(Excerpt from The Great Educators: Alcuin and the Rise of ...)
Excerpt from The Great Educators: Alcuin and the Rise of the Christian Schools IT is the purpose of this book to present a sketch of Alcuin in his relations to education, with prefatory and supplementary matter suffi cient to indicate his antecedents and also his connections with later times. The account given is based mainly on a study of Alcuin's writings, and attempts, so far as possible, to let Alcuin speak for himself, rather than to theorize about him. Such books about Alcuin and his pupils as have been found serviceable have also been freely consulted. In submission to the present custom of historical writers, and the authority of Shakspeare, I use the name Charles the Great in place of Charlemagne. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
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(Excerpt from The Graduate College of Princeton With Some ...)
Excerpt from The Graduate College of Princeton With Some Reflections on the Humanizing of Learning To the Minnow every cranny and pebble, every quality, and accident, of its little native Creek may have become familiar: but does the Minnow understand the Ocean Tides? Thomas carlyle. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
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(Excerpt from Education and Intelligence Do we realize th...)
Excerpt from Education and Intelligence Do we realize that in our preoccupation with the machinery of education, our ready applause of this and that novelty and our eagerness to turn all to utilitarian ends, irrespective of the abiding in visible values, we are forgetting the all-important and controlling truth of the matter? This truth is that education is a warfare against ignorance the old, ancient, inveterate ignorance to which the human race is newly born with every generation that enters the world. This is the one ever-old and ever-new material to be mastered and trans-n formed - the vast opaque resisting mass which must/21 first be illumined from without and then made ln minous within by the processes of education. It is on the existence of this ever-recurring need the existence of institutions of knowledge depends - for to make the darkness light is the one ceaseless work of education and of educated men. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
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Andrew Fleming West was born in Allegheny, Pa. , probably the only son of the Rev. Nathaniel West, a graduate of the University of Michigan, and Mary Tassey (Fleming) West, both Scotch-Irish Presbyterians. The family moved afterward to Cincinnati, then to Brooklyn and to Philadelphia.
West attended a private school in Philadelphia. He entered the College of New Jersey (Princeton) in January 1870 but soon withdrew in poor health and for two years attended Centre College in Danville, Ky. , where his family was then living. Returning to Princeton, he received his A. B. in 1874.
He taught Latin in Ohio high schools for seven years, traveled abroad, and in 1881 became principal of Morris Academy, Morristown, N. J. President James McCosh of Princeton, who greatly admired West, secured his appointment in 1883 as Giger Professor of Latin; earlier that year the trustees had awarded him an honorary Ph. D. Despite his eventual commitment to graduate education, he appears never to have undertaken formal graduate study. West remained at Princeton the rest of his life. He produced some scholarly work - editions of Terence and the Philobiblion of Richard de Bury and a readable short book, Alcuin and the Rise of the Christian Schools (1892) - although much of it was criticized for imprecision and errors of judgment. He served as president of the American Philological Association (1901 - 02) and as one of the vice-presidents of the Archaeological Institute of America (1913 - 27). A trustee of the American Academy at Rome, he was for many years chairman of the American School of Classical Studies there. West's role, however, increasingly became that of an administrator and an educational controversialist. For fifty years he defended the classics without compromise. Militantly he attacked the unrestricted elective system of studies (or, as he called it, "the educational lunch counter") and the bestowal of academic credit in utilitarian subjects. Some of his most hard-hitting essays were collected in Short Papers on American Liberal Education (1907). In 1917 he helped organize the American Classical League, which tried to show by taking surveys that the classics were not really dying out. West believed the aim of education was to discipline the mental faculties and to develop moral character. Though he eagerly helped Princeton expand, his outlook remained tied to the nineteenth-century college. Rejecting the increasingly influential Germanic tradition of scholarship, he regarded instruction as a civilizing process. Outside the classroom he valued gentlemanly sociability and esprit de corps. Especially after visiting Oxford in 1902, he sought almost slavishly to imitate the English pattern of higher education, including its architecture. He lacked sympathy for, and probably any real comprehension of, the modern freewheeling style of intellectual life. He opposed hiring the historian Frederick Jackson Turner because Turner was a Unitarian. Under President Francis Landey Patton, West became a major power behind the throne. In 1901 a formal, autonomous graduate school was opened, with West as its head. He supported Wilson for president of Princeton in 1902, despite whatever jealousies he may have harbored. Thereafter his major aim was to build a residential college for graduate students, the first such institution in the United States. Wilson supported the project but gave it low priority. Both men fundamentally agreed on educational philosophy, although Wilson was intellectually somewhat more modern and in the end more rhetorically democratic. At bottom, on both sides the dispute was a struggle for personal power. Even so, its memory divided Princeton families forty years afterward. West grew impatient. In 1906 he was offered the presidency of the Massachusetts Institute of Technology, despite his extreme antipathy to science and practicality. Thereupon the Princeton trustees promised rapid support for the graduate college, and West's sense of power rose noticeably. He began to insist that the college should be built some distance from the main campus, doubtless believing he would be more his own master in such an environment. Wilson, however, threatened to deprive the graduate college of attention and resources by his own scheme to curb the socially exclusive eating clubs through the creation of undergraduate houses. West's enmity now became open and bitter. It was further heightened when Wilson moved to reduce West's authority over graduate academic affairs, strongly supported by the younger faculty, who feared that West's autocracy and archaism would cripple graduate education at Princeton. Wilson appeared to be winning the battle over the site of the graduate college when in May 1909 the first of two gifts with terms supporting West was announced. The soap manufacturer William Cooper Procter, an old acquaintance of West, donated half a million dollars. The Princeton community now became deeply split, with most of the alumni firmly behind West and the faculty equally committed to Wilson. The controversy was finally ended by a second gift, this from the estate of Isaac C. Wyman. West, who was one of the executors, perhaps honestly publicized it as totaling at least $2, 500, 000, though the amount actually received was about $660, 000. Soon afterward the trustees voted to accept the more distant site for the graduate college, and Wilson, having conceded defeat, resigned from Princeton in order to enter politics. The dedication of the graduate college on October 22, 1913, was the crowning moment in West's life. That same year his extensive powers as dean were decisively curtailed when, for reasons of administrative efficiency, the graduate school was stripped of its autonomous position and placed directly under the president and board of trustees. Dean West retired in 1928, solemnly witnessing the dedication of a life-size seated statue of himself in the college courtyard. After a protracted, lonely, and sometimes ill-tempered old age, he gradually lost strength and died in his home on the graduate college grounds in 1943. He was buried in the Princeton Cemetery.
(Excerpt from Education and Intelligence Do we realize th...)
(Excerpt from The Great Educators: Alcuin and the Rise of ...)
(Excerpt from The Graduate College of Princeton With Some ...)
As a man, West had great presence. His large frame, straight gaze, booming voice, and firm stride conveyed an air of dignity and command. He was regarded as an inspiring teacher. At dinner he was witty, expansive, and sometimes light-hearted. He wrote clever limericks and elegantly flattering appreciations. Supremely capable of ingratiating himself with the prominent (he persuaded ex-President Grover Cleveland to live in Princeton), West was a talented fund raiser who basked in the social contacts this activity gave him. Ceremonialism, elegant living, academic politics, and a paternal fondness for some of his students helped fill a void in his personal life.
He had married Lucy Marshall Fitz Randolph on May 9, 1889. They had a son, Randolph.
