Word: europeanizer
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Dates: during 1920-1929
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...When he sat down virtually all correspondents cabled that the union of his Cabinet for election purposes is now monolithic. Was this news? Characteristically, the U. S. press played down or omitted a story of quiet, constructive achievement, so lacking in the ever welcome promise that one more luckless European premier is about to fall...
...suggestive annual report, is certainly justified in the conclusion which he reaches that a change in university methods, in the direction of purely graduate 'work, cannot be made suddenly. It is no new discovery of his--nor would he claim it is such--that American colleges, as compared with European institutions, are doing a great deal of work that belongs to the secondary schools. The question is whether, the difference in American life and American practical requirements being considered, this grade of work properly belongs to the secondary schools. Our high schools, and beneath them the elementary schools...
...secondary schools are loaded so heavily with requirements outside the practice of the European lycees because our life, our industry, our practical achievements demand and exact that condition. Nor can we change the situation so long as this difference between the European and the American culture exists. Perhaps the relief for the colleges to which President Lowell looks forward will have to rest, as he suggests, on the commencement of serious teaching at a younger age on the carrying on of early instruction at a more rapid and intensive rate. And here, once more, we come into conflict with...
...quality of instruction one giving of courses has become a more laborious matter than in the past. The students are more keen, more ready to criticize and discuss, and a course given one year cannot be repeated the next with as little preparation as formerly. As compared with European universities our periods of lecturing are nearly half as long again, and the vacations, in which the professor has a full chance to do his reading and writing, are correspondingly shorter. The Division of History, Government and Economics, which has had the problem of the tutors longest, discussed this matter...
...such a course need not be trivial or superficial. Professor Mather believes that with the student's purpose definitely known and concentration excluded the curriculum could comprise an organized plan of survey course that would merit, in accordance with the European custom, a baccalaureate degree. And the high standards of such segregation would allow in the scholarship, free from extra-curricular activity, in the senior college would justify the granting of a degree of Master of Arts to its graduate. The baccalaureate given to graduates from Professor Mather's junior college, however, could not compare with the same degree given...