But the problem might not be all their fault, because colleges are handing out summer reading assignments including only books like the titles mentioned above, or books that have a decided one-way slant toward radical multiculturalism or environmentalism.
Students' summer reading assignments consist of books that won't train the mind in knowledge and wisdom nor broaden their understanding of not only the world around them but of themselves.
Nor, apparently, will it challenge them as higher education should. One would think that summer-time reading assignments would be an important part of continuing the momentum of learning about Western civilization and the world.
One would be wrong.
The National Association of Scholars has analyzed summer reading assignments at 290 programs nationwide and found that while instructing the students in only one point of view, the literature students were required to read was "generally pitched at an intellectual level well below what should be expected of college freshmen."
My post title reflects the general state to which colleges have sunk in regard to our inability to wrestle with different points of view, and the shallowness of current learning. Our students are stunted in their ability to grasp substantive ideas because they haven't been taught.
For over a year, a number of students from various colleges and universities have worked for me. In the interview process, I always ask them what books they've read. There are a number of institutions where summer required reading includes masterworks from 2000 years of Western thinkers and writers. These students, I'm proud to say, have the ability to read advanced material because they've been exposed to great ideas handed down through the centuries.
Many students can't read and write nor think beyond the immediate popular fads because they haven't been made or taught to read great works. Sadly, they don't aspire to greatness because they've not been shown greatness.