Repository: UIHistories Project: Booklet - Illini in Service Survey (1944) [PAGE 4]

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on be1 sen t h e U n i v e r s i t y and i bry - tl ^ i l re | ) l l e i r t . " Most of t h e ex< t cla Led rt oolle -" a r e su i ' t i o n s f o r o b t a i n i n g lore t/rpc oal nil . C o o p e r a t i v e w o r k - s t u d y p r o g r a m s , such 0s t h e o: Antiooh Coll. )f a r e a d v o c a t e d whereby t h e Unlver ty w i l l t e r n a t e Jobs with sohool work f o r i t s s t u d e n t s . Th< re >nts or t h e s e p r o p o s i t i o n s f o r e l i m i n a t i n g a l l but t h e o~ lor. l.: " I t would be a t r a g e d y i f t h e o - c a l l e d p r a c t i c a l b j e o t s on which t h i s war h a s p l a c e d such a h i r h premium were llowed t o d i s p l a o e s t u d i e s such as p h i l o s o p h y or E n g l i 1 once the p r e s e n t c o n f l i c t i s o v e r " ; " P r e s e n t a b r o a d e r , c u l t u r a l ckground for each s t u f e n t " ; "Less emphasis on making a l i v i n g nd ore on how t o l i v e . " A second l a r g e g r o u p c o m p l a i n s of inflexibility in the program, and expre* es r e s e n t m e n t a g a i n s t r e uired and prerequisite courses: "Allow a f r e e or w i d e r c h o i c e of subjects within a iven c u r r i c u l u m " ; "Many w o r t h w h i l e c o u r s e require superfluc p r e r e q u i s i t e s f o r a d m i s s i o n which t a k e t i a needed for prere ferreel s u b j e c t s . " However; a few d i s s e n t i n g voices are heard: " D i s c o n t i n u e the p e r n i c i o u s e l e c t i v e s y s t e m - the A.P. degree has l e s s v a l u e t o d a y t h a n a h i g h s c h o o l d i p l oma of thirty years n ago. o

Concern about the impersonality of University relationships is expressed in so many ways and in reference to so many of all the topics classified that it is evident that feelinrs about the matter are strong: "As much as I am grateful to the University of Illinois, I still look upon it as a huge, impersonal machine." Some would remedy the situation by smaller .oe classes, others sug est i ; r intimate'relations between student and instructor, Required conferences, counseling, an improved faculty adviser systei , orientation-to-the-campus classes, the seminar method, "Oxfordian type" discussions, and pre-collepe idance are other suggestions offered. The men are lavish in their praise of Army and Navy teaching methods. Dozens laud the clever use of teaching'a ids such as charts, lesson outlines, raphs, diao'r: is, models, deraon'tra tions t and particularly films, and recommend the University adopt them much more widely. Small discu ion groups and the *nment of problems to be worked and explained by students Tore the cl; 1 are also advocated. "For years to com. col~ le es will have service men in school. The men are use to ood instructors and good methods of in* I ruction, They will expect our schools to be at least as good." It is difficult to convey in a short >ry the ' vc f lir :pres in many letter;• inst what are < I ' fol si 1 of in: ruction. One group of such opinion n t h e no t o mak iti " t h i n k " , " a n a l ; >", . Lve oblei s opt I to " therii e ' F1 r 1 in a f yei r JUD hi s i nt y e a r s ,. " Anoth( •• •r. LI 'k 1" too of' in v i