Word: restrictions
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Dates: during 1910-1919
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...Education is not merely a matter of pouring in accepted doctrines, but rather of making the student's brain work. As we do not attempt to limit the reading of the radical book in the university, so we should not restrict the radical thinker of great ability, who at least provokes discussion and thought...
Great educational reform was a much anticipated result of the war. In some colleges it has already come. Instead of being a movement allowing the undergraduates greater freedom, however, it has resulted in reducing the number of electives. Dartmouth is the latest to restrict the student in his choice of studies. This action has received favorable editorial comment in one of the Boston papers...
Since the U53 and the Deutschland paid us their respects early in the war, we have taken it for granted that the submarines would restrict their activities to the Irish Sea, the Mediterranean, and the waters around the coasts of England and France. At least, we soon believed this to be the German policy when, after the Naval Reserve had taken to sea in their motley array of ships, no enemy was found willing to do battle. Our vigil little by little relaxed, the crews ceased to open fire on every inoffensive porpoise, and the Navy Department began to build...
...minimum. There is, unfortunately, a great possibility that the same radical elements which have made themselves felt before will oppose the measure on the ground that many roads will continue extravagant management and dividends of unnecessary size; they may do their utmost to so reduce the compensation and restrict the owners that some roads will not be able to stand up under the strain. Such conditions would not only be unjust to bond and stockholders, but also to the railway management which have been endeavoring in every way to keep pace with the recent demands made on them on every...
...such attempts on the part of the officers of a university to restrict the freedom of speech or opinion on the part either of the members of the faculty or of speakers from the outside is based upon a misconception of the attitude of the students toward those who address them from the lecture platform. That attitude is almost invariably one of respect, mingled with doubt. No audience is quicker to perceive the untruth, the fallacy, or, on the other hand, the worth of an argument. Weight of academic authority counts for little to the university student who is accustomed...