Word: teaching
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Dates: during 1930-1939
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What, Mr. Walgreen wondered, did they teach in government courses? That night he slept little and next morning he delivered an ultimatum: Lucille must leave the University. Short while later, when he dropped his niece at the campus, she had instructions to go at once to Cobb Hall, tell the Dean all about...
Born in the Anacostia section of Washington, Frederick Patterson was the last of four children. His father died when he was a few months old, his mother less than two years later. His sister Wilhelmina took him with her when she went to teach at Prairie View College, Tex. There, young "Pat" spent his time tagging after the football and baseball teams, getting his ears boxed for being a nuisance. Because he was a professor's brother, he could cut classes at will. When he studied, he studied hard, at agriculture and veterinary surgery. Later at Iowa State College...
...help teach at Stone City appeared a handsome dark-haired young man named Arnold Pyle who is the subject of Grant Wood's best-known male portrait, Arnold Comes of Age. Painter Arnold Pyle not only taught at Stone City while it lasted but now frames some of Grant Wood's pictures, helps prepare his panels for painting, acts as his unofficial business manager. His portrait, too, was on view at last week's Manhattan show...
...serious implications of this measure, aimed at the handful of Communists in the teaching profession have not been fully considered. A full-blooded Communist would hardly be averse to oath-taking if his "mission of revolution" could be advanced by continuing to teach. More explanation of Communism would undoubtedly cause many unwarranted dismissals. It is impossible to subscribe to the opinion of our super-patriotic organizations that ignorance is bliss. Nor is it possible it support yellow-press inspired and emotional legislating rather than reason in the effort to thwart Communism...
...that "dumb-bunny" sections be established, in every large course. The first suggestion can be dismissed as being financially impracticable and the result of expecting school methods of instruction in college. The same financial obstacles lie in the way of having smaller sections and more section hands to teach them. Objection to rote learning of a multitude of facts is a natural reaction to the vast broadening of all the fields of knowledge in the course of the change from school to college study. But the establishment of differentiated sections, as is now done in History 1, would free those...