Word: evenness
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Dates: during 1870-1879
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...indispensable, since it is the only entrance to all the liberal pursuits, it happens that the obtaining of the degree becomes the principal object. The great aim is not to become educated, but to pass one's baccalaureat. The subjects not demanded on the examination are neglected, and even those required are learned in a superficial manner. Instruction becomes wholly a matter of memory, not of reflection, or judgment. The mind is stuffed, not cultivated, and thus studies lose all their attractiveness. From this cause result an early disgust with, and premature forgetfulness of, all things taught in college. Instead...
...tree, perhaps the favorite scene of the day, we are even more cramped than at the Chapel. Probably no class would be willing to be the first to relinquish the old Rebellion Tree for any other, no matter how superior the location; so we must put up with the lack of room as best we can, as long as Holden Chapel stays where...
...subject or another, staying and going at their own sweet wills, and paying accordingly. If the Elective System or any other influence should ever bring it about that all which Harvard graduates have in common is a date of the reception of a degree, and perhaps not even that, then Class-Day must die as a matter of course; but until that unhappy day comes, let us do anything in our power to preserve an anniversary which has always signified to Harvard friends all that is lively, gay, and enjoyable, and has been for so long to the collegians their...
...larger and higher aim, - it has to do with soul. The former trains the intellectual faculties, the imagination, the memory, the judgment; the latter, the moral faculties, the character, the will. Science is the fruit of instruction; virtue should be the result of a good education. Now, even admitting that instruction in the lyceums is of a superior character, - notwithstanding certain fundamental faults which I may speak of hereafter, - it can be stated without fear of contradiction that education in these institutions is deplorable and pernicious...
...manner contrary to nature. Up to the age of fourteen or fifteen, a child cannot do without the care and affection of home. Here, on the contrary, he is deprived of all affection. The tender care which his age demands fails him altogether. He is treated with rigor, even intimidation. He is addressed like a slave or a culprit. He is surrounded by repressive influences. The scholars are too numerous to be governed without a severe and inflexible discipline, too numerous to be governed by the methods of kindness and persuasion. There thus springs up between master and scholars...