Caption: Book - Four-Year Report of UI President (1950)
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lent who i quests aid in an cfTorl to unpi c Ins study 1 bin C M attitudes. Some department have develop I orientation weeks at whicl time h n plans are reviewed, methods ol teaching ai i ticcd, UKI the special needs of the students arc mapped out ( ourses and Curricula The l ne marrow of a university is found in ii >ui i and curricula; I tea< hers and teaching activities develop the i Us 01 which ideas thrive. H e r e is w hei s t u d e n t s g r o w in m e n t a l powei In 1947 and 1948, every course and curriculum in the 1 iv< sity w reviewed, brought up to dal and reel., ified in tern of it place in the edu itional experience of students. This is a 1 onsi< rulty . lishn nl in view of the numl r and \ tv of courses offered in a lai university. This reform was guided by principles I d in m a n y institutions. T h u s the first two ve.i: an coi j red basic in masterh the tools foi advanced work. The) in of t tii and maturing the l rner, s blizing his motive nd < inter nd giving h i m the g e n e r a l a n d specializ 1 knowledge h e will n< d lat< 1. Th o n d t w o J irs a r e d e \ o t e d to m a j o r s a n d minors. For 11, t u d e n t s , they m a r k the e n d of formal e d u c a t i o n . T h e courses 1 hej 1 ,))' li/.ed and the distinctive achievements of stalk mem- hi ii th- ncai d u a t e eloser to the frontiers of know ledge. T h e t r e n d is t o w a r d n increasing a m o u n t o( work in general edu ition. In many di\ isions it is also toward a firmer union betv en the 1 1 • two years of 1 ollegc and the first year o( graduate work. In any event, all nieinU is of the stalk are, or should he. d e e p h incTi I with the central questions: What is to he taught? Ilow hould it be taught? A major study, now in proa i, of pr ims ol studv for the <'i\w Ltion Of w o m e n is one e x a m p l e ol the steady h for tl 1 l»i answ« is to these questions,
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