"Service-learning" has been adopted by many colleges and universities as a way of instilling in students an ethic of community service. Its advocates typically distinguish it from simple volunteering, which lacks an academic component, and from internships, in which students acquire practical skills. The author argues that the rationales for service-learning are intellectually shallow and betray intent to indoctrinate students in a political view that derogates paid labor. Ultimately, service-learning erodes the principles of liberal education by attempting to substitute emotions for reason. (Contains 46 footnotes.)