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WELCOME WORD

NO WRITER ATTRIBUTED

The sincere and genuine encouragement given to extra-curricular activities and sports in the part of President Conant's report relating to the College is indeed a welcome word. The President has been generally thought of as little concerned with any sort of academic affair not at least indirectly tied up with "studies." His support for concentration conferences and House discussion groups was rather to be expected as in the indirect study line, but the boost for outside initiative and the declaration that "no one need fear overemphasis on studies" should serve to dispel the unfortunate and disagreeable shadow which has lurked around the top office in the University.

A great deal has been written about the dearth of the "snap course," and the fact that college today is not what it used to be in the way of three parts fun to one part work. If true, it is fortunate for the future of education here that his ancient inordinate proportion has been broken down. The "fun" is a consideration necessary only in such a degree as to give a student proper mental and physical balance. But the President saw more than "fun" in extracurricular activity. He is evidently aware of the possible value of such work not only for the student's life but for the student's education as well. Sports, too, can be an education as well as recreation.

The future of outside activities, including sports, is in, a certain haze. House debating, discussion groups, and even House sports are well started and well equipped to last at Harvard. But the more time-consuming activities and sports are not on such firm ground. Except for the just plain "loafers," these groups undoubtedly supply the tutoring schools with their most willing material. And the trend of increased concentration and increased pressure due to the influx of more and more students chosen from grade competition makes these activities a hazardous undertaking from the scholastic point of view. President Conant's words were indeed an encouraging sign for those who believe education in its broadest, sense to be the best possible adjustment of individuality.

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