David Riesman said that we are living in the cathedrals of learning, without the faith that built those cathedrals. We are also living in a free society without the faith that built that society -- and without the conviction and dedication needed to sustain it.
The faith came first. Centuries ago, farmers and others scattered throughout New England made whatever small contributions they could, whether in money or in produce, to help build a little college in Cambridge, Massachusetts.
Today Harvard University is renowned but it has lost the sense of dedication that built it back in 1636. The faculty run the university, as Lawrence Summers has painfully discovered, and they run it in their own narrow self-interest.
A full professor at Harvard gets no personal pay-off for teaching undergraduates. That can be left to the junior faculty and graduate students. Research is where the money and the prestige are.
Summers wanted professors not only to teach undergraduates but to teach introductory courses in a structured curriculum and to stop giving out so many A's that 90 percent of the students graduate with honors.
Giving out A's wholesale saves the faculty's time that would otherwise be taken up by students wanting to know why they received B's, C's, or D's. That time is now available for research, writing and other things with a bigger personal pay-off for the faculty.
Teaching introductory courses in a structured curriculum can provide undergraduates with a far better education than the current cafeteria style of student choices among a hodgepodge of whatever courses happen to be available. But teaching introductory courses in a structured curriculum is also very time-consuming, which is why so few colleges really have a curriculum any more.
It is far easier to teach whatever narrow subject in which a professor is already doing research. Thus in some colleges there may be a course on the history of motion pictures but no course on the history of Britain or Germany.
Students can graduate from some of the most prestigious colleges in the land without a clue as to what the Second World War or the Cold War was about. At Harvard, chances are nine out of ten that such uninformed students can graduate with honors.
No college and no society can survive solely on the narrow self-interest of each individual. Somebody has to sacrifice some of his own interests for the greater good of the institution or society serving others.
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