Excerpt from Southern Educational Review, Vol. 4: February-March, 1907 It has been my fortune to be concerned of late in the prepara tion of two publications which have for their object the bringing together of information which may be of use to this end. I think I may venture to refer to these publications at this point. The first relates exclusively to schools of the high school grade. It is a pamphlet of 150 pages, entitled, State aid to secondary schools. It was prepared under my direction by David Rhys Jones, and was published in December, 1903, in the series of Publications in Education of the University of California. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.

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Dewey's students at Columbia saw him as "an Aristotelian more Aristotelian than Aristotle himself." However, until now, there has been little consideration of the influence Greek thought had on the intellectual development of this key American philosopher. By examining, in detail, Dewey's treatment and appropriation of Greek thought, the authors in this volume reveal an otherwise largely overlooked facet of his intellectual development and finalized ideas. Rather than offering just one unified account of Dewey's connection to Greek thought, this volume offers multiple perspectives on Dewey's view of the aims and purpose of philosophy. Ultimately, each author reveals ways in which Dewey's thought was in line with ancient themes. When combined, they offer a tapestry of comparative approaches with special attention paid to key contributions in political, social, and pedagogical philosophy.