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Updated: May 4, 2025
So, after having thus spoken briefly of the university as a whole of its place in the state, its great influence and that of its teaching body I invite you to think with me as I touch the subject here and there briefly discussing these three sub-topics: 1. The Kind of Teachers the University should Employ; 2. The University Teacher in His Classroom; 3.
In trying to become interested in Mediaeval History, keep actively engaged in it. Read book after book dealing with the subject. Apply it to your studies in Political Economy, English, and American History. Choose sub-topics in Mediaeval History as the subjects for themes in English composition courses. Try to help some other student in the class.
And on being asked to state what facts they might teach, they gave the following sub-topics in almost exactly this order and wording: the ears; food and how obtained; the tongue; paws, including cushions; whiskers; teeth; action of tail; sounds; sharp hearing; sense of smell; cleanliness; eyes; looseness of the skin; quick waking; size of mouth; manner of catching prey; claws; care of young; locomotion; kinds of prey; enemies; protection by society for the prevention of cruelty to animals, twenty-two topics in all.
Under these headings the sub-topics given, with a few omissions and additions, might be arranged as follows: Under first aim: /Birds 1. II. Shelter. Use of covering. Finding of warm place in coldest weather. Under second aim: Kinds and where obtained: milk; scraps from table; biscuit; catnip. Observe method of drinking. II. Shelter. How provide shelter. III. Cleanliness. Danger from dampness.
It might be salutary, too, in dealing with the forces on the ground, to follow President Foster's suggestion given in these words: "It would be well if more teachers were dismissed because they fail to stimulate thinking of any kind." I come now to the last of my three sub-topics, Fortunately, its discussion need not detain us long. What should be that attitude?
Even when provided with sub-topics, they often need help in selecting and fitting together the appropriate facts, since no article exactly suits their needs. About half of the reporting librarians are of the opinion that it is the teacher's business to instruct pupils in the use of books; they consider the library to have done its share when the child has been helped to find the material.
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