2. Moreover, at that time higher education was reserved for a few privileged parts of society.  And professors were regarded with elite and reverence for reasons that no one questioned (magical reasons).  And thus, Professors resisted changing the foundation subjects which the elite themselves graduated from.  Because of this resistance, reform in higher education was slow and could not meet the needs of society.  Instead higher education was in its own world serving to impart students with theoretical knowledge but not practical.
3.If we focus on higher education in America today, students choose a major or minor and must fulfill the prescribed course of study including a specific dose of credit hours in general education – beginning math, science, English - and then a certain dose of credit hours in the specific department.  There have been reforms that allowed for interdisciplinary studies, but students are still required to take foundational courses.

o   There were some intellects who wanted to advance the subjects of tiger scaring with research, some who questioned the authenticity of the practice of tiger scaring as it was currently being taught, and some who believed more practical subjects should be taught; but their contribution was not welcomed by the university chiefs and the professors of tiger-scaring who wanted to uphold their position of power and prestige.  Thus, there was little room for reform in higher education.

Other professors – wanted the prestige of the tiger scaring professors