Word: subjects
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Dates: during 1880-1889
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...interesting course of lectures has been successfully begun at Brown University The subject of the entire course is "Problems in City Government." Ex-Mayor Seth Low of Brooklyn, gave the opening lecture January 4. Professor Woodrow Wilson of Wesleyan gave the second on the evening of January 11. Professor Wheeler, of Yale, Prof. Hart, of Harvard, Profs. Chapin and Gardner, of Brown, and others are to follow, each discussing some particular phase of the question. The Glee and Banjo Clubs gave a very successful concert in Norwich, Conn., on Friday evening last. They are now making arrangements for an extended...
Professor Cooke is a universal favorite, and a large and appreciative audience assembled in Upper Boylston Hall last evening to hear his third lecture on Italian cities. The subject was "Rome," and it was treated in an instructive and entertaining manner...
...impossible in a lecture, or in a course of lectures, to give anything but a most superficial account of the "Eternal City." It would take months, nay years, to gain a knowledge of its churches, temples, paintings and antiquities. He would be obliged to confine himself to one subject-namely, the topography of Rome. He would walk with his listeners from one place of interest to another, starting at the northern portion of the city, and going a circular path towards the east, showing them the views he had collected. Rome, he said, had changed much in the last twenty...
...discussion now going on in the Nineteenth Century is arousing a great deal of interest in England, and has also attracted much attention on this side of the water; and it may well do so, for it is upon a subject-the merits and demerits of the present examination system, which has been much discussed among us of late, and is one of the problems which American educators must next solve. The discussion originated in a protest against the system of competitive examinations which appeared in the Nineteenth Century. This protest was signed by some of the most distinguished educators...
...learning, a knowledge "crammed" just before examinations often serves as well, or better, than the more steady and real growth in knowledge. Again, the student narrows his work. He will not improve the many inviting chances for supplementary research and investigation which will broaden his whole knowledge of the subject at hand. Why? Because this is not required in the preparation for the all important examination. The rational part of the student becomes subservient to the selfish ambition which is spurring him on. He utterly disregards final success and devotes himself to the development of the "rote-faculties' in order...