Word: curriculum
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Dates: during 1950-1959
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...fundamental question, therefore, is whether compulsory "liberal" education should be part of the Harvard curriculum. Concentration has long been a part of the College, not as a necessary evil, but a positive good; to make General Education the first step in the creation of a liberal arts college, or even a compromise with that end would be a radical and undesirable change. Rather, General Education should be what it was designed to be: a liberalized distribution program which recognizes that its participants will never study the areas of human knowledge in toto, and tries to impart a general understanding...
...under Davis. The school that he will take over in September 1960 now has 1,050 students, a healthy endowment of $1.6 million (contributed mostly by Greek-Americans, partly by Athenian Greeks), and a spectacular, 35-acre mountain campus. Teaching, done mostly in Greek, follows roughly the curriculum prescribed by the nation's Ministry of Education, including instruction in the Greek Orthodox religion. But the school is not an austere learning factory, as most Greek academies are. President Davis has spread the six-year Greek secondary-school program through seven years, has planned courses to goad students to independent...
...status, not only as student qua student, but also as student qua leader. The member of Student Council, the president of the Lampoon, the president of the Young Republican Club can no longer regard his extracurricular activity as merely extracurricular. It is a part of his curriculum, and it affects his standing in the community and his regard for himself. In his tutorial group he may flounder about for the answer, and blench under the cool satire of his tutor, but once inside his office he is a different person. This double role may conceivably lead the student-leader into...
...study at Harvard rather than with a private tutor at home, he commits himself to participation in the College community. This includes the commitment to provide for as adequate representation of students to the administration as possible, so that steps may be taken to improve the college and the curriculum with the student in mind. It includes the commitment of those who choose to be student-leaders to remain faithful to the wishes of those who elect them, to place their leader selves in subordination to their student selves, thus to immerse themselves more thoroughly in the purposes and moral...
...urged that Radcliffe try to keep some "room for maneuvre and experimentation" in its curriculum, instead of simply grafting itself onto Harvard's academic structure as it has done in the past. A broad liberal arts education, free from some of the high-powered departmental requirements imposed at Harvard, would be better for a women's college, Monro recommended...