Word: classroom
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Dates: during 1920-1929
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...Greak Neck, microphone and control board are located in the Principal's office, allowing him to "pipe" his voice to any or all classrooms. Likewise from the control board may be sent such hand-picked radio entertainment as Great Neck students should hear, talking-machine records, lectures. Because few large schools have adequate auditoriums, because much time is spent moving shuffling menageries of school children to and from meetings, such new-fangled means of classroom communication will be smiled on by educators...
This year, more than ever before, the need for bigger and better classroom space has become painfully apparent. During the past week a distinguished visiting professor has been forced to change the meeting place of his course three times, due to the inadequacy of the recitation rooms in Sever Hall. In Harvard Hall there are men sitting on the floor and in the window-sills in one course, while many other courses are reciting in rooms filled far beyond their normal capacity...
...providing the college with some new recitation hall. The last five years have seen an enormous amount of money invested in physical additions to the Harvard plant. We have had a new art museum, and a new gymnasium, and new dormitory units are in process of construction. The classroom space provided in the art museum and the Mallinckrodt laboratory was purely incidental to the primary purposes of these buildings, and has done but little to relieve the general situation...
Large lecture rooms, one seating 350 students and the other 200, give the school the additional classroom space which it has needed for a great while. The larger of these rooms is built in the form of an amphitheatre and can be used for some of the trials. But it is the new Courtroom where most of the important trials will be conducted by the undergraduates...
...teachers who were called upon to find the answer to the demand of business, to give classroom expression to vague aspirations, the first and, indeed, the abiding question was. What is essential to be taught, and how can it be taught? Among the confusing array of business activities which must somehow be constrained within courses of instruction, where should emphasis be laid? If business itself answers "Marketing," or "Factory Production," or, if more inclusively, it answers "Management," and there should be no academic equipment in these fields, what should be done? What shifts and devices, what combinations of planning...