Word: teaching
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Dates: during 1930-1939
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Yesterday's editorial on Education of Harvard said that the prime function of a University is to teach its undergraduates, and that its second purpose must be a thorough contribution to the knowledge of the world through productive scholarship and intelligent research on the part of its faculty and graduate students. For this reason a balance between these two goals must be achieved, so that one aim does not obscure or act to the detriment of the other. Today at Harvard the art of teaching has been subordinated to the function of research, and the balance between the two should...
...highly specialized technical knowledge of a particular subject, rather than on its broader aspects, or its philosophical, social economic or cultural implications. The personal success and promotion of these young men depends upon their ability to do this minute research, and not upon their ability to teach...
Briefly, then, the prime fuction of the University is to teach its students. No other excuse for existence can possibly be arrived at. No matter how far-flung may be the empire of learning which the University controls, no matter how many great and famous scholars have been developed or have been induced to study in Harvard, no matter the size of the library or the splendor of the laboratory facilities, the University has got to pass on to the students a share of its reservoir of learning, if it claims to train young men to assume their places...
Neither to introduce a modern European style nor a fixed idea of "Gropius" architecture but to "teach an attitude towards the problems of our generation which is unbiased, original and elastic," has Europe's leading "modern" architect come to America and to Harvard...
Chemistry 6 in a problem in itself, Elementary physical chemistry is extraordinarily hard to teach, particularly so when only a meagre mathematical training is required of the students. Dr. Wilson has done well in his first year, and will undoubtedly improve. The lectures are well delivered, but not in all cases clear. The laboratory work is interesting, but in some cases, qualitative experiments should be replaced with more quantitative once. Chemistry 16 is far more satisfactory, as professor Kistiskowaky, more thoroughly familiar with the material, and able to approach it from a more advanced point of view, makes his lectures...