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prevailed in the past. Instruction in the History of Ethics, like instruction in the History of Philosophy, has largely been based on text-books or lectures giving expositions of, and information about, the various systems. Such methods, although serviceable, are not as stimulating and helpful as those which put the student in direct contact with the text of the author, enabling him to study the system itself rather than to study about the system. Undoubtedly the best plan would be to have the student read the entire work of the author, but all teachers will probably concede the impracticability of this in undergraduate work, if a num. ber of systems is to be studied, which is usually desirable. Only inferior, in my judgment, to the best, but impracticable plan is the plan of the “ Ethical Scries,” – to study selec. tions or extracts from the original works, embodying the substance of the system. The “Series" makes provision for such work in a convenient and comparatively inexpensive manner. That the plan of instruction on which the “Series" is based is in the interest of better scholarship, I am assured by my own experience, and by that of many other teachers in the leading colleges of the country, with whom I have communicated. It is with the earnest hope of facilitating instruction and study in the History of Ethics that this Series is issued.

E. HERSHEY SNEATH.

YALE UNIVERSITY.

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