Word: rules
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...authorized to make the following explanation of the rule in regard to excused absences from important examinations, which has seemed to many unfair, or at least inexplicable. The rule reads thus...
...object of the rule is, of course, to prevent a student from deferring an examination on slight pretexts, for the purpose of attaining a higher mark than he feels able to get at the specified time. The belief that this rule will rarely ever do an injustice, by affecting such as are absolutely incapacitated from attendance on examination on account of severe sickness, is based on the experience of the last five years, that but one Senior has, during that time, been absent from his annuals. It is inferred that valid reasons for absence cannot be more numerous...
This is the reasoning on which the regulation is based. The result of such a rule in the vast majority of cases will undoubtedly be a good one, by preventing that continual postponement of examinations which is alike injurious to the student and troublesome to the instructor, but that injustice to a good scholar might sometimes follow from its rigorous enforcement is certainly possible. It is to be remarked, however, that it is possible for an absentee to attain the maximum mark by allowing the subject of the examination to stand against him as a condition, "to be removed...
...nine tenths of us the present system is a perfect farce, and is therefore positively harmful. In Oxford and Cambridge, whence so many wonderful changes are expected, there are both morning and evening prayers; though only an occasional attendance is required. Could not we have some modification of this rule? We might have prayers twice a day, but only be required to attend once; a provision which would accommodate both the early and the late risers. There are many in the latter class who are injured physically by getting up at six. It is easy to say that they...
...unconnected with our frequent revolutions. On the one hand, our primary instruction is too much neglected. Thousands of voters know not how to read or write. On the other, our secondary instruction is too aristocratic. It should only be the privilege of a small number, and not the common rule for all. Moreover, this instruction draws too exclusively on antique sources. It presents us with the society of antiquity in its most flourishing condition. Sparta, Athens, Rome, are shown us as ideal republics. Now it is well known how false the ideas of antiquity were upon what...