Word: strived
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Dates: during 1930-1939
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Despite this improvement, Dean Hanford feels that "The proportion of failures . . is still too high for a College which has a selective process of admission and we should constantly strive to see to it that all the assistance legitimately desirable is given to the willing but less gifted student and that our curriculum and general plan of education are such as to interest, broaden, and develop the non-scholarly type of youth...
...proportion of failures, however, is still too high for a College which has a selective process of admission and we should constantly strive to see to it that all the assistance legitimately desirable is given to the willing but less gifted student and that our curriculum and general plan of education are such as to interest, broaden, and develop the non-scholarly type of youth...
...tutorial system. In the Harvard plan of education each has its place. Why, then, this preference for the one over the other? No doubt many factors enter in: one of them seems to be the almost universal assumption that lecturing is more important than tutoring. Men will always strive to do the things which they think will advance their interests. As long as the false idea persists that the giving of a course may improve a man's chance of promotion, while tutoring does not, ambitious young members of the Faculty will drop tutoring in favor of course work...
...Grant's generals whom Biographer McCormick praises are Sherman and Sheridan: Sherman was a good tactician but a poor fighter; Sheridan was Grant's equal in battle but never commanded a large army. For Burnside, Hancock, Meade, et al., McCormick has little but harsh words: "Strive as he might, Grant could not drive them forward...
College youth because of its plasticity and transitory nature is peculiarly susceptible to the influx of new ideals and standards of value. But there are few men who consciously strive for some definite formulation of their ideas on these subjects of vital importance. The vast majority of students are engaged in the accumulation of facts and rarely are they concerned with the implications of these upon their personal life. Content to amass a rich store of factual data most students see in this process only a means of either pleasantly spanning the years of their youth or of acquiring...