The Observer, April 25, 2008
Volume XL, Issue 26
Whiskey Tango Foxtrot: A modest proposition
It is a melancholy object to those who wander this campus when they see hundreds of students stressed beyond a point any human can be expected to endure. Students with responsibilities that have stretched them paper-thin between classwork and numerous extracurricular activities are embroiled in a constant internal battle between their academic expectations and the unquenchable need for the glorious restoration of sleep. These pitiable students, of which I am one, are constantly forced to sacrifice sleep for the good of the grade.
I think it is agreed by all parties that the paramount priority of those attending this fine institution is to receive some level of higher learning, cumulating in a degree of certification of the thorough education of a chosen field, and, that distraction from this end is detrimental to the future lives of the students. Therefore, if there is a way to solve this great dilemma, the solution's developer would truly be the hero of this campus.
However, my intention is quite far from being limited to the confines of this campus alone: it is much grander than that. The impacts that students create on lives around this mighty globe is well understood, and to support the students to this end should be imperative to the population of the campus.
I, having witnessed this atrocity of burdened students for four complete years, have, after a mature weighing of the several schemes currently used to facilitate the easing of stress on students, have found said schemes to be grossly mistaken in their execution. While it is true that the extracurricular activities allow for a vacation from the turmoil of complex class work contained in a typical day, it is that very vacation that causes undue stress and tension to the students of this university.
I propose to provide for the students in such a manner, as, instead of adding charge to their time through simple holiday, their fabric of life being pulled ever thinner during the collegiate career, we shall, on the contrary, close and refocus the resources used to drive the extracurricular activities into the academic education of all students on the campus.
The elimination of these activities offers clear advantage to all students on this campus. When the temptation of academic vacation is removed from the path of our wonderful students, their time for that paramount focus on the augmentation of academic action is exponentially increased. We cannot forget to note the decrease in the numerous stressors instigated by the recently eliminated extracurricular activities. And while this is reason alone to pursue this positive plan, there are a number of other benefits which grow out of this simple action.
A very reliable website reports that these extracurricular activities use over a half million dollars to perpetuate their cause which, in the absence of such activities, could easily be redistributed to more productive endeavors. For instance, this funding would provide a wonderful source for a monetary motivation system that would search out faculty who truly make an exceptional positive impact on those students with whom they interact. In setting up this contest, very few faculty members would be opposed to increase their skills as positive instructors and excite the academic passion of students across campus.
Also, another advantage ascending from this solution comes not only from the reduced stress in the lives of students, but in the decreased interpersonal stress caused from tension between organizations. It is well known that there are conflicts that arise between currently existing organizations which stem from an overlap in projected goals of said organizations, and it is truly tragic when students inhumanely get dragged into these petty quarrels. The proposed solution dives straight to the proverbial roots of the problem and destroys those weeds at the source.
Now many well respected members of this campus community would argue that lessons learned in these extracurricular activities are crucial for the future of students involved. But I ask in response, could we not impart these lessons to our students better in a controlled classroom setting? These extracurricular activities are almost all led, with amazing zeal, I might add, by the very students we are trying to educate. However, too often is the direct supervision by more educated and experienced mentors severely lacking, to the point that these organizations lie on the brink of sunder, or worse, complete collapse. It is clear that the lessons could be better imparted to the students in a classroom setting.
I must note that I am not so violently bent upon my own opinion, as to reject any offer, proposed by wise members of this community, which is found to be equally beneficial and effectual. But before something of that kind shall be advanced in contradiction to my scheme, and offering better, I would be pleased if the following was considered. First, with a very simple action that can be carried out as easily as an e-mail instantly solves the problems of the burdened student. Secondly, the numerous advantages to the campus spirit and ultimate goal outlined above.
I profess, in the sincerity of my heart, that I have not the least personal interest in endeavoring to promote this necessary work, having no other motive than the public good of my campus, by reducing the incredible burden on our students, advancing our academic morale, and maximizing the education of our students. I will be graduating in just a few short weeks and have no interest or personal stock directly in this campus. Please, allow these words to weigh heavy in your thoughts.
