It happens that I have practically some connexion with schools for different classes of youth; and I receive many letters from parents respecting the education of their children. In the mass of these letters I am always struck by the precedence which the idea of a “position in life” takes above all other thoughts in the parents’—more especially in the mothers’—minds. “The education befitting such and such a STATION IN LIFE”—this is the phrase, this the object, always. They never seek, as far as I can make out, an education good in itself; even the conception of abstract rightness in training rarely seems reached by the writers. But, an education “which shall keep a good coat on my son’s back;—which shall enable him to ring with confidence the visitors’ bell at double-belled doors; which shall result ultimately in establishment of a double-belled door to his own house;—in a word, which shall lead to advancement in life;—THIS we pray for on bent knees—and this is ALL we pray for.” It never seems to occur to the parents that there may be an education which, in itself, IS advancement in Life;—that any other than that may perhaps be advancement in Death; and that this essential education might be more easily got, or given, than they fancy, if they set about it in the right way; while it is for no price, and by no favour, to be got, if they set about it in the wrong.
— John Ruskin, Sesame and Lilies. I know a number of people who work to recruit students to Baylor (where I now teach) and to other universities, and they have commented that it is virtually impossible to get parents interested in what kind of education, what kind of experience, their children will have in their undergraduate years. Parents only want to know whether their children will get into medical school or dental school or law school — the four years of undergraduate education are simply a very large hurdle to be leaped over to get to that STATION IN LIFE that they want for their children. Many, many parents do not care one iota about what their offspring will actually do and read and think between the ages of 18 and 22, as long as whatever it is helps (or at least does not impede) their admission to professional training.
Update: I should add that I don’t blame the parents for this — they’re being asked to pay a shocking amount of money for their children’s education, and they are desperately hoping for a return on investment. I get that. But when your job is to teach those young people, the situation is regrettable — especially since so many of the students have adopted the attitudes of their parents.