Word: curriculums
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Dates: during 1930-1939
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...translation courses do. They acquaint him with all the masterpieces of German literature and their influence rather than hold him responsible for meticulous translation of the works of a few authors. There are certainly men in the department at present able to conduct the course. Its addition to the curriculum would seem to benefit that increasing number of men who find an interest in things Germanic...
There is undoubtedly some basis for the point of view of Dr. Lang of the University of Chicago, who says American colleges are being impregnated with practical courses which breed a materialistic outlook. In some cases the reaction against the classical curriculum has been carried to extremes. But, when Dr. Lang comes to criticize the high schools on the same grounds, he seems to fall into the common error of considering the high school purely as the hand-maiden of the college...
...development of undergraduate courses. The research results of one year are the undergraduate subjects of the next. The close association of graduate work with undergraduate courses will aid greatly in maintaining a high standard in the undergraduate courses will aid greatly in maintaining a high standard in the undergraduate curriculum. It will provide a constant flow of new thought from the advanced student to his more elementary colleague...
...weakness in the Columbia plan lies in the method by which they propose to determine each student's individual needs. The idea of a faculty conference with each student to fashion the student's curriculum after considering his ability, cultural background, and intelligence as determined by psychological tests, assumes that the student has formulated some very definite conceptions as to his professional objective. In this age of complicated professional life with its multitude of different fields of endeavor, it is extremely hard for a young college undergraduate after one year of residence to single out definitely one field toward which...
...reverse, then, of Mr. Robinson's contentions in regard to scholarship seem to obtain at Princeton; namely, that if scholastic rating is a fair index of the extent to which a man is benefiting from the college curriculum, the man working his way is getting more out of his scholastic work than his more financially favored classmate. The reason for this is that the former, in most cases, necessarily acquires the ability to arrange his time effectively; he learns that he can use to advantage minutes which are wasted by his classmate. The time that he is forced to spend...