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The image shows a page from a document dated Saturday, May 15, 1931. The document discusses an examination given by the Fine Arts Department, specifically focusing on the inclusion of essay subjects in foreign languages.

Key points from the document include:

1. Examination Structure: The exam allowed students to choose one of four quotations for discussion, with two of the excerpts being in French and one in Italian.

2. Justification: The rationale for including foreign language texts was that students concentrating in Fine Arts should have a reading knowledge of at least one foreign language, aligning with the general language requirements for all undergraduates.

3. Criticism: The document argues that this approach is unreasonable because it requires students to be proficient in more than one foreign language to answer the questions adequately. It highlights that the average concentrator in Fine Arts is unlikely to have an elementary knowledge of two foreign languages in addition to their primary field of study.

4. Purpose of Examination: The document questions whether the examination is meant to test knowledge in Fine Arts or the students' proficiency in foreign languages. It suggests that the examination should focus on the students' understanding of Fine Arts rather than their language skills.

5. Comparison with Previous Exams: The document compares this exam with a previous one given by the Fine Arts Department to undergraduates, which did not include foreign language translations. It argues that the previous exam allowed students to demonstrate their comprehensive grasp of the subject without the additional burden of translating foreign languages.

Overall, the document critiques the inclusion of foreign language texts in the examination, arguing that it detracts from the primary purpose of assessing knowledge in Fine Arts.

The image is a page from a newspaper dated Saturday, May 16, 1951. The article is titled "The Fine Arts Divisional" and discusses the Final General Examination conducted by the Fine Arts Department.

Key points from the article include:

1. Examination Structure: The examination allowed students to choose one of four quotations for discussion, with two excerpts in French, one in German, and one in Italian.

2. Language Requirement: The article criticizes the requirement for undergraduates to understand foreign languages, suggesting that most candidates for degrees in Fine Arts at Harvard likely only have a basic knowledge of one foreign language.

3. Criticism of Examination Design: The examination was seen as flawed because it focused on translation and the ability to discuss quotations in multiple languages rather than assessing the depth of understanding in the subject matter. The argument is that students should be tested on their grasp of the subject rather than their language skills.

4. Inequity: The article highlights the inequality and artificiality of the choice offered, implying that the students’ knowledge was limited by their language proficiency.

5. Conclusion: The article concludes by stressing that the examination should focus more on the students' understanding of the subject matter and less on language proficiency, suggesting a better approach to aid students in comprehending their subjects comprehensively.

The document is a critique of an examination set by the Fine Arts Department on Saturday, May 16, 1931. The author argues that the inclusion of foreign language translations (French, German, and Italian) in the exam is unreasonable, as students are only required to know one foreign language. The exam's focus on translation is seen as detracting from the assessment of students' knowledge in Fine Arts. The author contends that the exam should test understanding of the subject matter rather than language skills, and that the current format disadvantages students who do not know multiple languages, undermining the purpose of the examination.

The image is a scanned excerpt from a publication dated Saturday, May 16, 1931. The text discusses issues with the final general examination in the Fine Arts Division.

Key points include:

1. Critique of Examination Content:

   • The Fine Arts Department overstepped reasonable boundaries by proposing essay topics in foreign languages.
   • The majority of the exam was intended to assess the student's comprehensive understanding of their primary area of interest.
   • Students were given a choice of discussing one out of four quotations, but two of these were in French and German, and one in Italian.

2. Language Requirements and Defenses:

   • The article questions the justification for these language requirements for undergraduates.
   • It argues that most candidates aim for a general understanding in their field rather than expertise in foreign languages.
   • The requirement for reading knowledge in one foreign language is considered adequate, but the exam demanded more than this.

3. Examination Problems:

   • The choice of languages for the exam is criticized as arbitrary and unequal.
   • The exam's reliance on translation from foreign languages is seen as nearly useless in testing the students' grasp of their subject.
   • It is noted that the Fine Arts students are not expected to be fluent in multiple foreign languages, and expecting them to answer concisely in such a manner is unreasonable.

4. Suggestions for Improvement:

   • The examination should focus on the field of study rather than testing superficial knowledge of foreign languages.
   • The extraneous translation problems should be removed to better serve the purpose of a divisional examination, which is to aid students in gaining a comprehensive grasp of their subject.

In summary, the article criticizes the Fine Arts Division's final examination for including unnecessary and irrelevant foreign language components, advocating for a more focused and practical approach to testing students' knowledge in their chosen field.

The image shows a newspaper clipping dated Saturday, May 19, 1951. The article is titled "THE FINE ARTS DIVISIONAL."

The article discusses the final general examination conducted by the Fine Arts Department, which included essay questions in foreign languages. Specifically, students were given the option to choose one of four quotations for discussion, with two in French, one in German, and one in Italian.

The article argues that this requirement is unreasonable and unjustified, as it is unlikely that most candidates for degrees in Fine Arts at Harvard would have a reading knowledge of more than one foreign language. It suggests that the requirement is artificial and unequal, limiting the candidates' ability to demonstrate their grasp of the subject due to language barriers.

The text also criticizes the examination for not being a true test of the students' knowledge in Fine Arts but rather a test of their language proficiency. It concludes that the purpose of a divisional examination should be to evaluate the student's comprehension of the subject, not their ability to translate from multiple foreign languages. The article suggests that the exam's focus on translation defeats its purpose and fails to provide a fair assessment of the students' understanding of Fine Arts.

The image is a page from a newspaper dated Saturday, May 16, 1953. The article discusses the Fine Arts Division's final general examination. The main points of the article are as follows:

1. The Fine Arts Department proposed an essay examination in foreign languages, which the writer considers unreasonable.
2. The examination required students to translate excerpts in French, German, and Italian.
3. The justification for this requirement is based on the language requirements for all undergraduates, but the writer argues that the majority of candidates for degrees in Fine Arts are unlikely to have knowledge of more than one foreign language.
4. The writer criticizes the artificiality and inequality of the examination, noting that it limits students' ability to demonstrate their grasp of Fine Arts due to translation issues.
5. The writer argues that the examination should focus on the student's understanding of the subject rather than their ability to translate excerpts in multiple languages.
6. The examination, as designed, defeats the purpose of a comprehensive grasp of Fine Arts, instead clouding the issue with translation problems and not assessing the candidate's actual knowledge and understanding of the subject.

This is an image showing a single page of typed text with the title "SATURDAY, MAY 16, 1931." The document appears to be a historical or archival piece, possibly from a newspaper or journal, given the date format and the typeset style.

The heading at the top of the page reads, "THE FINE ARTS DIVISIONAL," which suggests the document relates to the Fine Arts department of an institution, most likely an educational one. The text below discusses what seems to be a change or an aspect of the Fine Arts Department's General Examination. It mentions how the department offered tests in various languages and the rationale for requiring proficiency in these languages as part of the curriculum or examination process.

The typeset is indicative of an older typewriting machine, and the paper has aged, giving the edge a slightly darker hue than the center. There are no images, only paragraphs of text, with indented beginnings for each paragraph. There are also small, filled circles printed in the margin next to several of the paragraphs, likely serving as bullet points to emphasize key points in the text.

This image showcases a piece of paper with printed text that appears to be from a publication dated Saturday, May 16, 1931. The text is cut off on the right side, suggesting that part of the original document is missing. The page has a heading that reads "THE FINE ARTS DIVISIONAL" and discusses the Fine Arts Department's general examination. The text critiques the department for requiring essay responses in foreign languages (French, German, and Italian) and questions the justification for such requirements in the final examination. The page also has three punched holes along the left side, indicating it might be designed to be placed in a binder or folder. The right side of the paper is faded or worn out, emphasizing the incomplete nature of the document.

The image shows a newspaper clipping dated Saturday, May 16, 1931, titled "THE FINE ARTS DIVISIONAL." The clipping is affixed on the left side of a plain, light-colored piece of paper. The article discusses the Fine Arts Department's Final General Examination and criticizes the inclusion of essay subjects in foreign languages. It argues that although students are expected to show knowledge in a chosen art field, the exam included essays in French, German, and Italian, which was seen as unreasonable. The article explains that most students only acquire reading knowledge of one foreign language and that the examination should focus on the field of Fine Arts and not test language proficiency. The clipping is narrow, aligned vertically on the left side of the page, with three punched holes along the left margin of the paper. The rest of the large paper to the right of the clipping is blank.

The image shows a scanned page from a document dated Saturday, May 16, 1931, titled "THE FINE ARTS DIVISIONAL". The text discusses the Final General Examination in the Fine Arts Department, focusing on the language requirements for the examination.

Key Points from the Text:

1. Examination Overview:

   • The Fine Arts Department exceeded the bounds of reason by proposing subjects for essay in foreign languages.
   • The major portion of the examination required students to demonstrate a thorough grasp of their chosen branch of the Fine Arts field.

2. Language Requirements:

   • Students were allowed to choose from four quotations for discussion, with two in German and one each in French and Italian.
   • Justification for these language requirements was deemed unreasonable, as it was argued that the majority of candidates for degrees in Fine Arts do not acquire proficiency in more than one foreign language.
   • The Faculty considered a reading knowledge of one foreign tongue sufficient for undergraduate degrees, but the examination demanded knowledge of two languages, which was seen as excessive.

3. Criticism of the Examination:

   • The examination was criticized for testing superficial acquaintance with foreign languages rather than a deep understanding of the Fine Arts field.
   • It was argued that the purpose of a divisional examination is to assess a student's comprehensive grasp of their subject, not to evaluate their ability to translate or handle multiple foreign languages.
   • The examination was described as a "tutorial system," which was seen as an unnecessary burden on students, especially those who had not prepared for such linguistic challenges.

4. Conclusion:

   • The author concludes that the examination, as administered by the Fine Arts Department, fails to accurately assess a student's understanding of the subject. Instead, it forces candidates to grapple with the problem of translating three foreign languages, which detracts from the true purpose of the examination.

The document reflects a critique of the examination's design, emphasizing the mismatch between the linguistic demands and the actual goals of assessing Fine Arts knowledge. The tone is analytical and critical, highlighting perceived flaws in the examination's structure and purpose.