯瓦尔德（Ostwald）、布吕内蒂埃（Brunetière）、巴雷斯、勒迈特尔（Lemaître）、贝玑（Péguy）、莫拉斯（Maurras）、丹农齐奥（d’Annunzio）、吉卜林（Kipling）等人，我们必须承认他们展现了无比的政治热情——即知即行、渴望立即的成效、专注于心中的目标，并蔑视论证。”
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5. 其实在知识分子内部也有很多讨论，具有专业知识是否对他们反而是不利的事情。大家在问，是否作为一个专家会把知识分子降格为只是一个“心智技师”（mental technician）。例如可参见H. Stuart Hughes: “Is the Intellectual Obsolete?” in An Approach to Peace and Other Essays (New York, 1962), chapter 10. 最后一章我们还会回到此问题。
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6. 关于民选的政客对抗专家的种种背景与社会氛围，社会学家爱德华·希尔斯有很好的观察。见Edward Shils: The Torment of Secrecy (Glencoe, Illinois, 1956).
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7. Testimony before a subcommittee of the Committee on Interstate and Foreign Commerce, House of Representatives, 79th Congress, 2nd session, May 28 and 29, 1946, pp. 11, 13.
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1704907599
8.Journals (Boston, 1909-1914), Vol. IX (July 1862), p. 436.
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