Word: curriculum
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Dates: during 1920-1929
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...fruit of a $550,000 endowment given Vassar last year by her trustee, Mrs. John W. Blodgett of Grand Rapids, Mich. In the autumn, Euthenics at Vassar will come fully into its own with many courses in the regular curriculum, and a Euthenics laboratory. The courses begun last week were under two heads: family relationships, and the family as an economic unit. There were to be lectures by hygienists and sociologists, including Mrs. Margaret Sanger of the Birth Control League, on the psychological and physiological adjustments of husbands and wives, mothers and children, fathers and children. Economists were to elucidate...
University Chair. Harvard last week remedied this curriculum hiatus by establishing a new chair of "dynamic and abnormal psychology." Dr. Morton Prince* will fill the chair next fall, he of the sleepy-seeming eyes and the insinuating voice. At 72 he is withdrawing from his Boston practice, but not from the editorship of the Journal of Abnormal Psychology. In academic life he is certain to have large classes, for his plans are to teach not alone the causes and the complex descriptions of psychopathic conditions, but also the cures* so far as present knowledge and his ingenuity can suggest such...
...onetime magazine editor and lecturer. He had been there only a year but that had been long enough for him to decide that the major problem of modern mammoth state universities is how to help the student find a needle of tempered, pointed knowledge in the haystack of a curriculum listing thousands of courses...
That this is to be the case at Harvard one may be certain, if one believes that the administration. In admitting this new branch of mental discipline so establish and maintain high standards that this particular curriculum has the respect of the student body. And one may certainly expect such high standards to prevail. Nor is the study of naval science so near the correspondence variety of pseudo learning as one can imagine...
...upon it by competing Faculty departments. They are going further just now in demanding some share in the control of the working day at the college. They are questioning not only the requirements of subjects, but the methods of teaching. The time is soon coming when innovations in the curriculum will not be imposed upon them without conferences, when they will retort with "tu quoque" to the professor, "if we study badly it is because we are taught badly," "If we have no intellectual enthusiasm it is because your teaching is mechanized," "If we despise research it because of your...