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In 1842 a young man from Lewis County, Va., "dropped" discouraged out of his class in West Point, after a few weeks' trial of drill and curriculum, and returned home. The story of his defeat was canvassed freely in the neighborhood smithy, the head-quarters of provincial gossip, and was under discussion one May day while Cummins Jackson, a planter and bachelor, waited to have a horse shod.
The world is in need of a more exalted ideal; an ideal in which equality shall be more nearly represented and they give themselves consciously to the task of assisting in this regenerating work. The difference is not in the law itself, but in our comprehension of it. The curriculum of the school of life is unchanged.
Mary had been but eight weeks among the Misses Cabot's young ladies, but she had used her eyes and her brain during that time; she was adaptable and had learned other things than those in the curriculum. Also, she was prepared for this meeting and had made up her mind to show no embarrassment. So the usually blase Samuel was the embarrassed party. He looked and stammered. Mrs.
If I had the power to remodel Medical Education, the first two years of the medical curriculum should be devoted to nothing but such thorough study of Anatomy and Physiology, with Physiological Chemistry and Physics; the student should then pass a real, practical examination in these subjects; and, having gone through that ordeal satisfactorily, he should be troubled no more with them.
Veal. With respect to learning, "the Curriculum," as Mr. Veal loved to call it, was of prodigious extent, and the young gentlemen in Hart Street might learn a something of every known science. The Rev. Mr.
These ideas he put into practice at once and Michigan became the first university in the country to introduce practical scientific courses within the regular arts curriculum, and, following Harvard by only a few years, was the second university in the country to break away from the accepted hard and fast course in which the humanities were the beginning and the end of education, acknowledging the claims of science by granting the degree of Bachelor of Science.
It is just this sort of thing that for so long made the "public schools" of England, however limited or defective may have been the curriculum, a vital force in the development of British character. At best, however, this seems to me but an indifferent substitute, an inadequate "extra," doing limitedly the real work of education by indirection.
The so-called elective studies will also help to keep down the class spirit. In many colleges the curriculum is no longer an inflexible routine. On reaching a certain standing the student, although not entirely free to select his studies, has at least an option. He may take German instead of Greek, French in place of Latin, advanced mathematics or the natural sciences in place of both.
But it is partly because he has also been their master in fire-making, and tent-pitching, and cooking, and canoe-building, and other useful arts which are not in the curriculum of book-learning.
Leave out the Physiological sciences from your curriculum, and you launch the student into the world, undisciplined in that science whose subject-matter would best develop his powers of observation; ignorant of facts of the deepest importance for his own and others' welfare; blind to the richest sources of beauty in God's creation; and unprovided with that belief in a living law, and an order manifesting itself in and through endless change and variety, which might serve to check and moderate that phase of despair through which, if he take an earnest interest in social problems, he will assuredly sooner or later pass.
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