CLASS of 1895
Dr. Jesse K. Marden, American physician, sailed Wednesday, July 15, from New York bound for Athens, Greece, where he will resume his work under the American Board of Commissioners for Foreign Missions. Dr. Marden was born of missionary parents in Aintab, Turkey, and attended St. Johnsbury Academy, Dartmouth College 1895, and took his doctor's degree at the University of Michigan. In June, 1930, when Dr. Marden began his furlough, Dartmouth conferred upon him the honorary degree of Doctor of Science. Dr. Marden has oversight of the religious, educational, medical, and social welfare work among the refugees in Athens. He did straight medical work for a time in Turkey.
Prof. Charles A. Holden was one of the representatives of the state of New Hampshire who made a tour of the disputed boundary between that state and Vermont last June, and in his capacity as engineer gave testimony at the hearing in the case.
Charles W. Pollard announces a new address—l20 South 25th Ave., Omaha, Neb. Johnson Hellen reports a new home address1800 20th St., N. W„ Washington, D. C.
Dr. H. W. Newell has returned to New England after several years' practice in Toledo, Wash. He will reside in his old home town, Derry, N. H.
News has just reached here of the death of Samuel A. McCoy. He died on July 8 after a brief illness. McCoy had been for the past few years engaged in engineering in Spokane, Wash.
Prof. Henry C. Morrison has recently issued an edition of his treatise, "The Practice of Teaching in the Secondary School," which was first published in 1926. I quote from a recent review in the New Re-public. "The book has already become so well known that little need be said to indicate its scope. It would be impossible, however, to endorse too highly, or in the present state of education to emphasize too frequently, Dr. Morrison's main contention that 'lesson learning' and the whole apparatus of the traditional recitation are not only useless, but, as often as not, pernicious. Dr. Morrison again and again insists that any effective education consists in real adaptations on the part of the pupil, and that, in every case, the teacher has no right to be satisfied unless he is reasonably sure that the intended adaptation has taken place. Marks, credits, and passing grades are obstacles to the achievement of this end. They 'generate an attitude toward life in which 'getting by' and humbuggery are conspicuous elements.' "
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