Word: part
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Dates: during 1900-1909
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...following men will go to Brockton this morning to take part in the track and field sports which will take place in connection with the Brockton fair: J.L. Barr '10, A.D. Barker '11, R.W. Boyden '11, P.C. Cummin '12, W.H. Fernald '12, R.C. Foster '11, J.P. Gardner '10, H.L. Goddard '11, H. Guild '11, P.C. Heald '11, H.W. Kelley '11, J.A. King '12, S.C. Lawrence '10, J.K. Lewis '11, C.C. Little '10, J.P. Long '11, E.K. Merrihew '10, D.P. Ranney '12, F.H. Puch '10, G.W. Ryley '10, L.C. Torrey '12, R. Warren '10, L. Watson...
...solution. One theory, often broached under different forms, and more or less logically held, is that the main object of the college should be to prepare for the study of a definite profession, or the practice of a distinct occupation; and that the subjects pursued should, for the most part, be such as will furnish the knowledge immediately useful for that end. But if so, would it not be better to transfer all instruction of this kind to the professional schools, reducing the age of entrance thereto, and leaving the general studies for a college course of diminished length...
...worth our while to consider the nature of an ideal college as an integral part of our University; ideal, not in the sense of something to be exactly reproduced, but of a type to which we should conform as closely as circumstances will permit. It would contemplate the highest development of the individual student,--which involves the best equipment of the graduate. It would contemplate also the proper connection of the college with the professional schools; and it would adjust the relation of the students to one another. Let me take up these matters briefly in their order...
...speaking of the training of the student, or the equipment of the graduate, we are prone to think of the knowledge acquired; but are we not inclined to lay too much stress upon knowledge alone? Taken by itself it is a part, and not the most vital part, of education. Surely the essence of a liberal education consists in an attitude of mind, a familiarity with methods of thought, an ability to use information, rather than a memory stocked with facts, however valuable such a storehouse may be. In his farewell address to the alumni of Dartmouth President Tucker remarked...
...mainly to the classics recently spoke to his adviser in an apologetic tone of having elected a course in natural science, which he feared was narrowing. Such a state of mind is certainly deplorable, for in the present age some knowledge of the laws of nature is an essential part of the mental outfit which no cultivated man should lack. He need not know much, but he ought to know enough to learn more. To him the forces of nature ought not to be an occult mystery, but a chain of causes and effects with which, if not wholly familiar...