Word: classrooms
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Dates: during 1950-1959
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...lessons" by secular teachers. Rabbi Gordis decried handing over the work of church and home to public schools, which might develop a "religion-by-rote." Agnostic Lekachman agreed: "I consider religion to be much too important in human history to see it reduced to a patriotic exercise in the classroom...
...publication cast "a light in its own right, a sort of headlamp throwing parts of mental landscape into severe relief." The catholicity of the book itself precludes effective discrimination. But more important, one misses a sense of perceptivity in their comments on the lecture system, on work outside the classroom, on the honors system or on tutorial. The writers have remained content as scribes with no ambition to be analysts. There is no reason why men who have studied the community as closely as they must have need be ashamed of their own editorial views. There is, in fact, every...
What the book suggests is that the quality of the teacher is far more important than the strictness, or permissiveness of the school. A system that ignores the worst kind of profanity in the classroom, and that encourages children to write corrosively candid weekly reports on their teachers, does not sound promising. But for Born Teacher Braithwaite it worked very well. When the tough-kid class graduated, its gift to Braithwaite was inscribed: "To Sir, with Love...
...three tall, sand-colored towers of the Mosque of al-Azhar dominate the university, which was built in 972, only three years after Cairo was founded. A few years later the mosque became the classroom for Koranic law courses, and thus Islam's most famous center of learning was born. Al-Azhar weathered the crusades, but fell into academic stagnation after the Ottoman Turks occupied Egypt in 1517. For three centuries it knew no other role than to be the official interpreter of the Koran. There was no curriculum; a sheik simply sat by his favorite pillar and waited...
...urgent message-from the Pentagon, summoning him to a conference in Washington; from the National Aeronautics and Space Administration, asking his views on the instrumentation of a new moon shoot. But this morning he was not molested; he emerged two hours later, notes in hand, and headed for his classroom. For 50 minutes Van Allen lectured to Iowa undergraduates on the theory of transformers, then quipped: "All this is very good in theory, but in practice, you take a piece of iron, wind a wire around it, then plug the wire in. The core gets hot, the wires smoke...