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Over the past 25 years, the total number of students in college has increased by about 50 percent. But the number of students graduating with degrees in science, technology, engineering, and mathematics (STEM) subjects has remained more or less constant. In 2009 the United States graduated 89,140 students in the visual and performing arts, more than in computer science, math, and chemical engineering combined and more than double the number of visual-and-performing-arts graduates in 1985. There is nothing wrong with the arts, psychology, and journalism, but graduates in these fields have lower wages and are less likely to find work in their fields than graduates in science and math. Moreover, more than half of all humanities graduates end up in jobs that don't require college degrees, and those graduates don't get a big income boost from having gone to college. Most important, graduates in the arts, psychology, and journalism are less likely to create the kinds of innovations that drive economic growth. Economic growth is not the only goal of higher education, but it is one of the main reasons taxpayers subsidize higher education through direct government college support, as well as loans, scholarships, and grants. The potential wage gains for college graduates is reason enough for students to pursue a college education. The obsessive focus on a college degree has served neither taxpayers nor students well. Only 35 percent of students starting a four-year degree program will graduate within four years, and less than 60 percent will graduate within six years. Students who haven't graduated within six years probably never will. The U.S. college dropout rate is about 40 percent, the highest college dropout rate in the industrialized world. That's a lot of wasted resources. Students with two years of college education may get something for those two years, but it's less than half of the wage gains from completing a four-year degree. No degree, few skills, and a lot of debt is not an ideal way to begin a career. A big part of the problem is that the United States has paved a single road to knowledge, the road through the classroom. Lots of students, however, crash before they reach the end of the road. Who can blame them? Sit-down learning is not for everyone, perhaps not even for most people. There are many roads to an education. Going to college is neither necessary nor sufficient to be well educated. Apprentices in Europe are well educated but not college schooled. The author contends the need to open more roads to education so that more students can reach their desired destination.

Public health, once the gem of American social programs, has turned to dross. During the 20th century, the public-health sector wiped smallpox and polio off the U.S. map; virtually eliminated rickets, rubella, and goiter; stopped epidemic typhoid and yellow fever; and brought tuberculosis--once the leading cause of death in U.S. cities--under control. It sought, with considerable success, to reform social and economic structures so the poor would have the same chance at decent health as the wealthy. But public health seems to be a phenomenon of the past, like the Great Society or the New Deal. One testament to the failure is the activity of American health officials, the products of public-health training programs. In the past six years, Americans have seen officials redirect tax-levy funds to pay for ludicrous "biopreparedness" exercises in anticipation of wholly fabricated epidemic dangers, concocted by an administration unable to admit its mistakes after September 11. They have heard officials endorse useless "virginity pledges" for teenagers. They have seen them invoke federal quarantine law--claiming there was a hazard to the public--to arrest one man who had flown on an airplane while carrying noninfectious tuberculosis. But in the past six years, no health official has argued forcefully for social changes that would genuinely improve the public's health on a significant scale. They don't demand reforms of the sort that would make Americans more like those developed countries (Denmark, France, etc.) where infant-mortality rates are more than 20 percent lower than theirs and where life expectancy is longer--changes like more affordable housing, a guaranteed minimum income, a higher minimum wage, restoration of workplace-safety oversights emasculated by big-business-friendly government, or better and cheaper public transportation systems. The author states that health educators must revise their teaching radically and develop curricula that face the vexatious positioning of health as a moral issue.