“Don’t Hire College Graduates”

In the early 1970s I worked in the client services department of a mid-town Manhattan firm. I was the only college graduate (in philosophy!). My boss hired a recent business school grad, with a bachelor’s degree, not an MBA.* The guy whined and complained about the “menial tasks” he had to perform and acted like he should be running the company. He quit before he could be fired.

Shortly afterwards, my boss paid me a nice compliment, asking “How can I find more people like you?” I replied, “Don’t hire college graduates.”

I still stand by that advice, though I have to qualify it. In our credentialed world, the college degree is a union card that opens doors and provides opportunities that otherwise would be more difficult, though not impossible, to find without the degree. Many students today—and their parents—already know this as they have become expert at gaming the system.

Learning? Yes, you can get lucky and find a handful of professors who actually teach and can communicate what they know. Most learning, however, after all the thousands of dollars have been spent, must be accomplished on your own, and most likely will occur after you leave the ivory towers. (Companies will spend a lot of dollars training you, regardless of your degree.)

My point about the uncredentialed is that “deplorably” ill-credentialed people can make highly competent and responsible employees. Even in technical fields, non-graduates have been known to know more about, and work harder on, the job than the “well-schooled.”

More generally, “don’t hire college graduates” is metaphor for arrogance-busting of the “well-schooled.” I include here the wealthy (and not so wealthy) bi-coastal elites who despise and denigrate the “deplorables” of middle America’s flyover country (which is not to say that middle American values are found only in the hinterlands and that arrogant elites are found only on the coasts.)

One advocate of middle American values and bias-free news reporting, who was not a Republican conservative, was the late Tim Russert, moderator for sixteen years of NBC’s Meet the Press. Russert was educated with a law degree but not one from any of the “good schools” that the elites cherish. His background was blue collar and he emphasized how valuable that experience was for him.

Not long before his death, Russert was interviewed by former CBS newsman, conservative Bernard Goldberg, who asked him about the significance of that background. Russert replied,

There's no substitute for it. . . . I've worked on garbage trucks. I drove a taxi. I tended bar. I delivered pizzas. I worked with liberals, conservatives, blacks, whites; that's how you grew up in this interesting world, and people were always simply judged in the end on their quality as a person: Did they tell the truth? Did they honor their commitments? Did they show up for work on time?

These are middle American values that apply to both the degreed and non-degreed. “Judge the quality of the person, their commitment to truth-telling, their willingness to honor commitments, and their willingness to show up for work on time.” All of which means working hard and being responsible. College degrees do not shape moral values like these. If anything, in today’s culture, they may erode them.

These values carried over in Russert’s work as a newsman and interviewer. He was a straight shooter who learned the skill from his sanitation worker father. “Always give the other guy the benefit of the doubt,” Russert said his father would say, “but hear him out. Hear him out. And don’t dismiss him and don’t brand him as anything.”

So what did Russert’s more “well-schooled” colleagues say about him (as reported by Russert)? Well, we can imagine the colleagues saying, with appropriate snootiness, Russert attended “middling schools , , , [and] admits to being a practicing Catholic.” And, Russert, with good reason, speculates they probably also say, “If he didn’t go to Harvard, if he’s not Ivy League, how can he be smart?”

Does snootiness go with hard work in a business? Not really. Business is humbling. The goal of a business, in contrast to a government bureaucracy, is to satisfy the customer’s needs and wants. Angry customers? You have to learn how to pacify them.

A memorable episode from my NYC days was a customer barging into the office early in the morning, with smoke coming out of his ears, fuming over an order he had not received when promised. I had not even taken the lid off my cup of coffee! As a bureaucrat, I would probably get away with saying something like “Take a number and wait until I’m ready to talk to you!” Since my job depended on keeping customers happy, I dropped everything to talk to the client, checked on what was going on in our back production room, and made sure that he would get his order promptly.

That is the essence of business and it doesn’t require a college degree. I don’t recall whether I said this to my students, but here is the lesson learned from such experiences: you know how to work in business after you have had to pacify an irate customer. Or rather, make that an irate New Yorker!!

The client was understanding. He was from middle America, though I hasten to add that this was not a blank check for me. I had to deliver the promised service and ensure that such failures would not happen again. A number of my coworkers were also from middle America, which created a family atmosphere, far more enjoyable than being a student (Applying Principles, pp. 52-54). My coworkers from New York also shared most of my middle American values, but they did somewhat remind me of our current president!

My hiring advice to employers? Judge the person, not the credentials.


* The NY Times help wanted ads in the early ‘70s listed column after column of jobs headlined “Col Grad,” meaning employers were looking for college graduates regardless of major. By the late ‘70s this had changed to “MBA.” My liberal-arts-major colleagues and I realized we probably should get a new credential to join the MBA guild. We did. For the reason why I use the word “guild” to refer to education, see chapter 5 of Montessori, Dewey, and Capitalism, especially pp. 156-58.

Education in One Lesson

Unjustly neglected, difficult-to-find, and significantly influential on my own work, The Real Academic Community and The Rational Alternative by Thomas L. Johnson is a kind of “education in one lesson.” Like Henry Hazlitt’s gem on economics, Johnson’s begins with the lesson and then illustrates it abundantly throughout the remaining chapters.

The lesson? That schools today (and since antiquity) are institutions not of learning, but of authoritarianism. Force and fear reign supreme. Administrators and instructors “are the authority figures who must be obeyed in every respect, and students, who are the ‘peasants’ in this establishment, must try in every way to please those who rule over them.” In short, students “must please the schools, colleges or universities, instead of these institutions having to please the students.” The power of the book is in its illustrations of the lesson and in the free-market alternative that Johnson proposes.

From the primary and secondary school level:

Discipline. The authoritarian setting, says Johnson, works against the possibility of order in the classroom. Students are forced to be there by law, directly in the lower grades and indirectly in the higher, by the hampering of a free market through regulation. As a result, “almost everything in the classroom is done by means of orders and threats.” The students are ordered to perform certain tasks and threatened with low or failing grades if they don’t comply. Cornered rats—and prisoners—rebel when squeezed too hard. Schools are scholastic prisons and teachers are the guards and wardens paid to keep order.

Drugs. In the authoritarian climate of today’s schools, where the “customers” are not permitted to pursue their own interests, boredom, resentment, confusion, and low self-esteem frequently result. Drugs are seen by some students as a way to relieve their feelings of hopelessness.

Violence. “Force is the hallmark of any authoritarian establishment whether this be a state or an institution. And wherever there is force there will always be acts of violence. They are inevitable companions.”

Cheating. Anyone who has been through today’s school system knows that knowledge is not what is being marketed. “Students, recognizing that good grades and a diploma are what is really valuable to them, will often not hesitate to cheat in order to obtain these primary ‘goods’ which the teachers and schools are really selling.”

At the college level, Johnson has this to say:

Degrees. “It is because institutions of learning give out diplomas or grant degrees that they operate in an authoritarian manner. It is because the students must please the teachers and professors, as well as the institutions, in their attempt to ‘win’ the certificates of graduation that allows the schools, colleges and universities to be the dictatorial institutions that they are. . . . The professor orders the students to perform certain tasks—read certain assignments, write specific papers or reports, give designated oral presentations, etc.—and the students either follow these orders, or else.” Professors hold the degree up for ransom and their red ink pens are their guns.

Student Government. Why does it exist? Because students “realized that matters were often in need of change at the college or university and so they decided to band together in the attempt to see what they could do to bring about the desired changes.” In a free market, dissatisfied customers can stimulate change in a supplying business rather quickly, or else a new one will soon be on the scene to meet the needs of the dissatisfied buyers. But schools are not free enterprises. “All student government could really do was to petition, that is to beg, the administration or Board for favors—like changes in rigid social rules—that would make life at a bit more bearable.”

Academic Freedom and Tenure. Similar to the plight of students in an authoritarian climate, professors organized to protect themselves against administrations. They demanded and got the privilege of lifetime employment and the license to say and write whatever they please (as long as it is consistent with state or administration dogma). In a free market, employees who disagree with their employers simply leave and go elsewhere, and perhaps start their own businesses. Education, however, is not a business; there is nowhere for the professors to go.

Titles and Robes. Johnson discusses other issues, such as honor systems, academic and social probation, dress codes, hazing, and school spirit. His crowning achievement, however, is his comment on titles and robes.

“But what do titles signify?” asks Johnson, titles such as “Doctor” and “Dean.” He answers:

Titles signify power, prestige and authority, and they have always been used to instill fear in others—to con others into thinking that the titled personage is someone special and better than others who must be looked up to and obeyed. . . . Titles . . . are almost always found where there is some degree of tyranny.

How about academic regalia—

all those Medieval robes, caps and hoods? . . . It is true that certain businesses do have their employees dressed in similar outfits, or many businesses have a particular character, like a clown, dressed in a certain way and acting as a representative or symbol of the business. But one does not find, as one does in the academic community, a group of academic “clowns”—the professors, administrators, and board members—dressed in Medieval clerical garb forming and marching in academic processions that look almost identical to religious processions. . . .


Titles and robes are always found wherever one group of people is trying to lord it over another group of people. Kings and dictators get themselves up in fancy costumes and demand that they be called by an array of titles. Military and academic personnel do the same. But not businessmen. They do not, and cannot, lord it over customers. They must win the favor of customers by demonstrating their talent and ability. Talents and robes are of no help in a rational and healthy business environment.

The rational alternative to this forceful, fearful authoritarianism is a free market of educational businesses—”private, profit-making and openly competing enterprises that are only selling instruction, not grades and degrees. . . . There would be no entrance requirements and no prerequisites. . . . There would be no grades and no diplomas or certificates.” The customers would evaluate the sellers much as is done in free-market businesses today. Teachers, the peddlers of knowledge and ideas, would not evaluate the customers.