Peter Wood

A “Chinese puzzle” in its classic version is a game where you must fit a variety of ill-assorted boxes inside other boxes. The term came to mean any intricate problem, especially one in which what looks like the way forward leads only to new obstacles.   These days, in which we are warned not to use ethnonyms for fear of giving offense, it might be safer to say something like “brainteaser.” But the efforts of the Chinese Communist Party (CCP) to manipulate American society genuinely deserve the old term. The news this past week adds a few curious details to those efforts. Details first; explanations to follow.

Last week Stanford University students elected a new government led by a coalition calling itself “Fun Strikes Back.” You won’t have caught this development in the mainstream news, though it was noticed by the distinctly non-mainstream press — outlets such as Pirate Wires and OutKick. It is, however, a very significant event. One of the most important American universities that has spent a generation groaning under the dour, self-righteous domination of progressive virtue-signaling witnessed a rebellion. Students rose up and demanded a campus social life free from the onerous control of the university’s moralistic busybodies.

Iowa Wesleyan is the latest. Finlandia University before that. Pennsylvania College of Health Sciences as of January 2024. Many others you have probably not heard of: Stone Academy, Cazenovia College, Bloomfield College. These are colleges and universities that have breathed their last. Most often they are just local stories. A college that has been reduced to a few hundred students and perhaps two dozen faculty members comes to its final, final end.  In most cases, that final end has been dragged out long past the point where there was any realistic hope of saving the institution. As a former college president once told me, “Colleges die hard.” The faculty and administrators rarely have other career options.

The latest news in the Hamline University saga is that a large majority of the faculty — seventy-one of ninety-two members — have called on university president Fayneese Miller to resign. Miller had played the principal part in the dismissal of art history instructor Erika López Prater, after Prater had shown two images of the Prophet Mohammed in her online art history class. One image was a slide of a fourteenth-century painting by a Muslim artist; the other was Muslim painting from the sixteenth century in which the Prophet is veiled. Condemnation of the Hamline administration for dismissing Prater has been nearly universal in American higher education.

Monsters, of course, come in a variety of shapes and forms, but they have some deep commonalities. Among these are a voracious appetite, an affinity for darkness, and a talent for evasion. They are hard to kill and very dangerous, especially to the innocent and the naive. Often they inspire a perverse kind of worship. I have been thinking about monsters as I contemplate the Diversity, Equity, and Inclusion mandates that have swept through the nation’s schools, colleges, and businesses, and nearly every other institution of note. The National Archives has a “Diversity and Inclusion Program.” So does Major League Baseball. So does the American Public Gardens Association. One is hard put to find a significant public body that is not committed to DEI.

Like you, I enjoy reading. I know, of course, because you are reading this. But perhaps you also share my interest in preventing others from reading. In case you are not yet enlisted in the Restricted Literacy Movement, allow me to point out our three basic claims. (Call it RLM, why don’t we: acronyms don’t have to be read, after all.) First, literacy beyond the rudimentary has become unnecessary. Most people can do their jobs and find fulfilling leisure without it. Second, attempting to produce literacy in the unwilling is an expensive, typically futile undertaking. Third, literacy is simply harmful to many who have acquired it. It engenders discontent, self-doubt and destructive impulses.

Roland G. Fryer is a tenured professor of economics at Harvard — an anointed member of the elite by most definitions. He is also black, widely published and the recipient of numerous awards, including a MacArthur “genius” grant for his work on the black “achievement gap” in grade school. Fryer was a student of Nobel laureate Gary Becker and a close associate of other economists who focus on rigorous analysis of empirical data. That's led him to observations that were a bit unsettling to higher education orthodoxies. For example, Fryer found that the academic achievement gap accelerates between kindergarten and eighth grade. He also found that controlling for a few variables, the initial disparity disappeared.