Red brick university

목차 (Table of Contents)

• CONTENTS
• PARTⅠ ： RED BRICK UNIVERSITY
• PREFACE = 13
• INTRODUCTION = 19
• Chapter One. THE BATTLE OF THE ANCIENTS AND THE MODERNS = 31
• Ⅰ. The standpoint of the student : At Oxbridge the student has social advantages, amenities and the advantages of both a high and a low standard in wort. At Redbridk he has longer terms, is better looked after and has fewer expenses.
• Ⅱ. The standpoint of the teacher : At Oxbridge the teacher is slightly better paid, has far greater opportunities and deals with a superior type of student. At Redbrick his students are more interested in their work and more industrious ； and in addition he can do the work of a pioneer.
• Ⅲ. The rise of the modern university. At first it took most of the products of secondary schools ； then Oxbridge began to drain these of their best pupils. The present position : Redbrick is looked upon as a poor second­best.
• Ⅳ. The ideal of the future : decentralization : How to attain it : （i） Larger Treasury grants for the modern universities : with these they could （a） increase their residential facilities ； （b） found more open scholarships and thus attract better pupils ； （c） develop individual Schools, （ⅱ） A modification in the attitude of secondary and public schools towards sending their pupils to universities. （ⅲ） Interchanges of students and staff between universities.
• Chapter Two. THE NATURE AND AIMS OF A MODERN UNIVERSITY = 65
• Ⅰ. What is a University? A corporation or society which devotes itself to a search after knowledge for the sake of its intrinsic value.
• Ⅱ. Both in ancient and in modern universities this idea is in danger of being lost. The undergraduate's view of a university before and after his experience of it.
• Ⅲ. But particularly it is in danger at the snodem university : （i） Economic pressure severer ；（ⅱ） Superficial resemblance between university and school ； （ⅲ） Influence of the city.
• Ⅳ. How to keep the purity of the idea in a great city. （i） By example ； （ⅱ） By precept ； （ⅲ） By relating scholarship to character and leadership ； （ⅳ） By relating scholarship and vocation to the ideal of service ； （ⅴ） By trying to clarify the concept of 'general culture'.
• Chapter Three. THE ORGANIZATION OF A MODERN UNIVERSITY = 80
• Ⅰ. Its complicated working. Reasons for this. Count of Governors ； Council ； Senate ； Faculty Boards.
• Ⅱ. Its democratic spirit and constitution. Drawbacks : waste of time and man­power ； delay.
• Ⅲ. Departmental organization. Supervision of students. Honourman and Pass­man­the latter's disabilities. The Regent system.
• Ⅳ. The life of a professor : underworked and underpaid, A more reasonable salary scale and how to find the extra money for it. How the professor fills in his spare time : （i） gainful occupations ； （ⅱ） university organization.－portrait of a full－time professor.
• Ⅴ. Superannuation : the present method and variants upon it ； the best age limit ； the Federated Superannuation scheme.
• Ⅵ. Lecturers : salary and grading ； selection and appintment the problem of training and some methods of solution.
• Ⅶ. The Lecture System. Inquiries made into it by student groups at Glasgow, Birmingham, and Liverpool. Compulsory attendance at lectures. Lectures and books : merits and deficiencies of each the two complementary. Types of lecture－good and bad. Suggested distribution of lecture notes to classes. Instruction by seminars.
• Ⅷ. The Examination System. Features of the examination system : the External examiner ； use of class records ； the question of re­examination ； class or terminal examinations.
• Chapter Four. THE TWOFOLD AIM : （Ⅰ） RESEARCH = 141
• Ⅰ. The promotion of research should be the chief aim of every university. This view not generally held in universities. The word research has been misunderstood and misinterpreted as though it consisted merely in factual investigation. The place of factual research : （i） for beginners ； （ⅱ） as a subsidiary activiey.
• Ⅱ. A definition of research. Our oblogation, as university teachers, to pursue it : （i） We have the time ； （ⅱ） We have the opportunities ； （ⅲ） It has a beneficial effect upon both ourselves and our pupils ；（ⅳ） Through it we can repay a part of our debt to knowledge ； （ⅴ） Through it alone can we give permanence to any of our teaching ； （ⅵ） Through it we can help to build up the university.
• Ⅲ. At present very little university research is done. Why? How to improve this position. （i） More care with new appointments and promotions ； （ⅱ） Short－term appointments ； （ⅲ） Annual Reports ； （ⅳ） Reform of the Committee system ； （ⅴ） Reciprocity with other universities : sabbatical years.
• Ⅳ. The Graduate School. Condition of graduate study in modern universities to－day ； research degrees ； the possibility of testing capacity for research before the first degree is taken.
• Chapter Five. THE TWOFOLD AIM : （Ⅱ） TEACHING = 171
• Ⅰ. Criticisms of university teaching. Over－specialization : its sources not wholly in the university, still less in the Honours School. It is rather a social development. The Honours course : its reform and not its supersession the best cure for over­specialization. The 'Intermediate" of "First Year' examination : can it be justified?
• Ⅱ. The education of the undergraduate. Demolotion of old ideas and habits : （i） Spoom­feeding ； （ⅱ） Confidence in the printed word ； （ⅲ） Over­dogmatization ； （ⅳ） Reproduction of ideas imposed from above ； （ⅴ） The professor a sxhoolmaster and not a fellow­student.
• Ⅲ. The importance of the university library : of free access to the book－stacks ； of borrowing ； oflearning to work in a library. Hours of opening . Hostel and Union libraries. Book­buying among students and the need to encourage it.
• Chapter Six. STUDENTS AND STUDENT LIFE = 199
• Ⅰ. Contact between students and staff : students' apparent desire for closer relations ； suggested means of securing this ； staff­student committees ； the 'outpost in the country'.
• Ⅱ. Graduate employment ­ a pressing problem. The usual outlet : teaching. Possible developments of the Appointments Board.
• Ⅲ. Athletics : obstacles to their development. Physical training. Medical examinations.
• Ⅳ. The Student's Union : Student societies and social activities : problems of the Kitchen
• Ⅴ. Representative Council （"Guild"） and its origins. Apathy and keenness : their respective causes. Student newspapers and their uses. The National Union of Students and its annual congresses. The 'Students' Charter' of 1940. Two conceptions of student life. 'Rags".
• Ⅵ. Relations between the sexes, on the whole, satisfactory ； reasons for this. Infrequent scandals due mainly to abnormalities. Redbrick life a busy and a healthy one.
• Ⅶ. Religion : the official attitudes to it of the modern universities. Apparent official indifference to students' spiritual needs. Initiative lies at present with student societies. Remedies, however, do not lie with them : （i） Theological teaching, preferably under a separate Faculty ； （ⅱ） Bible teaching ； （ⅲ） Daily and weekly services : a programme and some of the obstacles to it.
• Chapter Seven. CONTACTS = 240
• Ⅰ. With Schools. Direct contact and methods of developing it. Last years at school and first year at the university : closer connections needed. Summer schools and refresher courses for teachers : advantages of having these organized by the universities.
• Ⅱ. With the City : The university as the intellectual centre of a city. University extension within the city and outside it. Oxbridge entrenched within areas served by Redbrick. The technique of the Extension Lecturer. The University Press : its usefulness both to the scholar and to the community at large.
• PART Ⅱ ： REDBRICK AND THE FUTURE
• Chapter One. REDBRICK IN TRANSITION = 255
• Ⅰ. Redbrick in war－time. Devastation and depletion. A casualty－the Faculty of Arts. Effects of the Government's Arts policy on universities, schools and society.
• Ⅱ. War and the Arts Faculties, Results of the War : Depression and lowering of standards ； destruction of traditions ； lowering of the age of entry ； Long Vacation terms. The demobilization period.
• Ⅲ. Redbrick after the War. Numbers. Entrance tests. Increase of the university population : a forecast. The admission of adults. The optimum number for a university.
• Ⅳ. Staffing and salaries. The pre­war staff－student ratio satisfactory. Need for care in making permanent appointments. Improvements in salaries : Proposals for reform.
• Chapter Two. REDBRICK LOOKS AHEAD = 281
• Ⅰ. The Problem of Residence. Theory : views of the British Association Committee and the A. U. T. Practice : examples of Manchester and Leeds Universities. The Toronto experiment : could it be carried out in England?
• Ⅱ. The Problem of Narrowed Outlook. The demands of society have imposed specialization on the universities, but not narrowness of outlook. Proposals for broadening the specialized curriculum : reduction in the numbers of Honours students ； remodelling of Pass and Honours Courses ； extension of the first­degree course to four years.
• Ⅲ. The Problem of Representation. Representation of the non­professorial staff on the Senate. Academic representation on the Council : unsatisfactoriness of the present position.
• Ⅳ. The Problem of Autonomy. Further large increases in State aid are inevitable : must public money bring public control? University autonomy has given general satisfaction. State control considered : Government inspection ； State representation on the Gouncil.
• Chapter Three. PROBLEMS OF THE FUTURE = 305
• Ⅰ. Inter－university Co－ordination. The necessity for some standardization of degree values. Co－operation with universities of other countries. Proposed formation of an Academic, or Advisory, Council in this country.
• Ⅱ. Professorial Freedom. The personal freedom of the academic individual : possibilities of its restriction. The freedom of the departmental Head : growth of the committee system and tendency to discount the value of the personal element in university organization.
• Ⅲ. Redbrick and Women. Redbrick gives men and women equal pay for equal work. Unsatisfactory position of women teachers in other respects : inadequacy of accommodation ； past disabilities of married women ； poor prospects of promotion.
• Chapter Four. THE LEISURED PROFESSOR AT BAY = 328
• Ⅰ. Research essential to the idea of a university. The conceptions held of research are still too narrow : illustrations of this. Research and teaching must go hand in hand ­ but this principle does not exempt from the obligation to publish.
• Ⅱ. Why so little research is done in Arts Faculties. Excuses proffered for this : lack of time ； aversion to 'premature publication' ； a vocation for teaching rather than for research.
• Ⅲ. Criticisms of the proposed remedies considered. Intangibility of any evidence on research. Impracticability of terminating appointments. Risk of the production of inferior work.
• Ⅳ. The A. U. T. and the problem. Its full seriousness not realized.
• Chapter Five. THE UNIVERSITY AND ITS REGION = 353
• Ⅰ. First things first. Regional activities can never be the chief duty of a university. Unless its core is sound, its peripheral work will have little value.
• Ⅱ. Regional life in the universities. All universities should be regional universities, including Oxford and Cambridge, which have done good work in their areas already. Such work should not all be done by Extension lecturers, but shared by the normal academic staff.
• Ⅲ. The University in its city. Study of special problems. Creation of cultural traditions. Lectures, theatres, concerts, films, broad­casts in the university in its region. Contact with schools and school­teachers. Contact with the workers : probable developments in non­vocational instruction. Resident tutors an advantage, especially in rural areas. Residential adult education. Contact with the leisured : the University Extension Society.