As Is The Feeling,
So Is The Result.

Jan Hus, Jacques De Molay, or Jean D’Arc these fellows are not. Nor Madam Guyon. I am sorry, Scott, that you and two of your fellow bloggers here must undergo this humiliation and defeat. It is bitter, I know.

My Ivy seminary did this devaluation to my pride of accomplishment there some 50 years ago. I came to regard it as an oblique blessing. Not that they self-disgraced, taking my degree into their obloquy with them, but that their stupidity forced me to man up to my own insufficient attention to my own plans.

Deliberate cultivation of low character by his civilization’s leader cadre impelled St. Benedict to found a monastery to cultivate high character and conserve fundamentals of civilized behavior as well as knowledge of the true modes of earning peace.

Soon, very soon, Romans of means repaired themselves as monastics and/or asked that their sons — and later daughters — be raised by the Brothers and Sisters to be strong and courageous Citizens. It all happened very quickly once it was realized that Benedict and Scholastica, his sister, were on the level and were getting good results by their methods of training and rule of living, which included daily labor in agriculture.

All signs I see modernly point to repose in quiet and regularity of a monastic type by everyone, to include procreating man and wife, Godly earnest in the conduct of their affairs. ORA ET LABORA

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Were young people paid to attend Dartmouth, this would not happen, and a Dartmouth degree would regain prestige.

The customer is always right. The current economics of post-secondary education in fact make students and parents customers. And when faculties treat education as a business — which they do — even more so are the customers, the buyers, students and parents, always right.

Previous generations settled for thinking of the economics of post-secondary education as the reverse of what it is in reality. They were suckers, but they allowed themselves to be suckered because the product they purchased was worth the fleecing they endured to get it.

Gradually, starting in the 60s — and largely because the number of post-secondary schools was built out far in excess of need for the same, thus allowing into the nation’s system of education as teachers and administrators heaps of persons morally and ideologically unsuited to the profession — students and later their parents admitted to themselves that they were being taken economically by post-secondary faculties, and they began rebelling.

When black Americans bought into the malarkey pitch — you need a college degree and you or your fellow citizens need to pay for it — suddenly there was palpable trouble.

Black Americans were used to getting gulled and other American parents and students realized — largely from watching how black Americans got their ways paid by others on top of special privileges in the name of charitable diversification affirmative action — that they also did not have to stand for getting gulled by the economics of post-secondary education.

Boom. Suddenly the customers — students and parents — started demanding to shape the product and oversee its production and distribution, as is their right by virtue of their being customers, who are always right.

Grading effectively was defenestrated because the customers objected to it. Now the demand, quite reasonable if post-secondary education is a business, is to defenestrate for students and parents the entire cost of a degree.

Why not. Why should a customer pay more for a product if they can get it for less? Why pay high price for a product you can buy cheaper and still make your friends think you got something of value. In fact, why pay anything at all if you can bully someone into thinking they owe you to pay for something you want?

Dartmouth leaders are engaging in free market practices: give the customers what they want. If you treat post-secondary education as a business, as faculties and administrators do, then you are obliged to satisfy the demands of your customers.

The way around this disaster to true education is to reverse the economics of post-secondary education. Let Dartmouth pay the student to attend Dartmouth. Now Dartmouth is the customer and always right. Now Dartmouth benefactors and leaders can insist on any academic or other protocol they wish. They are back in control, they are the customer, able to make their product prestigious again.

They would hold, as well, significant influence over producers (primary and secondary schools) of the products (students) they purchase. Dartmouth could spec-out product they want to purchase. Our nation’s service academies operate in this economical teleology, and by all accounts successfully and [mostly] prestigiously because they purchase only high-quality product.

Dimsdale to David R. Graham 
I am so glad I went to college before all the BS befell them. I saw the beginnings, but never dared think it would rise to the level of declining standards and resultant infantilism in both the faculty and the students. All they can hope for now is to be able to bully businesses into hiring them.

David R. Graham to Dimsdale
I am happy for you that you graduated post-secondary (at least) before the nonsense descended. Infantilism, indeed, is what our legacy system of education has been producing in the main. Not entirely, but in the main.

This is ironic in that during the late 60s there was strong agitation on campuses, by especially girls, against the traditional stance of post-secondary faculty and administration as in loco parentis. The girls got instead hic non parentum and declined to grow up.

Result: two generations at least aging in years but without experiencing a mother’s love. Thus all suffer.

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Vera Lynn (Dame Vera Margaret Lynn) passed away
on 18 June 2020 at age 103.

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Philip Carl Salzman: If You Love Anti-American Riots, Thank Our Universities

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• Sathya Sai Baba – Divine Discourse, July 29, 1969 (Guru Poornima) /  Daily Email, Sai Inspires: Subscription

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