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him in everything to the last ditch, who was keenly interested in every ambition he had for making a big thing of his work. He at last could see Introductory Economics given as he wanted to have it given--realizing at the same time that his plans were in the nature of an experiment. The two textbooks used in the first semester were McDougall's "Social Psychology" and Wallas's "Great Society." During part of the time he pinned the front page of the morning paper on the board, and illustrated his subject-matter by an item of news of that very day. His theory of education was that the first step in any subject was to awaken a keen interest and curiosity in the student; for that reason he felt that pure theory in Economics was too difficult for any but seniors or graduates; that, given too soon, it tended only to discourage. He allowed no note-taking in any of his courses, insisted on discussion by the class, no matter how large it was, planned to do away with written examinations as a test of scholarship, substituting instead a short oral discussion with each student individually, grading them "passed" and "not passed." As it was, because of the pressure of Government work, he had to resort to written tests. The proportion of first sections in the final examination, which was difficult, was so large that Carl was sure the reader must have marked too leniently, and looked over the papers himself. His results were the same as the reader's, and, he felt, could justifiably be used as some proof of his theory that, if a student is interested in the subject, you cannot keep him from doing good work. I quote here from two letters written by Washington students who had been under his influence but five months. "May I, as only a student, add my inadequate sympathy for the loss of Dr. Parker--the most liberal man I have known. While his going from my educative life can be nothing as compared to his loss from a very beautiful family group, yet the enthusiasm, the radiance of his personality--freely given in his classes during the semester I was privileged to know him--made possible to me a greater realization of the fascination of humanity than I obtained during my previous four years of college study. I still look for him to enter the classroom, nor shall I soon forget his ideals, his faith in humanity." From the second letter: "To have known Mr. Parker as well as I did makes me feel that I was indeed privileged, and I shall al
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