Word: reformed
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Dates: during 1910-1919
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President Nicholas Murray Butler of Columbia calls attention in his annual report to the growing importance of history and international law not only as subjects of study by the student body but as objects of reform by the college authorities. He emphasizes in particular the need for studying these two subjects in their comparative aspects. In making this allusion, Dr. Butler has probably hit upon as grave an error in our system of pedagogy as can ever be made the subject of controversy by our educational reformers. It is that of allowing personal or national or even religious bias...
...bullets. Then, about 4 in the afternoon we ran into a machine gun nest which wouldn't give in. One company tried to smash it, failed and fell back. We took up the job. We reduced its fire and charged and were thrown back, and then, while trying to reform the line, some great ton of steel lit on my head and down I went. I thought it was a 77 which had gone on through, and I waited for it to explode. As nothing happened I felt of my poor old dome and, finding it still attached...
...Railway Engineers in France today we could have shipbuilding and munition regiments, farming regiments scattered in squads or platoons where they are most needed. Such an arrangement would satisfy the pride of the laboring classes and simultaneously improve the situation manifold. The present situation makes such or a similar reform essential...
...therefore suggest for the earnest consideration of this University a plan of academic training throughout the year, which will not only place Harvard among leaders in educational reform, but which will go far toward a more complete conception of war-time needs. This is not peace and we cannot be satisfied with a normal college life. The true sphere of the university is the provision of academic training, as much as possible of it at all times, but the very maximum at this period in the world's affairs...
...cramming method is sure to defeat our aim. Not only are the facts we learn in college largely valueless and largely forgotten, but the fact-cramming. Swallow-and-disgorge, tell-me-what-I-told-you method guarantees the repression of independent thought. We cannot expect the College immediately to reform. In default of that, it behooves every Harvard man, even at the expense of his marks, to do a little original thinking of his own about the problems which he must sooner or later face. REXFORD S. TUCKER...