Word: students
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Dates: during 1920-1929
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...this fact does not answer the question as to how heavily these periodic tests should count toward the final grade. The arguments in favor of laying great stress on the weekly or monthly marks constitute in reality an indictment of examinations as an accurate test of knowledge. The good student may have an off day mentally or physically or may be so afflicted with examination nervousness as to fall far short of realizing his full potentialities. On the other hand the opportunities for successful cramming are particularly bright in elementary courses...
...graded on his knowledge and ability at the completion of his labors rather than during their course. It is partially the recognition of this principle that has given rise to the divisional examinations. And just as in the awarding of a degree it is of importance what a student can show in the second half of his Senior year and not what he has done as a Sophomore or Freshman, so in the determination of a course grade the student's competence in June rather than in December or February should be the deciding factor...
Harris graduated from Harvard last June, receiving a degree magna cum laude in the Division of Romance Languages. He is now a student in the Graduate School, and will receive the M.A. degree this month...
Here at Harvard a scholarship has become a prize to be obtained usually by a man who does not need it badly. A student who comes here and has his way paid by thrifty parents to the extent that he need not work at all outside of school is able to make the Dean's List and live in the highest of bourgeois comfort. But what of the man who must earn his way without the aid from home? He carries one or sometimes two jobs on the side, rushes from his work to his books, and from his books...
...entire attitude of the English Department is dominated by the fear that the undergraduates will put something over on it. The student of English, however good his record, goes through College continually under suspicion. The professors are terrified by the fear that undergraduates will concentrate in literature because it is a snap. They throw overboard all principles of sane scholarship and intelligent teaching in order to make their courses hard. Fearing intelligence, because it sometimes passes examinations without working, they place emphasis on unimportant facts. The general examination of 1929 shows the disastrous effects of such a theory. There...