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In an editorial entitled "Education and Pate-Stuffing," the Harvard CRIMSON recently accused several of the more progressive colleges of continuing, in their entrance requirements, "to encourage superficiality." This encouragement, it was claimed, is evidenced by the conformity with the requirements of the College Entrance Examination Board, a conformity which leads even the best of the preparatory schools to go in for patestuffing. "Instead of education, the whole apparatus of cramming flourishes."
So far, we say, so good. But what does the CRIMSON offer as a solution for the unfortunate state of affairs? The bane of the system, evidently, is the examination, "the blighting influence" of which "atrophies all attempts to introduce training beyond the strict limits of requirements." But apparently the comprehensive English examination as conducted under the so-called. New Plan affords "a reliable indication of success at college." Would it not be ample, the Harvard paper asks, for a university to require that each student take the scholastic aptitude test and the comprehensive English examination, and peruse the applicant's school record?
Does not this scheme amount, in the last analysis, to a suggestion that examinations as such be scrapped? The English examination, although it requires a certain amount of preparation, demands, above all, a natural ability, parallel in many ways to that required by the scholastic aptitude test. Why have any examinations at all, this being the case, outside of the aptitude test? The answer is that there is another quality beside inherent aptitude that most colleges (even the progressive ones;) desire of their applicants: that is, through preparation. Reactionary though it may sound in this day of experimentation, the ability to assimilate facts, acquire pure knowledge, is still very much in demand. Perhaps the University can afford to experiment judiciously with exempting high-stand scholars of accredited schools from examinations, but for Thomas, Richard, and Henry, there must still be a check-up.
Even if the colleges were not interested in the ability to learn as well as the ability to think, English alone would be no criterion. Many a Sheff student who gets high marks will tell us that literary ability is by no means a universal standard.
No, the day has not yet come when scholarship can be sacrificed altogether for "culture." The CRIMSON'S suggestion, although we are sure that it was prompted by the highest of ideals, does not make for a satisfactory balance. Yale Daily News.
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