Word: aimed
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Dates: during 1910-1919
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Elaborate plans are now under way to make the Senior spreads on the 1918 Class Day as successful as possible. Because of the aim to make Class Day this year a general reunion of the entire class, and to have as many men as possible now in the service return to Cambridge, it is desired that all societies, clubs, individuals or dormitories who wish to apply for separate spreads make arrangements at once. They should see J. W. Angell '18, chairman of the Class Day Committee, in Holworthy 18. The space available for spreading this year includes all the Yard...
There is another aspect which is closely connected with Germany's imperial policy and which perhaps furnishes an answer to such an unprecedented demand. It is Germany's aim to expand. Dutch occupation of the rich territory at the mouth of the Rhine has long been a bitter obstacle to German expansion and trade. A triumphant Germany seems, therefore, to turn upon another victim. The gain of transporting war supplies through Holland is practically negligible. In demanding what she has, Germany has merely forced Dutch neutrality to a point where it must...
...thoughts to an after the-war future or after-the-war reconstruction until he is absolutely assured that he is doing his part in during the war service to insure the existence of an after-the-war civilization to exploit or rebuild. Our immediate and all-obscuring national aim is victory, and no man with talents to assist in its consummation can be absolved from the duty of direct service unless the remainder of his college course will directly increase his powers of assistance...
...eliminate the consequent irregularity of training, and unfortunate competition between institutions, or to give slower universities the benefit of methods successfully introduced in the more energetic. It is the unification of military education, or at least the spreading of systems that have proved most successful, that should be the aim of the coming conference...
...wish to develop. Here the criterion should be social utility or service value. Second, we must test college subjects and college teaching methods to see whether they really produce these traits. Of one thing we may be sure in advance: the fact-cramming method is sure to defeat our aim. Not only are the facts we learn in college largely valueless and largely forgotten, but the fact-cramming. Swallow-and-disgorge, tell-me-what-I-told-you method guarantees the repression of independent thought. We cannot expect the College immediately to reform. In default of that, it behooves every Harvard...