Some time ago I received a call from a colleague, who asked if I would be the referee on the grading of an examina- tion question. He was about to give a student a zero for his answer to a physics question, while the student claimed he should receive a perfect score and would if the system were not set up against the student. The instructor and the student agreed to an impartial arbiter, and I was selected. I went to my colleague's office and read the exami- nation question:  

"Show how it is possible to determine the height of a tall building with the aid of a barometer."

The student had answered: "Take the barometer to the top of the building, attach a long rope to it, lower it to the street, and then bring it up, measuring the length of the rope. The length of the rope is the height of the building."

I pointed out that the student really had a strong case for full credit since he had really answered the question completely and correctly. On the other hand, if full credit were given, it could well contrib- ute to a high grade in his physics course. A high grade is supposed to certify competence in physics, but the answer did not confirm this.

I suggested that the student have another try at answering the question. I was not surprised that my colleague agreed, but I was surprised when the student did. I gave the student six minutes to answer the question with the warning that the answer should show some knowledge of physics. At the end of five minutes, he had not written anything. I asked if he wished to give up, but he said no. He had many answers to this problem; he was just thinking of the best one. I excused myself for interrupting him and asked him to please go on.

In the next minute, he dashed off his answer which read:  "Take the barom- eter to the top of the building and lean over the edge of the roof. Drop the barometer, timing its fall with a stop- watch. Then, using the formula S=0.5*a*t^2, calculate the height of the building." At this point, I asked my colleague if he would give up. He conceded, and gave the student almost full credit. In leaving my colleague's office, I recalled that the student had said that he had other answers to the problem, so I asked him what they were. "Oh, yes," said the student...

Freelance Writer

Youth Corner

The Poor Man Said ...

It was a usual meeting. The Prophet (PBUH) was in his place and his compan- ions gathered around him to hear the words of wisdom and guidance. Suddenly a poor man in rags appeared, saluted the assembly: "Salamu Alaikum" and finding a vacant place, comfortably sat down. The Prophet (PBUH) had taught them that all Muslims were brothers and in an assembly one should sit wherever one finds a place, regardless of any status. Now, it so hap- pened that this poor man sat next to a very rich man. The rich man felt disturbed and tried to collect the edges of his dress around himself, so that the poor man did not touch them. The Prophet (PBUH) observed this and addressing the rich man he said:

"Perhaps you were afraid that his poverty would affect you?"

"No, O Messenger of Allah," he said

"Then perhaps you were apprehensive about some of your wealth flying away to him?"

"No, O Messenger of Allah."

"Or you feared that your clothes would become dirty if he touched them?"

"No, O Messenger of Allah."

"Then why did you draw yourself and your clothes away from him?"

The rich man said: "I admit that was the most undesirable thing to do. It was an error and I confess. Now to make amends for it, I will give away half of my wealth to this Muslim brother so that I may be forgiven. " 

Just as he said this, the poor man rose and said: "O Prophet of Allah, I do not accept his offer."

People present were all taken by sur- prise. They thought the poor man was a fool. But he explained:  "O Prophet of Allah, I refuse to accept his offer because I fear that I might then be- come arrogant and ill treat my Muslim brothers the way he did to me."

Short  Story  

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