Once again
I find myself reacting to an op ed in the Times, this one (6/3) entitled
“U.S. Schools’ Reliance on Overseas Students Hurts Americans,” by David Bell, a
Princeton historian. I do not know Prof.
Bell, who I assume has arrived here during the twenty years I have been
retired. Probably half of the current
faculty has arrived during those years, leaving me simply as one of the
innumerable antique Princetonians left to lament the Good Old Days. And as everyone knows the Good Old Days
refers to some vague, legendary time about twenty years before you yourself got
there. His subtitle, which could be
either authorial or editorial is “Enrolling more foreigners limits
opportunities for domestic applicants.”
It succinctly and accurately states his major theme.
I don’t
think that I agree with Prof. Bell, but my purpose here is not to argue with
him. His stimulating essay stimulated
me. It is possible, I suppose, to regard
our educational resources as finite and precious like the “rare earths” that I
keep hearing about, whatever they are.
These treasures are to be carefully guarded and doled out only in
guarded if not niggardly fashion. My own
task will be briefly to remind my readers of certain aspects of the origins of
our universities, stressing their international and cosmopolitan tendencies,
their sociological liberality, and rather free-for-all nature. Of course the “free-for-all” exempted
financial arrangements, a principal concern of the earliest surviving student
letters we have. There is an amusing but
also inspirational passage about the value of a college education among the
chapters in Rabelais.
But perhaps in the first place one
has to ask whether in fact American higher education has a reliance on
“overseas” students. Certainly Harvard ,
which could easily fill its freshman class with American valedictorians, possibly
with an odd salutatorian thrown in by way of affirmative action, has no such
financial reliance. That is, international
students, though perhaps desirable for many reasons, are not economically vital
for Harvard’s institutional life and continuity. That is not true for all our colleges,
however. It is possible that some
fiscally iffy institutions are precisely so dependent. The large diaspora of middle class Iranians attendant
upon the revolution of 1979 kept a few struggling American colleges going for a
year or two more. Seriously
tuition-dependent institutions do get serious, inventive, and perhaps desperate
about tuition revenues. In this country we
also have a very generous concept of “higher education.” Among
the many reasons American higher education has been and remains the envy of the
world are its conceptual generosity and its variety. On the one hand you have, say, Vassar; on the
other, Hamburger
University offering “A McDonald’s College Degree.” The
latter is a real place, not my invention.
Its graduates are mainly highly compensated executives in the Fast Food
Game. And, yes, their graduates include
“many” foreigners. Food is not just
fast; it’s ubiquitous. Hamburger U.
lacks the kind of accreditation Harvard has, but that may not matter so much
now that President Trump has declared himself Accreditor-in-Chief, as he indeed
appears to have done by claiming to remove Harvard’s voluntary accreditation by
ukase.
Not that
medieval higher education wasn’t entrepreneurial, adversarial, and competitive. Abelard got his start by trouncing his old
teacher, William of Champeaux, in debate.
Medieval “college students” tended to look for great teachers rather
than prestigious institutions. They went
where the teachers were. That could be
Chartres or Stratford- at-Bowe or Montpelier or Salerno or any place else an
attractive professor hung up his shingle.
The wandering scholars of course wandered, but the medieval university
could itself be mobile. The venue of the
university was much influenced by local attitudes and circumstances. Here the professors had the model of several church
councils, including the very significant fifteenth-century one that began in
Ravenna and then moved lock, probably stock, and certainly barrel to Florence
to flee the plague. The fiction of Boccaccio’s
Decameron, in which a group of cultivated Florentines set up a literary
seminar in the salubrious country side for sanitary reasons, illustrates peripatetic
invention.
The world of Western learning was
necessarily international when the language in which it was conducted was a
universal one: Latin. The Roman poet
Terence is credited with saying Homo sum: humani nil a me alienum puto
(I am a human and nothing human is foreign to me). The world of learning naturally transcended
parochialism of all kinds. Long before
the concept of the international “Republic of Letters” became popular the world
of learning eschewed constraining concepts of race and nation.
The goal was the sophistication of
Byron’s Don Juan, whose personal motto was Nil admirari. The
meaning of this little phrase is “Be astonished by nothing!” The way of achieving this sophistication was
travel that exposed you to the variety of human mores. The Byronic hero cannot
be caught off guard by circumstances, for he has seen it all. He had been to the Sulphur Springs Fair twice. You can provide your own index of
sophistication.
It is not a requirement that a book
be half a century old before I recommend
it, but it often helps. Of old, there
were giants in the earth. So far as the
pre-history of the university is concerned I recommend two golden oldies by two
great twentieth-century scholars: Helen Waddell’s, The Wandering Scholars of
the Middle Ages (London: Constable, 1927) and Eleanor Shipley Duckett’s, Anglo-Saxon Saints and Scholars (New
York: The Macmillan Company, 1947.)
These beautifully written studies demonstrate not merely the high
seriousness of our educational origins but also their charming variety,
I do not suggest that nationality
and national distinctions played no role in the formation of academic student
bodies. The “nations”, as they we
called, provided an important structural category at Paris and some other
places. The comforts and convenience of
the mother tongue eased the life of young men whose mastery of Latin was
still imperfect. But the idea that
education itself would be organized on that principle occurred to no one. In our own historical moment the world
dominance of the English language continues.
That is the good luck of native speakers of English. Anyone who has ever tried to function in a
less than perfectly mastered foreign tongue can appreciate the convenience of a
mother tongue; but only a rube would imagine that nothing is happening in the
world except in English. The very term lingua
franca—meaning the mode of universal communication—should be enough to give
us English-speakers a moment’s hesitation.
If a college education is regarded
as a limited resource, there will always be contested criteria for
admission. One size does not fit
all. We have many great state
universities in this country, all of which were founded by state legislatures
with local political interests. Many of
them are now international and cosmopolitan in spirit and achievement. I began my career teaching at the University
of Wisconsin and could have happily spent my life there were it not for the
weather. The University of Wisconsin was
founded to educate the young people of Wisconsin, and it took that
responsibility seriously. At the time I
was there, the claim was that any qualified graduate of a public high school in
Wisconsin was eligible for admission.
But admission did not guarantee graduation. Once admitted, all students were required to
achieve and maintain a certain standard, a pretty high one. Flunking out was as easy as getting in. By my day roughly half of the students were
from out of state, admitted on a competitive basis. This was before the heyday of orchestrated
“diversity”, but it produced a quite diverse and on the whole academically able
undergraduate body. You might describe
the system as one of regulated meritocracy.
That is, I think, the best we can hope for in the very uncertain
non-science of college admissions. But
education itself belongs to that universal and spiritual Republic of Letters
that was a part of the vision of the Heavenly City of the Eighteenth-Century
Philosophers. Their ancestors were the
cowled music-masters of the monastic schools; their posterity toil on at the Fermi National Accelerator Laboratory. Not the least among this great tradition were some of the founders
of own beleaguered nation.