<p>I remember my AP US History teacher, a septuagenarian Dr. So-and-so with History MA from UChicago and History BA from Oxy, declaring at the beginning of the year: “I will not assign take-home essays in this course. At this, basic stage, factual recall to build up the requisite foundation of knowledge is far more important than any so-called thinking skills you may or may not acquire. Most of you will eventually go on to MBA’s; to press upon you the rigours of in-applicable historiography is a futile exercise.” One particularly year, the entire class scored fives. </p>
<p>I largely concur with that sentiment. I don’t know what the scenario is largely at other institutions, but my school had certain unique beliefs: that organised sport invaluably built character and mental strength; that rugby, basketball, and rowing shall not be compromised by academic zealotry; and that the valedictorian be elected among the boys by secret ballot. School marks are independent of AP scores, and counselors have pushed back at parents (and boys) wanting over-rigorous senior year curricula. In short, if one places academics in its proper perspective, as an equal in the tripartite education of academics, athletics, and arts (as the headmaster does), one finds quickly that overly rigorous AP’s as described by the folks above me, are inoperative.</p>
<p>That no one has felt the need to test the school code by dying their hair blue, or mimicking counter-culture traits, or (forcefully) talking back at teachers, is testament to the health of those beliefs.</p>