Word: teachers
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Dates: during 1930-1939
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...heathen have their idols, the great American public has its heroes, but the majority of college students prefer legends. Outstanding among the three centuries of legends upon which Harvard can look back are those pertaining to its famous teachers--including such men as Dean Briggs, Kitty, Copey, and Whitehead. Recent educational trends have diverted emphasis from teaching for teaching's sake into channels of research; and although this shift has undoubtedly tended to produce more and better scholars, it has at the same time caused a dearth of "legendary" teachers. Granted that research is the basic element in the teacher...
Today there is another name which many students would add to the roster of legendary teachers. In comparison with others, he was here only a short time; while here he was known and liked because he was a superior composition teacher, and because he had a vigorous and stimulating viewpoint on contemporary American literature, not for his considerable research work. Having terminated his connection with the analytical "Saturday Review of Literature," Bernard De Voto may be surprised to learn of strong undergraduate sentiment in favor of his return. This man deserves the chance to continue the teaching work he left...
...editor. To his desk went aggressive, irascible, 39-year-old Bernard De Voto, who had been a lecturer at Harvard, editor of The Harvard Graduates' Magazine, a successful contributor to the Satevepost, Red Book, Collier's. Born in Ogden, Utah, the son of a Notre Dame mathematics teacher and a Mormon girl, Bernard De Voto entered the University of Utah at 17, helped organize a socialist society, left Utah in disgust when three faculty members were dismissed for unorthodox opinions. He went to Harvard, enlisted, was a lieutenant of infantry before he got back to Harvard to take...
Like William James, Professor Lake complains of the worship of degrees, and very rightly. The taking of courses for credit, the pursuit of degrees and titles for themselves, has been long recognized as one of the worst features of American Education from Normal School up. Every teacher knows how general and futile cramming for an examination is, and that too few students remember anything significant about the courses they took...
...reasons for dismissal, in certain cases, are disputable. Why, for instance, should an English teacher be required to waste several years obtaining a Ph.D., if he has no interest in doing his research work in Philosophy? Such a man can prove as good a scholar along more modern and more unexplored lines. Granted that the academic side of teaching is the major consideration, the human or personal element must not be overlooked. For, unless a man puts his knowledge across to his students, he is merely a scholar, not a teacher. Again, should the political or social tendencies of teachers...