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(William Setchel) The Oberlehrer,
527.

KEPPEL, FREDERICK P.-Canby's

(Henry
S.) Col-
lege sons
and col-
lege fat-
hers, 529.
Boswell's

(Foster
P.) The
aims and
defects of
college
educa-

tion, 530.

MANNY, FRANK A.-Annual Report for

1914 of the Chief
Medical Officer of
the Board of Ed-
ucation, England

and Wales, 409.
Annual Report on

the medical in-
spection of school
children in Dum-

ferline, 411.
Greenwood's (Ar-

thur) The health
and physique of
school children,

412.
Massachusetts Institute of Technology,

538.
Maxwell, Superintendent, 423.
MENDELSOHN, SIGMUND--National

preparedness and school efficiency,

51.
MERRILL, GEORGE A.—The high school

hydra: A reply, 198.
Method (The direct) and its applica-

tion to American schools,
447.
(the direct)

modern
language, Why? 254.
Methods of teaching at Annapolis, 149.
MIJOUEF, PAUL-Influence of the war

on education in Russia, 325.
Militarists and pacifists, 57.
Minnesota, The University of, 537.
Modern language (a), Why the direct

method for? 254.
language course, The place of

reading in the, 189.
languages (The teaching of)

in European secondary

schools, 488.
tendencies, Some observa-

tions on, 109.
world, The genius of ancient

Greece and its influence on
the, 399.

KNAPP, CHARLES-Liberal studies in

ancient Rome, 237.
KOLBE, PARKE R.-Some phases of

field work, 478.
KRAPP, GEORGE PHILIP—Cook's (Al-

bert Stan-
burrough)
A literary
m i ddle
English

reader, 99.
Emerson's

(Olive Far-
rar) A mid-
dle English

reader, 99.
W y 1 d’s

(Henry
Cecil) A
short his
tory of
English,

200.
KRAUSE, CARL A.-Why the direct

method for a modern language? 254.

for a

LACY, MARY G.–The farmer and his

tools, 268.
Language (a modern), Why the direct

method for? 254.
Language course (modern), The place

of reading in the, 189.
Learned's (William Setchel) The Ober-

lehrer, 527
Lecture (Public) system in New York,

428.
Lenz, FRANK B.-The education of the

immigrant, 469.
LEONARD, STERLING A.-The rationale

of punctuation: A criticism, 89.
Liberal studies in ancient Rome, 237.
LIGHTY, W.H.-Correspondence-study

teaching, 40.

National preparedness and school

efficiency, 51.
Nations (warring), The spirit of the,

217.
New high school of commerce (The),

Boston, 305.
New York City, A report on the Gary

experiment in, 8.
Higher education in,

211.
school system, Divi-

sion of reference and

research in the, 212.
schools, 426.

New York, Public lecture system in,

428.
Notes and news, 105, 208, 318, 423,

537.
Notes on new books, 101, 202, 317,

413, 531.

Observations (Some) on modern ten-

dencies, 109.
Opportunity (an), A problem and, 97.
Oregon, The University of, 430.
Pacifists, Militarists and, 57.
Pan-American Scientific Congress,

Second, 108.
Paper makers, Chemical engineering

for, 522.
Patriotism, 78.
PATTERSON, HERBERT-Educational

principles and the elementary

schools, 342.
Peace, A camp for, I.
Perry's (Arthur C.) Discipline as a

school problem, 316.
Phases (Some) of field work, 478.
Physical education in American col-

leges, The influence of athletics

upon, 355.
Place (The) of reading in the modern

language course, 189.
Power of type, 106.
Preparedness (National) and school

efficiency, 51.
President (A university) to the faculty,

92.
President Schurman's report, 323.
PRESTON, CARLETON E.-Are

schools hitting the mark? 275.
Princeton, Progress at, 424.
Principles (Educational) and the ele-

mentary schools, 342.
Problem (A) and an opportunity, 97.
Professors (University), The American

Association of, 310.
Progress at Princeton, 424.
Public education, The state and the

city in, 397.
lecture system in New York,

428.
Punctuation, The rationale of: A

criticism, 89.
Pupils (elementary), Home work for,

360.
Rationale (The) of punctuation: A

criticism, 89.
Reading in the modern language

course, The place of, 189.
Reference and research (Division of)

in the New York City school system,

212.
Relations between America and

France, 105.

Report (A) on the Gary experiment in

New York City, 8.

President Schurman's, 323.
Reviews, 99, 200, 314, 408, 526.
Rome (ancient), Liberal studies in,

237
Russia, Influence of the war on educa-

tion in, 325.
School efficiency, National prepared-

ness and, 51.
room window, The war from

the, 511.
superintendents, Two great,

208.
system (New York City), Di.

vision of reference and re-

search in, 212.
(The new high) of commerce,

Boston, 305.
Schools (American), The direct method

and its application to, 447,
(elementary), Educational

principles and the, 342.
(graduate), Function of, in

the universities of the United

States, 433.
hitting the mark, Are our? 275.

New York City, 426.
Schurman's (President) report, 323.
Science in education, 295.
Scientific Congress, Second Pan-Amer-

ican, 108.
Secondary schools (European), The

teaching of modern languages in,

488.
SMILEY, CHARLES NEWTON—Horace:

An appreciation, 156.
Smith College, 322.
Some foreign educational surveys, 106.

observations on inodern ten-

dencies, 109.

phases of field work, 478.
Spelling, Tests of efficiency in, 319.
Spirit (The) of the warring nations,

217.
State (The) and the city in public

education, 397:

university, The American, 29.
STEPHENSON, J. NEWELL-Chemical

engineering for paper makers, 522.
STITT, EDWARD W.-Home work for

elementary pupils, 360.
Students (Foreign) in American uni-

versities, 214
Studies (Liberal) in ancient Rome, 237.
STURTEVANT, J. L.-The University

of Wisconsin: In rebuttal, 87.
Superintendent Maxwell, 423.
Superintendents (school), Two great,

208.
Surveys (educational), Some foreign,

106.

our

System (Public lecture) in New York,

428.
(New York City school), Di-

vision of reference and re-
search in, 212.

Professors, The American

Association of, 310.
The American state, 29.
(The) of Minnesota, 537.
(The) of Oregon, 430.
(The) of Wisconsin: In

rebuttal, 87.

on

VAIL, THEODORE N.-Some observa-

tions on modern tendencies, 109.
Vocational guidance in colleges and

universities, 331.

TAYLOR, JOSEPH S.-A report

the Gary experiment in New York

City, 8.
Teaching at Annapolis, Methods of,

149.
Correspondence-study, 40.
(The) of modern languages

in European secondary

schools, 488.
Technology, Massachusetts Institute

of, 538.
Tendencies (modern) Some observa-

tions on, 109.
Tests of efficiency in spelling, 319.
THALLON, IDA M.-The genius of

ancient Greece and its influence on

the modern world, 399.
THWING, CHARLES F.-The education

of travel, 457.
Tools, The farmer and his, 268.
TOWNSEND, H. G.-Science in educa-

tion, 295
Travel, The education of, 457.
Two great school superintendents,

208.
Type, Power of, 106.
United States, Function of graduate

schools in the universities of the,

433.
Universities (American), Foreign stu-

dents in, 214.
(colleges and), Vocational

guidance in, 331.
of the United States,

Function of graduate

schools in the, 433.
University president (A) to the faculty,

92.

War (The) from the schoolroom

window, 511.
(Influence of the) on education

in Russia, 325.
WARD, C. H.-What is English? 168.
Warring nations, The spirit of the, 217.
WESTCOTT, ALLAN F.-Methods of

teaching at Annapolis, 149.
What is English? 168.
WHEELER, BENJAMIN IDE—The Amer-

ican state university, 29.
WHITNEY, MARIAN P.-The place of

reading in the modern language

course, 189.
Why the direct method for a modern

language? 254.
Willard (Emma): A sketch and a

letter, 387.
Wisconsin, The University of: In

rebuttal, 87.
Work (Home) for elementary pupils,

360.
World (modern), The genius of ancient

Greece and its influence on the, 399.
Wyld's (Henry Cecil) A short history

of English, 200.
YOUNG, MARY VANCE-A problem and

an opportunity, 97.
ZICK, HENRY—The teaching of modern

languages in European secondary
schools, 488.

EDUCATIONAL REVIEW

JANUARY, 1916

I

A CAMP FOR PEACE

I have come to bring to you of the city where the first constitution of the state was completed the proud greetings of the state, thru its incorporeal university, which was itself established in 1784 and which gave charter to the two academies now merged in this school, in 1795-one hundred and twenty years ago a university which has no teachers, no students, an Alma Mater who has no children except immortal corporations, but an educational providence who has a loving, watchful, beneficent interest in every child of the state, every school, every college, every university; who, in her library remembers the past and in her museum the longer past, before men came upon the earth tho it is difficult to believe that there was ever a time when Clintons and Hasbroucks and Schoonmakers and Clearwaters were not on the earth,—when the only Michael was an archangel, when megatheriums wandered in tangled forests and Adam and Eve had not yet compelled the human race to labor and to celebrate their respite by a labor day.

I have come to tell you the gratitude of the state for what you have added to her wealth, for what you are bringing into the state university.

Chesterton says that democracy is ever dreaming of kings, and will not be content till she has a nation of kings; that she edurates a man not because he is so miserable but because

xtracts from an address delivered at the dedication of the new schrock ouilding at Kingston, N. Y., on September 6, 1915.

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