To College?

In The Hill School at Pottstown, Pa., are 425 boys. Presumably each wants to go to college. And the parents of each have, presumably, planned a college career for their offspring. For The Hill, great Eastern preparatory school, sends annual quotas of competently trained students to Princeton, Harvard, Yale, Amherst, Williams. . . .

But what if the young new Headmaster of The Hill, James I. Wendell (TIME, Sept. 24) should say to a parent: "Our records seem to indicate that your son should not go to college. We can probably train him to pass his college board examinations. But we know from experience that the chances of his entering and staying in college are slim. We will liberalize his courses at The Hill. But we advise against his going to college."

This, in substance, is what Headmaster Wendell has already said to the parents of twelve boys. And the parents, far from wrathful, agreed with the Headmaster, even praised him.

Well known to all who enter college or preparatory school are the blank forms to be filled in with name, address, name of parents, etc., etc. But at The Hill new questions are asked, a new sort of chart is being kept. Searching and revealing, it justifies Headmaster Wendell's advice to the parents of the twelve who will not go to college.

Entering students now answer inquiries like the following:

What were your unusual accomplishments or experiences before coming to The Hill?

Discuss any exceptional conditions at your home.

Do you work during summers, have you ever worked for pay?

Indicate strong interests or hobbies before coming to The Hill.

Underline the type of book you read for pleasure most frequently: humor, science, detective stories, novels, poetry, philosophy, biography.

What occupation do you plan to take up as your life work; what is your educational plan in preparation for this work?

Student answers are filed on a chart to which is later added information in re their curricular and extracurricular activities, their activities and interests during the summer. Interviews with professors about work or ambitions are also noted, and the subsequent results.

Each boy's chart becomes a minute cumulative biography, recording calendar years instead of only school years. Tiny tragedies, failures, successes are noted by terse, keen recording angels with a flair for cross-reference. Tendencies lurking secretly behind chance acts are revealed. The Hill is thus gently turning to scrupulous study of the individual boy. It can advise and knows how best to phrase its advice. It knows too when certain students for one or another reason will find only unhappiness or failure in the looming college years.

Professor Ben D. Wood of the Educational Research Department at Columbia is the originator of the "Cumulative Education Record Forms." He, friend of English Master John A. Lester of The Hill, spoke to him about his forms, how they could help the school, how the college might be aided by them in its annual selection of potential freshmen. Dr. Lester and Headmaster Wendell benefited much from Dr. Wood's "cumulative forms" in devising the Hill method of recording progress and achievement.

Long acknowledged has been the fact that the mere passing of examinations is not a trustworthy passport to college. At college there must be adaptation to new environment. The Hill is a strict school. Students must attend classes, chapel; lights must go out at given times. At most colleges students may cut classes, chapels, and lights may burn indefinitely. Argues The Hill: If a boy's record, ability and achievement indicate that he is better fitted for some activity other than college life, it is our duty to guide him away from college, and into the environment where he will be happiest and most useful.

To The Hill has gone credit from all keen educators for adopting Professor Wood's new forms, for being the first U. S. preparatory school to apply the hard yet merciful rule of college-education for the fittest.