“Professors everywhere deplored examinations as an archaic technique, a fossil that recalled little red schoolhouses and memorizing the capitals of all the states. Regular progress and daily diligence mattered more, they felt, not an hour spent compressing months of learning onto a few sheets of paper. Far better to stress homework, classroom participation and the professor’s judgment. Regrettably, the large size of classes, and the requirements of society itself for pseudo-objective standards kept the exam structure firmly in place.”

By Harold Hoteliing a well-known US mathematical statistician, in 1938 quoted in "Professor P.C. Mahalanobis and the Development of Population Statistics in India."

Series 1 Episode 6: "Religion"

Wadewitz, Adrianne. (August 12, 2013). "What I learned as the worst student in the class" http://www.hastac.org/blogs/wadewitz/2013/08/12/what-i-learned-worst-student-class. HASTAC: Humanities, Arts, Science, and Technology Alliance Collaboratory. — reprinted and cited in: "How Adrianne Wadewitz learnt to embrace failure" http://www.smh.com.au/world/how-adrianne-wadewitz-learnt-to-embrace-failure-20140425-zqzgx.html. The Sydney Morning Herald. April 25, 2014. Retrieved April 25, 2014.

The Education of Henry Adams (1907)

Source: The Note Book of Elbert Hubbard (1927), p. 160.

Source: Object-oriented design: With Applications, (1991), p. 37

"A Statement against the War in Vietnam".
The Long-Legged House (1969)

Source: The Geological Evidences of the Antiquity of Man (1863), Ch.20, p. 395-396
Context: The doctrine of progression... was thus given twelve years ago by Professor Sedgwick, in the preface to his Discourse on the Studies of the University of Cambridge. 'There are traces,' he says, 'among the old deposits of the earth of an organic progression among the successive forms of life. They are to be seen in the absence of mammalia in the older, and their very rare appearance in the newer secondary groups; in the diffusion of warm blooded quadrupeds (frequently of unknown genera) in the older tertiary system, and in their great abundance (and frequently of known genera) in the upper portions of the same series; and lastly, in the recent appearance of Man on the surface of the earth.' 'This historical development,' continues the same author, 'of the forms and functions of organic life during successive epochs, seems to mark a gradual evolution of creative power, manifested by a gradual ascent towards a higher type of being.' 'But the elevation of the fauna of successive periods was not made by transmutation, but by creative additions; and it is by watching these additions that we get some insight into Nature's true historical progress, and learn that there was a time when Cephalopoda were the highest types of animal life, the primates of this world; that Fishes next took the lead, then Reptiles; and that during the secondary period they were anatomically raised far above any forms of the reptile class now living in the world. Mammals were added next, until Nature became what she now is, by the addition of Man.... the generalisation, as laid down by the Woodwardian Professor, still holds good in all essential particulars.

I Ain't Got Time To Bleed (1999)