Word: teachings
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Dates: during 1920-1929
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...settlement called "Newtowne". By the end of the century, Brattle Street, known as "Greek Lane", was already reaching out, the inhabitants thereof were envied for their reputed wealth; the colony had awarded Harvard College an endowment of 400 pounds and two of the regicides lived there long enough to teach the natives some new foreign oaths...
...were obliged to survive a rigorous competition with frequent cuts before being accepted, there would be no lack of men "out" for social service. Why? Its attractions are perhaps as many and as worth while as those which any other activity can offer. A year of this work will teach the student a good many things he can never learn in any college course. Through intimate contact he will learn, as he never could through casual observation, about the habits, opinions, and ideals of people of a very different economic status and education from his own. Besides this the worker...
Plenty of people who should know better are blinded to the need for historical accuracy by tradition and upbringing. A late issue of the Times brings a letter from a high-schol teacher who was considered an arch-heretic to American ideals because he "dared" to teach history as it really...
...cooperation between the colleges and universities and the workers educational movement are discussed at some length by Herbert Feis of the University of Kansas in an article in "School and Society." The suspicion of some of the leaders in workers organizations that the universities would use any opportunity to teach conservatism rather than to encourage independent thinking is balanced by the assumption in many academic circles that the movement is "merely a subordinate branch of radical activities." The result is a deadlock and failure to make available facilities of the colleges which might rapidly advance the intellectual training for wage...
Time and time again we hear that the purpose of a college is to teach men to think. But it must be admitted that the majority of large courses let the student slip by with but little mental effort. The lecturer cannot but be impersonal, and many listen to him as they would to a speaker on Boston Common; with little attention and no thought. In a small course it is different. The student meets the professor personally, and has opportunity to discuss with him any point about which he is doubtful. Besides, he cannot but feel that the professor...