the Sam Jackson College Experience

One of my classes this semester, The Intellectual in Politics (HUMS 331 / PLSC 328), has a final research project which revolves around the use of the Yale University Archives and the Manuscripts and Archives division. An institution hundreds of years old has a great deal of interesting documents pertaining to its own history, but Yale also has thousand upon thousands of other collections of papers from noted intellectuals over time. All told, Yale has more than 12 miles of papers entrusted to it by various persons.

Our final project for this class will be to create an online exhibit around five different documents, so I will definitely share it when I’m done.Everywhere you look, there are amazing things to find – you can request the personal notes and documents of people from important people hundreds of years since left to the history books, or zoom in to chronicle the personal diaries and thoughts of noted government figures and other intellectuals. It’s really just like a time machine, except with more paperwork to fill out.

At the moment, I am in Sterling Library reading through some of the records associated with the presidency of Kingman Brewster, my personal favorite Yale president. While there is too much to type altogether, I am going to share one piece that I really like that I just read. It makes me sad to think that in 1965, it was a *problem* that students were not motivated by money. How different were the problems facing educators in 1965? Read on to find out:

This is text of a speech of President Kingman Brewster, Jr. before the American Council on Education, Washington, D.C., October 8, 1965

“If the ends don’t justify the means, what does?”

Boredom is not a newcomer in the halls of academe. But there is a mounting impatience and if we admit it, a new and unpleasant aroma of scorn among some student groups –impatience with education, scorn for educators.

Of course faculties are, and always should be heavily populated by people who are dedicated to the proposition that the search for truth is an end in itself. I am not one of those who buy the notion that the only worthy end of thought is action. Thought and learning, like experience and beauty can be ends in themselves. Not the least part of our job is to awaken a capacity for this enjoyment in the oncoming generations so that theirs may be delight in living as well as doing.

But the tragedy of the highly motivated impatient young activist is that he runs the serious risk of disqualifying himself from true usefulness by being too impatient to arm himself with the intellectual equipment required for the solution of the problems of war and poverty and indignity. You and I have seen too many among our students of high promise squander their talent for a lifetime of constructive work at a high level for the cheaper and transient satisfaction of throwing himself on some immediate barricade in the name of “involvement.” Posturing in the name of a good cause is too often the substitute for thorough thought or the patient doggedness it takes to build something.

Because we assume our own faith in education perhaps we have not preached it well enough. We have left it to the economists and the politicians to translate teh value of education into earning power and let it go at that. A generation whose brightest minds are unsatisfied with the dollar as the measure of success cannot be expected to find relevance in such appeals.

One of the new responsibilities for our old generation of educators is to remind the most highly motivated among the oncoming generation that there is no shortcut to the intellectual capacity which is now required to be useful in this ever shrinking ever complicating world. The chance to make a constructive difference in the lives of others, not the full dinner pail, is the highest reward of a higher education. If impatient anti-intellectualism of the radical left is not to seduce many of our best brains away from true usefulness; we and our faculties have to resassert again and again that emotional oversimplification of the world’s problems is not the paper to their solution.

But let me return to my text. What of the ends? If they don’t justify the means, what does?

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As a Yale student, it’s a nice reaffirmation of the resources available when I load the New York Times webpage and find a nice photo of the squash courts in an article about schools with massive endowments. Only in late January, when that happened, it wasn’t Yale at all–it was my high school, Phillips Exeter Academy. I could even spot some of my friends in the photo (not featured here).

The article begins by profiling Curtis Thomas, a student made able to attend Exeter thanks to its generous financial aid. Curtis is really cool, I don’t know him especially well but did work with him on the Martin Luther King Day committee; in any event, I can certainly say that I’m very glad Exeter has the enormous pile of money to bring him and people in similar positions to Exeter.

Despite Exeter’s expanding commitments, which include a new promise to pay the full cost for any student whose family income is less than $75,000, the school’s endowment keeps growing. Last year — fueled by gifts from wealthy alumni and its own successful investments — it crossed the $1 billion mark, up from just over $500 million in 2002.

Exeter may be a particularly successful example, but its ballooning endowment also reflects a broader trend. In the 10 years through the 2005-6 academic year, the number of students at independent schools, which does not count parochial schools, rose just 11.6 percent, according to the National Association of Independent Schools. Over the same period, the average endowment per student, adjusted for inflation, increased by 93.5 percent.

So the rich are getting richer, both individuals and institutionally–independent school spending per student is up 40% between 1999 and 2004, versus 28% for public schools; at the high end of things, Exeter-style, things

Over a recent breakfast in Exeter’s cafeteria, Tyler C. Tingley, Exeter’s principal, said the school had commissioned a report showing that in 1980, 40 percent of American families could afford to pay tuition at Phillips Exeter, but by 2004 that number had declined to just 6 percent.

The ability of Exeter and other wealthy institutions to underwrite students helps explain why they may enjoy an advantage over other independent schools in competing for the best students. [...]

“If your selection pool is only 6 percent of the population,” Mr. Tingley, the principal, said, “that is a small percent to draw from. We are trying to create a level playing field. It used to be that we gave financial aid to 34 percent of the student body. Now it is 46 percent. We anticipate it will increase further as a result of the changes.”

Now, it’s striking to see that Exeter is in the top 25 endowments for ALL private schools–including colleges. I knew many friends who were sad to realize how much they might end up lacking for resources after they left high school. Here at Yale, I’m better off, but it can still be mind-boggling. Looking at this story about rich old schools doling out big bucks for financial aid sounds positively heart-warming: for whatever income disparity there might be, and whatever wealth gap, at least attempts are being made to mitigate the difference… right?

Not so fast. At the high end of things, Exeter type schools have that flexibility. But for schools that don’t run capital campaigns in the hundreds of millions of dollars range, they still want to compete for the dollars that students from rich families bring, as well as searching for the best students. Even Exeter does this. It says it looks for “students from every quarter” and it makes sure that it doesn’t overlook the “extremely wealthy” quarter (not that that’s 25%). For schools which don’t have the same resources, what can this mean?

“Private school is a luxury, and rich families want the best facilities,” said Michael Gary, director of admissions at Exeter. “All too often fund-raising is about the buildings and the sports facilities. The schools need them to attract the wealthy families. They don’t have high on their priorities providing access to kids who can’t afford it.”

The schools that want to attract students have to choose to spend on aid or facilities if they can’t compete on both–and in a financial bind, they often choose facilities. Something to remember about all of those bulging endowments. Exeter had lots of its endowment tied up only for athletic or other restricted purposes. The best of all RIDICULOUS endowed things? There is a prize, given out on prize day, to any student who receives the same prize that their mother or father received when they were a student. To my great delight, in recent years it has garnered some booing and hissing. Its recipients still shrug, and go and collect their money for being both talented at whatever achievement they’re receiving… and being legacies… and the cycle continues.

Sorry about the downtime today–or did no one notice? I have no idea what caused it to happen, but an important Wordpress file disappeared off the server entirely and so nothing was working properly until I discovered what was missing and solved it. Really, really strange since I wasn’t FTPing anywhere near there and it only happened an hour after I had last SSH’d in.

Seymour Hersh is coming to give a nice talk and take questions this evening, P.E.A. paid a good deal of money for him to come. Not sure what exactly he’s talking about, maybe Iran? It wasn’t made very clear. Should be interesting.

As covered by the Yale Daily News, Yale University has elected to continue its Early Action program.I’m not sure I like their reasoning.

The decision was made by weighing the benefits of joining Harvard, Princeton, UVA etc. vs. sticking it out with MIT and Stanford (who both vowed to keep Early). Opinions of those watching the decision were rather mixed (Decision to keep early action earns mixed response, YDN).

The University made the right strategic decision to maintain its early option after Harvard and Princeton discontinued theirs, said Chuck Hughes, president of the college admissions counseling firm Road to College and a senior admissions officer at Harvard from 1995 to 2000. Many of the students who would have applied early to Harvard or Princeton will likely apply to Yale, said Hughes, who predicted that Yale will see a 25 to 50 percent increase in early applications next year.

Hmm, Chuck makes it sound like Yale was just looking out for #1. What about all those poor students who didn’t have the resources or know-how to apply early, the ones that Harvard and Princeton claim to be helping?

“This provision provides students the option of expressing a preference for Yale, while freeing them from the pressures associated with binding early decision programs,” he [Brenzel] said.

Because students admitted under early action are not required to accept the school’s offer until May, Brenzel said, applicants from low-income families are able to compare financial aid offers before making a decision about where to go to school. Since switching from early decision to early action in 2002, Yale has seen an increase in the number of financial aid students who apply early, Levin said. [YDN]

On the first point, couldn’t there just be some sort of standardized “first preference” checkbox on the common application? A standardized agreement which says: this school is my first choice school. Legally the signer would be obliged to send this form to only one school, but it would be completely nonbinding (assuming this is a new fantasy world where early programs do not exist). On the second point, might it not see a greater still increase if it dropped its EA entirely? I’m not really feeling convinced that Yale has the high ground when talking about whats best for applicants, particularly lower-income applicants.

An interesting problem that is on many people’s minds here at Exeter: the very best applicants poaching spots from multiple schools if they apply regular everywhere and thereby creating admissions chaos. I’ve had more than a few people, after congratulating me, express their happiness that I won’t be competing with them for slots at other schools. I’m not even the archetypal ’spot-stealing’ student, either–it’s just one fewer competitor.

In conversations with Yale admissions officers, high school counselors and administrators also expressed concern that eliminating early admissions might lead to more competitive students receiving multiple offers from top- and second-tier schools that would otherwise have gone to other students, Levin said. [YDN]

Am I happy that I had an Early Action acceptance last month? Absolutely. All the same, I don’t feel that the system can’t be improved here somehow. My real question, which I haven’t seen adequately answered by anyone at Harvard or Princeton or UVA or elsewhere, is just how eliminating early programs reduces college stress. ‘Starting the process early’ isn’t a big concern, since it’s just one application. If anything, starting the process early with just one school is a good way of ‘easing in’ to the college admissions process. There are some stress-relieving factors that would come up if everyone had only regular decision, but I think that the looming fears and threats of super-applicants applying to more and more schools might counterbalance that relief–and then some.

I sent my reply card back to New Haven almost as soon as I got it; there was no question that I would be going to Yale next year. It wasn’t that way when I sent in my application November 1st, though. So what changed?

I would not have applied early if it had been binding, but my school strongly strongly urges us to go if we get in. We’re really reminded that our early school should be our first choice school and we are more or less expected to go if we get in. This is a ‘philosophy’ and not a policy. Our CCO will still send out transcripts for EA admits, if they insist, but if you got into your first-choice school, why would you? This gives our college counseling office the ability to tell an Early Action school, ‘psst, if you admit this kid, you can go argue at committee that they’re going to come because Exeter does it such-and-such way.’ Works well for everyone–more kids get into their first choice schools, schools get better yields, and more people have more chances in RD. This philosophy might also be why the percentage of our class that applied early was lower than some otherwise similar private schools.

Why then would it have made a difference if yale were EA vs. ED? Financial Aid was not the primary concern, since I’d matriculate and be poor, if nothing else. Essentially, though Yale was, as of nov 1, far and away my first choice, I wanted to retain the possibility of choice later on. I wasn’t comfortable with the idea of being bound to attend. Hypothetically, I thought to myself, I could still apply elsewhere even if I got in, if I really really wanted to even if I had no intention of doing so. This was because even if I really, really, wanted to go to Yale Nov 1, or even Dec 16th, might things not change by May 1?

Over the course of the 45 day wait, I grew more and more emotionally attached to Yale. This made waiting really fun. By Dec 14 I almost felt that I would have applied ED had the application deadline been right then. I was, of course, dizzy from the anxiety right after finals leading into the Dec 15th decisions–so I wouldn’t exactly have called myself mentally fit to make those sorts of decisions.

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