Harvard’s 1899 football team passed that kind of exam.
Eve Binder, Managing Editor at Ivygate and Yale ’11, reports on earlier admissions examinations at Harvard and Columbia with altogether excessive frivolity and dismisses the Classics with proud Philistinism. (Reverend Davenport would not be pleased.)
The New York Times recently unearthed a Harvard entrance exam from 1899, and man, is it ugly. The text spans three major disciplines–classical languages, history and math–and requires its victims to jump through flaming hoops in topics like Greek Composition, Random-Ass Geography, and Hard Numbers. Take, for instance:
[in Logarithms and Trigonometry] 9. Find by logarithms, using arithmetical complements, the value of the following:
[(0.02183)2 x (7)2/5]/[√(0.0046) x 23.309]
Remember, folks, there were no calculators in 1899. Nor, apparently, was there mercy.
[In History and Geography] VI. Leonidas, Pausanias, Lysander.
Evidently this is a question, not just a list of people you’ve never heard of. Oh, wait, we’ve heard of Leonidas–but that’s only because we’ve seen 300, which someone living in the 1800s would most likely not have seen. Wonder if you’d get partial credit for identifying Lysander as “that dude in A Midsummer Night’s Dream.“
[In Greek Composition] [Insert ancient cryptic mumbo-jumbo here]
Hey, it’s all ελληνικά to us. Can you imagine if this were on the SAT?
Speaking of the SAT, it’s hard to tell whether the replacement of questions like “bound the basin of the Po†with ones like “find the noun in this sentence†has been a good or bad thing. A good thing for us, certainly, because if we’d been forced to draw the route of the Ten Thousand on a map in order to get into college, we’d have been working at the 1899 equivalent of a Chick-Fil-A faster than you can say “Gay Nineties.†But perhaps not such a good thing for the overall intelligence quotient of our nation’s youth, which would unquestionably have been strengthened by the knowledge of “Pharsalia, Philippi and Actium.†All of which, by the way, sound like sleep medications.
In an interesting final coup, Columbia Spectrum columnist Thomas Rhiel has noted that the 1899 Harvard entrance exam pales in comparison to that of Columbia, which apparently required knowledge of French, German, and the following works:
Milton’s Paradise Lost, Books I and II; Pope’s Iliad, Books I and XXII; the Sir Roger de Coverley Papers in The Spectator; Goldsmith’s The Vicar of Wakefield, Coleridge’s Ancient Mariner, Southey’s Life of Nelson, Carlyle’s Essay on Burns, Lowell’s Vision of Sir Launfal, Hawthorne’s The House of the Seven Gables, […] Shakespeare’s Macbeth, Burke’s Speech on Conciliation with America, De Quincey’s The Flight of a Tartar Tribe, [and] Tennyson’s The Princess.
Times sure have changed, haven’t they? Back then you actually had to read all these books in order to get anywhere in life. Now all you have to do is Google the ending and lie. Yeah, sorry we’re not sorry.
It’s understandable that the educated classes, force-fed for generations on the Classics, finally rebelled against the older system in favor of the more utilitarian, more flexible, and more modern. But the older I get, the more strongly I tend to believe that higher education made a gravely wrong turn when it made the decision to discard Classics as its foundation.
Serious and extended study of Latin and Greek reliably conferred a sort of grace and skill in written expression which has largely vanished from more contemporary prose. I routinely find the memoirs of colonial administrators and retired colonels produced before WWI far better written than the essays of the most admired current writers in today’s Spectator and New York Review of Books.
Reading the ancient authors also characteristically broadened the perspective of members of the educated elite of that earlier time. Rivalries between great powers, the outrages and brutalities performed by barbarian tribes, the forms of perfidy committed by foreign adversaries were all far more familiar and comprehensible to minds steeped in Xenophon and Thucydides.
Ivy League education today more commonly narrows the outlook of members of the contemporary elite, turning them into provincial conformists and uncritical followers of the fashionable consensus, lacking in sympathy for, or identification with, not our civilization’s past, but any past. Today’s commentariat is characteristically unable to consult the examples set by nations and leaders in conducting war during WWII when discussing current military operations, let alone reflect on what Alcibiades or Caesar might have done.
If you want to go to naked parties, first you have to be admitted to the appropriate elite college, and even if you don’t want to go to naked parties, you are going to need to get your ticket stamped in our credential-obsessed society in order to get any kind of serious job.
In my day, places like Yale, in the aftermath of Sputnik, were scouring the country in search of anybody with good standardized test scores. All you had to do was ace the 9th grade Stanford-Binet IQ test, then do well on the SATs and alumni representatives of Yale would come and plead with you to accept a full scholarship. Things are a bit more complicated today.
The most darkly humorous aspect of this often hilarious book is its depiction of an admissions process that corrupts everything it touches.
It’s a process that discourages reticence by requiring students to write revealing and disingenuous personal essays; discourages thrift by regarding parental savings as fair game in the financial-aid evaluation; discourages intellectual curiosity by encouraging students to pursue grades rather than knowledge; and discourages honesty by transforming adolescence into a period of cynical calculation.
“At its most intense,” Mr. Ferguson writes, “the admissions process didn’t force kids to be Lisa Simpson; it turned them into Eddie Haskell. . . . It guaranteed that teenagers would pursue life with a single ulterior motive, while pretending they weren’t. It coated their every undertaking in a thin lacquer of insincerity. Befriending people in hopes of a good rec letter; serving the community to advertise your big heart; studying hard just to puff up the GPA and climb the greasy poll of class rank—nothing was done for its own sake.”
This stressful process practically demands cynicism from all parties. To “climb the page” in the closely watched U.S. News & World Report rankings, schools solicit applications so that they can increase the numbers they reject, thereby appearing more selective. Elite institutions claim to be open to all but devote wide swaths of their entering classes to athletes, the offspring of donating alumni, members of minority groups and others with “hooks” that give them an edge.
Matters have been complicated in recent years by the success of girls, who persist in outperforming boys academically in high school and outnumbering them in college. But a university may admit so many girls that a tipping point is reached, making boys even less likely to apply or, as Mr. Ferguson notes, “attracting the wrong kind of boys for the wrong reasons.”
Admissions officers have tried to rectify this problem by making schools more appealing to male applicants, expanding math and science departments, adding sports—and lowering admission standards for males, most of whom are white. Asian boys generally don’t need any such help. “After several generations of vicious racism,” Mr. Ferguson says, “followed by protest marches, civil rights lawsuits, accusations of bigotry, appeals to color-blindness, feminism, and eloquent invocations of the meritocratic ideal, the latest admissions trend in American higher education is affirmative action for white men. Just like the old days.”
Iowahawk catches Paul Krugman lying with figures and nails his slimy hide to the barn door.
Please pardon this brief departure from my normal folderol, but every so often a member of the chattering class issues a nugget of stupidity so egregious that no amount of mockery will suffice. Particularly when the issuer of said stupidity holds a Nobel Prize.
Case in point: Paul Krugman. The Times’ staff economics blowhard recently typed, re the state of education in Texas:
And in low-tax, low-spending Texas, the kids are not all right. The high school graduation rate, at just 61.3 percent, puts Texas 43rd out of 50 in state rankings. Nationally, the state ranks fifth in child poverty; it leads in the percentage of children without health insurance. And only 78 percent of Texas children are in excellent or very good health, significantly below the national average.
Similarly, The Economist passes on what appears to be the cut-‘n’-paste lefty factoid du jour:
Only 5 states do not have collective bargaining for educators and have deemed it illegal. Those states and their ranking on ACT/SAT scores are as follows:
South Carolina – 50th
North Carolina – 49th
Georgia – 48th
Texas – 47th
Virginia – 44th
If you are wondering, Wisconsin, with its collective bargaining for teachers, is ranked 2nd in the country.
The point being, I suppose, is that unionized teachers stand as a thin chalk-stained line keeping Wisconsin from descending into the dystopian non-union educational hellscape of Texas. Interesting, if it wasn’t complete bullshit. …
[A] state’s “average ACT/SAT” is, for all intents and purposes, a proxy for the percent of white people who live there. In fact, the lion’s share of state-to-state variance in test scores is accounted for by differences in ethnic composition. Minority students – regardless of state residence – tend to score lower than white students on standardized test, and the higher the proportion of minority students in a state the lower its overall test scores tend to be.
Please note: this has nothing to do with innate ability or aptitude. Quite to the contrary, I believe the test gap between minority students and white students can be attributed to differences in socioeconomic status. And poverty. And yes, racism. And yes, family structure. Whatever combination of reasons, the gap exists, and it’s mathematical sophistry to compare the combined average test scores in a state like Wisconsin (4% black, 4% Hispanic) with a state like Texas (12% black, 30% Hispanic). …
So how does brokeass, dumbass, redneck Texas stack up against progressive unionized Wisconsin?
2009 4th Grade Math
White students: Texas 254, Wisconsin 250 (national average 248)
Black students: Texas 231, Wisconsin 217 (national 222)
Hispanic students: Texas 233, Wisconsin 228 (national 227)
To recap: white students in Texas perform better than white students in Wisconsin, black students in Texas perform better than black students in Wisconsin, Hispanic students in Texas perform better than Hispanic students in Wisconsin.
Newly appointed Yale deans this fall: W. Marichal Gentry, dean of student affairs and associate dean of Yale College, and Shelly C. Lowe, the University’s first assistant dean for Native American affairs and director of the Native American Cultural Center.
In an email to the entire Yale student body, Dean of Student Marichal Gentry reminded students that “consensual sex can be gloriousâ€. We’re used to getting emails about staying safe, saving the Yale Police phone number in our phones, and to always call for help, especially around the biggest drinking weekends of the year. The past two years we have received very standard emails about Spring Fling, Harvard-Yale, and Halloween, but this one definitely caught the eye. With unusually eloquent prose for Dean Gentry he reminded us,
A few years ago when we introduced the idea that consensual sex could be glorious, it seems that was a surprise to many. Consensual sex is having the sex you want, something you can say “yes†to, not something you’re afraid to say “no†to. Glorious consensual sex is something given, not taken, something shared not endured: something that makes you smile the next day, not something that hurts psychologically, emotionally or physically.
The philosopher can hardly avoid laughing at the 180 degree reversal of the Puritan establishment’s position on carnal activity on the part of the persons it supervises in loco parentis.
Yet, plus ça change, plus c’est la même chose, the annoying tone and conscribed perspective of the cant of indulgence differs only in puerility from the earlier cant of continence.
Yale has acquired a treasure in Dean Gentry. To mark the inauguration of one’s term in office by delivering via email a sermon to the water advising it to run downhill represents a gift for inadvertent comedy amounting to genius.
And I’m doubly grateful to Mr. Gentry for bringing it to my information, via his university appointment press release, that Yale now boasts a dean in charge of Native American Affairs. Who would have imagined that Yale actually had Native American Affairs? We are not Dartmouth, after all.
Sing, Eris, Goddess of Discord, the joys of Diversity!
Los Angeles may be broke and its public school system may only graduate from high school (as of 2008) 45.3% of its students, but those minor considerations are not stopping the opening of the most expensive school ever constructed in the country’s history.
Allysia Finley, in the Wall Street Journal, comments on the Neronian insolence of it all.
At $578 million—or about $140,000 per student—the 24-acre Robert F. Kennedy Community Schools complex in mid-Wiltshire is the most expensive school ever constructed in U.S. history. To put the price in context, this city’s Staples sports and entertainment center cost $375 million. To put it in a more important context, the school district is currently running a $640 million deficit and has had to lay off 3,000 teachers in the last two years. It also has one of the lowest graduation rates in the country and some of the worst test scores.
The K-12 complex isn’t merely an overwrought paean to the nation’s most celebrated liberal political family. It’s a jarring reminder that money doesn’t guarantee success—though it certainly beautifies failure.
The cluster of schools is situated on the premises of the old Ambassador Hotel where the New York senator and presidential candidate was shot in 1968. The school district insists that it chose the site not merely for sentimental reasons, but because it was the only space available in the area and the property was dirt cheap.
That was the only cheap thing about the project. In order to build on the site, the school district had to resolve protracted legal battles with Donald Trump—who wanted to build the tallest skyscraper west of the Mississippi there—and with historical conservationists who demanded that certain features be restored or recreated.
Set to open Sept. 13, the school boasts an auditorium whose starry ceiling and garish entrance are modeled after the old Cocoanut Grove nightclub and a library whose round, vaulted ceilings and cavernous center resemble the ballroom where Kennedy made his last speech. It also includes the original Cocoanut Grove canopy around which the rest of the school was built. “It wasn’t cheap, but it was saved,” says Thomas Rubin, a consultant for the district’s bond oversight committee, which oversees the $20 billion of bonds that taxpayers approved for school construction in recent years.
View a slide-show of the school.
I asked Mr. Rubin whether some of the school’s grandiose features—like florid murals of Robert F. Kennedy—were worth the cost. “Did we have to do that? Hell no. But there’s no accounting for taste,” he responded.
Talking benches—$54,000—play a three-hour audio of the site’s history. Murals and other public art cost $1.3 million. A minipark facing a bustling Wilshire Boulevard? $4.9 million.
The Kennedy complex is Exhibit A in the district’s profligate 131-school building binge. Exhibit B is the district’s Visual and Performing Arts High School, which was originally budgeted at $70 million but was later upgraded into a sci-fi architectural masterpiece that cost $232 million.
Even more striking is Exhibit C, the Edward Roybal Learning Center in the Westlake area, which was budgeted at $110 million until costs skyrocketed midway through construction when contractors discovered underground methane gas and a fault line. Eventual cost: $377 million.
Mr. Rubin admits that the Roybal Center project was “a tremendous screw-up” that “should have been studied closer beforehand.” The project was abandoned for several years, only to be recommenced when community activists demanded that the school be built at whatever cost necessary in order to show respect for the neighborhood’s Latino children, many of whom were attending an overcrowded Belmont High School.
The Roybal center now ranks in the bottom third of schools with similar demographics on state tests, while Belmont High ranks in the top third. But even though many Roybal kids can’t read or do math, at least they have a dance studio with cushioned maple floors and a kitchen with a restaurant-quality pizza oven.
Expect more such over-the-top and inefficient building projects in the future. Los Angeles voters have approved over $20 billion of bonds since 1997 and state voters have chipped in another $4.4 billion of matching funds. Roughly a third of the cost of the Kennedy complex will be shouldered by state taxpayers.
Daniel Foster commented on the Obama Administration punishing New Jersey for insufficient compliance to the demands of the teachers’ union by disqualifying the state for hundreds of millions of dollars of federal education funds based on a trivial error in more that 1000 pages of paperwork.
This 5:29 video of Governor Chris Christie’s response is making him a national star and producing a wave of “Christie in 2012” enthusiasm.
One can see in the case of Julea Ward versus Eastern Michigan University the way in which progressive academic institutions, professional organizations, and judges can all collaborate in defining educational requirements, professional standards, and the law in a such a fashion as to outlaw non-progressive opinion in the academic world as well as denying access to practice of professions to non-progressives.
A federal judge [on wednesday] dismissed a lawsuit brought against Eastern Michigan University by a master’s student who said she was removed from the school’s counseling program because of her strong religious views against homosexuality.
As part of her course work, Ward had refused to counsel homosexual clients, saying she believed homosexuality was morally wrong.
The university removed Ward from the counseling program after determining her actions violated university policy and the American Counseling Association (ACA) code of ethics.
Julea Ward sued the university in 2009, alleging violation of her First Amendment and religious rights.
On Monday, U.S. District Judge George Caram Steeh ruled in favor of the university and granted it summary judgment.
“The university had a rational basis for adopting the ACA Code of Ethics into its counseling program, not the least of which was the desire to offer an accredited program,” Steeh said in a 48-page opinion.
“Furthermore, the university had a rational basis for requiring its students to counsel clients without imposing their personal values.
“In the case of Ms. Ward, the university determined that she would never change her behavior and would consistently refuse to counsel clients on matters with which she was personally opposed due to her religious beliefs — including homosexual relationships.”
The judge said Ward’s “refusal to attempt learning to counsel all clients within their own value systems is a failure to complete an academic requirement of the program.”
Counselors are aware of their own values, attitudes, beliefs, and behaviors and avoid imposing values that are inconsistent with counseling goals. Counselors respect the diversity of clients, trainees, and research participants.
————————————–
A similar case is underway involving a student in the counseling program at Augusta State University in Georgia.
As Dean of Harvard Law School, Elena Kagan not only moved Harvard away from teaching the case method (invented at Harvard circa 1870), she eliminated Constitutional Law from the list of required courses.
As CNS reports, American Constitutional Law was demoted in favor of more international perspectives.
[I]n a 2006 Harvard news release explaining the changes, Kagan explained the move away from constitutional law was deliberate: “From the beginning of law school, students should learn to locate what they are learning about public and private law in the United States within the context of a larger universe — global networks of economic regulation and private ordering, public systems created through multilateral relations among states, and different and widely varying legal cultures and systems.
“Accordingly, the Law School will develop three foundation courses, each of which represents a door into the global sphere that students will use as context for U.S. law,†the guide said.
Among the three new required courses Kagan introduced, one focuses on public international law, involving treaties and international agreements, and the second is on international economic law and complex multinational financial transactions, according to a Harvard news release.
But the third course, on comparative law, “will introduce students to one or more legal systems outside our own, to the borrowing and transmission of legal ideas across borders and to a variety of approaches to substantive and procedural law that are rooted in distinct cultures and traditions,†the release said.
What could be a more eloquent demonstration of the precise level of deference to the US Constitution Ms. Kagan would bring to the Supreme Court?
Zeljka Buturovic and Daniel B. Klein just published a study of the correlation between an elementary understanding of economics and people’s levels of education and political ideologies.
The 8 simple questions used as measuring sticks of “economic enlightenment” were:
1. Restrictions on housing development make housing less affordable.
• Unenlightened: Disagree
2. Mandatory licensing of professional services increases the prices of those services.
• Unenlightened: Disagree
3. Overall, the standard of living is higher today than it was 30 years ago.
• Unenlightened: Disagree
4. Rent control leads to housing shortages.
• Unenlightened: Disagree
5. A company with the largest market share is a monopoly.
• Unenlightened: Agree
6. Third-world workers working for American companies overseas are being exploited.
• Unenlightened: Agree
7. Free trade leads to unemployment.
• Unenlightened: Agree
8. Minimum wage laws raise unemployment.
• Unenlightened: Disagree
They found that education produced only a slight difference in economic enlightenment, but that political ideology produced far more significant differences.
Readers emailed new video links to Big Hollywood in response to the original story back in late September about children at the B. Bernice Young Elementary School in Burlington, New Jersey being taught to sing songs praising Barack Obama reminiscent of the forms of indoctrination used in totalitarian states.
Liberals dismissed the original story as just one case of questionable taste involving only a single teacher in a single school. Six weeks after the original story, John Nolte has managed to collect 11 more from a range of places including Wisconsin, New York, Massachusetts, Georgia, and Illinois.
Nolte’s right. There is an epidemic of this sort thing, proving just how thoroughly entrenched a liberal mentality embracing a cult of statism and yearning to fall prostrate before a messianic leader is among the pseudo-educated class of persons employed in America’s school systems.
My personal favorite Obama song was the one that began
We believe in Barack Obama
He loves you and he loves your mama.
Willam M. Chace, in the American Scholar, identifies the decline in study of the Humanities in general with the internal collapse of the English Department following the overthrow of the idea of the canon.
Perhaps the most telling sign of the near bankruptcy of the discipline is the silence from within its ranks. In the face of one skeptical and disenchanted critique after another, no one has come forward in years to assert that the study of English (or comparative literature or similar undertakings in other languages) is coherent, does have self-limiting boundaries, and can be described as this but not that.
Such silence strongly suggests a complicity of understanding, with the practitioners in agreement that to teach English today is to do, intellectually, what one pleases. No sense of duty remains toward works of English or American literature; amateur sociology or anthropology or philosophy or comic books or studies of trauma among soldiers or survivors of the Holocaust will do. You need not even believe that works of literature have intelligible meaning; you can announce that they bear no relationship at all to the world beyond the text. Nor do you need to believe that literary history is helpful in understanding the books you teach; history itself can be shucked aside as misleading, irrelevant, or even unknowable. In short, there are few, if any, fixed rules or operating principles to which those teaching English and American literature are obliged to conform. With everything on the table, and with foundational principles abandoned, everyone is free, in the classroom or in prose, to exercise intellectual laissez-faire in the largest possible way—I won’t interfere with what you do and am happy to see that you will return the favor. Yet all around them a rich literature exists, extraordinary books to be taught to younger minds.
Consider the English department at Harvard University. It has now agreed to remove its survey of English literature for undergraduates, replacing it and much else with four new “affinity groupsâ€â€”“Arrivals,†“Poets,†“Diffusions,†and “Shakespeares.†The first would examine outside influences on English literature; the second would look at whatever poets the given instructor would select; the third would study various writings (again, picked by the given instructor) resulting from the spread of English around the globe; and the final grouping would direct attention to Shakespeare and his contemporaries.
Daniel Donoghue, the department’s director of undergraduate studies, told The Harvard Crimson last December that “our approach was to start with a completely clean slate.†And Harvard’s well-known Shakespeare scholar Stephen Greenblatt also told the Crimson that the substance of the old survey will “trickle down to students through the professors themselves who, after all, specialize in each of these areas of English literature.†But under the proposal, there would be no one book, or family of books, that every English major at Harvard would have read by the time he or she graduates. The direction to which Harvard would lead its students in this “clean slate†or “trickle down†experiment is to suspend literary history, thrusting into the hands of undergraduates the job of cobbling together intellectual coherence for themselves. Greenblatt puts it this way: students should craft their own literary “journeys.†The professors might have little idea of where those journeys might lead, or how their paths might become errant. There will be no common destination.
As Harvard goes, so often go the nation’s other colleges and universities. Those who once strove to give order to the curriculum will have learned, from Harvard, that terms like core knowledge and foundational experience only trigger acrimony, turf protection, and faculty mutinies. No one has the stomach anymore to refight the Western culture wars. Let the students find their own way to knowledge.
in the Wall Street Journal, has a lot of negative things to say about the process.
