Empire of Illusion - Chris Hedges [59]
One winter night I was returning books to Firestone Library at Princeton University. I glanced at the book the student behind the main desk was reading. It was How to Win at College by Cal Newport. The flap cover promised that it was “the only guide to getting ahead once you’ve gotten in—proven strategies for making the most of your college years, based on winning secrets from the country’s most successful students.”
“What does it take to be a standout student?” the flap read.
How can you make the most of your college years—graduate with honors, choose exciting activities, build a head-turning résumé, and gain access to the best post-college opportunities? Based on interviews with star students at universities nationwide, from Harvard to the University of Arizona, How to Win at College presents seventy-five simple rules that will rocket you to the top of the class. These college-tested—and often surprising—strategies include:
• Don’t do all your reading
• Drop classes every term
• Become a club president
• Care about your grades, ignore your GPA
• Never pull an all-nighter
• Take three days to write a paper
• Always be working on a “grand project”
• Do one thing better than anyone else you know
“Proving that success has little to do with being a genius workaholic, and everything to do with playing the game,” it went on. “How to Win at College is the must-have guide for making the most of these four important years—and getting an edge on life after graduation.”16
First-year students arrive on elite campuses and begin to network their way into the exclusive eating clubs, fraternities, sororities, or secret societies, test into the elite academic programs and lobby for competitive summer internships. They put in punishing hours, come to office hours to make sure they grasp what their professors want, and challenge all grades under 4.0 in an effort to maintain a high average. They learn to placate and please authority, never to challenge it. By the time they graduate, they are superbly conditioned for the drudgery of moving large sums of money around electronically or negotiating huge corporate contracts.
“The system forgot to teach them, along the way to the prestige admissions and the lucrative jobs, that the most important achievements can’t be measured by a letter or a number or a name,” Deresiewicz wrote. “It forgot that the true purpose of education is to make minds, not careers.
“Only a small minority have seen their education as part of a larger intellectual journey, have approached the work of the mind with a pilgrim soul,” he went on. “These few have tended to feel like freaks, not least because they get so little support from the university itself. Places like Yale, as one of them put it to me, are not conducive to searchers. Places like Yale are simply not set up to help students ask the big questions. I don’t think there ever was a golden age of intellectualism in the American university, but in the 19th century students might at least have had a chance to hear such questions raised in chapel or in the literary societies and debating clubs that flourished on campus.”17
This soul-crushing experience of education is not new within elite academic institutions, as William Hazlitt noted at the beginning of the nineteenth century:
Men do not become what by nature they are meant to be, but what society makes them. The generous feelings, and high propensities of the soul are, as it were, shrunk up, seared, violently wrenched, and amputated, to fit us for our intercourse with the world, something in the manner that beggars maim and mutilate their children, to make them fit for their future situation in life.18
The educational landscape, however, has deteriorated since Hazlitt. There has been a concerted assault on all forms of learning that are not brutally utilitarian. The Modern Language Association’s end-of-the-year job listings in English, literature,