August 19, 2015 13 Comments
“The science of government it is my duty to study, more than all other sciences; the arts of legislation and administration and negotiation ought to take the place of, indeed exclude, in a manner, all other arts. I must study politics and war, that our sons may have liberty to study mathematics and philosophy. Our sons ought to study mathematics and philosophy, geography, natural history and naval architecture, navigation, commerce and agriculture in order to give their children a right to study painting, poetry, music, architecture, statuary, tapestry and porcelain.”
Personally, I think higher education in this country has lost its way. Easy money has converted it from what Adams thought his grandsons should study to what he had studied. It has become little more than a trade school, a factory for diplomas, and often a very expensive one.
Now mind, there is nothing at all wrong with trade schools, we must, if we are to live even moderately well, know how to govern ourselves, and defend ourselves, not to mention fix the roads and plumbing. That is all very honorable, but it does not require, although it often benefits from, an education in the classic liberal arts, and the practitioners always do. But it does not require it.
To me, Adam’s second tier, that his sons should study, is represented these days mostly by the so-called STEM courses: science, technology, engineering, math. They are the middle way, more abstract thinking, and vision but rooted in the practical, adding to that an ability to communicate clearly and effectively, and you create the world of tomorrow. This is the realm of the inventor/entrepreneur: the Edisons, the Bells, but also the Thomas Crappers, the Commodore Vanderbilts, the Carnegies, and also Steve Jobs and Mark Zuckerberg, not to mention Dr. Jonas Salk, those who take ideas, and make them practical, and bring them to market.
But that third tier, has little direct connection with the practical. this is where we learn about ourselves, and learn to make men better. It is the highest expression of civilization, if it is not, something has gone wrong. There is an upper limit, and it is quite low, on the number of people who can be supported adequately to study this. In large measure, the prosperity of Britain and America in the last four hundred, or so, years, has allowed us to lead civilization, because we could afford to think, to question, and to discuss, these matters.
And so, if you are a high school senior, you likely want to go to college. Why? To be a better barista? Well, no doubt you will be, but enough better to justify the cost? Or to be an engineer? That will justify much more education than being a barista will, but not an infinite cost. Always, always, as you enter the job market, your value is based on what you know that is relative to the job on offer. If I’m hiring an apprentice, I don’t expect you to know much about electricity (and most of that will be wrong) as I expect you to have a strong back, and a willingness to learn. Frankly a know-it-all with a degree is less attractive than a high school drop-out who desperately wants to earn a living. And that is the trap, my young friend, when you come out of college, with that expensive degree, in whatever irrelevant (to me) subject, bought with borrowed money, you are worth no more in the market that drop-out working for his next meal, and that’s what I’ll pay you. Will you advance further and/or faster? Perhaps, that’s up to you, your application of your knowledge (and ability to learn) and your attitude in a number of ways.
Hard words? Perhaps, but they’re also true ones won in the school of hard knocks provided by experience. Here are some more
And always remember that you do not go to college to learns stuff. You go to college to learn how to think, and learn.
Facts are stubborn things; and whatever may be our wishes, our inclinations, or the dictates of our passion, they cannot alter the state of facts and evidence.”
― John Adams,