Word: group
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Dates: during 1910-1919
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...work from Freshmen, often incompetent to judge; and it recognizes this weakness by allowing changes of decision, when the reasons seem sufficient. Cumbrous and disagreeable as it may seem to its critics, they must remember that it accomplishes--however much vacillation it may permit--three ends: specialization in one group to the extent of six courses; distribution in the three other groups to the extent of six courses; and a pretty careful reflection by students over their choice. The first means that every graduate of Harvard has a fairly thorough conception of the relations, laws, and effects of one subject...
...Brown, Yale, Michigan, and Wisconsin have been selected for a comparative review. It will be found that all of these organizations share in the purpose of providing a comfortable and convenient meeting place for the university at large, and of furnishing a common attraction for a great cosmopolitan group...
...decision once made, there is no time to be lost in forming, or becoming part of, a group. The quicker this is done the easier the situation will be to handle, and the greater the possibility of approximating success, which will never to complete until every Senior rooms among his classmates in the Yard...
Applicants should indicate their several choices in the order in which they are preferred, naming the dormitory, entry and floor, but not the rooms, of each suite. In order to obviate any arbitrary action on the part of the committee, at least 20 choices must be specified. Groups will be considered in the order of their size, groups of 12, which are the largest allowed, receiving first consideration. Among groups of equal size those applying for fewer rooms will have the preference over those applying for more. In Hollis and Stoughton three or four men may apply for two rooms...
...more minute investigation of the subject is carried out. Yesterday morning the CRIMSON merely stated that the bare figures, by giving fewer scholarships to private school men than to public school men, were unfavorable to the former; there was no conscious assumption as to what the achievements of either group should be. Mr. Schenck gives some reasons, which are doubtless true in part, as to the whys and wherefores of this prima facie numerical disadvantage to the private school graduates; there are arguments on the other side which he does not answer and which it would be far better...