By William M. Chace
In a single Hundred Semesters, William Chace mixes incisive research with memoir to create an illuminating photo of the evolution of yankee greater schooling during the last part century. Chace follows his personal trip from undergraduate schooling at Haverford university to instructing at Stillman, a historically African-American collage in Alabama, within the Nineteen Sixties, to his days as a professor at Stanford and his appointment as president of 2 very diversified institutions--Wesleyan college and Emory collage. Chace takes us with him via his many years in education--his expulsion from collage, his boredom and confusion as a graduate scholar through the unfastened Speech flow at Berkeley, and his involvement in 3 contentious instances at Stanford: on tenure, curriculum, and educational freedom. while readers stick to Chace on his journey to prison after he joins Stillman scholars in a civil rights protest, it truly is transparent that the guidelines he offers are born of expertise, now not preached from an ivory tower. The publication brings the reader into either the study room and the executive workplace, portraying the original significance of the previous and the atypical rituals, rewards, and problems of the latter. even if Chace sees a lot to lament approximately American greater education--spiraling charges, elevated consumerism, overly competitive institutional self-promotion and advertising, the corruption of intercollegiate activities, and the depression nation of the humanities--he unearths extra to compliment. He issues particularly to its energy and power, suggesting that this is often sustained if better schooling continues to be actual to its goal: offering a humane and worthy schooling, contained in the lecture room and out, for America's destiny generations.
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Additional resources for One Hundred Semesters: My Adventures as Student, Professor, and University President, and What I Learned along the Way
The rest, in huge numbers, go everywhere else, to places large and small, old and new, urban and suburban, where everything from animal husbandry to forestry to restaurant management to ancient history, Shakespeare, and the history of Vietnam is taught. The world of higher education has indeed changed in the last fifty years. What was once smaller, less expensive, less inclusive, less complex, and less ambitious has taken on massive dimensions and importance and has become centrally involved in the lives of millions of people, Americans and others.
Did the “third” student have a duty stemming from the “first” student’s failings and the “second” student’s passivity? What, in its fullest dimensions and possibilities, did a moral life mean? What did we owe to others while being aware of what we owed to ourselves at our best? With such complexities our young minds then wrestled. In time, I learned much more about the Honor System in a direct and painful way. But that hard lesson did not come until my sophomore year. “Reputation” alerted us to the fact that, while the campus was small and seemingly self-enclosed, a world beyond—made up of people who thought about us and would judge us—did exist.
3. This was fair grading, untouched by either inflation or indulgence from my teachers, and I knew the score when I went home in June. The year had been both exhilarating and sobering. When my parents and my brothers asked if college was hard, I told them that it was. What I did not tell them, and could not at the time, was that I had learned that college—by which I meant a campus set somewhat apart from the world, a set of serious intellectual and moral provocations, a vocabulary of rules and tradition, a system of pedagogical authority and youthful curiosity—was a way of living.
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