In his column “In Search of Intellectualism,” (Apr. 12, 2007), Tom Atwood ‘08 makes a provocative point: “I don’t think Dartmouth students are particularly creative or innovative with their thinking, and, as a result, conversations become stale and intellectual apathy ensues.” How is this possible in a culture of 30% valedictorians, 15% salutatorians and hundreds of other students who never drank in high school? It is not that we are not creative, but that we undergo a willful suppression of our inner geniuses, a process best exemplified by the extinction of the elusive Dartmouth dinner date. But why?
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During my four years here, I have developed a love-hate relationship with Dartmouth. I love the outdoors, the professors and the students. But I’ve come to dislike the Dartmouth Plan.
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In her column “Pay It Forward” (Apr. 9) Nina Maja Bergmar offers a misguided solution to a community service “problem” that she has invented by misreading the actions (or inactions) of her fellow students. She argues that since “our learning experience is limited to the how-to-become-successful indoctrination that takes place within the Dartmouth bubble,” a community service requirement should be enacted aimed at “the personal development and maturity” of students.
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Robert Mugabe assumed presidential rule over Zimbabwe in 1980 at the conclusion of the country’s war of independence from Britain. For the first time since Mugabe’s devastating and debilitating rise to power, there has emerged from within the nation’s resilient opposition party (the Movement for Democratic Change) a potential new leader, or better yet, a potential savior in Morgan Tsvangirai.
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