Word: curriculum
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Dates: during 1920-1929
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...high stand men; its studies were a source of dignified pleasure to those who had a taste for books. But they had no bearing, or very little, on the life which the student was to lead afterwards. His preparation for politics or business lay in the extra-curriculum activity of the place, not in its direct teaching. Charles William Eliot demanded that the teaching should be interesting; that it should be so arranged as to appeal to the student for its own sake and have some relation to the things which he was going to do with himself afterward...
...which President Lowell has added to and extended the structure that is Harvard. In many ways the years from 1909 to the present have been as critical and as formative as the forty preceding during which President Eliot labored so fruitfully. The questions of admission requirements, of the curriculum, of the graduate schools, and of the material facilities of the University have all been pressing. They have been met in a farsighted, broad-visioned manner by Mr. Lowell...
...development from the very beginning of his administration. In the 1909 report he writes, in explaining the new concentration and distribution division, that "it is to require every student to make a choice of electives that will secure a systematic education and . . . to make the student plan his college curriculum seriously and plan it as a whole." In the 1910-11 report, discussing the initiation of two general examinations in the Medical School, he writes "their possible application is by no means limited to the Medical School." In 1911-12 he definitely recommends departmental and divisional examinations...
...line. The one need not interiene with the other either in the quantity of time consumed, or in the quality of work. Lacking any one of the four types of organization, it seems to me that a one-sided life may ensue and it is largely because the curriculum has failed to take into account this possibility of correlation, that non-academic life has come to occupy the greater part of the waking hours of the undergraduate student...
...teacher appears. Things he cares most about are conveyed to the student from his love of scholar ship and his devotion to new-truth. The students catch a glimpse of the divine fire and are themselves inflamed. Yet how rare is the provision in the American college curriculum for such movements. It is, I believe, largely because the students themselves, judging by the superficial qualities of the professor's attitude, remain indifferent to the things about which he cares the most, that these contacts are so seldom obtained...