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By MORRIS R. COHEN, Ph.D., Professor of Philosophy in
the College of the City of New York.

American Life and American Philosophy. The Traditions of American
Philosophy. Large Indebtedness to Great Britain. Other Influences.
Scotch Common-Sense Realism. The Evolutionary Philosophy. Its
Influence on American Theology. John Fiske. His Substitution of
the Evolutionary Myth for the Old Theology. Scientific Thought in
America. Chauncey Wright. His Conception of True Scientific
Method. William T. Harris. His Attack on Agnosticism. The Journal
of Speculative Philosophy. The Improvement of Philosophical Teach-
ing. The Philosophical Review. Philosophical Professors. Charles S.
Peirce. The Origins of Pragmatism. Josiah Royce. Metaphysical
Idealism. The World and the Individual. William James. His Vivid-
ness and Humanity. Principles of Psychology. Radical Empiricism.

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BY PAUL MONROE, PhD., LL.D., Professor of the History

of Education in Teachers College, Columbia Uni-

versity.

American Education Primarily Institutional. The Colonies. Virginia.
Pennsylvania. New Netherland and New York. New England.
The Massachusetts Law of 1647. The Apprentice System. Elemen-
tary Schools. Latin Grammar Schools. Ezekiel Cheever. Christo-
pher Dock. The New England Primer. Colonial Colleges. Franklin
on Education. Samuel Johnson. William Smith. The Revolution.
Early National Legislation. The Positions of the Fathers. Thomas
Jefferson. DeWitt Clinton. The Lancastrian System. Pestalozzian
Influences. Textbooks. Noah Webster. Lindley Murray. Jedidiah
Morse. Nicholas Pike. Law Schools. Medical Schools.

Private

Societies. Educational Periodicals. The American Journal of Educa-
tion. Labour and Education. Practical and Physical Education.
Educational Reports. Horace Mann. Henry Barnard. Technical
Literature of Education. Free Schools. Education for Girls. Emma
Hart Willard. Mary Lyon. State Universities. College Problems.
Great College Presidents. Lyceums. Ralph Waldo Emerson. Im-
aginative Literature Dealing with Education. Henry Wadsworth.
Longfellow. Oliver Wendell Holmes. Locke Amsden. The Hoosier
Schoolmaster. College Secret Societies. Phi Beta Kappa. Memoirs
by Educators. Popular Problems of Education. The Education of
Henry Adams. Books for and about Children. The Literature of the
Immigrant. Important Writers on Educational Topics. William
James. G. Stanley Hall. Edward L. Thorndike. William T. Harris.
John Dewey. Foreign Observers. General Conclusions.

385

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Book III (Continued)

CHAPTER VIII

Mark Twain

AMUEL LANGHORNE CLEMENS, more widely known as Mark Twain, was of the "bully breed" which Whitman had prophesied. Writing outside "the genteel tradition," he avowedly sought to please the masses, and he was elected to his high place in American literature by a tremendous popular vote, which was justified even in the opinion of severe critics by his exhibition of a masterpiece or so not unworthy of Le Sage or Cervantes. Time will diminish his bulk as it must that of every author of twenty-five volumes; but the great public which discovered him still cherishes most of his books; and his works, his character, and his career have now, and will continue to have, in addition to their strictly literary significance, a large illustrative value, which has been happily emphasized by Albert Bigelow Paine's admirable biography and collection of letters. Mark Twain is one of our great representative men. He is a fulfilled promise of American life. He proves the virtues of the land and the society in which he was born and fostered. He incarnates the spirit of an epoch of American history when the nation, territorially and spiritually enlarged, entered lustily upon new adventures. In the retrospect he looms for us with Whitman and Lincoln, recognizably his countrymen, out of the shadows of the Civil War, an unmistakable native son of an eager, westwardmoving people-unconventional, self-reliant, mirthful, profane,

VOL. III-I

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