You Can’t Cancel Me, I Quit


By Mary Eberstadt

Wall Street Journal

March 26, 2023


I was supposed to speak at Furman University. I decided to beg off rather than indulge an angry mob.


I was scheduled to give a speech on Monday at Furman University about my recent book, “Primal Screams: How the Sexual Revolution Created Identity Politics.” I canceled it. Here’s why.


In the spring of 2014—in retrospect, the dress rehearsal for cancel culture—some commencement speakers around the country were disinvited or withdrew themselves from consideration owing to left-wing protests. I wasn’t among them. A few faculty members at Seton Hall University tried to have my invitation rescinded on the grounds that I wasn’t what they meant by “Catholic”—progressive. They failed. I delivered my address as scheduled at New Jersey’s Meadowlands Arena to some 6,000 graduates, families and friends, and was awarded an honorary doctorate in humane letters.


It was a thrilling event. I enjoy talking to students. I teach graduate students and young professionals, and I founded an organization that helps mentor hundreds of women involved in journalism and media, many of them right out of college. Those experiences probably explain why I had never been the object of protest by students.


But 2023 is light years from 2014. Some months ago, the head of Furman’s Tocqueville Program invited me to give a public lecture about “Primal Screams.” Not knowing a soul there, I googled. Nestled in scenic Greenville, S.C., the university was founded in 1826 by the Southern Baptist Convention. Furman’s website features young people said to be “innovative in their thinking, and compassionate in their approach to career, community, and life.” The Tocqueville Program has hosted impressive speakers. This seemed a promising opportunity to visit an attractive campus, befriend some students and faculty, and talk over ideas. What could go wrong?


Well, consider what happened to the speaker who preceded me last month in the same series: Scott Yenor, a professor of political science at Boise State University.


Mr. Yenor had been invited to speak on “Dostoevsky and Conscience.” An inhospitality committee sprang into action, “triggered” not by his speech topic but by opinions that he had expressed elsewhere, including his critique of feminism and support for “sex-role realism.” Scores of faculty and student protesters “silently” objected inside and outside as he spoke. Three armed policemen were assigned to his protection. Within the auditorium, protesters lined the walls the professor had to pass, holding posters with ad hominem slogans and quotations of his taken out of context, staring balefully at him throughout.


I called Mr. Yenor to ask for his take. “Never in my life have I experienced a crowd so uninterested in learning, and so unwilling to hear,” he said. “They were simply filled with malice.” No one in the administration commented on his treatment, much less apologized for it.


Soon after, something called the Cultural Life Program at Furman, which requires students to attend a certain number of public speeches, mysteriously decided to deny credit for mine unless the program inserted a different faculty interlocuter rather than the one who had invited me—presumably because the latter would have been too supportive. An article was posted by the independent online student newspaper, the Paladin, attacking the Tocqueville Program, applauding the public abomination of Scott Yenor, darkly noting that Catholics had been invited as speakers, and taking potshots at me. There’s no evidence that the indignant writer had read my books or even knew their titles. The piece accused me of perpetuating “dangerous” (dog whistle) myths, adding that students “demand to interrogate” (another whistle) the Tocqueville Program.


Posters advertising my speech disappeared en masse around campus the week before the event. They were replaced and disappeared again. Furman community members following social media and conversations on campus relayed independently that the protest was expected to be “substantial,” as two put it. They also informed me about a letter that was sent by some students to the Cultural Life Program’s committee, caricaturing my work and calling me names in an effort to revoke credit for attending my speech.


As I mulled what to do about such unexpected hostility, different calculations came to mind. What might be the odds of an ugly Yenor-style experience? Likely high.


What about the odds of physical injury? Low, but not nonexistent. In 2017 students at Vermont’s Middlebury College attacked Prof. Allison Stanger, sending her to the hospital, after she hosted a talk by Charles Murray. Bystanders have been injured during other recent campus brawls, like the March 14 protest of a Charlie Kirk speech at the University of California, Davis that left an officer injured. In 2021 the Foundation for Individual Rights in Education polled 37,000 students at 159 campuses; 23% said they believe violence is justified against unwanted speech. Not all students think sending campus guests to the emergency room is good form—but 1 in 4?


In the end, it was a different thought that led me to pull the plug. As Liel Leibovitz put it recently in First Things, “The terrible power our pursuers hold over us, the power of intimidation and of setting the terms of the debate, dissolves the moment you realize you’re free to disengage.” To which I add: Bullies have a right to protest, but that right doesn’t extend to dragooning others into untruths—including the untruth that people who join a hateful mob have any intention of listening to a speaker in the first place. They don’t, and the rest of us are under no obligation to help them live that lie by playing along.


To the students who did want to hear my speech: I’m sorry to miss you. On a positive note, it’s better to read than to watch. Copies of “Primal Screams” have been sent to every student in Furman’s Tocqueville Program, and two dozen more will be available this week for whoever wants them—delivered care of the university president’s office, since social-media mobs lack mailing addresses.


The book makes the case that social upheavals since the 1960s have led to compounded fractures on generations and that the implosion of family, real-life community and religion has weakened many people’s sense of identity. It further argues that the rise in mental and emotional problems, increasingly visible on campuses and on the streets, is a result. The students revulsed by free speech these days aren’t victims of that analysis but poster children for it.


Ms. Eberstadt is author of “Primal Screams” and “Adam and Eve After the Pill, Revisited.”


You Can’t Cancel Me, I Quit - WSJ




December 11, 2025
Student evaluations subject professors to perverse incentives.
December 10, 2025
Written by John Craig December 10, 2025 On October 27, the Manhattan Institution’s City Journal published a major, breakthrough analysis of the performance of 100 prominent US (and one Canadian) universities and colleges, “Introducing the City Journal College Rankings,” For the first time, this new performance system includes data on measures (68 in all) like freedom of expression, viewpoint diversity tolerance, quality of instruction, investment payoff, and campus politicization that are not considered in the other major higher ed ranking systems. How did Davidson measure up in City Journal’s performance assessment? On a scale of one (bottom) to five (top) stars , Davidson is among the 63 schools that received 2 stars. Schools that, according to City Journal, have “Mostly average to below-average scores in all categories with no particularly noteworthy strengths. Significant, focused policy changes are needed at these schools.” (Full rankings available here College Rankings | Rankings ) To summarize the methodology, the City Journal team selected 100 schools that are highly touted by other ranking systems, widely known to the American public, and/or of high regional importance. The researchers gathered data on 68 variables across 21 categories covering four major aspects of on- and off-campus life. The Educational Experience categories were Faculty Ideological Pluralism, Faculty Teaching Quality, Faculty Research Quality, Faculty Speech Climate, Curricular Rigor, and Heterodox Infrastructure; the Leadership Quality categories were Commitment to Meritocracy, Support for Free Speech, and Resistance to Politicization; the Outcomes categories were Quality of Alumni Network, Value Added to Career, and Value Added to Education; and the Student Experience categories were Student Ideological Pluralism, Student Free Speech, Student Political Tolerance, Student Social Life, Student Classroom Experience, Campus ROTC, Student Community Life, and Jewish Campus Climate. No other higher ed ranking system includes as many variables. (Read more about methodology at College Rankings | Methods ) The data included publicly available information from sources such as the Integrated Postsecondary Education Data System (IPEDS), the Department of Education’s College Scorecard, and the Foundation for Individual Rights and Expression’s College Free Speech Rankings. The researchers also developed original measures for the project, such as the ideological balance of student political organizations and the partisan makeup of faculty campaign contributions. Each variable was coded so that higher values mean better performance and was weighted to reflect relative importance. For example, student ideological pluralism (as measured by self-reported student ideology and the left-right balance of student organizations) accounts for 5 percent of a school’s score while City Journal’s estimate of how many years it will take the typical student to recoup their educational investment to attend a given college accounts for 12.5 percent. A school’s overall score is the sum of points across the 21 categories, with the top possible score being 100. While the assessment system is for the most part hard-data-based, it has, like other ranking systems, subjective elements—like the weighing system. So methodological challenges will come and will doubtlessly lead to improvements the next time around. That said, the methodology strikes me as defensible and a marked improvement over that of other popular rating systems. I will conclude with some comments on the findings. Note that the Average score (out of 100) for the 100 institutions is 46 and the median score is 45.73—so overall, this is not a “high performance” group of institutions. No institution receives a 5-Star rating, and only two receive a 4-Star rating (University of Florida and University of Texas at Austin). Only 11 schools receive a 3-Star rating—Having “Mixed results across the four categories, showing strengths in some and weakness in others. These schools typically have several clear paths to improvement.” Because assessment scores are generally low and tightly clustered in the middle, the rankings by score are misleading: Davidson, at 51.16 with a rank of 25, looks to be in the top quartile (between Princeton and Georgetown), but in fact gets just a 2-Star assessment
November 11, 2025
Report from Ivy League school finds rampant grade inflation, but students complain administration is moving goal posts
Show More