Word: systemic
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Dates: during 1920-1929
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...commercial relations clearly indicates to what extent the demand for practical education has developed. Princeton's project is to bring theory and reality into conjunction by dealing with such problems as the collection of international debts, American foreign trade expansion, international tariff, and the need of a world-wide system of currency. Such a proposition lends impetus to the already popular theory of solving world problems through the medium of economics in that it proposes to educate many young men to make practical use of the theories of international business...
This innovation is to supplement, not replace the old system of collegiate education. To merely recognizes the fact that it should not exclude the arts but join with them in reducing collegiate thought to a mean of common sense. Any sentimental traditions, no matter how venerable, that exclude from the college curriculum, all but scholastic abstractions untainted by the leprous touch of realism, should never stand in the way of such additions as this...
...acclaim with which the Oregon system met in the recent Dartmouth-Harvard debate tent an impetus to its general adaptation by debating circles. Under the new procedure the first man on each team sets forth the arguments of his side. The second man questions the opposition, and one member of each team then summarizes the disputations which favor his contentions. The audience render the verdict after quizzing the participants to their own satisfaction. By combining the best elements of the Oxford system of free discussion and the present unsatisfactory American procedure, this most recent innovation in the sphere of intercollegiate...
...Fort Myers, Fla., last week, Motorman Henry Ford talked of a world-wide Ford factory system. Said he: "I am frank to admit that I am an internationalist." He predicted Ford plants in France, in Russia, in Ireland, in South America and in other (unspecified) countries...
...with Harvard College can be made right by the creation of new moulds into which to pour the malleable masses that now choke the educational machinery in Cambridge. Judging by undergraduate opposition to the House Plan, one must conclude that Harvard itself notices very little the clogging of its system. It is this refusal to consider as a weakness what others see as the major fault to be corrected that has caused the split in the Harvard camps; no amount of official assurance or calm approval from the outside can make the undergraduate believe that he needs a more settled...