Word: graders
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Dates: during 1950-1959
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Consider the fact that each undergraduate pays $125 for every course he takes. In return for this he gets 30 lectures, a reading list, a library from which the professor has usually withdrawn the course texts, and a grader to read the examination he does not want to write. If more professors paused to consider the number of students they inspire daily, multiply that number by $3.00, and ask themselves whether their lecture was worth so much money, the course might come closer to its assessed value...
...example of this attitude is the reaction to grades. Most incoming freshmen get a C or a D early in the fall, and most of them are scared. They go to see their grader or their sectionman in order to find out what they have done wrong and how to do better. Exeter students also get low grades on occasion, but they are less likely to be scared than to be contemptuous of the grader who has failed to appreciate them. The reason is apparently that the Exeter student is unawed by Harvard, and really does not believe that...
...freshman class in his subject, since he once admitted: "I believe in no religion at all." Father Halton then charged that Princeton's department of religion was incompetent to instruct students in Roman Catholicism because not one member was as well trained in the subject as "an eighth-grader in St. Paul's" (a local Catholic school...
...added. Proctors put the time a student finishes his exam on the cover of those blue books which are handed in early. The rationale is that this gives the instructor an idea as to how difficult his exam was. In reality, the time listings serve to prejudice the grader against the student who finishes early. This is understandable, although unfortunate. If the instructor is so curious as to the time-consuming aspects of his exam, he could visit the examination room some time before the exam closes...
Opportunity with Responsibility. In framing a new philosophy of education, the U.S. should not rely primarily on liberal arts professors, few of whom "have ever faced the problem of providing a proper education for a fourth-grader with an IQ of 80." Nor should the nation lean on the educationists, for most of them are not the sort of educational philosophers that are needed. Just where such philosophers would come from no one can say, but, says Woodring, the people themselves "have developed their own unique view of the role of the schools." Though never stated in any complete...