If we set the snide shots at students aside, this seems moderately representative of arguments against forgiving debt. Here are a few reasons that they do not work.
Taxpayers do not make student loans, ever. The money loaned is called into existence by fiat. Taxpayers may wind up being charged for loans that fail, repaying the banks to repay the Fed for money declared into existence, or they may not. Either way, that is a separate action that need not be causally linked.
There is not necessarily a link between college education and monetary gain, nor need there or should there be. It is true that good work exists in the trades and that a lot of people do best there; however, it is also true that not everyone performs this work well. Plumbing, welding, ship fitting, and aviation also require both skill and talent and the proper character as well as willingness to put in time. Union apprenticeship is wonderful, but it’s not work for dummies or work for everyone.
The value to what was once called a “liberal education” is different. Once upon a time, this was provided to a small class of people who were engaged at running the society and parts thereof in different ways. In the US were upperclass white males, mostly of what was called “good birth,” birth to propertied parents. The education involved philosophy, literature, economics, and history because it was thought that these individuals would make decisions involving people and requiring a judgment derived from perspective.
That includes voting, by the way.
At the end of WWII, with the GI-Bill, many soldiers were provided a relatively inexpensive education despite owning nothing and being of a traditionally impoverished class. This was done because the war had left the US as a focal point for industrial, managerial, and diplomatic work as the principal center of empire. Competition for labor jobs decreased and clients for services and goods increased, and so strong unions allowed for the rise of reasonably paid jobs for skilled workmen–plumbers and welders and so forth.
By 1976, rulers identified what they regarded as an “excess of democracy” in that the offspring of working class people who had been educated were questioning the designs of whose who would rule them. A key document, for those interested, is Samuel P. Huntington et alia, 1976 report to the Trilateral Commission. Huntington suggested that the costs of education be inflated and covered by loans to students. Graduating students would thereby be forced to sell services to the highest (generally corporate) bidders rather than distribute services as needed or according to the judgments armed by their training.
This was done. This is why our older generations (Boomers and before) do not usually suffer from excessive debt from education, whereas their children do.
We may wish to pretend that the primary beneficiary of an education is the student, but that is false. I benefit from the education of the plumber who fixes my drains, the nurse and surgeon who attend me at the hospital, the tech support personnel that help me log in to my job when protocols have changed–and so on far beyond any list that I might present here. I benefit because others have benefitted from such services.
Now, I have to suspect that there is some point to the snide comments about “kids,” though I have to read in a bit. Not all students are “kids,” wise or otherwise. The “gun control demands” appear to refer to those of high school students, who at present still do not have to take out loans to study. What any of this has to do with gun control remains a bit mysterious, but it appears that the reference may be to what we are to regard as “unwise” or unintelligent or, more relevantly, uneducated.
People quite often do graduate with little idea about body politic and participation in an intellectual community, so that point is well taken if it is actually a point that’s being made. But that is not because the people who wind up being plumbers or welders are intrinsically less capable of governing themselves and only good for completing localized tasks. They can do fine, given the chance, and so can their children. But the educational system has largely been given over to creating sorts of obedience, largely by the idea that it is simply training in whatever delimited skill one can sell for money. It is not, need not be, should not be.