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April 9, 2014

Jonathan Tobin: Why Did Kerry Lie About Israeli Blame?

Samuel G. Freedman: A resolution 70 years later for a father's unsettling legacy of ashes from Dachau

Jessica Ivins: A resolution 70 years later for a father's unsettling legacy of ashes from Dachau

Kim Giles: Asking for help is not weakness

Kathy Kristof and Barbara Hoch Marcus: 7 Great Growth Israeli Stocks

Matthew Mientka: How Beans, Peas, And Chickpeas Cleanse Bad Cholesterol and Lowers Risk of Heart Disease

Sabrina Bachai: 5 At-Home Treatments For Headaches

The Kosher Gourmet by Daniel Neman Have yourself a matzo ball: The secrets bubby never told you and recipes she could have never imagined

April 8, 2014

Lori Nawyn: At Your Wit's End and Back: Finding Peace

Susan B. Garland and Rachel L. Sheedy: Strategies Married Couples Can Use to Boost Benefits

David Muhlbaum: Smart Tax Deductions Non-Itemizers Can Claim

Jill Weisenberger, M.S., R.D.N., C.D.E : Before You Lose Your Mental Edge

Dana Dovey: Coffee Drinkers Rejoice! Your Cup Of Joe Can Prevent Death From Liver Disease

Chris Weller: Electric 'Thinking Cap' Puts Your Brain Power Into High Gear

The Kosher Gourmet by Marlene Parrish A gift of hazelnuts keeps giving --- for a variety of nutty recipes: Entree, side, soup, dessert

April 4, 2014

Rabbi David Gutterman: The Word for Nothing Means Everything

Charles Krauthammer: Kerry's folly, Chapter 3

Amy Peterson: A life of love: How to build lasting relationships with your children

John Ericson: Older Women: Save Your Heart, Prevent Stroke Don't Drink Diet

John Ericson: Why 50 million Americans will still have spring allergies after taking meds

Cameron Huddleston: Best and Worst Buys of April 2014

Stacy Rapacon: Great Mutual Funds for Young Investors

Sarah Boesveld: Teacher keeps promise to mail thousands of former students letters written by their past selves

The Kosher Gourmet by Sharon Thompson Anyone can make a salad, you say. But can they make a great salad? (SECRETS, TESTED TECHNIQUES + 4 RECIPES, INCLUDING DRESSINGS)

April 2, 2014

Paul Greenberg: Death and joy in the spring

Dan Barry: Should South Carolina Jews be forced to maintain this chimney built by Germans serving the Nazis?

Mayra Bitsko: Save me! An alien took over my child's personality

Frank Clayton: Get happy: 20 scientifically proven happiness activities

Susan Scutti: It's Genetic! Obesity and the 'Carb Breakdown' Gene

Lecia Bushak: Why Hand Sanitizer May Actually Harm Your Health

Stacy Rapacon: Great Funds You Can Own for $500 or Less

Cameron Huddleston: 7 Ways to Save on Home Decor

The Kosher Gourmet by Steve Petusevsky Exploring ingredients as edible-stuffed containers (TWO RECIPES + TIPS & TECHINQUES)

Jewish World Review Nov. 28, 2007 / 18 Kislev 5768

Expanding opportunities

By Thomas Sowell


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http://www.JewishWorldReview.com | Stanford, Yale, and Princeton are all in the process of considering whether to increase the number of students they admit.


Meanwhile, Professor Richard Vedder of Ohio University and director of the Center for College Affordability and Productivity in Washington, says that there are already too many people going to college.


My own experience in academia leads me to agree with Professor Vedder.


Wanting to be in college is not the same as wanting an education. Among the other reasons for wanting to be in college is that it is a social scene with large concentrations of people of the same age and the opposite sex.


It is also a place where immaturity is not the handicap that it can be in other places, ranging from home to the workplace. In college immaturity is the norm, accepted not only by peers but even to a large extent by those in charge.


An academic campus can be a refuge from the realities of the world, not only for students but even for members of the faculty. Max Weber referred to some of his fellow academics as "big children in university chairs."


There are, of course, many students and professors who are in the academic world for the very serious purpose of acquiring knowledge and deepening one's understanding of the world and oneself.


Most of my own academic career was spent in places like Cornell and UCLA, where there were scholars with distinguished reputations in their respective fields and where the student body was significantly above the national average.


Even so, there were still quite a few students, especially at UCLA, whose interest in the life of the mind was, to put it charitably, limited.

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More important, the negative effect of students who are not serious can be detrimental to the education of those who are. I found this to be true in each of the five colleges and universities where I taught, as well as in each of the three universities from which I received degrees.


The sizes of the classes and the campuses can also have an impact. Too many people do not think through the consequences of admitting a larger number of students, including some who may not be as well qualified as the others.


When I taught an honors class in introductory economics at Cornell — a seminar with 15 students, compared to a couple of hundred students in the regular class — my department chairman urged me to expand the honors class to 30 students, "so that more students can get the advantage of the small class."


It never seemed to occur to him that expanding the class would destroy the advantages of the small seminar.


At both Douglass College and Howard University, where I taught the full year course in introductory economics, the second semester classes were a sheer delight because the less serious students dropped out after their experience with my grading standards in the first semester.


It was not just that the remaining students were better than the ones who left, they were better than they themselves had been in a class atmosphere that was different when influenced by less serious students.


At Amherst College, one of the classes that I taught as a visiting professor was made compulsory for graduating seniors, against my wishes, and just a couple of students with bad attitudes managed to dampen some of the other students, who were outstanding in themselves.


A graduate seminar that I taught at UCLA was a great experience the first year I taught it, largely because of one outstanding student who raised the level of discussion for the others. But, when I taught it the next year without that student, the results were so meager that I never taught that seminar again.


At the end of one class session I told the members of the seminar: "I have a decision to make and you gentlemen have helped me to make it."


With that, I went on leave for two years to run a research project in Washington.

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