Anna Arif Kazmi

The academic shift from higher secondary studies to university level is an entirely new and exciting experience, looked forward to by most. However, it is also equally challenging. Not just in the field of studies and co-curriculars. Apparently, it seems that the very idea of being admitted to an institution, of being welcomed and owned by a university of one’s dreams, is a new challenge of its own. Especially, for my fellows who excelled in arts and humanities instead of the much-favoured science subjects. We have to be extraordinary in our results if we want to study a subject which is in no way whatsoever connected to any categories of science. We have to come up to the mark of a paradigm set by the students who wish to go further in science, and if we are even a single per cent below the bar, disqualified.  I passed out of 2nd year of college with a percentage of 56 based on the computer-based results released in August 2020. A month before that I had applied to most of the universities offering International Relations. The lists were uploaded soon and obviously my name was not in any of them, and it was understandable because of the “merit” and a certain eligibility criterion. However, I applied to take the special improvement exams being held in October 2020, for second year, along with the two subjects from first year in which I wished to excel. In the time period of less than three months, I had to start my study from scratch, complete my Psychology and Fine Arts practical notebooks, re-learn concepts which I had forgotten months ago. 
The date-sheet scheduled all exams to be finished within two weeks. I gave three consecutive exams on five hours of sleep, and when the results came, I had made a jump of 78 marks, which brought my percentage to 67. It wasn’t much, but I was satisfied.
As soon as the spring admissions 2021 opened in the university I was set on, I applied and in the first week of January I received an e-mail saying I had been shortlisted for the interviews. I was overjoyed, albeit a bit nervous. Eventually, the day of the interview came and it went pretty good for me. I was sure my name would be on the merit list this time. I had a new sense of hope, and a feeling of accomplishment which I couldn’t remember the last time I had. I was motivated to study and excel in a subject I was interested in. 
The list was uploaded. I skimmed through looking for my ID number. Nothing. I ran my eyes over the entire list again, this time a bit slowly. Nowhere. I went through the list one more time, stopping at every name. I didn’t see mine. Discouraged as I was, I tried to keep hoping to see my name in the second list, upon the “availability of seats.” My parents inquired into the matter considering my interview was very good and I was sure to get in. The HOD said that my interview was one of the best he had ever taken, and I got 29/30, and he was really pleased.  I didn’t get in because of the total aggregate based on my percentages of secondary and higher secondary studies. Because I wasn’t up to the mark set by the students of science, who instead of going for subjects in their own fields of study, opt for the easy way out and choose creative arts.  I understand that the merit system, and the carrying out of the entry tests and meticulously crafted interview, is there to ensure that good and hardworking students are admitted into the premises of the university, and that only those students befitting the criterion are eligible for applying.
The merit system is definitely much needed, but the merit of science students should not be the bar that determines the eligibility of the students from the Arts Faculty. Similarly, science students should not be allowed to take up the seats well-deserved by us, who have been focused on other subjects from the beginning. Just as there is no question of an arts student applying for engineering or bio-technology. We are more towards the creative side, and therefore our marks rarely define us. Subjects other than those encompassed by the vast field of science are not in any way related to it, and therefore, neither should the merit criterion be. That is why the interviews are carried out, but if in the end the result and score of the interview is to be completely ignored because the overall percentage of a student does not fit right, then what is the entire point? 
Arts is not an “easy way out” because a pre-engineering student found science too tough. People treating humanities and arts like some sort of escape to eternal bliss in the field of academics are shallow and do not know of the complexities involved in these subjects. Rote-learning scarcely ever comes in handy. Science students flocking into subjects like English Literature, Fine Arts, Psychology, Strategic Studies, International Relations, and many more, hogging most of the seats, is not only unfair but frankly, a little derogatory and extremely exasperating.
Another instance I am reminded of is the great battle of Badr. Upon their victory, the Muslims penalised each of the well-read and learned captives of war with teaching and familiarising ten Muslim children with their knowledge of the time. If a certain merit were decreed to decide the worth of the student, and whether he deserved to gain knowledge, based on his sense of understanding or how he talked, then I doubt that the importance of education and learning would have developed itself in the hearts of the Muslims like it did.  For a Muslim nation, the utter dependency of the educational system on the merits and marks achieved by a student does not coincide with the values set by our religion and ancestors. I wonder how many other intelligent students are there who have had to give way to other students from sciences just because their grades are not impressive. 
The bottom line is that education is not an object that can be bought only if one possesses the exact amount of money in grades or merit. It is a basic human right, and everyone should have an equal chance at gaining it.
Second point is that science students and arts students should be considered two separate groups, each with their own expertise, but equally important and studious. Hence, their merits should be determined separately as well. The 70 per cent merit bar is set keeping in view the abilities of the science students, so it should only be applied to their admission criterion. The arts students are well-equipped in other fields, hence their merit should be determined while keeping in view their skillset and abilities, and not revolving all of their eligibility around merit. 
Thirdly and lastly, arts students should be given top priority when it comes to enrolling students in subjects from social sciences, arts and humanities, just as only science students can apply in scientific studies. Art is not an easy field, and treating it as such is disappointing for us arts students.
Science and arts are two completely different concepts, each beautiful in their own ways, but not at all alike, and to not treat them and their students with distinguished merits, and qualification criterions, would be a great injustice to both.  

–The writer can be approached at anna.kazmi01@gmail.com