College Sons and College FathersHarper & brothers, 1915 - 232页 |
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American college American literature American parent athletics attitude average background become begin believe blame blind brain cern certainly civilization college education college professor composition course critics culture curriculum Dark Tower democracy desire difficult educa efficiency élan vital energy English literature environment essay esthetic experience fact faculty Falstaff feel Freshman graduate school HENRY SEIDEL CANBY human ideals ideas imagination indifferent intellectual intelligence interest Justice Shallow knowledge labor lack laissez-faire least lege less liberal arts liberal education literary living loyalty luxury magazines means mediocrity ment merely mind never Nevertheless perhaps Philistine practical profes profession public opinion readers romantic romanticism sense Shakespeare social sometimes spirit student success suppose talk taught teacher of English teaching English things thought tion true truth undergraduate Utopia vocational vocational education waste wish words writing youth
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第218页 - By heaven, methinks it were an easy leap, To pluck bright honour from the pale-faced moon, Or dive into the bottom of the deep, Where fathom-line could never touch the ground, And pluck up drowned honour by the locks...
第113页 - Can rules or tutors educate The semigod whom we await ? He must be musical, Tremulous, impressional,. Alive to gentle influence Of landscape and of sky, And tender to the spirit-touch Of man's or maiden's eye : But, to his native centre fast, Shall into Future fus.e the Past, And the world's flowing fates in his own mould recast.
第1页 - There they stood, ranged along the hill-sides — met To view the last of me, a living frame For one more picture ! in a sheet of flame I saw them and I knew them all. And yet Dauntless the slug-horn to my lips I set And blew. " Childe Roland to the Dark Tower came.
第228页 - ... teach literature than the facts about literature. And all these things are among the ingredients of literature. I am merely pointing out the extremes of extra-literary endeavor into which the remoteness of the philosophers, the slackening of religious training in the home, and the absence of aesthetic influences in American life, have driven some among us. A friend of mine begins his course in Carlyle with a lecture on the unreality of matter, Browning with a discussion of the immortality of...
第225页 - ... usually superficial in his reading, and sometimes merely barbarous in the use he makes of it ; but there is more gained from his training in literature than meets the sight. Thus the effects of English teaching are sometimes hidden. But English teachers are so common nowadays that of them everyone may form his own opinion. And, indeed, the rain of criticism falls upon just and unjust alike. The undergraduate, if he takes the trouble to classify his teachers of English otherwise than as "hard"...
第196页 - And thanks to the inescapable difficulty of accurate writing, they resist the attempt to make theni thorough, with the youthful mind's instinctive rebellion against work. Nevertheless, whatever the cost, they must learn if they are to become educated in any practical and efficient sense; the immigrants especially must learn, since they come from environments where accurate expression has not been practised — often has not been needed — and go to a future where it will be required of them. Not...
第184页 - ÏEEDS, not words," is a platitude — a flat statement which reduces the facts of the case to an average, and calls that truth. It is absurd to imply, as does this old truism, that we may never judge a man by his words. Words are often the most convenient indices of education, of cultivation, and of intellectual power. And what is more, a man's speech, a man's writing, when properly interpreted, may sometimes measure the potentialities of the mind more thoroughly, more accurately than the deeds...
第209页 - All undergraduates profit by organized help in their writing; many require it. I do not think that success will come by a pedantical insistence upon correctness in form without regard to the sense. Squeezing unwilling words from indifferent minds may be discipline; it certainly is not teaching. I think that success will come only to the teacher who is a middleman between thought and expression, valuing both. When we succeed in making the bulk of our undergraduates really think; when we can inspire...
第39页 - The laissez-Jaire method, as I have described it, may have increased self-confidence, favored manliness, and saved time and worry for the American parent, but as a cultural process it was thoroughly inefficient. Well, what is to be done about it? Let us suppose that we desire culture, by which I mean . no mere affectation of knowledge, nor any power of glib speech, or idle command of the fopperies of art and literature, but, rather, an intelligent interest in the possibilities of living. Indeed,...
第207页 - ... technical skill must be forced upon undergraduates unaccustomed to thoroughness, in a country that in no department of life, except perhaps business, has hitherto been compelled to value technique. Even the optimist grows pessimistic sometimes in teaching composition. And yet in the teaching of English the results are perhaps more evident than elsewhere in the whole range of college work. It is wonderful to see what can be accomplished by an enthusiast in the sport of transmuting brain into words....