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THE | COLLEGE NEWS

Page Five







OPINION





Continued from Page Two
for/most of our depression today,—
just as the Republican Party was
not entirely responsible for the
American part of the world de-
pression beginning in 1929,. after
two Republican administrations.
What is important is to try to
work out adjustments and _ solu-
tions of the-economic problems in a
democratic way. And for this I
see more hope in the Democratic
Party.

Finally, about unity, featured by
the Republican candidate. The
dangers of dis-unity are obvious, I
wish the dangers of unity were as
obvious. Because for most of us
the idea of unity has a strong emo-
tional appeal, we need to remind
ourselves that unity, and its twin,
uniformity, are most quickly and
completely achieved under totali-
tarian governments. JI don’t be-
lieve that Mr..Willkie wants totali-
tarian uniformity, but neither do I
believe that he can deliver all the
unity he so lavishly promises. If
we want democracy we must be
prepared to recognize important

differences, not merely in opinions



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Bintan aa “Oral” “System | believe that: there ‘ead be two

Suggested by Waples

To the Editor of The College News:

Undergraduates have been dis-
cussing the prds and cons of Bryn
Mawr. “Orals’’ recently with more
than the usual interest . Of course

the last few hectic days beforé the!
4 examinations are full of somewhat}

emotional raving; I have done my
share. But, ignoring these rav-
ings, and in view of the definite
feeling that revision of the Lan-
guage Examination - System is
needed, I should like to see criticisms
and suggestions expressed. Per-
haps a College Assembly could be
given Over to a student panel dis-
cussion.

There are two basic assumptions
which underlie any intelligent dis-
cussion of the problem. Either we



but in the interests and advantages
of groupswithin the country.
Democracy requires that, we try to
understand the reasons for these
differences -and--to~ make adjust-
ments for them, instead of impos-
ing from above a false and un-
stable unity.

Compared to these issues, the
third term seems to me unimpor-
tant. The existence of a free, and
most articulate, opposition to the
present Administration is in itself
proof that we have no dictatorship.

I shall vote for Mr. Roosevelt.

BETTINA LINN.



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} think that one is sufficient.



examinations, or we
Nat-

urally a different argument for and

language

against the present system will
develop from each assumption: . I
want (1) to state my reasons for
urging the continuance of the two
Oral requirements, (2) to attempt
to explain inadequacies of the
present system, and (3) to make a
suggestion.

Familiarity with modern lan-
guages cannot but prove valuable
after college whether in graduate
work, reading for pleasure or col-
loquial use of the language. It
seems shortsighted not to make the
most of the opportunity to learn a
new language and to gain greater
competency in another.

The system as it now stands is a
satisfactory one if the only object
is to test one’s knowledge of two
languages before graduation.
There are seven chances to pass
the German Oral, for example, by
the middle of Senior year if one
takes beginning German Freshman
year, and there are still three
chances |if it is taken Junior year.
Examinations will never encompass
everything but they—still seem the
fairest way to test our understand-
ing of the language; even though
some students feel that fluency is
enough.

However if the main reason for
taking language examinations is to
make it possible for students to use
French and German (or Spanish
and Italian) books as reference
material for advanced work in
their Junior and.Senior years, the
system is inadequate. .28%. of the
Senior-@lass had failed to pass one
of the “Orals’, and 5.5% to pass
both, by the end of their Junior} +

|



76%
have not attempted or have failed
Of this
failed to

year,

to pass one of the Orals.

number, 20% have ass

both. This must mean that] no
reading will be assigned Jynior
year which does not permit al-

ternative reading in English.
Senior year either less foreign
reading will be assigned, or ‘the

fuller amounts will not be as well
done.

But I do not medn to imply that
the Language Departments should
revise their grading standards in
order that more undergraduates
can pass the Orals by the beginning
of their Junior year. Both Orals
need to be taken seriously the first
time. Figures from the Recorder’s
Office show that this is largely the
case. On the first attempt, 50%
of both the Juniors and the Seniors
passed the German Oral; 66% of
the Seniors and 50% of the Juniors
passed the French.

But these figures do not indicate
how many students have made no
attempt up to, and including, -the
Fall examination of their Junior
year. 24% and 17% of the Junior
Class have not tried the French
and German Orals_ respectively.

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of the Junior Class |

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What kept them from. taki the
examinations this Fall so nein
they passed they could use at ‘east
language this year? Was it
inertia or a hazy cOémmand of thé
language? ‘ Another 22% of those
entering on French took the ex-
amination and failed to pass. It
seems logical to assume that not all
of the 24% wil pass in the Spring.
In conelusion my suggestion is
this: if students could try their en-
tering language examination Soeph-
more year they would either pass,
assuring the use of the language
Junior year, or they would discover
their weaknesses. Then, as was
true of the Senior Class, the ma-
Continued on-rage Six



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