Word: teaching
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Dates: during 1930-1939
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...undergraduates who take it as a requirement is Philosophy. Philosophy A is little short of a boring rule which must be adhered to, containing small interest, having uninspired lectures, and run by men, who to the undergraduates, contain no imagination. Philosophy is a difficult subject at best to teach to undergraduates, but if it could be done through a history of philosophic thought, given interestingly and imaginatively, it probably could be made more palatable to the men who elect it, and it would also give to them some idea of the history of the philosophic attitude toward knowledge and life...
...Teachers cannot build a new social order, as some people would have them do. On the other hand, teachers cannot remain aloof from current realities if their teaching is to be at all vital and significant. Teachers ought to teach what they believe to be the truth on all questions where the community as represented by the School Board has not expressly forbidden them to teach. Teachers can be much more aggressive in teaching the truth on all matters about which the community has not crystallized an opinion than they commonly...
...example, teachers are relatively free to adjust the school curriculum to a closer relation with the international realities of today. We can teach more of the international setting of our national history. We can teach more of the unpleasant truths of war. All this we ought to do in the interest of a better relation between public education and international realities...
...Cambridge, though harassed about its aims, subconsciously postulates certain functions of a university and satisfactorily fulfills them, whereas Harvard seems undecided as to what its functions should be. In preparing for livelihood rather than life it loads the undergraduate with course work, assignments, and examinations, in the attempt to teach him a variety of subjects. Very little energy is left for association outside the classroom another name for this lack of energy is indifference. Despite its superficiality, the ordinary Cambridge society which forms itself round any interest from the ballet to archery, not forgetting politics and chemistry, performs...
...Cherington states: "The Critic does not presume, as Mr. Wade implies, to the arrogant undertaking of teaching Harvard men to think." I am glad, but then I cannot understand why the Critic editorial should contain these words: "To teach how to think and what to think about. . .' Idealistically the existence of the Critic is a tacit plea for this...