Word: thoroughness
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Dates: during 1920-1929
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Competitors are advised that the studies should be thorough, expressed in good English, and, although not limited as to length, they should not be needlessly expanded. They should be inscribed with an assumed name, the class in which they are presented, and accompanied by a sealed envelope giving the real name and address of the competitor. The papers should be sent on or before June 1, 1924, to Professor Laurence Laughlin at the University of Chicago...
...great God-given phenomena at which he gazes not with the eyes of a visionary but with the naïveté of the fourteen-year-old child which represents the reading public. Add to this naïveté of Mr. Broun's a curiously gentle sympathy for mankind, and a thorough disrespect for snobbery, and you have the man. His opinion of a play is likely to be very near that of the average theatregoer. His tastes are those of the average man. He likes baseball. He likes poker. His new novel is to be a novel of baseball. He is calling...
...reality, the battle is only half won by even the most thorough understanding of an assignment, for the modern curriculum is essentially scientific in nature and demands the employment of an accurate terminology. It would be absurd to describe a machine in terms of a zoological science, and it is often equally absurd to attempt to discuss even one of the so-called abstract sciences in terms of everyday conversation. The inability to use the peculiar vocabulary of the subject leads to a failure to speak convincingly with one who is more thoroughly acquainted with the topic at hand. Accuracy...
...importance of beginning their preparations early, nor have they been given the necessary guidance in planning it. 3. The nature of the questions this year required a moderately minute knowledge equally distributed over the whole field of literature; whereas a student's preparation would naturally provide a more thorough knowledge of one or two periods, and only a general knowledge of the rest...
Point number 3 is the most pertinent. The present examination calls for a fairly complete knowledge of the whole field. Why would it not be better to demand a thorough study of one or two periods, and a general survey of the rest, such as can be contained in a course like English 41? Clearly, most undergraduates cannot be expected to answer in detail such questions as "Langland as a Reformer", "Chronicle History Plays to 1616", "Diarists of the Restoration", and similarly minute subjects in each period. It would seem more reasonable to answer two of these completely...