An eleventh-year group of American history pupils had been placed under my guidance in a nearby High School. Some four or five weeks after undertaking the task of teaching this group, the World War period chronologically made its appearance. Now, it was not my intention to teach the war in terms of battles, victories, territory lost, or territory regained. My all consuming objective was to attempt to create a dislike for war and all its attributes. This I sought dilligently to do in the following manner: At the beginning of this section one entire period was spent in discussing with the class the causes of the war in contrast with the occasions which actually brought the war into being: a second class period spent in the group's discussion of thefolly of using war as a means of settling International disputes; and still another period is consumed in dealing with the costs of war money, lives, setback to civilization.

The following discussion is intended to deal with the theme of social decay as it comes to expression in the last five novels of James Fenimore Cooper.1 The method adopted for realizing this intention is to examine closely the characteristic features of the late novels in order, first, to ascertain the precise nature of the theme of social decay as an intellectual statement and, secondly, to appraise the artistic means chosen for embodying this theme in the individual books. Hence the primary emphasis of the investigation lies with the thematic study of the source, that is with the novels themselves considered both as intellectual documents and as works of literary art. Before undertaking the thematic interpretation of the late fiction, however, one must consider first the major problem presented by the low esteem in which the last five works have often held in critical circles since the time of their first publication.2 This problem is important because the quasi-official estimate of these works implies that they do not merit serious critical attention. Seen from this perspective, the late novels are insignificant works that merely restate with didactic clumsiness a social philosophy previously expressed in Cooper's fiction with considerable artistic success. The investigator therefore must attempt to ascertain at the outset whether this established appraisal of the late fiction is essentially accurate in its main outlines or whether the conventional view requires substantial modification. In order to illuminate this problem, the following two questions will be treated in this introductory chapter: First, among critics of Cooper, how widespread has been the tendency to depreciate these five novels? Secondly, what is the basis, the critical rationale, for both the unfavorable and the comparatively sympathetic evaluations of the late tales? Hopefully, the discussion of these questions will help not only to justify a new study of Cooper's last tales but also to indicate the need for a more flexible approach to the criticism of the fiction published during the novelist's last years.

In recent years, a new conception of religious drama has been initiated into the church. Its aim is to provide a strong channel for the development of high character and stalwart personality, and most of all to depict life situations which have a definite Christian message for the world, today. Some churches have responded quite readily, others have been slow in their acceptance of the new method of dramatics in the church. However, recent progress indicates a hopeful future. The survey was made to study this growing field, as the author believes dramatization to be one of the strongest factors which can be used in the churches. In fact, the writer believes that the acting of religious plays will sup- lement sermons in the near future, in conveying the message of Christ and in inspiring nobler living. Therefore, Part One is devoted to a survey of the development, since the World War, in order to understand what has been accomplished in the last few years. What has been done in the paint is very often a challenge as to what can be done in the future. The writer feels quite optimistic for the cause of religious dramtics.

The following pages comprise a translation of a section of the 維摩詰經 (VimalakIrti-nirdesa satra; Taisho Issaikyo, 475; Nanjio, 146), together with the joint commentary of Seng Chao () and Kumarjiva, to which a number of interpretative and exegetical notes have been added. The texts used have been those published in the Pu- haush To 'ung Shu edition. This is the version translated by KumarjIva from the Sanskrit, probably somewhere between A.D. 401 and 413. The commentator Seng Ch'ao was his con- temporary and student, dying a year later than his teacher in 414.

n view of the volume of literature already written about the caste-system, it would seem that yet another entry should ha been unnecessary. Yet it was precisely because of this mighty flood of titles that the present investigation was undertaken. Not only were there many conflicting definitions of the term "caste" itself; there were, also, many conflicting opinions as to the antiquity of the caste-system. In many cases, the latter problem wa was functionally related to the former. A definition of caste had been formulated on the basis of contemporary social practice. Then, this definition was projected backwards into the dim reaches of historical antiquity by means of selectively picking over the Indo-Aryan literature to find passages which lent support to the contemporary definition. Prestol "Caste Through the Ages". Aside from the ethical considerations, or, rather, lack of them, involved in such a modus operandi, the results shed little light upon the social structure of ancient India. The Indo-Aryan literature contained many passages which, when taken out of conto the contemporary definition. Prestol "Caste Through the Ages". Aside from the ethical considerations, or, rather, lack of them, involved in such a modus operandi, the results shed little light upon the social structure of ancient India. The Indo-Aryan literature contained many passages which, when taken out of context, lent support to practically any proposition an investigator might have wished to have uphold. Therefore, the intent of this inquiry was to determine the structure of the Indo-Aryan society from its literature, without pre-conceived opinions as to the existence of any particular social institution

In this thesis the author's first aim is to not forth a science course that will awaken the students of this high school to a realization of the significance end value of their environment, and thereby stimulate their interest and appreciation of things scientific. We are living in the midst of a great scientific age, and application of scientific knowledge will continue more and more to dominate our life. It is essential then that our high school boys and girls should learn how to adapt themselves to this life of scientific application, and be able to interpret their own environment in relation to the knowledge gained.

A musical score.

The family may be defined as a group of interacting personalities of neer tie or blood-kin; namely, husband, wife, children, and may include grand parents.The origin of the family is not clear, since we find marriage in a rather highly developed form among the most primitive tribes. The family has taken on different forms in various places and under varying circumstances. Perhaps monogamy, the union of one man and one woman, is the most prevalent fore of marriage, not only in the United States but among all peoples and in all ages. Polygyny, the union of one man with several women, is not uncommon. Although it is not permitted in the United States, it is practiced in certain societies but confined largely to the wealthy. Polyandry, the union of one woman with several men, is not so common a form of marriage; however, it may be found in Tibet and among some of the mountain tribes of India.

The past decade has witnessed profound changes within China which have culminated in the establishment of a new type of government. A new power, and a new way of life embracing Communistic idealogies controls the mainland of China and its vast I resource of manpower. A government diametrically opposed to t Western powers and the fester way of life now reigns supreme from the Imperial City of Peiping.

It is worth any trouble it takes to rearrange and organize the high school or college schedule these days to enable the students to hear first hand the most important pronouncements being made by history-making leaders. The student who missed hearing Chamberlain or Hitler because he was forced by an inflexible school program to conjugate German verbs or to report on the Elizabethan period of English history, was deprived of some real education.1 In the above paragraph, John T. Studebaker, United States Commissioner of Education, asserts his belief in radio as an educational force in the United States today. Others concern with education of the youth in this country, including teachers, parents, and broadcasters, have recognized the rent potentialities of this new and tremendous force.