Word: instructors
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Dates: during 1930-1939
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...Squash and tennis have had a logical growth that should be fostered, not overthrown. There was first a five man team, one coach; then two coaches, larger squads, nine and ten man teams; then compulsory Freshman exercise instruction with a third instructor hired just for their benefit. The policy was constantly based on the principle "athletics for all." As many men as possible were and are and shall be retained and coached. A large percentage of House players now receive coaching. If more is needed, then another man may be necessary...
Supervising the direction of the production are Dr. Charles T. Murphy '31, Instructor in Greek and Latin and Dr. Laurence B. Leighton '33, Instructor in Greek and Latin. In charge of costumes and properties is Dr. Alan McN. G. Little, Instructor in Greek and Latin and managing business in Dr. Gerald F. Else '29, Instructor in Greek and Latin...
...meet the machine-like routine of Harvard. They are in need of conscientious guidance and aid in each course, they require individual treatment and consideration in the assignment of work. Instead they are here faced with an inordinately difficult course like History I; often with unfeeling automatons for instructor. Small wonder that the sirens from across the strait lure them...
When spectacled, studious John M. Cassells (a onetime Rhodes Scholar, later a Harvard instructor) was a youth, he worked in a wholesale fruit house. One of his functions was to mix bad peanuts with sound ones. He found the job particularly disagreeable because he was a Sunday School teacher. Mr. Cassells became interested in consumers' problems. Year and a half ago, when the Alfred P. Sloan Foundation gave Stephens College in Columbia, Mo. about $40,000 a year to found an Institute for Consumer Education, Stephens took John Cassells, then 37, from Harvard, made him director of its Institute...
...thin and superficial continuity, to be sure, is often attempted in what are known as "rapid survey" courses, where innumerable slides appear in swift succession upon the screen, with equally swift comments by the instructor. At the end of such a course, the victim of this "speed-up" system is expected to "identify" a goodly number of slides, and will doubtless pass the rest of his life comfortably unaware of the distinction between recognition and understanding. In such fashion, as one college catalogue once stated, "the student learns to recognize the old masters upon sight." To be on speaking terms...