Bulletin Volume 18-31 (Paperback)

This historic book may have numerous typos and missing text. Purchasers can usually download a free scanned copy of the original book (without typos) from the publisher. Not indexed. Not illustrated. 1916 edition. Excerpt: ...is necessary for the faculty, in order that they will not become "typical college professors." The traditional professor is said to be academic, impractical, uninteresting, completely lost when thrown into close contact with human beings outside the classroom or laboratory. He needs to know more of the world in order that his instruction may become vitalized. Finally, such field work is necessary for the curriculum. There is something flabby, indeed almost immoral, about the teaching of ethics and sociology and government which issues into no grappling with immediate needs.-Both teachers and students should appreciate actual conditions and should have immediate opportunity to act in response to emotions which they experience as a result of investigation or instruction. It is partly because students have not had this vital training in college days that so many of them appear after graduation indifferent to the duties of a citizen. Often you can get better support for a program of municipal betterment from people who have not had a university education. That is a serious fact. The gentleman from Pittsburgh has rightly said that we must begin from the bottom with a new sort of education. We must offer new opportunities and create a new sense of civic responsibility in our schools and colleges if we are to create an effective demand for trained, devoted, and honest public servants in every branch of municipal affairs. Meantime, we must continue to strive for vital and continuous cooperation between the university and the municipality. RESULTS OF COOPERATIVE TRAINING FOR PUBLIC SERVICE AT THE COLLEGE OF THE CITY OF NEW YORK. By Sidney Edwabd Mezes, Pretident of the College of the City of New York. We give cooperative instruction not...