Word: idealizations
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Dates: during 1930-1939
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...four years into a philosophy of his own. It is only the tying up of all he has learned and the unity necessary to understanding that can give any value to a college education. Yet Dean Hawkes seems to be carried away by his conception of an ideal college. While the completely liberalized curriculum which he advocates allows full freedom to the individual, it also puts too much dependence on the individual. It was to remedy this educational looseness that the present system of education at Harvard was built...
...ideal introduction to a science would have to devote the larger part of its time to getting the factual basis, but it would then go on to study the open questions and problems to which the details lead, the hypotheses and inclusive formulae developed from them. It would thus foster an intelligent and critical view of its subject-matter. This is not outside the scope of genuine scientific procedure, which has always been and should be self-critical, and fully aware of its own limitations...
Biology A has progressed steadily in the direction of the ideal in the past few years. Laboratories, by the elimination of an unnecessary quantity of drawing work, have been made more beneficial, but they still tend to become mere lecture periods of double duration. There is in general a great deal of duplication in the content of the reading, the lectures, and the laboratory periods. All of these are overmuch concerned with terminology, classification, and the minutiae of fact. The course would be improved by leaving such rote work to be done outside of class, reserving the lectures and section...
...anything else. Under the rigid system of the past many students were either completely bored or unable to cope with the curriculum. Today such students have a variety of interests offered to them, so that school is less of a grind and more in accord with the teaching ideal of Montaigne--to inspire the pupil rather than to drive...
...Smith seems to forget that their is a definite ideal of scholarship which is not yet nullified by a "modern world" or new conditions. Whatever may be said of their practical use, Latin and Greek form the cultural and literary background of much of our present world. Furthermore there is a certain toughening of the intellectual fibre which is the basis of learning to think, only to be gained in the drill work of the school. It is easy to advocate the discarding of all these subjects as deadwood; to make instruction entirely a matter of practical arts that...