Word: reformations
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Dates: during 1920-1929
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...most difficult of all tongues. The aim of such thoroughness is to penetrate deeply into the very essence of English and American sprit and civilization, and to acquire a complete mastering of the language. Rather do one thing thoroughly than ten artificially is the viewpoint of the New German Reform Movement...
Later Briand returned too, after an exhausting 72 hours at Geneva. He found Paris bubbling with desire that he succeed himself, reform the cabinet. He said he would refuse. "They have broken the dish on my head," he said, "and now expect me to pick up the pieces." He repeated that he would refuse. He conferred with President Doumergue and still said he would refuse. But the pressure was increasing. With a cabinet drawn slightly more from the Left than last time, he could save the day. He still refused, but his friends gave him little rest?little rest...
...Prussian Minister of Education initiated a reform of the system of education which is now in effect in Prussia and most of the other states of Germany. Why was a reform necessary? Because the schools and Gymnasiums had separated themselves from the deepest roots of the historical German mentality and had become the bondsmen of the materialistic, industrialistic, and the technical age of Germany since 1870. They had drifted into a formless, superficial, and souless omniscience. In Germany one hears nowadays that the old school teacher won the war in 1870, and that the Gymnasium instructor lost the last...
...Lloyd George's automobile sped toward Kingsway Hall, Lon, where 1,500 delegates of his party (Liberal) were assembling to decide whether they would support his well-advertised Land Tenure Reform scheme (TIME, Sept. 28 et seq.). Mr. George's motor accidentally crashed into one of the stanchions of the hall, stopped. Mr. George stepped out of the wreckage, entered the hall...
President Angell's annual report contains a timely reminder of the fact that American education, though externally divided into primary, secondary, and "higher" education, is after all one inter-connected whole. A change in one part will induce changes in other parts, and no great reform can be effected until all parts are taken into account. The preparation which their students receive in secondary schools sets limits to what the colleges can reasonably hope to attain, while the colleges in turn profoundly influence the schools, by setting standards, defining the curriculum, and training teachers. Less attention has been paid...