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...emphasis on science education. A greater degree of scientific literacy is crucial for Harvard graduates in today’s age of technology, and we fully support expanded science education for all students at the College. But we also believe that classes meant to make undergraduates scientifically savvy must consist of substantive scientific knowledge as well as instruction on scientific methods (the report was overly vague on how such classes would be structured). Similarly, the changes in the expository writing program are worthy of support—especially the addition of a unit on cultivating oratorical skills. However, expos should...
...Fake drugs are a consumer rip-off. But are they dangerous, too? According to Santoso, 60% consist mainly of benign ingredients such as rice powder or talcum powder. They won't harm people, but they won't cure them either-and that can sometimes be just as deadly. In 1995, 2,500 Nigerians died during a meningitis outbreak after they were inoculated with fake vaccines believed to have come from India. In a similar event in China last month, hundreds of parents unknowingly fed their infants bogus baby formula made of starch and sugar. At least 13 of the children...
...Women’s Center perpetuates exactly those stereotypes women’s groups should be fighting: that women inherently need relatively more encouragement and resources from Harvard in order to feel welcome and to succeed here. The Women’s Center, according to the proposal, would consist of “a large meeting room and resource center;” however, there is no comparable space devoted to men and issues of men’s concern anywhere on campus...
...desire to enlist in the new Corps must be 18 at the time of their enlistment, but not over 45 at the time of their graduation. Not more than 20 per cent of the quota assigned to a given institution may consist of students under the age of 18 who have agreed in writing to enlist in the Army Enlisted Reserve Corps when they attain the age of 18. Physical requirements remain unchanged...
...best a twinkling paradox, has become a fundamental principle not only at Harvard but wherever education is advancing. Traditionally, as President Lowell says, we have proceeded "on general principles," assuming that young men are, "for practical (educational) purposes equivalent." Under the elective system, progress was thought to consist in multiplying the number of "courses" provided and the number of instructors. As all students were born equal, so were all subjects. It was a system of laissez faire. Today progress consists in "thinking not of the course but of the student as the unit." Education is measured by the "character energy...