Word: branches
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Dates: during 1890-1899
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...general superintendent of the society was put in charge on May 1, '99. During the summer vacation, the Medical School branch in Boston was transferred from the Medical School building to larger quarters across the street. Arrangements were made with the Corporation whereby a general renovation of the main store in Dane Hall was effected. The floor-space available as sales-room was doubled by removing two large unused chimneys from the first floor and by entirely remodelling the basement. This left the first floor clear for the office and the two important departments of books and stationery. The basement...
...Harvard Co-operative Society has completed its calculations on the business done last year and the results are excellent. The total volume of business was $130,000 at the Cambridge store, and $40,000 at the Boston branch, which is the largest in the history of the society. The profits amounted to a little over $8,000, of which about 10 per cent was placed into the sinking fund, and about $7500 are now being divided among the stock-holders. The divided this year is 7 per cent on all purchases, being an increase of 1 per cent...
...degree cum laude on graduation from Harvard, took a master's degree in 1895, and in 1897 was made Doctor of Philosophy. He received his doctor's degree for special study in comparative philology, and his is the only Ph.D. ever given by Harvard for work in this branch of study. A traveling scholarship was awarded to him, and he went to Leipsic for a year. He is the author of several articles on comparative philology which have appeared from time to time in Harvard classical papers...
...Burden '00, the last speaker, called attention to the advantage of starting out broadly, of getting interested in more than one branch of College life...
...mass of knowledge in every department of medicine has accumulated in past years to an extent that makes it impossible for a single professor to master all completely. The field of knowledge in any one special branch is large enough to entirely engross the whole study of one man. To conform to this increase, a method of instilling into the student a scientific power of observation in place of text-book knowledge will be introduced. The lectures will explain the laboratory work instead of making the laboratory work instead of making the laboratory work explain the lectures, as heretofore. Instead...