Word: eatonized
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Dates: during 1920-1929
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...denying that the ultimate goal of the Harvard tutorial system is identical with the Oxford system, Assistant Professor R. M. Eaton has merely repeated and emphasized the attitude which President Lowell made clear in his Annual Report for 1925-1926. In that document the President said that "courses are an invaluable means to the end and there is no intention of abandoning them in favor of the more exclusively tutorial system of Oxford and Cambridge." In view of this position, those who have heretofore looked upon the Harvard plan as but the rudimentary shoots of an eventual Oxford replica...
...theory of the lecture-tutorial plan but in the apparatus are there weaknesses. Granted, the machinery is as yet on trial; nevertheless without criticism by tutors themselves, lecturers, and tutees that machinery will never be adjusted to perfection. Professor Eaton is quoted as saying that the tutor should endeavor to humanize and unify the student's grasp of his field. Others have made the same remark and all have been quite correct. Unfortunately the results have been disappointing in some respects. The disappointments have been far less noticeable than the successes of the movement; but the former have been...
Professor Eaton describes the tutorial and lecture systems as mutually interdependent, and would deplore the weakening of either. The pure lecture program gives the student only one form of expression for his ideas,--the written paper. The tutor cannot cover all the detail incidental to a full college course. The ideal solution is a combination of the two in which both written and verbal discussion of his field are available to the student...
...Under the system in force at the University before the tutorial system began," Professor Eaton said, "the student's final thesis represented a careful written exposition of his subject. Under the tutorial system, the thesis is discussed with the tutor before it is written, so that a verbal expression of ideas, with the consequent rounding of knowledge, precedes and shapes the written expression...
...discover the individuality of the student, to find his main interests, and then to arouse an expression of those ideas by which knowledge becomes a living part of the students' mental fibre," concluded Professor Eaton, "is in substance my concept of the function of the tutor...