Word: teacher
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Dates: during 1920-1929
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...having returned to Chicago and consulted his wife, he telegraphed his acceptance of the presidency of Oberlin. He is the first non-theologian to hold this office. His name and accomplishments: Dr. Ernest Hatch Wilkins, 46, professor of romance languages at the University of Chicago since 1916, War-time teacher of French to doughboys, author of Army French as well as Dante-Poet and Apostle, graduate of Amherst College. Some say President-elect Wilkins looks and thinks like the late Woodrow Wilson...
William Henry Potter: More than thirty years a teacher in the Dental School. In 1914 he joined the first American hospital in France, and later served in our army with marked distinction...
...teacher has come to recognize that the undergraduate is a student as well. The explanation of the turning back toward a more serious interest in the curriculum proper and away from the extra-curriculum activities in recent years would be a fascinating and enlightening subject for careful study. For the moment it does not matter. The swing is actually going on. In its broad sweep it was discussed and approved by Professor Lovett. Quite happily Professor Edgell has placed the Reading Period Plan in its proper relationshiup with the general tendency...
This respite, for which instructors are now planning and to that end regulating their lectures and reading lists, will be an experiment as much for the teacher as for the student, although its success depends, naturally, on the later. But professors are the first to be faced by the practical details of the plan. On their shoulders falls the burden of forming correct ratios of classroom work and, especially important since in it lies the efficacy of the plan, of proportioning the reading to be done during the weeks when there are no official meetings of courses...
...more prevalent perhaps than at any other equally large but less unified institutions: there are faculty-student teas are the Union in the Fall and, in addition, many professors welcome informal calls at their homes. But neither these nor similar methods of bringing the student closer to his teacher has quite succeeded in training mentor and pupil to the realization that each is, after all, more than a machine. Too often the platform lecturer is led to believe that his listeners are entirely devoid of humanistic attributes. Therefore whatever can be done to demonstrate that good instruction is appreciated...