School Registrar Quotes

I have seen the fruits of adult education. It can be done. And anyone who has worked in adult education knows that he must appeal for self-help. There are no monitors to keep adults at the task. There are no examinations and grades, none of the machinery of external discipline. The person who learns something out of school is self-disciplined. He works for merit in his own eyes, not credit from the registrar. (1940 ed. page 104)

Cantor was born to a family of Russian immigrants, Jan. 31, 1892, in New York’s Lower East Side. His mother died soon after his birth; his father died of pneumonia a year later. His given name was either Isadore Itzkowitz or Edward Israel Iskowitz (he claimed both during his life). He was raised by a grandmother who was 60 when he was born. In his autobiography he describes a childhood filled with tenement-life hardship, “poverty, misery, and disease.” At 6, when he entered public school, his Grandma Esther enrolled him under her name, Kantrowitz, which the registrar wrote down as “Kanter.” When he was older, he changed it to “Cantor.” He began calling himself “Eddie” because his girlfriend Ida Tobias, the “belle of Henry Street,” liked the way it sounded on him. In his own words, he was “truant from school, pilferer of pushcarts, hooligan, street fighter, liar.” He slept on rooftops and sang for change on street corners. For years he remembered wearing shoes “pulpy with wet cardboard” and clothes that held the damp of snow all day long.

A group of researchers asked ninety-nine college freshmen and sophomores to think back a few years and recall the grades they had received for high school classes in math, science, history, foreign language study, and English.44 The students had no incentive to lie because they were told that their recollections would be checked against their high school registrars’ records, and indeed all signed forms giving their permission. Altogether, the researchers checked on the students’ memories of 3,220 grades. A funny thing happened. You’d think that the handful of years that had passed would have had a big effect on the students’ grade recall, but they didn’t. The intervening years didn’t seem to affect the students’ memories very much at all—they remembered their grades from their freshman, sophomore, junior, and senior years all with the same accuracy, about 70 percent. And yet there were memory holes. What made the students forget? It was not the haze of years but the haze of poor performance: their accuracy of recall declined steadily from 89 percent for A’s to 64 percent for B’s, 51 percent for C’s, and 29 percent for D’s. So if you are ever depressed over being given a bad evaluation, cheer up. Chances are, if you just wait long enough, it’ll improve.