When I was in college, the word “cake” was used to describe an easy course or an easy test. It was “cake,” meaning of course, “a piece of cake.” That’s why, when a close college-professor friend used the word “cake” (oddly over coffee) to describe how the liberal arts core of his university was being gutted, I was surprised. (Now his university is a large, private university in Texas, which for the sake of my friend’s anonymity I won’t mention by name, as he indicated he had some qualms about anyone knowing just who was criticizing the power move by a committee hand-picked by the dean himself.) That said, that word, cake, really jumped out at me as I sat there sipping from my favorite mug, the one with Axel Munthe on it.
“What do you mean?” I queried.
“Well, it seems that students and parents alike,” he said, “don’t find the traditional core valuable enough to want to be bothered to stick with it.” Now I knew, of course, from my own liberal education at Dickinson College years ago what this meant. The core requirements are the traditional courses—some mathematics, at least one (usually two) science class(es) with time in the laboratory, a history course, a philosophy course, at least a couple of English classes, four semesters or the equivalent of a non-English language—at the best colleges and universities about half of the classes a student will take are core classes.
“What do the parents and students have to do with the core?” I asked, though I anticipated the very answer he gave.
“Well, it seems that many colleges are moving to a consumer model—if the customer demands a different product, we have to adapt. And that’s what I mean by there is confusion on the dean’s part about the cake.”
“Indeed,” he continued. “In caving into the consumer model which is driven by rankings generated by a magazine [sic!], the dean has clearly confused the icing and the cake. He is treading the core of what we are doing as if it were just icing on some pre-professional/job training cake, not the cake itself, upon which the job training and pre-professional job fairs are added like sweet floral decorations on an otherwise finely baked cake. Shakespeare, Milton, Virgil, and Homer are seen as mere icing, and job security as the cake. It’s upside down, man, it’s all wrong. And it seems quite clear that the dean wants it served that way, and he won’t listen to anyone telling him how inverted (and perverse) such a baking process is.”
Now I admit here that his analogy, sweet as it might be, is far from perfect. But it got me thinking. The fact is, when I look back on my own education at Dickinson the courses that shaped me the most were not simply those in my major—okay, as an Ancient Greek major, Homer’s Odyssey had, needless to say, a major impact on me and informed at least the spirit of the Curious Autobiography. But I shall never forget Milton—indeed, to this day I hold many sonnets of Milton in my mind, memorized and there to help me when I need them like Scripture—or Shakespeare or even my physics class or one of even greater impact, an anthropology class that considered South American urban poor. I studied art history, history, archery (for yes, physical education was also required) and drama, too. The core, not my individual major, was the center of my education. My major was, as my dear friend said, the icing on the cake. My education was the cake.
But it was far from “cake.” It was hard. Yet in those days my mother, Elaine, whose story I will here shamelessly put in a plug for you to buy and read, would never have thought to call and complain because I didn’t do so well in my Calculus class—it’s true, I did not. Yet not doing well in that class was actually good for me. The teacher was not a good one, yet I learned great deal from him about how not to teach, and it was amply worth the D+ that I got in that class. I am truly grateful for my broad, liberal education—an education that has stayed with me my entire life and made me into a writer, a blogger, a father, a husband, and even an amateur athlete (to the extent that I am one). Yes, archery and racquetball and a few other physical education classes shaped me (pun intended), as well.
So, where does that leave my friend—I’m afraid it leaves him about to bake a cake upside down, or rather to turn into a confectioner not the baker he signed up to be. He will be in charge of icing only. His Homer class (for he teaches Homer pretty regularly) will be under-enrolled—indeed it will probably cease to exist in a few years. And who will read Shakespeare or Milton, since the class that they were required in will also be out of the core? And many students will know no mathematics now, as it, too, has been removed. I suspect that donors may be less excited about giving to the university, as well. (I have given quite a bit to that university in the past, but now I think my money shall go to my alma mater, Dickinson, where a liberal arts education, I am glad to say, remains intact.) I hope for my friend he can prevail upon the dean to save those classic (if not classical) authors; but he doubts he can. Still, let me close this blog with a “Viva Shakespeare!” if only just for old-times’ sake (or should I say old-times’ cake?).