Word: foreigner
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Dates: during 1890-1899
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...will, I am sure, be glad to learn of a movement which was started more than a year ago, and which has taken what we believe to be a permanent and a useful shape. The movement is one for receiving, giving information to, and introducing students who come from foreign ports to study at Paris. We hope, however, that the beginning at Paris may end in a truly international relation among the Universities of all lands, and may thus be helpful to students in any foreign country. Perhaps there is no other place where such help is so much needed...
...entirely different elements, working, too, from widely different motives, have been planning to find a way out of this difficulty. The one element is composed of the foreign students themselves, in whose midst are still fresh all the feelings of loneliness and "lostness" that depressed them as they were trying to find catalogues, programs of courses, lecture rooms, university offices, professors, and information about the kind, quality, and amount of work, for the first time in this large and unfriendly city. These students wish at least to do something to make the way easier for those who may come after...
...other hand, the professors and governing boards are beginning to realize that they must make some special effort to draw and to satisfy foreign students if Paris is to regain any of her mediaeval glory as a place and centre of learning. Yet more they are awaking to the fact that the other nations are making tremendous strides in the higher education and offering special inducements to students, and Paris does not wish to be behind in anything and especially as a centre of the higher culture...
...administration has maintained a wise and vigorous foreign policy: [a] Bering Sea controversy; Pub. Opinion, Jan. 10, 1891. [b] Reciprocity treaties; with Brazil, Pub. Opinion, Feb. 28, 1891; with Spain, Boston Advertiser, April 21 and 22, 1891, p. 4. [c] Italian complications, Pub. Opinion...
...March Monthly and in it makes an able stand against the arguments of Professor James and others who advocate the three years' course. The various arguments offered by the friends of the three years' course,-such as a popular demand for such a change, the supposed analogies of foreign educational systems, the relations of our colleges to our professional schools, the failure of the attendance at colleges to keep pace with the growth of population, the increasing efficiency of our secondary schools, etc.,- are met and answered. Professor Macvane's arguments are logically arranged and the whole article...