The views of your class on examinations for entrance
would be based on knowledge which a member of the faculty cannot have at
first-hand. What is the estimate of the relative difficulty of getting
into various colleges, and on what figures from schools is the estimate
based? For how many boys are languages easier or harder than history or
mathematics or science? Does admission by certificate provide sufficient
safeguard for the standards of the college? Does a rigid prescription of
subjects for examination distort the course for the high school? How
many boys, who can be named, had their education injured by such
prescription? Should the standard for entrance or for graduation be
raised, or lowered, at your college? Should honor students be excused
from final examinations? Should they have special privileges? Should
freshmen be required to be within college bounds at a fixed hour every
night? Should class rushes be abolished? Here are only a few suggestions
of subjects which can be adapted to the needs and the knowledge of
special classes. They are of no value, however, unless the students are
driven to gather facts, and to reason from these facts, not from general
impressions. School catalogues, college catalogues, informal censuses,
reports of presidents and of committees, and other printed or oral
sources will help in the gathering of facts.
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