Tag Archives: Harvard

Tests designed so that the Ivies pick preppies.

Elite colleges strive to be selective, and they are, just not for the hard-working scholars they claim to select for. They claim to be color-blind, income-blind, and race-blind, aiming for the best: the most intelligent, most ethical, and hardest working scholar-candidates. Then, to their surprise and satisfaction, all the ivies find that the vast majority of the chosen come from the same rich families and prep-schools as 100 years ago. That happens because the selection is crooked with measures tilted to the rich, Protestant, and preppy.

Through most of the 1900s, most of the ivies had a Jewish quota, enforced formally or informally. They also did their best to discourage middle class, black, and Catholic students in the interest of maintaining the proper student mix. Under Woodrow Wilson, Princeton went further and admitted not one black student. When quotas became illegal, schools began to rely on athletics and tests, with blatant cheating as revealed by the “Varsity Blues” sting operation. In that sting, a dozen or more athletic coaches and high-school administrators were caught taking SAT tests for their richer, connected students, and/or making up phony athletic achievements. The Ivies claimed shock after the cheating was revealed, but it is beyond belief that no one had noticed that these top brains and athletes were neither.

Many top athletes are diagnosed as asthmatic. Some actually are. With the right doctor, you can get an advantage

Another version of this is that richer kids can get extra time to do SAT and ACT tests. The extra time doesn’t show up on the SAT or ACT score, you need a doctor to certify that you are dyslectic or have severe ADHD. Most boys are diagnosed with ADHD these days, itself something of a scam, but most boys don’t get extra test time. You need the right doctor and the right documentation, plus enough money and connections to get the test given by certified test-giver in your own private room. It used to be that the SAT and ACT would report the extra time, but this changed in 2004. Now the extra time, and the disease is not documented, just the higher score. There have been complaints, but the scam goes on. Similar to this, top Olympic athletes can be diagnosed with asthma, and allowed to use performance enhancing, anti-asthma steroids. Again complaints, but no change.

Ivy League schools also tilt to the right families by requiring signs of the right sort of leadership as evaluated by an interview and an essay (see my post on John Kennedy’s essay). You score high on leadership if you helped your relative run for governor. By contrast, if you organized a ping-pong or basketball tournament at your Catholic or Jewish school, you’re the wrong sort of leader. Eagle Scout is sort-of the right sort, and speaking against climate change on TV is. Greta Thernberg and Chelsea Clinton are climate leaders; you, probably are not.

The Ivys explicitly state that they choose for athleticism, but not all sports are equal. All the Ivies claim to need a good women’s lacrosse team, a good crew team, and some good high-divers. Are these sports unavailable at your high-school? What a shame, you’re not a real athlete. You can still try to get in based on extreme leadership and academics.

The Princeton alumni of 1993-1994 were primarily white, rich and preppy. Favoring their children helps insure that the class of 2024 is that way too.

There is no real reason that Harvard needs a top crew team, or needs to excel at women’s lacrosse or high-diving. Sport was not an admission criteria in the 1800s. It was added in the 1900s to avoid admitting Catholics, Jews, and Asians who tended to score well but could not compete on the selected sports. The president of Harvard, Abbot Lowell wrote, “Somehow or other the enrollment of the Jewish students must be limited”. The method he chose, and that all the Ivies came to use, included these tests of leadership and sport, plus a preference for legacies. The children and grand-children of alumni are given significant preferential selection at all the ivies. At Harvard, the acceptance rate for legacy students is about 33%, compared with an overall acceptance rate of under 6%. Since legacies are mostly white, rich, protestant, and preppy, the next generation is guaranteed to be the same.

The Ivies’ methods have been challenged many times over the years. Quotas were found to be illegal as early as 1964. Since then there have been claims of effective quotas, a cause that was pushed under the rug until Donal Trump took it up. Most recently, Harvard, Princeton, and UNC were sued by Asians. One of these, from a poor background scored at the top of his class with a 4.4 GPA and had near-perfect SAT scores, but was rejected for no obvious reason beyond race. The Supreme Court is expected to hear the case in 2023. Ahead of this decision, all eight Ivies have decided to dispense with testing for at least for now. The ivies claim that, by making tests optional, they will avoid locking out students who are great (though somewhat illiterate and innumerate). The real purpose seems to be to lock out pushy Asians who might sue them or be so bright they make the legacies feel dumb.

None of the above would matter if the Ivies were not so wonderful, at least the better ones are. I went to Princeton grad school, see photos. It was great despite its waspy leanings. If you can go there, or to Harvard, Yale, Cornell or Penn, go. My feeling for Brown and Columbia are rather the opposite: they’ve gone to the extreme and voted for BDS, see the text here for Brown’s version. Not only did they vote to boycott Israelis and Israeli produce, the “B” of BDS, the’ve also committed to suppress Zionists everywhere. That’s Jews who support Israel. Several, non ivy schools, have committed to the same. In their view, for open debate to flourish anywhere, proud Jews must be excluded. These are no longer colleges, but Klavens.

Robert Buxbaum, October 20, 2022.

On-line education sucks.

…And [the leper] shall cover his face to the lip, and call out unclean, unclean… (Lev. 13: 45)

Video and TV-learning has been with us for a long time. It’s called PBS. It’s entertaining, but as education, it sucks. You can see the great courses on DVD too. The great professors teaching great material. It’s entertaining, but as education, they suck.

Consider PBS, the public broadcast system, it was funded 50 years ago and given a portion of the spectrum to be a font for at-distance education. At first they tried showing classroom lectures from the best of professors. Few people watched, and hardly anyone learned. Hardly anyone was willing to do catch every lecture, or do any of the reading or any of the assigned homework. Some did some problems, but only if they already knew the subject, sort of as a refresher . No viewer of record learned enough to perform a trade based on PBS-learnign, nor achieved any academic proficiency that would allow them to publish is a reviewed journal, unless they already had that proficiency. A good question is why, but first lets consider the great DVD lectures in science or engineering . They too have been around for years, but I’ve yet to meet anyone of proficiency who learned that way. Not one doctor, lawyer, or engineer whose technical training came this way. Even Sesame street. My sense is that no one ever learned to read from this, or from the follow-on program reading rainbow, except that they had parental help — the real teachers being the parent. My sense is that all formal education over video is deficient or worthless unless it’s complimented by an in-person, interaction. The cause perhaps we are not evolutionarily developed to connect with a TV image the way we connect with a human.

Education is always hard because you’re trying to remold the mind, and it only works if the student wants his or her mind molded. To get that enthusiasm requires social interaction, peer pressure and the like, and it requires real experience, not phony video. Play is a real experience, and all animals enjoy play. it convinces them they can do things, This stag on a now-empty soccer field is busy developing soccer skills and is rewarded here with a reaching his goal. Without the physical goal there would be no practice, and without the physical practice there would be no learning.

For people, the goals of the goals of the teacher must be made to match those of the student. The teachers goals are that they student should love learning, that he or she should acquire knowledge, and that he or she should be prepared to use that knowledge in a socially acceptable way. For the student, the goals include being praised by peers, and getting girls/ boys, and drinking. Colleges work, to the extent they do, but putting together the two sets of goals. Colleges work best in certain enclaves — places where the student’s statues increases if he or she does well on exams or in class, where he or she can drink and party, but will get thrown out if they do it so much that their grades suffer. Also colleges make sure to have clubs and sports where he or she can develop a socially acceptable way to deal with others. Remove the goals an rewards, and the lessons become pointless, or “academic.”

A cave painting from France. It’s diagrammatic, not artistic. It shows where you stand, how you hold the spear, and where the spear is supposed to go, but the encouragement to do it had to be given in person..

It might be argues that visual media can make up for real experience, and to some extent this is true. Visual media has been used since the beginning, as with this cave painting, but it only helps. You still need personal interaction and real-life experience. An experienced hunter could use the cave picture to show the student where to stand and how to hold the spear. But much of the training had to be social, with friends before the hunt, in the field, watching friends and the teacher as they succeed or fail. And — very important — after the hunt, eating the catch, or sitting hungry rubbing one’s bruises. This is where fine-points are gained, and where the student became infected with the desire to actually do the thing right. Leave this out, and you have the experience of the typical visitor to the museum. “Oh, cool” and then the visitor moves on.

In a world of Zoom learning, there is no feast at the end, no thrill of victory, and no agony of defeat. The students do not generally see each other, or talk to one another. They do not egg each other on, or condemn bad behavior. They do not share stories, and there is no real reward. There is no way to impress your fellow, and no embarrassment if you fail, or fail to work. The lesson does not take hold because we don’t work this way. A result is that US education as we know it is in for a dramatic change, but the details are sill a little fuzzy.

As best I can tell, our universities managers do not realize the failure of this education mode, or the choose to ignore it. If they were to admit defeat, they would lose their job. They can also point to a sort of artificial success, as when an accomplished programmer learns a bit more programming, or when an accomplished writer learns a new trick, but that’s not real education, and it certainly isn’t something most folks would pay $50,000 per year for.

Harvard University claims it will be entirely on-line next year, and that it will charge the same. We will have to see how that works for them. You still get the prestige of Harvard, though you can no longer join the crew team, or piss on the statue of John Harvard. My guess is that some people will put up with it, but not at that price. Why pay $50,000 — the equivalent of over $100/hour when you can get a complete set of DVDs on the material for $100, and a certificate. Without the physical pain or rowing, or the pleasure of pissing, there is no real connection to your fellow student, and a lot of the plus of Harvard is that social connection.

On line education isn’t strange; it just isn’t education.

I expect the big mid tier colleges to suffer even more than the great schools. I don’t expect 50,000 students to pay $40,000 each to go to virtual Indiana State. Why should they? Trade-schools may last, and mini-colleges, those with a few hundred students, that might be able to continue in a version of the old paradigm, and one-on-one or self-learning. This worked for Lincoln, and Washington; for Heraclitus and for Diogenes. Self study and small schools are good for self-reflection and refinement. The format is different from on-line, more question and answer. Some folks will thrive, others will flounder — Not everyone learns the same– but the on-line university will die. $40k of student debt for on-line lectures followed by an on-line, virtual graduation? No, thank you.

The reason that trade schools will work, even in a real of COVID, is they never focussed as much on personal interaction, but more on the interaction between your hands and your work. This provides a sort of reality check that doesn’t exist in typical on-line eduction. If your weld breaks, or your pipe leaks, you see it. Non-trade school, on-line eduction suffers by comparison, since there is no reality in the material. Anything can be shown on screen. My undergrad college, a small one, Cooper Union, used something of a trade school approach. For example, you learned control theory while sitting underneath a tank of water. You were expected to control the water height with a flow controller. When you got the program wrong, the tank ran dry, or overflowed, or did both in an oscillatory way. I can imagine that sort of stuff continuing during COVID lockdowns, but not as an on-line experience.

It seems to me that the protest and riots for Black Lives serve as a sort of alternative college, for the same type of person. It relieves the isolation, and provides a goal. My mother-in-law spent her teenage years in Ravensbruk concentration camp, during the holocaust, and my father-in-law survived Auschwitz. They came out scarred, but functional. They survived, I think, because of a goal. A recognition that the they were alive for a reason. My mother-in-law helped her sister survive. For many these days, ending racism by, tearing down statues is the goal. The speeches are better than in on-line colleges., you get the needed physical and social interaction, and you don’t spend $50,00 per year for it.

Robert Buxbaum July 24, 2020. These are my ramblings based in part on my daughter’s experience finishing college with 4 months of on-line eduction. The next year should see a shake-out of colleges that are not financially sound, I expect.

Kennedy’s perfect, boring college-entry essays

To get into any college you have to write an essay or two, generally including one describing why you want to go that particular college, and many students have trouble. How do I make myself stand out, they ask. My suggestion: Don’t. Make it clear that you want to go, but dare to be dull with the details. John Kennedy did; you can too.

JFK's dull letter to Harvard. It's his only essay.

JFK’s dull letter to Harvard. It’s his only essay.

Most school essays limit the number of words. The reviewer too prefers you keep it short. If you want to go to Harvard, or Princeton, or Iowa state, show you can say what needs to be said within the word limit. The first sentence must tell them that you want to go that college, specifically. Mention the college: you want to go to Old Ivy, say. Once that’s taken care of, just state your reasons. Unless you’re going into the writing program, the baldest, simplest terms will work just fine — e.g. that Old Ivy provides an excellent education. It’s better if you can mention a more-specific field of study, e.g. liberal arts or zoölogy, but that’s not necessary. You can now list three or so details to back up your claims. For example, you might mention that the zoölogy program at Old Ivy is well-regarded (mention the school often), that you enjoy their sports team (the ground-hogs, say), or their extracurriculars. Mention that your dad went there or your uncle (and is your hero — hero is a good word) or that you like the location. Surely there is some reason you want to go. If you can mention a famous teacher or alumnus, all the better. Flesh it out if you have space; don’t if you don’t. Conclude with a sentence pointing to the future: that this school will help me do something you want to achieve. You can be specific or not, but don’t lie. Dull is more effective than a lie. I’ve copied, above, John Kennedy’s essay to Harvard, and below his essay to Princeton. These essays follow the pattern, and are dull within the pattern. His conclusion for the first essay: that he wants to go to Harvard to be “a Harvard Man.” He got in. He used the same, dull letter for Princeton, but had more space. For Princeton he said It would have a good effect on me, and that he wanted to be “a Princeton Man.” He got into Princeton too, and went there for two months before switching to Harvard.

John F. Kennedy's, almost identical letter to Princeton. He got in there too.

John F. Kennedy’s, almost identical letter to Princeton. He got in there too.

You may think that letters like this only work if you are John F. Kennedy, and to some extent that is true. But not totally. I got into Princeton grad school from a background in public school, with no famous relatives or money. My grades were better than JFKs, but my essay had the same structure with some more specifics. As I recall, I explained that I wanted to go to Princeton because I wanted to study chemical engineering in a top department. I may have mentioned a famous professor, and stated I wanted to work on nuclear fusion — a big Princeton specialty at the time. That’s about all, as I recall.

This formula can be tweaked for the other college (and non-college) essays. I’ve previously written about the two speeches at the opening of the Gettysburg cemetery, in 1863. Edwin Everett gave the first speech of the day, excerpted and analyzed here. His speech followed the formula and was lauded. He told folks that it was important that we are here honoring the dead, and followed with three or four reasons for why it was important. His conclusion pointed to the future significance of the events. Republicans and Democrat listeners agreed this was a speech to remember from a scholar of note. Everett’s face graced the $50 bill for the 40 years after his death.

Abraham Lincoln also spoke at the Gettysburg dedication, but he didn’t follow the formula. He spoke of liberty, and America, and of a government of the people. His speech was panned at the time, even by Republicans. More details here. Though people now see his Gettysburg address as a landmark, at the time even the Republican press didn’t like it  Fortunately for Lincoln and the republic, they warmed to the speech over the next year – in time for the election of 1864. When you apply to college, you want entry now. You can’t wait a year for people to warm to your essay. Stick to the formula. You don’t want the compliment of finding, years from now, that one of the reviewers who rejected you remembers your words fondly. That will be too late. Write for the dull audience in front of you; help them put your application in the “accepted” box. As a last note: If you can not find any truthful reason that you want to go to Harvard or Old Ivy you probably should not be going there. The beginning of wisdom is self-knowledge, and the primary audience for your essay is you.

If you find you have good reasons, but find you need help with the process or with your english grammar, I should mention that my niece owns a company to help folks get into college — link here. She also has a book “From Public School to The Ivy League.

Robert E. Buxbaum, August 7, 2017. Some two years ago, I wrote an essay for my daughter on the joys and pressures of entering her junior year in high school. Here it is.