most persuaded for the moment that not only is honesty not the best policy, but that in reality it is no policy at all.
The most frequently emphasized suggestion for improving conditions was to do away with final examinations entirely and depend upon weekly quizzes, or to make the questions asked so general as to render a crib useless or unnecessary. In making these suggestions the writers ignored the fact that there is quite as much cribbing done on daily work and weekly quizzes as there is on final examinations, and that by laying the emphasis upon these methods of testing a student's work they simply shift the danger point or get from the frying pan into the fire. The honor system, more careful proctoring, and the separation of students so widely at examination time that communication is practically impossible were also suggested as methods of cutting down cribbing, though the opinion was expressed by many that no method could be devised which would wholly banish the practice. Expulsion, suspension, failure of the course, public confession, and reprimand, loss of general college credit, and the giving of the widest publicity to the offense and the offender were among the remedies suggested for reducing the amount of cribbing. Perhaps one of the most sensible suggestions was that students known to be guilty of cribbing should be permanently barred from participation in college activities. From my experience with students and from my knowledge of the importance which they attribute to participation in college activities, I am sure that many a student would prefer to
