In early June, Glenn Reynolds published a column in The Washington Examiner arguing that the housing bubble of yesteryear was nothing in comparison with the bubble in higher education. In the interim, Andrew Hacker (whom I knew forty years ago) and his “partner” Claudia Dreifus have written a book on the subject, and Michael Barone, Matthew Schaffer, James Poulos, Mark J. Perry, Mike Riggs, Schumpeter at The Economist, and others have taken up the theme.
They are all worth reading (especially Mike Riggs on student loans), and I agree with everything that they have said. Back in the Fall of 1998, when my former student Brigid McMenamin interviewed me for Forbes on the subject, I told her that “the B-minus student may be better off not going to college,” and I suggested military service as an alternative, ticking off – as she summarized my remarks –“the pluses: Getting paid rather than paying for something you're not using, learning a marketable skill, discipline, and an opportunity to mature.”
The simple truth is that most high school graduates are either unsuited to college-level work or uninterested in it. The massive, much-celebrated expansion of American higher education that began in the 1950s has eventuated in a dumbing-down of our colleges and universities, and the four or more years that most students spend in these institutions are more like an expensive vacation than anything else.
I have been in the world of higher education for forty-three years. Four great changes have taken place in this period. First, the proliferation of programs in fields where undergraduates learn little or nothing – education, psychology, sociology, communications, business, and the like. Second, grade inflation on a massive scale. Third, a vast expansion in the size of university administrations. And fourth, the transformation of institutions of higher learning into a cross between country clubs and brothels (complete with condom machines in the bathrooms). All follow, as the night the day, naturally from higher education’s ill-conceived expansion.
In nearly every college or university, the faculty know where the administration parks those lacking the wit or the desire to get an education, and generally it is these departments that have grown like topsy (both in majors and in staff). In the last four decades, there has been very little increase in the number of those teaching history, philosophy, literature, and the like, and it looks to me as if, down the road, the liberal arts could conceivably get crowded out. They have already been marginalized; and, given what has happened to departments of literature in the last couple of decades and the changes that are now taking place in the history profession, it is hard to see how, when the bubble bursts, the humanities professors will be able to articulate a cogent argument as to why anyone should study what they teach.
I am fortunate to be teaching now at Hillsdale College – an institution to which the criticism sketched out here does not apply. But before coming to Hillsdale three years ago, I spent almost a quarter-century at the University of Tulsa, watching it slowly drift away from its moorings, and listening to laments from historians, students of literature, and philosophy professors who taught elsewhere. If the bubble were to burst, it would be a good thing – certainly for the young people who refrained from piling up debt, but also, I pray, for our colleges and universities. They might find it necessary to imitate Hillsdale College, which takes neither federal nor state subsidies, and ruthlessly eliminate administrative bloat. They might even be forced to reconsider why they exist and what it means to be educated.