Ozone, Index to the Literature of; 1875-1879. By Albert R. Leeds. Annals of the N. Y. Academy of Sciences, Vol. I, No. 12, 1880. 32 pp. 8vo. Peroxide of Hydrogen, The Literature of; 1818-1878. By Albert R. Leeds. Annals of the N. Y. Academy of Sciences, Vol I, No. 13, 1880. 11 pp. 8vo. Electrolysis, Index to the Literature of; 1784-1880. By W. Walter Webb. Annals of N. Y. Academy of Sciences, Vol. II, No. 10, 1882. 40 pp. 8vo. Speed of Chemical Reactions, Literature of. By Robert B. Warder. Proceedings of the Am. Assoc. Adv. Science, Vol. 32, 1883. 3 pp. 8vo. Starch-Sugar, Bibliography of. By Edw. J. Hallock. Appendix E to Report on Glucose prepared by the Natural Academy of Sciences in response to a request made by the Commissioner of Internal Revenue. U. S. Internal Revenue, Washington, D. C., 1884. 44 pp. 8vo. Ozone, Index to the Literature of (1879-1883); accompanied by an Historical-Critical Résumé of the Progress of Discovery since 1879. By Albert R. Leeds. Annals N. Y. Academy of Sciences, Vol. III, p. 137, 1884. 16 pp. 8vo. Peroxide of Hydrogen, Index to the Literature of; 1879-1883. By Albert R. Leeds. Annals N. Y. Academy of Sciences, Vol. III, p. 153, 1884. 3 pp. 8vo. Dictionary of the Action of Heat upon Certain Metallic Salts, including an Index to the principal Literature upon the Subject. Compiled and arranged by J. W. Baird, contributed by A. B. Prescott. New York, 1884. 70 pp., 8vo. ADDRESS BY PROFESSOR HENRY T. EDDY, VICE PRESIDENT, SECTION A. COLLEGE MATHEMATICS. In a survey of the general interests for the advancement of which this section of Mathematics and Astronomy has now met, it has seemed to me that there is one subject in the consideration of which you all must have a vital interest. And as this is also a subject of daily professional interest to myself, and closely concerns the future welfare of this association, as well as the progress of science in our land, I may be pardoned for pressing it upon your attention and stating, so far as I may be able, the truth as it appears to me. The subject I refer to is the present state of mathematical training in our colleges; its aims, its needs, and its relations to education and to scientific research. I am the more willing to speak upon this subject because I feel that my opportunities for experience, though they perhaps have not been of so great duration as others have enjoyed, have, nevertheless, been varied, and of such a kind as possibly to be useful in awakening thought and in bringing to light the experience of others upon this important part of our college study, a part, I may say, which has been almost completely overlooked in the earnest controversy which has arisen during the past year, respecting the attitude of our colleges toward the various branches of learning, ancient and modern, embraced in their curricula. As the thoughts I have to present are based largely on personal experience, I may be pardoned for saying that this experience commenced twenty-one years ago on entering the freshman class at Yale College, and after graduation it was continued as a student |