Word: contentively
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Dates: during 1960-1969
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...digested, and returned with varying degrees of subtlety to a grasping and rapacious bluebook. For this reason English very properly requires of its concentrators three half courses in literature before 1700. Yet a field asking of its undergraduate followers nothing more creative than a thorough knowledge of its informational content is a dead field, and the College cannot afford the intellectual death of its students...
...tended to feel that undergraduate instruction ought, through the study of literature, to stress the development of critical tools--in large part to examine what is being written now. As a whole, the Department has leaned rather to the reverse, to concern itself more and more deeply with the content of the literature itself. In Honors or non-Honors, the effect has often been to engulf the student in as many nice, scholarly distinctions as the teacher feels his Group standing can bear...
...back in Kongolo looking for more priests to rescue. He was captured and beaten with fists and rifle butts by angry troops. Finally, Katangese officers took charge, and to satisfy a howling mob that demanded a public execution, the officers beat him up again until the crowd was content and went home. The officers then apologized to Lawson. who-proceeded to round up three more priests before flying back to U.N. headquarters in Luluabourg...
...Eltanin's biologists ply their nets and trawls and her radiomen tune for whistlers, meteorologists studying the turbulent Antarctic atmosphere will launch weather balloons from a sheltering hangar on the ship's stern. Oceanographers will study the tossing sea water by measuring its temperature, salinity, and oxygen content at all depths ranging up from the bottom. They will chart ocean currents and plunge long tubular probes into the ocean floor. The cores of silt they bring up will give glimpses of Antarctic geologic history over millions of years...
While virtually all departments persist in their scholastic graduate school oriented philosophy, a careful perusal of the catalogue reveals a considerble number of creative courses, some of which lack any scholarly content whatsoever. Professor Leon Kirchner's Seminar in Composition (Music 268), for example, avoids any attempt to teach musical composition to the scholar for use in analyzing other composers' works. Its purpose is quite frankly to teach a creative art. The same probably holds true for English composition courses although the instructors of these courses are singularly unsure of just what their real purpose...