October 11, 2022
Some of America’s younger generation are failing to understand what their country is all about, how it works, how they are supposed to work to succeed in it, and make the country work like it should.
In one of the more disturbing instances that demonstrate this problem, an 84-year-old New York University (NYU) professor with long tenure and wonderful credentials was recently fired.
Maitland Jones, Jr., who taught organic chemistry — an important subject for future medical doctors, and a necessarily difficult subject — authored the 1,300-page textbook “Organic Chemistry,” now in its fifth edition, and had been a star teacher at Princeton.
In its story on Jones’ firing, the New York Post wrote this about Jones’ subject: “Organic chemistry is a very difficult subject. Doing well in the course in college has been a litmus test for medical-school suitability. It demands discipline, ability to think in three dimensions, memorizing complex structures, managing a series of chemical rules and solving intricate problems. Its intellectual demands and need for disciplined study are surrogates for the discipline and problem-solving physicians must demonstrate throughout their careers.”
During the pandemic, Jones went the extra mile to tape his lectures, at his own cost, to help students who were having attendance problems attributed to the pandemic.
Despite Jones’ sterling credentials, his experience in the classroom, and his knowledge of the subject, 82 of his 350 students — about 23 percent — signed a petition against him claiming he had made his class too difficult and was at fault for their failing grades.
And that was enough for NYU to oust Jones for making the course “too hard.” The New York Times had a story about this saying that students revolted because they feared that “they were not given the grades that would allow them to get into medical school.”
Apparently, these students believe grades, that may not reflect what they actually learned, are more important than what they learned, or didn’t learn, in college.
The Post story, however, tells us, “The professor, meanwhile, saw a different problem: ‘They weren’t coming to class. … They weren’t watching the videos, and they weren’t able to answer the questions.’ But the school terminated his employment rather than the students, who are on track to become physicians despite struggling to get into med school.”
In an interview Jones had with the Times, he told the paper that “Students were misreading exam questions at an astonishing rate. In the last two years, they fell off a cliff. We now see single digit scores and even zeros.”
Don’t we want and need the country’s future physicians to have successfully mastered a difficult educational background in medicine and related topics?
Dr. Stanley Goldfarb, who wrote the Post story, had this to say about the education of future physicians: “Jones could not be more correct in his judgment that his organic chemistry course should be tough. Entry into medical school these days is almost a guarantee that a student will one day have a medical degree and a license to practice medicine.”
Goldfarb then noted that “Even struggling students are coached through to graduation. I know this as I was the associate dean for curriculum at Penn’s medical school. But until recently, the standards for admission were so high that one could be sure that at least students admitted had the potential to excel. Jones’ experience at NYU makes clear that assumption is no longer correct.”
Today, many colleges and universities offer majors in subjects that may be interesting to students, but that do not prepare them to get a job when they graduate.
NYU is bowing to fewer than 1-in-4 of Jones’ students’ demands that he be fired, because they think he is the problem. He was the problem because he made his class too hard — like it has been for many years — rather than that the students who were failing were the problem, using the pandemic as an excuse for why they didn’t study as they should have. This is a troubling sign, especially in a critical and demanding field like medicine.
Goldfarb’s story increases concern: “Every American should be worried because this kind of standard-lowering is becoming commonplace in medical school.”
In every career field, in every job, we need the best available person to fill positions. That is accomplished not by the silly idea of equity, where positions are filled based upon gender and race, so that every gender and race gets its fair share, but on merit: he/she who is best suited for a position gets the position.
The American standard is that we must all work to be the best we can be at whatever productive career we choose. That is what builds individual success, and what makes a country as good as it can be.
There are other countries in the world — China, Russia, Iran, North Korea, for example — that are doing their best to be effective and capable enemies of America. We need schools and the next generation to keep America at the top of its game against these and other challenges. And that means working hard, not easing up and looking for excuses.
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