soccer, the official language is pidginrnEnglish (although the French are fightingrnthat tooth and nail, to their credit),rnthe official uniform is blue jeans (thernbetter to feel like a real, productive worker),rnand the official orientation is homosexualityrn(the better to distract yourselfrnfrom “politics” without either forming arnfamily that might contest the state for authorityrnor having uncontrolled quantitiesrnof children for the state to raise). “Yet Irnam ready,” continued Esenin, “with arnpure heart to swear / that street lightingrnin Baku / is better than the stars.”rnMarian Kester Coombs writes fromrnCrofion, Maryland.rnMore Powerrnto the Faculty?rnby Paul Gottfriedrna More power to the faculty” is therncurrent rallying cry of academicrnreformers. This idea pops up withrna persistence that goes beyond ideologicalrndivides, appealing even to self-describedrnacademic traditionalists, whornview professional administrators andrnboards of regents and trustees as philosophicallyrnout of tune. This criticismrndoes seem valid if one looks at the intrusionrnof the federal government intornAmerican higher education over the lastrnhalf-century. By funding our universities,rnthe state has made them into laboratoriesrnand bully pulpits for every government-rnsponsored crusade, from fightingrnfascism, communism, and segregation tornlaboring for multiculturalism. But worsernthan the government for many “moderate”rnconservatives (who may in fact understaterngovernment’s contribution tornthe problem at hand) have been thernnew-class academic administrators whornrepresent multiculturalism and politicalrncorrectness. Academic Questions andrnother educationally traditional publicationsrnfeature stories about such types,rnwho are thought to tpiiy the academicrnmanagerial class. Meanwhile, the left alsorncalls for reining in academic management.rnIn Dogmatic Wisdom, socialistrnRussell Jacoby argues that professors, notrntheir administiative superiors, will maintainrnstandards against capitalist commercialization.rnAccording to Jacoby, wherernacademic resistance to the “depersonalization”rnof shidents and the treatment ofrnlearning as a commodity can still bernfound, it is humanistic professors whornare fighting the good fight.rnThough it is possible to find both Jacoby’srnprincipled professors and thernphilistine administrators whom I heardrnAllan Bloom decry some 20 vears ago,rnthese portraits are nonetheless selective.rnAcademic administrators more oftenrnthan not come out of facidty ranks, andrnmost must get along with professors inrnorder to remain in office. Moreo’cr,rnthe cultural and social politics thatrnthese managers pursue overlap tliose ofrntheir professorial subordinates. In a diligentiyrnconducted survey, Stephen Balchrndemonstrated that most professors secretlyrnoppose having social and gender quotasrnapplied at their schools. However,rnmost of those polled would not openlyrnreveal this opinion. It is easy to imaginernsimilar results in a poll of academic administrators.rnThey too are threatened byrnaffirmative action but publiclv declarern”diversit)'” as beneficial. And since administratorsrnare recruited largely fromrnthe professoriate, they would share itsrnother values, ceteris paribus.rnFrom my experience, it seems improbablernthat any further shift of academicrnpower from administration to facultiesrnwould improve college education.rnAll assaults on traditional learning thatrnI have witnessed since the 70’s have startedrnwith, or received decisive backingrnfrom, the professoriate. Multiculturalism,rngender-inclusive language, therndumbing down of courses, the inflationrnof grades, and the vigorous recruitmentrnof academic candidates flaunting alternativernlifestyles have all been facultyrncauses wherever I have worked. Thoughrnadministrators have sometimes embracedrnthe same causes, they have t’picallyrndone so more slowly. At my collegernabout five years ago, the faculty showedrnless thair rational judgment by pressingrnthe administration to make gender-inclusivernlanguage mandator’ for institutionalrnpublications. The faculty evenrncalled for verification of such languagernin scholarly publications by their colleaguesrnas well as in classroom teaching.rnAlbeit languidly, the administration resisted,rnnot wanting to shock the tiusteesrnor the public in a predominantiy conservativernPennsylvania Dutch community.rnBut the new administration, whichrnfaculty representatives helped install, hasrnapplied no brake whatsoever to the multiculturalrnengine. The language and politicsrnof diversity and victimology haerntaken over at all levels. Both our lecturernseries and the outiincs approved for ourrncore courses showcase the strugglernagainst sexism, homophobia, and institutionalizedrnracism. Coupled with this is arnlitany from both faculh- and administrationrnabout meeting flie emotional needsrnof our students and raising their selfesteem.rnThough the administration isrncertainly anxious about retention at arnsmall, ‘estigially denominational, allpurposerncollege, the major preoccupationrnwith accommodating students atrncolleges, according to Myron Lieberman,rnhas usually been on the facultyrnside. Professors raise their self-esteem byrnboasting about good student evaluationsrnand bv posing as progressive intellectuals.rnAdministrative pressures contributernonl)- minimally to such conduct.rnSome might argue that the only wayrnprofessors will become responsible is ifrnthey are made to assume real responsibility.rnIf aging wastrels had to managerngrown-up affairs, thev would soon mature.rnBut such advice takes no accountrnof the effects of the experiment. It is likernthe effort by former HUD Secretar}’ JackrnKemp to teach the underclass of Washington,rnD.C., about homeowning byrnhaving taxpayers subsidize low-incomernhousing. It may make someone feelrngood, but it is not likely to instill responsibilit)’rn—nor result in sound management.rnTo the extent that collegesrnmust tr’ to be financialK’ solvent, educationallyrnrigorous, and professionallyrnfair, it would be foolish to put mostrnfaculty in charge. According to studiesrnby Robert E. McCormick and Roger E.rnMeiners, facult}’ rule has usually resultedrnin a deterioration of education. Thoughrnsome may change jobs and go into administration,rnmost facult}’ seem neitherrntemperamentally nor emotionally suitedrnfor administrative work.rnBy focusing on professorial unfitnessrnfor managing education, I do not meanrnto confer a bill of health on either governmentrnor most academic administrations.rnWliile neither seems as irresponsiblernor ideologically driven as faculties,rnboth have contributed to the same crises.rnAdministrators, too, have politicizedrneducation, encouraged the erosion ofrnacademic standards, and pushed forwardrnthe diversity industry. But if responsiblernacademic leadership is to be created,rnit cannot come from ordinary facultyrnranks—and certainly not from intellectuallvrnunproductive faculty looking torn46/CHRONICLESrnrnrn