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 in Holberg, your time, in so far, has certainly not been misemployed.

Whatever the drawbacks of the German influence which is so marked in America, I cannot doubt that in one thing, at any rate, the Americans are far ahead of us—in the careful study they devote to the science of education. No fewer than twenty courses of lectures on the theory and practice of education were given in Columbia College during 1898–99. Teaching, I take it, is an art founded upon, and intimately associated with, the science of psychology. Why should we be content with antiquated and rule-of-thumb methods, instead of going to the root of the thing, studying its principles, and learning to apply them to the best advantage?