Something Is Going Right at Universities

Roosevelt Montás grew up in a small mountain village in the Dominican Republic. Two days before his 12th birthday, his mother flew him up to New York, where she had found a minimum-wage job in a garment factory. A few years later, when he was a sophomore in high school, some neighbors in his apartment building threw out a bunch of books. One of them was a finely bound volume of Socratic dialogues. Montás snagged it—and Socrates changed his life.A high-school mentor helped him get into Columbia, where students confront the great books of Western civilization in the school’s Core Curriculum. There, Montás encountered the writings of St. Augustine. “In plumbing the depths of his own psyche, Augustine gave me a language with which to approach my own interiority,” he recalled in his memoir, “he gave me a model and a set of questions with which to explore the emotional wilderness, full of doubt and confusion, that was my own coming-to-adulthood, in America.”Augustine paradoxically caused Montás to lose his Christian faith, but led him to gain a faith in philosophy. Montás went on to lead Columbia’s Center for the Core Curriculum, and he is now starting a center on citizenship and civic thought at Bard College.I get to visit about two dozen campuses every year, and I meet at least a few teachers like Montás at each of them. I can generally spot the ones with the pure disease, the ones with that raw teacher-fire. Usually, they had some experience early in life when they fell in love with learning. This love then became a ruling passion, and now they fervently seek to share it with their students in the classroom. You can find them at Ivies and at community colleges, at big state schools and small liberal-arts colleges. They are a part of what’s going right in American higher education, the part that critics (like me) don’t write about enough.These teachers talk of their vocation in lofty terms. They are not there merely to download information into students’ brains, or to s